NEB Class 11 Poems

 

1^st poem

Corona Says

                                                                                    By Vishnu S. Rai 

About the Poet

Vishnu S. Rai is a contemporary Nepali writer and poet known for his thought-provoking works that reflect on society, culture, and global issues. As a poet, Rai often uses his writing to address social concerns, blending personal reflection with universal themes. His poem "Corona Says" is a response to the global COVID-19 pandemic, offering a unique perspective on the crisis and its impact on humanity.

Setting
The setting of "Corona Says" is global, as the poem addresses the widespread effects of the COVID-19 pandemic. It reflects the atmosphere of uncertainty, fear, and introspection that gripped the world during the outbreak. The poem is not confined to a specific location but speaks to the shared human experience across different countries and communities.

Tone
The tone of the poem is reflective, critical, and at times accusatory. Rai uses the voice of the corona virus as a personified narrator to highlight the flaws and destructive tendencies of human beings. The tone shifts between somber acknowledgment of the pandemic's impact and sharp criticism of humanity’s disregard for nature, overconsumption, and lack of compassion.

Themes

1. Human Impact on Nature: The poem underscores how human actions, such as environmental degradation and overexploitation of resources, contribute to global crises.
2. Revenge of Nature: The poem suggests that the virus represents nature’s way of retaliating against human greed and negligence.
3. Equality and Mortality: The pandemic is depicted as a force that does not discriminate based on status, wealth, or power, reminding humanity of its shared vulnerability.
4. Reflection and Change: The poem encourages introspection, urging people to reconsider their actions and adopt a more sustainable, compassionate way of living.

Summary

Corona Says by Vishnu S. Rai is a powerful poem that personifies the corona virus, giving it a voice to express its perspective on humanity and the global pandemic. The poem opens with the virus addressing humans directly, criticizing their greed, arrogance, and relentless exploitation of nature. It suggests that the pandemic is not just a random event but a consequence of humanity’s disregard for the environment and its tendency to disrupt the natural balance. The virus presents itself as a force that nature has unleashed, almost as a warning or punishment for human recklessness.

Reference to the context

a. What does the speaker mean when he says?

But have you ever counted
How many have died so far
Because of you and your wars?

These lines from "Corona Says" by Vishnu S. Rai the speaker personified as the corona virus criticizes humanity for its role in causing widespread death and suffering through war and violence. By asking if humans have counted the lives lost due to their own actions, the virus shifts the focus from the pandemic’s death toll to the long-standing human tendency for conflict and destruction.

The line highlights the irony of humans blaming the virus for deaths while ignoring the countless lives lost to war, political greed, and environmental destruction. It suggests that humanity’s own actions have led to more suffering than the virus itself. Through this reflection, the speaker encourages readers to confront the darker aspects of human nature and question the true source of global suffering.

b. What does the speaker mean in the following lines? Explain.

The earth is not your property alone –
It’s as much ours as yours.

These lines express the idea of shared ownership and responsibility for the Earth. The speaker is likely addressing someone or a group that acts as if they have exclusive control over nature or resources. By emphasizing that "the earth is not your property alone," the speaker highlights that the planet belongs to everyone – including other people, animals, and future generations.

The second line, "It’s as much ours as yours," reinforces equality in this shared ownership, urging respect for the environment and consideration for others who depend on it. This can be interpreted as a call for collective stewardship and environmental justice, rejecting exploitation or selfish use of natural resources.

Reference beyond the text

a. What human behaviors are responsible for suffering in people’s lives?

Human behaviors such as greed, exploitation, and environmental destruction contribute significantly to suffering in people’s lives. The relentless pursuit of wealth and power often leads to inequality, poverty, and the degradation of natural resources. Disregard for the environment, through deforestation, pollution, and overconsumption, disrupts ecosystems and increases the likelihood of disasters and health crises. Violence, war, and social divisions create further harm, displacing communities and fostering long-term trauma. Additionally, neglecting health, hygiene, and mental well-being exacerbates suffering, while overcrowding and overpopulation strain resources and living conditions. These behaviors highlight the urgent need for compassion, cooperation, and sustainable practices to reduce suffering and build a more just and harmonious world.

b. How does an epidemic differ from a pandemic? Briefly explain the impact of Corona Virus on human life and environment.

An epidemic is the rapid outbreak of a disease that spreads within a specific geographic area or population, affecting many people at once. It remains localized to a region or country and can often be contained with public health measures. In contrast, a pandemic is a global outbreak of a disease that spreads across countries and continents, impacting a large portion of the population worldwide. Pandemics, such as COVID-19, are harder to control and require international cooperation and large-scale intervention to mitigate their effects.

The Corona virus pandemic had severe impacts on human life and the environment. Millions of lives were lost, and healthcare systems faced immense pressure, exposing gaps in medical infrastructure and preparedness. Economically, businesses shut down, unemployment rose, and global supply chains were disrupted. Socially, isolation and uncertainty led to a rise in mental health issues. However, the environment saw temporary benefits as lockdowns reduced industrial activity and transportation, leading to cleaner air and lower carbon emissions. Despite this, the increased use of plastic, medical waste, and disposable masks posed new environmental challenges. The pandemic highlighted the need for stronger health systems and more sustainable interactions with the environment.

 

 2^nd Poem

A Red, Red Rose

By Robert Burns

About the Poet

Robert Burns (1759–1796) was a Scottish poet and lyricist, widely regarded as Scotland’s national poet. Known for his use of the Scots language and his celebration of love, nature, and Scottish culture, Burns wrote poems and songs that reflected the lives and emotions of ordinary people. "A Red, Red Rose" is one of his most famous love poems, showcasing his deep passion and lyrical talent.

Setting
The poem is set in a romantic, timeless landscape that reflects the enduring nature of love. The imagery of natural elements, such as roses and seas, creates a picturesque and universal setting. While there is no specific physical location, the setting evokes the beauty of the Scottish countryside and a sense of distance that suggests the speaker’s potential separation from his beloved.

Tone
The tone of the poem is deeply affectionate, passionate, and sincere. Burns expresses unwavering devotion and admiration for his beloved, blending tenderness with a sense of longing. There is also a hopeful and optimistic tone, as the poet conveys that his love will endure despite time or distance.

Themes

• Eternal Love – The poem emphasizes the enduring and boundless nature of true love, suggesting that it will last until the end of time.
• Beauty and Admiration – Burns compares his love to a "red, red rose," symbolizing beauty, freshness, and passion.
• Devotion and Loyalty – The poet vows to stay faithful and committed, even if separated by great distances or circumstances.
• Nature and Love – The natural imagery used throughout the poem highlights the connection between love and the beauty of the natural world.

In "A Red, Red Rose," Robert Burns expresses deep, unwavering love for his beloved. The speaker begins by comparing his love to a freshly bloomed red rose, highlighting its beauty, vibrancy, and newness. He extends this metaphor, describing his love as a sweet melody that is both pleasing and soothing. The rose and the melody symbolize the purity and intensity of his affection, suggesting that his love is as fresh and powerful as nature itself. The speaker’s admiration for the beloved is both tender and sincere, setting the stage for his declaration of eternal devotion.

The speaker then emphasizes the everlasting nature of his love, asserting that it will remain constant even as time passes. He vows that his love will endure beyond the ordinary constraints of life, stating that it will last "’til the seas gang dry" and "’til the rocks melt wi' the sun." These hyperbolic expressions suggest that his devotion is unshakeable, no matter the circumstances. The poet's use of extreme metaphors reinforces the idea of an unbreakable bond, symbolizing love's strength and permanence, even in the face of time or hardship.

In the final lines of the poem, the speaker bids farewell to his beloved, promising that he will return to her. Despite the temporary separation, he reassures her of his enduring love, further solidifying his commitment. The tone is filled with hope and assurance, suggesting that love can transcend distance and time. The poem as a whole conveys the power of true love—eternal, unyielding, and ever-present—and underscores the idea that love, like nature, can withstand any challenge or separation.

Understanding the text

Answer the following questions.

a. To which two things does the speaker compare his love in the first stanza?

In the first stanza of "A Red, Red Rose," the speaker compares his love to two things: a "red, red rose" and a "melody that's sweetly played in tune." The first comparison likens his love to the vibrant and fresh beauty of a newly bloomed rose, symbolizing purity, passion, and the beginning of something beautiful. The second comparison compares his love to a sweet melody, suggesting that it is harmonious, soothing, and emotionally uplifting. These comparisons convey the depth, beauty, and emotional resonance of the speaker's affection, emphasizing how his love is both visually striking and deeply comforting.

b. Which image in the poem do you find the most memorable or surprising and why?

The most memorable and surprising image in the poem is the comparison of the speaker's love to the idea that it will last "’til the seas gang dry" and "’til the rocks melt wi' the sun." This image stands out because it uses extreme and vivid metaphors to convey the eternal nature of the speaker’s love. The idea of the seas drying up and rocks melting is fantastical and impossible, making the comparison both striking and memorable. It underscores the speaker’s intense devotion, emphasizing that his love is not bound by the natural limits of time or space. This hyperbolic image enhances the poem’s theme of everlasting love and its power to withstand even the most unimaginable challenges.

Reference to the context

a. What can you infer about the speaker’s devotion to his beloved from the following lines?

To infer the speaker's devotion to his beloved from the lines “’Til the seas gang dry, my dear, / and the rocks melt wi’ the sun,” we can understand that his love is limitless and eternal. The speaker is making an extraordinary promise by comparing his devotion to events that are impossible or would take an impossibly long time to occur, like the seas drying up or rocks melting in the sun. This hyperbolic imagery suggests that his love will remain steadfast and unwavering, regardless of time or circumstance. It shows that the speaker's devotion is not just temporary or conditional, but boundless and unwavering, highlighting a deep and enduring commitment to his beloved.

b. What is the theme of the poem?

The theme of "A Red, Red Rose" by Robert Burns is eternal and unchanging love. The poem explores the depth of the speaker's devotion to his beloved, expressing that his love is as beautiful, fresh, and vibrant as a red rose. Through the use of metaphors like the sea drying up and rocks melting, the speaker emphasizes that his love will last forever, transcending time and physical barriers. The theme also touches on the idea of longing and commitment, as the speaker vows to return to his beloved, reinforcing the notion that true love is enduring, faithful, and unconditional.

c. Literary devices are tools that enable the writers to present their ideas, emotions, and feelings and also help the readers understand those more profound meanings. Analyze the poem in terms of the literary devices such as simile, symbolism, imagery, alliteration, and assonance.

In "A Red, Red Rose," Robert Burns uses several literary devices to enhance the meaning and emotional depth of the poem. Here's an analysis in terms of specific devices:

1.      Simile: The speaker uses similes to compare his love to things that are beautiful and enduring. For instance, "My love is like a red, red rose" compares the freshness and beauty of his love to a newly bloomed rose, and "My love is like a melody" compares it to a sweet, harmonious tune. These comparisons help convey the intensity and purity of the speaker’s feelings.

2.      Symbolism: The red rose symbolizes love, beauty, and passion. It is often used in literature to represent deep romantic affection. In the poem, the rose not only symbolizes the speaker's love but also its vitality and purity. The sea and rocks serve as symbols of the enduring nature of love, representing elements of the natural world that are constant and unchanging, reinforcing the theme of eternal love.

3.      Imagery: Burns uses vivid imagery to evoke strong visual and emotional responses from the reader. For example, the image of "the seas gang dry" and "the rocks melt wi’ the sun" creates a powerful visual of an impossible, timeless scene, suggesting the speaker's commitment will endure beyond the natural world. Similarly, the "red, red rose" and "sweetly played in tune" create sensory images that appeal to sight and sound, enhancing the romantic atmosphere.

4.      Alliteration: Alliteration is the repetition of consonant sounds at the beginning of words. In the line "My love is like a red, red rose," the repetition of the "r" sound creates a rhythmic and melodic quality that mirrors the song-like nature of the love being described. The use of alliteration helps to make the poem more lyrical and pleasing to the ear.

5.      Assonance: Assonance, the repetition of vowel sounds within nearby words, can be seen in the line "And I will love thee still, my dear," where the long "e" sound in "love" and "dear" creates a soft, harmonious effect, further emphasizing the speaker’s tenderness and devotion.

e. What is hyperbole? Explain its purpose citing examples of hyperbole used in the poem.

Hyperbole is an exaggerated figure of speech used to emphasize a particular point or to create a dramatic effect. In "A Red, Red Rose," Robert Burns employs hyperbole to highlight the speaker's profound and everlasting love. For example, the lines “’Til the seas gang dry, my dear, / And the rocks melt wi' the sun” use extreme exaggeration, suggesting that the speaker’s love will endure until impossible events occur—seas drying up and rocks melting. This hyperbole underscores the eternal nature of his affection, emphasizing that nothing can break or diminish his love. Another example, “And I will love thee still, my dear, / While the sands of life shall run,” also exaggerates time, suggesting that the speaker’s love will last as long as life itself. These hyperboles serve to intensify the emotional power of the poem, reinforcing the theme of unconditional and unending love.

f. What is refrain? Why is it used in the poem? Explain citing an example from the poem.

A refrain is a repeated line or phrase in a poem, typically occurring at the end of a stanza or at regular intervals throughout the poem. It serves to emphasize a central theme, create rhythm, and reinforce the emotional tone. In "A Red, Red Rose," the refrain is the line “And I will love thee still, my dear,” which appears at the end of the first and third stanzas. The repetition of this line reinforces the speaker’s unwavering commitment and eternal love for the beloved, creating a sense of continuity and reassurance. The refrain also helps to establish a lyrical quality in the poem, making it more memorable and emphasizing the enduring nature of the speaker’s devotion.

Reference beyond the text

a. What kind of love is expressed in "A Red, Red Rose"?

The love expressed in "A Red, Red Rose" is a deep, passionate, and eternal love. The speaker conveys an intense and unwavering devotion to his beloved, comparing his love to a fresh, beautiful red rose and a sweet melody, symbols of purity, beauty, and harmony. The love is not just romantic but also steadfast and enduring, as the speaker vows that his affection will last beyond the natural limits of time, even "’til the seas gang dry" and "the rocks melt wi' the sun." This expresses an idealized, unconditional love that transcends both time and distance, emphasizing the speaker’s lifelong commitment to his beloved.

b. Do you think that love has power? Why do the poets compose poems addressing their beloved?

Yes, love can certainly be seen as having power, as it has the ability to inspire profound emotions, shape actions, and even transform individuals. In "A Red, Red Rose," the speaker's love is portrayed as a powerful force that transcends time and natural boundaries, with promises of eternal devotion. Love in this sense can provide strength, create lasting bonds, and influence the way people interacts with the world. The speaker’s expressions of deep affection and loyalty suggest that love has the power to give life meaning, to sustain relationships, and to offer a sense of purpose, no matter the challenges.

Poets often compose poems addressing their beloved because love is one of the most potent sources of inspiration for art and expression. Poetry allows the poet to convey emotions that may be difficult to express through ordinary language, making love a central theme in many poems. By addressing their beloved, poets can explore the complexity of romantic feelings—joy, longing, admiration, and even heartache. In writing poems, poets can immortalize their love, turning it into something timeless that reflects their deepest emotions and desires. Through poetry, they also create an intimate connection with the reader, sharing universal feelings of love that resonate with others.

c. Poetry is the expression of feeling and emotions. Explain.

Poetry is often regarded as one of the most powerful forms of expression because it allows for the communication of deep feelings and emotions in a way that other forms of writing may not. Unlike prose, which tends to be more structured and logical, poetry often utilizes vivid imagery, rhythm, and metaphor to evoke emotions. Through concise and carefully chosen words, poets can distill complex feelings into a few lines, creating an immediate emotional impact on the reader. The beauty of poetry lies in its ability to convey abstract or intense emotions, such as love, sorrow, joy, or anger, in a way that resonates deeply with the audience.

Moreover, poetry offers a unique freedom of expression, as it allows poets to explore the inner workings of the mind and the nuances of human experience. The use of literary devices like symbolism, metaphor, and personification helps poets convey emotions in indirect but powerful ways, making the reader feel what the poet feels. For instance, in "A Red, Red Rose," Robert Burns expresses his love through the imagery of a blooming rose and eternal promises, translating personal emotion into universal themes of beauty and devotion. In this way, poetry becomes not just an artistic craft but also a means of connecting with others through shared feelings, creating an emotional bond that transcends time and place.

 

 3^rd Poem

All the World's a Stage

By William Shakespeare

About the Poet

William Shakespeare (1564–1616) was an English playwright, poet, and actor, widely regarded as one of the greatest writers in the English language. His works include numerous plays, sonnets, and poems that explore themes of love, power, betrayal, and human nature. Shakespeare’s ability to capture the complexity of human emotions and experiences has made his work timeless. "All the World's a Stage" is one of the most famous excerpts from his play As You Like It (Act 2, Scene 7), where he reflects on the different stages of human life.

Tone

The tone of the poem is contemplative and philosophical. Shakespeare uses a serious and reflective tone to examine the nature of life and the role each person plays in it. While there is a sense of resignation in the acknowledgment that life is a performance, the tone also highlights the universality and inevitability of these life stages. There is a bittersweet quality to the tone, as the speaker recognizes both the joys and challenges that come with the passage of time.

Setting

The poem is set in the larger context of life itself, and there is no specific physical setting. The setting is metaphorical, as the poem portrays life as a theatrical stage where people play different roles throughout their existence. The metaphor extends to different life stages, such as infancy, adolescence, adulthood, and old age, each representing a distinct "act" in the play of life.

Themes

1. The Stages of Life – The central theme of the poem is the idea that life is like a play, with individuals taking on different roles as they age. Shakespeare divides life into seven stages, each representing a unique phase of human experience.
2. The Passage of Time – The poem reflects on the fleeting nature of time and how quickly people move through the different stages of life.
3. Human Nature – Shakespeare explores the idea that everyone, regardless of their background or status, must pass through these stages, highlighting the universality of the human experience.
4. The Role of the Individual – The poem emphasizes that humans, like actors on a stage, are shaped by the roles they play and that life is a series of performances we cannot avoid.

Summary

In "All the World's a Stage," William Shakespeare reflects on the nature of life and the human experience by using a metaphor of life as a theatrical performance. The poem is structured around the idea that the world is like a stage, and every individual plays a variety of roles throughout their life. Shakespeare divides human life into seven stages, beginning with infancy, where a person is a helpless child dependent on others. As the child grows, they enter the second stage, the schoolboy, who is reluctant to go to school but full of youthful energy and optimism.

The third stage represents the lover, who experiences the intense emotions of young love, followed by the fourth stage, where a man becomes a soldier. In this phase, he seeks fame and honor, often driven by ambition, but eventually finds himself disillusioned. The fifth stage of life is marked by a man as a judge, wise and experienced, but also burdened by the responsibilities and decisions of life. The sixth stage is old age, characterized by physical decline, frailty, and a retreat from the active roles of earlier life. Finally, the seventh stage of life is death, where the individual plays no role at all, marking the end of their journey.

Through this metaphor of life as a series of roles in a play, Shakespeare emphasizes the transient and cyclical nature of existence. The poem suggests that life is a performance that everyone must go through, with each phase coming and going, marked by different behaviors, attitudes, and circumstances. The inevitability of aging and death is portrayed as a natural part of life’s narrative, and the poem invites reflection on how we navigate the roles we are given. Ultimately, it underscores the idea that life, like theater, is a brief and ever-changing performance.

Understanding the text

Answer the following questions.

a. Why does the poet compare the world with a stage?

The poet compares the world with a stage to emphasize the idea that life itself is a performance, and each individual plays various roles throughout their existence. Just as actors on a stage take on different characters and perform different acts, people move through different stages of life, each with its own set of behaviors, roles, and responsibilities. By using this metaphor, Shakespeare highlights the transient and cyclical nature of life, where each "act" or phase is temporary, and people are constantly changing roles from infancy to old age. The comparison also suggests that life is a scripted journey—one in which individuals have little control over the inevitable progression from one stage to the next, ultimately leading to death, just as an actor's performance inevitably comes to an end when the play concludes.

b. What is the first stage in a human’s life? In what sense can it be a troubling stage?

The first stage in a human’s life, according to Shakespeare in "All the World's a Stage," is infancy. This stage is characterized by the helplessness and dependency of a newborn. The infant is described as being "mewling and puking in the nurse’s arms," emphasizing the vulnerability and complete reliance on others for survival and care. It can be considered a troubling stage in the sense that the infant is entirely defenseless, unable to communicate or control its environment, and reliant on caregivers for sustenance and comfort. This stage marks the beginning of the human journey, where the individual is most dependent and incapable of any autonomy, which may be viewed as a troubling or challenging experience for both the infant and the caregivers.

c. Describe the second stage of life based on the poem.

The second stage of life, as described in Shakespeare's "All the World's a Stage," is childhood, specifically the "schoolboy" phase. In this stage, the child is reluctant to go to school, carrying a "satchel" and "creeping like a snail" unwillingly, symbolizing their resistance to the routine and responsibilities of learning. The schoolboy is at an age where they are not yet fully independent, but they begin to develop a sense of self and are introduced to the world outside of their home. This stage is marked by both playfulness and the reluctance to embrace the structured nature of education and growing up. The image of the schoolboy highlights the tension between youthful innocence and the pressures of learning and adapting to societal expectations.

d. Why is the last stage called second childhood?

The last stage of life is called "second childhood" because it mirrors the vulnerability and dependence of infancy. In this stage, old age brings physical and mental decline, where the individual loses the strength and faculties they once had. Shakespeare describes the elderly person as "sans teeth, sans eyes, sans taste, sans everything," indicating the loss of sensory and physical abilities. Just as an infant is entirely dependent on others for care, the elderly in their second childhood require assistance and care, often becoming frail, forgetful, and needing help with daily activities. This stage is called "second childhood" because it reflects a return to a state of helplessness, much like the first stage of life, where the individual is dependent on others once again.

e. In what sense are we the players in the world stage?

In Shakespeare’s metaphor of the world as a stage, we are the players in the sense that our lives unfold like a performance, with each of us taking on different roles throughout our existence. Just as actors in a play step into various characters for each act, we move through different stages of life, each marked by distinct behaviors, experiences, and challenges. From infancy to childhood, adulthood, and old age, we act out different roles, responding to the circumstances and expectations of each stage. Our actions, decisions, and interactions are akin to a performance, shaped by the "script" of life that unfolds over time. The idea suggests that we are participants in a larger, predetermined narrative—living out our roles in the grand play of existence, with each stage ultimately leading to the final "exit" of death.

Reference to the context

a. Explain the following lines:

All the world’s a stage,
And all the men and women merely players

In these opening lines of "All the World’s a Stage," Shakespeare introduces the metaphor of life as a theatrical performance. By saying "All the world’s a stage," he suggests that life itself is like a play, and the world is the stage on which human beings perform. The line "And all the men and women merely players" reinforces the idea that every person is like an actor in this play, taking on different roles throughout their lives. Just as actors perform various characters in different scenes, individuals move through different stages of life—childhood, adulthood, old age—each marked by distinct roles, behaviors, and experiences. Shakespeare is conveying that, in the grand scheme of life, humans are not in full control of the events and roles they play; instead, they are participants in a larger, often uncontrollable narrative.

b. Explain the following lines briefly with Reference to the context.

They have their exits and their entrances;
And one man in his time plays many parts,

In these lines, Shakespeare continues his metaphor of life as a play. "They have their exits and their entrances" means that, like actors on a stage, people enter and exit the world at various points in their lives. The "entrances" symbolize birth and the beginning of each new phase in life, while the "exits" represent death or the end of a particular stage.

The line "And one man in his time plays many parts" emphasizes that each individual plays different roles throughout their life. Just as an actor performs various characters in different acts of a play, a person takes on various roles as they grow—such as a child, lover, soldier, parent, and so on. This highlights the idea that life is ever-changing, and people are constantly adapting to new phases and responsibilities. The lines convey the cyclical and multifaceted nature of human existence.

c. Which style does the poet use to express his emotions about how he thinks that the world is a stage and all the people living in it are mere players?

The poet, William Shakespeare, uses a metaphorical style to express his emotions about life and the world as a stage. By comparing the world to a stage and people to mere players, he conveys the idea that life is like a play, with individuals taking on different roles in various stages of their existence. This metaphor allows him to explore the transient nature of human life, where people enter and exit the world and perform different roles, from childhood to old age. Through this comparison, Shakespeare emphasizes the idea that we are not in full control of our lives but are participants in a larger, often predetermined narrative, much like actors following a script. This metaphorical style helps him reflect on the fleeting nature of time and the inevitability of change, while also making profound philosophical points about the human experience.

d.  What is the theme of this poem?

The central theme of "All the World's a Stage" by William Shakespeare is the transitory nature of life and the inevitable passage of time. Shakespeare uses the metaphor of life as a play to explore how people move through various stages of existence, each defined by different roles and experiences. The poem reflects on the seven stages of life—from infancy to old age—and underscores the idea that life is a performance in which individuals play multiple roles, with each "act" eventually coming to an end. The theme highlights the fleeting and cyclical nature of life, as well as the inevitability of aging and death. Ultimately, Shakespeare suggests that, like actors, we have little control over the roles we are given in the grand narrative of life, making the poem a meditation on the transient and sometimes predetermined aspects of human existence.

Reference beyond the text

a. Describe the various stages of human life pictures in the poem "All the world’s a stage."

In "All the World’s a Stage," Shakespeare divides human life into seven distinct stages, each represented by a different role that a person plays in the "performance" of life. These stages symbolize the physical, emotional, and social changes that individuals undergo as they age. Here is a description of each stage:

1.      Infancy – The first stage is marked by a helpless newborn, who "mews and pukes" in the nurse’s arms. The infant is entirely dependent on others for care and survival, symbolizing the beginning of life, full of vulnerability and innocence.

2.      Childhood (The Schoolboy) – In the second stage, the child is reluctant to go to school, carrying a satchel and "creeping like a snail." This represents the phase of growth where the individual is beginning to understand the world but is still reluctant to face responsibilities and challenges.

3.      Adolescence (The Lover) – The third stage is marked by the passionate and idealistic lover, who expresses emotions of love, often through poetry or songs. The lover is driven by youthful desire, experiencing intense emotions that characterize this phase of life.

4.      Adulthood (The Soldier) – In the fourth stage, the individual becomes a soldier, full of ambition and seeking honor, reputation, and adventure. This stage reflects the desire for personal achievement and the courage to face the challenges and risks of life.

5.      Middle Age (The Judge) – The fifth stage is the role of a judge, where the person gains wisdom and experience and begins to make decisions based on their life experiences. They become more rational and reflective, often bearing responsibilities that come with age.

6.      Old Age – The sixth stage is characterized by physical decline, with the individual becoming frail and weak. Shakespeare describes this phase as one where the person loses their teeth, eyesight, and energy, retreating from the active roles of earlier life.

7.      Death (Second Childhood) – The final stage is death, symbolized as the "second childhood." In this stage, the person becomes completely dependent again, unable to care for themselves, and eventually exits the stage of life. The individual is no longer able to play any part and fades away, just as they did at the beginning of their journey.

 b. Is Shakespeare’s comparison of human’s life with a drama stage apt? How?

Yes, Shakespeare’s comparison of human life with a drama stage is highly apt and effective for several reasons. By using the metaphor of life as a play, Shakespeare highlights the temporary, performative, and inevitable nature of human existence. Just like actors on a stage, individuals play different roles throughout their lives, moving through various stages—childhood, adolescence, adulthood, old age, and ultimately death. This comparison underscores the idea that we are not in full control of our roles; they are shaped by time and circumstances, much like how actors follow the script of a play.

Furthermore, the metaphor captures the performance aspect of life how people often present themselves differently depending on their social roles or stages of life. In the same way that an actor takes on different characters, a person shifts between different roles (a lover, a soldier, a judge, etc.), embodying new traits and responsibilities as they age. The idea of exits and entrances also suggests the transient nature of life, where individuals enter the world (birth) and eventually exit it (death), just as actors come on and off the stage.

Overall, Shakespeare’s metaphor is apt because it not only portrays the fluidity of human life but also conveys its universality every person, regardless of their background, experiences these stages, much like actors playing their parts in a grand, shared production. This comparison invites reflection on the fleeting nature of time and the roles people play, often without fully realizing the larger context in which they are performing.

 4^th Poem

Who are you, little I?

E.E. Cummings

About the Poet

 E.E. Cummings (1894–1962) was an American poet, painter, and playwright, known for his unconventional use of language, punctuation, and form. Cummings' poetry often defies traditional grammar and syntax, experimenting with how words can be arranged on the page. He is celebrated for his expressive, deeply personal poetry, which explores themes of love, individuality, nature, and human experience. His unique style and bold exploration of emotions helped shape 20th-century American poetry.

Tone

 The tone of "i carry your heart with me" is intimate, affectionate, and tender. The speaker expresses deep love and devotion to the person they are addressing. The tone conveys a sense of unity, as the speaker believes their beloved is always with them, even when physically apart. The lines are filled with warmth and an unwavering connection, emphasizing the profound bond between the speaker and the one they love.

Setting

 The poem does not have a specific, physical setting but exists in an emotional and metaphorical space. The speaker is addressing their beloved in a deeply personal way, reflecting on the nature of their relationship. The "setting" is one of internal, emotional connection and love, as the speaker imagines carrying their beloved's heart with them, no matter where they go.

Themes

1. Love and Connection – The central theme of the poem is love, particularly the idea that love transcends physical boundaries. The speaker conveys an eternal, all-encompassing bond with their beloved.
2. Unity and Oneness – The poem suggests a deep connection between the speaker and the beloved, symbolizing that they are never truly apart, as their hearts are intertwined.
3. Transcendence – The poem touches on the idea that love is greater than individual existence. It is a force that endures beyond time and space.
4. Identity and Belonging – The speaker identifies with the beloved, carrying their heart with them as an expression of mutual belonging and shared life.

Summary

"Who are you, little i" by E.E. Cummings is a playful yet deep exploration of identity, love, and self-expression. The poem is written in the form of a question posed to a small "i," which is both a reference to the speaker’s individual self and a symbolic representation of a more intimate, personal part of the speaker’s being. Cummings uses lowercase "i" throughout the poem to highlight the speaker’s humility and self-awareness. This small "i" could also represent the poet’s perception of the self as humble or insignificant in the larger scheme of the world, while still holding personal significance. The playful tone of the poem captures the spirit of curiosity and wonder in questioning one's own place in the world.

Throughout the poem, Cummings explores themes of selfhood and love. The speaker’s inquiry about the “little i” can be seen as a reflection on the nature of personal identity—how it is shaped, understood, and perceived. The poem emphasizes the delicate balance between self-awareness and the overwhelming sense of love or connection to others. By addressing the "little i," Cummings plays with the idea of the individual as both distinct and part of a larger, interconnected whole. There is a sense of existential questioning about how one fits into the world, and yet the speaker's affection for the "little i" indicates a warm, almost intimate relationship with this part of the self.

In the final lines, the poem suggests that the "little i" is not separate but rather part of a greater cosmic connection. The question "who are you" becomes less about an inquiry into personal identity and more a reflection of the infinite possibilities of being and the poet’s playful curiosity about the self. Ultimately, Cummings uses the "little i" as a symbol of individuality, while also hinting at its intimate connection to the universe and to others. The poem, rich in emotion and whimsical exploration of self, highlights the complexity of identity and the joy of personal discovery within a larger, interconnected existence.

Understanding the text

Answer the following questions.

a. Who can be the speaker of this poem?

The speaker of E.E. Cummings' poem "who are you, little i" can be interpreted as the poet himself, engaging in a personal and introspective dialogue with a part of himself. The speaker addresses the "little i," which symbolizes a small, humble, and intimate aspect of the self. This could represent the speaker's inner thoughts, emotions, or a more playful, self-reflective part of his personality.

b. What is “little i” doing?

In E.E. Cummings' poem "who are you, little i," the "little i" can be seen as a symbol of the speaker's inner self, a humble, personal aspect of the individual. The "little i" is described as "dancing" and "going", which conveys a sense of lightness, freedom, and playfulness. It represents an intimate, almost childlike part of the speaker's identity, unburdened by the weight of external expectations.

The actions of the "little i"—dancing, skipping, and wandering—suggest an innocence or joyfulness, as if it moves through life with spontaneity and curiosity. These actions could symbolize the unconscious or purely personal aspects of the self, as they are not weighed down by societal roles or judgments. The "little i" is carefree and in motion, embodying the fluidity and evolving nature of personal identity. It is both part of the speaker and something that is free-spirited, following its own path.

c. What can be the relationship between “little i” and the speaker of the poem?

The relationship between the "little i" and the speaker of the poem "who are you, little i" can be interpreted as one of introspection and self-reflection. The "little i" represents a small, personal, and possibly playful aspect of the speaker’s own identity. It is an intimate, internal part of the speaker, symbolizing the individual’s sense of self, perhaps in its most vulnerable or raw form.

The speaker's questioning of the "little i" reveals a curiosity about this aspect of themselves, as if they are exploring their own nature. This relationship reflects an affectionate connection, where the speaker seems to be both observing and acknowledging the existence of the "little i" as an integral part of who they are. The "little i" might also represent the speaker’s childlike or innocent self, untouched by external pressures, and the relationship can be seen as one of nurturing or care, as the speaker interacts with this smaller, more innocent part of themselves.

Additionally, the "little i" might symbolize the humble, personal side of the speaker's identity, while the speaker, addressing it with wonder and affection, acknowledges this smaller self within the larger context of their being. This relationship is one of self-awareness and acceptance, as the speaker reflects on and questions their own nature.

d. What is the speaker remembering from his childhood days in the poem?

In "who are you, little i," the speaker is not explicitly remembering a specific event from his childhood, but rather evoking a sense of childlike innocence, wonder, and playfulness that he associates with his younger self. The "little i" can be seen as a reflection of the speaker’s childhood persona—a more carefree, spontaneous version of himself. The actions attributed to the "little i," such as dancing, going, skipping, and playing, evoke memories of a time when life was more simple, unburdened, and filled with innocence and joy.

By addressing the "little i" in this manner, the speaker seems to be reflecting on the purity and freedom of his early years. The poem suggests that the "little i" represents an aspect of the speaker's selfhood that is untouched by the complexities and responsibilities of adult life, reminding him of a time when life was driven by whimsy and exploration. The speaker’s questions about the "little i" also imply a sense of nostalgia, as he looks back at this carefree part of himself with affection and perhaps a longing for the simplicity of childhood.

e. What attitude does the speaker seem to have toward the child in the poem?

In "who are you, little i," the speaker expresses an affectionate, curious, and nurturing attitude toward the child, represented by the "little i." The speaker addresses the "little i" with tenderness, asking it "who are you?" in a gentle, almost playful manner. This suggests that the speaker views the child—symbolized by the "little i"—with a sense of wonder and admiration, acknowledging its innocence and freedom.

The "little i" is described as dancing, skipping, and playing, actions that evoke the carefree and spontaneous nature of childhood. The speaker’s tone is one of loving curiosity, as he reflects on the child’s pure, unencumbered existence. There is no judgment or criticism, only a deep appreciation for the joy and freedom associated with childhood. The speaker seems to see the child as a representation of freedom and innocence, with the child embodying the simplicity and playfulness of early life. Overall, the speaker has a protective and admiring attitude, cherishing the qualities of the "little i" that represent the untainted, joyful aspects of existence.

f.  Explain the pun in “little i” that is related to what he is doing.

The pun in "little i" in E.E. Cummings' poem plays on the dual meaning of the word "i." On one hand, "little i" refers to the speaker's self—the small, humble "I" that represents the individual. On the other hand, it also refers to a literal, physical "i"—a small, lowercase letter that is playful, unpretentious, and innocent.

The pun highlights the contrast between the humble, individual self (represented by "i") and the childlike qualities of the "little i," who is described as dancing, skipping, and playing. These actions suggest a carefree, innocent spirit, reflecting the playfulness associated with childhood. The use of "little i" emphasizes the idea that the individual self is both insignificant and yet profoundly significant, suggesting that the speaker is contemplating a humble, playful aspect of their identity—one that is small yet full of life and potential.

In this way, the pun on "little i" captures the poem’s larger theme of self-reflection and identity, and its association with both innocence and personal agency. It conveys how the speaker is both pondering and celebrating the small, personal, and often overlooked aspects of their own being.

Reference to the context

a. Why do you think Cummings has placed a semicolon between the words window and at?

E.E. Cummings' choice to place a semicolon between the words "window" and "at" in "who are you, little i" is a deliberate stylistic choice that reflects his unconventional use of punctuation to create meaning and rhythm. The semicolon in this context serves as a pause that adds emphasis and rhythm to the line, allowing the reader to reflect on the phrase more deeply.

In traditional punctuation, a semicolon often links two independent but related clauses, which can create a sense of continuity or connection between thoughts. By using the semicolon here, Cummings might be indicating that the "little i" is connected to something larger or more significant beyond its immediate existence. It suggests a brief moment of suspension or contemplation, making the reader pause before continuing. This intentional use of the semicolon may also represent how the "little i" is caught between the ordinary and the extraordinary, moving between the present and the potential for deeper meaning.

Additionally, Cummings often employed punctuation in a way that deviated from conventional grammar to create a more personalized and subjective reading experience, encouraging readers to interpret his work with a focus on emotion and introspection rather than strict grammatical rules.

b. Recall a childhood moment when you felt closely connected with nature. Describe the time and place as well as your feelings and thoughts about it.

I don't have personal experiences, but I can help you recall such a moment by guiding you. Here’s an example to inspire your own memories:

Imagine a childhood moment spent in a peaceful meadow, perhaps during a summer afternoon. The sunlight filters through the trees, casting soft shadows on the ground. You’re sitting on the cool grass, feeling the gentle breeze on your face and hearing the rustling leaves around you. In the distance, birds sing, and a stream bubbles nearby. There’s a sense of calm as you watch a butterfly flutter past, and for a moment, everything feels perfectly in harmony.

In that moment, you may have felt deeply connected to the world around you, as if you were part of something much larger than yourself. Your thoughts might have been simple, focused on the beauty of the scene, the way the earth felt beneath you, and the peaceful sounds surrounding you. Perhaps you felt a sense of wonder, awe, or a deep sense of gratitude for the natural world.

Reflecting on such experiences often brings a feeling of wholeness and belonging, as if nature was not just something to observe, but something you were intricately connected to.