Wednesday, 14 February 2024

A Photograph


A Photograph

                                    By Shirley Toulson

 

Analysis of the poem : 

   The poem ‘A Photograph’ is composed by Shirley Toulson, a new age English poet, journalist and local politician.

§ The poem explores the passage of time, memory, and the enduring impact of loss through a memory captured in a photograph.

§  The poem discusses three different phases in poet’s life and only one of them shares active relation between the poet and her mother. This shift in time is one of the themes highlighting the transience of life and the inevitable changes that occur over the years.

§  The poem is subjective as it describes the emotions of the poet associated with her childhood and her mother. It brings her childhood memories back and separation from her mother.

§  The poem is rich in language and profound in emotional content with the wonderful handling of words and expressions.

§  The tone of the poem is melancholic as the poet feels sad recalling the day when her mother was there with her remembering her childhood.

§  One is clearly able to make out the theme of the poem that aging and death though are natural and unavoidable become scary and painful to accept.

§  The poem is a free verse without any rhyme scheme, stanza pattern and meter.

§  This beautiful poem depicts a daughter-mother relation and the pain of losing one’s relations prevails through frequent use of pathos in the poem.


Summary / Synopsis

§  "A Photograph" intricately weaves together themes of time, memory, nostalgia, and the complex emotions associated with the loss. The photograph serves as a poignant memory of the poet and her mother’s life.

§  The poem also describes deep impact of shared moments in their life through an image captured on a beach holiday.

§  Poet’s mother first laughs at funny dresses of the three girls on the holiday but later realises the loss of her childhood while the poet laments at the loss of her mother after death.

§  The poet feels that sea hasn’t changed while there has been profound change in both the poet’s life as well her mother’s.

§  The concluding lines contemplate the silence surrounding death. The speaker's mother has been dead for as many years as the girl in the photograph lived.

§  The poem suggests that there is a profound silence associated with death, a silence so powerful that it itself becomes an expression of the unutterable nature of loss.

 Video on Poem 'A Photograph'

Line by Line Explanation

The cardboard shows me how it was

When the two girl cousins went paddling,

Each one holding one of my mother’s hands,

And she the big girl — some twelve years or so.

All three stood still to smile through their hair

At the uncle with the camera. A sweet face,

My mother’s, that was before I was born.

And the sea, which appears to have changed less,

Washed their terribly transient feet.

 Explanation:

The poet is looking at a photograph framed in a cardboard, which serves as a memory of the past.

The photograph captures a moment when two female cousins of the poet’s mother were wading or playing in water with her. The cousins were holding hands with her mother, indicating a close and affectionate relationship.

The poet's mother is older or ‘big girl approximately twelve years old at the time of the photograph. The trio stopped moving and posed for the camera, smiling with their hair falling over their faces. They smiled at the uncle who was taking the photograph. The poet's mother had a sweet smiling face. The photograph captures a moment from a time before the poet was born.

The sea under their feet seems to have undergone almost no changes but the people in the photograph have changed drastically as they have grown old. The sea is described as washing the feet of the three girls, emphasising the transient and fleeting nature of human life compared to ceaseless and perennial nature.

 

Some twenty — thirty — years later

She’d laugh at the snapshot. “See Betty

And Dolly,” she’d say, “and look how they

Dressed us for the beach.” The sea holiday

Was her past, mine is her laughter. Both wry

With the laboured ease of loss.

 Explanation :

Twenty or thirty years have passed since the photograph was taken. The  mother later used to laugh with the Poet as she found the clothing and the dressing style of her cousins and herself funny on the day when she went out for the beach holiday. The mother mentioned her cousins, Betty and Dolly and laughed at their dresses as she felt that they looked funny in the dresses. The laugh of the mother is now a history, her past for the poet.

The beach vacation depicted in the photograph was her mother's past, while the speaker's own past is her mother's laughter as she is dead and the speaker misses her mother and her laughter.

The laughter of both the mother and the speaker is described as "wry" or bittersweet. Mother is sad as her childhood has gone and her carefree days of childhood are over which is a huge loss for her. The poet is in grief at the loss of her mother to death. There is a painful smile at poet's lips as she remembers her mother's laugh. This acceptance of loss is not effortless as it is extremely painful and difficult.

 Video on Laburnum Top

"Now she’s been dead nearly as many years

As that girl lived. And of this circumstance

There is nothing to say at all.

Its silence silences"

 Explanation :

The speaker's mother has been deceased for a similar length of time as the girl in the photograph had lived. At the time of the photograph the mother was twelve years old and it’s been same time after her death now when the poet is looking at the photograph and missing her mother. The speaker acknowledges the reality of death and the inability to find words to express the circumstance and her emotions at this emotional loss. Now, the girl in the photograph is silent and this silence is hurting her, troubling her.

The poem concludes with the tragic and unavoidable fate of a living soul that is death. The poet feels unable and incapable to express herself but this silence is troublesome and painful.  

Video on Note Making

Theme

The poem highlights the theme of impermanence and transience. The sea, which "appears to have changed less," becomes a symbol of permanence of nature in contrast to the fleeting nature of human life. The image of the sea washing their "terribly transient feet" conveys the loss of life against perennial sea. The poet also reflects that aging and death though are natural and unavoidable become scary and painful to accept.


Poetic Devices

Each one holding one of my mother’s hands – Repetition, Alliteration, Consonance, Imagery 

And she the big girl — some twelve years or so – Alliteration

All three stood still to smile through their hair – Alliteration, Consonance,  Imagery  

At the uncle with the camera. A sweet face – Repetition, Enjambment

My mother’s, that was before I was born – Alliteration, Repetition

And the sea, which appears to have changed less - Contrast, Consonance, Imagery 

Washed their terribly transient feet – Alliteration, Contrast, Consonance, Synecdoche

Some twenty — thirty — years later - Assonance

She’d laugh at the snapshot. “See Betty – Alliteration, Apostrophe 

And Dolly,” she’d say, “and look how they – Repetition, Enjambment 

Dressed us for the beach.” The sea holiday – Repetition,  Enjambment, Imagery

Was her past, mine is her laughter. Both wry – Repetition, Consonance,  Enjambment, Pathos 

With the laboured ease of loss – Alliteration, Oxymoron, Pathos  

Now she’s been dead nearly as many years – Alliteration, Pathos

As that girl lived. And of this circumstance – Alliteration, Consonance,  Enjambment 

There is nothing to say at all – Assonance,  Pathos 

Its silence silences – Alliteration, Assonance, Pathos 

 

Rhyming Scheme

The poem is composed in free verse without any rhyming words at the end of the lines. The line length is irregular and stanza division is also not equal. No meter is followed hence, the poem doesn't follow any rhyming scheme.


Important Question Answers

Q1. What does the word cardboard denote in the poem?

Ans. In the poem the cardboard is referred to as the photograph of the poet and her cousins in which they are spending good time together on their beach holiday. This word has been used because carboard is impermanent and symbolised the temporary state of human life. Cardboard is something that holds the photograph which shows timeless memories while the cardboard is perishable.

Q2. What has not changed over the years? Does this suggest something to you?

Ans. The sea, which the poet refers in the poem has not changed much over the years. This suggests that the sea is an example of eternal nature which goes on flowing ceaselessly despite the fact that the poet's mother grew up, became old and died. It is presented as something perennial in contrast to the transitory nature of human life.

Q3. The three stanzas depict three phases, what are they?

Ans. In the first phase the poet depicts the scene of the beach where the poet's mother and siblings are enjoying beach holiday and posing while the photograph is being clicked by their uncle. In this phase mother's childhood is described.

During the second phase the poet's mother recalls her childhood and joyfully laughs while looking at the photograph. Now the poet's mother has grown up and is happy as well as remorseful at the loss of her beautiful childhood while sharing her memories with her daughter.

In the third phase poet laments the death of her mother. She tells that the beach holiday was her mother's past and her mother's laughter is her own past after her death.


RTC

The cardboard shows me how it was

When the two girl cousins went paddling,

Each one holding one of my mother’s hands,

And she the big girl

Q1. What does the card board refer to?

Q2. Where have the girls gone?

Q3. What does the card board show?

Q4. Which poetic device is predominantly used in these lines?

Q5. Who is 'the big girl'? How?



Answers : 

A1. The word 'card board' refers to the photograph of poet's mother and her two cousins. 

A2. The girls have gone to enjoy their beach holiday by the sea. 

A3. The card board holds a photograph which shows poet's mother enjoying a beach holiday with her two female cousins and the sea is also visible in the backdrop. The photograph was clicked by their uncle. 

A4. Imagery is predominantly used in these lines. 

A5. 'The big girl' is poet's mother as she is older than her cousins. She was around twelve years old, then.




Thursday, 1 February 2024

The Last Lesson


The Last Lesson

                                   By Alphonse Daudet

Analysis: 


·       The chapter ‘The Last Lesson’ is written by Alphonse Daudet, a French novelist and short story writer.

·      'The Last Lesson' is set in the days of the Franco-Prussian War (1870-1871) in which France was defeated by Prussia led by Bismarck. French districts of Alsace and Lorraine have passed into Prussian hands.

·       The chapter shares Franz’s nostalgic moments during the last lesson of French language offering his tribute to his teacher, M Hamel and his language.

·       It also highlights the significance of a language for the integrity and solidarity of a nation. In order to keep our nation united we must love and learn our national / official language. We must feel connected to and proud of our nation and our language. 

   The writer highlights the issue of linguistic chauvinism as he criticises German people for imposing their language on the people of Alsace and Lorraine. Love for one's language is appreciated but asking other people to love somebody else's language is unethical and domination.

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Summary /  Synopsis

§  This chapter begins with the narrator starting for school. He was very late and so, was scared of his French teacher, Mr. Hamel’s scolding.  At the town hall there was a crowd in front of the bulletin board which had been giving all the bad news related to war for the last two years but he didn't stop to read the news.

§  He reached the school and it was a strange quietness all around though usually in the beginning of school, there was a great hustle bustle due to the opening and closing of desks, lessons repeated in unison, teacher’s great ruler rapping on the table. That day it was unusual stillness all around.

§  Franz was scared as well as ashamed to enter class but M. Hamel asked him to go to his place and sit. The teacher wore his beautiful green coat, his frilled shirt, and the little black silk cap which he wore on inspection and special days. The village people were sitting on the back benches that were always empty. Old Hauser, the former mayor, the former postmaster and many others were sitting to thank the teacher for his forty years of faithful service and show their respect for the country that was not theirs now.

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§  Everybody looked sad and had brought something to Mr. Hamel as it was the last lesson of French language, which was announced by the teacher. He told that the order had come from Berlin to teach only German in the schools of Alsace and Lorraine and a new teacher would be coming thereafter.

§  Franz grew sad thinking that he would not be able to learn French any more by M. Hamel. Suddenly, he felt attached to his books, class and curriculum which was not so earlier. His name was called to recite. He hadn’t learnt the lesson of participle so he messed with his answers.  M. Hamel told Franz that he had always put his learning off thinking that he had plenty of time but now learning had been put off for uncertain time in Alsace.

Video on The Last Lesson

§  He said that not only Franz but all the people in Alsace haven’t paid good attention and due respect to their language and they should be ashamed of this. He reminded Franz how his parents were not willing to send him for learning so that he could work and earn money. He recounted how he himself put off his learning for some or other work or purpose. Mr. Hamel told that  French is the most beautiful, clearest and most logical language in the world and that they must guard it and never forget it as the language is the key to free an enslaved nation if people love their language and respect it.

§  Then, he started teaching a grammar lesson and Franz understood it very well and easily. Actually he had never listened so carefully and probably the teacher had never explained so patiently. Perhaps Mr. Hamel wanted to give all he knew before going away. They also did writing task for which Mr. Hamel brought new copies with the words — France and Alsace written on them. All were engrossed and writing quietly.

Video on Keeping Quiet

§  Beatles flew in the room and Franz felt that they also wanted to attend the class and write French. On the roof the pigeons were cooing very low, and narrator wondered if the new authorities would make the pigeons also sing in German as they were asking the people to learn German.

§  He was sad for the teacher who had been there for forty years and was leaving the country next day with his family.

§  Later, they had a lesson in history, others chanted the letters to practise pronunciation, phonetics and spelling. He was surprised to think how well he remembered that last lesson! As the Church clock struck twelve, they heard the trumpets of the Prussians, returning from drill. Mr. Hamel stood up and he appeared to be tall probably due to honour and love for his country. He wrote with chalk on the black board “Vive La France!” but could not speak as he choked with emotions. Then, without speaking a word, he made a gesture with his hand that the School is dismissed and they could go. He was so much overwhelmed with the love for his country and the people that he won’t be able to continue teaching French.

Video on Aunt Jennifer's Tigers 

Difficult words/expressions

Dread – fear

Participles – non finite verbs working as adjectives

chirping – sound of birds

Resist – control, overcome

apprentice – trainee

Commotion – confusion / noise

solemn – serious / grave

Primer – book for beginners

wretches – miserable persons

cranky – strange / whimsy

Reproach – cold / blame

Cooed – sound of pigeons

Angelus – bell for prayers

Trumpets – musical instruments

Vive La France – long live France

Video on The Rattrap

Back ground

'The Last Lesson' is set in the days of the Franco-Prussian War (1870-1871) in which France was defeated by Prussia led by Bismarck. Prussia then consisted of what now are the nations of Germany, Poland and parts of Austria. In this story the French districts of Alsace and Lorraine have passed into Prussian hands. In Alsace a new political system was established under which the people there were ordered to learn German.


Message

  This lesson gives us an insight about how much significant a language is for the integrity and solidarity of a nation. In order to keep our nation united we must love and learn our national / official language. We must feel connected to, and proud of our language. 

The author exhorts us to be connected to our nation, our roots and our culture. We should be proud of our language and must not get carried away by foreign influences, language and culture as our language binds us together. 


Video on My Mother



Character Sketch of M. Hamel

The chapter characterises Mr. Hamel as a passionate, dedicated and committed teacher who spent 40 years of his life teaching French. He is portrayed as a patriotic and nationalistic person whose love for his nation is unfathomable. He got emotional when he saw Prussian soldiers coming back after drill and reminding him that his nation is enslaved by the Prussians. 

His love for French language is commendable as in his last lesson of French language he was pouring out himself to teach in the best possible manner and as much as he could. Writing “Vive la France” he was overwhelmed with emotions and choked with sentiments to say any words. As a teacher Mr. Hamel is admirable and as a patriot he deserves a salute.

Video on A Thing of beauty


Important Question Answers

Q1. The people in the story suddenly realise how precious their language is to them. What shows you this?

Ans. The elders of the village were sitting in the classroom at the back benches quietly and sadly as they had come to know about the orders from Berlin that they would not be taught French any more. They regretted that they hadn't attended classes earlier due to their work but they wanted to learn their language desperately. They were sitting there to thank the teacher Mr. Hamel for his forty years of service and to show their respect for their language and the country. When the lesson was taught, they all paid complete attention and also understood the topic. When the writing task was given to them, they wrote so sincerely and quietly that sounds of pigeons and scratching of beetles were heard clearly. This proves that the people have realised the importance of their language.

Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What is conveyed here?

Ans. When the writing task was given to the class by Mr. Hamel, all were engrossed and writing quietly. Beatles flew in the room and Franz felt that they also wanted to attend the class and write French. On the roof the pigeons were cooing very low, as if they were singing in French. The narrator sarcastically commented whether the new authorities would be able to make the pigeons also sing in German the way they were asking the people to learn German. Here, linguistic chauvinism is pointed out and criticised because love for one's language is good but imposing our language on others is tyranny, and not acceptable

Q3. What do you understand by 'linguistic chauvinism'? How is it criticised in the chapter?

Ans. The writer highlights the issue of linguistic chauvinism in the story 'The Last Lesson'. He criticises German people for imposing their language on the people of Alsace and Lorraine and forcing them to learn German mentioning the pigeons who are free to sing in their language. Love for one's language is appreciated but asking other people to love their language is unethical and domination.  Along with highlighting the significance of the mother tongue or national language for the integrity and solidarity of a nation he also criticises forcing of one's language on some other nationality. We must feel connected to and proud of our language which is not possible with a foreign language, especially when it is forced.

Video on English Revision




Monday, 29 January 2024

The Portrait of A Lady


The Portrait of a Lady

                       by  Khushwant Singh

Analysis: 


·       The story ‘The Portrait of A Lady’ is written by Khushwant Singh, a noted Indo Anglian writer and journalist who is known for his writings with humour and sarcasm such as his newspaper column 'With Malice Towards One and All' and his novel 'Train to Pakistan'.

·       The narrator’s grandmother was an old and beautiful lady who was kind and religious. She used to count the beads of rosary, say prayers and feed  animals and birds around her.

· The story portrays the grandmother of Khushwant Singh as a strong lady who had strong faith in her religious beliefs and didn’t compromise with her beliefs and her way of living even after coming to city and living in a completely different environment.

·      The story does a comparative study of religious and traditional education system in village and modern education system in city’s English school as the two different worlds.

·      The story explores the theme of generation gap, distance in relations, religious foundation of Indian education system, decline in value system and need to develop kindness and empathy towards animals and other beings.

·       The story is autobiographical in nature and narrative in style as it depicts an important phase of the writer’s education and development.

·      The story conveys the message that we need to empathetic and kind towards others and we should be strong in our beliefs without forcing others to follow our beliefs. The story stresses that we should stick to our value system and nourish a strong bond among our relations.

·      In this story a beautiful bond is portrayed between the narrator and his grandmother but the distance widened as the narrator grew up, moved to the city and started studying in an English medium school.

·      The story highlights his grandmother’s affinity with nature, animals and birds who all reciprocated their love and admiration to her at time of her departure to heavenly abode.

Video on Note Making

Summary  /  Synopsis :

§  The narrator, Khushbant Singh’s grandmother was an old woman. It appeared to him as if she had been old and wrinkled for all the time. She had always been short, fat and slightly bent. He could not even think that his grandmother was once young and pretty. In the portrait of his grandfather he looked at least a hundred years old. The narrator’s grandmother told about the games she used to play which was difficult for him to believe. She was always beautiful and hobbled about the house in spotless white sari telling the beads of her rosary and used to say the prayers in a sing song manner.

§  The grandmother and narrator were good friends. His parents left her when they went to live in the city. She used to wake him up in the morning and make him ready for school as well as accompanied him to the school and later go the temple attached to the school. She used to give him a stale chapati with sugar to the narrator in breakfast and carry some chapatis for dogs.

§  There was a turning-point in this friendship when narrator’s parents called both of them to the city. They shared the same room but she couldn’t go to school with him as he used to go to an English school in the school bus. Owing to her kindness she started feeding sparrows in the courtyard of the house. She was unhappy with the fact that scriptures were not taught in school and also when she could not help him with the lessons on Science and English and thus the distance widened. She was not happy with his music classes as to her, music had lewd associations.

§  When he went to the college, he lived in a room of his own and the common link of friendship was snapped. She made herself busy with her wheel spinning thread, rosary reciting prayers and feeding the sparrows with bread crumbs.

§  When the narrator was going abroad for five years for further studies, he knew his grandmother would be upset. But she restricted herself to talk nor she showed any emotion and her mind was lost in prayer.

§  After five years he came back home and was received by her at the station. She still didn’t say any words. In the evening, however, she collected the women of the neighbourhood, started beating an old drum (dholak) and singing to celebrate his arrival. That was the first time that she did not pray.

§  The next morning she became ill. The doctor told that it was a mild fever. But his grandmother thought that her end was near. She started praying without wasting any moment. After some time her lips stopped moving and the rosary fell from her life less fingers and she was dead.

§  In the evening when she was being taken away on a stretcher to be cremated, the sun was setting and had lit her room and verandah with a blaze of golden light as if to give her the final tribute. Not only this, a thousands of sparrows came and sat in verandah but made no chirruping. When the bread was thrown to them, they didn’t eat, nor did they notice, and flew off when they carried away the grandmother’s corpse as if they came to pay last respects to her.

Video on Reported Speech

Important Question answers

Q1. The three phases of the author’s relationship with his grandmother are described before he left the country to study abroad. Discuss.

Ans. I Phase - The grandmother and narrator were good friends in his childhood when they lived in a village and his parents were in the city. She used to wake him up in the morning and make him ready for school as well as accompanied him to the school. She used to give him a stale chapati with sugar to the narrator in breakfast and come back home together.

II Phase - There was a turning-point in this friendship when narrator’s parents called both of them to the city. They shared the same room but she couldn’t go to school with him as he used to go to an English school in the school bus. She became unhappy when she could not help him with the lessons on Science and English and thus the distance widened.

III Phase - When the narrator went to the college, he lived in a room of his own and the common link of friendship was broken. She became sad but accepted the reality quietly without any objection or grudge. She made herself busy with her spinning wheel, telling rosary beads and feeding the sparrows.

Video on the poem 'A Photograph'

Q2. What were the three things about education in the city that made the grandmother unhappy?

Ans. The author's grandmother was unhappy with education provided to him in the English school in city. She wasn't happy with the fact that religion and scriptures were not taught in school. Also when she could not help the author with the lessons on Science and English, she felt disappointed and unhappy, thus the distance widened. She seemed to object against the music classes given to the narrator as to her, music had lewd associations, and not meant for gentlefolk.

Q3. What were the odd ways in which the author's grandmother behaved just before she died? 

     Ans. The narrator's grandmother behaved strangely in her death bed. Just before she fell ill, she paused her prayers for the narrator's homecoming celebration. That's why she said that she did not want to waste any more time talking to her own family members. She wanted to pray to God and compensate for her mistake. She did not meet her family during her last day and started praying and telling beads of rosary. Suddenly her lips stopped and rosary fell from her hands announcing the end of her life.

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    Q4. What are the three ways in which the author's grandmother spent her days after he grew up? 

     Ans. When the narrator grew up, his grandmother used to spend a lot of her time silently chanting prayers simultaneously telling beads of rosary. She also took up the habit of feeding sparrow the bits of bread, that came in the balcony every day. Grandmother rarely left her spinning while after the narrator grew up. Therefore, she spent most of her time with the spinning wheel, rosary and sparrows.

    Q5. The author's grandmother was a religious lady who was strong in character and had strong belief in traditions. Discuss with examples.

    Ans. The author's grandmother was a religious lady and her beliefs and action strongly prove this. She spent most of her time in praying and telling the beads of rosary when she woke him up or made him ready for the school. She took care that the narrator also learnt the prayers while listening them. She was unhappy with the fact that religion, God and scriptures were not taught in the English school. She spent all the time reading scriptures and praying in the temple while the narrator was in school. 

The grandmother was a strong lady who had firm faith in her traditions, religion and beliefs. Even if she couldn't accept new education system and modernisation, she preferred to stick to her beliefs and kept praying her own way. She was a lady of strong character and didn't listen to her family members who asked her to rest in the last chapter of her life. She declined even talking to her family in her death bed so that she could pray more while leaving this world. She neither forced others to do what she considered right nor she compromised with her beliefs. 

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