NEB Class 12 Compulsory English Literature

 NEB Class 12 Compulsory English Literature 

1st story

                        Neighbours

                                                Tim Winton

"Neighbours" by Tim Winton is a short story that explores themes of belonging, multiculturalism, and human connection.

1. About the Writer

Tim Winton is an acclaimed Australian author known for his evocative portrayals of Australian landscapes and communities. Much of his work explores themes of family, identity, and the natural environment. His writing style is often lyrical and introspective, and he frequently highlights the experiences of ordinary people.

2. Setting

The story is set in a suburban (residential) neighborhood in Australia, likely during the late 20th century. The area is inhabited by immigrants from various cultural backgrounds, reflecting the multicultural nature of Australian society.

3. Plot

The story follows a young couple who move into a diverse neighborhood. Initially, they feel isolated and out of place, observing their foreign neighbors with suspicion and misunderstanding. However, over time, small acts of kindness and shared experiences—such as gardening and the birth of their child—lead to a sense of connection and community. By the end of the story, the couple feels a deep bond with their neighbors, overcoming their initial prejudices.

4. Characters

1.      The Young Couple – The main characters whose perspective the story follows. They are not named, and their identities are shaped by their role as a couple in the community.

2.      The Macedonian Family – One of the neighboring families, identified by their cultural background.

3.      The Polish Widower – Another neighbor, referred to by his cultural background and status as a widower. He is portrayed as a noisy character in the story.

4.      The Italian Lady –Italian lady who came with a list of names for the unborn child. 

5. The Greek Woman- The lady who stops the pregnant lady in order to check the woman's belly and offering her own wisdom predicting the unborn baby as baby boy.

6. Other Neighbors – The various neighbors who contribute to the community's support, although not individually named

5. Themes

Ø  Belonging and Acceptance – The couple learns to appreciate their neighbors and finds a sense of community.

Ø  Cultural Diversity – The story highlights the richness of multicultural neighborhoods and the potential for cross-cultural understanding.

Ø  Transformation and Growth – The couple's journey represents personal growth as they shift from judgment to empathy.

Ø  Human Connection – Small, everyday interactions forge deep bonds between the couple and their neighbors.

Summary

"Neighbours" by Tim Winton tells the story of a young couple who move into a multicultural Australian neighborhood. At first, they feel out of place and uncomfortable, noticing the differences between themselves and their foreign-born neighbors. The husband, who works from home, is irritated by the constant noise and activity, while the wife spends her time planting vegetables in the garden. The couple views their neighbors with suspicion, misunderstanding their habits and traditions.

As time passes, the couple begins to observe small acts of kindness from their neighbors. The neighbors quietly contribute to the wife's gardening efforts, offering seeds and tips without speaking much. These gestures, though subtle, start breaking down the couple's initial prejudice. The couple starts appreciating the industriousness and warmth of those around them, realizing that their neighbors' actions speak louder than words.

When the wife becomes pregnant, the dynamic shifts even further. The neighbors express joy and support, celebrating the news in their own ways. One neighbor brings over a basket of grapes, while another hugs the pregnant woman. The couple is surprised and touched by the community’s genuine care and excitement for the new addition to their family.

By the end of the story, the couple feels a strong sense of belonging within the neighborhood. The birth of their child becomes a shared event that unites the entire community. Through this experience, the couple learns the value of connection, empathy, and understanding. Winton highlights how barriers of culture and language can be overcome through shared human experiences and quiet acts of compassion.

Understanding the text

Answer the following questions.

a. Describe how the young couple’s house looked like.

The young couple’s house in the story "Neighbours" is small and simple. It is in a mixed, working-class neighborhood. At first, their backyard looks empty and dull. From his study window the young man could see out over the rooftops and used car yards the Moreton Bay figs in the park where they walked their dog. Their house is quiet and not lively like their neighbors’ homes, which are full of activity and color. This shows that the couple feels alone and separate at first.

b. How did the young couple identify their neighbours in the beginning of their arrival?

At the beginning of their arrival, the young couple identified their neighbors based on their cultural differences and unfamiliar behaviors. They observed them from a distance, labeling them by their nationalities and customs rather than by their names or personal qualities. For example, they referred to them as “the Macedonian family” or “the Polish widower.” The couple focused on the noisy, energetic nature of the neighborhood, feeling alienated by the loud conversations, constant visitors, and bustling daily routines. This initial view highlights the couple’s sense of separation and the cultural gap between them and their neighbors.

c. How did the neighbours help the young couple in the kitchen garden?

The neighbors helped the young couple in the kitchen garden through quiet, generous acts. Without being asked, the neighbors began contributing seeds, gardening tools, and practical advice to assist the wife in her efforts to grow vegetables. Some neighbors would lean over the fence to share tips on planting and caring for the crops, while others left small offerings of seeds or cuttings. These subtle gestures reflected the neighbors’ warmth and willingness to support the couple, even without much conversation. Over time, with their help, the couple’s garden flourished, symbolizing the growing bond between them and the community.

d. Why were the people in the neighborhood surprised at the role of the young man and his wife in their family?

The people in the neighborhood were surprised by the roles of the young man and his wife because their relationship and domestic responsibilities challenged traditional gender roles. The young man stayed at home, working quietly while his wife took the lead in gardening and managing household tasks. This was unusual to the neighbors, many of whom came from cultures with more traditional views on gender roles, where men were typically the primary breadwinners and women managed the home. The neighbors watched with curiosity as the wife worked in the garden and the husband supported her efforts, finding their dynamic unconventional yet intriguing. This contrast highlighted the differences in cultural expectations but also paved the way for mutual respect and understanding.

e. How did the neighbours respond to the woman’s pregnancy?

The neighbors responded to the woman’s pregnancy with warmth, excitement, and generous support. Despite the cultural and language barriers, they expressed genuine happiness for the couple. Some neighbors brought gifts, like a basket of grapes, while others congratulated the woman with hugs and smiles. Their joy and involvement made the couple feel embraced by the community. The pregnancy became a shared celebration, strengthening the bond between the couple and their neighbors. This heartfelt response helped the couple feel a deeper sense of belonging and connection, transforming their initial feelings of isolation into one of acceptance and unity.

f. Why did the young man begin to weep at the end of the story?

The young man began to weep at the end of the story because he was overwhelmed by the kindness and acceptance of his neighbors, as well as the emotional significance of his wife's pregnancy and the birth of their child. Initially, he and his wife felt isolated and disconnected from the community, but over time, the neighbors’ quiet support and shared joy bridged that gap. The birth of their child symbolized not only a personal milestone but also the culmination of their integration into the neighborhood. The young man’s tears reflect a mix of relief, gratitude, and recognition of the deep human connection that had formed, dissolving the barriers of culture and language that once separated them.

g. Why do you think the author did not characterize the persons in the story with proper names?

The author, Tim Winton, chose not to give the characters proper names to emphasize the universality of the story’s themes. By keeping the young couple and their neighbors nameless, Winton highlights that their experiences could belong to anyone, anywhere. This approach allows readers to focus on the characters’ roles, relationships, and emotional journeys rather than their individual identities. It also reinforces the idea that cultural differences and barriers are common across many communities, and the path to understanding and acceptance is a shared human experience. The lack of names makes the story more symbolic, representing the broader idea of unity, belonging, and the breaking down of prejudice in multicultural societies.

Reference to the context

a. The story shows that linguistic and cultural barriers do not create any obstacle in human relationship. Cite some examples from the story where the neighbours have transcended such barriers.

In "Neighbours", Tim Winton illustrates how linguistic and cultural barriers can be transcended through simple, meaningful gestures and shared experiences. Some key examples of this in the story are:

1. In spite of the different languages and cultures, the neighbours gave advice to the young couple about spacing, hilling and mulching the vegetables in the kitchen garden.

2. The polish widower rebuilt the falling henhouse of the young couple although they didn’t understand his words.

3. The young couple offered heads of cabbage and took gifts of grapes and firewood from neighbours.

4. The neighbours gifted chocolates, knitted the baby a suit when the couples were going to be parents.

 

b. The last sentence of the story reads “The twentieth-century novel had not prepared him for this.” In your view, what differences did the young man find between twentieth-century novels and human relations?

The young man’s reflection that "The twentieth-century novel had not prepared him for this" suggests a realization about the difference between the intellectual or emotional complexities often portrayed in literature and the simplicity and depth of human relationships in real life. In many twentieth-century novels, characters and relationships are often shaped by intellectual ideas, social struggles, or intricate emotional conflict. These novels might focus on individualism, existential questions, or societal issues that require deep analysis and interpretation.

In contrast, the young man discovers that the human connections he experiences in his neighborhood are more direct, compassionate, and grounded in shared, everyday experiences. The relationships in the story are not shaped by complex narratives or intellectual concepts but by simple, genuine acts of kindness and a willingness to connect beyond cultural and linguistic barriers. This highlights a difference between the often abstract, sometimes idealized interactions found in literature and the straightforward, emotional bonds that form in real life, based on mutual care and understanding.

The young man's realization suggests that real-life human connection transcends the confines of intellectual or literary conventions, and that true understanding and empathy often emerge from unspoken, tangible gestures rather than carefully constructed narratives or ideas.

c. A Nepali proverb says “Neighbors are companions for wedding procession as well as for funeral procession.” Does this proverb apply in the story? Justify.

Yes, the Nepali proverb “Neighbors are companions for wedding procession as well as for funeral procession” applies in "Neighbours" by Tim Winton. The proverb speaks to the idea that neighbors are not only part of the joyful moments in life but also stand by each other during times of sorrow or difficulty. This reflects the reciprocal nature of human relationships, where neighbors support one another through both celebrations and challenges.

In the story, the young couple's experience with their neighbors reflects this idea. When the wife becomes pregnant, the neighbors joyfully celebrate the impending arrival of the child, bringing gifts and expressing happiness for the couple. This mirrors the "wedding procession" aspect of the proverb, where neighbors share in the couple's joy and celebrate with them.

At the same time, the neighbors offer support and compassion during the couple's quieter, more intimate moments, symbolizing their role as constant companions through all stages of life, much like the "funeral procession" aspect. The unspoken care shown through acts like helping with the garden and providing support during the pregnancy reflects a kind of solidarity that transcends both celebration and hardship. The neighbors’ willingness to connect and be present during life’s significant moments, both happy and solemn, aligns with the spirit of the proverb, showing that true neighborly bonds are built on mutual support, regardless of the occasion.

d. The author has dealt with an issue of multiculturalism in the story. Why do you think multiculturalism has become a major issue in the present world?

Multiculturalism has become a major issue in the present world due to the increasing movement of people across borders, driven by factors such as globalization, migration, and the search for better economic opportunities. As societies become more diverse, the interaction between different cultures and the integration of various traditions, languages, and beliefs can lead to both enriching experiences and challenges.

In "Neighbours", Tim Winton explores how cultural differences can create initial barriers but also reveal opportunities for deeper understanding and connection. The story shows how people from different backgrounds, through small acts of kindness and empathy, can break down these barriers and form meaningful relationships. In the broader context of the world today, multiculturalism can lead to tensions when there is a lack of understanding or fear of the "other," but it can also lead to more inclusive societies when diversity is embraced.

The rise of multiculturalism has led to debates on identity, integration, and the challenges of balancing the preservation of cultural heritage with the need for shared values. In many societies, questions about how to integrate immigrant populations without losing cultural uniqueness are central. At the same time, multiculturalism offers the potential for greater creativity, economic growth, and social cohesion when different cultural perspectives are respected and celebrated.

Ultimately, multiculturalism has become a major issue because it touches on fundamental human concerns about belonging, tolerance, and the future of societies in an interconnected world. The story highlights that, despite differences, human connections can transcend cultural boundaries, offering a hopeful perspective on how diversity can enrich rather than divide communities.

Reference beyond the text

a. Write an essay on Celebration of Childbirth in my Community.

Celebration of Childbirth in my Community

Celebration of Childbirth in My Community

In my community, the celebration of childbirth is an important and joyous occasion that brings family, friends, and neighbors together. The birth of a child is viewed as a blessing, symbolizing the continuity of life, and it is celebrated with great enthusiasm. The celebration typically begins shortly after the birth when family members announce the arrival of the newborn. In many cases, relatives and neighbors visit the new parents to offer congratulations, share in the joy, and provide practical support. It is common for the new parents to receive gifts such as clothes, food, or money as a gesture of goodwill and care.

A traditional custom in my community is the "naming ceremony," which usually takes place a few days after the birth. During this ceremony, the child is given a name that often carries deep cultural, religious, or familial significance. Family members, especially grandparents, play a vital role in naming the child, and this event is marked by prayers or blessings for the child’s health and future. The naming ceremony is often accompanied by a small gathering where close relatives and friends come together to offer their well-wishes, light candles, and celebrate the arrival of the newborn.

Food plays an essential role in these celebrations. Family members prepare special dishes, often including traditional sweets and snacks, which are served to visitors. It is customary for the parents to offer food to their guests as a symbol of gratitude and joy. In rural communities, it is also common for neighbors to assist with the cooking and preparation of meals for the family, ensuring that the new parents are supported in every way during this time of transition.

The celebration of childbirth in my community reflects the strong sense of connection, solidarity, and respect for family values. It is not just an individual event but a communal experience, where the joy of new life is shared by everyone. Through these traditions, the community expresses its collective hopes for the child's future and celebrates the role of family and society in raising the next generation. The warmth and unity that emerge from these celebrations serve to reinforce the bonds that hold the community together.

b. Do the people in your community respond with similar reactions upon the pregnancy and childbirth as depicted in the story? Give a couple of examples.

Yes, the people in my community respond with similar reactions to pregnancy and childbirth as depicted in "Neighbours" by Tim Winton, where neighbors and family come together with joy, support, and care for the expecting parents. In my community, pregnancy and childbirth are celebrated not just as family events but as communal occasions that foster unity and solidarity.

For example, when someone announces their pregnancy, it is common for neighbors and relatives to offer congratulations and blessings right away, similar to the way the neighbors in the story celebrated the news of the pregnancy. The expectant mother is often showered with love and care, with people offering advice, gifts, or simply checking in to ensure she is doing well. Like the gift-giving in Winton's story, it is customary for neighbors to bring food, clothing, or baby essentials to the family as a way to support them during this important time.

Additionally, after the birth of the child, there is typically a gathering where close relatives, friends, and neighbors come together to offer blessings, congratulations, and practical help. This is similar to the joyful community participation depicted in the story when the neighbors come to celebrate the arrival of the baby. In my community, the naming ceremony is also an important event, with prayers, rituals, and food being shared among those who come to honor the new life. This communal approach to pregnancy and childbirth strengthens the bonds between individuals, much like the neighbors in the story who build connections through simple acts of care and compassion.

 

 2nd Story 

                                    A Respectable Woman

                                               By Kate Chopin 

"A Respectable Woman" is a short story by Kate Chopin, first published in 1894. Kate Chopin is known for her exploration of female independence, societal expectations, and the complexities of human relationships, particularly within the confines of 19th-century American society.

Setting

The story is set in the late 19th century in Louisiana, which was a common backdrop for Chopin’s works. It takes place in a rural, somewhat isolated environment, highlighting the traditional, conservative values of the time, particularly around marriage and social respectability.

Plot

The story centers on Mrs. Baroda, a respectable woman married to a man named Mr. Baroda. The couple lives on a plantation, and Mrs. Baroda is initially portrayed as the ideal wife: conservative, well-mannered, and content in her life. The plot begins when her husband’s old friend, Gouvernail, visits them. Mrs. Baroda is initially wary of Gouvernail, feeling uncomfortable with his flirtatious behavior and his influence over her husband. However, she becomes intrigued by him over time, and their interactions lead to an emotional and sexual tension that she has not experienced before. She struggles with her feelings of desire and guilt, feeling conflicted between her self-image as a respectable woman and the new emotions Alcee awakens in her. At the story’s conclusion, she chooses to leave for a while, hoping the distance will help her reconcile her conflicting emotions. 

Main Characters

1. Mrs. Baroda

Role: Protagonist

Description: A refined, intelligent, and self-controlled woman who prides herself on being "respectable." She is married to Gaston Baroda and lives on a plantation in Louisiana. When her husband's friend, Gouvernail, visits, she becomes emotionally and physically attracted to him, leading to an internal conflict between her desires and her identity as a loyal wife.

2. Gaston Baroda

Role: Mrs. Baroda’s Husband

Description: A kind, trusting man who is fond of his wife and respectful of her views. He invites his old friend Gouvernail to visit their home, unaware of the emotional turmoil it causes his wife. He sees Gouvernail as harmless and cannot understand Mrs. Baroda’s discomfort.

---

3. Gouvernail

Role: Gaston’s Friend

Description: A quiet, introspective, and gentle man who works as a journalist. Though not conventionally attractive or charming, he unknowingly captures Mrs. Baroda’s interest. His calm and reserved nature contrasts with her expectations and challenges her emotional stability.

Themes

1.Societal Expectations Vs Personal Desire: 

One of the primary themes of "A Respectable Woman" is the inner conflict between societal expectations of respectability and personal desires. Mrs. Baroda’s attraction to Governail forces her to confront her own sexual identity and the tension between social propriety and personal fulfillment.

2. Marriage and Identity: The story examines the role of women within marriage. Mrs. Baroda’s relationship with her husband, Dr. Baroda, seems stable and predictable, but her emotional reaction to Alcee Arobin reveals the complexity of her inner world. This suggests that marriage does not necessarily fulfill all of a woman's needs and desires.

3.  Conformity vs. Individuality: Mrs. Baroda’s internal conflict reflects the larger theme of societal expectations versus personal autonomy. Her struggle with the desire for Governor Arobin challenges the conventional idea of what it means to be a “respectable woman” in a conservative society.

4.  The Role of Women: The story subtly critiques the limitations placed on women’s roles and the ways in which these roles conflict with their personal growth and desires. Mrs. Baroda’s evolving feelings and her decision to retreat highlight the tension between being a conventional wife and exploring one’s deeper emotional and sexual identity.

Summary

"A Respectable Woman" by Kate Chopin is a story that revolves around the inner conflict of Mrs. Baroda, a married woman who experiences a complex emotional and physical attraction to her husband's friend, Gouvernail. The story takes place in Louisiana, where Mrs. Baroda and her husband, Mr. Baroda, live on a plantation. Mrs. Baroda is initially portrayed as the epitome of a respectable woman—conservative, composed, and entirely devoted to her husband. When Gouvernail visits the Barodas, Mrs. Baroda feels uneasy about his flirtatious nature and the way he behaves around her. She finds his charm unsettling, but is determined to remain polite and maintain her sense of propriety.

As the story progresses, Mrs. Baroda’s feelings toward Gouvernail become more complex. Despite her initial discomfort, she becomes attracted by him, drawn to his personality and confident manner. Gouvernail, aware of her growing attraction, continues to act in a flirtatious manner, which causes Mrs. Baroda to feel conflicted. She is torn between her emotions and her desire to uphold her identity as a respectable wife. She finds herself experiencing a kind of longing and desire that she never thought she would feel, especially for a man who is not her husband. This internal conflict makes her increasingly uncomfortable with herself and her feelings.

The emotional tension reaches its peak when Mrs. Baroda finds herself alone with Gouvernail, and their interaction deepens. She begins to question her role as a wife and the societal expectations placed upon her as a “respectable” woman. Although she does not act on her attraction, the emotional charge between them is noticeable. She is left grappling with her desire and guilt, unable to reconcile the woman she is expected to be with the woman she feels herself becoming in the presence of  reconcile. Her inner turmoil is evident as she reflects on her reaction to the situation.

By the end of the story, Mrs. Baroda decides to withdraw and take a break from the situation by leaving for a while. She hopes that this physical distance from Gouvernail   will allow her to regain her composure and resolve her feelings. She expresses a desire for time to “sort herself out” and regain her sense of control. The story ends ambiguously (unclear), with Mrs. Baroda’s future actions uncertain, but it is clear that the encounter with Gouvernail has fundamentally changed her, highlighting the tensions between societal expectations, personal desires, and the complexity of human emotions.

Understanding the text

Answer the following questions.

a. Why was Mrs. Baroda unhappy with the information about Gouvernail’s visit to their farm?

Mrs. Baroda was unhappy with the information about Gouvernail's visit to their farm because she had strong reservations about him. Gouvernail was her husband's friend, and while Dr. Baroda seemed to view him as a pleasant and familiar presence, Mrs. Baroda found him somewhat unsettling. She felt uncomfortable with the idea of his visit, especially as she was unsure of his character and manner. Mrs. Baroda was accustomed to a peaceful, well-ordered life on the farm, and the idea of having an unfamiliar man stay with them disrupted her sense of control over the household. Her initial discomfort stemmed from Gouvernail’s flirtatious nature, which she sensed might challenge the traditional, respectful boundaries she valued. This tension foreshadows her deeper internal conflict with him during his stay.

b. How was Gouvernail different from Mrs. Baroda’s expectation?

Gouvernail was different from Mrs. Baroda's expectations in several ways. Initially, Mrs. Baroda expected him to be an intrusive, overly flirtatious, or inappropriate presence, based on her initial discomfort and the way she had imagined him. However, upon meeting Gouvernail, she found that he was actually quiet, reserved, and not at all as forward or imposing as she had feared. Instead of being the charming and charismatic man she had anticipated, Gouvernail was more unassuming and somewhat awkward, which made Mrs. Baroda feel even more conflicted.

She had expected Gouvernail to be a man who would disrupt her life and challenge the order she had in her marriage, but he was, in fact, more gentle and less overtly confident than she had anticipated. His calm demeanor and lack of flirtation made Mrs. Baroda feel somewhat guilty for her earlier judgments, and she became even more intrigued by him. This contrast between her expectations and the reality of his personality contributed to her growing emotional conflict, as she started to feel an unexpected attraction to him, despite initially believing he would be a source of discomfort.

c. How does Mrs. Baroda compare Gouvernail with her husband?

Mrs. Baroda compares Gouvernail to her husband, Dr. Baroda, and finds him to be quite different in several key ways. While Dr. Baroda is portrayed as a steady, dependable, and somewhat predictable figure, Gouvernail, in Mrs. Baroda’s eyes, represents a contrast. Gouvernail is more reserved and introspective, lacking the outward charm or flirtatious nature that might have drawn her attention initially. In fact, his calm, almost detached demeanor makes him stand out as a figure who is, in some ways, more emotionally mysterious and intriguing than her husband, whose personality she feels she already knows well.

While Dr. Baroda is described as reliable and familiar, Mrs. Baroda finds Gouvernail's quiet nature unsettling, yet alluring. Gouvernail’s manner of not imposing himself on her or her husband in an obvious way allows Mrs. Baroda to view him as somewhat enigmatic. This difference causes her to experience a new sense of curiosity and attraction, which she does not feel toward her husband. In comparing Gouvernail to Dr. Baroda, Mrs. Baroda is confronted with the realization that she desires something beyond the stable but predictable nature of her marriage, highlighting her internal conflict and emotional turmoil.

d. Why and how did Mrs. Baroda try to change Gouvernail’s solitary habits?

Mrs. Baroda tried to change Gouvernail’s solitary habits because she became intrigued by him and wanted to engage with him more. Initially, Gouvernail was quiet, reserved, and kept to himself, which made Mrs. Baroda feel both curious and somewhat frustrated. She found his aloofness and detachment alluring yet unsettling, and her growing attraction to him led her to desire a deeper connection with him.

To change his solitary habits, Mrs. Baroda made efforts to include Gouvernail in more social activities and to encourage him to interact more with her and her husband. She invited him to join them for meals and tried to engage him in conversation. Her aim was to draw him out of his reclusive nature, hoping that his involvement in the household would make him more approachable and open, thus allowing her to better understand him and perhaps foster a closer relationship.

However, Gouvernail remained largely unchanged in his behavior, which only intensified Mrs. Baroda’s internal conflict. Her attempts to alter his solitary habits reflect her desire to bridge the emotional and social gap she felt between them. Her frustration with his lack of response ultimately contributed to her feeling of emotional turmoil, as she struggled to reconcile her growing attraction to him with the social and marital expectations she held.

e. How does Gaston disagree with his wife on Gouvernail’s character?

In "A Respectable Woman", Gaston (Mrs. Baroda’s husband) disagrees with his wife, Mrs. Baroda, on Gouvernail's character by defending him as a man of integrity and good nature, in contrast to the judgment Mrs. Baroda forms based on her initial discomfort. While Mrs. Baroda finds Gouvernail to be quiet, reserved, and somewhat enigmatic, leading her to feel uneasy and conflicted, Gaston sees him as an old friend with no ulterior motives. He describes Gouvernail as a person who is neither flirtatious nor imposing, but rather someone who is simply shy and introspective.

Gaston is puzzled by his wife's reservations about Gouvernail, believing that she is overreacting and misinterpreting his character. He cannot understand why she feels discomforted by someone who is, in his view, harmless and a good companion. This difference in their perceptions adds tension between the couple, as Mrs. Baroda’s feelings of attraction and confusion about Gouvernail grow, while Gaston remains completely oblivious to the emotional complexities his wife is experiencing. The contrast in their views highlights the divide between Mrs. Baroda’s internal conflict and Gaston’s more straightforward and trusting approach to their guest.

f. Why is Gaston surprised with his wife’s expression towards the end of the story?

At the end of "A Respectable Woman", Gaston is surprised by his wife’s expression because it reveals an unexpected and uncharacteristic change in her behavior. Throughout the story, he has seen his wife as composed, self-controlled, and entirely devoted to him. However, when she expresses a desire to leave for a while after Gouvernail's visit, Gaston is taken aback. He does not understand the depth of her internal conflict or the emotional turmoil she has been experiencing in response to Gouvernail's presence. Her decision to retreat and her ambiguous expression suggest that something has shifted within her, though Gaston is unaware of the full extent of her feelings and inner turmoil.

Gaston is surprised because he cannot comprehend the reasons behind his wife’s decision to withdraw. He believes that the visit from Gouvernail has been uneventful, and he perceives her unease as a mere passing discomfort. Gaston’s surprise comes from his failure to see that his wife’s attraction to Gouvernail and the emotional conflict it stirred in her have led to a significant, though unspoken, change in her. The expression Mrs. Baroda gives at the end, combined with her decision to leave, signals to Gaston that his wife is not the simple, predictable woman he thought he knew so well.

Reference to the context

a. What is the cause of conflict in Mrs. Baroda’s mind? What role does Mrs. Baroda ‘being a respectable woman’ play in the story?

The cause of conflict in Mrs. Baroda’s mind arises from her internal struggle between her role as a "respectable woman" and her growing attraction to Gouvernail, her husband's friend. Mrs. Baroda sees herself as a woman defined by social propriety, a role that demands loyalty, self-control, and restraint, particularly within her marriage. However, Gouvernail’s reserved yet intriguing presence awakens emotions and desires in her that she has never experienced before. She feels torn between her desire to maintain her respectful, composed identity and the powerful, unexpected feelings of attraction she develops toward him. This internal conflict forces Mrs. Baroda to confront the limitations of her role as a "respectable woman" and the complexity of her own emotional and sexual identity.

Mrs. Baroda’s identity as a "respectable woman" plays a critical role in the story, as it shapes her reactions and decisions throughout the narrative. In the context of the late 19th-century setting, "respectability" for women was closely tied to their adherence to societal expectations, particularly in marriage. Mrs. Baroda, being the epitome of this respectable ideal, believes she must remain emotionally and physically loyal to her husband, Dr. Baroda. However, her attraction to Gouvernail challenges this notion and makes her feel guilty, conflicted, and out of control. Her struggle highlights the tension between the rigid social constructs of respectability and the personal, emotional desires that often contradict them. In the end, her decision to leave for a while and reflect on her feelings can be seen as an attempt to regain control over her identity as a "respectable woman," even though this conflicts with her evolving self-awareness and desires.

b. Sketch the character of Gouvernail and contrast it with Gaston.

Gouvernail is a quiet, introspective, and reserved man who contrasts sharply with the more familiar and outgoing characters around him, especially Dr. Gaston. He is a long-time friend of Gaston, but unlike many social visitors, Gouvernail is solitary and somewhat detached. His aloofness initially unsettles Mrs. Baroda, but as the story progresses, his enigmatic nature becomes intriguing to her. Gouvernail’s emotional restraint and lack of overt charm or flirtation create a sense of mystery that stirs unexpected feelings in Mrs. Baroda. He doesn’t try to engage with her directly but instead keeps to himself, which paradoxically leads to her deepening attraction and internal conflict. Gouvernail represents the unknown and the complexity that challenges Mrs. Baroda's carefully constructed image of herself as a "respectable woman."

In contrast, Gaston, Mrs. Baroda’s husband, is open, confident, and emotionally transparent. He is familiar and predictable, providing a stable and comfortable life for his wife. Gaston is unbothered by Gouvernail’s quiet demeanor, assuming their guest's introversion is simply part of his nature. He trusts Gouvernail completely and sees no reason to doubt his character. Gaston’s straightforward, self-assured personality stands in stark contrast to Gouvernail’s emotional complexity and reticence, and he is unaware of the tension brewing between his wife and Gouvernail. While Gaston represents stability and the conventionality of married life, Gouvernail introduces an element of unpredictability and emotional awakening, leading Mrs. Baroda to confront desires that challenge her sense of self.

c. Why does Mrs. Baroda not disclose her feelings towards Gouvernail to her husband?

Mrs. Baroda does not disclose her feelings toward Gouvernail to her husband, Dr. Baroda, because she is deeply conflicted and feels guilty about the attraction she experiences. Throughout the story, she views herself as a "respectable woman," and revealing her feelings would challenge the image of loyalty, composure, and propriety that she believes is expected of her as a wife. Her internal conflict arises from the fact that she is attracted to Gouvernail, yet she is committed to maintaining the stability and respectability of her marriage. Confessing her emotional turmoil to her husband would not only disrupt the status quo but also expose her vulnerability, something she is reluctant to do.

Additionally, Mrs. Baroda’s feelings toward Gouvernail are complex and somewhat unexpected. She is drawn to him despite his quiet, reserved nature, which makes her question her own desires and sense of self. Disclosing her emotions to Gaston might not only cause embarrassment but could also strain her relationship with him, as she does not want to hurt or betray his trust. Instead, she tries to deal with her feelings internally, hoping that distance and time away from Gouvernail will help her regain control over her emotions. In the end, she chooses silence and withdrawal as a way of coping with her inner turmoil without confronting the issue directly with her husband.

d. The last three sentences of the story bring a kind of twist. After reading these three sentences, how do you analyze Mrs. Baroda’s attitude towards Gouvernail?

The last three sentences of "A Respectable Woman" reveal a significant shift in Mrs. Baroda's attitude toward Gouvernail. After her time away from him, she returns with a newfound sense of clarity and acceptance. The twist lies in her decision to no longer view her feelings toward Gouvernail as a conflict to be suppressed or hidden. She acknowledges her attraction to him, but rather than being overwhelmed or guilt-ridden by it, she seems to have come to terms with the complexity of her emotions. The fact that she expresses a kind of resigned acceptance, coupled with her desire to maintain distance from him, suggests a recognition of the natural, human complexity of desire and attraction, which contrasts with her earlier attempts to repress these feelings.

In the final lines, it is clear that Mrs. Baroda has shifted from an internal battle of guilt and repression to a more accepting, if still conflicted, stance. She no longer feels as if her emotions are an infringement upon her identity as a "respectable woman." Instead, she understands that desire can exist alongside the constraints of respectability, and she seems to resign herself to the fact that these feelings are part of her, even if they will not be acted upon. This shift reveals her growth, as she moves away from denial to a more nuanced, self-aware perspective on her desires and her place within the expectations of her marriage.

Reference beyond the text

a. The entry of an outsider into a family has been a recurring subject in both literature and films. Narrate a story real or imaginative where an outsider’s arrival destroys the intimate relationship between the husband and the wife and causes break up in marital relationship without direct fault of anyone. Anton’s Chekhov’s story ‘About Love’ is a story on this subject.

Title: The Intruder

In a quiet, peaceful village nestled by the hills, Sarah and James had built a life together. Their marriage, though not without its small disagreements, was filled with mutual respect, love, and the shared joy of quiet companionship. Sarah had always enjoyed their little cottage with its small garden, where James tended to the flowers and vegetables while she painted or read. Their life together was simple, and they found comfort in each other's presence, with no room for anything that could disrupt their harmony.

However, this peaceful existence was disrupted one summer when Sarah's old friend, Clara, arrived at their doorstep. Clara had been Sarah’s closest friend during her university years, but after Sarah married James, the two had grown apart. Clara, an adventurous and free-spirited woman, had chosen a life of travel and career over settling down. She had seen the world, and now, weary from a recent failed relationship, she sought solace in the calm of Sarah’s home. James, though initially indifferent, welcomed Clara, hoping to make her feel at ease in their home.

At first, Clara’s presence seemed harmless. She brought a spark of energy to the house that both Sarah and James had been missing for a while. She would tell stories of distant places, new cultures, and the people she had met. Sarah, who had always been somewhat reserved, began to open up more with Clara, reminiscing about the days they spent together in their youth. James, too, found himself enjoying Clara’s company. Her lively personality was a welcome change from the routine of their daily lives. However, as days passed, subtle shifts began to occur.

Clara, with her worldly charm, began to slowly eclipse the quiet intimacy Sarah and James had shared. James found himself drawn to Clara’s vivacity, captivated by her stories of adventure and her confident, carefree attitude. He started spending more time with Clara, talking late into the night, while Sarah began to feel a growing sense of distance from both of them. What began as a friendly connection between the three gradually turned into an unspoken emotional rivalry. Sarah’s insecurities crept in as she realized how much of an impact Clara had on her husband. She found herself withdrawing, retreating to her art or her books, avoiding the dynamic that was slowly shifting the balance of her marriage.

Neither James nor Clara consciously intended to create such a rift. Clara did not seek to steal James’ affection, nor did James want to betray Sarah. Yet, the arrival of the outsider into their home, with her free-spirited nature and stories of a life full of experiences, unknowingly challenged the foundation of Sarah and James’ relationship. Sarah, feeling both alienated and hurt, began to question her own role in the relationship. She felt that she could not compete with Clara’s youthful exuberance and the new energy she had brought into their home.

One evening, after a long day, Sarah sat with James, who had been absent-mindedly watching Clara prepare for her departure. The air between them had grown thick with unspoken words. Sarah, with quiet tears in her eyes, told James that she needed space to rediscover herself, away from Clara’s presence. James, though still unaware of the depth of the emotional chasm between them, agreed to give her the time she needed. Clara left soon after, sensing the tension, and Sarah and James were left alone to face the truth that their bond had weakened in ways they hadn’t realized.

In the weeks that followed, Sarah found herself questioning if their love could ever return to its former closeness. The arrival of Clara had introduced a crack in the foundation of their marriage, one that was too fragile to repair with simple apologies or explanations. The emotional distance had been created not by any fault of Clara or James, but by the intrusion of a third presence into a relationship that had once felt impenetrable. It wasn’t that they didn’t love each other anymore, but the intimate connection they once shared had been fractured, and it felt impossible to put back together.

Their marriage, once filled with quiet contentment, now stood on the edge of an uncertain future. The arrival of the outsider had not been the direct cause of their eventual breakup, but it had undeniably shifted the balance, making them realize that their love, though deep, was vulnerable to the forces that could change it—an outsider’s presence, a shift in attention, and an unspoken emotional rivalry that no one had seen coming.

b. Mrs. Baroda makes an expectation about Gouvernail even before meeting him. Suppose you are a mature girl/boy and your family members are giving you pressure for getting married. Write in about 200 words describing what qualities you would like to get in your future husband/wife.

As a mature individual, I understand the importance of marriage and the responsibilities it entails. While I do acknowledge the pressure from family members to settle down, I believe that marriage should be built on mutual respect, trust, and understanding. The qualities I would seek in a future spouse would go beyond superficial traits and focus on emotional compatibility, shared values, and a genuine connection.

First and foremost, I would want my partner to be compassionate and empathetic. The ability to understand and support each other through both good and challenging times is essential in a lasting relationship. I would also value someone who is honest, transparent, and communicates openly—without these, any relationship risks becoming strained and fragile. Humor is another quality I highly appreciate; life is often stressful, and having a partner who can bring joy and laughter into everyday situations is invaluable.

Equally important is shared intellectual and emotional growth. I would want someone who encourages my ambitions, respects my individuality, and who also has a sense of independence and self-awareness. Finally, loyalty and kindness would be at the core of our partnership. Ultimately, I want to build a life with a partner who not only shares common goals but also values the personal growth and happiness of both individuals within the marriage.

3^rd Story

                                    A Devoted Son

                                        By Anita Desai

"A Devoted Son" by Anita Desai is about a loving son named Rakesh who becomes a successful doctor and takes care of his old father, Varma. At first, the family is happy and proud of him. But later, the father feels unhappy when Rakesh controls his food and medicine. The story shows the difference between caring and controlling, and the gap between old and new generations.

About the author

"A Devoted Son" is a short story by Anita Desai, a famous Indian writer. Desai is well-known for writing about family life, human relationships, and deep emotions.  In this story, she shows the relationship between a loving son and his old father. The story also talks about the differences between old traditions and modern thinking.

Setting

The story takes place in a middle-class family home in India, in a quiet city area. It shows modern Indian life and how family roles are changing. It also reflects how people in India value respect for elders, family duty, and what others think of them.

Plot

In "A Devoted Son," Rakesh is a smart and obedient son who becomes a successful doctor, making his parents proud. But when his father grows old, Rakesh's strict care—though meant with love—makes his father feel unhappy and trapped. The story shows how love and duty can sometimes hurt more than help.

Main Characters

Rakesh

Rakesh is the “devoted son” of the story. A brilliant and respectful young man, he rises from a modest background to become a successful doctor. Despite his achievements, he remains loyal to his family, especially his father. His devotion, however, takes on a controlling form as he insists on strict medical care for his aging father, leading to emotional tension.

Varma (Rakesh’s father)

Mr. Varma is a proud father who once delighted in his son's success. As he grows old and weak, he struggles with Rakesh’s strict rules regarding his diet and medicine. He feels frustrated and helpless, believing that his son has taken away his small joys under the guise of care.

Rakesh’s mother (Mrs. Varma)

Though a minor character, she represents the traditional, quiet Indian mother. She supports the family but does not interfere much in the conflicts between Rakesh and his father.

Rakesh’s wife

She plays a background role, managing the household and raising children, but doesn’t directly affect the central father-son conflict.

Note:

These characters reflect a typical Indian family setup and highlight the emotional complexities in relationships where love and care sometimes become sources of control and misunderstanding.

Themes

The short story "A Devoted Son" by Anita Desai explores several deep and meaningful themes. Here are the main themes:

1. Duty and Devotion

The story focuses on Rakesh’s devotion to his parents, especially his father. Even after achieving success as a doctor, he remains obedient and respectful. It shows how traditional Indian values emphasize respect for elders and filial duty.

2. Generational Conflict

The difference in perspective between Rakesh and his father, Varma, reflects a common clash between the old and the new generations. Varma expects freedom in old age, while Rakesh tries to control his diet strictly, believing it's best for his health.

3. Aging and Loneliness

The story depicts the loneliness, helplessness, and frustration of old age. Varma feels neglected and imprisoned despite his son’s care, showing the emotional struggle of elderly people.

4. Expectations vs Reality

Varma had high hopes for Rakesh’s success, which were fulfilled, but he didn’t expect his son’s devotion to become strict control. It reflects how love and care can sometimes feel oppressive when personal freedom is taken away.

5. Tradition vs Modernity

Rakesh represents modern, educated India, while Varma symbolizes traditional values and pride. The story highlights the tension between traditional parental authority and modern, professional reasoning.

Summary

A Devoted Son by Anita Desai tells the story of Rakesh, a bright and ambitious young man from a modest Indian family, and his relationship with his father, Mr. Verma. Rakesh, the first in his family to receive an education, excels academically and becomes a successful doctor, much to the pride of his parents. His achievements bring great joy to his father, who had always dreamed of seeing his son succeed. Rakesh remains humble despite his success, marrying a girl chosen by his parents and staying close to home to care for them, reflecting his deep respect for family values.

As Mr. Verma grows older, his health begins to decline, and Rakesh takes on the responsibility of caring for him. Although his care is driven by love and duty, Mr. Verma starts to resent the restrictions Rakesh imposes on his diet and lifestyle. Rakesh insists on monitoring his father’s health strictly, limiting the sweets and rich foods that Mr. Verma enjoys. This creates frustration for Mr. Verma, who feels stripped of small pleasures in his old age. His pride prevents him from accepting Rakesh’s medical advice, and he begins to view his son’s devotion as controlling rather than caring.

Tension grows between father and son, highlighting a generational gap. Mr. Verma, who once took immense pride in Rakesh’s accomplishments, now feels alienated by the very success he had once encouraged. Rakesh, on the other hand, continues to fulfill his responsibilities dutifully, unaware of the emotional distance growing between them. Family members, including Rakesh’s wife and children, observe the strained relationship but remain on the sidelines, unable to intervene.

In the end, Mr. Verma’s stubbornness and refusal to comply with Rakesh’s care lead to his decline. Despite Rakesh’s best efforts, Mr. Verma’s health worsens, and he eventually passes away. The story closes with Rakesh continuing his life, burdened by the knowledge that his unwavering devotion could not bridge the emotional divide between him and his father. A Devoted Son poignantly explores the complexities of love, sacrifice, and the inevitable misunderstandings that can arise within families, especially between aging parents and their children.

Understanding the text

Answer the following questions.

a. How did the morning papers bring an ambience of celebration to the Varma family?

The morning papers brought an ambience of celebration to the Varma family by announcing the academic success of their son, Rakesh. As the family gathered around the breakfast table, they eagerly scanned the newspaper, and the news of Rakesh’s top-ranking achievements in his medical exams filled them with pride and joy. This moment of recognition not only highlighted Rakesh’s hard work and dedication but also fulfilled the family's expectations for him, solidifying their pride in his success. The announcement in the paper symbolized the culmination of years of effort and sacrifice, bringing a sense of accomplishment and happiness to the Varma household, as they saw their son’s future unfold with promise and prestige. It set a celebratory tone for the day, elevating their sense of pride in both Rakesh and their family's reputation.

b. How did the community celebrate Rakesh’s success?

The community celebrated Rakesh's success with great enthusiasm and pride, as his academic achievement was not just a personal victory but also a source of collective pride for the entire neighborhood. People in the community, who had watched Rakesh grow up, took immense joy in his accomplishments. Friends and relatives visited the Varma household to congratulate Rakesh and his family, bringing flowers and sweets as symbols of celebration. The local community recognized his success as a reflection of their shared values of hard work and education. The news of Rakesh’s triumph in the newspapers was a topic of widespread discussion, and many people expressed admiration for the Varma family, praising them for raising such a bright and promising young man. The celebration extended beyond the family, as Rakesh’s success became a point of pride for everyone who had been part of his upbringing.

c. Why was Rakesh’s success a special matter of discussion in the neighbourhood?

Rakesh’s success was a special matter of discussion in the neighborhood because it symbolized not only personal achievement but also the fulfillment of the community’s hopes and aspirations. Rakesh had risen to the top of his medical exams, which was considered a remarkable accomplishment, particularly in the context of the traditional values upheld by the community. His success was seen as a reflection of the hard work, discipline, and dedication instilled in him by his parents, especially by his father, who had worked tirelessly to provide for the family and ensure his son’s education. Furthermore, in a community where educational success was highly valued, Rakesh’s triumph served as an inspiration to others. It validated the idea that hard work and perseverance could lead to great achievements, and thus became a point of pride not just for the Varma family but for the entire neighborhood, making it a significant topic of discussion.

d. How does the author make fun with the words ‘America’ and ‘the USA’?

Rakesh had won a scholarship in USA. His father learnt it to be called as ‘USA’ and taught the whole family not to say it as ‘America’ as it was the term to be called by his ignorant neighbours. In this way the author makes fun of the words ‘America’ and ‘the USA’.

e. How does the author characterize Rakesh’s wife?

The author characterizes Rakesh’s wife as an uneducated, old fashioned, plump girl. She was so placid, complaisant and lazy but too good-natured and pretty fat one.

f. Describe how Rakesh rises in his career.

After completing his medical education, he started his career as a doctor in the city hospital and quickly reached the top of administrative: organization and was made a director. Then, he opened his own private clinic and became known not only as of the best but also the richest doctor in city.

g. How does the author describe Rakesh’s family background?

Rakesh was from a poor family who used to live in a village in India. His father worked for a kerosene vendor and his mother spent her life in the kitchen. His grandparents also used to work as vegetable vendors. Despite of the poor economic condition, his parents worked hard and sacrificed everything they have for the higher education and medical college of his son Rakesh.

h. What is the impact of Rakesh’s mother’s death on his father?

Rakesh’s father was broken into pieces by the death of his wife. He fell ill so frequently and suffered with such mysterious disease named a peevish whim (sudden irritation in mind) that even his son could no longer make it out.

i. What did Rakesh do to make his father’s old age more comfortable?

Rakesh used to bring his father his morning tea in the old man’s favorite brass tumbler, and sat at the edge of his bed, comfortable and relaxed his father’s night-shirt, and read out the morning news for him. He used to help his father down the steps and onto the bed, soothing him and settling him down for a night under the stars.

j. Why did the old man try to bribe his grandchildren?

The old man tried to bribe his grandchildren in order to buy him sweets and Jalebis from the shop at the crossroads.

k. Are Mr. Varma’s complaints about his diets reasonable? How?

I don’t think that the Mr. Varma’s complaints about his diets are reasonable. His son had made a diet plan for him so that he could live a healthy life. Rakesh being a responsible son and a doctor too, can’t allow his father to risk his life eating unnecessary foods and sweets. Rakesh did so because he didn’t what to lose his father as he had already losed his mother. Thus the Mr. Varma’s complaints about his diet aren’t reasonable.

Reference to the Context

a. How did the Varma couple make sacrifices for their son’s higher education?

Mr. Varma being a worker in a Kerosene Dealer Deport and Mrs. Varma being a housewife doing household things have done and made a lot of sacrifices for their son’s higher education. Mr. Varma had never seen how the school looks like from the inside as he had never gone to study. So, he wanted to fulfill his dream from his son and he sent Rakesh to the school for quality education. Rakesh was the first son in the family to receive an education. Thus the Varma couple worked hard and sacrificed their life, time, money and everything they have for the higher education and medical college of son for the betterment of his future.

b. Mr. Varma suffers from diseases one after another after his wife’s death. Would he have enjoyed better health if she had not died before him? Give reasons.

I think yes he would have enjoyed better health if she had not died before him. He had fell ill as soon as his wife died. Before the death of his wife he was enjoying his life with no mental harassment but after the death of his wife he started being in depression and many other mental conditions. He was broken mentally as well as physically. It is usual too because when a person with whom you have spended decades, they become part of your life and when they leave permanently, it is obvious to get a shock. Thus, if she had not died before him, he would have enjoyed better health.

c. Dr Rakesh is divided between a doctor and a son. As a son, he loves his father and worries about his weakening health but as a doctor, he is strict on his father’s diet and medicine. In your view, what else could Rakesh have done to make his father’s final years more comfortable?

With no doubt Rakesh is a good son and a good inspiring doctor though he did remain devoted to his father. Actually he is dividing between a doctor and a son. In my view, Rakesh could have been more polite and respectful in his behaviour with his father in the final years. He could have let his old father take the lead and give him the same independence and freedom because it is the age where parents feel like they are left behind. Rakesh could have also given his father some personal space and let him dictate how and when his son helps him. His loud-speaking made his father very troublesome and miserable. So, if he had spoken to his father politely and in respectful way, he could have made his father’s final years more comfortable.

d. What does the story say about the relationship between grandfather and grandchildren?

Desai’s story “A Devoted Son” shows loving companionship between grandfather and grandchildren. There is an unbreakable bond between them; having a close relation, once the grandfather tried to bribe his grandchildren to bring Jalebis for him. He used the innocence and mean nature of a small kid for his own benefit. Though he loved his grandchildren very much but due to his meanness he tried to show his grandson the wrong path. For that reason, the relationship between grandfather and grandchildren was found to be innocent, tricky, trusty and bonding in the story.

e. Do you call Rakesh a devoted son? Give reasons.

Yes, I call Rakesh a devoted son. He always did whatever his parents have advised or wanted him to do like; good academic performance, crucial part of a boy’s life which is marriage, and also choosing to get back to his own nation and live with his family though he could earn a lot of more money living in the USA. Though Rakesh stuck at some part of giving his father a happy life but he had tried his best. He always used to separate time for his old father despite of being very busy in his professional life. He never wanted his father to suffer. Hence, I think that Rakesh is a devoted son in the sense that he is able to put his own wishes aside for their betterment.

Reference beyond the text

a. Write an essay on The Parents’ Ambition for their Children in Nepali Society. You must give at least five examples.

The Parents’ Ambition for Their Children in Nepali Society

In Nepali society, parents’ ambition for their children is deeply rooted in cultural values, social expectations, and a desire to secure a better future for the next generation. These ambitions often stem from the parents' own experiences and the desire for their children to overcome the struggles they may have faced. This strong drive can be seen in many aspects of life, including education, career, marriage, and social status. While parents’ ambitions are motivated by love and care, they can also create pressure on children, leading to conflicts and challenges in their relationships.

One prominent example of parents’ ambition is in the field of education. In Nepal, education is seen as a way to escape poverty and achieve upward mobility. Many parents sacrifice their own comfort to ensure that their children receive a good education. For example, rural parents often send their children to urban areas or even abroad to study, hoping that they will secure high-paying jobs. Parents aspire for their children to pursue fields like engineering, medicine, or law, which are considered prestigious and secure career paths. This ambition can be both a blessing and a burden, as children may feel pressured to meet these expectations, sometimes at the cost of their own passions.

Another example is in the desire for children to secure stable and respected jobs. Many Nepali parents dream of seeing their children become doctors, engineers, or civil servants. These professions are seen as the pinnacle of success and stability in society. Parents often encourage their children to pursue these fields, even if it means pushing them away from their personal interests or talents. The ambition to secure a respected job also extends to the pressure of gaining a government position, as it is seen as a symbol of prestige and financial stability.

Parents also have strong ambitions for their children's marriage and family life. In many parts of Nepal, the concept of a "good match" for marriage is often guided by caste, social standing, and financial stability. Parents work hard to ensure that their children marry into families with similar or better status. This ambition can sometimes overshadow the desires of the children, leading to arranged marriages that prioritize social and economic compatibility over personal choice. The ambition for a successful and harmonious marriage often reflects the parents' desire to maintain or elevate the family’s reputation in society.

In addition to career and marriage, parents in Nepal also have aspirations related to the social status and respectability of their children. They hope their children will lead lives that reflect well on the family name. For instance, in some cases, parents may encourage their children to participate in social and religious events, volunteer work, or community leadership, believing that such activities will elevate the family’s status. In these instances, the desire for recognition and respect within the community plays a significant role in shaping the family’s expectations for their children.

However, while these ambitions stem from a place of love and care, they can sometimes create conflict. The pressure to meet these expectations can lead to frustration, especially if children have different aspirations or feel trapped in the paths laid out for them. In some cases, the conflict between parental ambition and children’s personal desires can strain relationships and cause emotional distress. It is important for parents to strike a balance between encouraging their children to pursue their dreams and respecting their individuality.

In conclusion, parents’ ambition for their children in Nepali society is a reflection of cultural values, the pursuit of social mobility, and a deep desire for their children’s success and happiness. While these ambitions can provide opportunities and drive, it is essential to ensure that children’s voices are heard, and their individual aspirations are respected. Only through understanding and mutual respect can the gap between parents’ dreams and children’s desires be bridged, creating a harmonious and supportive environment for the next generation.

b. Medicines replace our diets in old age. What can be done to make old ageless less dependent on medicine?

As people age, their bodies undergo natural changes that can lead to various health issues, often resulting in the increased use of medications. However, relying too heavily on medicine in old age can sometimes lead to side effects and dependency. To make old age less dependent on medicine, several lifestyle changes and preventive measures can be implemented to promote better health, vitality, and independence.

1.  Balanced Diet: One of the most effective ways to reduce dependency on medicine in old age is by maintaining a nutritious, well-balanced diet. A diet rich in fruits, vegetables, whole grains, lean proteins, and healthy fats can help manage many chronic conditions such as high blood pressure, diabetes, and heart disease. Additionally, including foods high in vitamins and minerals—such as calcium, vitamin D, and magnesium—can strengthen bones and immune function, reducing the need for supplements or medications.

2.   Physical Activity: Regular physical exercise is essential for maintaining strength, flexibility, and mobility. For older adults, activities like walking, swimming, yoga, or strength training can help reduce the risk of falls, improve cardiovascular health, and prevent conditions like osteoporosis. Regular physical activity also helps manage weight, regulate blood sugar levels, and enhance mood, thus reducing the need for medications that treat various age-related conditions.

3.   Mental Stimulation and Social Engagement: Keeping the mind active through activities such as reading, solving puzzles, learning new skills, or engaging in social interactions can help reduce cognitive decline and prevent mental health conditions like depression and anxiety. Socializing with friends, family, or community groups can also provide emotional support and reduce the need for medications that treat stress or depression.

4.   Preventive Healthcare: Regular health check-ups, screenings, and early detection of health issues can help reduce the reliance on medications. Preventive care measures, such as getting vaccinated, managing chronic conditions with lifestyle changes, and addressing health issues before they worsen, can reduce the need for long-term medications. For example, managing blood pressure through diet and exercise rather than relying solely on medications can help control hypertension in the long run.

5.  Holistic Approaches: Incorporating alternative therapies like herbal medicine, acupuncture, or aromatherapy, under the guidance of a healthcare professional, can complement traditional treatments and potentially reduce the reliance on pharmaceuticals. Practices such as meditation and mindfulness can help alleviate stress and improve mental well-being, potentially reducing the need for anti-anxiety medications.

6.  Adequate Sleep: Quality sleep is crucial for overall health, especially in old age. Sleep plays a critical role in memory, immune function, and emotional health. Ensuring that older adults get sufficient, restful sleep can reduce the need for sleep aids or medications for mood disorders.

c. Write an essay on “Care of Elderly Citizens” in about 300 words.

Care of Elderly Citizens

The care of elderly citizens is a critical issue in today’s society, particularly as life expectancy increases globally. Older adults often face challenges that require special attention, including physical frailty, chronic health conditions, and the need for emotional support. As the population ages, it is essential to ensure that elderly citizens receive the care, respect, and dignity they deserve, allowing them to live their later years in comfort and security.

One of the primary aspects of elderly care is ensuring physical health. This includes providing regular medical check-ups, managing chronic conditions such as diabetes, hypertension, or arthritis, and offering assistance with daily activities like bathing, dressing, and mobility. Access to healthcare services, including home visits by doctors or nurses, can be crucial for elderly individuals who may have difficulty traveling to medical appointments. Proper nutrition is also vital, as elderly individuals often need a balanced diet to maintain energy, immune function, and overall well-being.

In addition to physical care, emotional and social support is equally important. Elderly citizens may experience loneliness or isolation, especially if they live alone or have limited social interactions. Regular contact with family members, friends, or caregivers can alleviate feelings of isolation and depression. Social activities, such as community events or senior clubs, can help keep elderly citizens engaged and connected with their communities.

Moreover, the emotional well-being of elderly citizens should be prioritized, as they may face significant life transitions, including the loss of a spouse, friends, or independence. Providing emotional support, encouraging open communication, and offering counseling or mental health services can help elderly citizens cope with these challenges.

In conclusion, the care of elderly citizens involves not only managing their physical health but also attending to their emotional, social, and psychological needs. It is the responsibility of society to ensure that elderly individuals live their final years with respect, dignity, and the support they need to thrive.

 4^th Story

The Treasure in the Forest

H.G. Wells

"The Treasure in the Forest" is a short story by H.G. Wells, written in 1894. It is full of adventure, suspense, and a little horror. The story shows what can happen when people become too greedy and ignore the dangers around them.

About the Writer

H.G. Wells (1866–1946) was a famous English writer, best known for his science fiction. His stories often talk about human ambition, science, and the problems they can cause. In this story, he moves away from science fiction to tell a lesson about greed and danger.

Characters

1.      Evans – One of the two treasure seekers. Evans is impulsive and driven by greed. His carelessness leads to his fatal encounter with the poisonous plants.

2.      Hooker – The more cautious of the two, Hooker tries to assess the situation but is ultimately powerless to save Evans or himself.

3.      Chang-hi – The Chinese man who originally owned the treasure map. He is killed by Evans and Hooker, but his knowledge of the trap indirectly leads to the deaths of the two men.

Themes

• Greed and Its Consequences – Evans and Hooker’s desire for wealth leads to their demise, illustrating how blind ambition can be self-destructive.
• Nature as an Adversary – The tropical forest, with its hidden dangers, serves as a reminder of humanity’s vulnerability in the face of nature’s power.
• Moral Retribution – The deaths of Evans and Hooker can be seen as a form of poetic justice for their betrayal and murder of Chang-hi.

Summary

"The Treasure in the Forest" by H.G. Wells is a short story about two adventurers, Evans and Hooker, who set out to retrieve a hidden treasure in a remote tropical forest. The story begins with the two men rowing ashore after sailing to an isolated island, guided by a map they obtained by killing a Chinese man named Chang-hi. As they enter the dense forest, they are driven by the promise of wealth but are also uneasy, haunted by the memory of Chang-hi’s sinister smile before his death. The oppressive heat and silence of the forest add to their growing sense of unease.

Following the map’s directions, Evans and Hooker discover the treasure’s location, marked by peculiar white, spiky plants. Eager to uncover the gold, Evans begins digging immediately, despite the strange appearance of the plants. In his haste, he pricks his finger on one of the spines but dismisses it as unimportant. As the men unearth the hidden treasure, Evans starts to feel weak and numb. The effects of the poisonous plants quickly spread through his body, causing paralysis.

Hooker, realizing the danger too late, tries to help Evans but can only watch as his companion succumbs to the poison. In a desperate attempt to save himself, Hooker begins to feel the same creeping paralysis as he inadvertently comes into contact with the plants. The story ends with both men falling victim to the trap left by Chang-hi, who had carefully protected the treasure with deadly plants, ensuring that anyone who betrayed him would not live to enjoy their spoils.

The Treasure in the Forest serves as a cautionary tale about greed and the consequences of deceit. Evans and Hooker’s relentless pursuit of wealth blinds them to the dangers around them, leading to their downfall. The hostile environment of the jungle, combined with Chang-hi’s clever use of nature as a weapon, highlights the story’s central theme – which nature and fate often conspire against those who seek to profit at the expense of others.

Understanding the text

Answer the following questions.

a. Describe the expository scene of the story.

The expository scene of The Treasure in the Forest sets the tone for the story by immersing the reader in an atmosphere of unease and foreboding. It opens with Evans and Hooker rowing a small boat toward the shore of a remote tropical island. The dense, silent forest looms ahead, creating a sense of isolation and danger. As they make their way through the humid jungle, the men’s tense conversation reveals that they obtained the treasure map by murdering a Chinese man named Chang-hi. Evans recalls Chang-hi’s cryptic, mocking smile before his death, hinting at the possibility of a hidden danger. This opening scene establishes key elements – the characters' greed, the mysterious treasure, and the foreshadowing of the peril that lies ahead – drawing the reader into a narrative of suspense and inevitable doom.

b. What does the map look like and how do Evan and Hooker interpret it?

The map in The Treasure in the Forest is described as a rough, hand-drawn sketch, likely created by Chang-hi, the Chinese man Evans and Hooker killed to obtain it. It is simple yet cryptic, with markings indicating the location of the hidden treasure within the dense tropical forest. The map shows a path leading inland from the shore, with landmarks such as trees and rocks used to guide the treasure seekers to the precise spot where the gold is buried.

Evans and Hooker interpret the map with confidence, believing it to be accurate and straightforward. They follow the directions carefully, eager to claim the treasure. However, they overlook potential warnings and dismiss Chang-hi’s eerie smile as meaningless. Their interpretation focuses solely on the reward, failing to consider the possibility that the map might contain traps or hidden dangers – a fatal oversight that leads to their eventual downfall.

c. How did Evan and Hooker know about the treasure?

Evans and Hooker learned about the treasure from Chang-hi, a Chinese man who had originally hidden it. Chang-hi likely revealed the existence of the treasure through conversations or indirect hints, sparking the men’s interest and greed. Driven by the desire to claim the treasure for themselves, Evans and Hooker decided to kill Chang-hi and steal the map that led to the hidden gold.

Although they succeeded in acquiring the map, they overlooked Chang-hi’s cunning and vengeful nature. Before his death, Chang-hi gave them a cryptic smile, suggesting that he had anticipated their betrayal and had taken precautions to protect the treasure. This foreshadowed the deadly trap that ultimately led to the demise of Evans and Hooker.

d. Describe Evan’s dream.

During their journey, Evan began to doze and saw a dream. Evan had a dream about the treasure and Chang-hi. In the dream, they were in the forest and saw a little fire where three Chinese men sat around it and talked in quiet voices in English. Evans went closer and he knew that Chang-hi took the gold from a h4ish galleon after shipwrecked and hide it carefully on the island. He worked alone and it was his secret, but now he wanted help to get the gold back. There was a battle and Chang-hi was brutally killed by them. He thought that someone was calling him, so he suddenly woke up.

e. What do the two treasure hunters see when they walk towards the island?

The two treasure hunters saw three palm trees, thick bushes and dim white flowers at the mouth of the stream when they walk towards the island. They also saw the dead body of Chinese man named Chang-hi which makes both of them surprised.

f. In what condition did the treasure hunters find the dead man?

When Evan and Hooker reached the place where the treasure was buried, they saw a dead man lying in a clear space among the trees with a puffed and purple neck and swollen hands and ankles.

g. How did the treasure hunters try to carry gold ingots to the canoe?

The treasure hunters tried to carry gold ingots to the canoe with the help of the coat of which one end of the collar catching by the hand of Hooker and the other collar by Evan.

h. How were Evan and Hooker poisoned?

Evan and Hooker were poisoned as a slender (thin) thorn nearly of two inches length pricked in Hooker’s thumb and Evan rolled over him and both of them crumpled together on the ground which made them suffered a lot.

Reference to the Context

a. How do you know the story is set on a tropical island?

The story’s setting on a tropical island is conveyed through vivid descriptions of the environment. H.G. Wells paints a picture of a dense, humid forest filled with lush vegetation and an oppressive atmosphere. The island is portrayed as remote and uninhabited, with the “stillness of the air” and the “steamy heat” evoking the sense of a tropical climate. The forest is described as thick and tangled, with white, spiky plants that thrive in the heat, adding to the exotic and hazardous nature of the landscape.

Additionally, Evans and Hooker’s arrival by boat and their journey from the shoreline into the forest reinforce the sense of isolation typical of a tropical island. The presence of hidden treasure and the mention of sailing to this location further suggest the kind of adventure narrative often associated with tropical, uncharted islands. These elements collectively establish the setting as a dangerous and mysterious tropical environment.

b. Why do you think Evan and Hooker took such a risk of finding the buried treasure on a desert island?

I think Evan and Hooker took such a risk of finding the buried treasure on a desert island because of their greed for wealth. They took it as a challenge and the risks as rewards. They were also attracted by the fact that it was the treasure left behind by a shipwrecked h4ish galleon which may cost millions of dollars. So they became crazy about the treasure and took such a risk of finding the buried treasure on a desert island.

c. Do you think the narrator of the story is racist? If yes, what made him feel superior to other races?

Yes, I find some sort of racist feelings in the narrator of the story when he presents Evan and Hooker as superior to that of the Chinese man in the story. In fact, a racist is a person who is prejudiced against or antagonistic towards people based on their membership of a particular racial or ethnic group, typically one that is a minority or marginalized. In the story, we find the Chinese man was brutally killed by Evans and Hooker. When Hooker said to Evans, “Have you lost your wit?”, it also reflects dominating nature of Hooker over Ivan. Thus, many instances in the story state that the narrator of the story looks like a racist.

d. What do you think is the moral of the story?

The moral of the story is that peoples can do anything for money. They can take any kind of risks for it. As in the story Evan and Hooker killed a Chinese man brutally to get their way to treasure buried in the desert, people can even take lives of other. It’s greed that is the disordered desire for more than is decent, not for the greater good but one’s own selfish interest, and at the detriment of others and society at large. Greed can be for anything but is most commonly for money or treasures and power which is much more. At the end of the story, Evan and Hooker both were poisoned. This shows that greediness leads to the destruction. So we should not run behind the money and treasure, rather than focus on our dreams and be happy with the things as much as we have.

Reference beyond the text

a. Interpret the story as a mystery story.

The story “The Treasures in the Forest” is full of mystery. The story has fine descriptions of its mysterious setting and characters. It has a fine plot with various twists in characters’ situations.It’s hard for a reader to predict what is going to happen next. The story is about two treasure hunters, Evans and Hooker who seek to find the hidden treasures in the forest left behind by a shipwrecked h4ish galleon. Some mysterious events are : Hooker murder Chang-hi, a Chinese man to steal the treasure map. Chang-hi grins at them when he gets murdered. They travel by canoe sailing towards the coral island. However, neither of them understands the intention behind it. The fearful surroundings of the forest and the final painful death of the characters create a kind of suspense among the readers. The poisonous thorns appear out to be the main cause of the death of the characters. All these things prove this story as a mystery story.

b. Treasure hunting is a favorable subject of children’s story. Remember a treasure hunting story you read in your childhood and compare and contrast it with ‘The Treasure in the Forest.’

One treasure-hunting story from my childhood that comes to mind is The Swiss Family Robinson by Johann David Wyss. In this classic adventure tale, a family is shipwrecked on a deserted island, and they discover a wealth of natural resources, including hidden treasure. As they explore the island, the family members embark on various adventures to secure their survival and uncover the treasures of the land, all while overcoming challenges and building a new life. The tone of the story is hopeful and focuses on teamwork, resourcefulness, and optimism. The treasure represents not just wealth but the rewards of hard work, ingenuity, and family unity.

In contrast, The Treasure in the Forest by H.G. Wells presents a darker and more cynical view of treasure hunting. While both stories involve the discovery of treasure on a remote island, the characters in Wells’ story, Evans and Hooker, are driven by greed rather than survival or family bonding. Their betrayal of Chang-hi and their rush to claim the treasure ultimately lead to their tragic deaths. Unlike the resourceful, heroic spirit of the Swiss family, Evans and Hooker’s story highlights the dangers of blind ambition and greed, offering a cautionary tale rather than an adventurous journey. While The Swiss Family Robinson ends on a hopeful note, The Treasure in the Forest shows how the pursuit of wealth can lead to doom.

 

 5^th Story

My Old Home

Lu Xun

 "My Old Home" is a short story by Lu Xun, one of the most influential writers in modern Chinese literature. The story, written in 1921, reflects the social and political turmoil of China during the early 20th century, focusing on themes of nostalgia, change, and the contrast between the old and the new. Lu Xun is known for his critical stance against traditional Chinese society and his desire to inspire social reform through his works.

About the Story)

"My Old Home" is a short story written by Lu Xun in 1921. It shows how life in China was changing during hard times. The story talks about memories, growing up, and how things change over time. It compares the past and the present and makes us think about how people and places are not the same anymore.

About the Writer

Lu Xun (1881–1936) was a famous Chinese writer known as the father of modern Chinese literature. His stories often show the problems in traditional Chinese society and support the need for change, as seen in works like A Madman's Diary and My Old Home.

Setting

The story is set in Lu Xun’s hometown, Shaoxing, a small town in Zhejiang, China. This setting symbolizes the shift from traditional rural life to modern changes, highlighting nostalgia, decay, and the passage of time.

Plot

In My Old Home, the narrator returns to his childhood village after several years and is struck by the changes in the people and surroundings. As he reconnects with his childhood friend and observes the decaying state of his old home, he reflects on the passage of time, lost innocence, and the painful contrast between memory and reality.

Main Characters

1.      Narrator (Lu Xun’s fictional self) A grown man returning to his old home after many years. He feels sad and nostalgic because everything has changed. He remembers the past with both love and disappointment.

2.      Runtu : The narrator’s childhood friend, a poor farmer’s son. As a child, he was full of life and told exciting stories. Now, he is tired, poor, and quiet, showing how hard life has been for him.

3.      Narrator’s Mother: A kind and caring woman. She reminds the narrator of the old times and helps him reconnect with Runtu.

4.      Shuisheng  :Runtu’s son. A small boy who represents hope for the future. The narrator gives him books as a sign of starting a new friendship.

Themes

1.      Nostalgia and Disillusionment – The story explores the tension between the narrator’s memories of his childhood and the reality of his return. There is a sense of loss and disillusionment as the narrator realizes that time has eroded the beauty and simplicity he once cherished.

2.      Social Change and Modernization – Lu Xun critiques the rapid social and economic changes in China, particularly how they affect traditional values and relationships. The story portrays the disintegration of the old way of life and the rise of new social structures.

3.      Loss of Innocence – The narrator’s return to his old home signifies a loss of innocence, as he confronts the fact that the world he once knew has been irrevocably altered.

Summary

"My Old Home" by Lu Xun is a reflective and nostalgic short story about the narrator’s return to his hometown after many years of absence. The story begins with the narrator visiting his old home in the small town of Shaoxing, where he once lived. Upon his arrival, he is struck by the changes in the town and his childhood home, which is now in a state of decay. The narrator is confronted by the contrast between the memories of his past and the reality of the present, highlighting the theme of time’s irreversible passage and the loss of the familiar.

As the narrator wanders through the town, he meets his childhood friend, who has become a teacher in the village. The two men reminisce about their past and discuss the changes that have taken place in both the town and their lives. The narrator’s old friend, though still kind and familiar, now lives a life that is far removed from the simple, carefree days of their youth. The conversation between the two reveals the social and economic changes that have affected the town, and the differences in their respective lives. The narrator feels a sense of distance between himself and his old friend, both emotionally and culturally, due to the passage of time.

The story takes a deeper turn as the narrator reflects on the nature of change, loss, and memory. He recalls the time when he was a child, growing up in the same house, and the warmth of the past that now feels distant and unattainable. His return to the house, however, reveals the stark reality that the physical structure has deteriorated, symbolizing the fading of his own connection to his roots. The narrator’s longing for the past contrasts with the harsh reality of the present, creating a sense of disillusionment. The past, while cherished in memory, is gone, and the present cannot fully replace it.

In the final moments of the story, the narrator comes to terms with the fact that change is inevitable and that the past is irretrievable. Despite his nostalgia and yearning for the old home, he understands that life moves forward, and his return to the past can only bring about a painful awareness of how much things have changed. My Old Home reflects Lu Xun’s commentary on the effects of modernization and the loss of traditional values, showing how individuals and communities are shaped by the passage of time and societal transformation.

In short

"My Old Home" by Lu Xun is a story about a man who returns to his hometown after many years. When he arrives, he feels sad to see how much everything has changed. His old house looks worn down, and the town no longer feels the same. He remembers his happy childhood and compares it to the present, realizing that time has changed both people and places. The story shows how the past can feel warm in memory but painful when we try to return to it.

Later, he meets his childhood friend Runtu, who was once full of life but now appears tired and poor. Their friendship still exists, but it feels distant because their lives have become very different. As the narrator prepares to leave again, he realizes that the past is gone and cannot be brought back. He understands that change is a natural part of life, and we must move forward, even when it’s difficult. The story gives a message about growing up, letting go of the past, and accepting the future.

Understanding the text

Answer the following questions

a. How does the narrator describe his feeling at the arrival of his old home?

Upon arriving at his old home, the narrator describes a mixture of nostalgia, disillusionment, and unease. He is initially filled with a sense of longing and anticipation, recalling the memories of his childhood and the warmth of his family life. However, as he steps into the old house, he is struck by its deterioration and decay. The familiar surroundings that once held such significance for him now feel alien and worn down. The house, which was once a symbol of comfort and security, now seems to reflect the passage of time and the inevitable changes that have occurred in both the physical space and the narrator's own life.

This emotional reaction reveals his internal conflict between his idealized memories of the past and the harsh reality of the present. He feels a sense of loss as the house no longer holds the same meaning it once did, and his childhood home seems almost like a stranger to him. His feelings are compounded by the awareness that the passage of time has not only changed the physical space but also altered his personal connections and sense of belonging. The visit to his old home becomes a painful reminder that the past cannot be reclaimed, leading to a complex blend of emotions, from fondness to sorrow.

b. What were the three kinds of servants in China then? What does it indicate about contemporary Chinese society?

There were three kinds of Chinese servants: dailies, yearlong and busy-mothers. First are day workers who work for the day or for some time only, sometimes known as short-timers. Yearlong are people who work for the same family all year or more. Finally, Busy-mothers were landowners who only worked for one family at a time, such as around New Year’s festivals, or when rent was due to pay.

The servant in contemporary Chinese society demonstrates the slavery system and the tendency of dividing the work. Based on their statuses, the work used to be allocated.

c. What makes the narrator nostalgic? What did he do with Runtu in his teenage years?

The narrator in My Old Home becomes nostalgic because of the memories of his childhood and the simplicity and warmth of life in his old home. His feelings of nostalgia are triggered by his return to the house and the familiar surroundings that once held deep meaning for him. He remembers the comfort and security of his earlier life, which contrasts sharply with the present decay of the house and his emotional distance from it. The physical changes to the house and the town evoke a sense of loss and remind him of the passage of time, when life seemed more innocent and uncomplicated.

In his teenage years, the narrator spent time with Runtu, a servant from his family’s household. The two shared a close friendship and had a bond that transcended the typical master-servant relationship. The narrator recalls playing and conversing with Runtu during their youth, and Runtu’s kindness and loyalty left a lasting impression on him. Despite the societal barriers between them, they were able to form a genuine connection, with Runtu even accompanying the narrator on some of his excursions and activities. However, as time passed, the changes in both the narrator's life and the world around him distanced him from this connection. Runtu, too, is impacted by the societal shifts and the rise of new social dynamics. The nostalgia the narrator feels is not only for the lost innocence of youth but also for these meaningful, yet forgotten, relationships.

d. How did Runtu hunt a Zha at a young age?

Runtu hunted a Zha by attacking with a pointed knife suddenly while he was standing to watch over watermelons at a young age.

e. How does the narrator make a humorous picture of Mrs Yang?

The narrator has described the image of Mrs Yang. He has associated Yang with the beancurd beauty. The narrator narrates the appearance of Yang with narrow cheekbones and lips. She used to powder her face. He portrays her as the face of two compasses in a geometry box when he sees her and expresses her as a humorous picture.

f. According to the narrator, what were different factors that made Runtu a poor man throughout his life?

The narrator exposes Runtu as a poor man throughout his life. There are many factors behind the poverty of Runtu. Different obligations and social division play the most important role behind his poverty. Alongside he suffered from a lack of opportunities. feeble economic background and discrimination he faced in his prime time is a reasonable factor. Besides it, the bad harvest, too many children, harsh taxes, famine and gentry folks are the other factors behind his poverty throughout his life.

g. How does the narrator help Runtu before leaving the old home?

The narrator helps Runtu before leaving the old home by offering different household items. Since they were leaving Runtu was financially poor, the narrator thought he could make his life a bit easier so he gave him two large tables, a few candles, an incense burner, and a set of scales.

h. How does the author differentiate two kinds of idols?

Superstitious idols and hope are two mentioned idols of the story. He distinguishes between these two types of idols in sense of time and belief, stating that people worship superstitious idols for the short term because they want something immediately, while hope is shown as the long term enduring empathy people need in most circumstances.

Reference to the context

a. While reading the friendship between the narrator and Runtu, Hindu readers remember the friendship between Krishna and Sudama. Which particular description reminds you of the mythological example?

The friendship between the narrator and Runtu in My Old Home evokes comparisons with the mythological friendship between Krishna and Sudama, especially in the way both friendships transcend social boundaries and reflect a deep, mutual connection. In the story, Runtu and the narrator share a close bond during their childhood despite the vast difference in their social standing. The narrator, from a wealthy family, and Runtu, a poor servant, play and interact as equals, forming a genuine friendship that is untainted by their class differences. Similarly, in Hindu mythology, Krishna, a prince and god, and Sudama, a poor Brahmin, share a deep friendship that is not defined by wealth or social status, but by loyalty, love, and mutual respect.

One of the most striking similarities between the two friendships lies in their innocence and simplicity. In My Old Home, the narrator recalls the times when he and Runtu would play together, with Runtu even helping the narrator with tasks or sharing his own knowledge and skills. The description of their shared experiences—without the interference of class or privilege—reminds readers of Krishna and Sudama's friendship. When Sudama, in dire poverty, goes to visit Krishna, their bond remains rooted in their childhood friendship, and Krishna welcomes him with love and respect, not because of Sudama's wealth, but because of their sincere connection. Both friendships are based on true affection and genuine companionship, transcending material conditions.

Another moment in My Old Home that recalls the Krishna-Sudama relationship is the loyalty and mutual support between the two characters. While Runtu is a servant, his loyalty to the narrator is unwavering, and the narrator, despite his changed circumstances, remembers Runtu with a sense of affection and nostalgia. This dynamic mirrors the relationship between Krishna and Sudama, where Krishna shows immense respect and care for Sudama despite his poverty. The narrator's reflection on their friendship, even as he returns to a changed home and sees Runtu's life affected by the social upheavals, highlights a similar bond of mutual respect and enduring connection that transcends time and circumstance.

Finally, the sadness of lost connection between the narrator and Runtu mirrors the poignant moment in the Krishna-Sudama myth where Sudama, though returning with Krishna’s blessings, realizes that their lives have diverged. The narrator, upon returning to his old home, is struck by how much has changed—both in his hometown and in his relationship with Runtu. Runtu, now a teacher, is far removed from the boy the narrator once knew, and their friendship has become distant. Similarly, Sudama's return to his humble home, though blessed by Krishna’s gift, reminds him of the passing of time and the inevitable changes in their lives. Both stories reflect how time and societal changes can distance even the closest of friendships, yet the underlying connection remains a cherished memory.

b. How does the story support the proposition that the relationships of childhood are innocent, impartial and disinterested?

The story My Old Home supports the proposition that childhood relationships are innocent, impartial, and disinterested through the depiction of the narrator’s friendship with Runtu, a servant in his family’s household. During their childhood, the bond between the narrator and Runtu is free from any awareness of social status, wealth, or class divisions. They interact as equals, enjoying each other’s company without concern for Runtu’s position as a servant or the narrator’s privileged background. Their relationship is characterized by genuine affection, spontaneous play, and a mutual sense of companionship, which illustrates the purity and simplicity of childhood connections.

The narrator’s memories of their time together reflect the innocence inherent in such relationships. They did not view each other through the lens of class or material wealth, but simply as friends who shared experiences and enjoyed each other’s company. For example, when the narrator remembers the time they spent playing together, there is no mention of power dynamics or hierarchical boundaries, suggesting that children form relationships based on shared interests and emotional connection, rather than external factors. This impartiality in their bond underscores the idea that, in childhood, relationships are driven by pure emotional connection, without any self-interest or consideration of what one can gain from the other.

Moreover, the disinterested nature of their friendship is shown in how neither Runtu nor the narrator expected anything in return. Runtu, despite his low social status, showed loyalty and kindness, not for any material gain but because of his sincere affection for the narrator. Likewise, the narrator remembers Runtu with nostalgia and fondness, reflecting on their bond without any sense of obligation or expectation. This reinforces the idea that, in childhood, relationships are not influenced by what one can gain from the other, but rather by a natural, unguarded sense of companionship.

The eventual distance between the narrator and Runtu as they grow older further highlights the inherent purity and innocence of their childhood bond. As adults, they are affected by the societal changes and the realities of their respective lives, which introduce complexities and a sense of estrangement. The narrator’s return to his old home reveals that time and societal divisions have fractured their relationship. However, their childhood friendship remains untouched by these factors, symbolizing the imperviousness of childhood innocence to the external world’s influences. The contrast between their childhood and adult selves shows that childhood relationships, in their truest form, are driven by innocence, impartiality, and disinterest—qualities that often fade as people grow and become more influenced by social structures and material concerns.

c. After reading the story, what inferences can you make about the contemporary Chinese economic and social system?

After reading My Old Home, one can infer several key aspects of the contemporary Chinese economic and social system, particularly during the early 20th century when the story was written. The rigidity of the class structure is evident throughout the narrative. The relationship between the narrator and Runtu, despite their childhood friendship, is framed by the stark contrast between their social positions. The narrator, from a privileged background, and Runtu, a servant, are bound by the class system that defines their interactions. This division suggests a deep-rooted social stratification, where an individual’s social class determined their role and opportunities in life, limiting personal growth and upward mobility for those in lower social standings.

The economic inequality present in the story reflects the disparities between the rich and the poor. Runtu, despite his resourcefulness and loyalty, remains in a lower economic position as a servant throughout his life, highlighting the lack of opportunities for social mobility. The narrator’s return to his old home and his reflection on Runtu’s life reveals the stifling nature of the economic system, where the poor were often trapped in their socio-economic status. This limited economic mobility suggests that the system was rigid and oppressive, offering little hope for individuals like Runtu to rise above their social status, regardless of their efforts or talents.

Additionally, the story emphasizes the persistence of traditional societal roles. Despite changes in the social and political landscape, the narrator and Runtu are still defined by their roles in the social hierarchy. The narrator’s nostalgia for the past reflects the resilience of traditional values that upheld class divisions and reinforced the power dynamics within families and communities. Even as time passed and the narrator left for education, these traditional roles remained entrenched, suggesting that Chinese society was slow to adapt to new social and economic realities. The notion of patriarchal control and familial obligations is also evident, with both the narrator and Runtu being influenced by the expectations of their families and communities, despite their personal relationships.

Finally, the limited social mobility highlighted in the story points to the lack of equal access to opportunities. Runtu’s eventual role as a teacher, though a step up from his previous position, does not fundamentally change the power dynamics between him and the narrator. Despite the narrator’s education and broader life experiences, Runtu remains constrained by the systemic inequalities of the time. This reflects a society that was rigidly defined by class and where change was difficult to achieve. The barriers to social and economic mobility are reflected in both the personal lives of the characters and the broader societal structures they inhabit, emphasizing the difficulty of overcoming ingrained social hierarchies in contemporary China.

d. What does the story indicate about the geographical features of the narrator’s hometown?

The setup of the story ‘My Old Home’ is in the winter season of 1921 in ancient China. The story includes the ancient Chinese society often called the contemporary society, its economic condition and social boundaries. The obligations put by ancient society are somehow unethical and inhuman. The story focuses on the true friendship of Xun and Runtu by justifying their respect and locality beside the obligation of making relations between a different class of people.

The story also speaks about climate change and destruction in the name of development. The narrator nostalgically narrates his hometown. In his childhood, his hometown was lovely and surrounded by greenery where the green sky lies above. The story especially focuses on the hometown of the narrator that was underneath the blue-black sky and land covered with green grasses and vegetables. The birds used to fly around his garden and house. He feels very good and warm when he comes home.

But now, when Xun went back to his old hometown after twenty years, everything was changed. The green sky he used to see and wonder was changed into the vast and greying sky where no imagination was possible to be made. they look like they already lost the resemblance of any life, they were drab and desolate. There is no sign of progress over the years.

He also talked about the seaside where he used to go to collect shells of different colours. He also described how he caught the bird; kill Zha underneath the blue-black sky.

 6^th story

Half-closed Eyes of the Buddha and the slowly sinking Sun

Shankar Lamichhane

About the Writer

Shankar Lamichhane (1928–1975) was a well-known Nepali writer from Kathmandu. He wrote in a deep and thoughtful way, often focusing on Nepali culture, spirituality, and identity. His works talk about the importance of tradition and the changes brought by modern life.

Setting

The story is set in Nepal, showing its spiritual places, natural beauty, and rich traditions. Important places like Swayambhunath (Monkey Temple) are described to highlight Nepal’s unique culture and peaceful lifestyle.

Plot

In the story, the narrator meets a tourist, which makes him think deeply about Nepal’s true meaning and beauty. He reflects on life, death, and human values, and how outsiders may not fully understand the soul of Nepal. The story shows the narrator’s love for his country and its spiritual heart.

1. The Narrator: The main character of the story. A thoughtful and emotional person who loves Nepal, its culture, and spirituality. He reflects deeply on life, death, and the meaning of Nepalese identity. Through his thoughts, we see his concern for how modern life and tourism affect Nepal’s traditions.

2. The Tourist: A foreigner visiting Nepal to explore its culture and beauty. He seems curious but doesn’t fully understand the spiritual depth and meaning of what he sees. His presence makes the narrator think deeply about how outsiders view Nepal and what they might miss.

These two characters represent two different perspectives:

• One from inside the culture (the narrator)
• One from outside (the tourist)

Themes

1. Love for Country and Culture: The story shows a deep love and respect for Nepal—its culture, religion, history, and natural beauty. The narrator feels proud of Nepal’s spiritual richness and worries that outsiders may not understand or value it.

2. Cultural Identity: The story explores what it means to be Nepali. The narrator reflects on how important it is to protect traditions and values, even in a changing modern world.

3. Tradition vs. Modernity: There is a strong contrast between old traditions and the modern world. The narrator fears that modernization and tourism may weaken spiritual values and cultural roots.

4. Spirituality and Peace: The half-closed eyes of the Buddha represent peace, calmness, and wisdom. The story talks about the spiritual strength of Nepal, which is deeper than what tourists, might see.

5. Human Connection and Understanding: The story highlights the lack of true understanding between people of different cultures. It suggests that to understand a country, you must connect with its heart and soul, not just visit its places.

Summary in short

“The Half-closed Eyes of the Buddha and the Slowly Sinking Sun” is a thoughtful story set in Nepal, written by Shankar Lamichhane. The narrator, who loves his country deeply, describes the natural beauty, spiritual places like Swayambhunath, and the rich culture of Nepal. When he meets a tourist, it makes him think about how foreigners see Nepal only from the outside, without understanding its deeper meaning. Through his reflections, we see his feelings of pride, love, and concern for his homeland and its traditions.

The story has only two main characters: the narrator, who represents Nepali people and their strong connection to culture and spirituality, and the tourist, who represents outsiders who may not truly understand Nepal. The story explores important themes like love for the country, cultural identity, tradition vs. modern life, and spiritual peace. The half-closed eyes of the Buddha symbolize calmness, wisdom, and the deep soul of Nepal. In the end, the story teaches us to value and protect our traditions while being aware of the effects of modern changes.

Summary

The Half-closed Eyes of the Buddha and the slowly sinking Sun by Shankar Lamichhane is a philosophical and reflective narrative set in Nepal. The story begins with the narrator observing a tourist exploring Nepal’s cultural landmarks, such as Swayambhunath Stupa. The tourist’s curiosity and questions about the local culture and spirituality spark the narrator’s introspection about how outsiders perceive Nepal. While the tourist sees Nepal as an exotic destination, the narrator reflects on the deeper spiritual and cultural essence of the country, symbolized by the Buddha’s half-closed eyes.

The Buddha’s eyes, half-open and half-closed, serve as a central metaphor for balance and harmony, representing Nepal’s philosophy of living a life in equilibrium between material engagement and spiritual detachment. The narrator contrasts this with the modern world's focus on materialism and superficial achievements, highlighting the serenity and contentment rooted in Nepalese culture. The slowly sinking sun, another powerful symbol, reflects the transient nature of life, emphasizing the inevitability of change and the importance of accepting impermanence with grace.

As the story progresses, the narrator delves deeper into Nepal's interconnectedness with nature and spirituality, contrasting it with the tourist’s inability to grasp the profound essence of the land. The essay becomes a poignant commentary on how modernity often overlooks the simplicity and wisdom of traditional cultures. Through its meditative tone and symbolic imagery, the narrative celebrates Nepal’s spiritual heritage while critiquing the shallow understanding of those who view it from an external perspective. The story ultimately invites readers to embrace a more meaningful and harmonious way of life.

Alternate summary

Shankar Lamichhane’s The Half-closed Eyes of the Buddha and the Slowly Sinking Sun is a philosophical essay that captures the spiritual essence of Nepal through the reflections of a local narrator. The narrative begins with a tourist exploring the rich cultural and spiritual landmarks of Nepal, such as the iconic Swayambhunath Stupa. The tourist’s curiosity and questions about the local culture spark a deep contemplation in the narrator, who contrasts the outsider’s superficial observations with the profound cultural and spiritual truths embodied in Nepalese life. This initial encounter sets the stage for an exploration of Nepal’s identity as a land of spirituality, harmony, and balance.

The half-closed eyes of the Buddha, prominently depicted on Nepalese stupas, symbolize a state of balance and serenity—being neither fully awake nor completely detached. The narrator uses this imagery to explain Nepal’s philosophy of life, which integrates the material and the spiritual. This harmony, deeply ingrained in the country’s culture, stands in stark contrast to the tourist’s modern worldview, which is driven by material pursuits and a lack of spiritual grounding. Through this metaphor, the narrator critiques the tendency of modernity to undervalue the wisdom and simplicity of traditional ways of life.

As the story unfolds, the slowly sinking sun becomes another central symbol, representing the transience of life and the inevitability of change. The narrator reflects on how Nepalese philosophy teaches acceptance of impermanence, urging individuals to live with a sense of detachment while appreciating the beauty of the moment. This perspective is further contrasted with the tourist’s fascination with the external aspects of Nepal, such as its scenic beauty and cultural artifacts, without grasping the deeper meaning they hold for the local people.

The narrator’s reflections expand to highlight the interconnectedness of life, nature, and spirituality in Nepal. The country’s mountains, rivers, and stupas are not merely physical landmarks but manifestations of a spiritual essence that guides the way of life for its people. However, the narrator laments how this profound heritage is often misunderstood or overlooked by outsiders who fail to see beyond its surface charm. The essay subtly critiques the modern world’s obsession with materialism and the loss of spiritual depth in the pursuit of progress.

In conclusion, Lamichhane’s essay is both a celebration of Nepal’s cultural and spiritual richness and a critique of modernity’s inability to appreciate it fully. Through its evocative imagery and poetic reflections, the narrative conveys the essence of Nepalese philosophy, urging readers to seek balance, harmony, and a deeper understanding of life. The essay serves as a timeless reminder of the importance of preserving cultural heritage and embracing a more meaningful and spiritually enriched way of living.

 

Understanding the Text

Answer the following questions.

a. How does the tourist describe his initial impression of the Kathmandu valley?

The tourist describes his initial impression of the Kathmandu valley through the words of appreciation of natural sceneries, landscape, the fragrance of soil, and the clay-made homes painted in red, yellow, and white. He feels the air filled with the serenity of mountains and is fascinated by views of the valley.

b. According to the tourist, why is the West indebted to the East?

In "Half-closed Eyes of the Buddha and the Slowly Sinking Sun," the tourist suggests that the West is indebted to the East because of the profound spiritual and philosophical heritage that the East has shared with the world. The tourist likely reflects on the rich traditions of Eastern spirituality, such as Buddhism, which have influenced Western thought, art, and practices like meditation and mindfulness. This spiritual wisdom, symbolized by the calm and detached gaze of the Buddha, offers a sense of peace and introspection that contrasts with the materialistic and fast-paced nature of Western life.

The story hints at the idea that while the East may struggle economically, its cultural and spiritual contributions provide a lasting value that the West draws upon for deeper understanding and personal fulfillment. This dynamic highlights the balance between material wealth and spiritual richness, reinforcing the notion that the East's teachings continue to guide and inspire people around the world.

c. How does the tourist interpret the gaze of the monks and nuns?

The tourist in "Half-closed Eyes of the Buddha and the Slowly Sinking Sun" interprets the gaze of the monks and nuns as serene, detached, and full of quiet wisdom. To the tourist, their calm and observant demeanor reflects a sense of inner peace and spiritual fulfillment that contrasts with the restless and materialistic nature of modern life. The monks and nuns, much like the Buddha’s half-closed eyes, appear to embody patience, acceptance, and a deep understanding of the impermanence of worldly suffering.

This interpretation suggests that the monks and nuns are not indifferent but rather possess a tranquil awareness that allows them to navigate life’s hardships without becoming consumed by them. The tourist sees their gaze as a reminder of the East’s spiritual wealth, reinforcing the idea that enlightenment and contentment stem from looking inward rather than outward. This perspective highlights the difference in how suffering and life’s struggles are approached in Eastern and Western cultures.

d. Why do the tourists think Nepali people are wonderful and exceptional?

The tourists in "Half-closed Eyes of the Buddha and the Slowly Sinking Sun" perceive Nepali people as wonderful and exceptional because of their resilience, warmth, and ability to find contentment despite facing economic hardships. The tourists are captivated by the genuine hospitality, humility, and kindness they encounter, which stand in contrast to the often impersonal and hurried interactions in their own countries.

Nepali people’s spiritual outlook, shaped by deep-rooted traditions and a connection to religious and cultural heritage, also contributes to this admiration. The tourists are struck by how individuals seem to accept life’s struggles with grace, drawing strength from their faith and community. This combination of enduring hardship with a sense of peace and generosity leaves a lasting impression, leading the tourists to view Nepali people as exceptional in their approach to life’s challenges.

e. What are the different kinds of communities in the Kathmandu valley and how do they coexist with each other?

n "Half-closed Eyes of the Buddha and the Slowly Sinking Sun," the Kathmandu Valley is depicted as a rich mosaic of diverse communities, including Hindus, Buddhists, and indigenous ethnic groups like the Newars. Each community has its own distinct customs, festivals, and religious practices, contributing to the valley’s vibrant cultural landscape. Temples, stupas, and shrines representing different faiths coexist side by side, reflecting the region’s long-standing tradition of religious harmony and mutual respect.

Despite their differences, these communities share common public spaces, marketplaces, and cultural celebrations, fostering a sense of unity and coexistence. Rituals and festivals often overlap, with people from various backgrounds participating in each other’s ceremonies. This blending of traditions highlights Kathmandu’s inclusive spirit, where spiritual and cultural diversity is embraced rather than divided. The story subtly underscores this coexistence as a testament to Nepal’s unique cultural identity, where ancient values continue to shape everyday life.

f. What does the tourist feel about the temple of Adinath?

When she saw the Adinath temple from Chobhar hill, she feels the living example of Nepalese tolerance. Nepal is stand out with the example of harmony because of coexistence and variety of gods, religions, and philosophies.

g. Why does the guide take the tourist to the remote village?

The guide takes the tourist to the remote village to find the harsh reality of people living beyond the scenario. He wants to see her poverty and sympathetic elements of the beautiful country which was never talking in any novels or books nor seen by other tourists and neither captured by their cameras.

h. What does the innocent village couple think of the doctor?

The innocent village couple accepts her as the eldest son who has brought a life-restoring treatment across the seven seas for his brother.

i. What are the differences between the paralyzed child and his sister?

In "Half-closed Eyes of the Buddha and the Slowly Sinking Sun," the paralyzed child and his sister symbolize contrasting aspects of life shaped by physical ability and responsibility. The paralyzed child represents vulnerability and stillness, bound to his condition and reliant on others for care. His life is marked by limitation and quiet endurance, reflecting a sense of passive acceptance. Despite his immobility, he carries a silent strength, embodying the resilience of those who must confront life’s hardships without the power to change their circumstances.

The sister, on the other hand, represents activity, freedom, and responsibility. She moves through life with energy, engaging with the world beyond their home while also taking on the duty of caring for her brother. Her mobility contrasts sharply with the stillness of the paralyzed child, highlighting the disparities in their experiences. Yet, this difference strengthens their bond, as her care and compassion reflect the interconnectedness of their lives. Through this dynamic, the story emphasizes themes of sacrifice, love, and the quiet perseverance that sustains families facing adversity.

j. Why does the guide show the instances of poverty to the tourist?

The guide shows instances of poverty to the tourist to present an unfiltered and authentic view of life in Nepal. By highlighting the harsh realities faced by ordinary people, the guide reveals the deep economic struggles that exist alongside the country’s rich cultural and spiritual heritage. This contrast allows the tourist to witness not just the beauty of temples and historical sites, but also the resilience and perseverance of the people who live in difficult conditions.

Additionally, the guide’s intention may stem from a desire to evoke empathy and awareness, encouraging the tourist to reflect on the inequalities that persist in society. It serves as a reminder that while Nepal’s cultural landmarks and spiritual symbols draw admiration, the daily lives of many citizens reflect a different narrative—one of hardship and survival. This duality deepens the tourist’s understanding of the country, leaving a more profound and lasting impression.

Reference to the Context

a. Which narrative technique is used by the author to tell the story? How is this story different from other stories you have read?

The author uses the technique of ‘stream of consciousness technique’ in this story. This story is different from other stories I read ever now because of the appearance of double views on the story which shows the good and bad aspects. Unlike other many stories where the author writes only about the event of the story from one side but if you read this story, it deals with the monologues of two characters a tourist guide of Kathmandu valley and a foreign tourist. in other many conventional stories, I read ever follow the stream of awareness techniques where a narrator shows the action and events through fictional characters or other ways.

b. How is the author able to integrate two fragments of the narration into a unified whole?

The author is able to integrate two fragments of the narration into a unified whole by providing the insights and examples of different eyes, views, experiences and linking them to two different aspects. The author shows the reality of Nepalese(eastern) poverty and sympathetic aspect which the western not see from their eyes and doesn’t capture from their camera nor write in their books. They only see the upper beauty of the Himalayas and green forests. But they don’t understand and feel the inner reality of the eastern and their pain suffocated in the poverty and the life spent in lacking. The author shows the hardship, diseases that the people face in the community. The tourist only pictures the things of beauty But a guide makes her see the things of reality and sympathetic pain.

c. The author brings some historical and legendary references to the story. Collect these references and show their significance in the story.

In the story ‘The Half-closed Eyes of the Buddha and the Slowly Sinking Sun’, the author brings some historical and legendary references in the story. They are:

Manjushri and his deed: It is believed that Kathmandu was once a lake and Manjushri cut a gorge at a place called Chobhar Gorge, near Chobhar Ancient Hill Village, and drained away the waters to establish a habitable land and that’s where the Kathmandu valley was formed.

Cultural, tradition, and art crafts: it is mentioned in the story that easterner had given many things to Westerners; Puranas, images of brass and ornaments of ivory, manuscripts of palm leaves and inscriptions on copperplate and also civilization and many musical instruments. If we destroy all the history books then these are things which would again create a new tradition, religion, and culture and made us rich in culture, tradition, religion, and air crafts.

The gaze of monks and nuns: The story shows the gaze of monks and nuns who received alms and spread the law in the nooks and fissures of the Kasthamandap with ‘the samyak gaze’. This is a sight that perceives everything in its purest form.

Historical Relationship: The close relationship of Nepal and Tibet at the time of the licchavi dynasty is mentioned in the story.

Half closed eyes of Buddha and setting sun reflected in the eyes of the Buddha: The Half closed eyes of Buddha and the setting sun reflected in the eyes of the Buddha represents peacefulness and harmony in the country by which people feel the love and peace.

d. The author talks about the eyes in many places: the eyes of the shaven monks and nuns, eyes in the window and door panels, the eyes of the Himalayas, the eyes of the paralyzed boy, the eyes of the welcoming villagers and above all the half-closed eyes of the Buddha. Explain how all the instances of eyes contribute to the overall unity of the story.

In "Half-closed Eyes of the Buddha and the Slowly Sinking Sun," the motif of eyes plays a crucial symbolic role, weaving together various themes and contributing to the story's overall unity. Each reference to eyes serves as a metaphor for observation, perception, and the nature of existence.

The eyes of the shaven monks and nuns symbolize inner peace, detachment, and spiritual wisdom. Their serene, composed gaze reflects the calm acceptance of life’s suffering, embodying the Buddhist ideal of mindfulness and non-attachment. This contrasts with the eyes in the window and door panels, which are often symbolic in Nepali culture, representing divine protection or the presence of gods watching over the people. These eyes are not just physical but convey a deeper spiritual connection between the people and their faith.

The eyes of the Himalayas represent the majestic and eternal presence of nature, observing the world from a distant, detached perspective. They add a layer of timelessness to the story, suggesting that the natural world, much like the Buddha, watches over humanity without interference. The eyes of the paralyzed boy embody vulnerability and helplessness, reflecting the child’s isolation and inability to engage with the world fully. His eyes, though physically still, carry a profound emotional depth, indicating a silent resilience amidst suffering.

The eyes of the welcoming villagers reflect warmth, hospitality, and the inherent kindness of the people. These eyes symbolize human connection, care, and empathy, offering a stark contrast to the detachment seen in other eyes throughout the story. Finally, the half-closed eyes of the Buddha serve as the central metaphor, representing both peace and indifference. The Buddha’s gaze symbolizes a passive acceptance of the world’s suffering, urging a reflection on the tension between divine detachment and human struggle.

Collectively, these instances of eyes contribute to the story’s unity by highlighting the theme of observation—whether through the lens of spiritual wisdom, personal suffering, or societal awareness. The eyes in the story act as silent witnesses to the complexities of life, underscoring the coexistence of suffering, resilience, and compassion in a world where different perspectives continually interact. Through this recurring motif, Gautam explores the tension between active engagement and passive observation, offering a profound commentary on how we perceive and respond to the world around us.

  7^th Story

A Very Old Man with Enormous Wings

By Gabriel García Márquez

 “A Very Old Man with Enormous Wings” is a short story by Colombian writer Gabriel García Márquez, published in 1955. It is a great example of magical realism, where strange things happen in a normal world. The story mixes reality and fantasy to make us think about how people react to the unknown.

About the Writer

Gabriel García Márquez (1927–2014) was a famous Colombian writer and Nobel Prize winner. He is best known for his book "One Hundred Years of Solitude". His stories often blend magic with real life and talk about social issues in a deep but imaginative way.

Setting

The story takes place in a small village by the sea. It is a simple, rural town where people live ordinary lives. The sudden arrival of a mysterious old man with wings surprises everyone and brings magic into their everyday world.

Plot

Pelayo and Elisenda find a weak old man with wings after a storm. People think he might be an angel, but they treat him badly and use him to make money. Even though a child is healed, people lose interest. Later, the old man gets better and flies away, and no one truly understands who he was. The story shows how people often ignore true miracles when they don't look special.

Main Characters

1.       The Old Man with Enormous Wings
A strange, weak old man with big wings. People think he might be an angel, but they don’t treat him kindly. He is misunderstood and ignored even though he is special.

2.       Pelayo
A fisherman who finds the old man. He keeps him locked up and uses him to make money. Pelayo is practical and selfish.

3.       Elisenda
Pelayo’s wife. She also thinks about the money they can earn from the old man and doesn’t try to understand him.

4.       The Sick Child
A child who gets better because of the old man, but this does not change how people treat the old man.

5.       The Crowd of Onlookers
The townspeople who come to see the old man. They are curious at first but soon treat him like a strange show and don’t understand him.

Main Themes

1.      Human Cruelty and Indifference
People treat the old man badly and don’t care about his feelings because he looks strange and different.

2.      The Unknown and Fear
People are scared or confused by things they don’t understand, like the old man with wings.

3.      Greed and Selfishness
Pelayo and Elisenda use the old man to make money without thinking about him as a person.

4.      Faith and Doubt
People don’t know if the old man is really an angel, and they struggle to believe in something they cannot explain.

5.      Miracles in Everyday Life
The story shows how real miracles can happen but often go unnoticed or misunderstood by ordinary people.

 Understanding the text

Answer the following questions.

a. How does the narrator describe the weather and its effects in the exposition of the story?

The narrator set up the picture of a rainy day to describe the weather and its effects in the exposition of the story. The rain falls continuously for three days and makes the land and houses filled with rainwater. During the rainy season, the sky and sea were changed into ash grey colour and the sand of the shore glimmered like powdered light, which had become a hash of mud and rotten shellfish. The light sparked was so weak and hard to see.

b. Describe the strange old man as Pelayo and his wife first encounter within their courtyard.

When Pelayo and his wife Elisenda first encounter the strange old man in their courtyard, he appears as a bewildering and unsettling figure. The old man is described as **“very old,” with enormous wings that are tattered and dirty, adding to his odd, otherworldly appearance. His wings are not majestic or graceful, but rather, they resemble those of a vulture, battered by time and neglect. His face is “a little worse for wear”, making him look more like a tired, disheveled traveler than a divine being. The old man’s overall appearance is frail and bedraggled, making him seem out of place in the world of the living, further amplifying the mystery surrounding his identity.

He is not immediately recognized as an angel, though his wings and strange presence might suggest so. Instead, he lies motionless in the mud, seemingly exhausted and vulnerable, with his eyes barely open. Pelayo and Elisenda are unsure of what to make of him at first, and it is only later that they begin to consider the possibility that he could be an angel. His passive, almost resigned state and the unremarkable nature of his wings clash with the villagers' expectations of what an angel should look like. This contrast is significant, as it sets the tone for the treatment of the old man throughout the story, where the extraordinary is met with skepticism and misunderstanding.

c. Why did Pelayo and Elisenda imprison the old man in the chicken coop?

Pelayo and Elisenda imprison the old man in the chicken coop out of a combination of fear, curiosity, and practicality. Initially, when Pelayo finds the old man in their courtyard, he is unsure of what to make of the strange, bedraggled figure. At first, Pelayo considers the possibility that the old man could be an angel, sent to heal their sick child. However, the old man’s appearance and passive demeanor do not match the expected image of an angel, and Pelayo is left confused and uncertain.

As the couple begins to think about how to handle the situation, they decide to confine the old man in the chicken coop primarily for safety and control. They feel a sense of ownership over the strange being, and by locking him up, they can contain him and determine what to do with him. Elisenda also sees the situation as an opportunity for profit, as the townspeople, upon hearing of the old man’s presence, flock to see him. Pelayo and Elisenda eventually charge admission for people to view the old man, treating him as a spectacle. Their decision to imprison him in the chicken coop reflects their pragmatic approach to the unusual situation, prioritizing material gain over empathy or understanding of the old man’s true nature.

d. Why was Father Gonzaga not sure about the old man being a celestial messenger?

Father Gonzaga was not sure about the old man being a celestial messenger because the old man did not conform to the traditional expectations of an angel. Despite the presence of enormous wings, which might suggest some divine origin, the old man’s appearance was far from heavenly. He was dirty, disheveled, and appeared to be frail and human, not the powerful and glorious figure one might expect from a celestial being. Father Gonzaga, a man of religious authority, was skeptical and distrustful of the old man’s authenticity, doubting his divine nature because of his unremarkable and imperfect condition.

Father Gonzaga’s doubt is also influenced by his rigid expectations of what an angel or celestial being should be like. Angels, in the religious teachings of the Church, are usually portrayed as immaculate, pure, and radiantly beautiful, and the old man did not meet any of these characteristics. His inability to speak in Latin, the language of the Church, and his general incoherence further convinced Father Gonzaga that the old man might not be a true messenger from God. Instead of investigating further or offering assistance, Father Gonzaga quickly dismisses the old man and regards him with skepticism, illustrating the theme of human inability to recognize the miraculous when it does not fit into conventional frameworks.

e. Many people gathered at Pelayo’s house to see the strange old man. Why do you think the crowd assembled to see him?

The crowd assembled at Pelayo's house to see the strange old man because of a combination of curiosity, superstition, and the mystique surrounding his unusual appearance. When the news spread that an old man with enormous wings had appeared, the people of the town were immediately drawn to the mystery of his presence. The idea of a celestial being or an angel, even though the old man’s appearance didn’t conform to conventional expectations, was enough to provoke the villagers’ interest. People are naturally intrigued by the extraordinary or unexplained, especially in a small, rural town where such events are rare.

Additionally, there is an element of superstition at play. The townspeople likely believed that this strange being might possess supernatural powers or be able to perform miracles, given his wings and otherworldly nature. Some may have hoped for a blessing or healing, much like the sick child who was reportedly healed by his presence. The crowd’s reaction is also influenced by the tendency to treat the unknown as a spectacle, something to be gawped at, rather than understood or revered. The villagers, rather than approaching the old man with reverence or compassion, view him primarily as a curiosity, which leads to the commodification of his presence as they pay to see him. This reflects the theme of exploitation and the failure to appreciate the miraculous when it does not fit one’s expectations.

f. Some miracles happened while the crowd gathers to see the strange man. What are these miracles?

As the crowd gathers to see the strange old man with enormous wings, several subtle miracles occur, though they are largely overlooked or dismissed by the townspeople. One of the most notable is the healing of a sick child. The child, who had been gravely ill and near death, miraculously recovers after being placed near the old man, suggesting that his presence has some supernatural power. However, the townspeople do not fully grasp the significance of this event and instead attribute the recovery to coincidence or the passage of time. Another miracle is the arrival of a spider-woman, a woman who had been transformed into a spider as punishment for her disobedience. This unusual event adds to the sense of wonder and the supernatural atmosphere surrounding the town. While these miracles occur, the crowd remains more fascinated by the old man’s appearance than by the miraculous changes happening around them, reflecting the theme that humanity often fails to recognize or appreciate the true nature of miracles when they do not conform to their expectations.

g. State the irritating things that the people did with the strange old man.

The people in the story treat the strange old man with enormous wings in highly irritating and disrespectful ways. They crowd around him like a mob, gawking at him as if he were a mere curiosity rather than a being deserving of dignity. They insult and mock him, asking ridiculous questions and criticizing his wings for not being as majestic as they expect an angel’s to be. Instead of offering compassion, they exploit him for financial gain, paying to see him as if he were an attraction in a sideshow. The crowd demands that he perform miraculous feats, and when he fails to meet their expectations, they lose interest, growing bored and disappointed. Their treatment of the old man highlights their lack of empathy, turning the miraculous into a spectacle for their own entertainment rather than acknowledging the divine or extraordinary in his presence.

h. How and why was the woman changed into a spider?

The woman in the story was changed into a spider as a punishment for her defiant behavior. According to the tale, she had run away from home with her lover, disobeying her parents and societal expectations. In response to her disobedience, the woman was transformed into a spider by a higher power, a supernatural consequence for her actions. This transformation serves as a form of divine retribution for her rebellion.

Her story is shared with the townspeople, who are more interested in her transformation than in the moral or spiritual significance of her punishment. The woman’s metamorphosis into a spider serves as a parallel to the old man’s strange presence, both figures embodying the mysterious and unexplained. The story of the spider-woman adds to the magical realism of the narrative, highlighting the surreal and fantastical elements of the world that the characters inhabit, where such transformations can occur and coexist with everyday life.

i. Describe how Elisenda saw the strange man flying over the houses?

As Elisenda watches the strange old man with enormous wings fly over the houses, she feels a mix of relief and disbelief. After enduring the burden of the old man's presence for so long, Elisenda sees him as nothing more than a strange, troubling figure who had been a source of inconvenience and profit. When the old man finally takes flight, Elisenda views it as a final departure that signals the end of his time in their lives.

From her perspective, the old man’s flight is almost a miracle of liberation, a release from the spectacle and burdens he imposed on her and her family. She watches him slowly ascend into the sky, and while she recognizes the impossibility of what is happening, she feels no awe or reverence. Rather, she is simply glad to see him go. As he flies over the houses, Elisenda reflects on the fact that, though the old man is no longer a physical presence in her life, she will not truly understand the nature of his visit or what it meant. The flight is marked by indifference, signifying the emotional distance and unresolved mystery surrounding the old man’s existence and his eventual departure.

Reference to text

a. The arrival of a strange old man at Pelayo’s courtyard arouses many suspicions and explanations. Explain how the neighbour woman, Father Gonzaga and the doctor speak of the strange man. Why do you think these three people give three different kinds of interpretations?

When the strange old man with enormous wings arrives at Pelayo’s courtyard, the neighbor woman, Father Gonzaga, and the doctor each offer distinct interpretations based on their individual perspectives and beliefs. The neighbor woman, driven by superstition, immediately assumes that the old man is an angel sent to help Pelayo’s sick child. She bases this on his appearance—particularly his wings—and the idea that angels are typically sent to intervene in such dire situations. In contrast, Father Gonzaga, the local priest, rejects the notion that the old man is an angel because he doesn’t fit the idealized image of divine beings. He is dirty, frail, and cannot speak Latin, which causes Father Gonzaga to view him with skepticism, reinforcing the institutionalized religious view that only perfectly divine beings can serve a heavenly purpose. The doctor, meanwhile, approaches the situation with a rational mindset, dismissing the idea of divine intervention altogether. He attributes the old man’s wings to a medical condition or physical anomaly, showing his reliance on science and logical explanations rather than superstition or faith.

These three differing interpretations arise because each character views the situation through the lens of their own worldview. The neighbor woman is influenced by faith and superstition, seeing the old man as a symbol of divine intervention. Father Gonzaga, representing organized religion, requires conformity to established norms and dismisses anything that challenges his understanding of angels. The doctor, coming from a scientific and rational perspective, dismisses any possibility of the supernatural and instead looks for a physical explanation. This contrast highlights how human beings often interpret the unknown based on their personal beliefs, values, and roles in society, and how people’s understanding of the miraculous is shaped by their biases and frameworks of understanding.

b. This story belongs to the genre of ‘magical realism, a genre perfected by Gabriel Garcia Marquez in his novels and short stories. Magical realism is a narrative technique in which the storyteller narrates the commonplace things with magical colour and the events look both magical and real at the same time. Collect five magic realist happenings from the story and argue why they seem magical to you.

In Gabriel García Márquez's “A Very Old Man with Enormous Wings,” the story blends the ordinary with the extraordinary, a hallmark of magical realism. One of the most striking magical realist elements is the arrival of the old man with enormous wings. His appearance in Pelayo’s courtyard is both baffling and remarkable, yet it is treated with indifference by the characters. The wings are a fantastical, magical feature, but the characters—rather than reacting with awe or disbelief—take his presence as an inconvenient curiosity, treating him as if he were just another part of the world, making this event both magical and mundane at the same time.

Another magical realist moment occurs when the old man begins to fly over the houses. The concept of a human flying, especially an old man with worn wings, is an impossible phenomenon in reality. However, in the story, it is presented casually, almost as a natural conclusion to his existence in the town. His flight, though magical, does not spark the expected wonder; instead, it is treated as just another oddity. This blending of the magical and the everyday is a defining characteristic of magical realism, where the extraordinary becomes part of the normal fabric of life.

The transformation of a woman into a spider also exemplifies magical realism. The woman, who had run away with her lover, is changed into a spider as punishment. This transformation is supernatural, but it is narrated without shock or surprise, as though such occurrences are common. The townspeople's treatment of the transformation—simply as an odd story—underscores the magical realist technique of narrating magical events as part of the natural world, rather than as supernatural disruptions.

The healing of the sick child is another magical realist occurrence. The child, who was gravely ill and on the brink of death, suddenly recovers after being near the old man. This miracle, though undeniably magical, is not met with the reverence one might expect. Instead, it is presented as a simple, almost unnoticed event, with the parents seeing it as a fortunate coincidence rather than recognizing it as a miraculous act. The casualness with which the miracle is accepted emphasizes the magical realism of the narrative, where magic and the real world coexist without any necessary explanation.

Lastly, the townspeople’s exploitation of the old man also reflects the genre’s magical realist nature. Instead of viewing the old man as a divine being, they turn him into a spectacle, charging admission for people to see him. This mundane exploitation of something magical—turning the miraculous into a commodity—is another key feature of magical realism. The blending of commercialization and the supernatural highlights the absurdity and indifference with which the characters approach the magical, further blurring the line between what is real and what is magical.

These magical realist events seem magical because they involve occurrences that defy the laws of nature, yet they are woven into the fabric of everyday life without surprise or fanfare. In magical realism, the extraordinary is made ordinary, and the story encourages readers to accept the magical as part of the real world.

c. The author introduces the episode of a woman who became a spider for having disobeyed her parents. This episode at once shifts people’s concentration from the strange old man to the spider woman. What do you think is the purpose of the author to bring this shift in the story?

The author introduces the episode of a woman who became a spider for having disregarded her parents by going outside to dance without any permission. The scene of shifting a woman into a spider is somewhat breaking the attention of an old man, I think, the author brought this shift in the story is to show another example of magical realism. The intention of the author was to show us the greed of humans. In the beginning, Pelayo, and Elisenda take care of a strange old man when they benefit from him by charging five cents admission to see. But when a spider woman comes and people pay less attention to an angel, they do not care about him. Old man drags here and there. The house of an old man collapse due to rain and sun but they didn’t repair it.

d. The story deals with the common people’s gullibility. How do Pelayo and his wife take advantage of common people’s whim?

Pelayo and his wife, Elisenda, take advantage of the common people's gullibility by turning the strange old man with wings into a spectacle for financial gain. When the old man first arrives, the couple is unsure of his true nature, but they quickly realize that the townspeople view him as a miracle. Instead of treating the old man with compassion or reverence, they begin to exploit his presence. Recognizing the townspeople’s curiosity and desire to witness the extraordinary, they set up a makeshift admission fee for anyone who wants to see the old man. This commercial approach to the supernatural illustrates how Pelayo and Elisenda use the people's gullibility—their belief in the miraculous without questioning its authenticity—to make money. They are fully aware that the townspeople are eager to witness anything out of the ordinary and are willing to pay to satisfy their curiosity.

The couple's exploitation of the crowd’s gullibility goes further when they capitalize on the visitors’ fantasies. People come from all over, expecting to see an angel or a divine being, and Pelayo and Elisenda feed into their beliefs by charging an entry fee, profiting from the town's eagerness to witness the extraordinary. Instead of treating the old man with kindness or trying to understand him, they treat him as a source of income, recognizing that the people’s blind belief in his supernatural nature can be monetized. Through this manipulation, the couple reinforces the theme of exploitation and reflects the human tendency to commodify the miraculous, taking advantage of the common people's need to believe in something beyond the ordinary. The story suggests that, while the townspeople are gullible, Pelayo and Elisenda are also complicit in using this gullibility for their own benefit, making them morally questionable figures in the narrative.

 

 1^st Essay

On Libraries

                                                                                                                            Oliver Sacks

"On Libraries" is a personal and emotional essay where Oliver Sacks shares his deep love for books and libraries. He talks about how libraries were important places in his life—from his childhood in London to his adult years in New York. For Sacks, libraries were more than just buildings; they were places of learning, peace, and imagination. The essay shows how books shaped his mind and gave him comfort throughout his life.

About Essayist

Oliver Sacks (1933–2015) London, England, was a neurologist and writer known for blending science, memoir, and storytelling in his works.. He combined science and personal stories in his books. He loved exploring how the mind works and what makes us human. In this essay, he talks about how much he loved books and libraries all his life.

Setting

The essay takes place in many libraries Sacks visited—from the small library he used as a child in London to big libraries in New York. It also happens in his family home, where books were everywhere, and in public libraries that gave him comfort and peace.

Main Themes

1. Love for Books and Reading

Sacks shows his deep passion for books and how reading was an important part of his life from a young age.

2. Importance of Libraries

He explains how libraries were safe, peaceful places where he could explore knowledge and feel at home.

3. Learning and Curiosity

The essay highlights how libraries helped him grow intellectually and fed his curiosity about the world.

4. Memory and Nostalgia

Sacks shares warm memories of his childhood and past experiences, showing how libraries stayed close to his heart.

5. Connection with Others Through Knowledge

He believes libraries bring people together by giving everyone access to books, ideas, and shared learning.

 The essayist emphasizes the importance of public libraries as places that offer free access to information, fostering equality and intellectual freedom.

Understanding the text

a. Where could the author be found when he was late for lunch or dinner?

Oliver Sacks was often found in a library when he was late for lunch or dinner. He would become so deeply absorbed in reading that he completely lost track of time. For him, libraries were more than quiet places—they were gateways to discovery and imagination. The lure of knowledge was so strong that meals and routines became secondary. Immersed in books, he felt both freedom and joy. The silence and solitude of the library offered him an ideal environment for reflection, study, and exploration. It was a sanctuary where time stood still and his curiosity could roam freely.

b. What are his first memories?

Oliver Sacks’ earliest memories are filled with books. He vividly recalled his childhood home in London, where shelves lined every room, stuffed with books on every subject. His parents, both intellectually inclined, encouraged his curiosity and passion for reading. Even before he could fully understand the content, he flipped through encyclopedias and atlases, fascinated by the pictures and information. These books became his first windows into the wider world. The atmosphere of learning and discovery at home left a deep impression on him, shaping his identity and sowing the seeds of a lifelong love for knowledge, science, and storytelling.

c. Why did he dislike school?

Oliver Sacks disliked school because he found it monotonous, overly structured, and disconnected from the excitement he experienced in books. While school demanded conformity and memorization, he preferred the freedom to explore ideas at his own pace. He longed for the spontaneous learning and discovery he found in libraries. At school, subjects were taught rigidly, without the passion or depth that intrigued him. The environment often felt dull and uninspiring, especially compared to the vibrant world of books. For Sacks, real learning meant following his curiosity—something traditional schooling, with its limitations and schedules, didn’t allow him to fully embrace.

d. What did he feel about at the library?

At the library, Oliver Sacks felt deeply at home. He saw it as a place of limitless possibility and inspiration. Surrounded by books, he experienced a mix of excitement, peace, and curiosity. Libraries were his sanctuaries—safe spaces where he could freely explore any subject that caught his interest. The act of wandering through shelves and discovering unexpected gems gave him joy. To Sacks, libraries symbolized the magic of learning and the beauty of intellectual freedom. He believed they nurtured creativity, reflection, and knowledge. This emotional connection lasted throughout his life and greatly influenced his passion for science and writing.

e. Why was he so biased about sciences especially astronomy and chemistry?

Sacks was especially drawn to astronomy and chemistry because they sparked his imagination and sense of wonder from a young age. Astronomy fascinated him with its vastness and mystery—planets, stars, and galaxies felt like distant realms waiting to be understood. Chemistry appealed to his love for hands-on experimentation and transformation, almost like magic in motion. Growing up in a scientifically inclined family, he had early exposure to science-related books and ideas. These subjects gave him a tangible way to explore the world’s secrets. The joy of discovery and the beauty of natural laws made these sciences irresistible to him.

f. Why did he become so fascinated by Hook?

Oliver Sacks admired Robert Hooke because of his insatiable curiosity and wide-ranging contributions to science. Hooke wasn’t limited to one field—he was an inventor, architect, physicist, and more. His interdisciplinary genius reflected the kind of intellectual passion that Sacks found inspiring. Hooke’s detailed observations using the microscope, especially in his book Micrographia, opened up an unseen world that fascinated Sacks. Hooke’s approach to science—careful observation, experimentation, and exploration—mirrored Sacks’ own methods. He admired Hooke not just for his discoveries, but for his spirit: a relentless pursuit of understanding and a belief that knowledge could come from every direction.

g. Describe library at the Queen’s College.

The Queen’s College library, as described by Sacks, was a magnificent and peaceful place that deeply impressed him. It featured high ceilings, dark wooden interiors, and vast shelves filled with books that created an atmosphere of timelessness and scholarly beauty. The quiet and dignified environment made it ideal for deep thought and reading. For Sacks, it wasn’t just a functional academic space—it was almost sacred. The library’s vast collection and serene ambiance offered him the perfect retreat to explore, reflect, and grow intellectually. This library became one of his favorite places, a symbol of the lifelong companionship he found in books.

h. Why did the students ignore the bookshelves in the 1990s?

In the 1990s, students increasingly turned to digital resources, bypassing traditional bookshelves. With the rise of the internet and digital databases, research became faster and more convenient through screens. As a result, many students no longer browsed physical books for information. Sacks observed this shift with concern, noting the loss of tactile engagement with books and the joy of accidental discoveries in the stacks. The shelves, once bustling with curious minds, became quiet and overlooked. This transformation reflected a broader change in academic culture—from immersive, book-based exploration to more goal-driven, efficiency-focused digital research practices.

i. Why was he horrified when he visited the library a couple of months ago?

Oliver Sacks was horrified during a recent library visit when he noticed that the shelves once brimming with books were now mostly empty or neglected. The space, which once symbolized endless learning and wonder for him, had been overtaken by screens and digital terminals. This modernization felt to him like a loss of soul—where tactile, immersive engagement with books had been replaced by impersonal technology. He mourned the disappearance of serendipitous discovery and the quiet intimacy of turning pages. The library’s transformation symbolized for him a broader cultural shift away from deep, reflective learning toward fast, surface-level information consumption.

 Reference to the context

a. The author says, “I was not a good pupil, but I was a good listener.” Justify it with textual evidences.

Oliver Sacks openly admits that he wasn’t a good pupil in the conventional academic sense. He struggled with the structured, repetitive nature of school and often found it uninspiring. However, he describes himself as a good listener, which becomes evident through his natural curiosity and eagerness to absorb knowledge outside the classroom. In On Libraries, he recounts how he listened intently to lectures, stories, and informal conversations, drawing deep understanding from them. More importantly, his time spent in libraries was an extension of this listening—he “listened” to books, absorbing ideas through reading and quiet contemplation. He was not one to memorize for tests or follow strict instructions, but he was highly attentive when a subject sparked his interest. This self-guided, engaged form of learning suited him better than school ever did. Therefore, Sacks' strength as a "listener" reflects his ability to absorb and retain knowledge in a deeply personal and meaningful way.

b. A proverb says, “Nothing is pleasanter than exploring a library.” Does this proverb apply in the essay? Explain.

The proverb “Nothing is pleasanter than exploring a library” perfectly captures the spirit of Oliver Sacks’ essay On Libraries. For Sacks, libraries were magical, almost sacred places where he could wander freely among books and let his curiosity guide him. He describes the joy of discovering new subjects, the peace of reading in silence, and the sense of wonder he felt surrounded by knowledge. Sacks often lost track of time in libraries, entirely absorbed in the process of learning. He recalls the thrill of finding unexpected treasures on the shelves—books he wasn’t looking for but that captivated him. The act of exploration itself, not just reading, gave him deep satisfaction. Unlike rigid school structures, libraries allowed him the freedom to learn at his own pace and follow his passions. This experience made exploring a library not only pleasant for Sacks but essential to his intellectual and emotional development, making the proverb highly relevant to the essay.

c. Are there any other services that you would like to see added to the library?
Libraries have always been centers for learning, but as times change, so should the services they offer. One addition that would greatly benefit users is access to digital learning platforms such as language apps, coding tutorials, or online university-level courses. These tools could help people of all ages engage in self-paced learning and stay updated with modern skills. Furthermore, libraries could provide technology zones with computers, tablets, and high-speed internet for those who may not have access at home.

Another exciting service could be the creation of “maker spaces”—rooms with equipment for 3D printing, robotics, or craft projects. These would support hands-on learning and creativity, especially among younger visitors. Libraries could also offer mental wellness areas with soft lighting, calming music, and mindfulness resources to help people relax and unwind. Hosting community workshops, guest lectures, and book clubs would also increase engagement. By combining learning, technology, creativity, and wellness, libraries can evolve into true community learning hubs.

Summary

"On Libraries" by Oliver Sacks is a heartfelt tribute to the extreme role libraries and books played in his life. Sacks begins by recounting his childhood in London, where his home overflowed with books, and he found solace in libraries during the tumultuous years of World War II. He describes how libraries became places of refuge and wonder, offering him access to countless worlds beyond his immediate surroundings. His early fascination with books sparked a lifelong passion for reading and learning, which he nurtured through frequent visits to public libraries.

As Sacks grows older, his relationship with libraries deepens, and they become not just places to borrow books but sanctuaries where he can think, reflect, and discover new interests. He emphasizes how libraries are more than mere collections of books; they are vibrant, living institutions that foster curiosity and intellectual growth. Sacks shares anecdotes about the excitement of stumbling upon unexpected books and the joy of immersing himself in unfamiliar subjects. This sense of serendipity and exploration, he argues, is one of the greatest gifts libraries offer.

In the final part of the essay, Sacks reflects on the broader significance of libraries in society. He views them as essential democratic spaces that provide knowledge and opportunity to all, regardless of background or status. As he contemplates the future of libraries in the digital age, Sacks remains hopeful, believing that the enduring human need for stories and knowledge will preserve the relevance of libraries for generations to come. His essay ultimately serves as a love letter to these cherished institutions, celebrating their role in shaping individuals and communities alike.

 Reference beyond the text

a. Write an essay on Libraries and its uses for students.

Libraries and Their Uses for Students

Libraries are very important places for students because they help with learning, research, and personal growth. A library has many useful materials like books, magazines, journals, and digital tools that students can use to do well in school. Students use the library to find information for homework, projects, and exams. Whether they need a school textbook or a rare research paper, libraries give them access to what they need to study deeply. Also, libraries offer quiet spaces where students can study in peace, away from the noise at home or outside.

Besides keeping books, libraries help students think more deeply and be more creative. Some libraries have special collections and rare books that students can’t find anywhere else. These materials help students go beyond what they learn in class and see different ideas. Libraries also hold workshops, events, and learning sessions that help students improve their writing, research, and speaking skills. These events also give students a chance to meet and learn from other students and experts, which makes their learning experience even better.

Another great thing about libraries is the technology they offer. Today, many libraries have computers, internet, and special software that students need for research. This helps students find online books, journals, and articles. For those who don’t have a computer or internet at home, the library becomes a very helpful place to do their schoolwork. Many libraries even teach students how to find information online and use digital tools properly, which is very useful in today’s world.

Libraries are also good places for group learning and social interaction. Students often form study groups in libraries, where they can talk about school topics and help each other understand better. With study rooms and group areas, libraries support teamwork and build a feeling of community. These group activities help students learn more through sharing and discussion. So, libraries are not just places to study alone—they also help students grow by working together. That’s why libraries are such an important part of every student’s school life.

b. Do you have any public library in your locality? If so, do the people in your community use it? Give a couple of examples.

Yes, there is a public library in my area, and many people in the community use it regularly. The library is located in the center of the town, so it’s easy for everyone—students, parents, and working people—to reach. It has many useful things like books, computers, internet, and quiet places to study. The library is a favorite place for learning, and people go there to borrow books, search online, or join local programs.

For example, students go to the library during exam time to study in a quiet place or to use the internet for schoolwork. It becomes crowded with high school and college students who want a peaceful space to focus. Also, many people come just to read for fun—there are books on different topics like stories, history, and health. People enjoy choosing what they like to read.

The library also has fun and useful programs. It organizes reading groups, classes, and storytelling for children. Parents love to bring their kids to these events because it helps them enjoy books from an early age. These events help people meet, learn, and have fun together. The library is not only a learning place but also a place where the community connects, learns, and grows.

 In Advance 

Libraries are indispensable resources for students, providing an environment conducive to learning, research, and personal development. A library offers access to an immense collection of books, journals, magazines, and digital resources, all of which serve as valuable tools for academic success. Students rely on libraries to gather information for assignments, projects, and exams, and to expand their knowledge in various fields of study. Whether it's a textbook for a course or an obscure research paper, libraries provide the materials needed to facilitate in-depth learning. Moreover, they offer quiet spaces for focused study, allowing students to concentrate without the distractions of home or social settings.

In addition to being a repository of knowledge, libraries are crucial for fostering critical thinking and creativity. Many libraries provide access to specialized collections, rare books, and archives that students may not be able to find elsewhere. This exposure to diverse resources encourages students to think beyond the classroom material and explore different perspectives. Additionally, libraries often host events, workshops, and seminars that encourage intellectual engagement, helping students develop skills in research, writing, and presentation. These activities provide opportunities to network with peers and experts, enriching the educational experience.

Another significant benefit of libraries for students is the availability of technological resources. In today's digital age, many libraries are equipped with computers, internet access, and specialized software for academic purposes. This technology aids students in their research by providing access to online databases, e-books, and academic journals. For students without personal access to a computer or the internet, the library becomes an essential space for conducting research and completing assignments. Many libraries also offer assistance with digital literacy, teaching students how to effectively search for academic resources and navigate online platforms.

Furthermore, libraries serve as community centers that promote collaboration and social interaction. Students often work together in study groups, discuss academic ideas, and engage in collaborative learning within library spaces. By providing study rooms and group work areas, libraries facilitate teamwork and foster a sense of community among students. These collaborative environments allow students to share ideas, debate topics, and enhance their understanding of subjects through peer interaction. In this way, libraries not only support individual learning but also contribute to a collaborative academic atmosphere, making them an essential part of every student's educational journey.

b. Do you have any public library in your locality? If so, do the people in your community use it? Give a couple of examples.

Yes, there is a public library in my locality, and it serves as an important resource for people in the community. The library is centrally located, making it accessible to students, professionals, and families. It offers a wide range of services, including access to books, computers, and study spaces. The library has become a hub for learning, providing residents with the opportunity to borrow books, use the internet for research, and participate in community events.

People in the community do use the library regularly. For example, students often visit the library to study for exams or complete their homework. During exam seasons, the library becomes a popular destination for high school and college students, who take advantage of the quiet atmosphere to focus on their studies. Additionally, many people in the community come to the library to borrow books, not just for academic purposes, but also for recreational reading, exploring a wide range of genres like fiction, history, and self-help.

The library also hosts community events that encourage people of all ages to engage with one another. For instance, it organizes reading clubs, educational workshops, and storytelling sessions for children. These events are particularly popular with parents, who bring their children to foster a love of reading from an early age. The library's ability to cater to both educational and social needs helps it maintain a strong presence in the community, with people consistently using its resources for personal growth and social interaction.

  2^nd Essays                           Marriage as a Social Institution

Stephen L . Nock      

In this essay, Stephen L. Nock explains that marriage is more than just a personal relationship—it is a social institution that plays an important role in society. He says marriage brings stability, responsibility, and structure to people’s lives. It sets social rules for behavior, helps raise children, and connects individuals to the wider community. Nock argues that society values marriage because it supports social order and teaches people to think beyond their own needs.

About the Essayist

Stephen L. Nock Stephen L. Nock (1949–2008) was an American sociologist known for his research on marriage, family, and gender roles. He studied how marriage affects individuals and society, and how it shapes social behavior.

Setting

The essay is based on modern society, where marriage is seen not just as a personal choice but as a system that influences social values, responsibilities, and roles in everyday life.

Main Themes

1.      Marriage as a Social Structure: Marriage creates order and stability in society by defining roles and responsibilities.

2.      Responsibility and Commitment: It teaches people to be responsible, care for others, and think beyond themselves.

3.      Social Expectations: Marriage follows certain rules and norms that guide how people live and interact in society.

 

Understanding the text

Answer the following questions.

a. According to the author, what is marriage?

According to Stephen L. Nock, marriage is more than just a union between two individuals. It is defined by loyalty, moral values, and traditional expectations. Marriage involves various close personal relationships and connections, serving as a social contract that affects not only the individuals but also their roles in society. The author sees marriage as a complex, multi-dimensional institution that shapes the lives of those who enter it, contributing to the stability of both personal lives and society as a whole.

b. How is marriage an institution?

Marriage is considered an institution because it serves as a structured means of meeting social, economic, physical, and familial needs for individuals. It is tied to other essential institutions such as education, the economy, and politics. Marriage regulates behaviors and responsibilities and plays a critical role in shaping society’s organization. By formalizing relationships, marriage creates stability, encourages social cohesion, and promotes the continuity of societal norms and values. It links individuals to broader social systems and structures, helping to fulfill important societal functions in ways that impact both the personal and public domains.

c. What are the rules that a marriage has?

Marriage is governed by a complex set of rules that dictate the rights and responsibilities of spouses toward each other. These rules address emotional, economic, legal, and social obligations and help maintain stability in the relationship. For example, marriage often involves mutual expectations of fidelity, shared financial responsibility, and the joint raising of children. Additionally, marriage rules vary across cultures and societies, with legal frameworks that protect the rights of each spouse. These rules help regulate behavior, ensure equality and fairness, and guide couples in fulfilling their duties within both the marriage and the broader society.

d. Why does marriage matter to men?

Marriage matters to men because it provides structure and organization to their lives. It offers a framework within which they can pursue personal and professional goals while balancing family responsibilities. Marriage helps men define their roles within society, promoting stability and long-term commitment. It also brings emotional support, companionship, and a sense of responsibility. By organizing their personal lives, marriage creates an environment that encourages men to focus on their ambitions while providing a sense of fulfillment through family and relationships. In this way, marriage plays a crucial role in shaping a man’s identity and goals.

e. What is one of the central problems in modern society?

One central problem in modern society is the difficulty in establishing legitimate boundaries around individual desires. With an increasing focus on personal freedom, people often prioritize comfort, luxury, and prestige over the common good. This growing individualism leads to challenges in balancing personal aspirations with collective responsibility. The pursuit of material wealth and status can undermine social cohesion and well-being, resulting in increased competition and inequality. As a result, society faces the challenge of reconciling personal desires with the needs and interests of the wider community to ensure long-term stability and shared prosperity.

f. What does social capital consist of?

Social capital consists of a network of relationships and connections built on trust, reciprocity, and shared values. It includes the social bonds that enable individuals to work together, cooperate, and support one another within a community. Social capital fosters a sense of belonging and solidarity, making it easier for people to access resources, share information, and collaborate toward common goals. The strength of these connections and the level of trust within the network determine the community’s capacity to face challenges and thrive. Social capital plays a key role in promoting social cohesion and collective well-being.

g. What is normative marriage? Explain.

Normative marriage is a socially accepted form of marriage that functions as a means of social control. It channels individual behavior and aspirations in ways that align with societal expectations and collective norms. Normative marriage involves conventional practices, such as monogamy and lifelong commitment, that help regulate intimate relationships and family structures. It is seen as a force greater than the individuals involved, reflecting the broader sentiments and values of society. In this way, normative marriage differs from other types of intimate relationships, as it upholds standards that contribute to the stability and order of society.

Reference to the context

a. Discuss six dimensions that define normative marriage in America.

In America, normative marriage has six important parts: first, it is freely entered by adult, opposite-sex partners who usually expect it to last for life. Second, the husband is often the main money earner, and the wife usually takes care of the home, but this is changing. Third, being faithful to each other is very important. Fourth, marriage is the place where couples usually have and raise children. Fifth, marriage is legally and socially accepted as a strong, binding agreement. Lastly, marriage helps guide how people behave by setting rules that society expects them to follow. These six parts come from laws, religion, and traditions and they show what American society believes about the roles and duties of married people.

Or,

The six dimensions that define normative marriage in America, presented as points:

1. Voluntary Union: Marriage is entered voluntarily by mature, heterosexual adults with the expectation of a lifelong commitment.

2. Primary Earnership: Traditionally, the husband is expected to be the principal earner, while the wife often assumes domestic roles. However, this dynamic is evolving in modern marriages.

3.  Sexual Fidelity: Marriage is seen as a union in which both partners are expected to be sexually faithful to each other.

4. Parenthood: Marriage is considered the ideal context for couples to become parents, with children often seen as a natural part of the marriage process.

5. Legal and Social Recognition: Marriage is a legally recognized institution, with social and legal norms governing the roles, rights, and responsibilities of married individuals.

6. Social Control: Normative marriage acts as a form of social control, influencing individual behavior and expectations in accordance with societal values and norms.

 b. Do marriages differ according to culture? How is your marriage practice different from marriage in America?

Yes, marriage practices vary widely across cultures, each shaped by unique traditions, values, and customs. In Nepal, for example, marriage holds significant cultural and religious importance. The majorities of marriages are arranged by the families, especially in the Hindu tradition, and involve extensive participation from both sides of the family. Parents play a crucial role in selecting a partner, and the union is seen as the joining of two families, not just two individuals. In contrast, marriage in America often emphasizes personal choice, with couples typically selecting their partners independently. American society places less institutional pressure on marriage, often prioritizing career and financial independence over the marital bond. Additionally, while American marriages might involve less familial involvement, in Nepal, the marriage ceremony is a family-centered event that involves significant ritual and respect for tradition. Thus, cultural expectations around marriage, choice, and family roles differ greatly between the two societies.

 a. Write an essay on the marriage practice in your own culture.

Marriage Practice in My Culture

In Nepali culture, marriage is not just a union between two individuals but a significant social event that involves families, traditions, and religious rituals. Marriage is viewed as an essential institution that maintains the social fabric and upholds cultural values. Traditionally, marriages in Nepal are arranged by the families of the bride and groom, though love marriages are increasingly common in modern times, particularly in urban areas. The concept of family approval is crucial, as marriage is seen as a lifelong bond between not only the couple but also their extended families. In rural areas, arranged marriages remain predominant, with families choosing suitable partners based on factors like social status, caste, religion, and economic compatibility.

The marriage ceremony in Nepal is a grand affair, often lasting several days and involving elaborate rituals. The wedding is typically a religious event, with ceremonies held according to Hindu customs. For example, the groom and bride exchange vows, perform rituals with fire, and seek blessings from their elders and deities. The traditional wedding attire includes a "sari" for the bride and a "daura suruwal" or suit for the groom, with the bride also wearing elaborate jewelry. The wedding is usually accompanied by traditional music, dancing, and feasts, marking it as a festive and joyous occasion. These rituals are not just symbolic; they are believed to ensure the well-being of the couple and the prosperity of their marriage.

One of the central aspects of Nepali marriage practice is the importance placed on family roles and responsibilities. After marriage, the woman traditionally moves into her husband's family home, where she is expected to take on household duties and care for the elderly members of the family. The husband is typically seen as the head of the household and the primary provider. While these roles are slowly changing with the increasing involvement of women in the workforce and education, traditional gender roles continue to influence the dynamics of marriage in many parts of Nepal. However, in urban areas, there is a growing shift toward more egalitarian roles where both partners contribute to household responsibilities and decision-making.

Although marriage in Nepal is traditionally viewed as a lifelong commitment, there is an increasing trend toward individual choice and love marriages, especially in cities and among younger generations. As Nepali society becomes more modernized and influenced by global perspectives, couples are starting to prioritize love and personal compatibility over familial approval. Despite this shift, the essence of marriage as a deeply social and religious institution remains unchanged. Whether arranged or based on love, marriage in Nepal is celebrated with great importance, as it marks the beginning of a new life together and the continuation of cultural traditions.

b. Is marriage a social institution? Discuss.

Yes, marriage is widely considered a social institution, as it plays a fundamental role in the structure of society by organizing and regulating relationships between individuals. As a social institution, marriage is not just a personal bond but a set of established norms, values, and practices that shape how individuals and families interact. These norms include rules regarding gender roles, family structures, and societal expectations, which are reinforced by cultural, religious, and legal frameworks. Marriage provides a social framework that governs relationships, creating stability and continuity in society.

Marriage also serves to regulate reproduction and child-rearing, making it a key institution in maintaining the social order. It establishes the legitimacy of offspring, ensuring that children are raised within a recognized social structure where their rights and responsibilities are clearly defined. In many societies, including traditional ones, marriage is the primary setting for raising children, where the roles of care giving and provision are split between the partners. By structuring how families are formed, marriage helps ensure the continuation of societal values and the upbringing of future generations according to cultural norms.

Another important aspect of marriage as a social institution is its role in reinforcing societal norms and expectations. These include expectations about monogamy, lifelong commitment, gender roles, and the responsibilities of spouses toward each other and their families. Marriage often serves as the foundation for social and economic cooperation between individuals, regulating not only personal relationships but also contributing to broader societal stability. It shapes economic arrangements, property rights, and inheritance, making it a key component of social and legal systems. The social sanctioning of marriage, through ceremonies and legal recognition, also reinforces its importance in society.

However, the concept of marriage as a social institution is evolving. In modern times, societal shifts, such as changes in gender roles, greater acceptance of non-traditional relationships, and the legalization of same-sex marriage, have altered how marriage is perceived and practiced. Despite these changes, marriage remains a central social institution that continues to influence personal identity, societal norms, and the legal framework of many cultures. Even as marriage evolves, it retains its significance as a fundamental element of social life, offering a structure for relationships, family formation, and community involvement.

 

 3^rd Essay

Knowledge and Wisdom

         By Bertrand Russell

In the essay Knowledge and Wisdom, Bertrand Russell explains the difference between knowledge and wisdom. He says that knowledge means having facts and information, while wisdom is about knowing how to use that knowledge in the best way. Russell points out that a person can have a lot of knowledge but still lack wisdom if they don’t understand what really matters in life. The essay encourages people to think beyond just collecting facts and to focus on making good decisions that lead to a happy and meaningful life.

About essayist

Bertrand Russell (1872–1970) was a famous British philosopher, mathematician, and writer. He was known for his clear thinking and strong ideas about knowledge, logic, and how people should live wisely. Russell was one of the most influential intellectuals of the 20th century and won the Nobel Prize in Literature in 1950.

Setting

Its setting is the world of ideas and human life—where people learn, think, and make decisions. Russell discusses knowledge and wisdom in the context of everyday life and how people use what they know to live better and wiser. So, the setting is more about the mental and social environment where knowledge and wisdom are important.

Understanding the text

Answer the following questions.

a. What are the factors that contribute to wisdom?

Several key factors contribute to wisdom. One is a sense of proportion—the ability to see a problem from all angles and give proper weight to each element. Another is understanding the true goals of human life, not just focusing on immediate or personal success. Emancipation from personal bias is also crucial; one must try to be fair and see the world from different perspectives. Although complete impartiality is impossible, striving for it makes decisions more balanced and just. These qualities help people apply their knowledge in meaningful, ethical, and thoughtful ways.

b. What message does the writer try to convey with the example of technicians?

Using the example of technicians, Russell shows that knowledge without wisdom can be dangerous. Technicians may have deep understanding in a specific field, but without moral insight, they might use their skills in harmful ways. For example, scientific knowledge can be used to build both life-saving medicine and deadly weapons. Russell's message is that wisdom is needed to guide knowledge, helping people make choices that consider broader consequences and ethical impacts. Knowledge alone is not enough; it must be used wisely to benefit humanity, not to create harm or support selfish ambitions.

c. Which leaders does Russell say were able to mix knowledge and wisdom soundly?

Russell highlights Queen Elizabeth I of England, Henry IV of France, and Abraham Lincoln of the USA as leaders who successfully combined knowledge with wisdom. These leaders demonstrated wise judgment during difficult times, avoided unnecessary conflict, and stayed above religious or political bias. For instance, Elizabeth and Henry both handled Protestant-Catholic tensions with care and fairness. Lincoln managed a civil war with moral clarity and a commitment to justice. According to Russell, these leaders serve as examples of how wisdom can help those in power make thoughtful, balanced decisions that benefit society as a whole.

d. Why is wisdom needed not only in public ways, but in private life equally?

Wisdom is just as important in private life as in public. In personal relationships, decisions, and everyday challenges, wisdom helps people act with empathy, patience, and fairness. It allows individuals to manage emotions, resolve conflicts, and understand others’ perspectives. Without wisdom, even the smartest person can make poor choices that harm themselves or others. Wisdom guides people to think beyond their immediate desires and helps them live more meaningful, respectful lives. In public, wisdom supports ethical leadership; in private, it builds harmony and emotional intelligence. In both spheres, wisdom leads to better outcomes and stronger communities.

e. What, according to Russell, is the true aim of education?

According to Russell, the true aim of education is not just gaining knowledge but learning how to think wisely. He believes education should develop critical thinking, ethical understanding, and emotional balance. It should help students understand not only facts but also how to apply them responsibly. Education should teach empathy, reflection, and the ability to view problems from many sides. Russell emphasizes the importance of combining knowledge with moral awareness, so learners grow into thoughtful citizens. He believes that real education encourages love, justice, and a broader view of humanity—not just personal or national achievement.

f. Can wisdom be taught? If so, how?

Yes, wisdom can be taught, although it’s more complex than teaching facts. It involves helping people develop judgment, empathy, and long-term thinking. Teaching wisdom means encouraging students to ask deep questions, consider consequences, and reflect on values and ethics. It can be fostered through stories, real-life discussions, philosophy, and teaching the importance of emotional and social intelligence. Russell suggests combining factual knowledge with moral insight in education. While people must gain life experience to truly become wise, teachers can guide them by encouraging open-mindedness, self-awareness, and compassion. Wisdom is a lifelong learning process shaped by both education and experience.

g. Why does the world need more wisdom in the future?

The future holds many global challenges—climate change, rapid technological change, social divisions, and more. While knowledge is important, wisdom is essential to solve these issues thoughtfully and ethically. Wisdom helps people think beyond personal gain and short-term solutions, guiding them to act with fairness, foresight, and care for others. In a world that’s increasingly complex and connected, decisions affect not just individuals but entire communities and ecosystems. Wisdom ensures that progress doesn’t cause harm or deepen inequality. To create a peaceful, fair, and sustainable world, wisdom must guide how we use our knowledge, power, and resources.

 Reference to the context

a. According to Russell, “The pursuit of knowledge may become harmful unless it is combined with wisdom.” Justify this statement

Bertrand Russell's assertion, "The pursuit of knowledge may become harmful unless it is combined with wisdom," highlights the dangers of applying knowledge without ethical considerations and foresight. Knowledge provides us with facts and data, but it lacks the moral compass and long-term perspective that wisdom offers. For instance, technological advancements such as artificial intelligence or genetic engineering have the potential to revolutionize society positively. However, without wisdom to anticipate potential risks, ensure ethical use, and consider unintended consequences, these technologies could be misused, leading to societal harm. Wisdom, in this context, ensures that knowledge is applied responsibly, considering both immediate and future implications. It helps avoid actions that prioritize short-term gains over long-term well-being. Thus, knowledge must be guided by wisdom to ensure it benefits humanity rather than causing destruction or exploitation.

b. What, according to Russell, is the essence of wisdom? And how can one acquire the very essence?

For Bertrand Russell, the essence of wisdom lies in making sound judgments and decisions based on knowledge while considering the broader, long-term consequences. Wisdom requires understanding the complexities of life, having a deep sense of moral responsibility, and recognizing the limitations of one's own understanding. It involves not just accumulating facts but applying them thoughtfully and ethically, with a concern for the well-being of others. To acquire wisdom, Russell suggests cultivating critical thinking, reflecting on personal experiences, and questioning one’s assumptions. Developing empathy and emotional intelligence is also key, as it enables individuals to understand and consider different perspectives. Wisdom is a lifelong process that requires humility, patience, and continuous learning, allowing one to adapt and grow with each experience.

Reference beyond the text

a. Why is wisdom necessary in education? Discuss.

Wisdom is essential in education because it ensures that knowledge is not only gained but also applied in ways that are ethical, thoughtful, and responsible. Education's true purpose extends beyond memorizing facts; it should cultivate the ability to think critically, reflect on actions, and make decisions that benefit both individuals and society. Without wisdom, students may amass knowledge without understanding its implications or how to use it for the greater good. In educational settings, wisdom allows students to navigate complex situations, make ethical choices, and empathize with others. It helps them recognize the broader consequences of their actions, encouraging responsibility, respect, and justice. Wisdom, therefore, transforms education from mere knowledge acquisition into a tool for positive societal change, guiding individuals to make decisions that consider both short-term needs and long-term sustainability.

b. How can you become wise? Do you think what you are doing in college contributes to wisdom?

Becoming wise is a gradual process that involves learning from experiences, cultivating self-awareness, and applying critical thinking. Wisdom requires emotional intelligence, empathy, and the ability to reflect on the consequences of decisions. To become wise, one must actively seek diverse experiences, challenge assumptions, and be open to learning from both successes and failures. College can contribute to wisdom by providing opportunities for intellectual growth, exposure to new perspectives, and the development of critical and reflective thinking skills. Engaging with different subjects, participating in discussions, and interacting with diverse peers helps refine judgment and broadens one's understanding of the world. College life also offers practical experiences in managing relationships and making decisions, which can build emotional maturity. Thus, college offers numerous opportunities to cultivate wisdom if one actively engages in self-reflection and embraces the lessons from both academic and personal experiences.

 

Write an essay on knowledge and wisdom

Knowledge and Wisdom

Knowledge and wisdom are two closely related but distinct concepts that shape human decision-making and understanding. Knowledge refers to the accumulation of facts, information, and skills acquired through experience or education. It is the ability to comprehend and retain data, facts, and theories about the world. For example, a person might possess knowledge of historical events, scientific principles, or mathematical formulas. While knowledge is essential for functioning in society and solving problems, it is not always enough to make good decisions or understand the deeper meaning of life.

On the other hand, wisdom goes beyond simply knowing facts; it involves the ability to apply knowledge in a thoughtful, ethical, and reflective manner. Wisdom encompasses a deep understanding of human nature, the complexities of life, and the long-term consequences of actions. It is the ability to make decisions that are not just based on logic or facts but also take into account compassion, empathy, and moral considerations. For instance, a wise person may use their knowledge of science to solve a problem, but they will also consider the social and ethical implications of their solution. Wisdom involves the capacity to weigh different perspectives and understand the broader context in which knowledge is applied.

While knowledge is often acquired through formal education and experience, wisdom is more closely related to emotional intelligence and life experience. Wisdom is developed over time, as individuals reflect on their own experiences, learn from their mistakes, and cultivate qualities like patience, empathy, and humility. It also requires a willingness to question one’s own beliefs and assumptions and to remain open to new ideas and perspectives. Therefore, wisdom is often the result of personal growth, self-reflection, and the ability to see beyond immediate gratification, considering the long-term impact of one’s actions.

In conclusion, both knowledge and wisdom are important, but they serve different purposes. Knowledge provides the foundation of facts and understanding, while wisdom enables individuals to apply that knowledge in a way that benefits society and fosters personal growth. The pursuit of wisdom requires a combination of intellectual ability, emotional maturity, and ethical reasoning. By cultivating both knowledge and wisdom, individuals can make informed, responsible, and compassionate decisions that contribute to a more thoughtful and just world.

4^th Essay

                 Humility

        By Yuval Noah Harari

In the essay Humility, Yuval Noah Harari talks about how important it is for humans to be humble. He explains that despite all the progress people have made in science, technology, and knowledge, we still don’t know everything about the world or ourselves. Harari says humility helps us understand our limits and stay open to learning new things. The essay encourages readers to be modest about their knowledge and to respect the mystery and complexity of life.

About Essayist

Yuval Noah Harari is a well-known historian and philosopher, born in 1976. He has written popular books like Sapiens: A Brief History of Humankind. Harari studies big ideas about human history, technology, and the future of society. He is famous for combining history, science, and philosophy to help people understand how humans think and live.

Setting

The essay doesn’t take place in a physical place like a story. Instead, its setting is the world of human knowledge and understanding—where people think about their role in history and the future. Harari writes about how humility fits into our modern society and the ongoing changes in technology and science. So, the setting is the intellectual and cultural environment where we reflect on what we know and how we see ourselves in the world.

Understanding the text

Answer the following questions.

a. Describe the claim of the Chinese nationalists about human history.

Chinese nationalists believe that true human history begins with the legendary Yellow Emperor and the ancient Xia and Shang dynasties. They view their civilization as the origin of culture, governance, and innovation. According to them, contributions by other civilizations such as those of Westerners, Muslims, or Indians—are considered mere imitations or adaptations of original Chinese achievements. This belief supports a sense of cultural superiority and a narrative that China has always been central to the development of human society. It emphasizes national pride and seeks to establish China as the root of global progress and civilization.

b. What do pious Muslims believe about human history?

Pious Muslims often see human history as centered on the revelations of the Quran. They consider the life and teachings of Prophet Muhammad as the beginning of meaningful history. Everything that occurred before the Quran is seen as either a preparation for or irrelevant compared to what came after. History, in this view, revolves around the Muslim ummah (community), and God's message delivered through the Prophet is considered the guiding principle. Events and people are interpreted based on how they align with Islamic teachings. This belief reflects a deep religious worldview where divine revelation defines the purpose of human life.

c. What did the Aztecs firmly believe about the universe?

The Aztecs believed that the universe’s existence depended on ritual sacrifice. According to their cosmology, the gods had sacrificed themselves to create the sun and the world, and in return, humans had to repay that divine debt through continuous sacrifices. They thought that without offering human lives annually, the sun wouldn’t rise, and the universe would collapse. This belief shaped their social, political, and religious systems. Temples, wars, and festivals were all tied to ensuring the balance of the cosmos. Their view of the universe was one of constant struggle and sacred duty to maintain cosmic order.

d. What, according to the essay, are the universal human abilities?

The essay highlights certain qualities that appear in all human societies, regardless of time or place. These universal human abilities include art, creativity, spirituality, and mortality. Art and creativity are expressed through stories, music, and visual representations found across cultures. Spirituality reflects the human tendency to seek meaning beyond the material world, often through religion or philosophy. Mortality, or awareness of death, influences much of human thought and behavior. These traits transcend cultural and historical differences, pointing to the shared essence of human experience. They show that while beliefs may differ, certain human characteristics are common across the globe.

e. How are the basic yoga postures derived from the shape of the letters of the Hebrew alphabet?

The essay describes how some yoga postures resemble shapes of letters from the Hebrew alphabet, suggesting a surprising connection between spiritual practices and written symbols. For instance, the Tuladandasana posture mirrors the shape of the Hebrew letter ‘daled’, while Trikonasana resembles ‘aleph’. This resemblance points to a deeper idea that movement, language, and spirituality may be more connected than we assume. Such comparisons challenge rigid views about the origins of yoga and illustrate how people across cultures express meaning through the body and symbols. It shows that cultural practices often overlap and share visual or conceptual similarities.

Reference to the context

a. How do Hindu nationalists refute the Chinese claim that human history began with the Yellow Emperor and the Xia and Shang dynasties? Who do you agree with, and why?

Hindu nationalists strongly refute the Chinese claim by asserting that ancient Indian sages made groundbreaking discoveries thousands of years ago. According to them, ideas like the theory of aviation, advanced surgery, atomic energy, and complex mathematics existed in India long before similar ideas emerged in other civilizations. References to flying machines (Vimanas), atomic explosions, and advanced technology can be found in ancient Hindu scriptures like the Vedas and the Mahabharata. They argue that this proves India's deep and early contribution to human development. Personally, I agree more with the Hindu nationalists, as there is a wealth of ancient literature and archaeological evidence suggesting that Indian civilization had advanced knowledge far earlier than many commonly accepted historical narratives recognize.

b. The author has dealt with a controversial debate on human history. Why do you think history has been a major contested issue in the present world?

History has become a major contested issue because it is closely tied to people’s identity, religion, and national pride. In his essay "Humility," Yuval Noah Harari shows how different groups such as Hindu nationalists, Chinese nationalists, and pious Muslims each claim that their culture or religion is the origin and center of human civilization. I believe the core reason for these debates is egoism—the belief that one’s own belief system or heritage is superior to others. This desire to be seen as the most ancient or advanced leads to clashes in historical interpretation. Rather than understanding history as a shared journey of humanity, people often rewrite or emphasize their own version to assert dominance. This hinders unity and promotes division.

 Summary (Inn simple)

In the essay Humility, Yuval Noah Harari explains why people need to be humble about their place in the world. He starts by saying that many cultures and religions have thought they are the most important, often believing their group is better than others. This way of thinking has caused problems like wars, unfairness, and damage to nature.

Harari reminds us that humans are not the only important beings on Earth. Even though we have done great things with science and technology, we are still part of a bigger natural world with many other living things. He wants us to understand that our knowledge and power are limited and should not be taken for granted.

The essay also says that humility is needed to solve big problems like climate change, poverty, and how we use new technology. Harari believes that by accepting our limits and listening to different people, we can make better choices. He asks us to respect other cultures and not think that one group knows everything.

In the end, Harari shows that humility is a strong quality, not a weakness. It helps us see that we share this world with others and must care for the planet and each other. With humility, we can make wiser decisions, avoid fights, and build a peaceful, lasting future for all.

 Summary ( In Advance)

In the essay "Humility", Yuval Noah Harari emphasizes the need for humility in how humans view themselves and their place in the world. He begins by pointing out that throughout history, many cultures and religions have believed that they are the center of the universe. People often think their civilization, nation, or religion is superior and that human beings are the most important species. Harari argues that this kind of thinking has led to many problems, including wars, inequality, and environmental destruction.

Harari challenges this human-centered mindset by reminding us that humans are not the only significant beings on Earth. Although humans have achieved great things through science, art, and technology, we are still part of a larger system that includes other species and natural forces. He urges readers to realize that our knowledge and power are limited, and we should not take our current success for granted.

The essay also discusses how humility is essential for solving global challenges like climate change, poverty, and the ethical use of technology. Harari believes that by accepting our limitations and being open to learning from others, we can make wiser and more responsible decisions. He encourages us to listen to diverse voices, respect other cultures, and avoid the belief that one group has all the answers.

In conclusion, Harari argues that humility is not a sign of weakness, but a necessary strength for the future. It helps us recognize our shared humanity and the need to care for the planet and each other. By embracing humility, we can become better decision-makers, reduce conflict, and create a more peaceful and sustainable world for everyone.

^5th Essay           

Human Rights and the Age of Inequality

                                                                        Samuel Moyn

In this essay, Samuel Moyn talks about how human rights are connected to the growing problem of inequality in today’s world. He explains that while human rights laws focus on protecting individuals from government abuse, they don’t always address economic inequality, like poverty and wealth gaps. Moyn says that in the modern age, people are more aware of unfair differences in wealth and opportunity. He argues that to truly improve human rights, we also need to pay attention to economic justice and reduce inequality. The essay encourages readers to think about how human rights can help create a fairer and more equal society.

About the Essayist

Samuel Moyn (born 1976) is an American historian and professor who studies human rights, law, and social justice. He writes about how ideas like human rights have changed over time and how they relate to current problems like inequality and global politics. He is known for his critical views on modern human rights movements.

Setting

The essay is set in the modern world, where economic inequality is growing rapidly. Moyn discusses how human rights ideas developed mainly to protect individuals from government power but now face challenges because they do not fully address economic and social inequalities that affect many people today.

Main Themes

1.      Limits of Human Rights: Human rights laws mainly protect people from government abuse but do not focus much on economic fairness.

2.      Growing Inequality: The essay highlights how big gaps in wealth and opportunity create social problems in today’s world.

3.      Need for Economic Justice: Moyn argues that to improve human rights, societies must also work to reduce economic inequality and support fair chances for all.

4.      Rethinking Human Rights: The essay encourages rethinking how human rights can be used to make societies fairer and more equal beyond just legal protections.

 a. What is the first human rights declaration adopted by the United Nations?

The first human rights declaration adopted by the United Nations is the Universal Declaration of Human Rights (UDHR) in 1948. It was created to establish common standards of fundamental rights and freedoms for all people. The declaration emphasized economic, social, political, and civil rights necessary for human dignity and equality worldwide.

b. When is Human Rights Day observed?

Human Rights Day is observed every year on 10th December to commemorate the adoption of the Universal Declaration of Human Rights by the United Nations in 1948. The day highlights the importance of human rights and promotes awareness about equality, freedom, justice, and dignity for all individuals across the globe.

c. What is the goal of the Universal Declaration of Human Rights?

The goal of the Universal Declaration of Human Rights is to guarantee basic freedoms and rights for all human beings without discrimination. It aims to protect equality, dignity, liberty, justice, and peace. The declaration serves as a global moral framework encouraging nations to uphold human welfare and fundamental human values.

d. What are the two big stages that involve writing the history of human rights in relation to political economy?

The two major stages in writing the history of human rights in relation to political economy are the post–World War II welfare state era, marked by national economic protection and social rights, and the Cold War period, when ideological conflicts reshaped human rights priorities, limiting economic equality in favor of political and civil rights.

e. What facts were missed in Roosevelt’s call for a “Second Bill of Rights”?

Roosevelt’s call for a “Second Bill of Rights” overlooked several facts. It reflected America’s late involvement in a pre-existing international consensus and focused mainly on national rather than global implementation. Moreover, it failed to challenge elite privileges effectively, allowing economic inequality to persist instead of ensuring true protection for the masses.

f. Write the truth expressed in Herodotus’s Histories.

The truth expressed in Herodotus’s Histories emphasizes that genuine justice requires social and economic equality. He suggests that lasting peace depends on reducing inequality through fair redistribution of resources. According to this view, protecting human dignity involves legal activism and moral responsibility to support the poor against the dominance of the rich.

g. Why is the Universal Declaration of Human Rights important to you?

The Universal Declaration of Human Rights is important to me because it protects fundamental freedoms and promotes equality, justice, and dignity for all people. It helps prevent discrimination, oppression, and exploitation. The declaration inspires societies to respect human values and encourages individuals to stand against injustice and inequality everywhere.

 a. Does the essay give ways on how to stigmatize inequality? Explain.

The essay “Human Rights and the Age of Inequality” by Samuel Moyn does not provide direct or practical methods to stigmatize inequality. Instead, it critically examines how modern human rights discourse has failed to confront economic inequality effectively. Moyn argues that while human rights movements focus on protecting individuals from extreme abuses, they often ignore structural economic injustices. The essay highlights how inequality has been normalized rather than condemned, especially in global political and economic systems. By tracing historical developments, Moyn shows that earlier movements aimed at redistribution and social welfare have weakened over time. Although the essay does not suggest specific strategies, it implicitly calls for a renewed moral and political commitment to addressing inequality. The text encourages readers to recognize inequality as a social stigma that threatens justice, democracy, and human dignity. Thus, the essay raises awareness and provokes critical thinking rather than offering concrete solutions.

b. Is another human rights movement necessary? Why?

Yes, another human rights movement is necessary, as strongly suggested by Samuel Moyn in the essay. The existing human rights framework has become limited in scope, focusing mainly on civil and political rights while neglecting economic inequality. Powerful political and economic elites often misuse laws, allowing injustice, favoritism, and exploitation to continue unchecked. Inequality based on wealth, class, and access to resources has deepened, creating divisions between the rich and the poor. Many rights exist only on paper and are not implemented in practice. Moreover, social and political hegemony still suppresses marginalized voices and new ideas. Moyn argues that without addressing economic redistribution and social justice, human rights remain incomplete. Therefore, a new human rights movement is essential—one that directly challenges inequality, ensures fair distribution of resources, and transforms legal rights into lived realities for all people.

  

 1^st poem

                    A Day

              By Emily Dickinson

"A Day" is a short and symbolic poem written by an American poet Emily Dickinson. It describes the journey of the sun from sunrise to sunset, using rich imagery from nature. On the surface, the poem shows the beauty of a single day, but it also has a deeper meaning — it may represent the cycle of life and death. The sunrise symbolizes birth or the beginning of life, while the sunset suggests death or the unknown. The poem reflects Dickinson’s interest in nature, spirituality, and the mysteries of life.

About the Poet (Simple)

Emily Dickinson (1830–1886) was a famous American poet. She lived a quiet life but wrote deep poems about life, death, and nature. Her style was short, clear, and thoughtful.

Setting

The poem is set in nature, from morning to evening. It also takes place in the speaker’s mind as they think about life and how quickly time passes. The poem shows a day in nature, from morning to night. It also shows the speaker thinking about life and how fast time goes. This nicely explains the reflective or introspective part of the poem.

Tone (Simple)

The poem has a calm and thoughtful tone. The speaker enjoys the day but also feels a little sad knowing it will end soon.

Themes (Simple)

1. Time passes fast – Morning becomes night quickly.
2. Nothing lasts forever – Day ends just like life ends.
3. Life and death – Morning is like birth; night is like death.

In Detail

1.     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.

2.     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.

3.     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.

 

Literary devices used in the poem "A Day" by Emily Dickinson

Metaphor :A metaphor is a direct comparison between two different things without using "like" or "as."

• Example: The entire day is a metaphor for life.
• Meaning: Morning = birth/life, sunset = death/end. The poem compares one day’s journey to the journey of life.

Simile: A simile is a comparison between two different things using the words "like" or "as."

Example:
“The news like squirrels ran.”
— This simile compares the spreading of the news (about sunrise) to squirrels running quickly and energetically.

Imagery (vivid sensory description)

Descriptive language that creates pictures in the reader’s mind.

• Example: “The purple stile.”
• Meaning: This gives a visual image of a path or doorway, symbolizing transition (possibly from life to death).

·        Example
“The hills untied their bonnets”
Visual imagery that paints a picture of hills being revealed or lit up as the sun rises, like removing a bonnet or hat.

·        Example
“A ribbon at a time –”
 Visual imagery that suggests the sunlight spreading slowly and gently across the sky like ribbons.

·        Example
“How well the chimney stood – / And never any shamed it –”
 This gives a strong visual of the chimney standing tall and proud in the light of the day.

Personification

Giving human qualities to non-human things.

• Example: “The hills untied their bonnets.”
• Meaning: The hills are described as if they are people removing hats. This shows the fog or darkness going away as the sun rises.

Symbolism

When something stands for a bigger idea.

• Example: Sunrise and Sunset
• Meaning: Sunrise symbolizes birth or beginning, and sunset symbolizes death or end.

Alliteration

Repetition of the same starting sound in nearby words.

• Example: “The hills untied their bonnets”
• Meaning: The "h" sound is soft and calming, matching the peaceful tone of the morning.

Enjambment

When a line of poetry continues to the next line without a pause.

• Example: Many lines in the poem flow into the next without punctuation.
• Meaning: This gives the poem a smooth and flowing rhythm, like the passage of time.

In Short

Device	Example	Meaning
Personification	“The hills untied their bonnets”	Hills act like people – removing fog
Simile	“The news like squirrels ran”	Quick spreading of light or news
Metaphor	Whole day = life journey	Daylight to sunset represents life to death
Imagery	“The purple stile”	Creates mental picture of transition
Symbolism	Sunrise and sunset	Begin and end of life
Alliteration	“The hills untied their bonnets”	Repetition of "h" sound adds musical tone
Enjambment	Lines running without pause

 

Summary
Emily Dickinson’s poem "A Day" talks about the journey of a single day, from sunrise to sunset. She uses this day to show how life begins, moves forward, and eventually ends. The morning in the poem represents birth or the start of life, and the evening or sunset represents death or the end of life.

In the beginning, the poet describes how the sun rises and everything comes alive with light and color. As the day goes on, time passes quietly and quickly. Dickinson shows how moments in life can pass without us noticing, and we don’t realize their value until they’re gone.

As the sun sets and darkness comes, the poem gives the feeling that life, like the day, comes to an end. But this ending is not scary—it’s natural and peaceful. The poet helps us understand that life is short, and that’s what makes it precious and beautiful.

In the end, the poem reminds us to appreciate every moment, because time does not stop, and each day is a part of the circle of life.

In Detail

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

a. How does the poet describe the morning sun in the first stanza?
The poet says the morning sun is bright and full of energy. It brings light and starts the day. It makes everything around come to life and feel warm.

b. What does the line ‘The news like squirrels ran’ mean?
This line means the news or changes of the morning spread very quickly, just like squirrels that run fast and lively.

c. What do you understand by the line ‘The hills untied their bonnets’?
This line means the hills looked like they were taking off their hats. It shows how the fog or darkness disappears in the morning when the sun rises.

d. Is the speaker watching the morning sun? Why? Why not?
Yes, the speaker is watching the morning sun. They describe what happens when the sun rises, like how the hills change and how quickly the day begins.

e. How does the sun set?
The sun sets slowly and quietly. The light goes away little by little, and the day comes to an end peacefully.

Reference to the context

a. What, according to the speaker, is a day?
A day is like a short journey. It begins with morning, goes through daytime, and ends with night. It shows how time moves and how everything changes.

b. What purpose does the hyphen in the first line serve in the poem?
The hyphen is used to make a short pause. It makes the reader stop and think about the words. It also gives the line a soft and thoughtful feeling.

c. What makes this poem lyrical and sonorous?
The poem feels like a song because of its smooth rhythm, rhyming words, and lovely pictures made with words. The sound of the lines is soft and musical, which makes it nice to read aloud.

d. Who are the target audience of the speaker? Why?
The speaker is talking to anyone who likes to think deeply. The poem is for people who want to understand life, time, and how quickly things change. It helps the reader think about their own life too.

 

In Advance ways

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

"Every Morning I Wake" is a short, powerful poem by Dylan Thomas that expresses a deep sense of hope, prayer, and connection to humanity. In the poem, the speaker wakes up each morning and prays for others, not just for himself. He wishes safety, peace, and blessings for all people in the world, especially those who are suffering, lost, or in danger. The poem shows compassion, empathy, and the poet’s belief in the power of love and prayer. It reminds us that each day is a new chance to care for others and be kind.

About the Poet

Dylan Thomas (1914–1953) was a famous Welsh poet. His poems are emotional and often talk about life, death, nature, and human feelings.

Setting

The poem takes place in the speaker’s mind as he thinks deeply each morning. It feels personal and reflective, not based on a specific physical place.

Tone

The tone is thoughtful and emotional. The speaker reflects on life and death every morning, showing both urgency and calmness as he accepts the cycle of life.

Themes

1.      Life and Death – The poem talks about how every new day brings us closer to death, and how we must face that truth.

2.      Passage of Time – Each morning is a reminder that time keeps moving, and life is short.

3.      Existential Reflection – The speaker thinks about the meaning of life and his own mortality.

4.      Awareness and Consciousness – Waking up makes him aware of being alive, but also of how fragile life is.

Summary

In the poem "Every Morning When I Wake," the poet talks about how he feels every day when he wakes up. Each morning reminds him that life is short and death is certain. He knows that every new day is a gift, but it also brings him one step closer to the end of life.

As he thinks deeply, he feels both happy to be alive and sad about how quickly time passes. He is aware of death but still wants to enjoy life fully. The poet shows that even though life is not permanent, it is still beautiful and worth living.

At the end, Dylan Thomas wants us to understand that life and death are both natural. We should not be afraid of death, but instead, we should value each moment and live with love and purpose.

In Advance

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.

 

Additional Summary

In Every Morning I Wake, Dylan Thomas reflects on the complexity of life, the awareness of death, and the fleeting nature of time. The poem expresses the speaker’s experience of waking up each morning, confronting both the beauty and the struggles of being alive. The act of waking up symbolizes more than just physical awakening; it is a reminder of the passage of time and the inevitability of death.

The speaker begins by acknowledging the feeling of waking up to the world, aware of both the gifts and challenges that life brings. He seems to wrestle with the awareness of his mortality, recognizing that every new day brings him closer to the end. However, despite this realization, the poem does not dwell on despair. Instead, it captures the tension between the excitement and sorrow of life, the internal struggle of wanting to embrace each moment while being conscious of life’s temporary nature.

Thomas uses vivid language to convey the speaker's deep emotions about time, death, and existence. There is a constant push and pull between wanting to hold on to life and recognizing that it is fleeting. The speaker is aware of the inevitability of death but continues to live fully in the present, embracing the contradictions of life.

Through the poem, Thomas highlights the paradox of life and death. The speaker’s daily awakening is both a gift and a reminder of life’s impermanence. The poem suggests that despite the knowledge of death, there is still beauty in living, and every morning offers a chance to experience the world and its wonders, even as time slips away.

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.

 Literary Devices used in the Poem 

1. Repetition

Definition: Repeating words or phrases to create rhythm or emphasize an idea.

Example: The phrase “Every morning I wake” may be repeated.

Meaning: It emphasizes the routine and the continual experience of waking and feeling emotions.

2. Imagery

Definition: Descriptive language that appeals to the senses.

Example: The poem might describe morning light, nature, or feelings vividly.

Meaning: It helps the reader imagine the freshness and emotions of each new day.

3. Metaphor

Definition: Comparing two things without using “like” or “as.”

Example: The morning or waking can be a metaphor for new beginnings or emotional states.
Meaning: It shows how each day brings hope or challenges.

4. Personification

Definition: Giving human qualities to things that aren’t human.

Example: The morning might be described as having feelings or actions.
Meaning: This makes nature or time seem alive and connected to the speaker’s emotions.

5. Tone

Definition: The mood or feeling of the poem.

Example: The tone may be hopeful, reflective, or even melancholic.
Meaning: It helps the reader feel the speaker’s emotions about waking and 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.

 5^th Poem           

Soft Storm

                                                By Abhi Subedi

"Soft Storm" by Abhi Subedi is a thoughtful poem that shows the poet’s quiet feelings against violence, injustice, and suffering in society. The “soft storm” means his inner pain and silent protest. The poet sees both beauty and sadness around him and wants peace, justice, and hope for all people.

About the Poet: Abhi Subedi is a famous Nepali poet, playwright, and essayist. He writes about society, peace, and human emotions.

Setting: The poem is set in a busy city where both beauty and pain exist side by side. It shows the outer world and the poet’s inner feelings.

Tone: The tone is calm but emotional. It shows sadness, concern, and silent protest against the problems in society.

Themes

1. Inner Conflict: The poet feels a silent struggle inside his heart when he sees the problems in society.

2. Violence and Injustice: The poem shows sadness about the violence and unfair treatment of innocent people.

3. Hope and Peace: Even in dark times, the poet wishes for a better world filled with peace and kindness.

4.Beauty vs. Suffering: The poet sees both the beauty of life and the deep pain that exists around him.

a. When does the speaker grow soft? Enlist the occasions when he grows soft.

The speaker grows soft when he hears the pain of the world, sees the sky blooming like crocus flowers, watches the moon slide across the sky, and when the moon softly sings about streetlights and dirty streets.

Or,

In the poem Soft Storm by Abhi Subedi, the speaker grows soft or emotional during these times:

·         When he hears the noise and suffering of the earth.

·         When the sky looks like blooming crocus flowers.

·         When the moon moves quickly across the sky.

·         When the moon sings about streetlights and dirty streets in the city.

b. What do you understand by ‘this seamless city’?

‘This seamless city’ means a place that looks smooth and well-connected on the outside but hides deep problems like pain, sadness, and injustice within it.

c. Describe the poor children portrayed in the poem.

The poem shows poor children crying under a tree, hungry and ignored, living on the streets without food, care, or love, showing how society forgets them.

d. What do you understand by ‘the unwedded gardens of history’?

‘The unwedded gardens of history’ means parts of history that are forgotten or ignored, like the rich culture of Kathmandu that people no longer care for.

e. Why was the forlorn child wailing?

The forlorn child was crying because he lost his mother in a place filled with painful memories, showing the deep hurt caused by past violence and neglect.

f. What do you understand about ‘soft storm’?

‘Soft storm’ means a quiet emotional struggle inside the poet, filled with sadness and care for the problems in the world, without shouting or anger.

g. Why does the speaker call our time ‘mad time’?

The speaker calls it a “mad time” because people are acting selfishly, nature is changing strangely, and the world has lost peace, values, and love.

In Advance 

a. When does the speaker grow soft? List the occasions when he grows soft.

In the poem Soft Storm by Abhi Subedi, the speaker becomes emotional and gentle (soft) during certain moments. He feels this way when:

• He hears the noise and pain of the world.
• The sky looks like crocus flowers.
• The moon falls or moves quickly in the sky.
• The moon sings about streetlights and dirty streets in the city.

Or,

a. When does the speaker grow soft? Enlist the occasions when he grows soft.
The speaker grows soft during moments of emotional reflection and sensitivity. These are times when he is deeply moved by nature and the human condition. He feels soft when he hears the suffering of the earth, sees the sky blooming like flowers, watches the moon sliding down the sky, and when the moon sings quietly about urban life. These moments show his inner compassion and the way he responds to beauty, pain, and the strange harmony between the natural and human worlds. They reflect his awareness of the silent struggles around him.

b. What do you understand by ‘this seamless city’?

The phrase "this seamless city" refers to a place that appears smooth and connected on the surface, but may hide complexities underneath. It suggests a city where everything seems to flow naturally without clear boundaries or separations. In a deeper sense, it can mean a city that looks peaceful and orderly but carries hidden suffering and stories. The poet might be commenting on how cities appear unified and perfect from the outside, yet are filled with unseen problems like poverty, loneliness, and injustice. The term invites readers to look beyond appearances and understand deeper realities.

c. Describe the poor children portrayed in the poem.

The poem shows poor children as symbols of sadness and neglect. They are hungry, homeless, and struggling to survive in the streets of the city. These children are described crying under a bat-hanging tree in a place called Kesharmahal. Their situation highlights the harsh reality many children face in urban areas—ignored by society, lacking food, shelter, and care. The poet uses their image to evoke sympathy and to draw attention to how even in a beautiful, historic city, there are innocent lives suffering every day. They represent the forgotten part of society.

d. What do you understand by ‘the unwedded gardens of history’?

The phrase "unwedded gardens of history" suggests places or aspects of history that have been ignored, untouched, or not properly connected with the present. These gardens symbolize the cultural and historical heritage that has been left behind or not given proper care. In the context of the poem, it may refer to the rich traditions and past of Kathmandu that are now overlooked or forgotten in the rush toward modernization. The poet is possibly mourning how history is no longer deeply rooted in people’s lives and has become disconnected from everyday experience.

e. Why was the forlorn child wailing?

The forlorn child in the poem is crying out of sadness and loss. He is searching for his mother in a place filled with memories of pain and violence. The “corridors of violent history” suggest that his mother may have been a victim of past suffering or conflict. The child’s crying represents the deep emotional wounds left behind by war, poverty, or neglect. It shows how even the youngest and most innocent are affected by historical trauma. This image is powerful and heartbreaking, reminding us of the long-lasting impact of societal violence.

f. What do you understand about ‘soft storm’?

The term "soft storm" refers to strong emotions and inner conflicts that are not loud or violent, but still deeply powerful. It represents the poet’s quiet struggle and sorrow over the chaos in the world. A soft storm doesn’t destroy like a hurricane, but it stirs the heart with sadness, compassion, and concern. In this poem, it symbolizes the speaker’s emotional response to the injustice, suffering, and confusion he sees around him. Even though the storm is soft, it affects the soul. It is a poetic way of showing sensitivity in troubled times.

g. Why does the speaker call our time ‘mad time’?

The speaker calls our time a “mad time” because the world seems filled with chaos, disorder, and strange events. People act selfishly and care more about material things than kindness or nature. The natural world is also changing in unexpected ways—flowers bloom in the wrong season, birds sing sadly, and the earth seems disturbed. These signs show a world out of balance. The poet sees people losing their values and becoming disconnected from what truly matters. This madness isn’t just noise and confusion—it’s a loss of wisdom, peace, and humanity.

 

Text related exercises

a. The poet uses the word ‘soft’ with the words like ‘storm’ and ‘gale’, which generally refer to disorder and violence. What effect does the poet achieve through the use of such anomalous expressions?

By combining opposite words like "soft" and "storm," the poet creates a strong emotional contrast that catches the reader’s attention. Storms usually suggest chaos, noise, or destruction, but describing them as "soft" brings out a feeling of quiet sadness and deep reflection. This contrast shows the poet’s emotional response to the harshness of the world—his protest is not violent but thoughtful. These expressions show that emotions don’t need to be loud to be powerful. The poet uses this technique to highlight silent suffering and to express deep compassion for the troubling realities he observes.

b. What is the speaker’s attitude towards the time he describes in the poem?

The speaker views the time he lives in as confusing, painful, and full of contradictions. He describes it as a "mad time" where people act without reason, driven by materialism and selfishness. He sees the natural world responding strangely to human actions, like flowers blooming out of season or birds singing unsettling songs. His attitude is full of disappointment, frustration, and sadness. He is deeply troubled by social injustices, ignored heritage, and suffering children. Instead of reacting with anger, he reflects and observes quietly, but his dissatisfaction is clear. He longs for peace, compassion, and meaning in a chaotic world.

c. What is the speaker like? Is he a rebel? Why? Why not?

The speaker is sensitive, observant, and deeply connected to both the social and natural world. He notices the pain around him—poverty, violence, and the loss of cultural identity—and responds with quiet reflection. He doesn’t shout or demand change with force, but his words question the world’s madness and express a desire for transformation. This makes him a different kind of rebel: not one who fights with weapons, but one who resists through empathy, poetry, and emotional honesty. His rebellion is through awareness and compassion, using thoughtful language to inspire change rather than direct confrontation.

In Simple Words

In Soft Storm, Abhi Subedi shows the poet’s quiet sadness while looking at the problems in the world. The title “soft storm” means a strong feeling inside him that is gentle, not loud, showing that even without shouting, emotions can be powerful. The poem shares how the world feels messy, but the poet’s reaction is calm and full of deep thought.

The speaker feels upset by what he sees and hears around him. He talks about the noise of the earth, the moon moving strangely, and how it sings about city lights and dirty streets. These strange images show that something is wrong in both nature and city life. He describes the city as “seamless,” meaning it looks smooth and fine, but it actually hides pain and problems inside.

The poet also talks about the sadness of poor children, especially those crying with hunger in places like Thamel. These children are ignored by others, showing the gap between the rich and poor. He mentions how the culture and history of Kathmandu are being forgotten, which is shown in the phrase “unwedded gardens of history.”

The speaker says we live in a “mad time,” where people are selfish, confused, and disconnected from what truly matters. Kindness and human values are disappearing. His “soft storm” is the quiet voice of his heart, full of emotion and care for the world’s pain.

In the end, Soft Storm shows a world filled with disorder, but the poet’s gentle emotions stand as a peaceful protest. The poem asks us to see the truth, feel with our hearts, and think about how to bring kindness back into society.

Summary of Soft Storm by Abhi Subedi

In Soft Storm, Abhi Subedi captures the poet’s emotional disturbance while observing the world’s chaos. The title, “soft storm,” contrasts the idea of a violent storm with a more gentle, internal feeling. The poet uses this to show that while the world may be in turmoil, his reaction is more calm but still deeply emotional.

The speaker feels disturbed by the sights and sounds of the world around him. He describes the earth’s noise and how the moon behaves strangely, falling and singing songs about the city’s lampposts and streets. These unusual happenings represent how nature and life seem to be out of order. The poet describes a city that looks peaceful on the outside, but it hides its true problems, symbolizing a “seamless city” where there are no clear boundaries.

The poem focuses on the suffering of the poor, especially homeless children seen crying from hunger in busy areas like Thamel. These children are ignored by society, highlighting the growing social divide. The poet also reflects on how the history and culture of Kathmandu have been forgotten, as seen in the phrase “unwedded gardens of history.”

The speaker sees the modern world as “mad time,” filled with confusion, selfishness, and disorder. People are disconnected from each other, and the values of humanity are fading. The poet’s soft storm represents his emotional response to this madness, as he feels both sadness and compassion for the suffering around him.

In the end, Soft Storm portrays a world where the poet’s gentle yet powerful inner feelings challenge the chaos and selfishness of modern society. The poem calls for awareness and change, though in a quiet, reflective way.

 

 Literary devices 

1. Metaphor

Definition: A direct comparison between two things without using "like" or "as".

Example: “Soft Storm” – The title itself is a metaphor.

Meaning: It compares the poet’s quiet inner emotional pain to a storm, showing how deep and powerful his feelings are, even if they are not loud or violent.

2. Personification

Definition: Giving human qualities to non-human things.

Example: “The moon sang of lampposts and gutters…”

Meaning: The moon is described as if it can sing, which shows the poet’s emotional connection to nature and the city.

3. Imagery

Definition: Descriptive language that appeals to the senses.

Example: “The sky grew like crocuses”

Meaning: This creates a visual image of the sky blooming like flowers, symbolizing beauty in the middle of chaos.

4. Symbolism

Definition: Using symbols to represent ideas or feelings.

Example: “Seamless city”

Meaning: The city looks smooth and connected on the outside but hides pain, injustice, and suffering beneath.

5. Alliteration

Definition: Repetition of the same sound at the beginning of nearby words.
Example: “forlorn child was wailing in the corridors of violent history”
Meaning: The repeated ‘w’ sound in “was wailing” adds a musical tone and emphasizes the sadness of the child.

6. Juxtaposition

Definition: Placing two opposite ideas close together to highlight contrast.
Example: Beauty of crocuses vs. suffering of poor children
Meaning: The poet shows the contrast between natural beauty and human suffering, making the reader feel the imbalance in the world.

 1st One Act Play

                                A Matter of Husbands

  By Ferenc Molnar

"A Matter of Husbands" is a short play by Ferenc Molnár. It is about a young woman who thinks her husband loves a famous actress. She goes to the actress and asks her to stay away.The actress says maybe the husband is just pretending to love her to make his wife jealous. The young woman believes this and feels happy. But at the end, the actress laughs and secretly talks to the husband, showing that they really do have a relationship.

 About the Playwright

Ferenc Molnár (1878-1952) was a Hungarian writer who wrote plays and stories. He is famous for writing clever and funny plays, mostly about love, marriage (relationships), and human behavior.

Setting

The play takes place in a famous actress’s dressing room in a theater. It happens in modern times (around the early 1900s).

Main Characters

1. The Actress – A smart and famous woman who is very confident.
2. The Young Woman – A simple and emotional wife who is worried about her husband.
3. The Husband – He doesn’t appear on stage, but is the reason for the problem in the play.

Themes

• Jealousy – The wife is jealous of the actress.
• Deception – The actress uses clever lies to calm the wife.
• Love and Trust – The play shows how love can lead to doubt and how people can be tricked.
• Power of Acting – The actress uses her acting skills to control the situation.

 Summary

A Matter of Husbands is a one-act play that tells the story of a worried young woman who believes that a famous actress has stolen her husband’s love. She visits the actress to confront her. The young woman explains how her husband now talks about the actress, attends her shows, and seems distant. She is upset and accuses the actress of using her charm to attract her husband.

The actress listens calmly and tells the young woman that her husband might just be pretending to love the actress to make his wife jealous and win back her love. The young woman believes this and leaves feeling more secure. However, after she leaves, the actress laughs and secretly calls the husband, showing that they actually do have a romantic relationship. This twist reveals how the actress cleverly lied to protect herself, highlighting themes of jealousy, manipulation, and the power of acting.

Detail summary

The play opens with a young woman visiting the apartment of a famous actress. The young woman is upset and accuses the actress of stealing her husband’s love. She explains that her husband, who is a lawyer, has changed since he became interested in the actress. He now talks constantly about the actress and even goes to see her plays regularly. The young woman is hurt and worried because she thinks her husband is having an affair with the actress.

The actress listens to the young woman calmly and then responds in a clever way. She tells her that perhaps the husband is not really in love with her but only pretending to be. According to the actress, some men act this way to make their wives jealous and keep their attention. She advises the young woman not to worry and reassures her that her husband’s love is still with her. The young woman believes the actress and leaves the apartment feeling more confident and hopeful about her marriage.

But as soon as the young woman leaves, the actress’s behavior changes. She laughs and immediately calls the husband on the phone, speaking to him in a way that clearly shows they are indeed involved in a secret relationship. This reveals that the actress was lying to the young woman to protect her affair with the husband.

Through this twist ending, the play highlights the themes of jealousy, trust, and deception in relationships. It shows how people can be manipulated by charm and clever words and how the truth can be hidden behind appearances. The play also suggests that some people are willing to lie to protect their own interests, even at the cost of others’ feelings.

 a. What favor does Earnest Young Woman ask from The Famous Actress?

The Earnest Young Woman asks the Famous Actress to return her husband. She loves her husband very much but believes the Famous Actress has taken him away from her.

b. What, according to The Earnest Young Woman, are the indications that her husband has fallen in love with Famous Actress?

The Earnest Young Woman says her husband sends flowers to the Famous Actress. She learns this from a florist. Also, her husband once left a love letter on the table, which showed he could not call the actress but wanted to apologize and send many kisses.

c. Is Earnest Young Woman convinced by the argument of Famous Actress? How?
Yes, the Earnest Young Woman is convinced by the Famous Actress’s explanation. The actress says the husband only pretends to love her to make the wife jealous and bring back her love. She says many actresses accept such things to help families stay together.

d. Where is the Earnest Young Woman’s husband hiding himself as they are talking about him?

The husband hides inside the Famous Actress’s room during their conversation. At the end, the actress calls him to come out of her boudoir, showing he was there all the time.

e. When do you feel that Famous Actress is really good at acting?

The Famous Actress is good at acting when she tells the Earnest Young Woman that her husband is playing a game to make her jealous. She even asks for a lock of the young woman’s hair to support her story, showing her skill in tricking her.

f. How do we come to know that Famous Actress and the husband of Earnest Young Woman are in love?

We find out they are in love when the Famous Actress calls the husband, Alfred, to come out of her room after the young woman leaves. This shows that the actress and Alfred are secretly together.

g. Write down the plot of the play in a paragraph.

A Matter of Husbands is a one-act play by Ferenc Molnár. The Earnest Young Woman visits the Famous Actress, asking her to return her husband. The actress denies stealing him and says the husband is only pretending to love her to make his wife jealous. The young woman believes her and leaves. But after she leaves, the actress calls the husband out of her room, showing they are really together. The play shows how acting and deception can create illusions.

a. Sketch the character of Famous Actress.

The Famous Actress is young, well-known, and beautiful, and other women envy her. She looks innocent and harmless, but inside she is clever and dishonest. She tricks the Earnest Young Woman by making up a story to stop her from believing that her husband loves the actress. She lives an immoral life, shown at the end when it is clear that Alfred, the husband, is secretly with her.

b. Shed light on the difference between an ordinary woman and an actress.
In the play, the ordinary woman is simple and shy. She trusts easily and is upset thinking her husband is cheating. The actress is smart and tricky. She tells the ordinary woman a false story to hide the truth. The ordinary woman believes the actress without asking questions. At last, it is shown that the husband is really with the actress. This shows the actress is clever, but the ordinary woman is weak and trusting.

c. According to Famous Actress, men associated with theatre use the theatre actresses to make their estranged wives jealous so as to woo them back. Do you agree with her argument? Why? Why not?

Yes, I agree with her. Men who work in theatre often have wives who are simple and easily fooled. These men use actresses to make their wives jealous so they can get their love again. In the play, Alfred hides in the actress’s room to make his wife jealous. So, men use actresses for their own advantage to bring their wives back.

d. How does Famous Actress make a fool of Earnest Young Woman?
The Famous Actress fools the Earnest Young Woman by saying there is a misunderstanding. She tells her husband is just pretending to love the actress to make his wife jealous and get her love back. The young woman believes this and feels sorry for accusing her. This tricks the Earnest Young Woman and hides the truth.

e. The conversation between the two women takes place on the stage of the theatre. What role does the theatre house as a part of setting play in A Matter for Husband?
The scene is a rich, beautiful drawing room in the famous actress’s home. When the play starts, the Earnest Young Woman sits nervously and looks at the room many times. The curtains and decorations show the actress’s style and life. The actress enters through the curtained door to her private room. The setting shows the difference between acting on stage and real life, and how appearances can be false.

f. What do you think about the ending of the play?

The ending of this play ‘A Matter of Husbands’ is totally perfect. And it is quiet justify the ending of the play .The writer does the ending of this play is very pertness. He finishes all the nonplus of the character of the play. All the characters are satisfied to one another. The film actress and advocate are very satisfied in the end of the play. They clear the hurdle between them. They ensure to her that they have no affair it is only drama for you. In the end of the play the young woman is very happy about her husband. The film actress and the husband of young woman live together without any obstacle. The ending of the play is too good but full of irony. The film actress narrates to young woman that her husband really loves her but in reality he has no love for his wife. He only cheats his wife.

So, end of the play ‘A Matter of Husbands’, we can assume that “All is well the end is well.” Innocent people always suffer by shrewd people because they are often sincere by hearts but the cunning people always take advantage by their innocence.

Reference beyond the text

a. Write a paragraph describing your favourite actor/actress.

My Favorite Actress

My favorite Bollywood actress is Deepika Padukone. She is very talented and beautiful. She became famous with her first movie, Om Shanti Om. Since then, she has shown she can act in many different roles. For example, she was funny and lively in Chennai Express and strong and brave in Padmaavat. She also acted as Laxmi Agarwal, a real acid attack survivor, in Chhapaak. Deepika acted very well in this difficult role.

Besides acting, Deepika cares a lot about mental health. She has talked openly about her own problems with depression. She started the Live Love Laugh Foundation to help people with mental health issues in India. Because of her great acting and her work to help others, Deepika is not only a famous actress but also a good role model.

 

 2nd one act play

Facing Death

By August Strindberg

Facing Death is a one-act play that shows how people react when they face the possibility of death. The story usually involves characters who come to terms with their fear, courage, and thoughts about life and death. It highlights human emotions like hope, regret, bravery, and acceptance. The play teaches us that death is a natural part of life, and how we face it shows our true character. It encourages readers or viewers to think about the value of life and the importance of living meaningfully.

About the Playwright

August Strindberg (1849-1912), was a famous Swedish writer who wrote plays, novels, and also painted. Strindberg is known as one of the first writers to create modern drama. His works focus on deep human feelings and problems in society. He showed how people struggle with emotions like love, anger, and fear, and how they deal with conflicts in their lives.

Setting

The setting of Strindberg’s one-act plays is usually very simple and limited, like a single room or a small space. This creates a close, tense atmosphere where the characters’ emotions come alive.

Main Characters

1.       Monsieur Durand: He is the father and owner of a pension (a small boarding house). He is responsible for his family and guests and tries to manage everything carefully.

2.       Adèle: One of Monsieur Durand’s daughters. She has her own personality and role in the family story.

3.       Annette: Another daughter of Monsieur Durand. Each daughter may have different traits and emotions that affect the family. Annette is the daughter who kissed Antonio.

4.       Therese: The third daughter of Monsieur Durand. She also plays an important part in the family dynamics.

5.       Antonio: A lieutenant (military officer) who is connected to the family, possibly as a guest or someone involved in the story’s events.

 

Summary 

The play “Facing Death” is about a poor, widowed man named Monsieur Durand, who once had a good position in society but is now the owner of a small pension (boarding house). He lives there with his three daughters — Adèle, Annette, and Thérèse. Life is very hard for them because they don’t have enough money, and Durand struggles to keep the house running. His daughters think he is cold-hearted and strict, and they often blame him for their suffering and poverty. They don’t understand the pain and sacrifices he is silently making for their future.

Throughout the play, Monsieur Durand shows a quiet but deep love for his daughters. Although he seems rough and distant, he hides his emotions and suffers alone. The girls do not realize that their father is preparing to sacrifice his own life to give them a better future. He knows that if he dies, the government pension for his service will be given to his daughters, helping them escape their poor life. Even when Antonio, a young lieutenant, becomes involved emotionally with Annette, it adds more tension, but Durand doesn’t get angry. Instead, he focuses on securing his daughters’ future.

In the end, we understand that Monsieur Durand had planned his own death so his daughters could receive the government support. His quiet decision is full of pain, love, and sacrifice. The play shows how a father’s love may be misunderstood and how strong and silent sacrifices are sometimes the greatest. The main theme of the play is selfless love, especially from a parent, and how people can judge others wrongly without knowing their real intentions.

 

Understanding the Text

Answer the following questions.

a. Where does the play take place?
The play happens in Monsieur Durand’s dining room. He lives there with his three daughters. He is a widower and owns a boarding house.

b. Why do the grocery, the baker and the butcher send their bills to the Durand household?
Durand has not paid their bills for a long time. Because of this, the grocery, baker, and butcher send their bills to his home and stop giving more items until he pays.

c. Why does Monsieur Durand spend money on candles when he doesn’t have money to buy even bread?
Monsieur Durand buys candles to burn on his late son Rene’s death anniversary. Even though he has no money for bread, he wants to honor his son, who died as a child.

d. Why did Monsieur Durand sell his life insurance?
He sold his life insurance to pay back a loan. He was in a bad condition, and the person who lent him money was angry because Durand did not pay.

e. Why has Monsieur Durand paid fire insurance?
He paid fire insurance to get money for his daughters later. He plans to burn his house and claim money from the insurance to help his daughters.

f. How did Monsieur Durand and Mrs. Durand run out of their inheritances from both sides?
They lost their inheritances because Mrs. Durand made bad decisions and spent money foolishly. Both lost their family wealth.

g. Why does Monsieur Durand tell a lie about his birthplace?
He lied about where he was born because he loved a woman before he could marry. He left his hometown and went to Switzerland to marry her. He also fought against his country, so he hides this to protect his and his wife’s honor.

h. What business is Monsieur Durand running to make a living?
Monsieur Durand runs a boarding house and restaurant. He turned his house into a lodge where visitors can stay and eat to earn money.

i. What plan does Monsieur Durand have to help his daughters with money?
Monsieur Durand plans to burn his house and die so that his daughters get money from the fire insurance. He paid for this insurance before, hoping to help them with compensation.

j. How does Monsieur Durand die?
Monsieur Durand dies by suicide. He drinks poison and sets his house on fire. He does this so his daughters can get money from the insurance.

 Reference to the Context

 a. Sketch the character of Monsieur Durand.

Monsieur Durand is the main character in the play Facing Death by August Strindberg. He is a widower and owns a small lodge where he lives with his three daughters. Before, he worked for the railway but now he is poor and struggling. He turned his home into a lodge to earn money for the family. Durand is a loving and caring father, but his relationship with his daughters is weak because they blame and hate him for their troubles. Despite this, he worries about them deeply and sacrifices a lot for their future. He is also a devoted husband who misses his dead son. Durand is a sad and strong man who faces many hardships. In the end, he gives up his life to help his daughters survive. He is a tragic hero who shows love and pain throughout the play.

b. How do we know that the Durand family has reached a dead end?

We know the Durand family has reached a dead end by seeing their difficult situation. Monsieur Durand is completely broke, and the family has lost their property. They live in the lodge, which used to be their home, but now it is their only way to make money. They owe money to many people like the baker, butcher, and grocer, but they cannot pay. The daughters blame their father for their problems, even though it was mostly because of their mother’s bad decisions. The family is starving, and their relationship is very weak. Durand even eats rat food to survive. His debtors are angry and demand money. In his mind, Durand plans to burn the house and kill himself to get money from insurance. This shows that they have no hope left.

c. ‘The mother, though already dead, seems to have had a great influence on the daughters, especially Theresa.’ Do you agree?

Yes, I agree with this. Even after her death, the mother’s influence is very strong. When she was alive, she often told the daughters to hate their father. She made the daughters believe he was the reason for their poverty and problems. The mother controlled the daughters and blamed Durand for everything. After she died, Monsieur Durand stayed quiet because he didn’t want his daughters to question their mother’s goodness. But the daughters continued to hate him because of what their mother taught them. Theresa, in particular, shows the most anger and rudeness toward her father. She behaves cruelly by throwing away his matches and snatching his milk. Her disrespect is clear and shows how much she was affected by her mother’s teachings.

d. Discuss the relationship between Monsieur Durand and his wife.

Monsieur Durand and his wife had a bad and troubled relationship. Mrs. Durand was reckless and wasted their family money on gambling and lottery tickets. She ruined their inheritance by her bad choices. She often blamed her husband for their problems even though she caused most of them. Mrs. Durand was angry and harsh, even threatening to become a prostitute after being beaten. She filled her daughters with hatred toward their father and made them believe he was the cause of all troubles. She created a negative atmosphere in the family and caused the daughters to dislike Monsieur Durand. Their relationship was full of anger, blame, and mistrust, which deeply affected the family.

e. ‘Money determines the relationship between characters in this play.’ Elaborate this statement with examples from the play.

Money is very important in Facing Death and controls the relationships between the characters. Monsieur Durand and his daughters live in poverty, and this causes many problems. Because they have no money, the daughters hate their father and blame him for their bad life. The family is so poor they cannot even buy bread, and Durand eats rat food to survive. They turned their home into a lodge to try to earn money, but it is not enough. People like the baker, grocer, and butcher refuse to give them food because they cannot pay their bills. The lack of money makes the family angry and unhappy. Money controls their actions, feelings, and how they treat each other. The play shows that without money, trust and love can break down in a family.

f. Monsieur Durand kills himself so that his daughters would get 5000 francs as compensation from the insurance company. What does his plan tell us about him?

Monsieur Duran killed himself so that his daughters would get 5000 francs as compensation from the insurance company. This plan of his tells us about their love, care and concern toward his daughter. Mr Durand is a sad hero of the play who lives his life in tragedy, hatred and starvation. in the play ‘facing death, it is shown that he commits suicide by consuming poison and setting his house on fire to obtain compensation from the fire insurance company which will help his daughter’s financial condition. he spends his whole life in economic hardship and downturns. As a result of the economic crisis, he has always been blamed by his wife and his daughters. His plan for his daughters’ well-being illustrates that he is a loving, caring and kind father who is serious and concerned about his daughter’s future.

 g. Discuss Facing Death as a modern tragedy.

Facing Death is a modern tragedy because it shows the sad and difficult life of an ordinary man, Monsieur Durand, and ends with his tragic death. Modern tragedy focuses on real-life problems like poverty, family troubles, and social difficulties instead of kings or heroes. It often shows how common people suffer because of their hard situations and how life’s problems affect them deeply. In this play, Monsieur Durand is a simple man who faces many problems such as hunger, debt, and lack of love from his daughters. He struggles to support his family by turning his house into a lodge, but it is not enough. His daughters hate him even though he loves them. In the end, he kills himself and burns his house to help his daughters get money from insurance. This sad ending and the focus on a common man’s struggles make Facing Death a true example of modern tragedy.

a. Write a few paragraphs describing the role of the father in the family.

A father is an important and key person in the family. In many cultures, he is seen as the head of the family, but his role is not just about giving money. A father should always be there for his wife and children by giving love, care, and support. It is important for him to listen to his family, comfort them, and spend good time with them. This helps build a strong emotional connection in the family.

A father also acts as a role model for his children. When children see how their father behaves, they learn how to have relationships with others. A good father helps his children grow up healthy and confident. If a child has problems with the father, it can affect their feelings and relationships later in life. So, the father’s role is very important in loving and supporting his wife and children for a happy family.

 Or,

a. Write a few paragraphs describing the role of the father in the family.

A father plays a very important role in the family. In many cultures, he is seen as the head of the family and has many responsibilities. But being a father is not just about earning money or making decisions. It is also about loving and caring for his wife and children. A good father gives emotional support and is always there when his family needs him.

A father should spend time with his family, listen to their problems, and comfort them. This helps build a strong bond between the father and his family members. Money alone cannot show love. Spending quality time and sharing feelings are very important to make the family happy and healthy.

Children learn a lot from their father. He is usually the first male role model for both sons and daughters. The way a father treats his family teaches children how to behave in relationships when they grow up. A loving and caring father helps children feel safe and confident.

If a father is absent or does not care well for his family, it can affect the children’s feelings and their future relationships. That is why a father’s role is very important for the mental and emotional growth of his children. A father should always love and support his wife and children to make the family strong.

 The Bull

By Bhimnidhi Tiwari

About the Author:
Bhimnidhi Tiwari (1911–1973) was a renowned Nepali playwright, poet, and social reformer. Recognized as a pioneer of modern Nepali drama, Tiwari's works often explored social issues, cultural traditions, and human emotions. He was committed to using literature as a tool for social change, highlighting injustices and advocating for reform. His plays, known for their strong moral messages and realistic portrayal of Nepali society, played a significant role in the development of Nepali theater. Apart from drama, Tiwari also contributed to poetry and essays, making him a versatile figure in Nepali literature.

About the Play:

The Bull is one of Bhimnidhi Tiwari’s most impactful one-act plays. It focuses on the themes of superstition, exploitation, and social injustice prevalent in traditional Nepali society. The play uses the symbolic figure of a bull to critique blind religious faith and the manipulation of the masses by those in power. Through its simple yet powerful narrative, The Bull questions the moral and ethical values of society, shedding light on the consequences of unchecked superstition.

Main Characters:

• The Farmer: A hardworking man who owns the bull and becomes a victim of superstition.
• The Priest: A manipulative figure who uses religion to exploit the farmer and the community.
• Villagers: Represent the collective mindset of society, easily swayed by superstition and authority.

Main Themes:

• Superstition vs. Rationality: The play highlights how blind faith can lead to exploitation.
• Exploitation of the Innocent: It showcases how those in power manipulate the uneducated masses.
• Social Injustice: Tiwari critiques the societal structures that perpetuate inequality and suffering.

Complete Summary:

The Bull centers around a farmer who owns a bull that has been essential to his livelihood. When the bull grows old and can no longer work, the farmer decides to get rid of it. However, the village priest convinces the farmer and the community that the bull is holy and should be worshipped instead. Driven by superstition, the villagers begin to revere the bull, showering it with offerings, even as the farmer struggles with poverty and hunger.

As time passes, the bull, now seen as sacred, becomes a symbol of blind faith. The priest continues to manipulate the villagers, collecting offerings in the name of the bull and enriching himself. The farmer, who once owned the bull, finds himself excluded and powerless, watching as his own animal becomes a tool of his exploitation.

In the end, The Bull exposes the dangers of superstition and the ease with which people can be manipulated. The farmer’s plight serves as a poignant commentary on societal injustices, emphasizing the need for rational thinking and social awareness. Through this simple yet powerful narrative, Bhimnidhi Tiwari calls for a more enlightened and just society.

a. Why have Gore and Jitman come to see Laxminarayan?

Gore and Jitman have come to see Laxminarayan to inform him secretly about the death of King Rana Bahadur Shah’s beloved bull, Male. As simple cowherds, they fear the king’s anger and possible punishment. Therefore, they approach Laxminarayan, an official close to the king, hoping he can manage the situation carefully and protect them from severe consequences.

b. What, according to cowherds, is the reason behind the death of Male?

According to the cowherds, Male died because he could not digest the rich food provided to him. Earlier, the bull survived on grass, but later he was fed fine rice and split gram soup, which his body could not handle. As a result, his digestion failed, he became weak, and eventually died due to improper diet and overcare.

c. Why does Ranabahadur want to see the bull himself?

Rana Bahadur Shah wants to see the bull himself because he is deeply attached to it and does not fully trust others’ reports. He wishes to examine the bull’s condition personally and ensure that every possible effort is made to save it. His decision also shows his authority and emotional obsession with the bull rather than concern for human life.

d. Why does Laxminarayan run ahead of the convoy at Thulo Gauchar?

Laxminarayan runs ahead of the convoy at Thulo Gauchar to instruct the cowherds to pretend they are properly caring for the bull. He tells them to massage its legs and wave a fan so the king believes the bull is being treated well. His real intention is to avoid the king’s wrath and protect himself and others from punishment.

e. Why do Gore and Jitman cry when the king declares that Male is dead?

Gore and Jitman cry loudly when the king declares that Male is dead to show false grief and loyalty. Their exaggerated crying is a strategy to gain the king’s sympathy and escape blame. They fear severe punishment if the king becomes angry. Thus, their tears are driven by fear rather than genuine sorrow for the bull.

f. How do we learn that the bull is dead?

We learn that the bull is dead through several clear signs. Male shows no movement, his eyes are motionless, his ears droop, and he has stopped breathing. The reactions and conversations of the cowherds, Laxminarayan, and the king further confirm his death. These physical and situational clues make it evident that the bull has died.

g. How does the play make a satire on the feudal system?

The play The Bull satirizes the feudal system by showing how the king’s animal receives more care and respect than human beings. Ordinary people live in constant fear and pretend loyalty to survive. The king’s cruelty, misuse of power, and disregard for human life expose the inhuman nature of feudal rule and criticize its oppressive structure.

h. Write down the plot of the play in a paragraph.

The Bull by Bhimnidhi Tiwari centers on the death of King Rana Bahadur Shah’s beloved bull, Male. The play portrays the panic of cowherds and officials who fear punishment in a feudal society. Through satire, it exposes the cruelty of the king and the helplessness of common people. The play criticizes feudal oppression and blind authority.

Reference to the Context

 a. Discuss the late eighteenth-century Nepali society in terms of the relation between the king and his subjects as portrayed in the play.

The play The Bull by Bhimnidhi Tiwari presents a vivid picture of late eighteenth-century Nepali society, which was dominated by an absolute monarchy under the Shah dynasty. During this period, the king possessed unquestioned authority, and ordinary people lived under constant fear. The relationship between the king and his subjects was not based on mutual respect or justice but on terror, obedience, and blind loyalty. Subjects had no freedom of speech, choice, or personal security. Any mistake, even unintentional, could result in severe punishment.

This harsh reality is clearly reflected in the play through the behavior of characters like Gore, Jitman, and Laxminarayan, who tremble at the king’s anger. The king’s emotional attachment to his bull is shown to be stronger than his concern for human lives, revealing how dehumanized the subjects were. People valued animals belonging to the king more than common citizens. Moreover, the king exercised control over every aspect of life, including food, work, and punishment.

The society was also patriarchal and hierarchical. Ordinary people were deprived of education, political awareness, and basic rights. Fear dictated behavior, forcing people to flatter the king through practices like chakari. Thus, the play exposes a cruel, unjust, and oppressive feudal society where power rested solely with the ruler and subjects survived only through submission.

b. What does the relation between Laxminarayan and his wives tell us about the society of that time? To what extent has Nepali society changed since then?

The relationship between Laxminarayan and his wives reveals the deeply patriarchal nature of eighteenth-century Nepali society. Laxminarayan, despite already having seven wives, plans to marry an eighth, showing that polygamy was socially accepted for men. Women were treated as possessions rather than individuals with rights. They were expected to remain obedient, silent, and dependent on their husbands. Laxminarayan addresses his wives with nicknames, which further reflects their inferior position within the household.

This portrayal indicates that women lacked education, legal protection, and awareness of their rights. Child marriage, male supremacy, and economic dependence were widespread. Society was structured in a way that favored men politically, socially, and financially, while women remained marginalized and voiceless.

However, Nepali society has undergone significant transformation since then. Today, polygamy is illegal, and women are constitutionally guaranteed equal rights. Female literacy has increased remarkably, and women actively participate in education, politics, business, and public service. Laws protecting women against domestic violence, child marriage, and discrimination are in place. Although some patriarchal attitudes still exist, the overall status of women has improved greatly. Compared to the society depicted in the play, modern Nepal is far more inclusive, rights-based, and progressive.

c. Shed light on the practice of chakari as portrayed in the play. Have you noticed this practice in your society?

Chakari, the act of excessive flattery to please those in power, was a common social practice during the feudal era, and The Bull portrays it effectively. In the play, officials and servants constantly attempt to satisfy King Rana Bahadur Shah out of fear rather than loyalty. Their survival depends on pleasing the king. Laxminarayan, Gore, and Jitman demonstrate chakari through exaggerated respect, obedience, and emotional displays, such as crying loudly over the bull’s death.

The practice is evident when the bull is addressed as “Bull Sir,” and when Laxminarayan instructs cowherds to pretend they are caring attentively for the already-dead bull. These actions are meant to protect themselves from punishment. Chakari thus becomes a survival strategy in a society ruled by fear and absolute authority.

Even in present-day society, traces of chakari can still be observed, though in different forms. People often flatter political leaders, senior officials, or employers to gain promotions, favors, or security. While it is less extreme than in the feudal past, favoritism and sycophancy still exist in workplaces and institutions. The play therefore remains relevant, reminding us of the dangers of power imbalance and the need for merit-based, transparent systems.

d. How does Laxminarayan outsmart Rana Bahadur?

Laxminarayan outsmarts Rana Bahadur Shah through intelligence, caution, and strategic deception. Knowing the king’s unpredictable temper and emotional attachment to the bull, Laxminarayan does not immediately inform him of the bull’s death. Instead, he first reports that the bull is seriously ill, mentally preparing the king for bad news. This gradual approach prevents sudden rage.

He further instructs the cowherds to massage the bull’s legs and wave fans to create an illusion of proper care. These actions convince the king that every possible effort has been made to save the animal. When the king finally realizes that the bull is dead, he accepts it as a natural loss rather than negligence.

By controlling information and staging events carefully, Laxminarayan shifts blame away from himself and the cowherds. His clever manipulation saves them from severe punishment or death. This incident highlights Laxminarayan’s deep understanding of royal psychology and feudal politics. Although morally questionable, his actions are driven by survival in a cruel system. Thus, Laxminarayan successfully outsmarts the king not through power, but through wit and presence of mind.

e. Sketch the character of Laxminarayan.

Laxminarayan Dahal is a central and complex character in The Bull. He is a forty-year-old legal officer and the caretaker of King Rana Bahadur Shah’s bull. Intellectually sharp and socially aware, he understands the dangers of feudal power and acts accordingly. His intelligence and presence of mind are evident when he tactfully handles the sensitive issue of the bull’s death.

However, Laxminarayan is also a product of his society. He is patriarchal, selfish, and morally flawed, as seen in his desire to marry an eighth wife despite already having seven. This reflects male dominance and lack of respect for women prevalent at the time.

Laxminarayan is cunning and diplomatic. He uses flattery, deception, and manipulation to protect himself and others from the king’s wrath. Though not heroic, he is practical and realistic. His actions show how individuals adapt to survive in oppressive systems. Overall, Laxminarayan represents the intelligent yet morally compromised individual shaped by fear, patriarchy, and feudal authority.