9-0-D-0:0:0:0-D-0-070-0-0-090-0-0-0-0-0-0 COCEBE The Heart of the Tree 5 een cee eS 1. The Heart of the Tree ‘H.C. Bunner (i) The poet is posing a general question to the readers. Man by planting trees provides soothing, cool breeze and a means of aesthetic pleasure to its inhabitants. Refer to Stanza 1 under Poem in Detail, Page 14. The tree is a friend of the sun as the tree is dependent on sunlight to carry out the process of photosynthesis and make its food. Similarly, the tree is a friend of the sky because it takes in carbon dioxide from the air and releases oxygen in the air and thus purifies the air. Also the transpiration from trees is responsible for cloud formation in the sky which leads to rains. (a) (iii) A tree is “the flag of breezes free” as the leaves of a tree flutter and provide soothing, cool breeze. (iv) It means the beam of beauty. The long narrow stem of the tree is compared to the shaft as it looks like a beautiful tower and is pleasing to the eyes. (v) Refer to Form and Structure under Style, Page 17. ) The soft song that mother bird is singing to her young ones. ‘The song is sung in a hushed voice to provide a peaceful and soothing atmosphere to the young ones. li) ‘Twilight is the faint light at the end of the day after the sun (i) has gone down. It is happy twilight because a mother bird is seen singing to her young ones in a soft and gentle voice — entire scene reflects happiness and love. (ii) (a) treble: high tone in music. (b) heaven's harmony: the way in which different musical notes are played or sung together and combine to make a pleasant harmonious sound. ‘The treble, ie., the bird’s high-pitched tone adds to the pleasant harmony of the universe. (iv) Examples of metonymy: “happy twilight hand”; “the treble of heaven's harmony.” In this extract, it refers to the association ofHANDBOOK {ICSE-POEMS) 2 ae irds make their nest, where the veal ing twilight happy. bird happily sings to her youss Ones making ears et pird’s treble thus adds to the harmony © oi cool the atmosphere and cause gentle rain- ‘and give out oxygen for human the birds with the tree () © Trees ‘ @ Trees take in carbon dioxide beings to inhale. © Trees bear flowers and fruits. ain source of medicine and wood. ‘ i der rain, (c) Bear seeds Il. (i) (a) Provide cool shade, (b) Cause ten a ‘and buds for the future progeny which help in the growth of dense forests. The canopy of the branches of the tree provide cool shade in the hot sun. (i) Plants release water vapour into the air in a process called transpiration. The water vapour then rises in the atmosphere and forms new rain clouds and that water vapour returns to | earth in form of rain. | (ii) The trees bear seeds and buds for future progeny. With each passing year, the trees grow and one day they die and are replaced by new trees. The trees then “flush again” as “the harvest of a coming age.” Thus, from a tree planted by a man, entire forest grows for his future generations. The man who plants a tree passes over an entire forest to a new generation. (iv) Refer to the answer above. (v) The expression, unborn eyes indicate the future generation, which is yet to be born. ‘The unborn eyes shall see the entire forest that is left for them as heritage by the previous generation. They will rejoice as they will reap all the benefits of the trees that have been planted by their predecessors. wv. 8 me to Metonymy, under Style, Page 18, (i) The man who plants a tree foresees the is eee well-being of the ci and its citizens in his act of planting trees, “a @ Trees are the mi ood of the man who = plants trees, (iii) The man who plants a tree, holds all the growth of our land by providing the economic, i of the tree for mankind, "1%" 84 aesthetic benefits‘The Cold Within Chuironment, its citizens’ well-being, and its import commercial fdlations with other countries. All these benefits are possible (iv) Annation’s growth depends on planting trees as the land withowt : trees would become barren. The growth of a land depends on its only with plantation of trees. () Refer to Critical Remarks, Page 18. 9000 os es | 2. The Cold Within James Patrick Kinney SD ==: S 1. () Alliteration (close repetition of consonant sound /b/| Ss ‘The adjectives bleak and bitter define the word cold. The coldness eo outside is comparable to the coldness within the hearts of these Ss six characters as they are not warm or friendly with each other (a) The people referred to are six indifferent people, whe are trapped > together by chance in biting cold. They need logs so that they e ~ can renew the dying fire to prevent themselves from cold. =) (ii) The “first one” can be said to be holding a racist attitude as she does not want to benefit the black man. The “next man” = can be said to be a bigot who on seeing that one of the men = in the group does not belong to his religion, does not use his ° log to renew the fire, 2 (iv) The first person holds back her log because she was guided by her racist attitude towards the black man. So she does not 2 ‘use her log to prevent the black man from getting its warmth. {w) Refer to Lack of warmth in human relations, under Themes, Page 29. I. (j) Tattered clothes refer to the torn clothes. This expression symbolises that the man, who was wearing them was poor and had little money to cover himself in extreme cold. | ‘The poor man does not intend to use his log to renew the fire | and thus to protect himself from biting cold, he pulled up his r coat to feel little warm. (i) ‘The “third one” is a poor man and is envious of the rich man. | He is prejudiced and thus does not put his log to use.BOOK (ICSE-POEMS) at. Dera the lazy 7 his wealth safe from ty Thee tee Tia les Ss preocouled tog filed with revenge fF white man. Based (sy The black man? «oe te man ferent Te elu of the skin, he considers | from himeelt who was filled with revenge (0) The lines refer to the BIEL ES harm the white man he dows ite man suffer in cold IIL. (The phrase “forlom group” is example of oxymoron i.¢. pair bf contradictory terms. This pheas® ironical as it refers reel ee peerlenapomcremtine ‘oesner in & UP and were said and lonely. fi) ‘The selfsh game of give and take that the last man employs Ba etnies ates is or to enw the fre, he also steps back. fu All the se people died with their loge tightly clutched in their A ne Shain indifference, animosity, discrimination invited tat his “proof of human sin’ is referred to here. (iv) Refer to Title under Critical remarks, Page 31 (i) The message that the poet tries to give is that discriminatory attitude and hatred that humans have against one other on the basis of race, class and religion is futile. It is self-destructive. Refer to Futility of Discrimination under Themes, Page 29. 2 900 3. The Bangle Sellers z= Sarojini Naidu I. (i) The shining 4, 1 UN ami Wide paibegeerTice by the bangle sellers oo a fair for sale are referred to as shining loads. Women ene a aes prospective buyers of these bangles. e place which is visi groups. Here the bangle sellers es ited by women of all age daughters and happy wives,” (ii) ‘The figure of speech used here is , % } @ metaphor as multi-hued sell their goods to “happy \® ‘The Ba oe y \> | ail ly iv) » 5 | \> 2 | \> | > \ > y n @ » Ee wy fi >| > (ii ° > liv ’ wuweewsvveve”COCCCCCCCCCCCCCE? VVVUVSHVVGGGCCHCOGGOCE ‘The Bangle Sellers \ bangles are compared to the radiant lives of “happy daughters and happy wives.” The multi-coloured bangles have been linked to the dreams, youthfulness and aspirations of happy daughters and happy wives.” (iv) The bangle sellers are the carriers of those “shining loads” that glorify the idea of Indian womanhood. They try to convince buyers of the spiritual and symbolic importance of the bangles in the lives of ‘happy daughters and happy wives.”The bangles are symbolic of different stages of womanhood. (v) The bangle sellers go the temple fair to sell bangles as women of every age would be present there. The poet's descriptive skills are refiected in the way she has expressed the different stages : in a traditional Indian woman's life. For example, in a single stanza she has described bangles as “shining loads”, “Rainbow- tinted circles of light”, and “Lustrous tokens of radiant lives”. Il. i) Silver and blue coloured bangles are befitting a maiden’s wrist. These bangles are compared to blue and silver mist of mountains as they symbolise the freshness and the beauty of young maidens. (ii) The bangles are suitable for the bud-like young maidens who dream of their happy future. They dream of growing up and blossoming like beautiful flowers. The figure of speech —personification. (iii) Some of the bangles have shades of pink of yet to bloom flowers on a Woodland stream. (iv) The bangles suitable for maiden’s wrist are seen in association with the clear dew drops on newborn leaves. The “new born leaves” are symbolic of maidens who are pure, fresh and chaste. They fare yet to see to the world. (v) © Silver and blue: Like the mountain mists or streams maidens are fresh beautiful and evolving. © Shades of pink: Like buds of flowers maidens dream of a happy future. © Clear and green: Like dew drops on new born leaves maidens are pure, fresh and chaste. HI. (i) Golden or yellow coloured bangles, suitable for a bride are compared to “fields of sunlight corn’. The corn fields — a proof of Mother Nature’s fertility are symbolic of the fertility of a young girl getting married. (ii) Refer to Notes, Page 39. ‘These phrases are compared to the bangles suitable for a bride,anpBOOK (1CSE-POEMS) \9 RS! ’ 10 ‘TEACHE! | - wl \d tinkling. re syml » i the bangles are symbolic | which are luminous, bright an‘ | of into a new life. : nm i aa | ‘explici rds ‘ike’ or ‘a8’ in an explicit way using the wo! , 5 | Triage Riaeastne gaidemand ted coldarce tenes puter |) rs tess are compared to the flame of ber marriaée i L Dia that she would experience in-her new life. . > @ (iv). The colour of the bangles suitable for a woman © spreading a Gay is compared to the reddish yellow flame of marticht pam 16a cay J the bride talces marriage vows with her groom. The Hi iz Tike colour of bangles is appropriate to symbolise the flame of Jove in marriage. Y | (v) The bangles worn by a bride in a Traditional Indian Wedding | have spiritual and symbolic significance. Refer to Celebration | of Indian Womanhood, under Themes, Page 40. 1V. (@ For a woman “who has journeyed through life midway” and | has gained experience and wisdom. | ‘These bangles symbolise that phase when the maiden turned | bride becomes a proud mother and responsible wife. She has experienced all the aspects of being a woman. (i) Colours represent various moods and aspects of life. In the above extract, all the aspects of being a woman have been experienced. ‘The colours chosen for her bangles are purple and gold flecked ’ grey. Purple colour indicates power, authority, pride and dignity ‘and gold flecked grey, a sober colour, indicates experience and ° wisdom, Thus, the woman wearing purple bangles has gained > ’ (ii ( m. maturity, reared her children with love and at last has achieved the fuliness of her role as wife and mother. ’ (ii) The lines are relevant to the concept of Indian motherhood. The » bangle sellers attribute purple and gold flecked grey bangles to 3 the mother who has attained maturity by rearing her children. ‘The bangles are suitable for those hands that have cherished, ° loved, blessed and cradled her sons. - 3 (iv) “Fruitful pride” is a significant phrase in cont 1 n ext of a woman who has ‘journeyed through life midway”; she has been a loving t daughter, a happy bride; a responsible wife and mother. Her al experiences have made her a perfect Indian woman. She hi 9 been productive and fecund for her family and thus “. ee household in fruitful pride.” cacao > ’ » 5 ’ (o) Refer to the Themes, Page 40, 900After Blenheim 4. After Blenheim Robert Southey Lane (i) Kaspar, was the old man. His grandchildren, Peterkin and Wilhelmine, wé ‘They were sitting in the sun before their cottage door. | (i) Kaspar shook his head with a sigh to reflect his disappointment ere with him. at the war that took place years ago only to devour innocent lives. Peterkin brought the skull of the “poor fellow”. (iii) The skull was found beside the small stream where Peterkin was playing. | ‘The sicull belonged to one of the many innocent people who lost their lives in the tragic war. The ‘poor’ fellow became a victim of the war. (iv) The skulls were a common sight there. Many of them could be t found in the garden or in the field that Kaspar used to plough. (v) The victory of England in the war of the Spanish Succession (1701-1714) is referred to here. ‘Duke of Marlborough and Savoy’s Prince Eugene were responsible for this victory. Ii. (i) The cause of the war in which many innocent people were killed is being discussed here. Peterkin and Wilhelmine were innocent grandchildren of old Kaspar. Peterkin was questioning his grandfather, Kaspar. | (i) The adjectives young’ and little’ are important to highlight the | innocence and purity of Peterkin and Wilhelmine. It is through their innocence that the poet, has condemned the war. (iii) “Wonder-waiting eyes” is used for Wilhelmine, who was expecting to know the cause of the war from her grandfather. The figure of speech used here is alliteration. ‘She looked up with such eyes because she could not comprehend the cause of the war. It filled her with wonder. She anticipated to get a favourable answer from Kaspar. (iv) The battle was fought between the English and the French forces. Peterkin was not given a satisfactory reply. Kaspar did not know the cause of the war but still referred to the victory as great. It os . Cw! Caw we wie wwe ewe wwe eer OS200K (ICSE-POEMS) HAND! | TEACHERS’ 12 | slacency abo | vant pores oe ‘4 shows that a commen MEF we ta purpoee of i father a5 he spent the cause and P' He was loving BF ver their queries, farmer. : w See grandchildren and tried ie ed with the outcome Kaspar was an old man, Who was disaPPO tout the cause of war of the war. However, He was compla?et tives as the inevitable and had accepte e and bas ory in HE WEE: ncn ip the Bnelish name a) "the colintay referer en ton the left bank e German village of Blindheim, 2 ae aoe River in Bavaria in Southern Germany: It refers rar. id destruction caused by the w! to the death and dest the war his father lived by a i renin during F % . fcaey at Se ‘a result of the war, his father's house was burnt which forced him to fee with his wife and child, | Kaspar. They were thus rendered homeless: 4 (ii) “Childing mother” is @ phrase used for a mother expecting fa baby. The poet specifically refers to the deaths of childing mothers and newborn abies to underline ‘not only the horrors ‘of war but also the irony of a famous victory. (iv) The speaker has been conditioned by the perpetrators of war in such a way that he readily accepted the loss of innocent lives as the price for victory in the war. I pity the speaker as he sighed at the sight of a poor fellow’s skull but his conditioning was such that he justified war. {) Refer to Anti-War Poem under Critical Remarks, Page 56. IV. (i) “They” refers to those who must have reported the entire battle scene and its after effects to Kaspar. (Kas] i e 4 ar ex] d op! ore oad orig ag eM eMC AP ar to te j grandchildren is not first-hand.) ‘The sight was shocking because the war wi ‘i of thousand of lives. The sight of many real bo paying rotting in the sun was gruesome. ad (ii) Refer to I, (v). (iii) The tone is ironical and sarcasti the utility of waging a war, stv human lives and property. (iv) Old Kaspar appears to be a farm. aa : e ved is 8 cottage in a countryside, se was profession. He po vied he mentioned that he used to = was a stream while ploughing the field. This indicates his = many skulls fession. : Poet wants to question which causes destruction of both Televisi )son 13 (&) The devastation caused by war is reflected thr-ugh the followi @ The presence of skulls all over the field, Kaspar’s family rendered homeless when Kaspar's father’s dwelling was burnt, © ‘The deaths of expecting mothers and newborn babies, © The gruesome sight of dead bodies lying on the battle field and rotting. (i) Duke of Maribro’ was an English General. He was the Commander of Bnitish forees in the Wer of the Spanish Succession. He wae praised because he defeated the French forces: (i Prince Bugene was an Austrian General, born in France. He is referred to as “our good Prince Eugene” because with Marlborough, he defeated the French at Blenheim. Wilhelmine did not approve the praise that Duke and Prince Eugene received because she considered their act of killing innocent people in the name of victory as wicked. Yes, her comment is appropriate as it is the common man who tee to suffer where the politicians and the rulers escape and idly boast of wars. (iv) The poem disapproves of any war as it brings with itself death, devastation, loss and grief. The poet conveys that great victories ‘are rendered useless when everything else is lost. (v) The poem is relevant as it has a universal appeal. The poem js timeless and can be read irrespective of the time it was written in. It is the common man and innocent children who suffer in a war. Modern politicians dismiss the deaths of innocent people in war by referring to them with the impersonal phrase: collateral damage. 9090 5. Television 1. (i) The most important thing that the poet has learnt is that children should never be allowed to watch television as it fills their mind with junk. He has learnt that a better solution to the problem would be not to install a television set in their homes in the first place.(ICSE-POEMs) es _ The poet advises ajdiotic ee produces dullness - 0 ein eo SO not wi 7 nat ina of those who ¥ dren were seen lazing television evision screen without rouse with i jm because he considers (ii) In almost every about all day and ea ‘upsets ae doing any rls tlre’? imagination. __ cei a8 = mo ere 8 hyperbole, which uses Go) ‘The figure of Spee zo put emphasis on the i exaggeration for # says that previous week i f television, the poe! ‘ona ee ee ad seen a dozer! eyeballs rolling about i on the floor. extract to emphasise that aa .d in the above e as = (©) Repetitions are use ved to watch television as they children should never be allowed | ; ee just sit and stare at it without doing anything productive. (@) © Is never, NEVER, NEVER, let ‘Them near your television set— 9 They sit and stare and stare and sit (0) The rhyming scheme followed throughout is aa,bb,cc,dd and so on. II. (i) The television set keeps the children still as it hypnotises them with all the junk that it telecasts. (i) Television proves to be useful for the parents because it keeps their children still and occupied. The children then do not indulge in unnecessary fights and let thei the household chores peacefully. — (ii) @ It produces dullness in their minds, © It kills their imagination and thinking abili © It hypnotises them and fills them with j c junk. (iv) Refer to Death of Imagination under Themes, Page 71. The figure of speech us: ? i efer to igure ¢ ed here is personificati : ; ication. (Re (v) Yes, Dahl seems to be critical such as: It rots their sense. i their mind, — makes them aun’ ‘helt imaginati : em dull, — net MPagination, — clogs understanding worlds of fantasy, makes them incapable of TelevisTelevision be TeievisiontOn MOGREAS OUEOATT a IM. (i) The poet here answers the parents’ query that if they take the television set away, what type of entertainment they would give to their children to keep them occupied. ‘The poet replies by asking parents to recall how children had kept themselves entertained by reading books before television was invented. (W) The poet refers to television set as a monster that kills children’s imagination, Before television was invented, children would actively engage themselves only in reading. Books could be found everywhere — on the nursery shelves, on nursery floor, in the bedroom or by the children’s bed. (Gi) The following lines use repetition to create a smooth flow and to put emphasis on the fact that children used to only read books before monstrous television was invented. Moreover the use of capital letters stresses on the word READ implying importance of reading books. (iv) This is done to catch the reader’s attention and emphasise that instead of watching television, children should engage themselves in reading as they used to do before television was invented. (Note: Use of capital letters is equivalent to shouting). (i) Once children start reading they get so involved in reading that there would be books everywhere. The last four lines describe such a scenario. There would be books every where. The nursery shelves would be filled with books. Books would scattered on the floor and by the children’s bed. IV. (i) Refer to Synecdoche under Style, Page 73. Example of rhyming scheme: Potter, rotter. (ii) The poet remembers the time when children used to only read books. They used to read books filled with tales of treasure islands, voyages, smugglers, pirates, ships, elephants and cannibals. It was a time when young children travelled to an } all new adventurous world of animals with Mr. Tod, Squirrel Nutkin, and Piglin Bland. (ii) The reference is important because it transports the readers to a time before the television was invented when children used to read. (iv) The poet suggests that TV sets should be thrown out and should be replaced with bookshelves. His suggestion does not seem to be practical as television is iiiquitdren ca be Buided 10 wate, coal medi ewscasts- Sicational PFOETAMS SO" To of the HOUSES, Dahl mentiong ts should not Be ereeeigciegsio> has educationa, (w) TV sete Mogative aspects OF°SIE Tum and cam help children ae ie an audiovisual MEN” 5 need to maintain co Fe cot a ecm reeee¥io|aynees “° ™atntsio x tearn by watching. a felevision and other 3° pier nce between watching : a sete advice in continuation of his suggestion a porte v5) era ee vice Hsing to the Poet replacing 1 pe cronchelves would be best as far 25 Bue om a : , their parents when sets (i) Children will give dirty looks o Peer abbaLs. Chir would be replaced with books! i ; 4 fight with their parents. would then scream and yell anc ee enna sails ” becau ren (ii) The parents are advised to “fear not pea usec 's tantrums would be temporary; what woul Pp is their love for books which would soon follow: for education: (iv) Yes. Refer to Importance of Reading Books; under Themes, Page 71. (v) To develop a habit of reading books is an important advice that the poet gives. Reading transfers one to a beautiful world of imagination and fantasy. Reading fills one’s heart with true joy and happiness. But the poet appears to advice reading for entertainment, which seems to be a limited approach. There are other artistic fields that a child can venture into like painting, theatre, games. dance, singing etc. VI. (i) It refers to children’s act of starting to read books once television is jah from their houses. The poet feels very excited as he employs an easy, delightful and cheering tone while talking about books. His Biro & excitement is reflected through: , (i) Git fiv (‘5 wR > ‘> é : ow CUCUOUUVEOCS COUDCUOU TV ewe SEV VOD OD () The television is a “ridiculous machine’—a silly invention of modern science that does not have any positive effect. It is “nauseating” and disgusting to watch. It is “foul”, morally bad and offensive. It is “unclean” as it telecasts onl I. (i) The poet has been referred to as ‘’. From the background of the poem, it can be deduced that the poet was wandering near a lake at Grasmere, in England. (ii) While wandering, he encountered a large number of golden daffodils, beside a lake and beneath the trees. (ii) The poet refers to daffodils as golden to symbolise the magical effect it creates in his heart and mind. (iv) The lines personify the beautiful daffodils. The poet sees the daffodils growing along the margin of a bay, and they appear to be dancing and ffuttering in the breeze. These lines are important as it was the daffodils’ lively appearance that captivated the poet. (v) The figure of speech used here is Hyperbole, The poet saw a ‘huge cluster of daffodils along the riverside which can be deduced from the words, ‘crowd’ and ‘host’. Moreover in a hyperbolic expression, he later said “Ten thousand saw I at a glance.” HI. (i) Refer to Simile under Style, Page 91. (The Milky Way is the galaxy that contains our Solar System and from Barth it appears as a band of light in the night sky. Itis referred to in the extract to draw out a comparison between a crowd of beautiful daffodils indistinguishable from each other and @ continuous band of twinkling stars in the night sky. (Gi) Tn the case of a lake, bay, or natural pond, the margin means the line where land and water meet. The daffodils in the poem, line the shore (‘margin’) of the lake. (iv) The poet uses exaggeration to emphasise the large number of daffodils that he saw during his walk along the river.| 00K (ICSE-POEMS) » HANDB! a eee mm. Vv. Jy in a “neve! 1 daffodils stretched endless “he margin of a bay is ‘beautiful. The use of thus heightens the poetic effect. under Style, Page 89- ‘The exaggeration ‘ending line” along such exaggerations {i Refer to Lyric and Rhyme Scheme i (i) The water in the lake had Fppiba losin Hike wage? GAC ‘The daffodils tossing and dancing like human beings seeme to be competing against these waves, According to the poet, the daffodils defeated the waves in glee: {i It means a happy and gleeful company The poet is to the jocund company of thousands of daffodils. ‘The beautiful daffodils dancing before the poet captivated him. Fee eialhien: dp gytanet reteanenere mace tat Tone with nature, That is why he finds their company jocund. referring (ii) The “wealth” here refers to the peace and happiness that the “show” of daffodils fluttering and dancing before him brought to him, something he could not acknowledge at that very moment. ‘The “wealth” was brought to the poet when he encountered the golden daffodils surpassing the beauty of dancing waves (fv) The poet is in a happy and cheerful mood. He himself reflects his happiness in the following lines: “A poet could not but be gay, In such a jocund company!” “The feeling of oneness with nature that the poet has experienced on seeing lively and dancing daffodils is the reason for his happy mood. 6) The vast belt of daffodils tossing their heads in sprightly dance captivates him. The daffodils even outdo the waves in glee. This golden company makes the poet feel happy and one am nature. Thus, Wordsworth can be called a nature poet. (i) When the i i E {When the poet lies down on his couch in a pensive mood, the images of the golden daffodils flash before him and change hi: mood into happy one. — (ii) The “bliss of solitude” is referred to the paradise the poet find: s himself in as soon as the i " image of gold r before his eyes. His loneliness is pee ies flashes daffodils which make him feel as if he were danci images of the daffodils. icing along with So wrwee B80 U BgOTOROTO- OO OOOO OTTO, CUUUU UCL LYae 1 Know Why the Caged Bird Sings 8 (iii) Refer to Influence of Nature on Man under Themes, Page 88. (iv) Nature becomes a positive force for the poet. When the pvet lies on his couch in a contemplating mood the image of dancing daffodils flashes before him, he is filled with happiness. Thus, the very thought of being in the lap of nature uplifts the spirits. (*) Refer to Wordsworth’s Poetic Theory and Background of the Poem under Critical Remarks, Page 93. CUT isis 900 7. I Know Why the Caged Bird Sings Maya Angelou 1. (i) (the white race is referred to as a free bird in the poem because of the domination and oppression they inflicted upon the African- Americans\from the late nineteenth to mid-twentieth century. cy ‘The free bird flies on the wind ea it were lighter than the wind ) y in the beginning of the extract {it’s freedom is compared to the confinement of the caged bi ithe bird’s unrestricted movement emphasises its joy and freedom.\The’bird(floats carelessly in the sky)without any inhibitions/as if the sky belonged to him. ) (ii) (The implied comparison is made between free bird and the caged bird.) liv) “The Orange sun rays” reflect the free and lively atmosphere that the bird flies in.) Moreover, with the help of the colour imagery of orange rays, the effect heightens, /as orange is a colour associated with glow and happiness. (v) The free bird and its movement in the natural habitat is unrestricted.(The free bird flies as if the sky belonged to him. \ \This is how he dares to claim the sky) (The free bird represents the White race because they enjoyed all the freedoms that are meant for every human being. \ II. (i)| The first stanza of the poem is about the unrestricted movement of the free bird.) What follows next, is a stanza standing in stark contrast to this. By using the word “but” to begin this stanes the poet prepares the reader for this contrast) The bird in thie VOVOCDODIC| HANDBOOK (IcSE-POEMS) | i stanza is not free but on¢ L ce | Sore at ig used to heighten the effect of differences betwe | Cbs 8 2 S & 8 a = & ‘ bird. these two types of birds, ie., the free bird and the ene aa (4 (The “narrow cage; is a reference 10 the restrictions on ‘of the caged bird.) ‘The caged bird can “seldom see i bird’s vision of freedom is absent} It i thus is filled with rage. ) (iii (The bird is caged and his vision of freedom is limited) The caged bird rarely gets a glimpse of the sky(He can almost never See through the bars){The bird’s helplessness fills him with rage. (iv) (The caged bird is enslaved to such an extent that its wings ‘are clipped and its feet are tied) Under such circumstances, (the only option it has is to open its throat to sing. (eee lines are significant as they not only reflect the bird’s elplessness and distress ‘but also its strength) The bird used its singing as a means of expression. Its singing is thus symbolic of its rebellion against oppression. (This song divulges its hope and its inner strength.) (w (The free bird is an indirect reference to the White race) that ‘dominated the African-American under the Jim Crow Laws. es caged bird refers to the entire African-American community ) at was subjugated and| enslaved by the white community. Moreover, (the caged bird could also be metaphorical reference to the poet, Maya Angelou.) Refer to Autobiographical Element, under Critical Remarks, Page 109. MI, {| The circumstances which forces the caged bird to sing are his clipped wings and tied feet. ) psiclalee a bird’s enslavement) The bird’s movements are resto eee fly, his vision is limited, he is furious at his entrapment. This helplessness grants him only one choice i.e. to open his throat to sing for freedom.) 7 a F i) The i i (ii)\ The caged bird sings of things unknown because he is trapped in a cage where his vision is limited?/He can almost i through the bars\\He thus sings of things that he aod seen but yearns for.) Therefore, the “things unknov perpaerct a reference to the unknown freedom, if and when it coven (ii)(The “fearful til? oe freedom. \The bird (iv hhis bars of rage”. (The caged, imprisoned and Ww CCCCCTV | I Know ove » » » > > » . ° ° 3 3 it) 3 5 5 5 5 > > » (ii) is a reference to the caged bird’s song of ng Produces a trill, an unsteady sound because| 1 Know Why the Caged Bird Sings ze he is afraid or nervous{It is “fearful” because he realises his distressed condi ion It makes him cry for freedom. ) (iv) (The caged bird is singing a song for freedom)(His wings are clipped, his feet are tied, but he continues to persist) persevere and is unwilling to surrender to his opponents| fand thus sings to fight against oppression.) (the bira’s singing was an act of rebellion against the oppression), ‘meted out to him. The song divulges his hope and inner strength. For any rebellion to have positive consequences) what is required is time, until then(the rebel’s voice is heard as a distant voice. (his struggle of the ‘caged bird’ is parallel to the African-American struggle for freedom and equality) The African-American wrote, sang, danced and cried out for freedom,(though initially they were heard as distant voices.) 1v. (i) (Another breeze” refers to more freedom which the free bird selfishly wishes for himselif The free bird thinks that with the help of another breeze, he Would be able to claim the sky as his own) 4 The Whites always had freedom. They were never satisfied and wanted more. (ii) The bird’s cage has now become the grave of his dreams.(The bird’s cage is the place where he has been trapped and it is here that all his wishes and aspirations lie buried. ) (The bird thus stands on the grave of his dream to cry for freedom.) Thus, his screams are like that of someone having a nightmare. (ii) Refer to 1, (iv). (iv)( The expression signifies how every opportunity was available to the Whites on a platter) “The fat worms” are waiting on a lawn at sunrise to be devoured by the free bird. (This was in contrast to the African-Americans who were never given freedom to dae what they wanted.) (v) Refer to Freedom versus Enslavement, under Themes, | Pages 104. 900 Ne ee Re a SP OO TNl - S 1x = 2 : : The Patriot gs Iv. (iv) @ (i) (iv) “ @ (ii) love and patriotism for his loving friends but the “harvest” made him feel dejected. Everything had changed for him in a year. He was now being taken to the scaffold to be executed. In the beginning of the poem, it appears as if the public adulated the speaker to such an extent that even if he had asked for the sun, they would have offered it to him. But the next year showcases an entirely different scene where they hurl stones at him. It can be said that they were not really his “loving friends” but were guided by fickleness. Yes, the speaker feels sad and nostalgic about his glory-filled past. He remembers how he was welcomed by the public with roses and myrtles a year ago. He was acknowledged as God-like by the public. But now he feels sad as there is “nobody to welcome him on the house-tops now”. The comparison that he draws between his heroic past and unheroic present reflects his sadness. A year ago on his arrival, the old walls of the building seemed to shake with the crowd and its loud cries. But now he is considered a traitor. There is nobody on the house-tops except for a few suffering from palsy. ‘The poem does not reveal the reason for the speaker’s unheroic present. The public no longer loves or respects him. The reasons might be that the patriotic speaker might have in reality turned a traitor; or in the name of patriotism he must have done something unacceptable; or the speaker was really innocent but had become a victim of political machinations. Refer to Contrasting Imagery, under Style, Page 123. “The best of the sight” refers to the sight of the speaker's execution at the Shambles’ Gate or by the scaffold’s foot. It is an ironical reference as the people who apparently were ready to worship him are now cheering at his execution, The speaker is being taken to scaffold to be executed for his “year’s misdeeds.” The justification of this action cannot be fully comprehended. Refer to Ambiguity in the Poem under Critical Remarks, Page 124. The speaker ‘I’ is going to the Shamb! : i les’ Gate or by the scaffold’s foot in the rain. Refer to Pathetic Fallacy, under Style, Page 123. ‘ The speaker’s hands were tied from behind with a rope. This ope cuts his wrist. The line is significant to determine the extentSS iz \P SI \p 24 ‘TEACHERS’ HAND) | ~ | je » : of the speaker's downfall. He was ‘once | p now is imprisoned. plic had thrown (ii) ‘The speaker's forehead bleeds because ee jhe was treated | Pp The spe for a year’s misdoiDB®. Ey, roges on his Way: \p with love and respect. He was welcomed oeethus acts aS ee ‘him, which Pp ‘The public was completely devoted 10 °° ster in the POST: iq ane itithesis for him being hit by stone® Al \p (iv) Refer to Public's Fickleness under Themes: ne Beers told \p (v) The poem runs on certain levels of ambiguity. ee was once & \w the reason for the speaker’s execution: The speaker Ounheroic | hero who “leaped at the sun” but is now reduces oe his harvest, ip character. At one point the speaker feels dejectes ot a pas \» caaracther hee himself says people flung SONS Te poem | “year’s misdeeds.” This phrase adds to the ambiguity in Se aa \P as the speaker has been depicted as innocent ‘by the poet: h \> oe dere tend to sympathise with him, but his oWm reference to | his year as full of misdeeds creates ‘ambiguity in the poem. \P v. (i) The speaker enters the gates of death to ‘go’ to his everlasting \» life after death. \> (i) The speaker believes that in victory, people drop down dead. | but his imperfection will bring him closer to God. = t. ‘The figure of speech used here is alliteration because of the > repetition of [d| sounds in the words “dropped down dead” > (iii) ‘The speaker feels safe in the other world away from this earthly 5 world, Refer to Innocent Depiction of the Speaker, under Critical Remarks, Page 125. 2 (iv) Refer to Faith in God, under Themes, Page 121. > (v). Refer to Rise and Fall of Glory, under Themes, Page 121. > 9000 5 "9, Abou Ben Adi : | | 5 en Adhem > | Leigh Hunt 5 a a ‘ei Refer to The Real Abu ? s ih fer to The Real Abu Ben Adhem, + aoe ont aeenIG TET) piteeel eae eee ome 5 | that there should be more people like Abou Ben Awe eons 5 world. The narrator admires and respects en Adhem in this 5 Abou Ben Adhem. i >|Abou Ben Adhem 25 i (iv) ) I. (i) (ii) os Vu : 8 (iii) Co) W) (3) Kefer to Notes Section, Page 135. He is at peace as he loves and serves his fellowmen, The bright silvery moonlight in Abou’s room on a peaceful night had a magical effect. The room appeared rich and calm. The comparison is made to reflect the similarities between blossoming lily and the sparkling moonlight. Both the flower and the moonlight are natural, beautiful and pleasing to the eyes. They are the symbols of peace and purity. When Abou wakes up he finds his room brightened with moonlight and an angel writing something in “a book of gold”. The “book of gold” is significant as it adds to the magical and supernatural quality of the poem. Moreover gold could also be a symbol purity of the subject matter of the book. ‘The angel visits Abou again the next night with “a great wakening light.” The angel shows him the names of those who had been blessed by God, Abou Ben Adhem sees that his name appears at the top, ahead of others. Refer to True Devotion to God under Themes. Page 135. The presence in the above extract is referred to the angel who woke Abou from his “deep dream of peace”. Abou asked the presence in his room, what was he writing. The vision here refers to the angel, or could be Abou’s supernatural vision. The vision raises its head to answer Abou’s query about what was he writing in his book of gold. ‘The angel tells Abou that he is writing in his book the names of all those who love the Lord. ‘Abou curiously asks the angel if his name was written among those who love the Lord. When the angel replied in the negative, it made Abou feel low. Abou feels a little low but only for a moment. The words “cheerly” tells us this. Abou cheerfully requests the angel to write his name as the one who loves his fellow men. The angel might have written Abou’s name as one who loves his fellow men. Refer to Lines 15-18, under The Poem in detail, Page 135. Abou Ben Adhem was a pure and simple man. He lived on humanistic ideals. He is the epitome of the idea that when you love your fellow men, you become worthy to be loved by God. pana