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A06 - Kaleidoscope

1
Epic Poem

The Odyssey
Homer

Intro
The Odyssey, is one of the greatest stories ever told. It was written by the ancient Greek poet,
Homer. He is credited with the two epic poems, The Iliad and The Odyssey. Homer is revered
from ancient times and his influence has lasted till date. Many works of art, literature,
sculpture, and films have been inspired by the legendary works of this Greek poet.
The given text is the first 20 lines of Book 1 (435 lines) of the epic that comprises 24
books of varying sizes.

Essay 1
Q. Describe the tragedy of Odysseus.
Odysseus, the hero of Homer's epic poem The Odyssey, is king of Ithaca. He is the
son of Laertes and Anticleia, and father of Telemachus by his wife, Penelope.
According to Homer, Odysseus is a man of outstanding wisdom and shrewdness,
eloquence, resourcefulness, courage, and endurance. He accomplishes the capture of Troy by
means of the wooden horse. He is returning home after the historic Trojan war.
During the return voyage, Odysseus wanders between Troy and Ithaca almost nine
years. He first arrives at the land of the Lotus-Eaters. With great difficulty, he rescues some
of his companions from their lotos-induced lethargy. Then, Odysseus encounters and blinds
Polyphemus the Cyclops, a son of Poseidon, the Greek god of the sea. Then, he escapes by
clinging to the belly of a ram.
Odysseus, then, loses 11 of his 12 ships to the cannibalistic Laistrygones and reaches
the island of the enchantress Circe. There, he has to rescue some of his companions whom
she had turned into swine. Next, he visits the Land of Departed Spirits, where he speaks to
the spirit of Agamemnon and learns from the Theban seer Tiresias how he can expiate
Poseidon's wrath.
Then, Odysseus encounters the Sirens, Scylla and Charybdis, and the Cattle of the
Sun. His companions, despite warnings, plunder the cattle for food. He alone survives the
ensuing storm and reaches the idyllic island of the nymph Calypso. After almost nine years,
Odysseus finally leaves Calypso and arrives in Ithaca.

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Short Answer
Answer the following questions in two or three sentences:

1. Whom does the narrator of The Odyssey invoke in order to inspire him to tell the story?
The narrator of The Odyssey invokes the divine Muse of epic poetry in order to
inspire and guide him to tell the story.

2. Why won't Calypso let Odysseus leave the island of Ogygia?

Calypso, the goddess, won’t let Odysseus leave the island of Ogygia because she
wanted Odysseus to be her husband.

3. What does Athena predict for Odysseus?

Athena predicts that Odysseus is still alive and that he will soon return to Ithaca.

4. What is the reason that Poseidon did not pity Odysseus?

Poseidon, the Greek god of the sea, did not pity Odysseus because the latter blinded
his giant son, Polyphemus. Another reason is that Odysseus fought for the Greeks in the
Trojan war, while Poseidon favoured the Trojans.

Paragraph
II. Answer the following in a paragraph:

1. Write a paragraph on Odysseus's life before reaching Ithaca.

Before reaching Ithaca, Odysseus is held captive by a nymph, Calypso. Odysseus and
his crew are laden with experience and have undergone various trials and tribulations.
Athena, the Greek goddess of war, comes to his rescue and favours him. Zeus spares
Odysseus from the wrath of Sea-God Poseidon. Athena predicts that Odysseus is still alive
and that he will soon return to Ithaca. She tells Telemachus, the son of Odysseus, to see if his
father is still alive. The news brings relief to both Penelope and Telemachus who are
tormented by the suitors of Penelope. Athena suggests that Telemachus should avenge his
father by killing the suitors who dishonour the state.

2. What happened to all the companions of Odysseus after the destruction?

Tiresias instructs Odysseus not to touch the cattle of Helios, but Eurylochus persuades
the hungry and mutinous crew to kill and eat some of the god’s cattle. He says that it is better
to die from the wrath of gods than to die of hunger. As punishment, Odysseus’ ship is
destroyed. All of his crew, including Eurylochus, are killed in a storm sent by Zeus. Six of his
companions are killed by Scylla. The rest are killed by a thunderbolt that destroys the ship
because they ate Helios’s cattle.

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3. Why did all Gods pity Odysseus?

At a divine council on Mount Olympus, Athena, the goddess of wisdom, pleads with
her father, Zeus, to take pity on Odysseus and allow him to return home. It is Odysseus’
undying loyalty to his wife that causes Athena to take pity upon him. She calls him a “poor
mournful man”, and helps him to fulfil his steadfast desire to return home. Odysseus is also a
loyal worshipper. He shows her respect and makes sacrifices to her when she shows him
kindness. Like many Greek heroes, he understands the importance of having a patron god on
his side. Zeus spares Odysseus from the wrath of the sea god, Poseidon.

4. Write a note on the opening lines of The Odyssey.

The Odyssey begins with an invocation to the Muse of the epic poetry. The poet is a
vessel for the goddess's song. A combination of human error and divine will has delayed
Odysseus's and his crew's homecoming. Athena favors Odysseus, for some reason, and has
made it her mission to ensure his safe return. Odysseus's fate hangs on Zeus's decision. At a
divine council on Mount Olympus, Athena, the goddess of wisdom, pleads with her father,
Zeus, to take pity on Odysseus and allow him to return home. Zeus spares Odysseus from the
wrath of the sea god, Poseidon. He also sends a messenger to order Calypso to release
Odysseus from captivity: here, the gods interfere directly with Odysseus's life.

Essay 2
Q. Analyse the theme of the poem The Odyssey as you have understood from the given
text.
Homer's epic poem The Odyssey, narrates the story of Odysseus, the hero. Odysseus
is king of Ithaca. He is the son of Laertes and Anticleia, and father of Telemachus by his
wife, Penelope. Odysseus's wanderings and the recovery of his house and kingdom are the
central theme of The Odyssey.
During the return voyage, Odysseus wanders between Troy and Ithaca almost nine
years. He first arrives at the land of the Lotus-Eaters. With great difficulty, he rescues some
of his companions from their lotos-induced lethargy. Then, Odysseus encounters and blinds
Polyphemus the Cyclops, a son of Poseidon, the Greek god of the sea.
Odysseus, then, loses 11 of his 12 ships to the cannibalistic Laistrygones and reaches
the island of the enchantress Circe. There, he has to rescue some of his companions whom
she had turned into swine. Next, he visits the Land of Departed Spirits, where he speaks to
the spirit of Agamemnon and learns from the Theban seer Tiresias how he can expiate
Poseidon's wrath.
Then, Odysseus encounters the Sirens, Scylla and Charybdis, and the Cattle of the
Sun. His companions, despite warnings, plunder the cattle for food. He alone survives the
ensuing storm and reaches the idyllic island of the nymph Calypso. After almost nine years,
Odysseus finally leaves Calypso and arrives in Ithaca.

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In Ithaca, his wife, Penelope, and son, Telemachus, have been struggling to maintain
their authority during his prolonged absence. At first, Odysseus is recognized only by his
faithful dog and a nurse. Odysseus proves his identity by passing Penelope's test of shooting
with his old bow. With the help of Telemachus and two slaves, he kills Penelope's suitors.
With one final test, Penelope accepts him as her long-lost husband and the king of Ithaca.

Essay 3

Q. Attempt a character sketch of King Odysseus.

Odysseus is a combination of the self-made, self-assured man and the embodiment of
his culture. He is favoured by the gods and respected and admired by the mortals. Even the
wrath of Poseidon does not keep him from his homecoming. He is confident that he
represents virtue. He is also a living series of contradictions.
Odysseus lives by his wiles as well as his courage. He is an intellectual. Often, he
openly evaluates a situation, demonstrating the logic he employs in making his choices.
When it proves effective, Odysseus lies, cheats, or steals in ways that we would not expect in
an epic hero. He is self-disciplined, but his curiosity is sometimes the root of his trouble.
Odysseus can also be merciful. He is willing to pay a price for knowledge. He creates
his own code of conduct through his adventures. He is contemplative, but still capable of
explosive violence. Victory motivates him. He wants to return home and live well in Ithaca.
As a result, every step along the way is another test, sometimes, another battle. Odysseus
often has only two choices: death or victory.
When Odysseus left for Troy, he had already established his reputation as a hero. His
participation in the war was crucial to the Greeks' victory. He disguised himself as an old
beggar and infiltrated the enemy. It was Odysseus' legendary ruse of the Trojan horse that led
to the defeat of Troy.
Odysseus does grow in wisdom and judgment throughout his ventures. His self-
control while dealing with the suitors' insults is exemplary. In other ways, however, he seems
slow to learn. The most notable example being his difficulty in controlling his men. The
struggles Odysseus faces make his growth as a character more realistic and more credible.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope

2
Poem - Haiku

In Kyoto & The Old Pond

Matsuo Basho

Intro

Matsuo Basho (1644-1694), is a well-known Japanese poet. He is better known for haiku, the
very short poem having just three lines with seventeen syllables in the sequence 5-7-5. His
works explore the natural world while reflecting on historical and literary concerns. Basho's
poems have been translated from Japanese to many languages. They influenced several major
poets like Ezra Pound. and the poets of the Beat Generation.

Short Answer
1. What is Basho known for?
Basho is Japan’s most famous haiku poet. He is known for making haiku a revered form of
poetry.

2. Name two poets influenced by Basho?

The American poets such as Ezra Pound and Jack Kerouac were highly influenced by Basho

3. What does the cuckoo symbolise?

The cuckoo’s song is symbolic of renewal and change. It reflects on the cyclical nature of
life; the passing of a pleasant season and arrival of a harsher one.

4. What is the symbolism of the ancient pond?

The old pond is a symbol of the subconscious mind. It is there in everyone. Like the old
pond, it exists in silence.

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Paragraph
1. What is a haiku?
Haiku is a traditional Japanese poem. It consists of three short unrhyming lines with
17 syllables. The first and last lines consist of five syllables each while the middle line
consists of seven syllables. This makes the simple pattern of the haiku as 5-7-5. Originally,
the haiku form was restricted in subject matter to an objective description of nature. It was
suggestive of one of the seasons, that evokes a definite emotional response. Basho elevated
the haiku to a highly refined and conscious art. There are haikus for humour, to raise social
awareness, to evoke emotions, or to reminisce on the past. Haikus are a microcosm of a larger
idea or feeling.

2. Explain nostalgia as an important theme in "In Kyoto".

Matsuo Basho's "In Kyoto" highlights the theme of longing and nostalgia for a
familiar place; a sense of yearning for something you already have. The poet is physically
present in Kyoto, yet he still longs for it. It suggests that the place holds deep emotional
significance to him. The poet employs the auditory image of the cuckoo's song which often
evokes a sense of nostalgia for home in the minds of travellers who hear it. The cuckoo’s
song is symbolic of renewal and change. It reflects on the cyclical nature of life; the passing
of a pleasant season and arrival of a harsher one.

3. How does Basho break away from tradition in "The Old Pond".
Basho’s haiku, “The Old Pond" opens with the image of an old pond, which
represents the continuity or tradition. The frog jumping into the water disrupts the peace of
the pond. It indicates a break in tradition in its metaphorical sense and also in Basho's
depiction of the frog itself. Conventionally, the frogs and their cries are markers of season in
haiku. However, this poem breaks away from the tradition, as the only noise comes from the
frog is that of jumping in the water. It is the water itself that becomes the source of the sound
that disrupts the quiet.

Essay
Q. Comment on Basho's contribution to world poetry.

Haiku, a form of Japanese poetry, has earned universal recognition as one of the most
renowned and widely-used Japanese literary forms. It is known for its simplicity and aesthetic
creativity. A haiku consists of just 17 syllables arranged in three lines, each with a specified
number of syllables, 5-7-5. Though the form began as a form of entertainment, haiku has
undergone a transformative evolution, reaching the zenith of artistic expression and aesthetic
creativity.
The most prominent name associated with haiku is that of Matsuo Basho. His legacy
remains deeply enshrined in the annals of Japanese literature. Basho is widely regarded as the

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most famous poet of the Edo period in Japan. He is best known for his haiku poetry and is
considered the father of the haiku. A master of the 17-syllable form, he composed numerous
poems that captured the beauty of nature and the world around him.
Basho's work is highly regarded for its depth and simplicity. He often used simple
language to evoke powerful emotions and images, a style that has influenced countless poets
since his time. Many of his poems reflect the philosophy of Zen Buddhism. They emphasize
the importance of living in the present moment and appreciating the beauty of the natural
world. His influence on Japanese literature and culture is immeasurable.
Basho’s poems and prose have been studied and admired for centuries. Basho's work
has been translated into numerous languages. His legacy continues to inspire poets and
writers around the world. His haiku in particular has been a source of inspiration for poets
and writers in many cultures.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope

3
Poem

I Have a Broom
Zhai Yongming

INTRO

Zhai Yongming is a prominent Chinese poet, essayist and screenwriter. She emerged
as a powerful voice in Chinese literature with the publication of her first poetry collection,
Women, in 1986. She is considered as a foundational Chinese feminist poet. She is the first
Chinese writer who explored elements of gender and feminine identity beyond the scope of
the male oriented gaze. She has to her credit a large number of collections of poetry, essays
and articles. She is influenced by poets such as Sylvia Plath and W.B. Yeats.
The poem, "I have a Broom", explores themes of identity, power, and personal
agency. The broom is a tool and a weapon of empowerment, self-expression, and social
change. The poem ends on a note of determination. She has the confidence to confront her
fears. Drawing strength from her roots, she finds a new sense of clarity and purpose towards a
brighter future.

SHORT ANSWER
1. What does the broom symbolise in the poem?
The broom symbolises a weapon and a tool of empowerment, self-expression, and
social change.

2. What does the phrase, 'a path that is my own', suggest?

Zhai Yongming says that the broom gives her a colourful life, fresh air and a path that
is her own. It is a weapon, a means to claim control of her own life.

3. Explain the line, 'I brandish a broom'.

Zhai Yongming says that she brandishes a broom like a weapon. She walks
about waving the broom proudly. To her “broom” means “a tool for work and a weapon for
liberation.” It gives her courage, confidence and identity.

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4. Describe the ending of the poem "I have a Broom".

At the end of the poem, the poet brandishes a broom as if it is a weapon. She moves
on, greeting the morning breeze, leaving behind her a clean street. She displays the
determination to confront her fears, drawing strength from her roots. She also finds a new
sense of clarity and purpose towards a brighter future.

PARAGRAPH QUESTIONS
1. What is the significance of the title, "I Have a Broom"?
The title of the poem, “I Have a Broom”, is very significant. Zhai Yongming says she
has a broom, and thereby a colorful life, fresh air and her own path. She can ignore
neighbour's ridicule, and the obstruction of relatives and friends. Now, she has work. She can
sweep away all the garbage in the streets as well as in people's minds. With courage and
confidence, she can remove the pained wrinkles of her mother's brows. With her mother’s
blessings, she can brandish a broom like a weapon, move on greeting the morning breeze,
leaving behind her a clean street. Thus, the broom becomes a tool and a weapon for
empowerment, self-expression, and social change.

2. Comment on the imagery employed in the poem.

In the poem, “I Have a Broom”, Zhai Yongming uses several images to re-shape
normalized concepts of gender and femininity. The poet exploits the broom’s traditionally
'feminine' connotations in Chinese culture to create metaphors for women's pain and explore
their psyches. The broom symbolises a weapon and a tool of empowerment, self-expression,
and social change. The poet brandishes the broom as if she would brandish a sword to move
on, clearing away the filth in the streets as well as in people’s minds. The image of the mirror
reflects the truth behind the mildness of her mother’s eyes, and the pained wrinkles of her
mother’s brows. The broom has given her courage, identity and familial roots.

3. Comment on the style and language of the poem.

Zhai Yongming's style of writing consists of viewing the world from a historical
perspective. The language she uses is a distinctly structured and direct style of prose. For this,
she employs ordinary, commonplace, conversational diction. She creates a poetic language
that is markedly feminine and capable of capturing contemporary experiences of Chinese
women. This style is very effective as a gateway for women's self-reflexive, subconscious
progressive thoughts. In the poem, the broom becomes a powerful symbol for societal reform.
In order to drive home her points, she uses plenty of images such as mirror, mother’s eyes
and wrinkles, the street and the morning breeze.

ESSAY 1
1. Examine the relationship between work and personal autonomy as expressed in the
poem "I Have a Broom".

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Zhai Yongming’s poem, "I Have a Broom", explores themes of identity and power.
The poet uses “broom’ as a tool of empowerment, self-expression, and social change. She
also establishes the connection between work and personal autonomy.
The poet says that she has a broom. When she holds the broom in her hands, she feels
that she has a colorful life, fresh air and her own path. The broom helps her to ignore
neighbour's ridicule, and the obstruction of relatives and friends. Now she has work, so she
feels confident. With her broom, she can sweep away today's and yesterday's garbage, the
filth in the streets and the people's minds as well.
Putting on her new work-clothes, the poet looks in the mirror. She understands the
reason for the mildness of her mother's eyes. Now, she does not have to cast perplexed looks
into the street, at the colors of billboards. She can remove the pained wrinkles of her mother's
brows with courage and confidence. With her mother’s blessings, she can brandish a broom.
She can move on, greeting the morning breeze. When she looks back at the distance that she
has covered, she can see a street that she has cleared of filth; also, the human minds cleared
of filth.
The broom is a tool of empowerment, self-expression, and social change. The poet
asserts her ownership of the broom. Her work becomes her own and also instrumental in
establishing the connection with her mother. Through work, she finds courage, identity. and
familial roots. Work becomes a means to claim personal autonomy, a defence against
ridicule, and a tool to clean the filth, literally and metaphorically.

ESSAY 2
2. Is "I have a Broom" a feminist poem? What social structures does the poem question
and criticise?
Zhai Yongming’s poem, "I Have a Broom", explores themes of identity and power.
As a feminist poem, it uses “broom’ as a tool of empowerment, self-expression, and social
change.
The poet says that she has a broom. When she holds the broom in her hands, she feels
that she has a colorful life, fresh air and her own path. The broom helps her to ignore
neighbour's ridicule, and the obstruction of relatives and friends. Now she has work, so she
feels confident. With her broom, she can sweep away today's and yesterday's garbage, the
filth in the streets and the people's minds as well.
Putting on her new work-clothes, the poet looks in the mirror. She understands the
reason for the mildness of her mother's eyes. Now, she does not have to cast perplexed looks
into the street, at the colors of billboards. She can remove the pained wrinkles of her mother's
brows with courage and confidence. With her mother’s blessings, she can brandish a broom.
She can move on, greeting the morning breeze. When she looks back at the distance that she
has covered, she can see a street that she has cleared of filth; also, the human minds cleared
of filth.
The broom is a tool of empowerment, self-expression, and social change. The poet
asserts her ownership of the broom. Thus, she simultaneously leans into traditional gender
roles and also challenges the assumptions associated with it. Through work, the poet finds

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courage and identity. Work becomes a means to claim personal autonomy, a defence against
ridicule, and a tool to clean the filth, literally and metaphorically.
As a feminist poem, “I Have a Broom” attempts to reshape normalized concepts of
gender and femininity, using the imagery of “broom”.

ONE MINUTE SUMMARY

The narrator says she has a broom.
It means, she has a colorful life, fresh air and her own path.
She now has work, so, she can ignore neighbor's ridicule, and the obstruction of relatives and
friends.
With her broom, she can sweep away today's and yesterday's garbage, the filth in the streets,
and in people's minds.
Putting on her new work-clothes, she looks in the mirror; she understands the mildness of her
mother's eyes.
She will never again have to cast perplexed looks into the street, and at the colors of
billboards.
She can remove the pained wrinkles of her mother's brows with courage and confidence.
With her mother’s blessings, she can brandish a broom, and move on, greeting the morning
breeze
And behind her, there’s a clean street.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy - email: [email protected]

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Kaleidoscope

4
Poem

Won’t you celebrate with me

Lucille Clifton

INTRO
Lucille Clifton (1936 – 2010) is a well-known African American poet, writer, activist,
and educator from Buffalo, New York. From 1979 to 1985, she was poet laureate of
Maryland. This beautiful poem titled “won’t you celebrate with me” first appeared in 1993 in
her collection, Book of Light.
In the 1960s, when this poem was written, the American civil rights movement was at
its peak. It awakened a new sense of self-awareness for African Americans. Generations of
African Americans had experienced both a historical exile from Africa and a metaphorical
exile from the so-called American Dream.
The poem, ‘won’t you celebrate with me’ celebrates her identity in a world dominated
by the white patriarchy. The beauty of the poem lies in the honest expression of the poet
about her achievement for making it to the top without any role model or support system. She
has overcome every hurdle in her life and rose to peaks of excellence such as the Chancellor
of the Academy of American Poets and the Poet Laureate of Maryland. She has achieved it
singlehandedly, despite being a woman from the nonwhite community, amidst the hostility of
everything against her.
The poem addresses racism and inherent gender inequality. Throughout this poem, the
poet explores her journey and the obstacles that were in her way to becoming her true self.

Short Answer Questions

1. Comment on the form of the poem.

‘won’t you celebrate with me’ by Lucille Clifton is a fourteen-line poem that is
commonly regarded as a sonnet. However, it does not use a traditional sonnet rhyme scheme
or metrical pattern. In fact, Clifton chose not to use any pattern of rhyme or rhythm in ‘won’t
you celebrate with me.’

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2. What does the phrase “a kind of life” suggest?

The phrase, “a kind of life”, suggests that it is a life far from the ideal; it is not the one
which people usually wish to have. However, it is self-affirmative and real. It has been built
up by the poet, Lucille Clifton herself, with her own hands without relying on any example or
model.

3. What is the connotation of the line: “i made it up”?

The poet, Lucille Clifton, refuses to accept the ideals proclaimed by other people with whom she
has no affinity. She chose to create life according to her own beliefs. The speaker has overcome
every hurdle and modelled herself on her own image.

4. What is the significance of the phrase “between/ starshine and clay”?

The phrase, “between / starshine and clay” represents the divide between opportunity
and reality. The “stars” represent the promise of the future whereas the “clay” is the earth in
this metaphor, the lack of opportunity and the absolute reality. Being ‘nonwhite and woman’,
you can see the opportunity, “the star” others are talking about, but without a defined path to
get there, you are stuck almost the ‘clay.’

Paragraph Questions and Answers

1. Discuss the relevance of the use of lowercase in the title of the poem.
The entire text, including the title of Lucille Cliffton’s short poem, ‘won’t you
celebrate with me’, is written using the lowercase letters. From this, it’s clear that the poet’s
words and ideas are not bound by any conventional rules. It also makes the poem appear
informal, even spontaneous. When she writes, “i made it up,” she is speaking about her
identity and her approach to writing. In spite of her being a “nonwhite” and “woman”, facing
the double barrier in her achieving something great, she rose to become the poet laureate of
Maryland. She did it without any role models, in her own way. Challenging the conventions
is also typical of a narrative of resistance and self-assertion.

2. Comment on the imagery employed by Lucille Clifton.

Lucille Clifton uses plenty of images in this poem. For example, she talks about
someone “born nonwhite and woman”, and “here on this bridge between”. The image of
someone “born nonwhite and woman” is a strong indictment. It means ‘white’ is given so
much privilege over all other races, so, the image of herself as ‘nonwhite’ reduces her to an
‘other.’ The addition of the image ‘and woman’ makes it more poignant. It represents
someone against which everything has been stacked. The phrase, “between / starshine and
clay” represents the divide between opportunity and reality. You can see the opportunity, “the
star” others are talking about, but without a defined path to get there; you are stuck almost the
‘clay.’

3. Write a note on the Biblical undertones in Clifton's poem.

Lucille Cliffton asks the readers to celebrate with her “a kind of life” she has shaped.
She sees a difference between the lives of others and her own emerging self-consciousness.

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She claims to have “no model” for the self that she has constructed. She draws on several
sources to explore the themes of identity, race, and gender. One of these sources is the
Biblical Psalm 137, the line beginning with “By the rivers of Babylon”. It presents an
illuminating parallel to Clifton’s poem. The hymn expresses the yearnings of the Jews exiled
by the Babylonian conquest of Jerusalem. The psalm’s tone echoes Clifton’s own disbelief
and indignation. Unlike the ancient Israelites exiled to Babylon, Clifton was “born in
babylon,” with no memory of a homeland.

4. “Something has tried to kill me and has failed”. Elucidate.

Lucille Clifton, in the poem “won’t you celebrate with me”, asks the reader to
celebrate with her the “something like a life” that she has managed to create for herself. She
had no model to follow. She was also born in exile and persecution as both a “non-white and
woman”. She could become nobody except for herself. So, she improvised, within the limited
space available between bodily existence and the star of opportunity. She clasped her hands
tightly together. She urges the reader to celebrate the fact that every day something has tried
to kill her but failed; she has survived. Having reflected on her lifetime of struggle, she
concludes with a renewed sense of her own accomplishments, authority, and worthiness.

ESSAYS
1. Describe the ways in which the poet's lean style of writing contributes to the poetics of
understatement.
‘won’t you celebrate with me’ by Lucille Clifton addresses racism and inherent
gender inequality. The speaker has overcome every hurdle in her life and rose to peaks of
excellence such as Chancellor of the Academy of American Poets and Poet Laureate of
Maryland. The poet portrays this in a poignant way using the devices of understatement and
lean style.
The poem begins with a call to action, ‘won’t you celebrate with me’. The speaker has
gone against all odds of privilege and still managed to come out successful. She moulded
herself based on her own morals and personality. She is constantly aware that the world
wants to take it away from her. However, she hangs onto it tightly. If something tries to take
it away from her, it will fail.
In the poem, Clifton adopts the lean writing style with the use of simple words and
short sentences. It helps her to keep the audience in focus. She eliminates flab such as
unnecessary words, punctuation, and complex sentences to make writing as clear as possible.
It’s a small, concise, and direct poem in just fourteen short lines. Its diction is simple and the
speaker's voice is direct.
Clifton uses only lowercase letters. This makes the poem appear informal, even
spontaneous. Clifton could also be suggesting that her poetry is not conforming to the
traditional grammar structures of English writing. It furthers her sense of difference and
nonconformity.
The poet also employs understatement as a device to intentionally make a situation
seem less important than it really is. The beauty of the poem lies in the manner in which these

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devices are used. Thus, the poet's lean style of writing contributes to the poetics of
understatement.

2. Discuss the poem as a narrative of resistance and self-assertion.

‘won’t you celebrate with me’ by Lucille Clifton is a poem that celebrates the hard-
earned sense of identity and place in the world. The poem addresses racism and inherent
gender inequality. It is a narrative of resistance and self-assertion.
Lucille Clifton asks, “won't you celebrate with me” what she has managed to shape
into something resembling a life. She had no model to follow. She was born in “Babylon”,
means she was born in lonely or oppressive circumstances. She was not white and was a
woman as well, two identities that put her at a disadvantage. She could become nobody
except for herself. So, she improvised, within the limited space available between bodily
existence and the star of opportunity. She clasped her hands tightly together.
Again, the poet invites the reader to celebrate the fact that every day something has
tried to kill her but failed miserably; and she has survived. Having reflected on her lifetime of
struggle, she concludes with a renewed sense of her own accomplishments, authority, and
worthiness.
The poem is an ode to a hard-earned remarkable triumph of an African American
woman. The poet has overcome every hurdle and modelled herself on her own image. She
had to face the double barrier of being a “nonwhite” and “woman”, the racialized and
gendered oppression. She fought single handedly and reached peaks of excellence in life. She
gathers strength from her experience and greater confidence in her ability to stand alone. She
takes her life into her own hands. In this way, the poem becomes a powerful narrative of
resistance and self-assertion.
One Minute Summary

Lucille Clifton asks, “won’t you celebrate with me”. Celebrate what? That she has
managed to shape into something resembling a life. She had no model to follow. She was
born in lonely and oppressive circumstances. She was nonwhite and a woman, two identities
that put her at a disadvantage. She could become nobody but herself. So, she improvised,
within the limited space available between bodily existence and the star of opportunity. She
clasped her hands tightly together. Again, she invites the reader to celebrate the fact that
every day something has tried to kill her but failed miserably; and she has survived. In this
way, she reflects on her lifetime of struggle. She concludes with a renewed sense of her own
accomplishments, authority, and worthiness.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

https://www.youtube.com/@MurukanBabu
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Kaleidoscope

5
Poem

To See Him Again

Gabriela Mistral

Intro
Gabriela Mistral is the pseudonym of the famous Chilean poet Lucila Godoy Alcayaga (1889
– 1957). She was the first Latin American poet to receive Nobel Prize in Literature in 1945.
She wrote beautiful lyric poetry inspired by powerful emotions. This lyric poetry has made
her name a symbol of the idealistic aspirations of the entire Latin American world.”
The poem, ‘To See Him Again’ by Gabriela Mistral, depicts the intense grief and
trauma following the loss of a beloved. The speaker is shattered when she confronts the
reality that she is unable to reunite with her lover.

Summary
The speaker asks whether she will never again be able to see her beloved; whether she
will see never see him at starry nights, or at dawns, or at sunset? Whether she can never see
him in places such as at the edge of a pale road around the farm fields, or near a fountain
white under the moon. Nor can she see him under the trees in the forest at the fall of night?
Nor in the caves that return the echoes of her words. The speaker says that she must see her
beloved again, wherever he is, whether it is in heaven, or hell, or still moon or in bloodless
fright. She wants to be together with him united around his blood-stained neck every
springtime and winter.

Short Answer
1. What is the central idea of the poem?
The poem, ‘To See Him Again’ by Gabriela Mistral, depicts the intense grief and
trauma following the loss of a beloved. The speaker is shattered when she confronts the
reality that she is unable to reunite with her lover.

2. What does the speaker wish for?

The speaker wishes for reunion with her beloved by overcoming the obstacles that
keep them apart.

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3. Which are the unlikely places of union mentioned in the poem?

The unlikely places of union mentioned in the poem are the edge of a road around the
farm fields, and the rim of a fountain whitened by a moon. The poem also mentions the forest
at the fall of night and the caverns that return the echo of her words.

4. What do ‘heaven’s dead water’ and ‘boiling hole’ suggest?

The poem comes to a close with a glimmer of hope and the possibility of reunion. The
narrator says that she must see her beloved again, no matter where. She must see him even if
he is in the sky or in the moon; or in heaven, or hell.

5. What does the ‘painted knot around his bloody neck’ suggest?
The poet wishes to have a reunion with her dear-departed beloved. The expression
suggests that she just wishes to lose herself in her loved one, like an anguished knot around
his bloodstained neck. It suggests a deep emotional bond that transcends physical boundaries.

Paragraph
1. How does the poet express her deep trauma of loss?
In the poem, ‘To See Him Again’, the poet Gabriela Mistral expresses her
intense grief at the loss of her beloved. The poet is shattered when she confronts the reality
that she is unable to reunite with her lover. No matter how unpleasant the circumstances are,
she just wishes to have her lover nearby. With the help of imagery, repetition, and metaphor,
Mistral creates a moving tribute to the person who has passed away. She struggles to come to
terms with the death of her loved one. She wants to be together with him united around his
blood-stained neck every springtime and winter.

2. What are the possible challenges that she is ready to face?

In the poem, ‘To See Him Again’, the poet Gabriela Mistral expresses her intense
grief after the loss of her beloved. The poet is shattered when she confronts the reality that
she is unable to reunite with her lover. She is ready to face any challenge to see him again.
The speaker says that she must see her beloved again. She must see him wherever he is,
whether it is in heaven, or hell, or still moon or in bloodless fright. She wants to be together
with him united around his blood-stained neck every springtime and winter.

3. What are the images and metaphors used in the poem to suggest the grief and loss?
Gabriela Mistral's ‘To See Him Again’ is a powerful emotive poem that captures the
intense grief felt by the speaker after the loss of a loved one. The poet uses vivid imagery to
convey the speaker's feelings. The opening lines of the poem sets the scene. The reader is
transported to a time and place where the speaker and her loved one were happy and together.
The speaker is reluctant to confront the reality. She holds onto the memory of her beloved.
The expression “painted knot around his bloody neck” suggests that she just wishes to lose

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herself in her loved one. It also suggests a deep emotional bond that transcends physical
boundaries.

4. How does the poet try to convey the extreme emotions that she experiences?
Gabriela Mistral's ‘To See Him Again’ is a powerful emotive poem that captures the
intense grief felt by the speaker after the loss of a loved one. The poet conveys her extreme
emotions by employing devices such as imagery and metaphor. At the very start of the poem,
the reader is transported to a time and place where the speaker and her loved one were happy
and together. The speaker is not ready to accept the reality. She holds onto the memory of her
beloved. She says she must see him wherever he is, whether it is in heaven, or hell. She wants
to be together with him united around his blood-stained neck every springtime and winter.

Essay
Q. Describe “To See Him Again” as a poem that explores the themes of love and loss.

‘To See Him Again’ by Gabriela Mistral is a poem about the themes of love and loss.
It depicts the intense grief and trauma following the loss of a beloved. The speaker is
shattered when she confronts the reality that she is unable to reunite with her lover.
The speaker is in a mood of longing to unite with her beloved. She cannot bear to be
apart from her beloved any longer. She asks whether she will never again be able to see him.
She wonders if she will be able to see him at starry nights, or at dawn, or at sunset?
The speaker also thinks if she will never see him in places like the edge of a road
around the farm fields, or a rim of a fountain white under the moon. She also doubts if she
can never see him under the trees in the forest at the fall of night? Nor in the caves that return
the echoes of her words.
The poem comes to a close with a glimmer of hope and the possibility of reunion. The
narrator says that she must see her beloved again. She must see him wherever he is, whether
it is in heaven, or hell, or still moon or in bloodless fright. She wants to be together with him
united around his blood-stained neck every springtime and winter, never to leave him again.
In this way, the poem captures the intense grief felt by the speaker after the loss of a
loved one. It tells about the pain of separation and the longing for reunion.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope

IV. 1.
Essay

Getting Up on a Cold Morning

Leigh Hunt

Leigh Hunt (1784 – 1859) was a prolific British poet, essayist and critic.

Short Summary
Leigh Hunt's essay, "Getting up on a Cold Morning," humorously explores the
challenges of rising early in chilly weather. He describes the transition from warmth to
coldness as "hellish torture." He attributes it to Adam and Eve's biblical sin. He mocks early
risers, particularly businessmen who are driven by profit and individuals who adhere rigidly
to routine. Hunt also highlights the absurdity of prioritizing punctuality over comfort. He
employs vivid imagery, such as breath resembling chimney smoke, to convey the reluctance
to leave the cozy embrace of bed. However, the complexity of Hunt's language may pose
challenges for some readers, despite the essay's overall charm. Hunt's essay remains a fine
portrayal of the universal laziness to leave the comfort of bed on cold mornings. The
portrayal of the inner conflict, when duty clashes with the attraction of the warmth of bed, is
excellent.

Short Answer Questions

1. Who is the Italian author mentioned in the beginning of the essay, “Getting Up on
Cold Mornings”?
The Italian author mentioned in the beginning of the essay, “Getting Up on a Cold
Morning,” is Guilio Cordara, a Jesuit priest.
2. What does Leigh Hunt say about Adam and Eve?
Leigh Hunt attributes the discomfort of rising early on cold mornings to Adam and
Eve's biblical sin. He suggests that this is the reason behind humanity's struggle with early
awakening.
3. Explain “harpy-footed furies”.
Harpies are cruel, ugly mythical creatures, half human and half bird. They torture lost
souls by dragging them out from fire and thrusting them into ice. In the essay, the expression
symbolizes tormentors.

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4. What is described as the unnecessary and villainous custom on cold mornings?

Shaving is described as the unnecessary and villainous custom on cold mornings. To
Leigh Hunt, it is so unmanly and effeminate.
5.Why does Hunt say that getting up early on cold morning is hellish torture?
Leigh Hunt has been warm all night, and his system perfectly suitable to a warm
blooded animal. To get out of this warm state into the cold all on a sudden is hellish torture. It
is like the sudden transition from heat to cold, from fire to ice.

Paragraph Questions
1. Describe Hunt’s own experience on early rising on cold mornings.
Leigh Hunt describes his own experience on early rising on cold mornings. On trying to get
up, he finds that the parts of the sheet and bolster exposed to the air of the room are very cold.
On opening his eyes, he finds his own breath like smoke out of a cottage chimney. He also
finds the windows all frozen over. He tells the servant to keep ready his articles and dresses,
and hot water for shaving. After that, he finds an excuse to stay in the bed for some more
time saying that the water is too hot. Finally, he gets up and makes himself ready to shave.
2. What are some of the challenges and discomforts Leigh Hunt discusses when getting
up on cold mornings?
Leigh Hunt humorously portrays the challenges of rising early on cold mornings as
"hellish torture." He attributes it to Adam and Eve's biblical sin. He mocks early risers,
particularly businessmen driven by profit and those rigidly adhering to routine. Hunt vividly
describes his reluctance to leave the warmth of bed. He compares his breath on cold mornings
to chimney smoke. He acknowledges that it is necessary to get up early. However, he also
highlights the absurdity of prioritizing punctuality over comfort. The essay offers insight into
the universal struggle of balancing duty and comfort, agreeing with readers facing similar
challenges.
3. How does Leigh Hunt suggest that one can overcome the difficulty of getting up on
cold mornings?
Leigh Hunt proposes strategies for conquering the challenge of rising on cold
mornings. He exemplifies by engaging in conversation with the one waking you, diverting
attention from the cold. Requesting preparations for morning tasks and delaying shaving with
the excuse of hot water cooling are some of the tactics. Another way is to become a
businessman. A businessman loves money more than his comfort. Prioritizing profit over
comfort, or adopting a strict punctuality regimen regardless of weather, are a few other
suggestions. Using some of these ideas, one can overcome the hellish torture of getting up on
cold mornings.

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4. What are some of the benefits or positive aspects Leigh Hunt mentions about waking
up early on cold mornings?
Leigh Hunt's essay, "Getting Up on a Cold Morning," explores the perceived benefits
of early rising. It is commonly believed that early rising is beneficial for health. However,
Hunt challenges this notion due to potential health shocks from abrupt temperature changes.
Although some argue that it extends life, he questions the value of longevity over quality.
Comparing early rising to a "hellish torture," Hunt acknowledges its potential financial
advantages for businessmen and opportunities for punctuality boasting. He observes that a
shorter life with the joys of late rising may be better than a long life with the sufferings of
early rising.
5. What insights or personal experiences does Leigh Hunt share in his essay regarding
the process of overcoming inertia and embracing the challenges of cold mornings?
In his fine essay titled "Getting up on a Cold Morning", Leigh Hunt shares his insights
or personal experiences regarding the process of overcoming inertia and embracing the
challenges of cold mornings. Hunt tells us that everyone will agree that it is indeed
challenging to get out of bed on a cold morning. It is because the sudden transition from
warmth to cold is a hellish torture. The change in temperature is unbearable, and one gets up
only due to compulsion. He compares this torture to harpy-footed furies dragging out lost
souls from fire and thrusting them into ice.

Essay 1
1. What pleasures does Hunt discover in his essay "Getting up on a Cold
Morning"?
Leigh Hunt's essay, "Getting up on a Cold Morning," explores the joys of delaying waking in
contrast to the challenges of early rising. He says that getting up early on cold mornings is
hard whereas getting up late is pleasurable.
Hunt begins with an anecdote about Guilio Cordara's poem on insects. He suggests
that discomfort is a consequence of humanity's fall from grace. He relishes the warmth of
bed. He also says that the transition to cold is like hellish torture, inspired by Adam and Eve's
sin.
Setting himself as an example, Hunt shares techniques to postpone rising. He says that
one can engage in weather discussions and delaying tactics like shaving. He talks about the
discomfort of early rising, comparing it to hellish torture. Hunt highlights the motivations
behind early rising, attributing it to a love of wealth or adherence to routines.
Regarding health and longevity, Hunt questions the presumed benefits of early rising.
He cites the bad effects from abrupt temperature changes. He challenges the notion that a
longer life is more beautiful as well as desirable. He cites the case of London's longest street
as an example of length without inherent beauty.

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In conclusion, Hunt celebrates the pleasure of late awakenings without prescribing

strict rules. He encourages readers to think of the balance between early rising's hardships
and the joys of leisurely mornings. He leaves the decision to accept or reject his suggestion to
individual discretion.

Essay 2
2. Critically analyse the essay “Getting up on a Cold Morning”.
In the essay, “Getting up on a Cold Morning”, Leigh Hunt beautifully relates his struggle of
rising early in chilly weather.
Hunt humorously compares the abrupt transition from warmth to coldness to a
"hellish torture." He compares this torture to harpy-footed furies pulling out lost souls from
fire and thrusting them into ice. He also attributes this discomfort to Adam and Eve's sin. He
suggests that before the original sin, winters were not snowy.
The essay has a humorous tone. Hunt mocks those who rise early, particularly
businessmen driven by financial gain or individual’s addiction to routine. His use of powerful
similes, like breath resembling chimney smoke, vividly conveys the reluctance to leave the
warmth of bed. He cleverly compares the morning ordeal to the sufferings of lost souls. It
adds depth to the narrative.
Through rich imagery, Hunt paints a vivid picture of a paradise devoid of troublesome
insects. He illustrates the struggle of leaving the cozy embrace of blankets for the chill of the
morning. He also depicts the picture of the servant with his bustling preparations. However,
the complexity of Hunt's language may pose challenges for some readers, despite the essay's
overall charm.
In conclusion, Hunt's essay remains an enjoyable portrayal of the universal laziness to
leave the comfort of bed on cold mornings. The portrayal of the inner conflict faced when
duty clashes with the attraction of staying in the warmth of bed is excellent.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

https://www.youtube.com/@MurukanBabu
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Kaleidoscope

I.6
Poem

A Century Later
Imtiaz Dharker

Poet – A Brief Intro

Imtiaz Dharker is a Pakistani-born British poet, artist, and film maker. She has won
the Queen’s Gold Medal for her English poetry. She is well known for her thought-provoking
and socially conscious poetry. Her work often deals with complex themes related to identity,
culture, and social justice.

Synopsis
In the poem ‘A Century Later,’ Imtiaz Dharker addresses the enduring impact of
violence on young girls’ lives and their determination to resist its effects through education. It
portrays the struggles of young girls facing threats and violence on their journey to school.
Each step to class feels like stepping into a battlefield, yet they bravely persevere. The poem
highlights the resilience and determination of these girls. They refuse to be intimidated and
assert their right to education. Despite the dangers, they stand united. It symbolizes hope and
courage for a better future. Dharker emphasizes the importance of education and the strength
of the human spirit in overcoming adversity.

Short Answers
1. What is the central idea of the poem "A Century Later"?
The central idea of the poem is about the bravery and resilience of young girls facing
threats and violence just to go to school. Despite the dangers, they stand up for their right to
education, symbolizing hope and determination for a better future.

2. What is the fervent desire of the schoolgirls?

The fervent desire of the schoolgirls in "A Century Later” is to assert their right to
education. They want to lead normal lives despite the threats and challenges they face. They
strive for the opportunity to learn, grow without fear and pursue their dreams.

3. What do the words 'buzzing”, "humming” and “murmur” symbolize?

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The words ‘buzzing,’ ‘humming,’ and ‘murmur’ symbolize the collective strength and
determination of the schoolgirls in overcoming adversity. They represent the unity and
solidarity among the girls as they stand up against oppression.

4. "She takes the bullet in the head." Who is 'she'?

It refers to Malala Yousafzai, who survived being shot in the head by the Taliban for
advocating girls' education. Despite the violence she faced, Malala continued her activism
and became a global symbol of courage and resilience.

Paragraph Questions
1. Why does the poet draw a comparison between school-going girls and soldiers?
The poet draws a comparison between school-going girls and soldiers to show the
bravery and challenges faced by the girls. In the poem, going to school is described as going
to battle, with every step feeling like stepping into a dangerous place. This comparison
highlights the courage and determination of the girls, who face threats and violence but still
continue to pursue education. Like soldiers on a battlefield, the girls must be brave and
resilient in the face of danger. This comparison highlights the seriousness of the challenges
they face and the strength they show in overcoming them.

2. How do the school girls hope to attain their rights?

The school girls in "A Century Later" hope to attain their rights through courage and
unity. Despite facing threats and violence, they stand together and refuse to be intimidated.
By showing solidarity and determination, they aim to assert their right to education and lead
normal lives. They believe in the power of education to empower themselves and change
their circumstances. Through collective action and resilience, they strive to overcome the
obstacles in their path. They want to create a better future for themselves and other girls like
them.

3. What happened to Malala Yousafzai?

Malala Yousafzai, a Pakistani girl, was shot in the head by the Taliban in 2012. They
targeted her because she was advocating for girls' education. Despite the attack, Malala
survived and continued to speak out for the right of all children, especially girls, to go to
school. Her bravery and determination inspired people around the world, and she became a
symbol of the fight for education. Malala's story shows the challenges many girls face in
pursuing education. It also shows the importance of standing up for what you believe in, even
in the face of danger.

4. What advice does the poet want to give to the school girls?
The poet advises the school girls to stay strong and keep fighting for their right to
education. She encourages them not to be afraid of the threats and violence they face but to
stand up for themselves and each other. The poet wants the girls to know that education is

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powerful and can help them overcome any obstacles. By staying determined and united, they
can create a better future for themselves and inspire others to do the same. The poet's
message is one of hope and resilience, urging the girls to never give up on their dreams
despite the challenges they may encounter.

Essays
1. Comment on the symbolism of war in the poem "A Century Later."
In "A Century Later" by Imtiaz Dharker, the symbolism of war is employed to depict
the struggle for education and empowerment faced by young girls. The poem portrays the
school environment as a battlefield, with the school-bell acting as a "call to battle." Each step
to class is likened to stepping into a "firing-line."
The use of war symbolism serves to highlight the gravity of the situation and the
courage required by these girls to pursue their right to education. By equating the journey to
school with warfare, Dharker emphasizes the harsh realities and adversities faced by these
girls. The "bullet in the head" symbolizes the threats and violence, these girls encounter.
Despite this, they persevere.
Furthermore, the poem juxtaposes the violence and oppression faced by the girls with
their inner resilience and determination. The "fine skin at the temple" and the "cheek still
rounded from being fifteen" symbolize youth and vulnerability. Yet the girls refuse to be
defeated. Instead, they "walk on" and assert their right to education in the face of adversity.
Moreover, the imagery of war also underscores the collective struggle and solidarity
among the girls. The "murmur" and "swarm" of girls standing up to take their places on the
front line symbolize unity and strength in numbers. Together they form a formidable force
against oppression.
In conclusion, the symbolism of war in "A Century Later" serves to highlight the
harsh realities and challenges faced by young girls in their pursuit of education. It
underscores the courage, resilience, and collective strength required to overcome adversity
and assert their right to empowerment.

2. What is the condition of school-going girls, and how can they improve it.
In "A Century Later" by Imtiaz Dharker, the condition of school-going girls is shown
as tough and full of challenges. The poem talks about how going to school feels like going to
battle. Every step to class feels like stepping into a dangerous place.
To improve the condition of school-going girls, there are a few things we can do.
First, we need to make sure schools are safe places for them. This means protecting them
from violence, bullying, and any other dangers. Schools should be places where girls feel safe
to learn and grow.
Second, we need to make sure that all girls have access to schools and education.
Sometimes, girls don't go to school because it's too far away, too expensive, or because their
families don't think it's important for them to learn. We need to change that. Every girl
deserves the chance to go to school and get an education.
Third, we need to change how people think about girls and education. Some people
still believe that girls shouldn't go to school or that their education isn't as important as boys'.

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We need to challenge these ideas and show everyone that girls have the right to learn and go
to school just like boys.
By making schools safe, accessible, and welcoming to girls, we can help improve
their condition and give them the chance to learn, grow, and succeed. When girls are
educated, they can change their lives and the lives of their families and communities for the
better.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope

III.1
Drama

The Tempest
William Shakespeare

Shakespeare: A Brief Intro

William Shakespeare is widely regarded as one of the greatest playwrights in English

literature. He was born in Stratford-upon-Avon in 1564. His works include plays, sonnets,
and poems. These works continue to be celebrated for their profound insights into the human
condition, timeless themes, and mastery of language.

Synopsis: The Tempest

"The Tempest” by William Shakespeare is a tale of magic, revenge, and forgiveness.

It follows Prospero, the former Duke of Milan, who is stranded on an island with his daughter
Miranda. Using his magical powers, Prospero conjures a storm to shipwreck his enemies,
including Alonso, the King of Naples. Throughout the play, Prospero manipulates events to
bring about reconciliation and redemption. He orchestrates a romance between Miranda and
Alonso's son, Ferdinand, while teaching his adversaries lessons in humility and forgiveness.
In the end, Prospero forgives his enemies and renounces his magic. He chooses to return to
civilization and reconcile with his past. "The Tempest” explores themes of power, control,
and the transformative nature of forgiveness.

Synopsis – Act 3 Scene 1

In Act 3, Scene 1 of Shakespeare's "The Tempest,” Ferdinand, the Prince of Naples, is

seen carrying logs by Prospero's command as part of his punishment for wooing Miranda.
Prospero secretly observes their interaction. Ferdinand, unaware of Prospero's presence,
laments his love for Miranda, believing her to be dead. He resolves to honour her memory by
continuing to carry logs. Meanwhile, Prospero is pleased with Ferdinand's dedication and
resolves to test his love for Miranda further. The scene serves to deepen Ferdinand and
Miranda's love story while highlighting Prospero's manipulation and control over their fate.

Short Answers

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1. What is meant by the mean task?

In Act 3, Scene 1 of Shakespeare's "The Tempest,” the "mean task" refers to the laborious
work assigned to Ferdinand by Prospero. It involves carrying heavy logs. This task serves as
a form of punishment imposed by Prospero for Ferdinand’s supposed betrayal in wooing
Miranda.
2. What is the attitude of his mistress to the work?
In Act 3, Scene 1 of Shakespeare's "The Tempest,” Miranda expresses sympathy towards
Ferdinand's labour. She believes that it is imposed upon him unfairly. She observes his toil
with concern, demonstrating empathy and a desire to alleviate his suffering.
3. With whom is Miranda compared?
In Act 3, Scene 1 of Shakespeare's "The Tempest,” Miranda is compared to a goddess by
Ferdinand. He admires her beauty and purity, and compares her to mythical figures like
Diana or Venus.
4. Why couldn’t Miranda see the faces of many people in her life?
In Act 3, Scene 1 of Shakespeare's "The Tempest,” Miranda explains to Ferdinand that
she has not seen many people apart from her father. It is because they were exiled to the
island when she was very young. Consequently, her social circle has been limited, and she
hasn't had the opportunity to interact with a wide range of people.
5. What is referred to as trifling?
In Act 3, Scene 1 of Shakespeare's "The Tempest,” Ferdinand refers to his previous love
interests as trifling. He suggests that his affection for Miranda surpasses his past romantic
attachments. He implies that those relationships were insignificant compared to his love for
Miranda.

Paragraph Questions
1. What theme is highlighted through the love story of Miranda and Ferdinand?
The theme of true love transcending adversity and social barriers is highlighted
through the love story of Miranda and Ferdinand in Act 3, Scene 1 of Shakespeare's "The
Tempest." Despite being from different backgrounds and facing challenges such as Prospero's
manipulation and Ferdinand's labour, their love blossoms genuinely. Their relationship defies
external constraints and represents the power of love to overcome obstacles. Additionally,
their union symbolizes hope and renewal in the play. It suggests that love has the potential to
bring about positive change and reconciliation, even in the face of adversity.
2. Write a character sketch of Ferdinand as it is revealed through this scene.
In Act 3, Scene 1 of Shakespeare's "The Tempest,” Ferdinand is depicted as a devoted
and earnest young man deeply in love with Miranda. Despite being subjected to menial
labour by Prospero, Ferdinand remains steadfast in his commitment to Miranda,

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demonstrating his loyalty and determination. His willingness to endure hardship for the sake
of love underscores his sincerity and integrity. Ferdinand's character is further revealed
through his admiration for Miranda's purity and his resolve to honour her memory even in her
supposed death. It portrays him as a romantic and noble figure devoted to his beloved.
3. Why do most of the actions in the play take place on an isolated island?
In Shakespeare's "The Tempest," most actions take place on an isolated island. This is
to create a secluded and controlled environment suitable for the manipulation of characters
and events by Prospero, the magician. The island serves as a metaphorical stage where
Prospero orchestrates his schemes of vengeance and redemption. Additionally, the isolation
of the island intensifies the themes of power, control, and the transformative nature of exile.
It allows the characters to undergo personal growth and reflection away from the constraints
of society. Thus, the island setting becomes integral to the exploration of human nature and
the resolution of the play's conflicts.
4. How do Miranda and Ferdinand profess their love for each other?
In Act 3, Scene 1 of Shakespeare's "The Tempest,” Miranda and Ferdinand profess
their love for each other through heartfelt declarations and expressions of devotion.
Ferdinand expresses his admiration for Miranda's beauty and purity, likening her to celestial
beings. Miranda reciprocates Ferdinand's affection, declaring her love for him and expressing
her willingness to endure hardship for his sake. Their exchange is filled with romantic
imagery and vows of eternal fidelity. It symbolizes the depth and sincerity of their love
despite the obstacles they face. Through their words and actions, Miranda and Ferdinand
affirm their commitment to each other. These things strengthen their bond amidst the trials of
Prospero's island.
5. Why does Miranda weep?
In Act 3, Scene 1 of Shakespeare's "The Tempest,” Miranda weeps upon witnessing
Ferdinand carrying logs, believing him to be unfairly burdened with labour. Her tears stem
from empathy and concern for Ferdinand's well-being, as she perceives his toil as unjust and
painful. Miranda's emotional reaction reflects her compassionate nature and her deep
affection for Ferdinand. Moreover, her tears may also signify her frustration with their
circumstances and her desire to alleviate Ferdinand’s suffering. It highlights the theme of
empathy and the injustice of Prospero's manipulation in their relationship.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope

I.7.
Poem

Text
Carol Ann Duffy

Carol Ann Duffy – A Brief Intro

Carol Ann Duffy is a renowned Scottish poet and playwright. She is known for her
distinctive voice. Her poems explore themes such as love, identity, and social issues. She
served as the Poet Laureate of the United Kingdom from 2009 to 2019, becoming the first
woman to hold the position.

Synopsis
“Text” by Carol Ann Duffy is a poem that explores the dynamics of modern
communication through text messages. The speaker reflects on the intimacy and distance
conveyed in abbreviated messages like “C u l8r” and “1 <3 u.” While these texts suggest
closeness, they also hint at a longing for deeper connection. The fragmented structure of the
poem mirrors the disjointed nature of digital communication. It also highlights its transient
and sometimes ambiguous quality. Overall, the poem explores the tension between
convenience and emotional depth in contemporary modes of interaction.

Short Answers

1. "I tend the mobile now like an injured bird" — identify the figure of speech.
The figure of speech in the line is a simile. It compares the act of caring for the
mobile phone to tending to an injured bird. It suggests a delicate and nurturing attitude
towards technology.

2. Why does the speaker tend the phone like an injured bird?
The speaker tends the phone like an injured bird to convey a sense of fragility and
care towards the communication device. This comparison highlights the speaker's emotional
attachment to the phone and the tenderness with which he handles it.

3. What do the letters “xx” mean in a text message?

The letters "xx" represent kisses, a common symbol of affection or friendship in text
messaging. They convey warmth and closeness between the sender and the recipient.

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Paragraph Questions
1. What does the poem suggest about the authenticity and depth of relationships formed
through text messages?
In Carol Ann Duffy's poem, “Text,” the speaker reflects on the intimacy and distance
of relationships mediated through text messages. While texts offer immediate connection, the
speaker questions their authenticity compared to face-to-face interaction. The poem suggests
that although texts can convey emotions like love ("xx"), they lack the depth and nuances of
real conversation. Despite this, the speaker cherishes the digital communication, tenderly
caring for her phone like an injured bird. It suggests the significance of these relationships in
modern life, though with a hint of melancholy about their limitations.

2. How does the poem explore the theme of communication in the digital age?
The poem, "Text" by Carol Ann Duffy, explores communication in the digital era,
portraying both its convenience and its shortcomings. It captures the immediacy of texting
while questioning its depth and authenticity compared to traditional forms of interaction.
Through the speaker's tender care for their phone, comparing it to an injured bird, the poem
suggests a profound emotional connection to digital communication tools. However, it also
hints at the fragility and limitations of these connections. It also highlights the complexities
and ambiguities of human interaction in the digital age.

3. What emotions or feelings are conveyed through the abbreviated and disconnected
language used in the text messages?
In Carol Ann Duffy's poem, “Text”, the abbreviated and disconnected language used
in the text messages conveys a mix of emotions. While the brevity of messages like "C u l8r"
and "I <3 u" suggests informality and casualness, they also hint at intimacy and affection.
However, the fragmented nature of these messages also evokes a sense of distance and
isolation. It also reflects the limitations of digital communication in fully expressing complex
emotions. Overall, the abbreviated language in the text messages conveys a blend of
familiarity, affection, and a longing for deeper connection in the digital realm.

Essays
1. Comment on the language and structure of the poem.

In Carol Ann Duffy's poem, “Text”, the language and structure serve to illuminate the
complexities of modern communication.
The poem is composed of a series of fragmented lines, mimicking the disjointed
nature of text messages. It reflects the brevity and immediacy of digital communication. The
language used is colloquial and abbreviated. It features shortened phrases like "C u 18r" and
"I <3 u," which are characteristic of text speak.
This informal language reflects the casual intimacy often found in text messages. It
suggests a sense of closeness between the speaker and the recipient. However, the poem also
hints at a deeper longing for connection beneath the surface. The speaker's comparison of

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tending to their mobile phone like an injured bird evokes a sense of care and tenderness. It
hints at the emotional attachment we can develop to our devices in the digital age.
The structure of the poem is also significant, with each line standing alone and
disconnected from the others, much like individual text messages. This fragmentation
emphasizes the transient nature of digital communication. It also suggests the potential for
misunderstandings and misinterpretations that can arise from abbreviated messages.
Overall, through its language and structure, the poem, “Text” explores the
complexities of modern communication. It captures both the intimacy and distance inherent
in digital interactions. It highlights the ways in which technology shapes our relationships.
The poem also portrays the challenges of conveying emotions through abbreviated messages.

2. Discuss how the title of the poem interacts with the poem's content. Is the title
appropriate or ironic? Why?

The title of Carol Ann Duffy's poem, “Text”, interacts with the poem's content in a nuanced
way. It offers both a straightforward descriptor and a deeper layer of meaning.
On the surface, the title simply refers to the act of sending text messages, aligning
with the poem's exploration of modern communication. However, the title also carries a
deeper significance when considered in relation to the poem's themes.
While text messages serve as the primary mode of communication in the digital age,
the word "text" itself has broader connotations. It can refer not only to written messages but
also to literary or poetic works. In this sense, the title suggests that the poem itself is a form
of text, blurring the boundaries between traditional and digital forms of communication.
The appropriateness of the title can be seen as both straightforward and ironic. On one
hand, it accurately reflects the subject matter of the poem, that is, the poem revolves around
text messages and their role in modern relationships. However, the title also carries an ironic
undertone, as it highlights the limitations of digital communication. While text messages
offer a convenient way to stay connected, they often lack the depth and nuance of face-to-
face interaction.
Furthermore, the title's simplicity contrasts with the complexity of the poem's themes.
It underscores the gap between the brevity of text messages and the deeper emotions they
attempt to convey. Overall, the title “Text” is both appropriate and ironic.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope

I.8
Poem

Revolving Days
David Malouf

David Malouf – A Brief Intro

David Malouf is a well-known Australian author. His works often explore themes of
memory, cultural displacement, and the complexities of human relationships. He has earned
numerous awards and critical acclaim.

Synopsis

"Revolving Days" by David Malouf captures the cyclical nature of life. It explores the
passage of time and the inevitability of change. Through vivid imagery and sensory language,
Malouf portrays the beauty and transience of existence. The poem emphasizes the fleeting
moments that shape our experiences. It reflects on the interconnectedness of past, present,
and future. It also suggests that each day revolves into the next, carrying with it both
memories and possibilities. Ultimately, the poem invites readers to contemplate the
significance of embracing life's continuous journey, finding solace in the constancy of change
and the resilience of the human spirit.

Short Answers

1. What does the speaker seem to remember?

In "Revolving Days" by David Malouf, the speaker seems to remember moments
from his past, reflecting on the passage of time and the significance of memories. These
recollections evoke a sense of nostalgia and contemplation.

2. What is the significance of the shirts the speaker buys early in the relationship?
In "Revolving Days" by David Malouf, the shirts the speaker buys early in the
relationship symbolize the optimism and anticipation of new beginnings. They represent a
desire to impress and attract the other person in the early stages of romance.
3. Whom does the speaker address in the poem?

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In "Revolving Days" by David Malouf, the speaker addresses his former partner,
reflecting on their past relationship and the memories they shared together. The poem
captures the speaker's longing and nostalgia for the person he once loved.
4. How are the eyes of the speaker’s lady love described?
In "Revolving Days" by David Malouf, the eyes of the speaker's lady love are
described as "moody" and "touched with grey." It suggests a depth of emotion and perhaps a
sense of melancholy in her gaze. These descriptions evoke a vivid image of the woman's eyes
and hint at the complexity of her character.

Paragraph Questions

l. What is the effect of the repetition of “forever and for ever” to describe the lovers’
devotion early on?
The repetition of "forever and for ever" in "Revolving Days” by David Malouf
emphasizes the timeless and enduring nature of the lovers’ devotion early on in their
relationship. This repetition reinforces the idea of eternal love and commitment. It also
highlights the intensity of their feelings for each other. It creates a sense of permanence and
stability in their bond. It suggests that their love will last indefinitely. However, as the poem
progresses and the relationship evolves, this repetition also serves to contrast with the
impermanence and transience of their love over time, adding poignancy to their eventual
separation.

2. How do the shifts between past and present in the poem convey the lasting emotional
impact of the affair?
In "Revolving Days" by David Malouf, the shifts between past and present convey the
lasting emotional impact of the affair by juxtaposing moments of nostalgia and reflection
with the present reality. These shifts evoke a sense of longing and reminiscence. They also
highlight the enduring significance of the relationship in the speaker's life. By weaving
together memories of the past with the starkness of the present, the poem captures the
bittersweet essence of love and loss. It also portrays how the echoes of past experiences
continue to resonate in the speaker's heart, even as time marches forward.

3. Examine how the poem expresses themes of youth and lost love through the
experiences and shifting perspective of the speaker?
In "Revolving Days" by David Malouf, the poem expresses themes of youth and lost
love through the experiences and shifting perspective of the speaker by reflecting on past
memories and emotions. The speaker reminisces about youthful moments of passion and
intimacy; he also highlights the vitality and intensity of young love. However, as the poem
progresses, the speaker's perspective shifts to the present, where they grapple with the reality
of lost love and the passage of time. This juxtaposition between past and present emphasizes
the fleeting nature of youth and the enduring ache of lost love. It captures the universal
experience of longing and nostalgia.

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4. Analyse the language used to communicate the speaker's feelings and current attitude
toward the ended relationship.
In "Revolving Days" by David Malouf, the language used communicates the speaker's
complex feelings and current attitude toward the ended relationship through a mix of
nostalgia and resignation. The speaker's reflections about past moments of intimacy are
tinged with longing and sadness. However, there is also a sense of acceptance and resignation
as the speaker acknowledges the inevitability of change and the passage of time. This blend
of emotions is conveyed through the evocative language of the poem. It captures the speaker's
ambivalence towards the ended relationship and the enduring impact it has had on their life.

Essays

1. Examine the role of memory in this poem? How does memory collapse time or bridge
past and present?

In "Revolving Days" by David Malouf, memory plays a central role in shaping the
speaker's experience and understanding of the past and present.
Throughout the poem, the speaker reflects on memories of a past relationship. He
invokes moments of intimacy and connection that have left a lasting impression. These
memories serve to collapse time. They also blur the boundaries between past and present as
the speaker nostalgically revisits moments from their youth.
Memory acts as a bridge that connects the speaker's past experiences with the current
reality. It also allows him to navigate the complexities of love and loss. The speaker's
recollections of moments shared with his former lover evoke a sense of longing and yearning.
They highlight the enduring impact of these memories on his emotional landscape.
Furthermore, memory serves as a means of processing and understanding the passage
of time. As the speaker reflects on his past experiences, they grapple with the inevitability of
change and the transient nature of love. Memory allows him to reconcile the past with the
present, enabling him to come to terms with the reality of lost love while cherishing the
memories that continue to shape his identity.
In conclusion, memory serves as a powerful force in "Revolving Days,” collapsing
time and bridging past and present as the speaker navigates the complexities of love, loss, and
nostalgia.

2. Analyse how details about the beginning of the relationship contrast with the
speaker's more solemn insights later on.

In "Revolving Days" by David Malouf, details about the beginning of the relationship
contrast with the speaker's more solemn insights later on, highlighting the evolution of their
emotional journey.
Initially, the speaker recalls moments of youthful passion and excitement, describing
the early stages of the relationship with a sense of optimism and anticipation. Details such as

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buying shirts to impress the other person and the repetition of phrases like "forever and
forever" convey the intensity of their feelings and the hopefulness of new love.
However, as the poem progresses, the tone shifts, and the speaker's reflections
become more solemn and introspective. The speaker begins to acknowledge the passage of
time and the reality of lost love, contrasting the innocence and fervour of youth with the
sombre realization of impermanence. Details such as the description of the lady's eyes as
"moody” and "touched with grey” suggest a sense of melancholy and resignation, reflecting
the speaker's acceptance of the relationship's end.
In conclusion, the contrast between the details of the beginning of the relationship and
the speaker's more solemn insights later on underscores the transformative nature of love and
the inevitable changes that accompany the passage of time. The poem traces the arc of the
speaker's emotional journey, from the excitement of newfound love to the wistful acceptance
of its eventual end, capturing the complexity and poignancy of human relationships.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy
email: [email protected]

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Kaleidoscope

I.9
Poem

Threshold
Ocean Vuong

Ocean Vuong: Brief Intro

Ocean Vuong is a Vietnamese-American poet, and novelist known for his lyrical and
deeply personal writing. His works often explore themes of identity, family, trauma, and the
immigrant experience. They captivate readers with its emotional depth and imagery.
“Threshold” is the first poem in the anthology, “Night Sky with Exit Wounds.”

Synopsis

"Threshold" by Ocean Vuong is about a person who secretly observes a man singing
beautifully under the shower one morning. It changes how he thinks about himself and the
world around him. It shows how special moments, like hearing beautiful music, can make us
see things differently and make us grow inside.

Short Answers

1. How does Vuong describe the singing man in the poem? What imagery does he use?
In "Threshold," Ocean Vuong describes the singing man as embodying music so
profoundly that it fills the narrator to the core like a skeleton. The imagery of guitar strings
snapping over his shoulders evokes the intensity and physicality of his performance.
2. What metaphor does Vuong use to portray the effect of hearing the singing man?
In "Threshold," Ocean Vuong metaphorically portrays the effect of hearing the
singing man as the narrator's entire being filled with music. He compares it to a skeleton
being filled to the core. It suggests a profound experience where the music penetrates every
aspect of the narrator's existence.

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3. What is the tone of the poem?

The tone of Ocean Vuong's poem "Threshold" is reflective and introspective. The
narrator reminisces on a transformative moment of hearing the singing man. There is also a
sense of longing and acceptance.
4. What dual meaning does the word “threshold” have in this poem?
In the poem, the word "threshold" carries a dual meaning. It represents both a physical
doorway where the narrator listens to the singing man and a metaphorical boundary between
ordinary existence and a transformative experience. It symbolizes the moment of crossing
into a new realm of understanding and emotion.

Paragraph Questions

1. What sensory details help establish the scene and atmosphere of the poem?
In Ocean Vuong's poem, “Threshold,” sensory details weave a vivid scene and
atmosphere. The sound of rain falling, guitar strings snapping, and the singing man's voice
filling the air evoke an auditory landscape that envelops the narrator. The image of the
narrator watching through a keyhole adds a sense of intimacy and secrecy to the moment. The
physical sensation of kneeling and the metaphor of feeling music "filling to the core like a
skeleton” convey the profound impact of the experience. Overall, these sensory details create
a rich mix of sensations that immerse the reader in the transformative moment captured in the
poem.
2. How does the speaker’s perspective change from the beginning to the end of the
poem?
In Ocean Vuong's poem “Threshold,” the speaker's perspective undergoes a profound
transformation. Initially, the speaker observes the singing man with curiosity and awe,
kneeling in humility before the beauty of the music. However, by the end of the poem, the
speaker reflects on the cost of entering into such an experience. He acknowledges the loss
and sacrifice that accompany profound moments of connection. This shift in perspective
reveals a deeper understanding of the complexities of human emotion. It also shows the price
one pays for embracing life's transformative moments.
3. How does this poem explore the relationship between art, empathy, and personal
growth?
"Threshold" by Ocean Vuong explores the profound connection between art,
empathy, and personal growth. Through the experience of hearing the singing man, the
narrator undergoes a transformative journey. In this way, art becomes a conduit for empathy,
filling them with profound emotion and understanding. This encounter leads to personal
growth. The narrator thinks of the cost of experiencing such beauty and the sacrifices
inherent in embracing life's transformative moments. Ultimately, the poem suggests that art

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has the power to transcend boundaries, foster empathy, and catalyse personal growth by
allowing individuals to connect deeply with the human experience.

Essay 1

Analyse how specific word choices, structure, and poetic elements shape the poem’s
depiction of emotional and psychological growth through engaging with art.

In "Threshold," Ocean Vuong employs specific word choices, structure, and poetic
elements to craft a powerful depiction of emotional and psychological growth through
engaging with art.
Vuong's careful selection of words creates vivid imagery that immerses the reader in
the sensory experience of the poem. For instance, the phrase "guitar strings snapping over his
globed shoulders" evokes the sound of music. It also conjures a visual image of the singing
man, enhancing the emotional impact of the moment.
The structure of the poem, with its progression from observation to introspection,
mirrors the narrator's journey of self-discovery. Initially, the speaker watches the singing man
from a distance, but as the poem unfolds, he becomes increasingly introspective, delving into
his own emotional response to the music. This structural shift underscores the theme of
personal growth and transformation.
Poetic elements such as metaphor and symbolism further enrich the poem's
exploration of emotional and psychological growth. The metaphor of music "filling me to the
core like a skeleton” conveys the profound impact of the experience on the narrator's
innermost self. Additionally, the threshold serves as a powerful symbol of transition and
transformation. It represents the boundary between the mundane and the transcendent.
In conclusion, through his meticulous word choices, thoughtful structure, and adept
use of poetic elements, Vuong creates a deeply moving portrayal of emotional and
psychological growth through engagement with art in "Threshold." The poem invites readers
to reflect on the transformative power of beauty and the profound impact it can have on
individual identity and understanding.

Essay 2

“Threshold” suggests that moments of intense beauty and understanding can

irreversibly change one’s perspective. Discuss.

"Threshold" by Ocean Vuong vividly illustrates how moments of intense beauty and
understanding can profoundly change one's perspective in an irreversible manner. Through
the narrator's encounter with the singing man, the poem explores the transformative power of
art to shift perceptions and catalyse personal growth.
Initially, the narrator observes the singing man with curiosity and awe, but as the
poem progresses, his experience deepens. He becomes increasingly introspective. The
imagery of the singing man's voice "filling me to the core like a skeleton" suggests a

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transformative impact on the narrator's innermost self. This moment marks a threshold, a
boundary between the ordinary and the extraordinary, where the narrator's perspective is
changed forever.
Moreover, the poem emphasizes the cost of such transformative experiences. The
narrator reflects on the sacrifice and loss inherent in embracing moments of profound beauty.
This suggests that while these experiences are invaluable, they also come with a price. It
challenges the narrator to reconcile the complexities of human emotion and the sacrifices
required for personal growth.
In this way, "Threshold" poignantly demonstrates that moments of intense beauty and
understanding can indeed irreversibly change one's perspective. Through its exploration of
the transformative power of art, the poem invites readers to reflect on the profound impact of
such experiences and the ways in which they shape our understanding of ourselves on the
world around us.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope – Songs and Stories of Our World

Module II.1
Story

Uncle Podger Hangs a Picture

Jerome K. Jerome

Jerome K. Jerome – Intro

Jerome K. Jerome was a prolific British author. He was best known for his
humorously observant and witty writing style. He achieved literary fame with his humorous
travelogue "Three Men in a Boat” which remains a classic of English literature. Jerome's
works often explored themes of everyday life, friendship, and the absurdities of human
nature. It earned him a reputation as a master of comedic storytelling.

Synopsis
"Uncle Podger Hangs a Picture" is a funny story by Jerome K. Jerome. It's about
Uncle Podger, who tries to hang a picture, but everything goes wrong. He breaks things and
makes a mess. Everyone in the house tries to help him, but it only gets more chaotic.
Finally, he hangs the picture, and everyone is surprised that he actually did it.
The story shows how sometimes even simple tasks can turn into big problems, but in
the end, things work out somehow.

Short Answer Questions

SQ 1: Why did Uncle Podger send the maid?

Uncle Podger sent the maid to fetch a hammer because he couldn't locate it himself.
Earlier he had claimed that he knew exactly where it was. It shows that he has a
tendency to be disorganized and forgetful which adds to the comedic chaos of the situation.

SQ 2: What did Uncle Podger ask the children to bring for him?
Uncle Podger asked the children to bring him a boot-jack, thinking it was a hammer.
The children innocently complied with his request, unaware of his error. This
misunderstanding adds to his confusion and the comedic nature of the scene.

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SQ 3: How did Uncle Podger cut his finger?

Uncle Podger cut his finger while trying to open a packet of picture-hooks. In his
haste and frustration, he ended up cutting his finger instead. It adds to the humorous
atmosphere of the scene.

SQ 4: Why did Uncle Podger want his coat?

Uncle Podger wanted his coat to protect himself from the debris and mess he
anticipated would occur while hanging the picture. He believed that wearing his coat would
shield him from the dust and plaster that might result from the task.

SQ 5: Name the musical instrument on which Uncle Podger fell upon.

Uncle Podger fell upon a concertina while attempting to hang the picture. The
incident added to the chaos of the situation.

Paragraph Questions
PQ 1: Comment on Uncle Podger's attitude after finishing the task.
After finally finishing the task of hanging the picture, Uncle Podger's attitude is one
of self-satisfaction and pride. He is pleased with his achievement. He also boasts about his
expertise and proclaims that no one else could have done it. Despite the chaos and mishaps
that occurred before his success, Uncle Podger emerges with his confidence intact. He
believes himself to be the hero of the moment. His attitude reflects his tendency to exaggerate
his abilities and overlook the confusion he caused. All this adds to comic irony towards the
end of the story.

PQ 2: Describe the commotion in the house when Uncle Podger tried to put up the
picture.
The house falls into chaos as Uncle Podger attempts to hang the picture. There is
frantic searching for tools, with Uncle Podger causing more mess in the process. He breaks a
vase and steps on butter and spreads it around. The family members rush around trying to
assist him, but only add to the confusion. There's drilling, hammering, and shouting as Uncle
Podger struggles with the task. The cat's tail is accidentally pinched by the picture frame. It
causes it to dash around the room in a panic. Overall, the scene is one of frenzied activity and
comedic mishaps.

PQ 3 - Narrate the incidents that depict the carelessness of Uncle Podger.

Uncle Podger's carelessness is evident throughout the story. He carelessly breaks a
vase while searching for a hammer and scatters its contents. Then, he accidentally steps on
the butter, spreading it across the room. While attempting to hammer the nail, Uncle Podger
crushes his thumb with the tool. He also carelessly drills holes in the wall, creating a mess of
plaster and dust. Finally, he unknowingly drops the picture frame on the cat's tail, causing
chaos. Each incident shows Uncle Podger's carelessness. It also shows his tendency for
creating confusion wherever he goes.

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PQ 4: Explain Aunt Maria's reaction after Uncle Podger had hung the picture.
After Uncle Podger finally hangs the picture, Aunt Maria's reaction is one of relief
mixed with disbelief. She expresses astonishment at the fact that the picture is actually up.
This reaction indicates her surprise that Uncle Podger managed to accomplish the task despite
his previous bumbling attempts. She declares that the next time Uncle Podger attempts to
hammer a nail, she will promptly escape to her mother’s house for a week. Aunt Maria
implies that his chaotic efforts are best endured from a safe distance.

ESSAY 1:
Write an essay on the comic elements in the text "Uncle Podger Hangs a Picture" -

Jerome K. Jerome's "Uncle Podger Hangs a Picture" is a hilarious story with plenty of comic
elements. It is rich with witty observations and absurd situations that generate laughter.
Jerome skilfully incorporates clever wordplay, exaggerated situations, and humorous
characterizations. All these make the narrative appealing.
The story features abundant situational comedy, as Uncle Podger's simple task of
hanging a picture evolves into chaos after chaos. His struggles with measuring and
hammering, combined with his comical reactions, create a humorous spectacle.
Jerome also uses irony and exaggeration effectively, contrasting Uncle Podger's
boasts of competence with his actual incompetence. It results in humorous dramatic irony.
This wide gap between his words and actions enhances the comedy.
Witty dialogue and humorous asides further enrich the narrative. The frustrated
exclamations of Uncle Podger and the mocking remarks from his family members contribute
richly to the comic tone. Each line contains sharp and witty exchanges that enhance the
humour. Physical comedy also plays a crucial role, with Uncle Podger's clumsy actions and
the resulting chaos provide laugh-out-loud moments.
To conclude, "Uncle Podger Hangs a Picture" is a gem in comedy, filled with clever
wordplay, exaggerated scenarios, and humorous characterizations. Jerome's use of situational
comedy, irony, witty dialogue, and physical humour creates a timeless piece. The story
continues to delight readers with its irreverent charm and enduring humour.

ESSAY 2
Comment on the Jerome K. Jerome's portrayal of the character, Uncle Podger.

In Jerome K. Jerome's short story, "Uncle Podger Hangs a Picture," the character of Uncle
Podger is portrayed with a blend of humour and sympathy. Through vivid descriptions and
humorous anecdotes, Uncle Podger is depicted as a well-meaning yet comically inept
individual. He is both endearing and entertaining to the reader.

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Uncle Podger is portrayed as a character full of enthusiasm but lacking in skill. His
attempts to hang a simple picture frame quickly descends into a chaos, as he bumbles around
the house, causing mess and confusion. Jerome skilfully captures the frustration of those
around Uncle Podger. He highlights the character’s inability to complete even the simplest
task without turning them into a spectacle.
Furthermore, Jerome portrays Uncle Podger with a touch of sympathy, revealing his
underlying insecurity and desire to be helpful. Despite his numerous failures, Uncle Podger
remains determined to prove his worth, eagerly taking on tasks that he is clearly ill-equipped
to handle. This vulnerability adds depth to his character, evoking both laughter and empathy
from the reader.
Uncle Podger's antics serve as a source of amusement throughout the story. They
provide moments of light-hearted humour amidst the chaos. Jerome's witty narrative style and
sharp observations elevate Uncle Podger from a mere caricature to a memorable and beloved
character, whose antics continue to entertain readers across generations.
In conclusion, Jerome K. Jerome's portrayal of Uncle Podger in "Uncle Podger Hangs
a Picture" is a delightful blend of humour and sympathy. Through vivid descriptions and
humorous anecdotes, Jerome creates a character that is both endearing and entertaining,
capturing the essence of human fallibility with warmth and wit.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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A06 – Kaleidoscope: Songs and Stories of Our World

Module II.2
Short Story

War
Luigi Pirandello

A short Bio
Luigi Pirandello (1867–1936) was an Italian playwright, novelist, and short story writer,
renowned for his exploration of the complexities of human nature and identity. He gained
international acclaim for his plays. Pirandello won the Nobel Prize in Literature in 1934 for
his profound impact on modern literature and drama.

Synopsis
In "War" by Luigi Pirandello, passengers on a train discuss the emotional toll of war. They
share their experiences and feelings about loved ones involved in the conflict. The story
explores themes of grief, patriotism, and the impact of war on individuals and families.
Through their conversations, the characters grapple with the complexities of human emotion
amidst the backdrop of wartime uncertainty.

Short Answers
I. Answer the following questions in two or three sentences:

1. Why was the woman entering the carriage upset?

In Luigi Pirandello's "War," the woman entering the carriage was upset because her
son had been sent to the front lines in the war. It caused her deep distress and sorrow. Her
emotional turmoil is evident as she expresses her grief over her son's perilous situation.

2. Which war is the title of the story referring to?

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The title of the story "War" by Luigi Pirandello refers to World War I. It is evident
from the context of the characters discussing their sons being sent to fight in the ongoing
conflict during that period.

3. When and where do the characters of the story meet?

In Luigi Pirandello's "War," the characters meet in a second-class train carriage at
dawn, as they travel through Italy during World War I. They gather in this confined space,
sharing their personal stories and emotions related to the war.

4. Which character argues that parents should be comforted by a son’s heroic death in
combat? What is his reasoning?
In "War" by Luigi Pirandello, the fat, red-faced man argues that parents should
be comforted by a son’s heroic death in combat. He believes that such a death is noble and
patriotic, bringing honour to the family.

5. What does the woman mean when she asks the old man if his son really died?
When the woman asks the old man if his son really died, she questions if he
truly understands and feels the loss. She doubts if he has fully faced the reality of his son's
death.

Paragraph Questions

1. What question did the woman ask the old man in the end? How did he react?
In the end, the woman asked the old man if his son was really dead. The old man was
initially taken aback by the question. He seemed confused and deeply pained. After a moment
of silence, he began to cry uncontrollably. His reaction revealed that he had not fully
accepted his son's death until that moment. This question forced him to confront the painful
reality of his loss, breaking his composure and exposing his profound grief.

2. “Paternal love is not like bread that can be broken into pieces and split amongst the
children in equal shares.” Comment.
In Luigi Pirandello's "War," paternal love is depicted as indivisible and unequal.
Unlike bread that can be divided equally among children, paternal love cannot be shared in
such a manner. Each child receives a unique, undivided portion of a parent's love, making it
impossible to distribute equally among siblings. This concept highlights the depth and
complexity of parental affection. It also emphasizes its inherent exclusivity and the unique
bond between parent and child.

3. What is the central theme of the story “War?

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The central theme of Luigi Pirandello's "War" revolves around the impact of war on
individuals and families. It explores the emotional turmoil, grief, and loss experienced by
those affected by war. The story delves into the complexities of human emotions, particularly
the struggle to reconcile personal tragedy with societal expectations of patriotism and
heroism. Through the characters' interactions, Pirandello highlights the profound
psychological effects of war. He also underlines the stark contrast between the glorification
of combat and the harsh reality of its consequences on individuals and families.

4. What does the co-passenger say about paternal love and duty?
In Luigi Pirandello's "War," the co-passenger emphasizes the solemn duty and
profound nature of paternal love. He asserts that a father's love for his son is a sacred
obligation that transcends personal feelings. According to him, paternal love is not merely an
emotion but a duty that demands sacrifice and stoicism in the face of tragedy. The co-
passenger implies that fathers must prioritize their duty to their country over their individual
grief. He suggests that this duty supersedes personal feelings of loss and sorrow.

5. Why, according to the stoic traveller, should everyone laugh?

According to the stoic traveller in Luigi Pirandello's "War," everyone should laugh
because life is full of sorrow and suffering. He believes that laughter is a necessary response
to the harsh realities of life. It serves as a coping mechanism in the face of adversity. The
traveller suggests that laughter helps people endure the hardships of war and find solace
amidst despair. By embracing laughter, individuals can temporarily escape from their
troubles. They can also maintain their sanity in a world filled with tragedy.

ESSAY 1
How does Luigi Pirandello present the concept of patriotism in the story “War”?

In Luigi Pirandello's "War," the concept of patriotism is explored through the

perspectives of various characters, revealing its complexity.
The fat, red-faced man fervently glorifies patriotism. He views patriotism as a noble
sacrifice worthy of pride and honour. He suggests that parents should find solace in their
sons' deaths for the nation. He, in fact, emphasizes the importance of national duty over
personal grief. However, the stoic traveler offers a contrasting view. He advocates for
emotional detachment suggesting that laughter is a coping mechanism for the harsh realities
of war.
The old man's emotional turmoil reflects the personal toll of patriotism. He grapples with
grief and struggles to reconcile his duty to his country with his own pain. His experience
underscores the emotional complexity of patriotism. It illustrates how it can bring both pride
and anguish. Meanwhile, the woman questions the old man's acceptance of his son's death. It

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challenges conventional notions of patriotism. She questions whether blind devotion to

country should overshadow individual grief and emotional truth.
Through these characters, Pirandello portrays patriotism as a multifaceted concept
encompassing both pride and sacrifice. The story tells us how patriotism can inspire acts of
heroism and selflessness. It also confronts individuals with profound loss and emotional
turmoil. Pirandello presents patriotism as a deeply personal and nuanced experience. He
acknowledges its significance while questioning its consequences on individuals and
families.

ESSAY 2
Discuss the structure of family and social life of the clan with reference to the story.

In Luigi Pirandello's short story "War," the structure of family and social life is
depicted through the interactions of passengers on a train during World War I. The families
portrayed in the story are united by the shared anguish of having their sons sent to the front
lines. It highlights the pervasive impact of war on social and familial relationships.
Family life in the story is dominated by grief and a sense of collective sacrifice. The
parents on the train cope with the impending loss of their children. They find a common
ground in their sorrow. This shared pain creates a temporary social clan among the
passengers. In this social clan personal boundaries blur, and communal solidarity emerges.
The story illustrates how the war forces these families into a close-knit group, bonded by
their common fate.
Social life within this impromptu clan is marked by mutual support and shared
expressions of grief. The characters engage in conversations. It reveals their inner turmoil and
attempt to find solace in the notion that their sacrifices are for a greater good.
The old man, whose son has died, becomes a focal point for the group. He symbolizes
the ultimate sacrifice and the collective mourning of all parents. His outburst at the end,
breaking down in tears, shatters the facade of stoic acceptance. It underscores the profound
personal loss experienced by each family.
In this way, the story, "War" portrays family and social life as deeply intertwined and
significantly altered by the context of war. The passengers’ interactions reflect a microcosm
of society, where communal grief and solidarity temporarily redefine family structures and
social bonds.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope

II.3.
Short Story

The Green Leaves

Grace Ogot

Intro
Grace Ogot (1930–2015) was a Kenyan author and politician. She was one of the first
African women to publish fiction in English. Her works, including "The Promised Land" and
"The Green Leaves," often explored themes of tradition, modernity, and the challenges facing
post-colonial Africa.

Synopsis
In Grace Ogot's "The Green Leaves," a rural African village is disturbed by the arrival of a
thief. After the villagers kill him, they discover he's not alone. Two more thieves are found,
one dead and the other unconscious. When the villagers leave to fetch the authorities, Nyagar,
driven by greed, returns to loot the bodies. However, the supposedly dead thief is still alive
and kills Nyagar. The story explores themes of greed, communal living, and the
consequences of one's actions in a close-knit community amidst the backdrop of a remote,
natural setting.

Short Answers
1. What happened to the first thief?
In Grace Ogot’s short story, “The Green Leaves,” the first thief was attacked by
villagers while stealing cattle and was left for dead beneath a pile of green leaves. However,
he later regained consciousness, but ultimately, he died when a villager struck him on the
head with a club.
2. How did Omoro get injured?
In “The Green Leaves,” Omoro got injured during the confrontation with the cattle
thieves. He got injured when one of the thieves stabbed him.

3. What was Omoro’s instruction to the clan about the third thief?

Omoro instructed the clan to leave the third thief's body untouched until the
authorities arrived. He asked them not to tamper with the scene to avoid legal repercussions.

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4. What were the mixed emotions of Nyagar regarding the dead body of the thief?
Nyagar felt a mix of fear and curiosity regarding the dead body of the thief. He was
fearful of the supernatural consequences but also curious about the wealth the thief might
have stolen.

5. What was Nyagar’s real intention with the dead body of the thief?
Nyagar's real intention with the dead body of the thief was to steal the thief's money.
He was driven by greed, hoping to find valuable items on the body.

6. How did the crowd respond to the queries of the European police officer?
The crowd responded to the European police officer’s queries with fear and silence,
avoiding direct answers. They were hesitant to speak openly about the incident.

7. How did Nyamundhe react to the police after identifying Nyagar’s body?
After identifying Nyagar’s body, Nyamundhe reacted with shock and grief. He wailed
loudly and collapsed to the ground.

Paragraph Questions
1. What happened to the three thieves?
In Grace Ogot's short story "The Green Leaves," the three thieves faced different
fates. The first thief was initially left for dead by the villagers after a brutal attack. Later, he
regained consciousness but was killed by a villager who struck him on the head. The second
thief managed to escape during the chaos and was not captured. The third thief was killed by
the villagers and his body was left under a tree as a deterrent to other would-be thieves. This
series of events underscores the harsh measures taken by the community to protect their
property. They serve as a stark warning to others.
2. What did Nyagar do with the dead man?
In Grace Ogot's short story "The Green Leaves," Nyagar, motivated by curiosity and
greed, decided to examine the dead thief left under the tree. Despite his fear of supernatural
consequences, he approached the body to see if the thief had any valuable possessions. In the
process of searching the corpse, he was unexpectedly attacked and killed by the supposedly
dead thief, who was still alive. Nyagar’s actions ultimately led to his tragic demise. They
highlight the peril of succumbing to greed and the unexpected dangers lurking in seemingly
safe situations.
3. How did Olielo differentiate between the laws of the clan and the laws of the White
men?
In Grace Ogot's "The Green Leaves," Olielo differentiates between the laws of the
clan and the laws of the White men. He emphasizes the traditional justice system of the clan
versus the formal legal system imposed by colonial authorities. He reflects on how the clan's
laws are based on customs and collective decisions, aiming to protect and preserve the
community's welfare. In contrast, the laws of the White men are seen as foreign, rigid, and

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often unjustly applied. They do not take into account the clan’s values and way of life. This
highlights the tension between indigenous practices and colonial rule.

4. Elucidate the theme of greed in the story.

In "The Green Leaves," Grace Ogot explores the theme of greed through Nyagar and
the villagers' actions. Nyagar's greed leads him to risk his life to steal from a seemingly dead
thief. It leads to his own death when the thief kills him. Similarly, the villagers' collective
greed drives them to loot the thief's body without moral consideration. This unchecked greed
ultimately brings about tragic consequences. It illustrates how the pursuit of material gain can
lead to one's downfall. It also highlights the destructive power of avarice.

5. Comment on the setting of the story.

The setting of Grace Ogot's "The Green Leaves" is a rural African village. It plays a
crucial role in the narrative. This village is surrounded by dense bushland. It is depicted as
both a close-knit community and a place where traditional beliefs and superstitions thrive.
The remote, natural environment underscores the villagers' reliance on each other and their
vulnerability to external threats. The setting enhances the story's tension, as the isolation
heightens the villagers' fear and desperation. Their actions are driven by greed and survival
instincts. This rural backdrop is integral to the story's themes and character motivations.

Essays
1. Comment on the setting of the story. Explain the significance of the title of the story.

Grace Ogot's "The Green Leaves" is set in a rural African village surrounded by dense
bushland. This setting is crucial, reflecting the villagers' isolation and their close-knit
community. The natural environment shapes their daily lives and their responses to threats. It
emphasizes their dependence on each other and their surroundings.
The bushland around the village symbolizes both sustenance and danger. It provides
resources but also harbours threats, such as the thief who disrupts their peace. This duality
underscores the precariousness of their existence. Safety and danger are intertwined,
influencing the villagers' actions and decisions.
The title, "The Green Leaves," holds significant symbolism. Green leaves usually
represent life, growth, and renewal. In the story, however, they also symbolize deception and
false security. Nyagar and the villagers are misled by the appearance of the thief, assuming he
is dead, which ultimately leads to Nyagar's death.
The green leaves also reflect the villagers' connection to nature. They are part of the
bushland that surrounds them. It is symbol of the natural world's omnipresent influence on
their lives. This connection highlights both the protective and perilous aspects of their
environment.
In conclusion, the setting of "The Green Leaves" enhances the story's themes of
vulnerability, communal reliance, and the fine line between safety and peril. The title outlines
these motifs, symbolizing both life and deceptive security. It underscores the villagers'
precarious balance in their isolated environment.

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2. Discuss the structure of family and social life of the clan with reference to the story.

In Grace Ogot's "The Green Leaves," the family and social life of the clan is depicted as
tightly interconnected and communal. The village operates on a collective approach to both
daily life and crisis management, reflecting traditional African communal living.
Family structure is patriarchal, with men like Nyagar taking on roles as providers and
protectors. Nyagar’s authority in his household emphasizes the expectation that men ensure
their families' safety and well-being. The elders, particularly the men, are central in decision-
making processes. It showcases the high regard for age and wisdom in the community.
Social life revolves around cooperation and mutual support. The villagers work
together in agricultural activities. They quickly mobilize as a group when the thief threatens
their peace. This collective action underscores the community's unity and the importance of
working together for common goals and protection.
Women primarily handle domestic tasks. They play a vital role to maintaining social
harmony. They act as caregivers and moral anchors, ensuring the smooth functioning of the
household. They also contribute subtly to communal decision-making. Their role, though less
overt, is crucial for the clan’s stability and cohesion.
The clan’s social and family structure is marked by a balance of roles and
responsibilities. It highlights the importance of tradition, hierarchy, and communal support.
This structure fosters resilience and unity. It enables the villagers to face challenges
collectively, as seen in their unified response to the thief’s intrusion.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

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Kaleidoscope

IV.2.
Speech

Crediting Poetry
Seamus Heaney

Intro
Seamus Heaney (1939-2013) is an acclaimed Irish poet and Nobel Laureate. He is
famous for his profound and evocative verse. He explored themes of rural life, history, and
identity. Heaney's poetry is deeply rooted in the Irish landscape and experience. It reflects his
keen awareness of the region's political turmoil. Heaney received numerous accolades,
including the Nobel Prize in Literature in 1995.

Summary
In his Nobel Lecture, "Crediting Poetry," Seamus Heaney reflects on the power and
purpose of poetry. He speaks about his childhood in Northern Ireland and the influence of
language and rural life on his work. Heaney discusses the role of poetry in times of conflict,
particularly the Troubles in Northern Ireland. He emphasizes poetry's ability to provide
solace, maintain human dignity, and foster understanding. Heaney also highlights the
universal nature of poetry.

Short Answer
I) How does Heaney describe his childhood home?
Heaney describes his childhood home as a thatched farmhouse in rural County Derry.
It was surrounded by fields and full of family life.

2) How was the air around and above alive and signalling?
The air around and above was alive with birdsong and the cries of children playing. It
signalled the presence of other lives and activities beyond the home.

3) What historical event is Heaney referring to when he mentions "the whole history of
the harrowing of the heart in Northern Ireland"?

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Heaney is referring to the Troubles in Northern Ireland. This period was marked by
violent conflict and deep political and sectarian divisions.

4) What is the epic simile Homer used to describe the grief of Odysseus?
Homer compares the grief of Odysseus to that of a woman mourning over a husband
fallen in battle. The woman wails and clings to her dead husband’s body. This is the epic
simile that Homer uses.

5) What is it that Heaney strains to hear in poetry?

Heaney strains to hear a note of nobility and grace in poetry. He seeks the profound
and transformative aspects of poetic expression.

6) What is it that Heaney attributes to poetry's credit?

Heaney attributes poetry's credit to its ability to affirm and sustain human dignity.
Poetry can provide solace and a sense of resilience in the face of suffering and chaos.

Paragraph Questions

1) Why does Heaney describe war-time and his childhood as pre-reflective time?
Heaney describes war-time and his childhood as a pre-reflective time. During those
years, he was immersed in the immediate, tangible world around him without the burden of
deep reflection. He recalls a sense of innocence and direct experience, unaffected by critical
thinking. This period was marked by a natural engagement with life’s rhythms and routines.
The simplicity and directness of his experiences during this time provided a foundation for
his later reflections as a poet. He realised this when he looked back on those formative years
with a more analytical and contemplative mindset.

2) How does Heaney discuss his relationship with the works of different poets?
Heaney discusses his relationship with the works of different poets as one of
admiration and influence. He credits various poets with shaping his understanding of poetry's
power and purpose. Heaney mentions how the works of W.B. Yeats opened his eyes to the
potential of poetry to address national and personal identity. He also found inspiration in the
works of other poets who conveyed deep human experiences and historical consciousness.
Heaney's relationship with these poets is marked by a sense of apprenticeship and gratitude.
Their works have enriched his own poetic journey.

3) What is one of the most harrowing moments" in the history of The Troubles in
Northern Ireland that Heaney describes?
One of the most harrowing moments in the history of The Troubles in Northern
Ireland is the Bloody Sunday massacre. On January 30, 1972, British soldiers shot and killed
14 unarmed civil rights protesters in Derry. This tragic event is an example of the intense
violence and political strife of the period. Heaney reflects on the profound sorrow and anger

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that such incidents caused within the community. This massacre became a symbol of the
brutal and indiscriminate nature of the conflict. It affected many families and left a lasting
scar on the collective memory of Northern Ireland.

4) How can Homer's image "still bring us to our senses"?

Homer's image of Odysseus's grief can still bring us to our senses. It is an example of
the universal human experience of loss and mourning. The comparison of Odysseus’s
weeping to that of a woman wailing over her fallen husband is vivid and timeless. This image
transcends its ancient context. It resonates with contemporary readers, reminding us of the
shared nature of human sorrow. Heaney believes that such enduring images from classic
literature have the power to reconnect us with fundamental human emotions. They offer
solace and insight. They also bridge the gap between past and present experiences of grief
and resilience.

Essay 1
1) Comment on Seamus Heaney's relationship with language and poetry.

Seamus Heaney had a profound and personal relationship with language and poetry.
From childhood, he was captivated by the sounds and rhythms of words. Growing up in rural
County Derry, he absorbed the oral traditions of storytelling and folk songs. These
experiences fostered a deep appreciation for the spoken word. For Heaney, poetry was a
means to explore and express the human condition.
Heaney believed in the evocative power of language. He saw poetry as a bridge
between personal experience and universal themes. His works often reflected his own life that
resonates with broader human truths. Heaney's use of language was precise and musical. He
carefully chose words for their meaning and sound, creating vivid images.
Writing poetry allowed Heaney to engage with the world around him. He viewed it as
a form of witness and testimony. Through his poetry, he addressed life's realities, both
beautiful and harsh. His poems often showcased a deep connection to the land and rural life.
This grounding in reality gave his work authenticity and immediacy.
Heaney also saw poetry as a tool for healing and reconciliation. In times of trauma, he
believed poetry could provide solace and understanding. His work frequently dealt with
themes of loss, memory, and identity. He sought meaning and resolution through his writing.
His poetry was filled with empathy and compassion.
For Heaney, poetry was an ethical endeavour. He was committed to truth and
humanity in his work. He saw poetry as a space for reflection and dialogue, transcending
political divisions. Heaney's relationship with language and poetry was rooted in honesty and
a deep understanding of human experience.

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Essay 2

2) Discuss the political and historical context in which Heaney developed his practice of
poetry.

Seamus Heaney developed his poetry during a time of significant political and
historical turmoil in Northern Ireland. He grew up amidst the region's tensions between
Protestant and Catholic communities. This division often led to violent conflicts and deep-
seated mistrust. The Troubles, beginning in the late 1960s, profoundly influenced his work.
This period was marked by bombings, shootings, and civil unrest.
The Troubles created a backdrop of chaos and fear. Heaney's poetry often reflected
the impact of this violence on everyday life. He explored themes of displacement, identity,
and the longing for peace. His work captured the complexities and human cost of the conflict.
Heaney conveyed these harsh realities through his poems.
Despite external pressures, Heaney maintained a balanced view. He emphasized the
shared humanity of all involved in the conflict. His poetry aimed to bridge divisions rather
than deepen them. Heaney’s approach encouraged empathy and understanding. He believed
in poetry’s power to transcend political strife.
Heaney also connected the Irish struggle with global issues. He drew parallels
between local and international fights for justice and equality. His work addressed universal
themes of power, oppression, and resistance. This broader perspective gave his poetry wider
relevance and resonance.
To sum up, Heaney’s poetry was shaped by the conflict and division of his time. He
approached his craft with a commitment to truth and humanity. Through his poetry, Heaney
offered a voice of reason, compassion, and hope.

Prepared by:
Prof. MURUKAN BABU C.R.
(formerly) Associate Professor of English
Panampilly Memorial Govt. College
Chalakudy

email: [email protected]

https://www.youtube.com/@MurukanBabu