Poems NEB grade 12 Compulsory English

 

     

1^st poem

A Day

By Emily Dickenson

About the Poet

Emily Dickinson (1830–1886) was an American poet known for her unique and innovative style. Her poetry often explored themes of death, immortality, nature, and the inner workings of the human mind. Although she lived a relatively reclusive life, Dickinson’s work has become some of the most influential in American literature, celebrated for its brevity, wit, and depth of insight.

Setting

The setting of "A Day" by Emily Dickinson is not explicitly described, as Dickinson’s poems often focus on the internal experiences of the speaker rather than specific external environments. However, the poem can be interpreted as taking place in the natural world, with references to the passage of time and the changing light of day. It could also be seen as an introspective reflection, set in the mind of the speaker as they contemplate the fleeting nature of life.

Tone

The tone of "A Day" is reflective and contemplative. Dickinson uses a calm, almost resigned voice as the speaker observes the progression of the day, recognizing both the beauty and transience of time. There is a sense of quiet awe in the poem as the speaker reflects on the passage of daylight, with a hint of melancholy as they acknowledge the inevitability of nightfall.

Themes

The Passage of Time: The primary theme of the poem is the fleeting nature of time. Dickinson reflects on how quickly the day moves from light to darkness, suggesting the inevitability of life's cycle.

Impermanence: The poem highlights the impermanence of each moment, with the day’s journey from dawn to dusk serving as a metaphor for the transitory nature of life itself.

Life and Death: As with many of Dickinson’s works, themes of life and death are woven throughout, with the day’s end symbolizing the approach of night or death.

Summary

In Emily Dickinson's "A Day," the poet reflects on the transient nature of time through the metaphor of a day’s passage. The poem begins by presenting the day as a living entity, personifying it as something that is born, grows, and eventually fades away. Dickinson observes the different stages of the day, from the brightness of the morning to the gradual approach of dusk. This movement from light to darkness serves as a symbol for the inevitable progression of time, which is both beautiful and fleeting.

The second part of the poem shifts the focus to the impermanence of each moment. Dickinson draws attention to how quickly the day slips away, mirroring the way in which life's moments pass by unnoticed or unappreciated until they are gone. As the day approaches its end, there is a quiet acceptance of this passage, yet also a hint of melancholy in recognizing how little control we have over the passage of time. The day’s eventual fading into night becomes a metaphor for the inevitable approach of death or the end of all things.

The poem concludes by acknowledging that the passage of a day is a natural, inevitable process that cannot be halted. Dickinson reflects on how each day, though finite, is a part of the larger cycle of life. There is an acceptance of the impermanence of all things, yet recognition that this impermanence gives life its urgency and beauty. The poem encapsulates the human experience of witnessing time's passage and the profound awareness of our own mortality, all while appreciating the transient moments of life that make it meaningful.

Understanding the text

Answer the following questions.

a. How does the poet describe the morning sun in the first stanza?

In the first stanza of "A Day," Emily Dickinson describes the morning sun as a powerful and radiant force, marking the beginning of the day. The sun is depicted as the herald of light and life, symbolizing the start of the day’s journey. Its brightness is a source of warmth and vitality, signaling the transition from darkness to light. The poet captures the sun’s vitality and energy, emphasizing its role in bringing the world to life and setting the stage for the day’s unfolding.

b. What does the line ‘The news like squirrels ran’ means?

The line “The news like squirrels ran” from Emily Dickinson's "A Day" uses a simile to convey the rapid and lively spread of information. Comparing the news to squirrels suggests that the news moves quickly and energetically, much like squirrels darting around with quick, erratic movements. It implies that information is being shared or disseminated rapidly, with a sense of urgency and unpredictability. This line also conveys a certain liveliness and excitement, suggesting that news or events are unfolding swiftly in the course of the day.

c. What do you understand by the line ‘The hills untied their bonnets’?

The line "The hills untied their bonnets" from Emily Dickinson's "A Day" personifies the hills, suggesting that they are shedding their coverings, much like a person removing a bonnet. This imagery conveys the idea of the hills revealing their full beauty as the day begins, with the "bonnets" representing a layer of mist, fog, or darkness that the hills wear during the night. As the sun rises, the hills are metaphorically "unveiled," symbolizing the gradual unveiling of the world as the day progresses. The line reflects the theme of transformation and renewal that comes with the dawn.

d. Is the speaker watching the morning sun? Why? Why not?

Yes, the speaker is watching the morning sun, as the poem’s imagery suggests an active observation of the unfolding day. The speaker describes the sun’s rise and its effects on the world around it, such as the hills shedding their bonnets and the news running like squirrels. These descriptions imply that the speaker is witnessing the sun’s power and influence on the natural world, suggesting an intimate engagement with the morning’s arrival. The focus on the sun’s transformative role in the day’s beginning further indicates that the speaker is aware and observant of its presence.

e. How does the sun set?

In Emily Dickinson's "A Day," the sun sets quietly and gradually. The poem conveys a sense of the day winding down; with the sun slipping away as darkness slowly overtakes the light. The transition is not sudden but rather a gentle fading, symbolizing the end of the day.

Reference to the context

a. What, according to the speaker, is a day?

According to the speaker in Emily Dickinson's "A Day," a day is a fleeting and dynamic entity, almost personified as something that is born, lives, and eventually fades away. The day is portrayed as a brief cycle, marked by the movement from the brightness of morning to the quiet conclusion of night. It is a metaphor for the passage of time itself—constantly changing, impermanent, and inevitable. The day represents both the beauty and transience of life, serving as a reminder of the finite nature of human existence.

b. What purpose does the hyphen in the first line serve in the poem?

The hyphen in the first line of Emily Dickinson's "A Day" serves to create a pause, adding emphasis and a sense of contemplation. It separates the thought, allowing the reader to pause and reflect on the concept of "A Day" before moving into the description that follows. The hyphen draws attention to the significance of the phrase and sets the tone for the poem, giving it a more introspective and reflective quality. It helps to slow the reader’s pace, allowing the weight of the idea to settle in before the poem begins its exploration of time and transience.

c. What makes this poem lyrical and sonorous? Discuss.

Emily Dickinson's "A Day" is both lyrical and sonorous due to her use of vivid imagery, rhythmic structure, and musical qualities of language. The poem's lyrical nature stems from its emotional depth and the way it explores universal themes like the passage of time and the fleeting nature of life. The personal reflection conveyed through the speaker’s observations imbues the poem with a sense of musicality, as the words evoke both a sense of beauty and melancholy.

The sonorous quality comes from the poem's use of sound—through the rhythm, rhyme, and use of devices like alliteration and assonance. The flow of the language, especially in the first stanza with phrases like "The hills untied their bonnets," creates a gentle, flowing sound that mimics the natural movement of the day. Dickinson often employs shorter lines and dashes, which add a musical cadence to the poem, giving it a musical, almost song-like quality. These elements work together to enhance the sensory experience, making the poem not only reflective but also a pleasure to hear when read aloud.

d. Who are the target audience of the speaker? Why?

The target audience of the speaker in Emily Dickinson's "A Day" seems to be a general, reflective audience—readers who are willing to contemplate the transient nature of time, life, and existence. The speaker appears to address anyone who is open to introspection and philosophical musings about the passage of a day and its larger implications on life. The universal themes of mortality, impermanence, and the beauty of fleeting moments resonate with a broad audience, inviting readers to reflect on their own experiences with time. The contemplative and somewhat meditative tone suggests that the speaker aims to provoke thought in those who are willing to pause, observe, and appreciate the subtleties of everyday existence.

Write a personal essay on A Day in the School.

A Day in the School

A day in school begins with the sound of the bell ringing, signaling the start of a new day filled with opportunities for learning and growth. The early morning feels fresh, with classmates exchanging greetings and catching up on what happened the day before. As we settle into our classrooms, there's a sense of anticipation in the air, wondering what lessons the day will bring. Every day feels like a blank canvas, and with each class, we are given new tools to paint our understanding of the world.

The classroom is where the bulk of the day’s work happens, and each subject presents its own set of challenges and rewards. Whether it's mathematics, where we solve problems that seem daunting at first but become easier with practice, or literature, where we dive into stories and poems that open our minds to different perspectives, each subject offers something unique. The teachers guide us through the lessons, often turning complex topics into something accessible and engaging. There are moments of frustration when a concept is hard to grasp, but the satisfaction of finally understanding it makes the effort worthwhile.

Aside from academics, the social aspect of school plays a huge role in shaping the day. Between classes, lunch breaks, and after-school activities, school is a place where friendships are made and tested. We share experiences, collaborate on projects, and sometimes engage in debates that help us understand the world through each other’s eyes. These interactions teach us valuable lessons in communication, teamwork, and empathy. While learning from books is important, learning from each other is equally significant in shaping who we are.

As the school day comes to an end, there's often a mixture of exhaustion and accomplishment. We leave with our minds filled with new knowledge, our backpacks heavy with homework, and a sense of having completed another chapter of our education. Reflecting on the day, we realize that school is more than just a place to learn facts; it's where we discover our passions, face challenges, and build relationships that will last. Each day in school contributes to shaping our future, helping us grow into the people we are becoming.

 

2^nd poem

Every Morning I Wake

                                                                                    By Dylan Thomas

The poem "Every Morning When I Wake" by Dylan Thomas explores the speaker's contemplation of life, death, and the passage of time.

About the Poet

Dylan Thomas (1914–1953) was a Welsh poet known for his emotive and often complex poetry. His works often explore themes of life, death, nature, and the human experience.

Setting

The setting of the poem is primarily in the speaker's mind or consciousness as he reflects each morning. The physical environment isn’t detailed explicitly, but it suggests a personal, intimate space where the speaker engages with his thoughts about life and death.

Tone

The tone of "Every Morning When I Wake" can be described as reflective and existential. There’s a certain urgency and emotional intensity in the poem, as the speaker grapples with the fleeting nature of life and the inevitability of death. The tone may also come across as meditative, as the speaker reflects on the cyclical nature of existence.

Themes:

1. Life and Death: The poem addresses the inevitability of death and how it shapes the human experience, particularly how it is felt upon waking each day.
2. The Passage of Time: Time is a central theme, with the idea of each day starting anew, yet inevitably leading toward death.
3. Existential Reflection: The speaker seems to confront his own mortality and the meaning of life, questioning what it all means as he faces the coming of each new day.
4. Awareness and Consciousness: The act of waking each morning brings a renewed awareness of life and death, highlighting the fragility of existence.

Summary

Every Morning When I Wake by Dylan Thomas delves into the speaker's awareness of the passing of time and the inevitability of death. The poem begins with the speaker's realization each morning that life continues in the face of mortality. He reflects on the transient nature of existence, where every new day is both a gift and a reminder of life’s fragility. The waking moment becomes a time for the speaker to confront both the beauty and the sorrow of living, understanding that each dawn is a step closer to the inevitable end.

As the poem unfolds, the speaker grapples with the complex emotions of being alive, acknowledging the fleeting nature of time. He seems to be caught between an intense awareness of death and a desire to live fully despite it. The poet’s language reflects this tension—expressing both the allure and the fear of life. He seems to suggest that even though death looms, it should not overshadow the vibrant, fleeting moments of existence that make life meaningful.

In conclusion, Dylan Thomas uses the act of waking each day as a metaphor for confronting the passage of time and the inevitability of death. The poem reflects a mixture of resignation and defiance, as the speaker faces mortality but also embraces the experience of life. Through vivid and emotional language, Thomas captures the universal human struggle with the certainty of death and the desire to live fully in the face of it, ultimately suggesting that even in the shadow of death, life’s beauty remains precious.

Reference to the context

a. Discuss “Every Morning When I Wake” as a prayer to the God.

In "Every Morning When I Wake," Dylan Thomas can be seen as offering a prayer to God, though not in a traditional sense. The speaker’s acknowledgment of the passage of time and the inevitability of death evokes a sense of seeking meaning and understanding from a higher power. The act of waking each morning becomes a spiritual reflection, where the speaker grapples with the fragility of life, possibly invoking God’s presence to make sense of existence. The poem’s tone reflects a yearning for purpose in the face of mortality, suggesting a silent, contemplative prayer for guidance, strength, and the ability to embrace life fully, despite its transient nature.

b. Why does the speaker make a prayer to the God, but not to a king, a billionaire or a scientist?

The speaker chooses to pray to God rather than to a king, billionaire, or scientist because God represents an omnipotent, transcendent force capable of offering meaning, comfort, and guidance in the face of life's fragility and mortality. Unlike earthly figures, whose power is limited to the material world, God symbolizes an eternal, spiritual presence that can provide solace and understanding in the face of existential questions. The prayer reflects a search for deeper, metaphysical answers that go beyond wealth, political power, or scientific knowledge, pointing to a longing for divine wisdom and connection in the face of the inevitable passage of time.

c. How does the poet highlight the magnificence of the God?

The poet highlights the magnificence of God by portraying the divine as a powerful, all-encompassing force that transcends the limitations of earthly life and death. Through the speaker's prayer, there is an implicit recognition that only God holds the ultimate understanding of life's fleeting nature and the mysteries of existence. The speaker's reflective tone suggests awe and reverence, acknowledging God's eternal presence and sovereignty over time. By choosing God as the focus of the prayer, the poet elevates the divine to a position of supreme significance, offering both solace and perspective in a world marked by mortality.

Reference beyond the text

a. Does the God exist? Give your opinion.

The existence of God is a deeply personal and philosophical question, and opinions on the matter vary widely based on individual beliefs, cultural backgrounds, and religious teachings. Some people firmly believe in the existence of God as a divine, higher power, often drawing on faith, religious texts, and personal experiences as evidence. Others may take an agnostic or atheistic view, asserting that there is insufficient evidence to prove or disprove the existence of God.

In the context of poetry and literature, the question of God's existence can often be explored symbolically, representing themes of hope, meaning, and the search for purpose. In "Every Morning When I Wake," for example, God may not be depicted as a literal figure but rather as a metaphor for the larger forces of life, death, and the human desire for understanding and solace. Whether or not one believes in the existence of God ultimately depends on individual perspectives, but the concept of God often holds great significance in the search for meaning and understanding in life.

    

  3^rd poem                                         

I Was My Own Route

Julia de Burgos

I Was My Own Route is a poem by Julia de Burgos, a celebrated Puerto Rican poet known for her passionate exploration of identity, freedom, and social justice, particularly through the lens of gender and ethnicity.

About the Poet

Julia de Burgos (1914–1953) was a writer of Carolina, USA. She is also Puerto Rican poet, teacher, and activist, recognized for her powerful, expressive poetry and her fight for women's rights, racial equality, and independence for Puerto Rico. Her work often reflects personal and cultural struggles, as well as themes of self-expression and defiance against societal norms.

Setting:

The setting of "I Was My Own Route" is not explicitly tied to a specific physical location. However, given de Burgos's use of vivid imagery and metaphors, the "route" can be seen as both a metaphorical path and a reflection of the speaker's internal journey.

Tone:

The tone of the poem is assertive, defiant, and empowered. The speaker’s voice is confident, as they claim ownership of their journey and identity. There is a sense of self-affirmation, pride, and resistance against forces that might seek to limit or control the speaker.

Themes:

1. Self-Discovery and Autonomy: The poem explores the idea of discovering one's true path, emphasizing personal independence and the desire to live authentically. The speaker’s declaration of being their "own route" signifies a break from external influences and expectations.
2. Identity and Empowerment: The poem touches on themes of individual empowerment, especially for women and marginalized voices. Julia de Burgos often wrote about asserting one's identity against the constraints of societal roles, and this poem embodies that struggle.
3. Freedom: The notion of freedom — both personal and political — is crucial in de Burgos's work. "I Was My Own Route" celebrates the freedom to choose one's path and live authentically, independent of the roles imposed by society.
4. Rebellion and Defiance: There is an undercurrent of rebellion in the poem, with the speaker rejecting conformity and embracing their individuality. This theme resonates with de Burgos's own life as an activist and poet, advocating for change.

Summary

In "I Was My Own Route," Julia de Burgos expresses a powerful declaration of self-determination and independence. The speaker reflects on their personal journey, emphasizing that they have followed their own path, distinct from the expectations or pressures of society. Through the phrase "I was my own route," the speaker rejects the conventional roles or definitions imposed by others, particularly those related to gender and societal expectations. This stance represents an assertion of autonomy, where the speaker claims their right to navigate life on their own terms, without being bound by external norms.

The poem reveals a tension between the speaker’s desires for personal freedom and the constraints placed on them by societal structures. De Burgos, known for her advocacy for women’s rights and social justice, imbues the poem with a sense of defiance. The speaker's journey is not just one of self-discovery but also of rebellion against the forces that seek to limit or control their identity. The speaker resists conformity, choosing instead to embrace their individuality and authenticity, unafraid of what others might think or say.

Ultimately, it becomes a celebration of personal empowerment and freedom. The speaker recognizes the importance of staying true to themselves, even if it means defying societal expectations or standing alone. Through this self-affirmation, the poem advocates for the right to live freely, explore one’s true identity, and reject external influences. It’s a poignant reminder of the power of self-determination and the value of choosing one’s own path, no matter the obstacles that may arise.

Understanding the text

Answer the following questions.

a. Why did the speaker try to be the way men wanted her to be?

The speaker in Julia de Burgos's poem tried to be the way men wanted her to be due to societal pressures and the expectations placed on women at the time. In many cultures, women were often expected to conform to traditional gender roles, and this included submitting to the desires and ideals set by men. The speaker may have initially tried to meet these expectations in an effort to fit in, gain acceptance, or fulfill the roles that society deemed appropriate for women. However, as the poem progresses, it becomes clear that the speaker rejects these imposed roles, ultimately seeking to embrace her own identity and path.

b. What do you understand by her feet ‘would not accept walking backwards’?

The phrase "my feet would not accept walking backwards" symbolizes the speaker’s refusal to return to the past or to follow the path of conformity and submission. It represents a rejection of the limitations and expectations placed on her by society, particularly those dictated by men. The speaker’s feet, metaphorically, are determined to move forward—toward self-discovery, empowerment, and autonomy—rather than retreating to a time when she was expected to conform. It highlights her commitment to progress and personal growth, refusing to be held back by outdated norms.

c. Who are the old guards? Why did they grow desperate?

The "old guards" in Julia de Burgos's poem represent the traditional forces of society those who uphold conventional norms and expectations, particularly regarding gender roles. These guards, often men or authority figures, grew desperate because the speaker’s rejection of these traditional roles threatened their established power and control. As the speaker asserts her independence and refuses to conform, the old guards see this as a challenge to their authority, leading them to feel threatened and desperate to maintain their influence over her and others who might follow her path of defiance.

d. How did the speaker have ‘a feeling of intimate liberation’?

The speaker experiences "a feeling of intimate liberation" as she frees herself from the societal constraints and expectations imposed upon her, especially by men and traditional norms. This liberation comes from embracing her own identity, desires, and autonomy, without being bound by the roles others have tried to assign her. The phrase suggests a deep, personal sense of freedom one that is both empowering and intimate, as it reflects her inner truth and the personal joy of living authentically, beyond the limitations of societal judgment.

e. Why did the speaker’s desire to follow men warp in her?

The speaker’s desire to follow men warped in her because, over time, she realized that conforming to their expectations and fulfilling their desires stifled her own sense of identity and freedom. Initially, she may have sought to please or meet societal standards, but as she gained more awareness, she recognized that this path led to a loss of her own self and autonomy. The realization that following men's desires compromised her independence and true identity led to a transformation, where her desire to please them became a rejection of her own authenticity, ultimately warping into defiance and self-liberation.

Reference to the context

a. What does the speaker mean when she says she was playing a game of hide and seek with her being’?

When the speaker says she was "playing a game of hide and seek with her being," she is describing a struggle with her own identity. The phrase suggests that she was hiding or suppressing her true self, perhaps to conform to the expectations of others, while also seeking to discover or express her authentic identity. This internal conflict reflects the tension between her desires to please society and her need for self-actualization, where she was unable to fully embrace or reveal her true nature. The "game" symbolizes the uncertainty and frustration of trying to reconcile these opposing forces.

b. Why, in your view, was her back ripped by the old guards as she was advancing forward?

In the poem, the speaker’s back being "ripped by the old guards" as she advances forward symbolizes the pain and resistance she faces from the established forces of society—the "old guards"—as she challenges their traditional norms. As the speaker moves toward self-liberation and rejects the roles imposed on her, she encounters opposition and backlash. The "ripping" represents the emotional and psychological suffering caused by those who want to keep her in the past, bound by conventional expectations. It highlights the struggle for personal freedom, where breaking free from societal constraints often comes with conflict, hardship, and pain.

c. Why does the speaker prefer the present to the past?

The speaker prefers the present to the past because the present represents freedom, self-discovery, and autonomy, whereas the past symbolizes a time of conformity and suppression. In the past, the speaker was likely bound by societal expectations and roles, particularly those imposed by men. As she moves forward, she embraces her true identity and desires, finding liberation in the present moment. The present allows her to break free from the constraints of the past and live authentically, making it a time of empowerment and personal growth, whereas the past holds her back in terms of self-expression and independence.

d. John Donne, in his poem “No Man is an Island”, says, “No man is an island entire of itself.” Would Burgos agree with Donne? Do you agree with Donne or Burgos?

Julia de Burgos and John Donne both explore the concept of individualism, but their views reflect different perspectives.

Burgos might not fully agree with Donne, as her poem emphasizes personal autonomy and the importance of embracing one’s own path, free from societal constraints. In "I Was My Own Route," she rejects the external expectations placed on her by others, especially men, and asserts her independence. For her, the individual’s journey and identity are paramount, and while connections with others may be acknowledged, the focus is on personal self-determination.

Donne, on the other hand, suggests that no person is truly isolated or self-sufficient, emphasizing interconnectedness and the idea that humans are fundamentally social beings, reliant on one another for support, meaning, and growth. His metaphor implies that every individual is part of a greater whole, and isolation leads to a loss of humanity.

In terms of personal agreement, I might lean toward Donne’s perspective, as I believe human beings thrive in interconnectedness. While individual autonomy is important, personal growth often happens within a social context, and relationships provide essential support and meaning. However, I also see the value in Burgos’s message of self-empowerment and breaking free from societal limitations, as it is important to find balance between independence and connection.

Write an essay on My Idea of Freedom.

My Idea of Freedom

Freedom, in my view, is the ability to live authentically and make choices without being constrained by societal norms or external pressures. It means having the autonomy to express oneself, follow one’s passions, and take control of one’s life direction. True freedom allows individuals to shape their own identity, free from the expectations of others. Whether it is the freedom to pursue a career, education, or personal beliefs, it is about having the space to explore who you truly are and make decisions that align with your values, rather than conforming to the demands of society.

However, freedom is not just about individual autonomy; it also involves the ability to live without fear or oppression. In a truly free society, people should be able to express themselves, practice their religion, and live according to their values without facing discrimination or persecution. Freedom, in this sense, requires the creation of an environment where all individuals, regardless of gender, race, or background, can live in equality and dignity. The freedom to live without fear of judgment or harm is a fundamental human right that should be protected for all.

Along with personal and social freedoms, I believe that freedom also entails responsibility. Being free means understanding the impact of one’s actions on others and the world around us. It is important to recognize that true freedom cannot come at the expense of others' rights or well-being. A balanced approach to freedom is one where individuals respect the freedoms of others while exercising their own rights. This means living with empathy and mindfulness, ensuring that our pursuit of freedom does not infringe upon the freedoms of others.

In conclusion, freedom is both an individual and collective experience. It is about the right to self-expression, equality, and living without fear of oppression, while also understanding that it comes with the responsibility to respect others’ freedoms. True freedom in my eyes is not just about being free from external constraints, but about creating a world where everyone has the opportunity to live freely, expresses their authentic selves, and contributes to a society of mutual respect and understanding.

 

 4^th Poem

The Awakening Age

         By Ben Okri

The Awakening Age by Ben Okri is a poem that envisions a world of hope, unity, and enlightenment. Okri, a Nigerian poet and novelist, often explores themes of post-colonialism, transformation, and the human spirit. The poem describes a journey towards enlightenment and freedom. It celebrates the strength found in unity and the belief that humanity can overcome past suffering to build a future grounded in love, knowledge, and peace.

Main Setting:

The poem is set in a symbolic, abstract space that represents a new world of awakening and renewal. It transcends physical locations, reflecting the collective spiritual and intellectual rebirth of humanity, especially in Africa.

Tone:

The tone is hopeful, uplifting, and visionary. Okri’s language inspires a sense of possibility and optimism, urging readers to believe in a brighter, more unified future.

Main Themes

1. Hope and Renewal:
The poem envisions a brighter future, emphasizing the transformative power of hope. It reflects the belief that even after hardship, renewal is possible.

2. Unity and Fraternity:
Okri highlights the interconnectedness of humanity. The poem suggests that progress and enlightenment are collective endeavors, reinforcing the idea that unity can lead to shared success.

3. Overcoming Adversity:
The poem acknowledges past struggles and suffering but focuses on the potential to rise above these difficulties. It conveys the message that adversity can lead to growth and awakening.

4. Enlightenment and Knowledge:
The “awakening age” symbolizes a period of enlightenment, where ignorance and division give way to understanding and wisdom. It reflects Okri’s belief in the transformative power of knowledge and awareness.

5. Transformation and Progress:
Okri envisions a world that is constantly evolving. The poem underscores the importance of embracing change and moving forward, leaving behind the shadows of the past.

6. Shared Humanity:
A recurring theme in Okri’s work, the poem reflects the idea that despite differences in race, culture, or nationality, people are united by common experiences, dreams, and destinies.

Summary

The Awakening Age by Ben Okri is a hopeful and visionary poem that reflects on the possibilities of a brighter future for humanity. The poem speaks of transcending divisions, suffering, and ignorance, moving toward a collective awakening marked by unity, knowledge, and renewal. Okri imagines a world where people come together, driven by a shared sense of purpose and enlightenment. This “awakening age” represents a time of transformation, where old barriers fall away, and individuals embrace their common humanity.

A key focus of the poem is the theme of overcoming adversity. Okri acknowledges the hardships and struggles that have shaped societies, but he insists that these experiences can lead to growth and strength. The poem's tone is uplifting, urging readers to believe in progress and the potential for positive change. By emphasizing the power of hope and resilience, Okri suggests that even the most challenging circumstances can pave the way for a better, more enlightened world.

Ultimately, it is a call for unity and a celebration of shared human experience. It envisions a future where compassion, wisdom, and cooperation guide societies toward peace and harmony. Okri’s message is one of optimism, inspiring readers to look beyond present difficulties and envision the dawn of a new era filled with possibility and collective advancement.

Short questions and answer

Answer the following questions.

a. Who are the people ‘who travel the meridian line’?

Those who travel the meridian line refer to people who embark on a metaphorical journey of enlightenment, self-discovery, and unity. The "meridian line" symbolizes a path that connects people across different regions, cultures, and experiences, suggesting a shared global journey toward progress and awakening.

b. What does the poet mean by ‘a new world’?

The poet means by a ‘new world’ to the beginning of peace in Nigeria .It symbolizes a future shaped by hope, unity, and enlightenment. It represents a society free from the divisions, suffering, and ignorance of the past—a world where people come together in harmony and mutual understanding.

Reference to the context

a. What does the poet mean by ‘the awakening age’?

In "The Awakening Age" by Ben Okri, "the awakening age" symbolizes a period of enlightenment, renewal, and collective growth. It represents a time when humanity transcends ignorance, division, and suffering, moving toward greater awareness, unity, and hope. This age reflects a shift in consciousness, where people recognize their shared humanity and work together to build a better, more harmonious world.

The term suggests a spiritual and intellectual awakening—a moment when societies break free from the shadows of the past and embrace progress, peace, and wisdom. It implies that this transformation is not just individual but universal, spreading across cultures and communities, guiding the world toward a brighter future.

For Okri, "the awakening age" serves as both a vision and a call to action, urging people to believe in the power of change and to actively participate in shaping a more compassionate and enlightened world.

b. Why, in your view, have these people ‘lived with poverty’s rage’?

In my view, these people have lived with poverty’s rage because since a long time before history Africans are being exploited by the Americans and Europeans. These people are likely those who have endured hardship, inequality, and oppression. Ben Okri often writes about the struggles faced by individuals and communities, particularly in post-colonial Africa, where poverty and social injustice are persistent challenges. The phrase reflects the anger and frustration that arise from long-standing economic deprivation and the lack of opportunities that can trap people in cycles of suffering.

However, Okri suggests that despite these hardships, there is resilience and hope. The experience of poverty fuels a desire for change and a deeper understanding of life’s value. By surviving and persevering, these individuals become part of the awakening age, contributing to the collective journey toward enlightenment and progress. Their struggles shape them, and through their strength, they help to build a future that promises greater equality and justice.

c. Why does the poet appeal for solidarity among the people?

The poet appeals for solidarity among the people because unity and togetherness are essential for overcoming challenges, promoting peace, and fostering progress. Solidarity strengthens communities, allowing people to support each other in difficult times and work towards common goals. By standing together, individuals can resist oppression, fight injustice, and build a more harmonious and just society. The poet may also emphasize that division and conflict weaken societies, while unity leads to strength, resilience, and collective success.

d. Does the poet present migration in a positive light? Why? Why not?

Yes, the poet presents migration in a positive light. This is because the poet may emphasize the hope, resilience, and potential for new opportunities that migration can bring. Migration, in this context, could symbolize the pursuit of a better life, freedom from oppression, or the chance to build a new future. The poet might focus on the strength and determination of migrants as they seek to overcome challenges and create better lives for themselves and their families. This positive portrayal underscores the idea that migration is not merely an escape from hardship, but a transformative journey that can lead to growth, adaptation, and even a sense of empowerment.

e. Nepal is also known for its economic as well as educational migrants. Have you noticed any change in the perceptions and behaviours of these migrants when they return home from abroad?

Yes, there has been a noticeable change in the perceptions and behaviors of Nepali migrants when they return home from abroad. Many returnees bring back new perspectives, skills, and knowledge acquired during their time abroad. This often leads to a shift in their mindset, where they may have a more global outlook and a deeper understanding of different cultures and work ethics. Some returnees, especially those who have worked or studied in more developed countries, may adopt more modern lifestyles, values, and attitudes, influencing their families and communities.

Additionally, many returnees bring new economic resources, which can improve their financial standing and enable them to invest in local businesses or support family members. However, there can also be challenges, such as feeling disconnected from their home culture or facing difficulties in reintegrating into local society after experiencing life abroad. These changes often result in a mix of positive and sometimes challenging adjustments, as the returnees navigate between their experiences abroad and their roots in Nepal.