From the Diary of Anne Frank Summary Analysis and Explanation

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From the Diary of Anne Frank Summary Analysis and Explanation By Anne Frank

About the Poet Anne Frank

Poet Name Anne Frank
Born 12 June 1929, Frankfurt, Germany
Died February 1945, Bergen-Belsen concentration camp, Germany
Movies The Diary of Anne Frank, Anne Frank Remembered
Nationality Weimar, GermanFrom the Diary of Anne Frank Summary of the Lesson
Anne Frank - from the diary of anne frank summary class 10
Anne Frank

From the Diary of Anne Frank Summary of the Lesson

The writer thinks that writing in a diary is a strange experience. She thinks that none will take an interest in the ideas of a thirteen-year-old school girl. Leaving aside everything, she thought of writing. At that time the writer was feeling some depression and despair.

She thought of the saying—‘Paper has more patience than people’. Then she started writing but she was in need of a real friend who could be no more than a diary.

The writer says that no one believes that this girl is alone in the world but she is not alone. She has loving parents, a sister and thirty other people. She has a decent family except her one true friend. With friends she can have a good time.

She can talk about ordinary everyday things but she won’t be getting nearer and nearer. Even we cannot confide in each other since the written facts cannot be changed. So the writer has started writing the diary. This is her ever lasting friend. She calls this friend ‘Kitty’.

Anne says that her father was the most adorable person. At the age of thirty-six, he married Anne’s mother Edith. In 1929 her sister Margot was born. Then she was born on 12th June 1929 and they lived in Germany. In 1933, her father emigrated to Holland.

She along with Margot went to Aachen to stay with the grandmother. By December both the sisters went to Holland. There Anne was put down on the table as a birthday present for Margot. There she started at the Montessori nursery school.

When she was in the sixth grade, Mrs. Kuperus was her headmistress. At the end of the year, there was a farewell function. The separation from the headmistress was full of tears.

Anne loved her grandmother very much. She fell ill in the summer of 1941. She had an operation but she died in January 1942. Her death was all the more troublesome. At Anne’s birthday celebrations, a separate candle was lit for the grandmother.

In her diary, Anne wrote that all the four members were doing well. She was much dedicated to her diary. This event was written by Anne on 20th June 1942 on Saturday. In her diary, Anne makes a mention of Kitty. Referring to her she writes that the complete class is nervous about their going to the next form.

Some of the students have made bets and staked all their savings. Anne thinks she will ‘pass’ but she is not sure due to Maths. All have been telling each other not to lose heart.

There are nine teachers. Mr Keesing teaches maths. He remains annoyed with Anne because of her talkative nature. So he has given her some extra work to write an essay on “A chatterbox.” After the homework, Anne started thinking on the essay.

An idea flashed in her mind. She wrote that talking was a student’s trait and she would do her best to control it. But she won’t be able to cure herself of her habit since her mother was also talkative. So moving from the inherited traits couldn’t be done.

Hearing her argument, Mr. Keesing had a good laugh. Then the teacher gave her another essay “An Incorrigible Chatterbox”. Thus passed two lessons. During the third lesson, he asked her to write on ‘Quack, Quack, Quack, Said Mistress Chatterbox”.

It was a sort of punishment for Anne for talking in class. At this topic, the whole class roared. Anne too laughed. Though Anne was tired of this essay. In a way the teacher was playing a joke on her but in other words it was a joke on him. So she wrote this essay like a poem.

Anne read the poem in the class. It stated that there was a mother duck and a father swan with three baby ducklings. The ducklings were bitten to death by the father since they quacked too much. It was Anne’s good luck that the teacher took it the right way.

The teacher read the poem, gave his own comments. After that Anne was allowed to talk and no extra work was given. Since then Mr. Keesing too started making jokes.

What is the summary of the chapter from The Diary of Anne Frank?

Summary of the Chapter

Anne Frank is a Jewish girl who has to go into hiding during World War Two to avoid the Nazis. She shared her experience in the story when she is depressed. Together with seven others she hides in the secret annex on the Prinsengracht 263 in Amsterdam. She doesn’t have any close friend.

What is the summary of Anne Frank class 10?

Class 10 From The Diary Of Anne Frank’s summary focuses more on the way how she survives there for two years and depicts all her experiences events in the diary. While hiding for two years, she puts her ability into studying and writing, improving knowledge of politics, and literature.

What is the main theme of The Diary of Anne Frank?

Although World War II was raging around Anne and her family, the main theme of The Diary of Anne Frank was inner conflict. Anne was constantly at odds with herself. That conflict translated to how she dealt with everyone else while in hiding. The tight space created conflict for everyone in the Annex on a daily basis.

At what age Anne Frank died?

16 years (1929–1945)

Mending Wall Analysis | Robert Frost’s Detailed Mending Wall Analysis, Style and Form

Mending Wall Analysis

Mending Wall Analysis: Inspired by his wife, Elinor Miriam White, the poem ‘Mending Wall’ was written by Robert Frost to explore human relationships’ nature. According to the poet, there are two types of people, one who wants walls and others who don’t.

The poet was born on 26th March 1874 in San Francisco and was interested in reading and writing poetry in Lawrence’s high school days. His first ever published poem was ‘My Butterfly,’ which came out on 8th November 1894 in ‘The Independent.’ Robert Frost was greatly influenced by contemporary British poets like Edward Thomas, Rupert Brooke, and Robert Graves. 

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Robert Frost became an eminent poet by the 1920s as his work was immensely recognized, and he earned great fame and honour with each new book. Robert Frost is an author of universal themes and is more than just a regional poet, although his work is mainly based on the life and landscape of New England.

Though writing poetry in traditional verse forms and metrics, he remained completely aloof from the poetic movements. Robert Frost used simple language in his poems with the application of irony and ambiguity. Mending Wall Analysis Literary Devices, Figurative language

About Mending Wall Analysis

David Nutt published Robert Frost’s ‘Mending Wall’ in 1914, and in terms of modern literature, the poem is considered one of the most organized and diversified poems. Here, the speaker is a farmer in New England who walks along with his neighbour in spring to repair the stone wall that falls between their farms.

As they start mending the wall, the narrator engages in a conversation with his neighbour and asks why the wall is even needed. The poet says that something in nature doesn’t want a wall, to which his neighbour answers, “Good fences make good neighbours.”

The poem analyses the fundamental nature and characteristics of human relationships. The poem has got several layers. It requires the reader’s analysis, philosophies, and search for an inevitable conclusion that he cannot find. The reader understands the meaning of life in a new way as he is on a thrilling and rewarding quest.

The poet here speaks about nature and says that not everything that exists in nature needs a wall. According to him, the human-made walls are destructed by natural events or even hunters searching for rabbits for their hungry dogs. Thus, with the onset of spring, the narrator, along with his neighbour, starts to mend the shared wall between their properties.

Though the narrator comes together with his neighbour to repair the wall, he considers this an act of stupidity. According to him, both of them don’t need a wall. He asks why there should be a wall when his neighbour has only pine trees, and he has apples, and these cannot intrude into the narrator’s property. On the other hand, his neighbour is a stone-headed savage who believes in his father’s age-old philosophy: “Good fences make good neighbours.”

Mending Wall Analysis Style and Form

The poem’s baseline meter in the blank verse, but some of the lines apace with blank verse features like lock-step iambs, five abreast. The poet has made perfect implementation of five stressed syllables in each line of the poem but has extended the feet’ variation so that the verse’s natural speech-like quality can continue to be sustained.

The poem doesn’t have any stanza breaks or rhyming patterns and exhibits continuity. Many of the end-words like wall, hill, balls, wall, and well sun, thing, stone, mean, line, and again or game, and he twice shares consonance.

Alongside, the poem has internal rhyming words which have been kept slanted and subtle by Frost. All words in the poem are short and conversational yet have been written in a straightforward language. The poem ‘Mending Wall’ brings out perfect feel and sound by pulsating skilfully.

Mending Wall Analysis by Robert Frost

Detailed Mending Wall Analysis

Something there is that doesn’t love a wall,

That sends the frozen-ground-swell under it,

And spills the upper boulders in the sun;

And makes gaps even two can pass abreast.

The work of hunters is another thing:

I have come after them and made repair

Where they have left not one stone on a stone,

But they would have the rabbit out of hiding,

To please the yelping dogs. The gaps I mean,

Lines 1 to 9

In lines 1 to 9, the narrator says that something mysterious does not want walls and permanently destroys the walls, making a gap for two people to pass through it quickly. It either gets damaged by some hunter, who pulls down the walls of the walls searching for rabbits to please their barking dogs or by other means.

No one has seen them made or heard them made,

But at spring mending-time, we find them there.

I let my neighbour know beyond the hill;

And on a day, we meet to walk the line

And set the wall between us once again.

We keep the wall between us as we go.

To each the boulders that have fallen to each.

And some are loaves and some so nearly balls

We have to use a spell to make them balance:

‘Stay where you are until our backs are turned!’

We wear our fingers rough with handling them.

Oh, just another kind of out-door game,

One on aside. It comes to little more:

There where it is, we do not need the wall:

Lines 9 to 22

In these lines, from 9 to 22, the speaker says that the making of these gaps in the walls are never seen or heard but mysteriously exist during spring, especially when someone tries to mend the fence. They are realities, so the narrator asks his neighbour to go beyond the hill and find out, after all, who creates these gaps. One day, when both of them were walking along the wall, they get to see stones of the wall scattered on the ground. They see that some rocks are shaped like bread loaves, while a few are round in shape. Due to their mysterious figures, they find it difficult to fix the wall. Though all the process of tackling the stones makes their fingers too rough and exhausted, it is like an outdoor fun game for them, where the wall works as a net, and both the narrator and his neighbour are opponents.

He is all pine, and I am apple orchard.

My apple trees will never get across

And eat the cones under his pines, I tell him.

He only says, ‘Good fences make good neighbours.’

Spring is the mischief in me, and I wonder

If I could put a notion in his head:

‘Why do they make good neighbours? Isn’t it

Where there are cows? But here, there are no cows.

Before I built a wall, I’d ask to know

What I was walling in or walling out,

And to whom I was like to give offense.

Something there is that doesn’t love a wall,

That wants it down.’ I could say ‘Elves’ to him,

But it’s not elves exactly, and I’d rather

He said it for himself. I see him there

Line 22 to 36

From lines 22 to 36, the narrator tries to make his neighbour understand that they probably don’t need a wall as his neighbour only has pine trees and an apple tree which cannot trespass into the speaker’s property. There is no chance of offending as they don’t also have any cows at their homes. While to this, the neighbour who is a stone-headed person says what he believes in his father’s age-old saying that, “Good fences make good neighbours.”

Something there is that doesn’t love a wall,

That wants it down.’ I could say ‘Elves’ to him,

But it’s not elves exactly, and I’d rather

He said it for himself. I see him there

Bringing a stone grasped firmly by the top

In each hand, like an old-stone savage armed.

He moves in darkness as it seems to me,

Not of woods only and the shade of trees.

He will not go behind his father’s saying,

And he likes having thought of it so well

He says again, ‘Good fences make good neighbours.’

Throughout the poem, the narrator wants to make his neighbour understand, and the kind of imagination he makes to convince his neighbour about the existence of the wall are appealing, for example, in the lines where the narrator tells his neighbour that there is something like a non-human entity as elves that come and break the walls. Elves are tiny supernatural, mythological beings that are seen in folk tales. The narrator quickly changes his opinion when he logically explains nature’s power, which works against those walls and barriers.

Despite the narrator’s several opinions, his neighbour firmly holds his ground and is probably too arrogant. He still believes in his father’s ideology of ‘good fences make good neighbours.’

Final Comments on Mending Wall Analysis

‘Mending Wall’ is an all-time favourite poem by Robert Frost. It gives a broader and wiser perspective on boundaries and barriers. It also suggests that good fences are essential to maintain friendly relations with the neighbours.

This is a possible way by which we can have a peaceful and stable understanding with our neighbours. It also, in a way, implies that how important it is to maintain proper boundaries and barriers between two countries to establish a peaceful environment and relation between them. In reality, living in a civilized society, walls and boundaries help maintain privacy and also act as an obstacle for people like seemingly unsociable. We must maintain distance from our neighbours and respect their privacy as well as our privacy. Thus, fences and walls are essential.

What is the main theme of Mending Wall?

A widely accepted theme of “Mending Wall” concerns the self-imposed barriers that prevent human interaction. In the poem, the speaker’s neighbor keeps pointlessly rebuilding a wall. More than benefitting anyone, the fence is harmful to their land. But the neighbor is relentless in its maintenance.

What happens in the Mending Wall?

The poem is set in rural New England, where Frost lived at the time—and takes its impetus from the rhythms and rituals of life there. The poem describes how the speaker and a neighbor meet to rebuild a stone wall between their properties—a ritual repeated every spring.

What does the Mending Wall symbolize?

The wall symbolizes good boundaries, especially in the repeated phrase, “good fences making good neighbors.” However, the wall also symbolizes community. Repairing the wall brings the two together in a yearly ritual that helps them remain good neighbors by bonding.

What is the major metaphor in Mending Wall?

The central metaphor in this poem is the wall itself. It comes to represent the divisions between people, things that keep them apart.

What is ironic about the Mending Wall?

Perhaps the greatest irony in the poem “Mending Wall” is that the speaker continues to help rebuild the wall even as he realizes he disagrees with its presence. As the poem progresses, the speaker notes how all sorts of natural forces, like the ground and animals, conspire to take down the wall each winter.

Why do the two neighbors meet in Mending Wall?

“Mending” is an adjective here, not a verb. That is, erecting the wall mends something between the neighbors. So one of the reasons the neighbors continue to meet and mend the wall is that doing so “mends” and maintains their relationship.

Fire and Ice Summary Line By Line Analysis and Explanation

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Fire and Ice Summary Line By Line Analysis and Explanation in English

About the Poet
Robert Frost (1874-1963) was an American poet. His work was initially published in England before it was published in the United States. Known for his realistic depictions of rural life and his command of American. He became one of the United States rare “public literary figures, almost an artistic institution.”

Robert Frost - summary of fire and ice class 10

Poet Name Robert Frost
Born 26 March 1874, San Francisco, California, United States
Died 29 January 1963, Boston, Massachusetts, United States
Poems The Road Not Taken, The Gift Outright, Nothing Gold Can Stay
Awards Robert Frost Medal, Pulitzer Prize for Poetry

Summary of Fire and Ice By Robert Frost

The poem ‘Fire and Ice’ is composed by Robert Frost. The poet talks about the two different beliefs regarding the end of this world. He says that he is in the favor of those who say this world will end in fire as he has seen the effect and result of uncontrolled and unbending desires.

He finds the human desires the same as a fire in its nature. On the other hand, the second belief tells that ice is sufficient for destroying this world and the poet compares the nature of ice with hatred.

As ice can make a part of body numb with its prolonged contact like hatred can also give numbness to our mind and thoughts and make us insensitive and cruel.

The poem has been written symbolically. The poet says that there are mainly two opinions about the end of this world. One by fire and another by ice. The symbols ‘Fire’ and ‘Ice’ have been used for human emotions like desire and hatred respectively.

As fire can spread very fast and cause great destruction in no time likewise our desires may also prove very destructive if they go out of control. Hatred causes slow destruction like ice but it is also very harmful.

What is the main message of fire and ice?

The poem “Fire and Ice” by Robert Frost is a metaphor for human perceptions of desires and hatred. The fire symbolises burning desires while the ice on the other hand describes ice-cold hatred. It describes how we humans will be the end of our own race.

What is the theme of fire and ice by Robert?

Robert Frost’s ‘Fire and Ice’ is about destruction, the central theme of the poem. The first part of the poem reflects on destruction by fire which is caused by obsession.

What is the meaning of fire in poem Fire and Ice?

The word ‘fire’ stands for desire. In the poem, it indicates all types of greed and lust. In today’s world, mankind’s greed is endangering the very existence of the planet Earth. The word ‘ice in the poem indicates hatred and indifference which is as cold as ‘ice’. Cold indifference and hate can be equally destructive.

What does ice symbolize?

The main symbolism of ice is coolness, of course, but it can also mean many other things – sometimes implicit, too. It’s a symbol of rigidity and stillness, which we can easily connect to our current situation in life when things feel stationary.

What do Fire and Ice symbolize in the poem Fire and Ice Class 10?

Answer: ‘Fire’ and ‘Ice’ are symbolized here. ‘Fire’ stands for conflict, fury, intolerance, insensitivity while ‘Ice stands for greed, avarice, lust, rigidity, coldness, indifference, hatred, etc. … It will lead to conflicts and ultimately result in the destruction of the world.

Langston Hughes’s Dreams | Detailed Analysis of Dream By Langston Hughes

Dream By Langston Hughes Analysis: Dream By Langston Hughes Meaning “Dreams” is one of Langston Hughes’s numerous verses about the force and need of dreams for the two people and networks. In eight short lines, the sonnet’s speaker cautions the reader that forsaking dreams (which may mean expectations, goals, plans, innovative dreams, or potentially figments) denies the life of its essentialness and reason. Through its symbolic pictures of brokenness and fruitlessness, the sonnet portrays everyday routine without dreams as not, at this point, worth experiencing.

The speaker starts by encouraging the peruser to clutch dreams, outlining the torment of an existence without them by contrasting it with a harmed, terrestrial bird. “A broken-winged bird/That can’t fly” is an enduring animal that has lost its versatility, just as one of its characterising attributes (that is, the force of flight). Read the article to find more about Dreams By Langston Hughes Theme, What Is The Mood Of The Poem Dreams By Langston Hughes, Dreams By Langston Hughes Literary Devices.

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It might likewise have lost its course, local area, and methods for getting food. The correlation along these lines infers that an existence without dreams is agonising, disappointing, denied, and conceivably incapable of proceeding with any longer. This examination also recommends that fantasies characterise humankind, something that drives and supports individuals.

The speaker at that point rehashes—in significantly more inauspicious terms—the counsel to clutch dreams, this time contrasting a dreamless existence with a dead field. In contrast to a harmed bird, which is alive and might recuperate, “a desolate field/Frozen with snow” can’t support any life whatsoever. This correlation shows that surrendering one’s fantasies can be more than an excruciating emergency: it can feel like an enthusiastic or otherworldly demise.

The speaker never unequivocally characterises “dreams” in the sonnet, and the sonnet’s importance here changes marginally, relying upon how critics decipher the word. Assuming perusers take “dreams” to mean expectations or yearnings, the similitude of life as a “desolate field” inspires individuals’ powerlessness to envision a compensating future (or any future, besides) when they dismiss their fantasies.

Assuming “dreams” signifies dreams or hallucinations, the illustration recommends that life is unforgiving, cold, and void when seen as it truly is—that is, without the cloak of “dreams” over it. Likewise, the representation infers that the fantasies individuals do have protected, fed, and enhanced them, similar to crops from a prolific field.

Notwithstanding the speaker’s call for individuals to stick to dreams, the move from “if dreams bite the dust” in the preceding verse to “when dreams go” in the second demonstrates that nothing can keep dreams alive always; losing them involves “when,” not “if.” The sonnet’s unexpected, calming finishing—”frozen” picture, reflecting the balance that goes with the finish of dreams and the finish of life—underscores the earnestness of “Holding quick to dreams” as far as might be feasible.

Dreams are a subject that Hughes got back to again and again in his verse. He regularly connected them with the encounters of Black Americans as well as the modifier “conceded” (deferred, postponed). Be that as it may, “Dreams” is a comprehensive, distinct assertion: an unfit admonition to clutch dreams all in all, regardless of whether they at any point materialise. Their misfortune brings torment, inadequacy, and vacancy; consequently, the sonnet contends, they are an essential wellspring of joy, strength, and food.

Analysis of the Poem “Dreams”

Line 1-2

Lines 1-2 of “Dreams” comprise a goal (guidance or order) trailed by the start of a clarification. All in all, the sonnet’s speaker is offering and legitimising a recommendation.

Who is the speaker, and whom would they say they are tending to? The speaker’s legitimate tone proposes that their experience has given some knowledge regarding the matter of dreams. The absence of other recognising settings (either in the title of the sonnet) suggests that the speaker is pretty much comparable to the artist and that their recommendation is routed to perusers all in all.

What sort of “dreams” does line 1 allude to? The word could, in a real sense, mean dreams experienced during rest. All the more comprehensively, it could mean expectations, yearnings, inventive breaks from the real world (as in fantasies), creative dreams, dreams, figments, or a blend of these. The setting highlights the second class of dreams since it bodes well to stay appended to significant expectations than semi-irregular nighttime dreams!

“Quick” (line 1) contains a possible two-sided connotation. In setting, it implies firmly or safely. “Hold quick” is another method of saying, “Hang on close.” But another meaning of “quick”— rapidly—might be pertinent, as well.

Line 2 demonstrates that fantasies can “pass on,” so the speaker might be cautioning the reader to grasp dreams both safely and rapidly before they sneak away (or before some external power removes them). This guidance means genuine is not entirely clear, yet the overall sense is clear: the speaker needs critics to view their fantasies as appropriately as could be expected, as quickly as time permits.

The sound of these lines underscores their earnestness. They’re laconic and loaded with punchy monosyllabic words. The sonnet’s fundamental meter is the rhyming diameter (which means each line has two iambs, idyllic feet with an unstressed-focused on beat design).

Hughes may need the peruser to hear spondees (focused on syllable + focused on syllable) instead of iambs (unstressed + pushed) toward the start of the primary line and the second’s finish.

Notwithstanding the specific example, these emphatically focused on monosyllables make the lines sound determined. Similar sounding word usage supports the accentuation, too: “dreams”/”dreams”/”bite the dust.”

Line 3-4

Again, the explicitness of the language is vital for this pair of lines since Hughes doesn’t beat around the bush as he wanders into his conviction of what occurs at the death of “dreams.” Instead, he centres straightforwardly around perhaps the most fantastic idea that can be referred to, which is “life.”

By marking an enormous thought as “life” as being affected by losing “dreams,” Hughes requests the peruser’s consideration in a straightforward, unornamented way since each peruser ought to have a genuine interest in the subject.

Just once that enormous idea is in concentration and the peruser’s fixation is grounded does Hughes guide his focus toward a similitude by guaranteeing that “life is a messed up winged bird that can’t fly.”

Once more, two things can be uncovered inside this couple of lines. The first thing is that once the “dreams” are lost, pronouns are practical alternatives to using in replacement for things as “that” is supplanting “bird.” As this variety happens once “dreams pass on” and “life” becomes “broken-winged” and harmed, it could address the diminished nature of “life” because of “dreams” blurring.

The other detail at play inside Lines 3 and 4 is that the “bird” addresses “life” after “dreams pass on” and “can’t fly.” Hughes doesn’t say that the “bird” won’t “fly” or experiences difficulty with the possibility.

That “bird” has lost the capacity to “fly,” showing that to Hughes, the best way to hoist oneself into higher and bolder parts of “life” is through “dreams.” Without them, “life” is more two-dimensional, as though an individual can’t move past a standard degree of presence.

Line 5-8

In the last four lines, the creator is indeed accentuating on clutching our fantasies. He is clarifying the outcomes of dreamless life. He says that assuming we let our imaginations go, life isn’t only a waste. However, it resembles a barren land.

Like a desolate land is futile for a rancher since nothing can be collected; comparably, a dreamless life won’t be productive for anybody. It would not serve any advantages to anybody. Without dreams, existence won’t simply be infertile land. However, it will be covered with snow. Snow represents cold and aloof. The creator depicts that our life will likewise need warmth and will get complicated and unfriendly without dreams.

Every single word in Langton’s verse has some profound significance. It gives us a secret exercise for observing great dreams, for if we watch dreams, we will hear them out, endeavour to accomplish them and accumulate a few accomplishments in our lives.

Thus, one ought to consistently clutch our fantasies and attempt to satisfy them. It is uncertain, presumably, extraordinarily miserable and discouraging when our imaginations break or are not satisfied. However, it doesn’t imply that one quits dreaming. We will consistently make an honest effort to satisfy our measures and work toward accomplishing them.

About Langston Hughes

Langston Hughes was a focal figure in the Harlem Renaissance, the blossoming of dark scholarly, abstract, and creative life during the 1920s in various American urban areas, especially Harlem.

A significant artist, Hughes additionally composed books, short stories, papers, and plays. He tried to genuinely depict ordinary people of colour’s delights and difficulties, keeping away from wistful romanticising and contrary generalisations.

In his article named “The Negro Artist and the Racial Mountain,” he wrote, “We more youthful Negro craftsmen who make presently mean to communicate our individual darker looking selves without dread or disgrace. In the event that white individuals are satisfied, we are happy. On the off chance that they are not, it doesn’t make any difference. We realise we are wonderful. Also, monstrous as well.”

Dreams By Langston Hughes Questions and Answers

Question 1.
When Was Dreams By Langston Hughes Written?


Question 2.
What Type Of Poem Is Dreams By Langston Hughes?

“Dreams” by Langston Hughes is a two-stanza poem with an ABCB rhyme scheme that highlights the value of “dreams” by presenting two situations that revolve around the loss of those “dreams.

What is the poem calling dreams about?

The poem “Calling Dreams” is about how the speaker won’t let anything stand in her way of making her dreams come true. It is important to follow your dreams. With determination you can overcome obstacles.

What is the imagery in dreams by Langston Hughes?

Langston Hughes uses imagery, metaphor, apostrophe, repetition, and parallelism in this poem. Imagery is description that employs any of the fives senses of sight, sound, touch, taste, or smell. Hughes uses imagery to convey what it feels like to have one’s dreams die or, in other words, to become hopeless.

What is the theme of the dreams of the dreamer poem?

The theme of “Dreams” by Langston Hughes is about not giving up on what you want out of life. Hughes says to “Hold fast to dreams” and not let them go, for if you do, your life will be meaningless and unfulfilled. He shows this theme through his use of figures of speech.

What is the theme of the poem my little dreams?

This poem is telling you to always follow your dreams because if not you’ll regret them later on in life. She had big dreams to do things but never got to achieve them now it’s eating her up on the inside.

What are the metaphors in the poem Dreams?

“Dreams” revolves around two major metaphors. The speaker compares life after the loss of dreams to “a broken-winged bird / That cannot fly” and “a barren field / Frozen with snow.” The first metaphor is bleak and the second even more so.

What is being compared in the poem Dreams?

Langston Hughes’ short poem “Dreams” has two types of figurative language, personification and metaphor. … A metaphor is a comparison of two unrelated things to suggest they are somehow similar. In the poem, losing a dream is compared to a “broken winged bird That cannot fly” and a “barren field Frozen with snow”.

The Last Lesson Summary in English by Alphonse Daudet

The Last Lesson Summary in English and Hindi Pdf. The Last Lesson is written by Alphonse Daudet. has provided The Last Lesson Questions and Answers Pdf, Notes pdf, The Last Lesson theme, message of story The Last Lesson, the last lesson ppt, justify the title The Last Lesson.

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The Last Lesson Summary in English by Alphonse Daudet

The Last Lesson by Alphonse Daudet About the Author

Alphonse Daudet (13 May 1840 – 16 December 1897) was a French short story writer and novelist. He is remembered chiefly as the author of sentimental tales of provincial life in the south of France. All his life he recorded his observations of other people in little notebooks, which he used as a reservoir of inspiration.

Daudet represents a synthesis of conflicting elements and his actual experience of life, at every social level and in the course of travels, helped to develop his natural gifts. His major works include ‘Tastain’, ‘Le Petit Chose’, ‘In the land of Pain’ and ‘The Last Lesson’.

Author Name Alphonse Daudet
Born 13 May 1840, Nimes, France
Died 16 December 1897, Paris, France
Movies Letters from My Windmill, L’Arlésienne
Nationality French
Alphonse Daudet - the last lesson summary in English class 12
Alphonse Daudet

The Last Lesson Theme

‘The Last Lesson’ revolves around the language and its importance to the citizens of a country. It is the duty of every citizen to safeguard the language of the country as it is the identity of that country. The lesson depicts how after defeating France in the war, the Prussians wanted to rule over not only the territory of France but also over the minds and hearts of the people.

The story reinforces the fact that we value something more when it is lost. The pain and anguish of the students and the teacher is evident as everyone realizes how things were taken for granted. The lesson emphasizes the importance of the mother tongue for everyone and the need to realize the fact that it is our language that gives us our identity, respect and freedom.

The Last Lesson Summary in English

‘The Last Lesson’ is set in the days of the Franco-Prussian War. France was defeated by Prussia and the districts of Alsace and Lorraine had passed into Prussian hands. The orders came from Berlin to teach only German in the schools of Alsace and Lorraine.

The story tells the effect of this transition on the people through the eyes of a young boy, Franz. The story describes what is just another ordinary day for Franz who started very late for school that morning. In fact, he was reluctant to go to school as he had not prepared his French lesson on participles and his teacher, M. Hamel, was going to conduct an oral test on the topic in the class. Initially, he thought of spending the bright warm day outdoors enjoying the chirping of birds and drilling of Prussian soldiers at the back of the sawmill, but finally he decided to go to school.

On the way, Franz passed the town hall, where he saw a large crowd reading the bulletin board which had been a source of all bad news. Franz didn’t stop there and rushed to the school.

When Franz arrived at the school, he found a strange quietness there. He found that his classmates were already seated in their places and the teacher had already started teaching. The back benches were occupied by the village elders who were grim and solemn. To his surprise, M. Hamel was in his formal dress that he used to wear only on the inspection or prize distribution days. Franz found M. Hamel to be kinder than usual.

He didn’t scold Franz for being late and allowed him to take his seat. Franz was shocked to get the news that it was their last lesson in French and the new German teacher would take charge on the following day. He was full of regret for not learning his mother tongue and felt a sudden love for French. He even started liking M. Hamel and forgot all about his ruler and crankiness.

When M. Hamel asked Franz to answer a question on participles, he was not able to answer. Even then, M. Hamel didn’t scold him and remarked that the only trouble with people of Alsace was of putting off learning till the next day. He blamed parents for sending their children to earn money rather than to school. He also blamed himself for sending students to water his plants or for giving them a holiday when he wanted to go fishing.

M. Hamel then talked of the French language, calling it the most beautiful language in the world. He told the class to keep their language close to their hearts to feel free and happy. As long as an enslaved people held fast to their language, they had the key to their prison. Their language could liberate them forever. As the church dock struck twelve, M. Hamel with a choked throat wrote on the blackboard Vive La France, i.e. Long Live France and dismissed the class.

The story, written in a historical background, is a beautiful depiction of the emotional bond of people with their mother tongue. It depicts the pathos of the situation that in order to conquer the minds of the people, it is not enough to win a country physically by force. In order to enslave a people completely, a conqueror needs to enslave their thoughts and make them devoid of the knowledge and use of their own mother tongue.

What is the summary of the last lesson?

The last lesson by Alphonse Daudet is mainly about the longing to learn the mother tongue and love for it. It has a sense of patriotism. The Prussians rejected the freedom of the people of Lorraine and Alsace to learn their own mother tongue. The colonizers took away the basic rights of the people.

What is the introduction of the last lesson?

‘The last lesson ‘ written by Alphonse Daudet narrates about the year 1870 when the Prussian forces under Bismarck attacked and captured France. The French districts of Alsace and Lorraine went into Prussian hands. The new Prussian rulers discontinued the teaching of French in the schools of these two districts.

What is the theme of the story the last lesson long answer?

The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerors and the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus make them aliens in their own land of birth.

What is the conclusion of the chapter the last lesson?

How does he conclude his last lesson? Ans. M Hamel said that French was the most beautiful, clear, and logical language in the world. They must guard it among them and never forget it because when the people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison

Once Upon A Time Summary in English and Hindi by Toni Morrison

Once Upon A Time Bit Summary in English and Hindi. Once Upon A Time is Written by Toni Morrison. has provided Once Upon A Time Objective Questions Answers, Story Chapter Ka Meaning in Hindi.

Students can also check English Summary to revise with them during exam preparation.

Once Upon A Time Summary in English and Hindi by Toni Morrison

Once Upon A Time Written by Toni Morrison Introduction

“Once Upon a Time” a speech by Toni Morrison, is a fine example of his extra-ordinary narrations of the theme. It is not only been entertaining but also of the best way of absorption of knowledge.

The text also exhibits how the proper usage of language could be helpful in bringing about changes and big revolution in the world and moreover the immediate surrounding. The writer wants to express that language should be living and impressive.

Once Upon A Time Summary in English

Once upon a time is the story of an old woman. She is wise blind woman. She is the daughter of black, slave American. There might be a guru beside her who would be gently calming the unquiet children by his thoughtful sermons.

The writer feels that he has heard such stories in the writings of many cultures. In one of such version there is the description of a woman. She is a black American living alone in a small house outside of town.

She is famous for her undisputed wisdom far and wide. She is paid undue honour and commands respect not only in her neighbourhood but even in far away city where rural prophets are the subject of much amusement.

One day some young people visit her small house. One of them tells her- that he is holding a bird in his hand. He asks her whether it is living or dead. The old woman, being blind cannot see her visitors and the bird in the hands of one of them. They laugh over her silence. The young man repeats his question. Then she speaks in a soft but firm voice that she does not know whether the bird is dead or alive, because she is blind. She is being scolded for this reply.

The writer derives the underlying meaning from this narration. He speculates that bird in hand is a weak creature. So he choose to read the bird as language and the woman as a practiced writer.

The writer is anxious to know about those young children. He becomes surprised on their unexpected and sudden visit to the old woman’s house. He thinks that their visit may be a fraud or a trick to show their power, to interrupt and to break law of the elderly persons by their unpleasant speech, as well.

The young people continue to ask many questions from the old blind woman. According to them due to her blindness, she” can express her views without seeing the pictures or outward scenes. To know about man they even wanted to know from her about a woman and those who have no home in this world.

When the young children finish speaking and there is silence over that place, the old blind woman begins to say that now she has trust on them. She is also confident that the bird they have really caught is not in their hands at present. She thanks them even for their cordial behaviour and conversation with her.

Thus, the Nobel laureate Toni Morrison has wonderfully thrown light on the proper usage of language. It is the language which is the medium of great changes and big revolution in its surroundings and die world. But the language should be living and filled with energy. He has beautifully elaborated the plight of woman and depressed classes through the story— “Once upon a time”.

Once Upon A Time Summary in Hindi

“वन्स अपान ए टाईम” एक बूढ़ी महिला की कहानी है, जो एक काले अमेरिकी गुलाम (नीग्रो) की बेटी है। वह एक बुद्धिमती अंधी औरत है। संभवत: एक आध्यात्मिक शिक्षक (गुरु) भी वहीं निकट में रहता है जो अपने पांडित्यपूर्ण उपदेशों से अशांत एवं उद्विग्न युवा पीढ़ी के मन की उलझन को शान्त कर सकता है।

लेखक ऐसा अनुभव करता है कि उसने इस प्रकार की कहानियाँ अनेकों भाषाओं तथा संस्कृतियों में सुनी हैं। इस प्रकार के एक लेखन (कहानी) में एक महिला का वर्णन है। वह एक काले वर्ण की अमेरिकी महिला है जो शहर से बाहर एक छोटे से घर में एकान्त रूप में रहती है। वह अपनी निर्विवाद बुद्धिमता के लिए दूर-दूर तक विख्यात है। उसे अत्यधिक सम्मान . प्राप्त है तथा केवल अपने पड़ोस में ही नहीं बल्कि सुदूर नगर तक भी, जहाँ गावों के आध्यात्मिक नेता मनोरंजन के विषय हैं, उसकी ख्याति फैली हुई है।

एक दिन कुछ युवक उसके छोटे से घर में आए । उन युवकों में से एक व्यक्ति उससे कहता है कि वह अपने हाथों में एक चिड़िया पकड़े हुए है । वह उससे पूछता है कि उक्त चिड़िया जीवित है या मृत । वह बूढी औरत अंधी है। अत: वह आगन्तुकों को तथा उनमें से एक व्यक्ति के हाथ में पकड़ी हुई चिड़िया को नहीं देख सकती है। वे लोग उसके मौन रहने पर हँसते हैं। वह युवा व्यक्ति पुनः अपने प्रश्न को दोहराता है। तब वह धीमे किन्तु दृढ़ स्वर में कहती है कि वह नहीं जानती कि पक्षी मृत है अथवा जीवित क्योंकि वह अंधी है। इस उत्तर के लिए उसे झिड़कियाँ दी जाती हैं।

लेखक उस कथन में अंतर्हित गूढ अर्थ निकालता है। वह अनुमान लगाता है कि हाथ में रखी गई चिड़िया एक दुर्बल जीव है। अत: वह चिड़िया को भाषा के रूप में पढ़ना उचित समझता है तथा महिला को एक अनुभवी तथा धार्मिक विचारों वाली लेखिका।

लेखक उन युवा व्यक्तियों के विषय में जानने को उत्सुक है। बूढ़ी महिला के घर में उन युवकों के आकस्मिक तथा अनपेक्षित आने से वह आश्चर्यचकित हो जाता है। वह सोचती है कि उनका आना अपनी शक्ति का प्रदर्शन करने के लिए छल तथा चालबाजी युक्त बहाना हो सकता है। इसके साथ ही उनका उद्देश्य विघ्न डालना तथा अशिष्ट एवं अरूचिकर भाषा का प्रयोगकर प्रौढ़ और सज्जन व्यक्तियों के कानून को भंग करना भी हो सकता है।

युवकों ने बूढी अंधी महिला से अनेकों प्रश्न करना जारी रखा । उन युवकों के अनुसार अंधी होने के कारण वह चित्रों अथवा बाहरी दृश्यों को बिना देखे अपना विचार व्यक्त कर सकती है। पुरुष किसे कहते हैं, इसे जानने के लिए उन लोगों ने उक्त महिला से औरतों तथा बेघर लोगों के विषय में जानना चाहा। जब उन नौजवान लोगों ने अपनी बात समाप्त की तथा वहाँ का वातावरण शान्त हो गया तो उस बूढी अंधी महिला ने कहा कि अब वह उनलोगों पर विश्वास करती है। उसे पूर्ण विश्वास है कि जिस पक्षी को उन्हेंने वास्तव में पकड़ा था वह अब उनके हाथों में नहीं है। उसने उनलोगों के सौहार्दपूर्ण व्यवहार तथा वार्तालाप के लिए भी धन्यवाद दिया।

इस प्रकार नॉबेल पुरस्कार से विभूषित, टॉमी मॉरीसन ने आश्चर्यजनक ढंग से भाषा के : समुचित प्रयोग पर व्यापक प्रकाश डाला है। अपने आसपास तथा विश्व में महान परिवर्तन एवं क्रांतियों का माध्यम भाषा ही होती है। किन्तु भाषा ऊर्जा से पूर्ण तथा सशक्त होनी चाहिए। उन्होंने अत्यन्त सुन्दर ढंग से औरतों तथा शोषित वर्ग (काले अमेरिकी नीग्रो) की दुर्दशा का सजीव चित्रण अपनी कहानी, “वन्स अपान ए टाईम” द्वारा किया हैं।

What is the summary of the poem once upon a time?

The poem is a conversation between a father and his son where the son does things with emotion and the father wants to forget his fake personality and re-learn and create real personalities from his son. And he is asking the son to show him how to express true love and show real personality to others.

What is the central theme of the poem once upon a time?

Themes. Okara incorporates the themes of cultural crisis, selfishness, loss of innocence, and real emotion vs fake expression in his poem ‘Once Upon a Time’. The main theme of this poem is the cultural crisis. Though readers cannot find this theme directly in the text, it is an integral part of the poem.

What is the moral lesson of the poem once upon a time?

The central theme brought out through this short story is the idea that human fear represents the greatest obstacle to human happiness. The family “loves each other very much,” as indicated in the opening details. This love for one another creates a perpetual and increasing fear of the disruption in the outside world.

What does he hope to learn from him once upon a time?

He wants to (l) unlearn the unreal things and (m) relearn how to laugh as he had done once upon a time. … So, he asks his son to show him how to laugh the way he used to laugh, when he was a kid like him.

Who is the persona in the poem once upon a time?

So show me, son, how to laugh; show me how I used to laugh and smile once upon a time when I was like you. In this poem, the persona, a father (or mother) seems to be speaking to his son about how people, as well as he himself have changed from showing genuine emotion to being insincere and ingenuine.

What kind of person is the speaker in the poem once upon a time?

The speaker in this poem Once upon a time is about a time when citizens are sincere in work and do their jobs professionally. It is nothing but taken with famous words and taken mostly vast region. Nigerian Gabriel Okara wrote the poem from the perspective of a parent addressing a young boy.

What is the significance of the title once upon a time?

Once Upon A Time is a common beginning for American fairytales. The use of the phrase ‘once upon a time’ enables the reader to imagine the events in the story happening anywhere and at any time.

Tone in Poetry | Literary Devices, Example and Why Does Tone Matter?

Tone in Poetry

Tone in Poetry: The technical definition for the ‘tone’ would be – The general mood that a piece of literature exudes, or the reader’s perspective of the cumulative moods and mental or emotional states of the narrator, characters, and the writer, is what creates the immediate definition for ‘tone’.

However, several other factors influence the tone, especially that of poetry. Some of those are the rhyme scheme and rhythm of the poem, the poet’s metrical decorum throughout the poem, the diction used by him in narrating the poem, etcetera.

Students can also check the English Summary to revise with them during exam preparation.

Literary Devices of Tone in Poetry

Condensing it, we can say that tone is a constituent of a literary piece that makes the reader feel a certain way, an ingredient that the composer implements by using his specialty. Multiple tones are extracted from literary pieces, such as,

  • Elegiac or mourning a death
  • Remorsefulness
  • Nostalgia
  • Lechery
  • Conflict and indecision
  • Introspection
  • Sardonic
  • Pessimism and Optimism

Example of Tone in Poetry

An example of tones in proses can be fetched from Donald Barthelme’s ‘The School’, where the writer goes about describing the deaths of some orange trees that they had planted, and the dictation of the same was done in a very graphic manner. The readers get a bleak and morose tone. The writer concludes by saying and perfectly delivering the tone that ‘it was depressing’.

Another example of tone from poems can be fetched from Shakespeare’s sonnet 18, where he says that,

“shall I compare thee to a

Summer’s day?

Thou art more lovely and

More temperate.”

Here, the tone is observational, romantic and represents gratitude, as the poet praises the beauty of his lover alongside the beauty of nature.

Why Does Tone Matter?

The tone is a very important literary device because it gives out some of the major traits of a literary piece. The tone also helps the readers understand the writer on an emotional level, on the occasional instances when the work they are reading is autobiographical.

The tone also helps us distinguish between the different emotional renditions in literature and understand how an individual’s internal features are projected in their compositions and how another individual discovers those raw emotions and perceives them.

The tone lays an overview of the reader-writer functioning around a singular tone of emotion. The tone also leads to differentiate between two poems having similar objects. For example, the colour white can be treated as the symbol of peace in one, while another treats it as the symbol of death.

What is the tone of a poem examples?

Tone can be playful, humorous, regretful, anything — and it can change as the poem goes along. When you speak, your tone of voice suggests your attitude. In fact, it suggests two attitudes: one concerning the people you’re addressing (your audience) and one concerning the thing you’re talking about (your subject).

What are examples of tones?

18 Examples of Tone Words in Writing

  • Cheerful.
  • Dry.
  • Assertive.
  • Lighthearted.
  • Regretful.
  • Humorous.
  • Pessimistic.
  • Nostalgic.

What are the 3 types of tones?

Today we went over the 3 types of tone. Nonassertive, aggressive, and assertive.

How do you identify tone?

Tone is the author’s attitude toward a subject. The tone can be identified by looking at word choices and phrases. Take time to look at the language. An author uses words to create meaning.

What are examples of author’s tone?

Tone indicates the writer’s attitude. Often an author’s tone is described by adjectives, such as: cynical, depressed, sympathetic, cheerful, outraged, positive, angry, sarcastic, prayerful, ironic, solemn, vindictive, intense, excited.

What are 5 examples of tone?

Some other examples of literary tone are: airy, comic, condescending, facetious, funny, heavy, intimate, ironic, light, modest, playful, sad, serious, sinister, solemn, somber, and threatening.

We Are Not Afraid To Die If We Can All Be Together Summary in English by Gordon Cook and Alan East

We Are Not Afraid To Die If We Can All Be Together Summary in English and Hindi Pdf. We’re Not Afraid to Die… If We Can All Be Together is written by Gordon Cook and Alan East. has provided We Are Not Afraid To Die If We Can All Be Together extra questions and answers pdf, theme, class 11 english The Portrait of A Lady summary in hindi, analysis, line by line explanation, note making, ppt, lesson plan, class 11 ncert solutions.

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We’re Not Afraid to Die… If We Can All Be Together Summary in English

The Portrait of A Lady Theme

The chapter revolves around a part of the round-the-world voyage undertaken by the narrator and his family in a sailboat. It describes their thrilling journey across the sea and their close encounter with death during their voyage. The plot talks about their possible attempts to save their lives.

The Portrait of A Lady About the Characters

The narrator: He is a 37 year old businessman. He wants to duplicate the round-the-world journey made by Captain James Cook 200 years earlier. He spends a long time improving his sea skills and finally begins his journey with his wife Mary, six year old son Jonathan and seven year old daughter Suzanne.

Mary: She is the narrator’s wife. She supports her husband’s dream and improves her sea skills. She joins her husband on their planned three-year voyage.

Larry Vigi: An American who joins the narrator and Mary at Cape Town to help them tackle one of the world’s roughest seas.

Herb Seigler: A Swiss who also joins them at Cape Town to help them cross the southern Indian Ocean.

Suzanne: The narrator’s seven year old daughter who displays immense courage throughout their voyage.

Jonathan: He is the narrator’s six year old son who shows immense strength and optimism even in difficult times.

The Portrait of A Lady Summary in English

The Voyage Begins
In July 1976, the narrator, a 37 year old businessman, his wife Mary, 6 year old son Jonathan and 7 year old daughter Suzanne started their sea voyage from Plymouth, England. They wished to go round-the-world on a long sea journey just as Captain James Cook had done 200 years earlier. The narrator and his wife had spent 16 years preparing for the round-the-world voyage and improving their marine skills. Their boat Wavewalker was a 23 metre, 30 ton boat that was professionally built and they had tested it in the roughest weather they could find.

The first part of their planned three year, 105000 kilometre journey passed pleasantly as they sailed down the West Coast of Africa to Cape Town. Then they took two crewmen—the American Larry Vigil and the Swiss Herb Seigler-before heading east from Cape Town, to help them tackle one of the world’s roughest seas, the southern Indian Ocean.

The Problems Begin During the Voyage
On the second day out of Cape Town, they encountered strong winds and high waves. The windstorms continued for the next few weeks. The size of the waves was upto 15 metres. On December 25, they were 3500 kilometres east of Cape Town, but the weather was very bad.

Despite the bad weather, they celebrated Christmas Day wonderfully. New Year’s Day saw no improvement in the weather and it worsened with the passing of time.

On 2nd January, the waves were gigantic. They were sailing with a small storm jib, but still they were going very fast. The boat moved to the top of each wave but the gigantic waves and dangerous wind continued to terrorise them. To minimise the damage, they dropped the storm jib and lashed a heavy rope in a loop across the stern. Then they fastened everything, went through their life-raft drill, attached lifelines and put on oilskins and life jackets and prepared themselves for the worst case scenario.

Disaster Strikes
The first indication of impending disaster came at about 6 pm, with an ominous silence. The wind stopped and the sky immediately grew dark. Then a loud roaring sound was heard. The narrator thought that he saw a cloud coming towards them. With horror, he realised it was not a cloud but the biggest wave that he had ever seen. It appeared vertical and double the height of all other waves.

The wave hit the boat and a tremendous explosion shook the deck. Water poured into the boat. The narrator’s head smashed against the steering wheel of the boat and before he knew it, he was thrown into the sea. He thought that he was going to die but suddenly his head popped out of the water. He saw that the boat had almost capsized. Suddenly, a wave hurled it upright and the narrator was tossed onto the boat. His left ribs were cracked; his mouth was filled with blood and some teeth were broken. Somehow he managed to find the wheel, lined up the stern for the next wave and hung on.

Frantic Survival Attempts
The narrator knew that the boat was flooding with water, but he dared not abandon the wheel to investigate. Suddenly, Mary came and informed him that the boat was sinking as water was pouring in. He handed the wheel to her and crawled towards the hatch. Larry and Herb pumped the water out like madmen. The wooden beams had broken. The whole starboard side had bulged inwards. Clothes, crockery, charts, tins and toys moved around noisily in water.

The boat had been damaged. He somehow managed to reach the children. Sue had a big bump on her head to which he did not pay much attention. He found a hammer, screws and canvas.

Somehow he managed to stretch the canvas and secure waterproof hatch covers across the gaping holes. Some water continued to come in but most of it could be prevented from entering the boat. But this was not the end of their troubles.

Damaged and Lost Equipment
The handpumps started jamming with the trash floating around the cabins. Soon their electric pump got short-circuited and the water rose threateningly.

He found that their two spare handpumps had been pulled away by currents along with the forestay sail, the jib, the lifeboats and the main anchor.

He managed to find another electric pump to drain out the water. The night was an endless, bitterly cold routine of pumping, steering and working the radio. However, there was no response to their Mayday calls as they were in a remote corner of the world. Sue’s head had swollen alarmingly. She had two black eyes and a deep cut on her arm. She didn’t tell the narrator more of her injuries as she didn’t want to worry him when he was trying to save them all.

Pinpricks in the Vast Ocean
On the morning of January 3, the pumps had reduced the amount of water on board. Each of them took rest for two hours by turns. They had survived for 15 hours since the wave hit the Wavewalker, but the boat was not strong enough to take them to Australia.

The narrator knew that the boat wouldn’t hold together long enough. He checked his charts and calculated that the only one hope for them was if they could reach lie Amsterdam, a French scientific base, one of the two pinpricks in the vast ocean. Mary found some corned beef and cracker biscuits and they ate their first meal in almost two days.

However, their relief was short-lived. The weather again started deteriorating and by the dawn on 5th January, their situation was again desperate.

“We aren’t Afraid to Dying… if We can all be Together”
The narrator went to comfort the children. He tried to assure them that they were going to make it. Jon said that they were not afraid of dying if they can all be together. This gave the narrator hope and a reason to fight the sea. He tried his best to protect the weakened starboard side of the boat. However, later in the evening, as more water came into the boat, they felt defeated again. On 6th January, the weather improved. The narrator again tried to calculate their position. While he was at work, Sue came to him and gave him a card. She had drawn caricatures of Mary and the narrator.

The card said that she loved them both and hoped for the best. The narrator was filled with optimism. Somehow they had to make it.

The Most Beautiful Island in the World!
The narrator made several calculations using a spare compass, made some adjustments and asked Larry to steer a course of 185 degrees. He said that, if they were lucky, they would see the island at about 5 pm. Dejected, he went down to his bunk and fell asleep.

It was about 6 pm when he woke up. He thought that they must have missed the island. Just then, Jon and Sue came to him and gave him a hug because he was the “best daddy in the world”. The narrator was confused. Sue announced that the island was just in front of them. He rushed out to the deck and saw the most beautiful island in the world! It was lie Amsterdam, a piece of volcanic rock with little vegetation.

When his feet touched land the next day, he thought of the cheerfulness and optimism of all the people on the boat which made them pass through the worst stress.

The Portrait of A Lady Chapter Highlights

  • The narrator with his wife Mary and two children Jonathan and Suzanne set sail from Plymouth, England, to duplicate the round-the-world voyage made by Captain James Cook 200 years ago.
  • Wavewalker, a professionally built boat, had been tested for months in the roughest weather.
  • The initial period of the three-year planned journey priced to be quite pleasant.
  • American Larry Vigil and Swiss Herb Seigler joined them at Cape Town to help them tackle one of the world’s roughest seas, the southern Indian Ocean.
  • The weather began to deteriorate and the crew experienced strong winds and huge waves.
  • At dawn on January 2 the waves were gigantic. The crew members tried to slow down the boat and prepared for an impending disaster.
  • Later in the evening, a tremendous wave wrecked the boat, throwing the narrator into the sea. Then he was tossed back into the boat. However, he was badly injured.
  • Realising that the boat had taken in water in its lower parts, he instructed Mary to take the wheel and then went below deck.
  • Larry and Herb pumped out the water that had accumulated in the boat.
  • The narrator made some repairs and began waterproofing the gaping holes.
  • The family managed to survive for 15 hours but the narrator knew that Wavewalker would not hold for long.
  • The narrator made some calculations and found two small islands. They hoped to reach the nearest island, lie Amsterdam, a French scientific base, soon.
  • However, their relief was short-lived. The weather deteriorated and their situation again became hopeless.
  • Jonathan’s fearlessness filled the narrator with determination and courage to fight the sea.
  • Fortunately, they managed to find lie Amsterdam that evening. It felt like the most beautiful island that they had ever seen.

The Portrait of A Lady Word Meanings

Word – Meaning
set sail – started a sea voyage
duplicate – repeat
voyage – journey over the sea
in the wake of – following
leisure – spare
honing – improving
seafaring skills – knowledge of navigation, handling a sailboat and its equipment etc
Wavewalker – name of their boat
beauty – beautiful boat made of wood
fitting it out – furnishing it
leg – part
crewmen – men to work on the ship
Swiss – from Switzerland
tackle – handle
out of – after starting from
gales – extremely strong winds
found us – we were
atrocious – very unpleasant
storm jib – small sail used at the time of a storm
making – going at the speed of
knots – nautical miles per hour
lashed – fastened
mooring – used for tying the boat to a fixed object
stern – back part
life-raft drill – practising how to climb into a lifeboat if the main boat sinks
lifelines – ropes fixed around the bodies of persons to prevent drowning
oilskins – waterproof clothing
life jackets – jackets without sleeves which can be filled with air to help persons to float in the sea
impending – approaching
ominous silence – quietness just before some dangerous happening
aft of – behind
breaking crest – top of wave overturning
ride over – go above
torrent – large amount
overboard – into the sea
popped out – came out suddenly
capsizing – overturning
strayed past – came through
taut – tightly
guard rails – rails on the outside of the deck of the boat
sailed – was thrown
boom – long pole to which the bottom of a sail is attached
rag doll – very light object
lined up – straightened
hung on – held the boat tightly
abandon – leave
hatch – door leading below the deck
scrambled – ran
like madmen – very hard
timbers – wood planks
starboard – right side
bulged – swelled
sloshed – moved noisily
bunk – sleeping berth
bashed – broken
taking – drawing in
gaping – big
stream – fall like a stream
deflected – moved away
block up – get stuck
debris – broken pieces of material
short-circuited – became electrically defective
wrenched – removed and thrown from where they were fixed
forestay sail – big front sail
dighies – small open boats used for emergencies
anchor – heavy metal object used to keep the ship fixed in one place
chartroom – room in the boat where maps are kept
out-pipe – drainage pipe
working – transmitting messages on
Mayday calls – distress messages sent over the radio
made more of – highlighted
waterline – the level of the boat in water
rib frames – wooden pieces forming the frame of the boat
keel – long wood / steel piece fixed vertically at the bottom of the boat to keep it vertical
rigging – ropes that balance the mast of the boat
sextant – instrument measuring angles and distances used for calculating position of a boat
compass – instrument used for checking direction tousled head – head with hair not arranged
offshore – near the shore

Were are not afraid to die summary?

Summary of We’re Not Afraid to Die… if We Can All Be Together. We are not afraid to die if we can all be together summary tells about the extreme bravery and skill exhibited by Gordon Cook. Gordon Cook’s family and crewmen in a war with water and the waves for existence.

What is the moral of not afraid to die?

Answer: The most important lesson that we learn from such hazardous experiences, when we are face-to-face with death, is not to lose hope under any circumstances. At times, life presents very dire situations but if one is optimistic about finding a solution and overcomes the odds, one will always be successful.

Who is the narrator of the story we’re not afraid to die?

We’re Not Afraid to Die Introduction

The narrator Gordon Cook, his wife Mary, and their children, Jonathan and Suzanne set sail on a ship to imitate the historical round-the-world voyage undertaken by James Cook in 1768.

Who said we are not afraid to die if we can all to be together?

“We’re Not Afraid to Die… if We Can All Be Together” Summary. The narrator and his wife plan a voyage around the world just like famous Captain James Cook. They have been preparing and perfecting their seafaring skills for the past 16 years.

The Last Leaf Summary, Explanation

Students can also check English Summary to revise with them during exam preparation.

The Last Leaf Summary, Explanation

About the Poet
O. Henry (1862-1910) was an American short story writer. His stories are known for their surprise endings. His stories reflect his own experiences in Texas and New York and include plot twists or unexpected changes in the plot. Two of his most famous stories are “The Gift of the Magi” and “The Ransom of Red Chief”.

O. Henry - The Last Leaf Summary, Explanation

Poet Name O. Henry
Born 11 September 1862, Greensboro, North Carolina, United States
Died 5 June 1910, New York, New York, United States
Full Name William Sydney Porter
Short Stories The Gift of the Magi, The Last Leaf

The Last Leaf Introduction

The Last Leaf is a short story by O. Henry. It tells the story of an old artist who saves the life of a young artist, dying of pneumonia, by giving her the will to live. In the process of saving her, the old artist falls ill and dies.

The Last Leaf Summary of the Lesson

Sue and Johnsy are two young artists, sharing a small flat on the third story of an old house. Once Johnsy falls very seriously ill in November. She has pneumonia. Soon she gives up hope for survival. The doctor who attends her does not see any positive change in her condition.

One day he tells Sue that Johnsy’s chance of survival is limited unless she has something to hope for. She has made up her mind that she is not going to get well. If she loses her hope to live, medicines will do nothing. Sue tries her best to make Johnsy take interest in things around her.

But there is no response from Johnsy. She always lies still on her bed looking at an ivy plant through the window gradually losing its leaves, and has taken it in her mind that she will die when the last leaf falls.

Sue continues to convince Johnsy that she is foolish to pin her destiny to the survival of the last leaf on the vine. The old ivy leaves have nothing to do with her getting well. The doctor is confident that she will get better. Johnsy is too depressed to say anything.

She keeps on counting the remaining leaves on the creeper. One day Sue informs Behrman, an old fellow artist, who is their downstairs-neighbor, about this and he is annoyed that Johnsy has such little hope. He is aware of her wish to die when the last leaf falls.

Behrman comes to their room and finds Johnsy asleep. Sue draws the curtain together and they go to the next room. She peeps out through the window and sees only one leaf on the creeper which seems to fall anytime because it is raining heavily and icy cold wind is blowing.

Behrman does not say a word. He goes back to his room and decides to do something for Johnsy’s life. He paints a similar leaf and sticks it on the creeper while Johnsy is sleeping. But working in open during extreme cold and heavy rain cost his life. He dies of pneumonia.

Next morning, after a vicious storm, Johnsy sees the last remaining leaf still clinging to the creeper. She is filled with hope. She decides that she wants to continue living. She thinks that there must be a reason that the leaf has refused to die, and it is a sin to want to die.

Johnsy soon recovers from her illness.

After some time, Sue informs Johnsy that Behrman had died of pneumonia contracted while being out in the wet and cold, painting the last leaf. Behrman had finllay painted his long-promised masterpiece—the leaf which saved Johnsy’s life, sacrificing his own in the process.

What is the main idea of the last leaf?

The main idea in the short story “The Last Leaf” by O. Henry is the power of hope and belief. In Johnsy’s belief that the painted leaf is real and hasn’t fallen, she is able to recover, no longer believing she will die when the last leaf falls.

How does the last leaf end?

The O’ Henry Twist

O’ Henry is famous for surprise endings or “twists” in his stories. In The Last Leaf, Johnsy seems to be dying of pneumonia when the story begins, but it is Mr Behrman who dies in the end, while Johnsy survives.

Is the last leaf a true story?

The story is set in Greenwich Village during a pneumonia epidemic. It tells the story of an old artist who saves the life of a young neighbouring artist, dying of pneumonia, by giving her the will to live.

What is the surprise ending in the last leaf?

The surprise at the end of O. Henry’s “The Last Leaf” is very simply that the leaf was not real but had been painted on the wall. The reader is thoroughly fooled by being led to believe that the last leaf is real and that somehow it has clung to life throughout a violent storm.

What lesson do you learn from the story the last leaf?

The moral of the story the last leaf by o Henry is that even if we have to face bad things, we should always help our loved ones. The Last Leaf is a story with a lot of values. It is true that a real friend is one who helps you in need. In the story, Sue and Johnsy were good friends and artists.

What is the main conflict in the last leaf?

Sue and Johnsy have a conflict over Johnsy looking out of the room at the vine as it loses its leaves. Sue wants Johnsy to look away from the wall, but Johnsy is waiting for the last leaf to fall so that she can die.

Albert Einstein At School Summary in English by Patrick Pringle

Albert Einstein At School Summary in English and Hindi Pdf. Albert Einstein At School is written by Patrick Pringle. has provided Albert Einstein At School extra questions and answers pdf, theme, class 11 english Albert Einstein At School summary in hindi, analysis, line by line explanation, note making, ppt, lesson plan, class 11 ncert solutions.

Students can also check the English Summary to revise with them during exam preparation.

Albert Einstein At School Summary in English by Patrick Pringle

About the Author Patrick Pringle

Author Name Patrick Pringle
Born 1917 (age 103 years), London, United Kingdom
Books Jolly Roger: The Story of the Great Age of Piracy
Nominations Edgar Award for Best Fact Crime
Patrick Pringle - albert einstein at school summary in english class 11
Patrick Pringle

Albert Einstein At School Theme

This biographical piece discusses the childhood of Albert Einstein, the famous physicist. The chapter starts with Einstein’s disagreement on rote learning with his history teacher. Einstein wanted to get away from the system of education followed in Munich. So he decided to get a doctor’s certificate declaring that he has had a nervous breakdown and needs rest for six months. Only his maths teacher admired Einstein for his brilliance. But before Einstein could get an appointment with the head teacher to present the certificate, he was asked by the head teacher to leave the school due to poor conduct. So he felt happy on leaving.

Albert Einstein At School About the Characters

Albert Einstein: During his schooldays at Munich, he was not interested in the rote learning methods of school education and expressed his frank opinion. Nobody except his maths teacher recognised his genius. In the end he was expelled by the school authorities.

Mr Braun: He was Einstein’s history teacher who believes in the rote learning system of education.

Yuri: He was Einstein’s good friend and a very helpful person.

Elsa: She was Einstein’s cousin who advised him that he will eventually succeed if he continues in his school.

Dr Ernst Weil: He was a newly qualified doctor who understands Einstein and helps him by giving the medical certificate which he required.

Mr Koch: He was Einstein’s maths teacher who understood his genius and gave him the reference he wanted.

Head Teacher: He is an administrator who simply takes the disciplinary action required by requesting Einstein to leave the school.

Albert Einstein At School Summary in English

Einstein in History Class
The narrative begins with Einstein being’ asked by his history teacher, Mr Braun, about the year in which the Prussians defeated the French at Waterloo. Einstein frankly replied that he did not remember and he didn’t see any point in learning dates. Mr Braun was amazed that Einstein didn’t believe in learning facts. According to Einstein, learning facts was not education at all. He thought that ideas were more important than facts. The teacher asked him to explain ‘Einstein’s theory of education’. Einstein shyingly elaborated that he would be more interested in learning the reason why soldiers killed each other instead of learning years or dates, or which of the armies killed more men.

Einstein Gets Scolded
Mr Braun was shocked and furious. He believed that Einstein had no desire to learn and was wasting his father’s money. Mr Braun did not agree with Einstein’s views on education. He punished Einstein by asking him to stay for an extra period in school. He also told Einstein that he was a disgrace to the school and ought to be ashamed of himself. The teacher suggested Einstein to call his father to take him away.

Einstein Hated the Atmosphere of Slum Violence
Einstein felt miserable that day. He wished his father would take him away. His father was not rich. So, Einstein lived in one of the poorest areas of Munich. He hated the slum violence there.

Einstein had no comfort there. The atmosphere was bad as his landlady beat her children regularly and every Saturday her husband, a drunkard, beat her. The only comfort for Einstein was when he played his violin, but that was also, stopped by his landlady because its sound disturbed her. All this made him miserable.

Einstein shared his pain with Yuri, his only friend in Munich. Yuri tried to convince by telling him that he was lucky to at least have his own room.

Yuri also told Einstein that he was sharing a room with students who were not civilised at all and they fought with each other. One of the students got killed the previous week in such a duel. The authorities did not take action and merely told them not to engage in such fights. Einstein got disgusted after hearing this account.

Einstein Met his Cousin Elsa
Einstein was doubtful about passing his exams for the school diploma. He told Elsa, his cousin, the same when she next came to Munich. She used to visit Einstein occasionally but she lived in Berlin, where her father had a business. Elsa tried to counsel him. She told him that she knew a lot of boys who were more stupid than him and they all had passed the exam. She counselled him to continue his studies in the school. Einstein explained his helplessness by saying that he was no good at learning things by heart. He was reading a book on geology, which was not even a part of his diploma. Still, he was studying it because he liked it. Apart from books on science, his only comfort was playing his violin, until his landlady asked him to stop.

Einstein’s Plan to Get Away from School
Einstein thought that it was meaningless for him to stay on in Munich. It was no use wasting his father’s money and everyone’s time. Einstein suddenly got an idea. He met Yuri and asked him if he knew a doctor. Einstein wanted to get a medical certificate to show that he had a nervous breakdown and he should stop going to school. Yuri doubted that the doctor will believe Einstein. Einstein commented that he would have a real nervous breakdown to make matters easier for the doctor.

The Doctor Gives Einstein a Medical Certificate
Yuri found a recently qualified doctor, Dr. Ernst Weil. Yuri warned Einstein against trying to deceive Ernst, but to be frank and honest.

Einstein met Dr. Ernst the next day. Dr. Ernst informed him that Yuri had told him about his troubles. Einstein informed him about his plans to move to Milan. Dr Ernst gave him a medical certificate stating that Einstein was suffering from nervous breakdown and should stay away from school for six months. Einstein thanked the doctor and took Yuri for a meal.

Einstein Seeks a Reference
Einstein told Yuri that he would leave school forever as he never wanted to come back to that school. Yuri suggested him to take a reference letter from his maths teacher, to Mr. Koch, before going to the headmaster. Mr. Koch really admired Einstein for his brilliance and gave him the reference.

Einstein Summoned By Head Teacher
Before Einstein had a chance to give the medical certificate to the head teacher, he was summoned to the head teacher’s office. The head teacher told him that he was expelled from the school and he should leave immediately.

When Einstein wanted to know the reason, the head teacher told him that his presence disturbed the class so much that no teaching could be done.

Einstein Happy to Leave the School
When Einstein heard this, he felt sad that he had unnecessarily wasted time and effort in procuring a medical certificate. Einstein was tempted to tell the head teacher what he thought about the school or about the teachers but somehow stopped himself. But he did not feel ashamed of being expelled and walked out keeping his head high. .He did not say goodbye to any teacher or student inside the school.

The only person he wanted to meet before leaving was Yuri, who wished him good luck and wished that he would be happier in Milan as it was a wonderful place.

Albert Einstein At School Chapter Highlights

  • The chapter opens in history class where Mr. Braun is asking Einstein a question related to dates. Einstein gives a frank reply that he does not remember the answer.
  • The conversation between Einstein and his history teacher Mr. Braun turns unpleasant when the teacher talks in a sarcastic manner about Einstein’s theory of education. The teacher calls him a disgrace and punishes him.
  • Einstein feels very miserable due to many factors: the school environment, the place where he lived etc.
  • The atmosphere where he lives is also depressing. He hates the atmosphere of ‘slum violence’ where the beating of children by their mother and the beating of a wife by a drunk husband is a regular feature.
  • Einstein discusses about all this with his friend Yuri who lives in a shared room.
  • Yuri says that his room was no better than Einstein’s, as students became violent over small matters.
  • Einstein discusses about the problems at school with his cousin Elsa who occasionally visited him.
  • Elsa thinks there is no reason that he cannot pass by remembering facts even though he does not understand them.
  • Einstein is greatly interested in reading books on science. Elsa points out to him that reading those books will not help him to pass his examination.
  • Einstein discusses with Yuri about getting a medical certificate from a doctor so that he can stay away from his school.
  • Yuri sends him to a newly qualified doctor, Ernst Weil. He is an understanding person and gives a certificate stating that
  • Einstein is close to a nervous breakdown and should keep away from school for six months.
  • Yuri suggests to Einstein to meet his maths teacher first for a reference before Einstein went to meet the head teacher with the medical certificate.
  • Einstein’s Maths teacher, Mr Koch, appreciates his brilliance. He gives a glowing reference to Einstein which can get him admission in a college or institute for higher education in maths.
  • Einstein is called by the head teacher who informs him that he is being expelled from the school. The head teacher tells him of his misbehaviour in class.
  • Einstein happily leaves the school with head held high. He does not bid goodbye to any teacher or student of that school,
    Before leaving for Milan, he meets his best friend Yuri, who wishes him good luck for the future.

Albert Einstein At School Word Meanings

Word – Meaning
physicist – scientist who studies physics
expulsion – forced removal
unthinking – spontaneous
amaze – surprise
heavy sarcasm – mockery
flushed – became red in confusion
stay in – remain
lodgings – place of residence
squalor – filth
slum violence – fights in the poorest areas of the town
came drunk – became drunk
civilised – polite, well-mannered
duel – fight between two people
scar – injury mark
badge of honour – mark of pride
glumly – sadly
learning things by heart – remembering things perfectly
wailing – long and loud sound made by the violin
gets on one’s nerves – annoys
howling – crying
absurd – silly
turn out – end in the result that
gleamed – shone brightly
nervous breakdown – mental illness

What is the central idea of Albert Einstein at school?

The basic theme of “Albert Einstein at School” is to throw light on the modern way of providing education. Education doesn’t mean-mugging updates, it means understanding facts and gaining practical knowledge.

What is the conclusion of Chapter Albert Einstein at school?

Albert Einstein at School Summary

It ends up in him being punished by the teacher, which again, is not new. Then the lesson talks about how Albert disliked his neighbourhood because of all the slum violence and compared it to his best friend, Yuri’s neighbourhood who did not like his’ either.

Why was Albert Einstein explain from school?

The head teacher told Albert that he was expelling him from school because his presence in the classroom made it impossible for the teacher to teach and other pupils to learn. No serious work could be done while he was in the class. Albert refused to learn and he was” in constant rebellion.

Why did Einstein not like his school?

Albert hated school because of the stifling environment that suppressed his scientifically curious mind . the excessively stern discipline and rigid rules in that school led to frequent clashes with his teachers . He began to feel that it was inappropriate place of liberal person like him .

What characteristics of Einstein’s nature is highlighted?

5) What characteristic of Einstein’s nature is highlighted by the exchanges between him and the teacher? Answer: The exchanges between Einstein and the teacher show him to be a person with firm convictions; he is frank and straightforward. Even at the cost of punishment he is not willing to compromise on his views.