Katherine Mansfield’s "The Escape"

             “The Escape” is one of the short stories in Katherine Mansfield’s Bliss and Other Stories (1920). During the winter of 1919 to 1920, she was in Menton, France without her husband, John Middleton Murry, which made her feel deeply lonely, nervous and irritated, a condition which was worsened by her failing health. She wrote “The Escape” after coming back to England in 1920.

            The husband and wife in the story depict their contrasting emotional approaches. They try to determine who is in control of their marriage. The wife constantly displayed impulsive, negative reactions. The story is more like an interior monologue of the wife.  There is a sense of distance as the characters are unnamed.

The story begins abruptly, "It was his fault, wholly and solely his fault..." The narrator says that the wife puts all the blame on her husband if they miss the train. It shows her dominance over her husband. The wife is already upset about what her husband could have done to be on time at the train. Even though it's unnecessary, the wife makes an apology for her husband's "absurd and ridiculous way" of saying to the driver to hasten the driving.

 The author gives hints that the wife doesn't love children when she sees them at the station. Even though they make an effort to please her with flowers, the wife is annoyed with the children and calls them "poor little mice" and "hungry little monkeys". She manipulatively stops her husband from giving something to those children.

The couple misses their train and has to take a carriage instead. The husband makes a cruel remark on seeing her belongings in her silver bag, ‘In Egypt she would be buried with those things”. The things such as  “her powder puff, her rouge stick, a bundle of letters, a vial of thin black pills like seeds, a broken cigarette, a mirror, white ivory tablets…” show her dependence on medication.

When the couple reaches the bottom of the valley riding in a carriage, she says she heard her parasol fall and leaves him to find it alone. Mansfield represents the wife's femininity as the parasol. The wife uses it to protect her from the heat of the sun but she refuses to use it later from the dusty wind because she's "far, far too exhausted to hold up a parasol" and adds more complaints about the wind. This shows that she has the authority of whether or not to use her womanly rights.

Then, the husband hears the sea sound ‘hish, hish’ and “he feels himself, lying there, a hollow man, a parched, withered man, as it were, of ashes”. This is an image of a dying man.  He notices a beech tree just beyond a garden gate: ‘a round, thick silver stem and big somber copper leaves’. It seems to grow and expand until the big carved leaves hide the sky, which could be a sign of something sinister. Then he hears a woman singing from within its depths or from beyond there. His chest is attacked by ‘something unbearable and dreadful’. He cries in pain and tries to get rid of it in vain.

The story narrates both dream and reality. The couple really gets into another train. It is night and the husband is standing in the shaking corridor which possibly refers to the shaky relationship between the couple. From the open carriage door, he overhears his wife talking to the other passengers about her husband’s unwillingness to travel and her sickness.

Thus the author presents a story about a couple who continues to live together in spite of their frequent quarrels.

  

E.V. Lucas’ “School for Sympathy” - Summary

I had heard a lot about Miss Beam’s School, but I did not get the chance to visit it till last week. When I arrived at the school, I saw a girl of about twelve with her eyes covered with a bandage being led carefully between the flowerbeds by a little boy of eight. She stopped and asked who it was that had come in and he seemed to be describing me to her. Then they passed on.

 Miss Beam was all that I had expected - middle-aged, authoritative, kind and understanding. Her hair was beginning to turn grey, and her round figure was likely to be comforting to a homesick child.

 We chatted for a while, and when I asked her some questions about her teaching methods, which I had heard were simple, she said: ‘…We teach only those things that are simple and useful to pupils- spelling, adding, subtracting, multiplying, writing, etc. The rest is done by reading to them and giving them interesting tasks. There are practically no other lessons.’

‘... I have heard so much,’ I said, ‘about the originality of your system.’

 Miss Beam smiled. ‘Ah, yes,’ she said. ‘I am coming to that.’

‘The real aim of this school is not to teach thought but thoughtfulness, humanity, kindness and citizenship. That is the ideal I have always had, and happily there are parents good enough to trust me to try and put it into practice. Look out of the window a minute, will you?’

 I went to the window, which looked out on a large garden and playground at the back ‘What do you see?’ Miss Beam asked.

 ‘I see some very beautiful grounds,’ I said, ‘and a lot of jolly children. But what surprises me, and pains me too, is that they are not at all healthy and active. As I came in I saw one poor little thing being led about because of some trouble with her eyes. And now I can see two more in the same condition, while there is a girl with a crutch just under the window watching the others at play. She seems to be a hopeless cripple.’

Miss Beam laughed.

 ‘Oh, no,’ she said, ‘She is not lame really; this is only her lame day. Nor are those others blind, it is only their blind day.’

 I must have looked very much astonished, for she laughed again.

 ‘There you have an essential part of our system in a nutshell. In order to get these young minds to appreciate and understand misfortune, we make them share in misfortune too. In the course of the term every child has one blind day, one lame day, one deaf day and one dumb day. During the blind day their eyes are bandaged, and it is a point of honour not to peep. The bandage is put on overnight, they wake up blind. This means that they need assistance in everything, and other children are told to help them and lead them about. It is educative to both of them - the blind and the helpers.’

 ‘Everyone is very kind,’ Miss Beam continued, ‘and it is really something of a joke, although, of course, before the day is over the reality of the disability becomes clear even to the least thoughtful. The blind day is, of course, really the worst, but some of the children tell me that the dumb day is the most frightening. There, of course, the child must use will-power only because the mouth is not bandaged... But come down into the garden and see for yourself how the children like it.’

 Miss Beam led me to one of the bandaged girls, a little merry thing.

‘Here’s a gentleman come to talk to you,’ said Miss Beam, and left us.

‘Don’t you ever peep?’ I asked, by way of an opening.

‘Oh, no,’ she exclaimed, ‘that would be cheating! But I had no idea it was so awful to be blind. You can’t see a thing. One feels one is going to be hit by something every moment. Sitting down is such a relief.’

 ‘Are your guides kind to you?’ I asked. ‘Pretty good. Not as careful as I shall be when it is my turn. Those that have been blind already are the best. It is terrible not to see. I wish you would try.’ ‘Shall I lead you anywhere?’ I asked.

 ‘Oh, yes,’ she said, ‘let’s go for a little walk. Only you must tell me about things. I shall be so glad when today’s over. The other bad days can’t be half as bad as this. Having a leg tied up and hopping about on a crutch is almost a fun, I guess. Having an arm tied up is a little more troublesome, because you have to get your food cut up for you, and so on, at least, not much. But being blind is so frightening. My head aches all the time, just from avoiding things that probably aren’t there. Where are we now?’

‘In the playground,’ I said, ‘going towards the house.’

 Miss Beam is walking up and down the terrace with a tall girl.

‘What has the girl got on?’ my companion asked me.

‘A blue skirt and a pink blouse.’

‘I think it’s Millie,’ she said. ‘What colour is her hair?’

‘Very light,’ I said.

‘Yes, that’s Millie. She is the head girl. She is very decent.’

‘There’s an old man tying up roses,’ I said.

‘Yes, that’s Peter. He is the gardener. He’s hundreds of years old!’

‘And here comes a dark girl in red, on crutches.’

 ‘Yes,’ she said, ‘that’s Berryl.’

 And so, we walked on, and in guiding this little girl about I discovered that I was many times more thoughtful already than usual. I also realised that having to describe the surroundings to another, makes them more interesting.

When Miss Beam came to release me, I was sorry to go. I walked back to the town murmuring (incorrectly as ever) the lines:

Can I see another’s woe, And not share their sorrow too? O no, never can it be, Never, never, can it be.

Answer in a sentence

1. How does Lucas describe Miss. Beam?

2. What is the essential part of the system followed in the school?

3. What change came over the author after his visit to Miss.Beam’s school?

Paragraph

1. Describe the role of Days observed in the school education system.

2. Narrate the experience of the narrator as a guide.

Essay

1. Analyse how different Miss. Beam’s School from other schools.

2. Examine the teaching methods of Miss,Beam.

E.V. Lucas’ “School for Sympathy” gives the idea of the role of school education in our life. Miss Beam is running a different school named ‘School for Sympathy’. The students are taught spelling, adding, subtracting, multiplying, and division. The teaching methodology is simple and interesting. But the real aim of her school is to make children kind and thoughtful. Miss. Beem inculcates a sense of responsibility by setting a five special days for the students.

Students have a blind day, a lame day, a deaf day, a dumb day, a maimed day, and a dumb day in the course. During the blind day, the students cover their eyes completely and experience the life of a blind person. The eyes are covered the previous night before the student goes to bed to understand the problems of a blind person. The boy who is helping her is on his helping duty. Helpers are responsible for assisting the students in need.

During the lame day, the students tie their legs up and walk using a crutch. During the deaf day, the students are made to spend their day without being able to hear anything. During the dumb day, the students are expected to be mute. They face the challenge of remaining quiet by exercising their willpower. Unlike the blind day, their mouth is not covered. They need mouth to eat food, drink water, and also to breathe. During the injured day, arms are tied up through an arm sling.

The narrator asks about the experience of a girl who was on her blind day. She says that she had realised the pain and discomfort faced by a blind person. The blind day gives her a headache because she is always in fear of getting hit by an object. She says that the inability to see anything scares her. In the girl's opinion, the blind day is the worst, followed by the injured day. However, she considers the lame day funny and interesting because she can hop around on crutches.

The narrator becomes her helper, and she asks him to describe the people around them to her. While walking, the narrator sees three people - Millie, the head girl, Peter, the gardener, and Anita, a girl on crutches. He finds that he has become more thoughtful than usual.

Through this unique method of education, the school teaches the students the importance of empathy and kindness. The students learned to understand the problems of the disabled. This developed feelings of sympathy in children. They learned to help the differently-abled people kindly. The story suggests that education should make children good human beings and kind citizens.

Sri Aurobindo's "Style and Substance" - Chapter IV from "The Future of Poetry"

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Tragedy

Definition

           Tragedy in literature is defined as a genre that focuses on a noble character who struggles against strong external challenges. The protagonist suffers greatly and fails as a result of his own flaws. The word tragedy comes from the Greek tragodia, meaning “a formal play or poem with a sad ending.” Historically, tragedy of a high order has been created in only four periods and locales:

·       Attica, in Greece, in the 5th century BCE; 

·       England in the reigns of Elizabeth I and James I, from 1558 to 1625;

·       17th-century France and Europe 

·        America during the second half of the 19th century and the first half of the 20th.

The Function of a Tragedy

           Aristotle stipulated that the purpose of tragedy is to evoke fear and sympathy as a result of the hero’s fall, leading to catharsis or a healthy emotional purge for the audience.

Elements of Tragedy

In the third century BC, Aristotle outlined a few genre norms for tragedies in his Poetics:

·       Tragedies should take place around a noble and powerful figure such as a king, who faces the loss of his position, loved ones, and life due to his own flaws and failings. This archetype is referred to as the "tragic hero." For example, Oedipus in Sophocles’s Oedipus Rex, whose hubris causes him to fulfil the unthinkable prophecy of murdering his father, marrying his mother, and gouging out his own eyes;

·       A tragic flaw or Hamartia is a character trait that triggers the tragic hero’s defeat. For instance, the title character in Shakespeare’s Macbeth has the tragic flaw of uncontrolled ambition, which drives him to join forces with his power-hungry wife and try to murder the king.

·       Catharsis is a purging or purification of emotions. Take Shakespeare’s Othello. His suicide at the play’s end, after he realizes that Iago’s deception has led Othello to kill his wife Desdemona, is a sort of catharsis.

·       Tragedy presents mainly two kinds of conflict-outward and inward.

o   Outward conflict comprises the struggle between two opposing groups, in one of which the hero is the leading figure. In Shakespeare’s Julius Ceasar, the cause of Brutus and Cassius collides with that of Ceasar, Antony and Octavius. In Greek tragedies, the hero fights unequal battles with fate or destiny which drives them relentlessly on to their doom.

o   The inner conflict goes on within the mind of the hero -i.e., not of force with force, but of emotion with emotion. Marlowe depicts the inner conflict in Faustus, who fluctuates between the Renaissance aspiration for greater power of man and the orthodox Christian view which puts limitations on man’s presumptions and pride.

Plot Structure

Shakespeare’s five-act structure of tragedy differs in some important ways from the classical model. For example, he rarely observed the unities

of time, place, and action. But most of the great tragic narratives correspond with the model established by Sophocles. of exposition, development, climax, reversal, and catastrophe. 

Examples of Tragedy in Literature

 The three main authors of Greek tragedies were Aeschylus, Sophocles, and Euripides. 

·       Aeschylus’s the Oresteia.

·       Euripedes' Medea

•  Shakespeare's King Lear

Nine Gold Medals by David Roth - Poem & Summary

The athletes had come from all over the country

To run for the gold, for the silver and bronze

Many weeks and months of training

All coming down to these games.

 

The spectators gathered around the old field

To cheer on all the young women and men

The final event of the day was approaching

Excitement grew high to begin.

 

The blocks were all lined up for those who would use them

The hundred-yard dash and the race to be run

These were nine resolved athletes in back of the starting line

Poised for the sound of the gun.

 

The signal was given, the pistol exploded

And so did the runners all charging ahead

But the smallest among them, he stumbled and staggered

And fell to the asphalt instead.

 

He gave out a cry in frustration and anguish

His dreams and his efforts all dashed in the dirt

But as sure as I’m standing here telling this story

The same goes for what next occurred.

 

 

The eight other runners pulled up on their heels

The ones who had trained for so long to compete

One by one they all turned around and went back to help him

And brought the young boy to his feet.

 

Then all the nine runners joined hands and continued

The hundred-yard dash now reduced to a walk

And a banner above that said (Special Olympics)

Could not have been more on the mark.

 

That’s how the race ended, with nine gold medals

They came to the finish line holding hands still

And a standing ovation and nine beaming faces

Said more than these words ever will.

Essay:

"Nine Gold Medals," by the American singer-songwriter David Roth, tells a true story of a running race in 1976. It was held by a sports organization Special Olympics for competitors with intellectual disabilities.

Nine competitors trained hard for the event and finally, the day arrived. They stood on the starting line for the 100-meter dash. Their names were announced.  The competitors and spectators were excited as it was the grand finale. The race began with the gun shot. 

 A young runner accidentally stumbled and fell to the ground. He cried out in heartbreak; everything he'd worked so hard for had suddenly come tumbling down. Rather than continue the race without him, all of the other athletes turned around and lifted the fallen runner to his feet. They then walked across the finish line arm-in-arm in a powerful display of kindness and empathy. The poet declares it as the true spirit of the games. The human values - compassion and brotherhood are far more valuable than winning.

Thus, the poem highlights that Life is not about winning the race but the hearts keeping the spirit of humanity.

 

The Things That Haven't Been Done Before - Edgar Guest - Poem & Summary

 

The things that haven’t been done before, Those are the things to try; Columbus dreamed of an unknown shore At the rim of the far-flung sky, And his heart was bold and his faith was strong As he ventured in dangers new, And he paid no heed to the jeering throng Or the fears of the doubting crew. The many will follow the beaten track With guideposts on the way. They live and have lived for ages back With a chart for every day. Someone has told them it’s safe to go On the road he has traveled o’er, And all that they ever strive to know Are the things that were known before. A few strike out without map or chart, Where never a man has been, From the beaten path they draw apart To see what no man has seen. There are deeds they hunger alone to do; Though battered and bruised and sore, They blaze the path for the many, who Do nothing not done before. The things that haven’t been done before Are the tasks worthwhile today; Are you one of the flock that follows, or Are you one that shall lead the way? Are you one of the timid souls that quail At the jeers of a doubting crew, Or dare you, whether you win or fail, Strike out for a goal that’s new?  About the Author Edgar Guest (1881 - 1959)  was born in England,  but moved with his family to Detroit, Michigan, when he was ten years old. He worked for more than sixty years at the Detroit Free Press, publishing his first poem at the age of seventeen, then going on to become a reporter and columnist whose work was featured in hundreds of newspapers around the country. Edgar is said to have written some 11,000 poems during his lifetime, most of it sentimental, short, upbeat verse. Critics often derided his work, but America adored him. He was known as the "People's Poet," served as Michigan's poet laureate, hosted a long-running radio show and TV show, and published more than twenty books. Summary "The Things That Haven’t Been Done Before" by Edgar Guest is a motivational poem encouraging innovation, courage, and the pursuit of new challenges. The poem emphasizes the importance of venturing into uncharted territories and attempting tasks that have never been done. Guest celebrates the spirit of pioneering and the satisfaction that comes from achieving what others deem impossible. He insists the readers to take risks, embrace new opportunities, and lead with courage and determination. He emphasizes the value of pursuing new goals, regardless of potential failures or doubts from others. Answer in a sentence 1. Who does the poem mention as an example of a pioneer? 2. What are the two kinds of people mentioned in the poem? 3. What are the questions posed by the poet at the end of the poem? Paragraph 1. How does Edgar Guest contrast the behaviour of the majority with that of the pioneering few in the poem? 2. How does Columbus set as an example for pursuing uncharted goals? Essay 1. Analyze the poem's perspective on failure and success. 2. Examine the key themes of the poem.

“The Things That Haven't been done before” by Edgar Albert Guest describes the story of Christopher Columbus. It tells how he landed on Caribbean Island in 1492. The author says that it his strong faith in his dream of voyages across the Atlantic Ocean made him successful. 

The poem begins by saying that it is best to try things that have never been done before. Columbus dreamed of exploring the world at the edge of the wide sky. His heart was courageous and so he ventured into unknown risks. He didn’t listen to the mob's jeers or the trembling crew's concerns.

The poet says that there are two categories of people.

 

            The majority of the people will follow the well-worn paths with markers along the way. They have been living with a chart every day because they have been told to travel safely on the road well-known.  Everything they have ever sought to know are the things that were known before.

 

Some people don’t use a map or chart to reach their destination. Rather than the well-trodden path, they choose the path where no man has ever been. In order to see something no man has seen, they do not follow the familiar path. There are activities they yearn to carry out alone. Despite being hurt, bruised, and sore, they pave the way for several people who used to do nothing new.

 

Hence the poet presents the contrast between the majority who want to stay safe within the limits of the accomplished and the minority who endure hardships and be a trailblazer for others to follow.

 

Finally, the poet Guest asks a few questions to the readers whether they belong to the mob that is content to follow or lead; or that trembles in fear of criticism or faces challenges for achieving success.  He suggests that the new ways that haven't been tried before are today's tasks valuable.

 

Thus, the poem insists the people to embrace courage and confidence and embark on uncharted paths in pursuit of their goals regardless of success or failure.

 

 

 

 

 

 

 

 

Prologue to Androcles and the Lion by George Bernard Shaw

Introduction: ‘Prologue to Androcles and the Lion’ is an excerpt from the play “Androcles and the Lion” written by George Bernard Shaw. Androcles and his wife Megaera leave their home to flee from the Roman Persecutors.

The Humble Man: Androcles is a thin, little man. He has very poor looks. He and his wife flee the Roman Empire and reach the middle of a dense jungle. He seems to be tired and hungry carrying a big bundle.

The pampered Megaera: Megaera is his wife who has pretty looks and is always in her comfort zone. She is well-fed, also very quarrelsome and quite disrespectful in her words. She is famous for her negative qualities. She walks with the help of a stick through the forest.

Refusal and pleading: Megaera throws her stick and refuses to go any further. Poor Androcles pleads with her to keep walking to reach the nearby village before dark. He scares her about the lions in the forest. She calls him a cruel person for making her walk. She does not believe his words about lions and calls him selfish . She pulls down the bundle from his back.

The kindness of Androcles: He accepts all that he is blamed for by Megaera. He only shows his love and concern for her. He never complains anything in return, about her.

The guilty Megaera: She keeps on speaking that he has made her a slave and has made himself a laughing stock. People called her a shrew of a woman. She also blames him for being a soft-spoken man and to have been misled by her.She does not like him being kind and fond of animals.

The Calm and understanding Andy: Androcles, in his quiet manner speaks to his wife. He says that he loves her and shows his concern for her . He also says that he is a pious Christian and is not selfish. He accepts his fault for being addicted to drink.

Megaera retaliates: She firmly states that she could even bear his addiction to drinks and not to animals. He has even grabbed food for feeding the stray animals which he would bring home every day and she strongly suggests him to live with animals than a wife.

The Responsible Andy: Androcles explains to his wife that all their things had been sold and they had to starve or be thrown to the lions if they had to return home.

The Encounter with the Beast: As always Androcles cares for animals he is worried about the loud groan of a lion heard. He looks at the sleeping lion. He glares at the lion’s eyes and talks to the lion, asking to spare his loving wife. To his astonishment, the lion holds up his paw and flaps it piteously before Androcles. Andy feels sad for the lion in pain, with the thorn in his paw. So, he just rests down to pull out the frightful thorn, without the slightest pain. The beast bears all the pain and understands the dear old friend Andy. He rejoices with the beast’s paws in his hand.

Conclusion: Despite the true love of Androcles towards his wife and the innumerable sacrifices he had made for her, Megaera still had not realized till the end and the prologue concludes with further grumbling of hers regarding the Waltz and she complains that he has not danced with her.

Rabindranath Tagore’s Gitanjali song 50

The poem “Gitanjali” by Rabindranath Tagore is a collection of devotional songs in praise of God. It is an allegorical poem because beneath its surface meaning there is another meaning-a deep spiritual significance. In the song 50, the beggar is Everyman, while the king of all kings is God. God is not only the giver, he is also a beggar. What God demands from man is complete self-surrender. Man must make the supreme sacrifice of his complete self to God.

One day the poet-beggar was begging from door to door in the village path. Suddenly he saw at a distance a golden chariot coming towards him with the king of all kings seated in it. The king came down from the chariot and looked at the poet-beggar with a smiling face. Then the poet-beggar felt that the luck of his life had come at last.

But contrary to his expectation the king himself held out his hand asking for alms. The poet-beggar was utterly confused. He could not make out how a king could beg from a beggar. He took it for a kingly jest. Then he took out the smallest grain of corn from his bag and offered it to the king reluctantly.

At the end of day, the poet-beggar returned home and emptied his bag on the floor. To his great surprise, he found a little grain of gold in the heap of alms. Then he realized his foolishness. He wished that he had had the heart to give his all to the king. Because in that case, he would have back his all in gold.

God sometimes comes down on earth in the guise of a poor beggar to test a man if he is ready to sacrifice his all to God. So it was not really a kingly jest.

Ruskin Bond’s “The Thief”

“The Thief” by Ruskin Bond is about an artful thief, Deepak, whose life is changed by Arun’s unspoken words and kind gestures.

Deepak, a 15-year-old boy is the narrator of this story. One day, he met a young writer of twenty-five named Arun, at a wrestling match. He gave him an artificial smile to have an acquaintance with him. Arun avoided him. Deepak asked him for work. Arun agreed to engage Deepak if he could cook food for both. The thief lied that he was a good cook. Arun had to throw the bad meal, prepared by Deepak to the dogs, on the first day. Arun taught cooking, writing and reading to Deepak.

Deepak made the morning tea and bought the daily supplies. Arun was aware of the fact that Deepak made a profit from the purchases. Arun is not a rich man. He borrowed money sometimes but repaid the loan whenever he earned money through his writings for magazines.

One day, Arun brought home a bundle of notes and put it under his mattress. The thief had not stolen anything there because Arun trusted him blindly. However, Deepak could not resist the temptation of getting the bundles of notes. When Arun had gone to sleep, he took the money and reached the railway station with six hundred rupees. He could have boarded the Lucknow Express but something held him back. There was a conflict in his mind. He did not want to betray the faith of Arun. Moreover, Arun was teaching him that could transform his life. The thief thought that Arun would be sad not for the loss of money but for the loss of trust he had in him. He returned to Arun in the rain and kept the money under the pillow.

The next morning, Arun had made tea before Deepak woke up. Arun offered him a fifty rupee note. He also promised to pay him regularly. The note was still wet. Deepak got to know that Arun had come to know about his misdeed but there was no sadness, anger or guilt in his mind. Instead, Arun said that they would start writing sentences that day. Deepak felt guilty and smiled shame-facedly.

"Trees" - Joyce Kilmer

 Show how the poet traces the growth of a tree, giving it a human quality

A giant oak tree on the campus of Cook College, a part of Rutgers University inspired Joyce Kilmer, an American poet to write the poem “Trees”. It is a nature poem that celebrates the beauty of trees, created by God. The poet is amazed at the beauty of a tree and feels that no poet can write a poem that is as beautiful as a tree. Then the poet describes the tree as a baby. When the tree is growing, its roots go down deep into the ground, drawing up nourishment from the earth as a baby sucks milk from its mother’s breast. Next, the tree is personified as a child praying to God. The tree is looking up to God in Sky lifting up her arms like branches in prayer. Thirdly, the tree is described as a young woman wearing a pretty dress in summer with a nest of robins in her hair. As the seasons change the fully grown tree experiences the different seasons. Snow falls on the tree in winter and in the rainy season, it is drenched. It is like a woman who is married and undergoes all the experiences of life. The poet ends the poem, by saying that any human being like the poet can write a poem using words that are insubstantial but only God can make a tree grow. God’s creation inspires the poet. The contrasts in the poem are between the poet and God as creators, and the poem and the tree. It is in a sense a religious poem. It implies that all objects in nature worship God as the tree does with uplifted branches. The poet joins nature in proclaiming that God is the creator of the world.

1.     Describe the tree as a baby and a young child.

A giant oak tree on the campus of Cook College, a part of Rutgers University inspired Joyce Kilmer, an American poet to write the poem “Trees”. It is a nature poem that celebrates the beauty of trees, created by God. The poet is amazed at the beauty of a tree and feels that no poet can write a poem that is as beautiful as a tree. Then the poet describes the tree as a baby. When the tree is growing, its roots go down deep into the ground, drawing up nourishment from the earth as a baby sucks milk from its mother’s breast. The tree’s roots growing into the ground are compared to the lips of a baby pressed to its mother’s breast as it sucks milk.

2.     Describe the tree as a young girl and a grown-up woman.

A giant oak tree on the campus of Cook College, a part of Rutgers University inspired Joyce Kilmer, an American poet to write the poem “Trees”. It is a nature poem that celebrates the beauty of trees, created by God. The poet is amazed at the beauty of a tree and feels that no poet can write a poem that is as beautiful as a tree. Then the poet describes the tree as a baby. Secondly, the tree is personified as a child praying to God. The tree is looking up to God in Sky lifting up her arms like branches in prayer. The outspread branches of the tree covered with leaves are like human arms lifted in prayer to God.

3.     Show in what way the poet compares himself with God.

The poet ends the poem “Trees”, by saying that any human being like the poet can write a poem using words that are insubstantial but only God can make a tree grow. God’s creation inspires the poet. The contrasts in the poem are between the poet and God as creators, and the poem and the tree. The poet refers to himself as a fool because he feels that he has done something unimportant in only writing a small poem about a tree in comparison. With God who makes a beautiful tree grow. It is in a sense a religious poem. It implies that all objects in nature worship God as the tree does with uplifted branches. The poet joins nature in proclaiming that God is the creator of the world.

4.     Describe the five different stages in the growth of the tree.

A giant oak tree on the campus of Cook College, a part of Rutgers University inspired Joyce Kilmer, an American poet to write the poem “Trees”. It is a nature poem that celebrates the beauty of trees, created by God. The poet is amazed at the beauty of a tree and feels that no poet can write a poem that is as beautiful as a tree. Then the poet describes the tree as a baby. Secondly, the tree is personified as a child praying to God. Thirdly, the tree is described as a young woman wearing a pretty dress in summer with a nest of robins in her hair. As the seasons change the fully grown tree experiences the different seasons. Snow falls on the tree in winter and in the rainy season, it is drenched. It is like a woman who is married and undergoes all the experiences of life.

John Holt's Discipline is a Great Teacher

Introduction

            John Holt is a famous educationalist.  “Discipline is a Great Teacher” is an extract from his famous book Freedom and Beyond.  In this, he talks about three disciplines that would help a child learn things to emerge as an individual. They are the Discipline of Nature or Reality, the Discipline of Culture or Society, and the Discipline of Superior Force.

The Discipline of Nature or Reality

            The discipline of nature or reality is the most important teacher for a child.  If a child is doing something wrong or if it is not able to do something right nature would teach it perfectly. For example, while playing with blocks, if he fails to build a plastic building on a slope, he never gets weary. Instead, He learns not to build on a slanting surface. While learning through this discipline the child would get immediate feedback.  Nature is a good teacher, which will not be partial and indifferent.

The Discipline of Culture or Society

           Holt says that man is a social and cultural animal. Culture and society teach a lot to the children.  Children learn to follow agreements, customs, habits and rules binding them with society. Most probably they want to become a part of it. Children, as they grow, look at their parents’ behaviour in public places.  A child might be adamant in its house but when taken to a church he stays quiet. If a child’s parents are courteous, the child will also be courteous.  So, Holt concludes that a child’s behaviour is also developed by the practices in society.

Discipline of the Superior Force

          The last form of discipline could be used at the time of unavoidable need. This can be applied to children to avoid them having too much danger. A child learns from its superiors who stop a child from doing something harmful.  They do some kind of threatening to make them understand dangerous things.  This is one way of protecting the child.  In the beginning, the child thinks of not doing the bad thing to avoid the punishment but later he understands nature. It is like that of giving a lesser danger to avoid a great danger For example, we can use strict force to stop a mischievous child wandering in a busy street. In Mexican streets, children learn to walk alone on the streets without anybody's help but here the child cares for its safety by nature. . 

Merits and Demerits of the Superior Force

    To learn the moves of classical ballet, one should have good training. In ballet dance training, the learner has to follow the trainer’s methods otherwise he cannot dance the ballet. If the teacher is not happy about the performance of the student he can kick the student out of the class. So the student should submit himself to the superior force. However, superior force is not always good for a child’s character.

 Conclusion

            The author concludes by saying that these three disciplines overlap each other at some point or other.   A child cannot learn things by one single discipline.  For example, a ballet dance teacher may teach a child about the nuances of the dance but there could be no perfect teacher because ballet had been there for a long time.  A child learns in his own interest and becomes an expert.  Similarly, many football players could play well even without a coach who yells at them. Hence, Holt concludes that the Discipline of Nature is a great teacher and considers the other two types secondary to them.

 

The Glory has Departed - Jawaharlal Nehru's Speech on the death of Gandhiji

     Nehru expresses great sorrow and shame that an Indian and a Hindu raised his hand against “ the greatest Indian of the day and the greatest Hindu of the age.” The whole world has paid its tribute to Gandhiji and we cannot add to that with our empty words of praise. As the children of his spirit, We have to do more than just talk. Gandhiji is the Sun that has warmed and brightened our lives. Now the sun has set, and we shiver in the cold and the dark. As a man of divine fire, Gandhiji has given each Indian a small spark. Though he is no more today, he lives in the hearts of millions, and he will continue to live for immemorial ages.

    According to Nehru, each Indian should feel humble for failing to protect Gandhiji. Mere words of praise are useless when Gandhiji himself demanded a life of labour and sacrifice. He loved the Indians as his own children, and he was grieved when they went away from the path shown by him. Ultimately one of his children, an Indian, struck him down. Nehru hopes that in the midst of the encircling gloom, the flames lightened by Gandhiji in each Indian’s heart can still illumine the land. Gandhiji is the symbol of the India of the past and the India of the future. According to Nehru, We stand on the dangerous edge of the present between the past and the future. The greatest danger is the lack of faith that comes to us when we find great talk and little achievement. We mourn Gandhiji because we cannot forget our beloved master. Yet Gandhiji would not like us to mourn him. Hence, we should dedicate ourselves to his great task, to oppose and root out evil wherever we see it.

      As the Head of the Government of India, Nehru promises that his Government will take every effective step to stop violence and hatred. Only by doing this, the Indians may prove themselves to be worthy followers of Gandhiji. Though there is a feeling of loneliness and depression in Gandhiji's absence, Nehru feels that they should be proud and thankful to be associated with the mighty man, Gandhiji. People coming in the future may consider them as a highly privileged class for their association with Gandhiji. Nehru advises the Indians to be worthy followers of Gandhiji.