Summary of the poem ‘Death Be Not Proud'

    

    John Donne starts his conversation with Death by addressing it directly. It shows the power of man over Death. Though man is mortal, he is still superior to Death. The poem depicts the picture of Death as powerless and weak.

     In this sonnet, Donne reflects upon the nature of death. Addressing death, the poet says it that it is not mighty and dreadful. It is not powerful because it does not kill the poet. Rest and sleep are the pictures of death and therefore much pleasure must inevitably flow from it. When the best of the human beings are said to go with death, it is only because that brings rest for their weary bones and relieve their souls from the sufferings of the earth.

    The poet says that it is no more than a slave to fate, kings and desperate men.  Death acts at their command. It resides with poison, war and sickness. Poppies and Charms can also put men to as deep sleep as death can. This sleep is better than the sleep induced by death. 

    Why , then ask the poet, does death feel so proud of itself? Death can bring short interval of sleep, after which the soul wakes for eternity. Thus, with the soul’s awakening, death itself dies. It ceases to exist.

The Poet proves that Death should not be so sure of itself because it is a slave. Death always needs a partner to do the job on its behalf. The bold conversation of the speaker with Death provides a sense of comfort to readers.

Summary of the poem 'Let Me Not to the Marriage of True Minds'

    This sonnet is about eternal and unchanging love and has been cherished in the past four hundred years for its hopeful and promising note. Its structure and form are the typical example of the Shakespearean sonnet. 

    This sonnet attempts to define love, by telling both what it is and is not. In the first quatrain (First four lines), the speaker says that love—”the marriage of true minds”—is perfect and unchanging; it does not “admit impediments,” and it does not change when it find changes in the loved one. 

    In the second quatrain, the speaker tells what love is through a metaphor: a guiding star to lost ships (“wandering barks”) that is not susceptible to storms (it “looks on tempests and is never shaken”). 

    In the third quatrain, the speaker again describes what love is not: it is not susceptible to time. Though beauty fades in time as rosy lips and cheeks come within “his bending sickle’s compass,” love does not change with hours and weeks: instead, it “bears it out even to the edge of doom.”

     In the couplet, the speaker attests to his certainty that love is as he says: if his statements can be proved to be error, he declares, he must never have written a word, and no man can ever have been in love.

Question- Answers of Kanthapura

 

What is the importance of the heading ‘Kanthapura’ as depicted by Raha Rao in his novel?

 The reader realizes that the community in this village is the hero of the story. The author starts his story by introducing Kanthapura village and its exact location in India and the kind of people who reside there. To be precise, the village is located in a province called Kara near the Himavathy Basin. After introducing the Kanthapura village, the author provides a detailed account of its villagers. In his description, he explains their culture, economic activity and their way of living. For example, the author notes that the people in this village live below the poverty line because of their ignorance and superstition. Therefore, the title ‘Kanthapura’ is important in this novel because every aspect described revolves around it.

 

How does Gandhi inspire Moorthy?

From the novel, Moorthy has never had the first-hand familiarity in speaking to masses. However, getting in touch with Gandhi in his vision gives him the confidence to address a civic gathering something that he has not done before. He moves forward confidently as he pushes the crowd to give him the way to join the volunteers’ band. Therefore, Moorthy is able to overcome his fears by getting his confidence from Gandhi.

 

 

Can we consider Kanthapura as a Gandhi Purana?

Kanthapura describes the period when Gandhi was leading the Non-cooperation movement. Raja Rao mentions sthala Purana in the novel’s preface. Purana is ancient Hindu Literature which is primarily based on Hindu deities and their incarnations. The narrative of the novel goes on describing the events with no episodic division like the Purana.

 

The novel begins with the description of cast based division of the village Kanthapura. Moorthy, the hero of the novel being influenced by Gandhi, started following his principles. First, he gives up foreign clothes instead, starts wearing hand-woven khaddar and urges people to wear. Free charkhas are distributed among the villagers to promote Swaraj. Moorthy appoints a Harikatha man who will tell the stories of Gandhi. People join with Moorthy and become a follower of Gandhi. They are mercilessly tortured; still, they remain firm in the path of nonviolence. Refusal to bail serves as a testimonial of Moorthy’s devotion to Gandhi.

Gandhi is not present in the village, but his influence is prominent. The novel is a microcosm of Gandhi’s life. Gandhi here worshipped as a god and Moorthy, who mimics Gandhi’s actions, is the incarnation of Gandhi. Thus we can call it Gandhi Purana justifiably.

 

How women are represented in Kanthapura?

Women played a vital role in Kanthapura. Achakka is the narrator of the novel and other significant women characters are Rangamma, Ratna and Rachanna’s wife, etc. It presents all the women characters here as obedient and laborious. Their active participation in the struggle against the British is noteworthy. The principle of Gandhi, non-violence, is carried forward by them even after merciless torture.

Rangamma opened a Sevika Sangha for volunteer help to Moorthy’s mission. But the men did not take it well, and whenever they found any mistake in the domestic household, they put the Sevika Sangha at blame. Rangamma mentions that for a woman her husband and family are of utmost importance. Kanthapura perfectly shows women’s condition in pre-independent India, when with so much potential, women are considered only as a subordinate of patriarchy and victims of double marginalization.

The Ode on a Grecian Urn (Summary)

 

The Ode on a Grecian Urn was composed in the spring of 1819 and published in 1820. It is one of the greatest odes of Keats and shows his poetic genius at its maturity. It has an organic structure. The first stanza gives the introduction, the second, third and fourth stanzas the main subject, and the fifth the conclusion.

The poet sees a Grecian urn which has not been affected by the attack of time and has been lying silently on the lap of time. The urn gives the record of a past age more graphically than poetry. Its borders are encircled with garlands of leaves. The poet asks whether the figures depicted on the urn are of gods or men or both, whether they are from Tempe or Arcadia, who the maidens trying to escape the pursuit of mad lovers and the musicians playing on pipes and timbrels are.

The music that is listened to by the spirit is sweeter than the music heard by physical or "sensual" ears. The youth represented on the urn as playing on the pipe will always go on playing under the tree which will never shed their leaves. And the lover who is hotly pursuing the girl will never succeed in catching and kissing her. But he need not be sad, because he will never cease to love her and his beloved will always be lovely.

The trees engraved on the urn will ever remain in their spring freshness and the musician will always continue to pipe new songs without being tired. The warmth of the young man's love will never cool down.

The poet sees a sacrificial procession depicted on the um. There is a crowd of people; a priest is leading á heifer decorated with garlands to the sacrificial altar. The crowd might have come out of some town situated by a river, or on the seashore or on a mountain. The town must have been empty at the time, and it must ever remain empty.

The urn is a genuine specimen of Greek art sculpturing a number of men and maidens, branches and weeds. It seduces us from the ordinary life of thought into the extraordinary life of the imagination. It will continue to exist, even when the present generation will die out, and in the midst of sufferings as yet unknown to us, it will teach us the lesson that beauty and truth are identical the only lesson we ought to know. 

In this poem, Keats presents the enchanting, perfect and immortal world of the urn, as he discusses the destructive nature of the real world and its desires, which cannot be quenched. 

The Bangle Sellers

 

Sarojini Naidu’s poem ‘The Bangle Sellers’ is a musical verse. It is the song of the men or women who are selling bangles in the fair of a temple. The sellers describe the bangles as “rainbow-tinted circles of light” and beautiful symbols of happy lives to attract their buyers. They also describe these bangles and they can be compared with various objects of nature. And, in the process, they also give an account of various stages of the life of a woman and which bangles are suitable for each stage with appropriate reasoning. The poem ends up becoming a musical masterpiece. This poem is an excellent example of Naidu’s love and respect for Indian Culture.

In the first stanza, the bangle sellers say that they are going to sell their bangles in the village temple fair. They describe the bangles as ‘circles of light’ and say that these are the symbols of happiness of the wives and daughters in Indian society.

In the second stanza, they describe blue, silver pink (flushed) and green bangles which are suitable for a maiden’s wrist. They compare the blue and silver bangles to the mist on the mountains flushed ones to the buds and green bangles to newborn leaves These bangles signify sensitivity.

In the third stanza, the sellers talk about the bangles which are fit for a bride’s hands. Those are yellow like sunlit corn, red like the holy fire of marriage, and tinkling, luminous, tender and clear like her bridal laughter and bridal tears. Bangles of these colours represent emotion and desire.

The fourth stanza describes the suitable bangles for a middle-aged woman, who has crossed ‘life midway’ and is a responsible wife and a loving mother. Those bangles are purple and gold-flecked grey indicating a sense of maturity.

The poem brilliantly and soulfully explores the imagery associated with bangles and the implications for women’s roles in a traditionalist Indian social setting. The speaker makes strong connections between the bangles and their role in providing “happy daughters and happy wives.” The subsequent stanzas describe lush and natural imagery, the beauty of the bangles and their precious values. Some of these descriptions invoke the passion of “marriage’s fire” and, in the last stanza; help to bring to light the socially accepted role of women in this setting. The purple and grey bangles, flecked with gold colour symbolize a woman who “serves her household in fruitful pride, and worships the gods at her husband’s side.” The grey colour indicates the maturity that comes with age. It is not very clear in the poem if the bangle seller is a man or a woman, and perhaps, some level of meaning might change if one plays with the gender of the speaker.

Playing the English Gentleman

 

In 'Playing the English Gentleman' by Mahatma Gandhi we have the theme of identity, acceptance, change, perception and tradition. Taken from his autobiography The Story of My Experiments with Truth the reader realises after reading the essay that Gandhi may be exploring the theme of identity. There is a sense that Gandhi while a student in England wishes to fit in with his peers even though he may live a lifestyle that would be deemed unfamiliar to an English gentleman (being a vegetarian for example). Regardless of this Gandhi does go some way in order to give off the appearance of an English gentleman. Going as far as getting dancing lessons, changing his attire, learning the violin and getting elocution lessons.  All of which Gandhi hopes will help him to fit in with his surroundings and be accepted by others. However, there does come a point when Gandhi realises that he is living a lie and that he is not only fooling himself but also denying his tradition or the fact that he is an Indian and not an Englishman.

What is also interesting about the essay is the fact that the reader is left with a sense that Gandhi may be feeling insecure within him. Unable to accept who he is, and he decides to change his very fabric in order to fit in with his peers. In reality, it is up to others to accept Gandhi as he is and not the other way around. Gandhi’s peers have an obligation to accept him as he is. Though this may not necessarily be how matters are perceived by others. Many might believe that in order to be accepted as a peer, which Gandhi wants to be, one must change their life to how the majority live theirs. The insecurity that Gandhi may feel as a student is not to be confused with deeper insecurity often found and developed in a person since youth. Gandhi simply wants to fit in while living in England. It doesn’t appear as though he is intent on living his life while back in India as an Englishman. Though some critics might think differently suggesting that Gandhi’s insecurities are deeply rooted and he is embarrassed by his appearance when compared to the average Englishman. If this is the case then the fact that Gandhi decides against change suggests that he realises he is attempting to be something he is not. And as such Gandhi is comfortable with his identity.

However, the fact that Gandhi can have concerns about his identity is important as it suggests that Gandhi may have internal doubts about who he is. Though it might be important to again remember that Gandhi overcomes these doubts are rediscovered what he really is. An Indian man, who is studying and living in England.  A person, who does not necessarily have to change his appearance or how he speaks. The responsibility as mentioned is on others to accept Gandhi for who he is. Whether people do is entirely up to them. Should they not accept Gandhi for who he is than they are at a loss. The fact that Gandhi learns quickly that dancing is not for him might also be important as symbolically this could suggest that Gandhi walks his own path. A path that may make an English gentleman uncomfortable as it is contrary to his beliefs. Similarly when it comes to speaking and the lessons in elocution. Symbolically Gandhi could be suggesting that speaking may not be important but rather the content of one’s speech might be more important.

The end of the essay is also interesting as there is a sense that though Gandhi might feel as though he has been beaten in his attempts to be an Englishman. He has rediscovered who he really is. Something which in time would serve Gandhi well. Even if he at the time he could not imagine how it might. By rejecting the rules of being an English gentleman Gandhi has not only found his true identity but he has also learnt a valuable lesson. How important it is for a person to be true to themselves. Something that is obvious to readers by the fact that Gandhi gives up all pursuits when it comes to being an English gentleman. Gandhi is displaying an honesty that many might not because they wish to fit in with a system that may or may not be right or appropriate for them. Some people are naturally suited to be English gentlemen while others are foolish to try and pursue the rule if it means they forgo their true identity.

Questions and Answers:

Q1. What were the initial reasons because of which Gandhi took to vegetarianism?

In 'Playing the English Gentleman' Gandhi explained his love for vegetarianism. Gandhi read some books and vegetarianism and did experiments with his diet. Health was his principal consideration for taking up vegetarianism.  He was convinced that vegetarianism is healthy by reading books and doing experiments on vegetarianism.

Q2. Gandhi’s friend was worried about his vegetarianism. What were the reasons for his worry?

Gandhi’s friend was worried about his vegetarianism because of two important reasons. He thought that if Gandhi objected to eating meat, he would not grow strong. Eventually, Gandhi would become weak as he was eating only vegetarian food. His friend loved him so much that he wanted Gandhi to mingle in English society. He was sure that a man who did not eat meat could be an outcast in English society. He also worried that Gandhi would become a crank by reading books on vegetarianism.

Q3. Describe the episode at Holborn Restaurant.

Gandhi’s friend was determined to put a stop to his vegetarianism.  One day, Gandhi’s friend invited him to the theatre. Before going to the theatre they had to dine in a high-class restaurant. He thought Gandhi would not ask any questions in the palatial hotel. As the soup was served, Gandhi called the waiter to know whether it was vegetarian or not. Before the waiter could answer, his friend said that Gandhi was too clumsy for a decent society and allowed him to eat at some other restaurant.

 Q4. How did Gandhi change his style of dressing, and why?

Gandhi wanted to please his friend and assure him that he would no longer be clumsy and unsuitable for English society. He got new clothes at the Army and Navy Stores as his Bombay cut clothes were unsuitable. He bought a top hat for nineteen shillings. He also paid ten pounds for an evening suit made in Bond Street. He asked his brother to send him a watch with a gold chain. He learned the art of wear a tie and started spending time before a mirror to arrange his hair.

Q. Why did Gandhi decide to give up dancing classes? Was his decision justified?

Gandhi changed his style of dressing and started taking dance lessons, learning French and attended classes to learn French and elocution. He did all this to behave like an English gentleman. He found out that he could not achieve rhythmic motion and follow the piano. So, he wanted to learn violin to understand Western music. After some days he realized that he was a student and he ought to go on with his studies. His decision was justified as he stopped trying to become the English Gentleman and began to concentrate on his studies.

Q6. Explain the meaning of the like, ‘Mr. Bell rang the bell of alarm in my ear and I awoke.’

Gandhi changed his style of dressing and started taking dance lessons, learning French and attended classes to learn French and elocution. He did all this to behave like an English gentleman. He paid a preliminary fee of a guinea to a teacher to teach him elocution. The teacher suggested Gandhi buy Bell’s Standard Elocutionist as the textbook. As he began to read a speech of Pitt, he realized that he was a student and he ought to go on with his studies. Gandhi described the realization as ‘Mr. Bell rang the bell of alarm in my ear and awoke’.

Q7. What were the steps Gandhi took in a new direction after he had decided on concentration on his career?

As he began to read a speech of Pitt from Bell’s Standard Elocutionist, he realized that he was a student and he ought to go on with his studies. He should qualify himself to join the Inns of Court. He also realized that his character should make a gentleman of him. He wrote letters to his teachers to excuse him from further classes. He met his violin teacher personally and explained his position. She encouraged him in his determination to make a complete change.  He stopped trying to become the English Gentleman and began to concentrate on his studies.

Another Woman

           

Important Question Answers of the Poem

Another Woman

 

1.The woman thought of buying a white radish but later on decided against it thinking it an extravagance. Do you think it is an extravagance? Support your answer.

Ans: Normally buying a white radish is not an extravagance. But it is an extravagance for the woman in the poem. First, her mother-in-law always scolds her about their expenditure. Secondly, they are very poor. So the woman thought that it was unnecessary expenditure.

 

2. What does the phrase ‘mother-in-law’s dark looks’ suggest?

Ans: The phrase, ‘mother-in-law’s dark looks’ suggests that she is angry with her daughter-in-law. She never treats her daughter-in-law with love and affection. She thinks that her daughter-in-law is her natural enemy.

 

3. “The usual words came and beat…..”(line 19). Where did the words come from? Why?

Ans: The words come from her mother-in-law. Mother-in-law scolds her saying she spends extra money. She also blames daughter-in-law’s parents. Her words beat the young women. Yet she suffers in silence.

 

4. Why did the woman crouch on the floor? (line 24)

Ans: The woman crouches on the floor. That shows her modesty. It also expresses her obedience and submissive nature. She also tries to convey to her mother-in-law her position in that home.

 

5. Why do you think the woman bent her back a little more when her husband came home? Was her husband helpful? Support your answer quoting from the poem.

Ans: The woman bent her back a little more when her husband came home. This shows, he was not helpful to her. He was unconcerned about her feelings. He listened to his mother’s harsh words. Yet he didn’t say a single word. So she did not have faith in him.

 

6. What does the phrase ‘as usual’ suggest?

Ans: The phrase ‘as usual’ suggests that the mother-in-law’s scolding her is common. It is not new and no hope it change.

 

7. The last line of the first stanza talks about the woman shielding her face from heat where as the last line of the poem talks about people shielding their face from the heat. How are they different?

Ans: In the first stanza, the woman shielding her face from heat. She tries to protect herself from the heat of the stove. The last line of the poem suggests that the people are turning their faces from the harsh realities of our society. Though the people know about the sufferings being faced by the women, no one comes forward to act against it.

Tense

 

The tense of a verb is determined by when the action took place.

The three main tenses are as follows:

The Past Tense (e.g., I walked.)

The Present Tense (e.g., I walk.)

The Future Tense (e.g., I will walk.)

 

The tense of a verb can also tell us things like whether the action is habitual, on-going, or completed.

This is called the aspect of the verb, which is part of tense.

 

Examples of Tenses

 

Here are some examples of verbs in different tenses:

I walked to work.

(The verb walked is in the past tense.)

 

I walk to work.

(The verb walk is in the present tense.)

 

I will walk to work.

(The verb will walk is in the future tense.)

 

Remember that verbs do not just express actions. They can also express a state of being. For example:

I was happy.

(The verb was is in the past tense.)

I am happy.

(The verb am is in the present tense.)

I will be happy.

(The verb will be is in the future tense.)

 

 

 

The table below shows the full list of the tenses:

	Example 1	Example 2
Simple Past Tense	I went	I laughed
Past Progressive Tense	I was going	I was laughing
Past Perfect Tense	I had gone	I had laughed
Past Perfect Progressive Tense	I had been going	I had been laughing
Simple Present Tense	I go	I laugh
Present Progressive Tense	I  am going	I am laughing
Present Perfect Tense	I have gone	I have laughed
Present Perfect Progressive Tense	I have been going	I have been laughing
Simple Future Tense	I will go	I will laugh
Future Progressive Tense	I will be going	I will be laughing
Future Perfect Tense	I will have gone	I will have laughed
Future Perfect Progressive Tense	I will have been going	I will have been laughing

 

 

Parts of Speech

 

Every name is called noun,

As field and fountain, street and town;

In place of noun the pronoun stands,

As he and she clap their hands;

The adjective describes the thing

As magic wand or bridal ring;

The verb means action something done,

To read and write, to jump and run;

How the things are done the adverbs tell,

As quickly, slowly, badly, well;

The preposition shows relation,

As in the street or at the station;

Conjunctions join, in many ways,

Sentences, words or phrase and phrase;

The interjection cries out ‘Hark!

I need an exclamation mark!’

PARTS OF SPEECH

 

PARTS OF SPEECH

The parts of speech explain how a word is used in a sentence.

There are eight main parts of speech (also known as word classes): nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions and interjections.

NOUN - (Naming word)

A noun is the name of a person, place, thing or idea.

Examples of nouns: Mohan, London, table, dog, teacher, pen, city, happiness, hope

Example sentences: 1 Sohan lives in Delhi.

                                 2 Sita uses pen and paper to write letters.

PRONOUN - (Replaces a Noun)

A pronoun is used in place of a noun or noun phrase to avoid repetition.

Examples of pronouns: I, you, we, they, he, she, it, me, us, them, him, her, this, those

Example sentences: Mira is tired. She wants to sleep. I want her to dance with me.

ADJECTIVE - (Describing word)

An adjective describes, modifies or gives more information about a noun or pronoun.

Examples: big, happy, green, young, fun, crazy, three

Example sentences: The little girl had a pink hat.

VERB - (Action Word)

A verb shows an action or state of being. A verb shows what someone or something is doing.

Examples: go, speak, run, eat, play, live, walk, have, like, are, is

Example sentences: I like tea.

                                 I study their charts and play their games.

ADVERB - (Describes a verb)

An adverb describes/modifies a verb, an adjective or another adverb. It tells how, where, when, how often or to what extent. Many adverbs end in -LY

Examples: slowly, quietly, very, always, never, too, well, tomorrow, here

Example sentences: I am usually busy. Yesterday, I ate my lunch quickly.

PREPOSITION - (Shows relationship)

A preposition shows the relationship of a noun or pronoun to another word. They can indicate time, place, or relationship.

Examples: at, on, in, from, with, near, between, about, under

Example sentences: I left my keys on the table for you.

CONJUNCTION - (Joining word)

A conjunction joins two words, ideas, phrases or clauses together in a sentence and shows how they are connected.

Examples: and, or, but, because, so, yet, unless, since, if.

Example sentences: Geeta and Sita play chess.

                                  He was poor but hardworking.

INTERJECTION - (Expressive word)

An interjection is a word or phrase that expresses a strong feeling or emotion. It is a short exclamation.

Examples: Ouch! Wow! Great! Help! Oh! Hey! Hi! Alas!

Example sentences: Wow! I passed my English test. Great!