ENGlogue Bhavani S Christine Ann Thomas Daniel G Divya R Krishnan Joseph Edward Felix Kishore Selva Babu Pritha Biswas CAMBRIDGE UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS: University Printing House, Cambridge CB2 888, United Kingdom (One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-821, Sd Floor, Plot 3, Splendor Forum, Jasola District Centre, ‘New Deli ~110025, India 179 Anson Road, #06-04/06, Singapore 079905 Cambridge University Press is part ofthe University of Cambridge. It furthers the University's mission by disseminating knowledge in the pursuit of education, learning andl research at the highest international levels of excellence. wwweambridge.org wwvwcambridgeindia.org Information for this biteswww: cambridgeindia org/9781108726474 © Cambridge University Press 2019 ‘This publication is in copyright. Subject to statutory exception ‘and to the provision of relevant collective licensing agreements, zo reproduction of any part may take place without the written permission of Cambridge University Press. First Published 2019 20 19 18 17 16 15 14 13.12 111098765452 Printed in India by Magic Intemational Pvt. Lid, Greater Noida ISBN: 978-1-108-72647-4 ‘Cambridge University Press has no responsibilty for the persistence or accuracy ‘of URLs for external or third-party internet websites referred to in this publication, ‘and does not guarantee that any content on such websites is or will remain, ‘accurate or appropriate, Information regarding prices, travel Emetables, nd other factual information given in this work is correct atthe time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafte 2. 6.= Foreword Preface Acknowledgements 4, ‘SEMESTER I Beauty The Happy Prince Oscar Wie Sonnet XVI wittam Shakespeare Travel Why We Travel Pico Iyer ‘What Solo Travel has Taught Me About the World - and Myself Shivya Nath Environment Thinking Like a Mountain ‘Aldo Leopoid On Cutting a Tee Give Patel Religion Violence in the Name of God is Violence against God Rev Dr Olav Fykse Tveit Leave this Chanting and Singing and Telling of Beads Rabindranath Tagore Crime The Story of B 24 Sir Arthur Conan Doyle Aarushi ~ Hemraj Murder Article [india TV News, 2008] Health and Fitness My Story Nicole OeFreece Whi You Should Never Aim for Six Pack Abs Kinnari Jarivala Sports Casey at the Bat Eres Lawrence Thayer Sit Ranjit Singh Saurabh Ganguly vii at 66 1 104- Seer 3 4. 6 Contents SEMESTER U1 Food Witches’ Loaves OHensy Portion Size is the Trick!!! Ranjani Raman Fashion In the Helght of Fashion Henry Lawson Crazy for Fashion Babatunde Aremu Architecture Bharat Bhavan / Charles Correa Bart Bryant-Mole The Plain Sense of Things Wallace Stevens Management The Story of Mumbai Dabbawalas Shivani Pandita if Rudyard Kipling History Who were the Shudras? Dr Bhimrao Ramji Ambedkar Dhauli Jayanta Mahapatra War An Occurrence at Owl Creek Bridge Ambrose Bierce Strange Meeting Wilfred Owen Social Me Facebook and the Epiphanator: An End to Endings? Paul Ford Truth in the Time of Social Media Girish Balachandran 145 128 140 153 169 180 196 Fac ove inst ead stor spo thr hea hely wor pas115 128 169 180 196 ENGlogue 1 is yet another example of the commitment to the mission of education that the Faculty of English at CHRIST (Deemed to be University) has consistently demonstrated over the last several years. Particularly since 2008, the year CHRIST became an autonomous institution, the Department of English has been publishing its textbooks through leading, well-reputed publishers instead of resorting to the easier and commonly adopted practice of prescribing a text that has already been published and is readily available in the market. Starting from Perspectives in 2005 it moved on to Mindscapes, and then to Life Scripts and Exploring English and now to ENGlogue 1. Trough this approach the department has been successful in catering to the specific needs and requirements of those students who choose to study at CHRIST, a unique space which is home to students from all the states of India and a large international community of students from 60 countries across the world. My hearty congratulations to the Editorial Committee and the department for sustaining this trend, Good language skills are essential to happy and successful living, Irrespective of the disciplinary boundaries of academics and workspaces, excellence in communication is mandatory to all and in all walks of life. Promotion of languages, literatures and cultural consciousness is imperative for a healthy society. Absence of this critical awareness is a sure recipe for a disastrous life and, as a socially responsible institution, CHRIST is conscious of the need to provide the required expertise for students to exce! in life. Hence, the course aims at developing in young students all language skills through literature, past and present. While the skills of Listening are inculcated through an App developed by the department, Speaking, Reading and Writing skills are addressed through the text. The use of technology is an added advantage in the teaching-learning process. It is also commendable that the book has texts from various genres which will cater to the diverse interests of the student community. There are poems, short stories, essays, newspaper articles, travel writings and blog posts very well categorised into broad and relevant themes such as beauty, travel, environment, religion, crime, health and sports. Apart from learning language skill, there is scope for learning important life lessons through aesthetics, embracing plural worldviews, practising social commitment, and living a healthy life with a spiritual outlook for the overall wellbeing of society. Surely they will aso help students engage in meaningful discussions and debates. wish to appreciate the seven-member team from the Department of English for their hard work, determination and dedication on this publication, But for their genuine interest in and passion for student welfare, this book may not have seen the light of the day. also express my ‘sincere gratitude to the Head of the Department for initiating the endeavour and all the other members of the department as well for their contributions in their own ways. Best wishes! Dr John J Kennedy Professor and Dean ‘Humanities and Social SciencesENGlogue 1 from the Department of English, CHRIST (Deemed to be University) attempts to give undergraduate learners the experience of indulging in reading various texts and critically interpzeting them. The aim of the textbook is to expose learners to texts both literary and non-literary and through them to develop skills of reading and analysis. ‘The textbook is divided into seven themes per semester with two readings per theme ~ one main and the other secondary. The two texts have been chosen carefully to encourage Jearners to engage in discussions on inter-textual aspects. Each unit comprises reading comprehension questions and vocabulary tasks followed by tasks on Writing and Speaking skills, The questions are prepared in such a way as to address various learner requirements, both immediate and otherwise. The skill focus is aligned with some basic competitive ‘exam requirements too, The learners will have sufficient exposure in practicing writing and speaking activities 2s they are integrated into the context. ‘The textbook also meets certain other professional requirements of learners like interview skills, résumé writing, group discussion and the like. Key objectives: ‘The book aims to enable learners * To develop the ability to read various texts closely and interpret them based on contexts ® To be able to discuss a text and its theme in different ways using suitable techniques © To take and make notes effectively for their academic needs © To be able to use appropriate vocabulary for different purposes of communication © To construct structured paragraphs and essays effortlessly and effectively * To extend their ability to write to fulfil their immediate academic and future professional requirements © To communicate effectively using both the oral and written modes Thope the book satisfies the various learner needs and is well-received by both teachers and learners. The teachers may encourage students to explore the themes through various other activities aligned with the course requirements, thereby building vibrance into the course. Bhavani S Assistant Professor Department of English | fity) us sis. ure The authors and publishers would like to express their gratitude to the following for permission to carry texts to which they hold the rights: Pico Iyer for “Why We Travel” Shivya Nath for the blog post ‘What Solo Travel has Taught Me About the World - and Myself” Jayanta Mahapatra for ‘Dhauli’ ‘The authors and publishers have applied for copyright permission for the following. Appropriate acknowledgements to these will be included at the time of reprinting: Oxford University Press for ‘Thinking Like a Mountain’ By Aldo Leopold woww.oscareducation.com for ‘On Killing a Tree’ by Gieve Patel veww.knowstartup.com for “The Story of Mumbai Dabbawalas’ by Shivani Pandita nicoledfitness.com for ‘Nicole's Story’ by Nicole DeFreece Samyak Prakashan for ‘Who were the Shudras?’ by BR Ambedkar SF Examiner for ‘Casey at the Bat’ by Ernest Lawrence Thayer vwww.nymag;com for ‘Facebook and the Epiphanator: An End to Endings’ by Paul Ford. ‘The Hindu for ‘Truth in the Time of Social Media’ by Girish Balachandran. Ranjini Raman for ‘Portion Size is the Tric| Arch Daily for ‘Bharat Bhavan/ Charles Correa’ by Bart Bryant-Mole Penguin Random House for “The Plain Sense of Things’ by Wallace Stevens and ‘If” by Rudyard Kipling wwrw.indiatvnews.com for ‘Aarushi-Hlemsaj Murder’ Poem Hunter for ‘Crazy for Fashion’ by Babatunde Aremu vwnw.fitternity.com for ‘Why You Should Never Aim for Six-pack Abs’ by Kinnari Jariwalavie Acknowledgements ‘The authors and publishers would also like to thank the following: © Calidad Publishing Services for typesetting ® 100 Million Designs for cover design © Vaibhava Ram for help in developing a few tasks © Saurabh Ganguly for the article ‘Sir Ranjit Singh’ Image Credits: https://vww.gettyimages.in/: pg 3 — 977058628 / Terence Tham; pg 20 > 932633168 / Westend61; pg 41 ~ 985227742 / Sasi Ponchaisang / EyeEm; pg 54 — 743702477 / Julian Kumar / Godong; pg 66 — 928130864 / Audtakorn Sutarmjam / EyeEm; pg 91 ~ 925841074 / Supreeya Chantalao / EyeEm; pg 101 — 949190756 / AndreyPopovs pg 115 - 922783734 / LUNAMARINA; pg 128 - 691150129 / Emanuele Ravecea / EyeEm; pg 140 — 583682538 / Artie Photography (Artie Ng); pg 153 — 145073108 / ImagesBazaar; pg 169 - 717160881 / Tetra Images; pg 180 ~ 773120857 / Vitali Kozhar / EyeEm, pg, 196 — 753288077 / Hero Images; cover image - 169993375 J olaser| gi~reinxy Se ge gorS‘The unive mucl foun: wave smel thes hom Ind : ewil, brea The rede be s of ol negl unde \ ence genr the « ‘Atk its le it-ws‘Everything has Beauty But not everyone sees it’ — Confucius ‘The notion of beauty is often considered transient and transcendental. Though beauty is a “universal concept, its perception is unique to cvery culture, time and individual; hence the much used phrase—beauty is in the eyes of the beholder’. For this reason, beauty can be found in the smallest and biggest of things, within and without, and in the depths of the ‘human heart as well asin the physical world around. Beauty may be the fist cry of a new born, ‘waves crashing on rocks, the morning dew on a flower, the warmth of a mother’s hug or the smell of the earth after the first rain. Beauty can also be seen in the ordinary things in life like the smell of freshly brewed coffee, the fist painting of a child, coming home to your favourite home-cooked meal, the smell of old books or even the joy ofa brand new pair of shoes, In the realm of aestheticism, beauty is an idea that transcends boundaries of good and evil, constructive and destructive. The most terrible of things can also be beautiful: the breathtaking view of an erupting volcano, the ruthless strength of a tornado; the furious flash of lightning in a thunderstorm or the coveted beauty of Helen that caused a historic war. “The quest for beauty is something mankind has known for centuries. Society is constantly redefining and setting norms for what is considered beautiful, Manifestations of this can be seen in beauty pageants, fashion shows, cinema and on social media. In this pursuit of outwardly beauty, the idea of nurturing the beauty of the mind and intellect is often neglected. Though the major discourses on beauty differ in their approach towards understanding it, generally beauty is understood to be a harmony of body and mind which encompasses ideas like compassion, confidence, spirituality, positivity, grace and peace. Expressions of our various contemplations on beauty can be seen in literature and art of all genres. In many of these renderings, time is seen as a threat to beauty. Artists believe that the only possible way to immortalise beauty is to preserve it in human memory through Art and Literature. ‘A thing of beauty is a joy forever: its loveliness increases; i will never pass into nothingness’ —Jobn Keats4 ENGIogue-1 Text I: The Happy Prince Oscar Wilde About the author Oscar Fingal O'Flahertie Wills Wilde (1854-1900) was an Irish poet and playwright. He was one of the best-known personalities of his day for his flamboyant lifestyle, his wit and sarcasm and his thoughts on aestheticism. His epigrams like, Experience is the name everyone gives to their mistakes’, ‘A cynic is a man who knows the price of everything and the value of nothing’ are widely quoted across different genres of popular culture even today. In his 1891 essay The Soul of Man under Socialism, he comments on the problems of capitalism and propounds that we must aim at a restructuring of society in such a way that poverty cannot exist: The essay also includes an in-depth discussion on poverty, the ramifications of any exercise of authoritative power and his vision of a libertarian socialist society. Pela Telacs). cs ‘The Happy Prince is a story from Oscar Wilde's collection of stories, The Happy Prince and Other Tales, frst published in 1888. The story is an allegory for the socio-economic times of 19 century Victorian England and explores ideas like morality, selfless love for humanity and the social divides of the time. Written in the style of a fable, the story is about the ornamented statue of the Happy Prince that overlooks the city and is saddened by the miseries of the common people. The story follows the Prince's compassionate yet unrecognised efforts to help the common people with the aid of his companion, the swallow. The story is a comment on the wide gap between the wealthy bourgeoisie and the working class. A grim picture of Victorian utilitarianism is also visible in the conclusion of the story. The Happy Prince High above the city, on a tall column, stood the statue of the Happy Prince. He was gilded all over with thin leaves of fine gold, for eyes he had two bright sapphires, and a large red ruby glowed on his sword-hilt. Town head for th gazed bright and | befor in the slend him < ripple relati he se when conti attacPrince omic ve for ory is lened onate a, the dthe usion lover on his Unit 1: Beauty | 5 He was very much admired indeed. "He is as beautiful as a weathercock remarked one of the ‘Town Councilors who wished to gain a reputation for having artistic tastes; “only not quite so useful” he added, fearing lest people should think him unpractical, which he really was not. “Why can't you be like the Happy Prince?” asked a sensible mother of her litle boy who was crying for the moon. “The Happy Prince never dreams of erying for anything.” “Lam glad there is some one in the world who is quite happy,’ muttered a disappointed man as he gazed at the wonderful statue, “He looks just like an angel,’ said the Charity Children as they came out of the cathedral in their bright scarlet cloaks and their clean white pinafores. “How do you know?” said the Mathematical Master, “you have never seen one” “Ah! but we have, in our dreams,’ answered the children; and the Mathematical Master frowned and looked very severe, for he did not approve of children dreaming. One night there flew over the city a little Swallow, His friends had gone away to Egypt six weeks before, but he had stayed behind, fr he was in love with the most beautiful Reed. He had met her early in the spring as he was flying down the river after a big yellow moth, and had been so attracted by her slender waist that he had stopped to talk to her. “Shall | love you?” said the Swallow, who liked to come to the point at once, and the Reed made him a low bow. So he flew round and round her, touching the water with his wings, and making silver ripples. This was his courtship, and it lasted all through the summer. “tis a ridiculous attachment, twittered the other Swallows; “she has no money, and far too many relations”; and indeed the river was quite full of Reeds. Then, when the autumn came they all flew away. After they had gone he fett lonely, and begen to tire of his lady-love. “She has no conversation,” he said, “and | am afraid that she is a coquette, for she is always fliting with the wind.” And certainly, whenever the wind blew, the Reed made the most graceful curtseys, I admit that she is domestic” he continued, "but | love traveling, and my wife, consequently, should love traveling also: you come away with me?” he said finally to her; but the Reed shook her head, she was so attached to her home, “You have been trifling with me” he oried. “I am off to the Pyramids. Good-bye!” and he flew away. All day long he flew, and at night-time he artived atthe city. "Where shall I put up?" he said; "I hope the town has made preparations” ‘Then he saw the statue on the tall column, “1 will put up there,” he cried; “it is a fine position, with plenty of fresh aie” So he alighted just between the feet of the Happy Prince.6 ENGIogue-1 “I have a golden bedroom, he said softy to himself as he looked round, and he prepared to go ~ to sleep; but just as he was putting his head under his wing a large drop of water fell on him. “What a ‘curious thing!” he cried; “there is nota single cloud in the sky, the stars are quite clear and bright, and yet itis raining, The climate in the north of Europe is really dreadtul. ‘The Reed used to like the rain, but that was merely her selfishness.” ‘Then another drop fell “What is the use of a statue if it cannot keep the rain off?" he said; “I must look for a good chimney-pot” and he determined to fly away. But before he had opened his wings, a third drop fell, and he looked up, and saw—Ah! what did he see? ‘The eyes of the Happy Prince were filled with tears, and tears were running down his golden cheeks. bis face was so beautiful in the moonlight thatthe little Swallow was filled with pity. “Who are you?” he said. “Lam the Happy Prince?” “Why are you weeping then?” asked the Swallow; “you have quite drenched me” “When | was alive and had a human heart’ answered the statue, “I did not know what tears were, for | lived in the Palace of Sans-Souci, where sorrow is not allowed to enter, In the daytime I played with my companions in the garden, and in the evening | led the dance in the Great Hall. Round the garden ran a very lofty wall, but | never cared to ask what lay beyond it, everything about me was so beautiful, ‘My courtiers called me the Happy Prince, and happy indeed | was, if pleasure be happiness. So | lived, and so | died. And now that | am dead they have set me up here so high that | can see all the ugliness and all the misery of my city, and though my heart is made of lead yet | cannot chose but weep” “What! is he not solid gold?” said the Swallow to himself. He was too polite to make any personal remarks out loud, “Fat away’ continued the statue in a low musical voice, “far away in a litle street there is a poor house. One of the windows is open, and through it | can see a woman seated at a table. Her face is thin and worn, and she has coatse, red hands, all pricked by the needle, for she is a seamstress. She is embroidering passion-flowers on a satin gown for the loveliest of the Queen's maids-of-honour to ‘wear at the next Court-ball. In a bed in the corner of the room her litle boy is lying ill. He has a fever, and is asking for oranges. His mother has nothing to give him but river water, so he is crying, Swallow, Swallow, little Swallow, will you not bring her the ruby out of my sword-hilt? My feet are fastened to this, pedestal and I cannot move.” “lam waited for in Egypt’ sald the Swallow. "My fiends are fying up and down the Nile, and talking to the large lotus-flowers. Soon they will go to sleep in the tomb of the great King. The King is there himss isac my there af co buts “put over the “How the ( Atla mott the \ “Hov reme think the | long coul allta good hat did sheeks, s were, 2 with garden autiful. Lived, gliness sonal a poor face is s. She our to \ fever, vallow, to this alking there Unit 4: Beauty himself in his painted coffin. He is wrapped in yellow linen, and embalmed with spices. Round his neck is a chain of pale green jade, and his hands are like withered leaves.” "Swallow, Swallow, litle Swallow,’ said the Prince, “will you not stay with me for one night, and be my messenger? The boy is so thirsty, and the mother so sad? | don't think | like boys,” answered the Swallow. “Last summer, when | was staying on the river, there were two rude boys, the miller’s sons, who were always throwing stones at me, They never hit me, ‘of course; we swallows fly far too well for that, and besides, | come of a family famous for its agilt but stil, itwas a mark of disrespect” But the Happy Prince looked so sad that the little Swallow was sorry. "It is very cold heres’ he sald; “but | will stay with you for one night, and be your messenger” “Thank you, litte Swallow" said the Prince. ‘So the Swallow picked out the great ruby from the Prince's sword, and flew away with it in his beak over the roofs of the town. He passed by the cathedral tower, where the white marble angels were sculptured, He passed by the palace and heard the sound of dancing. A beautiful girl came out on the balcony with her lover. “How wonderful the stars are,’ he said to her, “and how wonderful is the power of lovel” “I hope my dress will be ready in time for the State-ball’ she answered; “I have ordeted passion- flowers to be embroidered on it; but the seamstresses are so lazy He passed over the river, and saw the lanterns hanging to the masts of the ships. He passed over the Ghetto, and saw the old Jews bargaining with each other, and weighing out money in copper scales. At last he came to the poor house and looked in, The boy was tossing feverishly on his bed, and the mother had fallen asleep, she was so tired. In he hopped, and laid the great ruby on the table beside the woman's thimble. Then he flew gently round the bed, fanning the boy’s forehead with his wings. “How cool | feel’ said the boy, “| must be getting better"; and he sank into a delicious slumber. ‘Then the Swallow flew back to the Happy Prince, and told him what he had done, “It is curious’ he remaried, “but | feel quite warm now, although it is so cold” “That is because you have done a good action,’ said the Prince. And the litle Swallow began to think, and then he fell asleep. Thinking always made him sleepy. When day broke he flew down to the river and had a bath. “What a remarkable phenomenon,’ said the Professor of Omithology as he was passing over the bridge. “A swallow in winter!" And he wrote a long letter about it to the local newspaper. Every one quoted it, it was full of so marly words that they could not understand. “Tonight | go to Egypt} sald the Swallow, and he was in high spirits at the prospect. He visited all the public monuments, and sat a long time on top of the church steeple. Wherever he went the 78 ENGiogue-1 Sparrows chirruped, and said to each other, “What a distinguished stranger!” so he enjoyed himself very much. ‘When the moon rose he flew back to the Happy Prince, “Have you any commissions for Egypt?" he cried; “I am just starting” “Swallow, Swallow, litle Swallow, said the Prince, “will you not stay with me one night longer?” “I am waited for in Egypt” answered the Swallow. “To-morrow my friends will fly up to the Second Cataract. The river-horse couches there among the bulrushes, and on a great granite throne sits the God Memnon. All night long he watches the stars, and when the morning star shines he utters one c1y Of joy, and then he is silent. At noon the yellow lions come down to the waters edge to drink. They have ‘es like green beryis, and their roar is louder than the roar of the cataract. “Swallow, Swallow, litle Swallow,’ said the Prince, “far away across the city | see a young man in a arret. He is leaning over a desk covered with papers, and in a tumbler by his side there is a bunch of withered violets. His hair is brown and crisp, and his lips are red as a pomegranate, and he has large ‘and dreamy eyes. He is trying to finish a play for the Director of the Theatte, but he is too cold to write ‘any more. There is no fire in the grate, and hunger has made him faint, “I will wait with you one night longer’ said the Swallow, who really had a good heart. “Shall | take him another ruby?” “Alas! | have no ruby now’ said the Prince; “my eyes are all that | have left. They are made of rare ‘sapphires, which were brought out of India a thousand years ago. Pluck out one of them and take it to ‘him, He will sel it to the jeweller, and buy food and firewood, and finish his play’ “Dear Prince’ said the Swallow, “I cannot do that"; and he begen to weep. “Swallow, Swallow, little Swallow’ said the Prince, “do as | command you" So the Swallow plucked out the Prince's eye, and flew away to the student's garret. It was easy ‘enough to get in, as there was a hole in the roof. Through this he darted, and came into the room. The young man had his head buried in his hands, so he did not hear the fluiter of the bird's wings, and when he looked up he found the beautiful sapphire lying on the withered violets. “Lam beginning to be appreciated, he cried; this is from some great admirer. Now I can finish my play” and he looked quite happy. ‘The next day the Swallow flew down to the harbour. He sat on the mast of a large vessel and watched the sailors hauling big chests out of the hold with ropes. “Heave a-hoy!" they shouted as each chest came up. “I am going to Egypt’! cried the Swallow, but nobody minded, and when the moon rose he flew back to the Happy Prince. “Lam come to bid you good-bye,’ he cried. “Swallow, Swallow, little Swallow; said the Prince, “will you not stay with me one night longer?” onth are t cooir bring ared mate some myo be ai and she r ala lands gold. know bead a lar with wars anytt litle while childhimself rot?” he Second sits the one cry ey have ian ina uneh of is large to write II! take of rare ke itto Is easy vm. The ss, and lish my sol and seach an rose. Unit 1: Beauty “Itis winter’ answered the Swallow, “and the chill snow will soon be here. In Egypt the sun is warm (on the green palm-trees, and the crocodiles Iie in the mud and look lazily about them. My companions are building a nest in the Temple of Baalbeo, and the pink and white doves are watching them, and cooing to each other. Dear Prince, | must leave you, but | will never forget you, and next spring | will bring you back two beautiful jewels in place of those you have given away. The ruby shall be redder than a ted rose, and the sapphire shall be as blue as the great sea” “In the square below’ said the Happy Prince, “there stands a litte match-gil. She has tet her ‘matches fallin the gutter, and they are all spoiled. Her father will beat her if she does not bring home some money, and she is crying. She has no shoes or stockings, and her little head is bare. Pluck out my other eye, and give it to her, and her father will not beat het” “Lwill stay with you one night longer? said the Swallow, “but | cannot pluck out your eye. You would be quite blind then” “Swallow, Swallow, litle Swallow,’ said the Prince, “do as | command you." ‘So he plucked out the Prince's other eye, and darted down with it. He swooped past the mateh-girl, and slipped the jewel into the palm of her hand. “What a lovely bit of glass,’ cried the litte gir; and she ran home, laughing. ‘Then the Swallow came back to the Prince. “You are blind now’ he sald, “so | will stay with you always” “No, little Swallow? said the poor Prince, “you must go away to Egypt” “L will stay with you always,’ said the Swallow, and he slept at the Prince's feet. All the next day he sat on the Prince’s shoulder, and told him stories of what he had seen in strange lands, He told him of the red ibises, who stand in long rows on the banks of the Nile, and catch gold-fish in their beaks; of the Sphinx, who is as old as the world itself, and lives in the desert, and knows everything; of the merchants, who walk slowly by the side of their camels, and carry amber beads in their hands; of the King of the Mountains of the Moon, who is as black as ebony, and worships a large crystal; of the great green snake that sleeps in a palm-tree, and has twenty priests to feed it with honey-cakes; and of the pygmies who sail over a big lake on large flat leaves, and are always at war with the butterflies. “Dear little Swallow; said the Prince, “you tell me of marvellous things, but more marvellous than anything is the suffering of men and of women. There is no Mystery so great as Misery Fly over my city, little Swallow, and tell me what you see there’ So the Swallow flew over the great city, and saw the rich making merry in their beautiful houses, while the beggars were sitting at the gates. He flew into dark lanes, and saw the white faces of starving children looking out listlessly at the black streets. Under the archway of a bridge two little boys were 9 }10 | ENGlogue-1 lying in one another's arms to try and keep themselves warm. “How hungry we are!" they said. “You must not tle here,’ shouted the Watchman, and they wandered out into the rain. Then he flew back and told the Prince whet he had seen, “Lam covered with fine gold, said the Prince, “you must take it off, leaf by leaf, and give it to my poor; the living always think that gold can make them happy” Leaf after leaf of the fine gold the Swallow picked off, till the Happy Prince looked quite dull and «ey. Leaf after leaf of the fine gold he brought to the poor, and the children’s faces grew rosier, and they laughed and played games in the street. “We have bread now!” they cried. Then the snow came, and after the snow came the frost. The streets looked as if they were made of. silver, they were so bright and glistening; long icicles like crystal daggers hung down from the eaves of the houses, everybody went about in furs, and the litle boys wore scarlet caps and skated on the ice. ‘The poor little Swallow grew colder and colder, but he would not leave the Prince, he loved him too well. He picked up crumbs outside the baker's door when the baker was not looking and tried to keep himself warm by flapping his wings. But at last he knew that he was going to die. He had just strength to fly up to the Prince's shoulder ‘once more. “Good-bye, dear Prince!” he murmured, “will you let me kiss your hand?" “Lam glad that you are going to Esyot at last, little Swallow, said the Prince, “you have stayed too long here; but you must kiss me on the lips, for l love you” “itis not to Egypt that | am going” said the Swallow. “I am going to the House of Death. Death is ‘the brother of Sleep, is he not?” ‘And he kissed the Happy Prince on the lips, and fell down dead at his feet. Atthat moment @ curious crack sounded inside the statue, as if something had broken. The fact is that the leaden heart had snapped right in two. It certainly was a dreadfully hard frost. Eariy the next morning the Mayor was walking in the square below in company with the Town Councillors. As they passed the column he looked up at the statue: "Dear me! how shabby the Happy Prince looks!” he said. “How shabby indeed!” cried the Town Councillors, who always agreed with the Mayor; and they went up to look at it “The ruby has fallen out of his sword, his eyes are gone, and he Is golden no longer” said the Mayor in fact, *he is litte better than a beggar!” “Little better than a beggar’ said the Town Councillors. proc Suge use deci shall will Swal browid. “You itto my ‘ull and ler, and nade of raves of the ice. him too to keep houlder yed too death is 2 factis re Town » Happy ad they e Mayor Unit 4: Beauty “And here is actually a dead bird at his feet!" continued the Mayor. "We must really issue @ proclamation that birds are not to be allowed to die here” And the Town Clerk made a note of the suggestion. So they pulled down the statue of the Happy Prince. “As he is no longer beautiful he is no longer useful’ said the Art Professor at the University. Then they melted the statue in a furnace, and the Mayor held a meeting of the Corporation to decide whet was to be done with the metal. “We must have another statue, of course” he said, “and it shall be a statue of myself? “Of myself” said each of the Town Councillors, and they quarrelled. When | last heard of them they ‘were quarreling still “What a strange thing!” said the overseer of the workmen at the foundry. “This broken lead heart will not melt in the furnace. We must throw it away" So they threw it on a dust-heap where the dead Swallow was also lying “Bring me the two most precious things in the city" said God to one of His Angels; and the Angel brought Him the leaden heart and the dead bird, “You have rightly chosen,’ said God, “for in my garden of Paradise this litle bird shall sing for evermore, and in my city of gold the Happy Prince shall praise me, Cathars valence | 1. Take a close look at the following lines from the story. What do they imply? = ...theTown Councillors who wished to gain a reputation for having artistic tastes . a So the Swallow flew ... 2. What does the mother passing by the statue say to her son? What hint does that give you? 3. Why do you think the Mathematical Master did not approve of children dreaming? 4, Identify and discuss the presentation af pain and suffering in the story. 5, The story is suggestive of farility in life with reference to Victorian hypocrisy. Identify specific parts in the story that highlight the pretentious nature of Victorian society. List the parts. 6. What are the ‘bright scarlet cloaks ’ suggestive of?12 NGiogue-t 7. What does the fact of the two councillors being always in agreement with the mayor imply? 8, Read the last part of the story and identify a ridiculous rule stated by the mayor. What is the implication of it? 9. The art professor considers beauty as being useful. Comment. 10. Comment on the ending of the story. 11, Read the essay “The Soul of Man Under Socialism’ by Oscar Wilde and comment on the idea of exaggerated altruism in a capitalistic society. Text Il: SONNET XVIII Githiarn Shakespeare rience) - William Shakespeare (1564-1616) was an English poet, playwright and actor. Popularly called the Bard, he remains the most widely recognised, quoted, researched and loved poct of all time. His plays have been translated into almost every existing language in the world and are considered to be among the finest works in canonical literature. Today, the Bard's works have spawned an entire genre known as Shakespearean studies, which is an indispensible component of the literature curriculum in academic institutions across the ‘globe’, Shakespearean characters, plots and themes are being read, analysed, reinvented, reinterpreted, deconstructed and reconstructed everyday in classrooms all over the world, Defying historicism, which locates and regards a literary work in its historical time and context, Shakespearean works transcend their initial premise of liberal arts and move into interdisciplinary spheres like Philosophy, Management or Cinema. AVrteire se) ‘The 154 Shakespearean sonnets explore various themes including love, time, beauty and death. The sonnet sequence is divided into three parts, based on who the sonnets are said to have been written for: sonnets 1-126 for the ‘fair youth’, 127-152 for the ‘dark lady’ and finally sonnets 153 and 154, which are called the Greek sonnets. Sonnet XVIII is one of Shakespeare's most famous poems written in admiration of the fair youth. The poem is an attempt to immortalise the beauty of the fair youth in human memory through his poetry. Mat lolol.mayor What ent on vularly loved in the ay, the ris an. iss the ented, world, re and reinto ty and e said ly’and one of aisan roetry, Unit 1: Beauty 13, SONNET XVIII Shall | compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, ‘And summer's lease hat all too short a date: Sometime too hot the eye of heaven shines, ‘Aad often is his gold complexion dimmed, ‘And every fair from fair sometime deciines, By chanoe, or nature's changing course untrimmed But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st, Nor stall death brag thou wanders in his shade, ‘When in eternal lines to time thou gow’, So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. CeCe) LUCE OIE 1. Why do you think the poet has begun the poem with a question? What do you understand about summer? 2. Carefully read ‘And every fair ... not fade’. Now find out about the English summer and how the poet has captured it in his poem. 3. How does the poet immortalise beauty through his worl? 4, List the images used in the poem and analyse them to interpret it. = $$ ____— oD Match the word with its meaning. Mace WWE nibs 1. gilded a._ the gracefulness of a quick and nimble person or animal 2. twitter b._lean and wrinkled by shrinkage as from age or illness 3._coquette ,_ the branch of zoology that studies birds14 ENGlogue-t cco Meanings 4. title 4._an official announcement 5. seamstress @. disease that involves the clouding ofthe lens of the eye 6. embalm floor consisting of open space at the top of @ house 7. agility & talk or behave amorously, without serious intentions 8. withered fh, made from or covered with gold 9. ornithology i. preserve a dead body 10. proclamation |. detail that is considered insignificant 11. cataract someone who makes or mends clothes 12. gamret \.__make high-pitched sounds, as of birds OED Match the word with its meaning. Mace WVGenInes: 1 thee/thou a. has 2. art 5. attractive, beautiful, handsome 3. temperate your 4. bud d. to boast 5. hath e._ mild, pleasant, warm 6. fair 1. shadow 7. thy & colour, appearance 8. brag h._ first growth of a flower 9. shade i are 10. complexion i you Con Our bea com illus Som Folk Let Ruk For: LidUnit 4: Beauty 18 = ___ Common errors in English Our everyday communication in English is often filled with common errors that could be avoided. If you are aiming to be a complete professional, it is an absolute necessity to communicate in English without errors. This module will provide the essential rules, with illustrated examples, to improve your communication. ‘Some rules of English grammar Following the rules of grammar helps our speech and written work to be easily understood. Let us take a look at some rules of subject-verb agreement. Rule 1: Some nouns such as advice, inférmation, furniture, news, stationery always take 2 singular verb. For example: 1. My father has given advices. (X) ‘My father has given advice. (V) 2. She doesn’t have enough informations. (X) She doesn't have enough information. (/) 3. Ram has bought many pieces of furnitures. (X) Ram has bought many pieces of furniture. (/) 4, The news are being broadcast on TV channels. (x) ‘The news ir being broadcast on TV channels. (7) 5. Jack went to the super market to buy some stationeries. (X) Jack went to the super market to buy some stationery. (7) Rule 2: Some nouns such as cattle, clergy, police are in singular form but they are used as plural nouns. For example: 1, The cattle is grazing in the field. (x) ‘The cattle are grazing in the field. (V7)i | | 16 | ENGiogue-1 2, The clergy és offering prayers. (X) ‘The clergy are offering prayers. (/) 3. The police has arrested the criminals. (X) ‘The police Bave arrested the criminals, (/) Rule 3: Collective nouns such as family, committee, government are used both as singular and plural depending on the meaning, If the word indicates a unit, then the verb is singular but if the word indicates individual items, then the verb is plural. For example: 1. My family consists of me, my sister and my mom and dad. ‘My family were rich before the war. 2. ‘The committee has approved the request. ‘The committee enjoyed their vacation. 3. The government Aas released funds for the poor ‘The government are insistent not to let their power wane. Rule 4: Some nouns that indicate length, measure, money or weight always take a singular verb, For example: 1. Three thousand kilometres és a long dri 2. One crore rupees is a large amount to beat. 3. Thirty kilograms of cotton wool was delivered to my house. Rule 5: Indefinite pronouns like someone, somebody, everyone, everybody, anyone and anybody always take a singular verb, For example: 1. Everybody és present today. 2. Somebody has committed this mistake. 3. Anyone can pass the exam if he fries. Foringular he verb ingular e and Unit 4: Beauty Rule 6: Use of less fewer, little alittle, few, a few, the fow Less means quantity, fewer means number. For example: 1. There are no less than three litres of milk in the bottle, 2. No fewer than 100 participants are in the seminar. Little means hardly any (nothing), @ /éfle means some. For example: 1. There is f¢tle sugar in the coffee. 2, There is a little sugar in the coffee. Few means not many, a few means some, the few means whatever there is. For example: 1. A fow men are free from evil. (X) — here the meaning is negative and so a fow is incorrect. Few men are free from evil. (V) 2. Few boys will come for the trip. (X) — here the meaning is positive and so few is incorrect. A few boys will come for the trip. (7) 3. I have already visited the few places that are on the list. (7) — here the meaning is whatever there is on the list. Rule 7: Use of the nwnber and a number For example: 1. The number of students lined up for registration were a hundred. (X) ‘The number of students lined up for registration was a hundred. (7) 2. A number of cricket players is still injured from the last match. (X) A number of cricket players are still injured from the last match. (/) i18 ENGlogue-t Rule 8: The noun following the phrase one of the is always a plural noun. The verb, however, agrees with the subject depending upon whether it is singular or plural. For example: 1. One of the student is absent. (X) One of the studenes is absent. (/) Rule 9: 4s ifis used to denote pretension. Whenever as third person singular. used, were is used, even with For example: 1, He behaves as if he was a president. (X) He behaves as if he were a president. (/) = _ OED Watch a few commercial advertisements on beauty products. List a set of the words that relate to the idea of beauty and physical appearance on slips of paper. Collect them and fold them, Take turns to draw a slip each. Now, do a Jus¢ a Minute talk based on the topic on the slip of paper that you picked. cx __________ OED Cubing is a pre-writing technique. It helps writers think about the object/idea they want to describe from different perspectives. A cube has six sides and cach side is used to represent a different aspect of an idea. The writer is therefore forced to shift his thinking in order to examine a different aspect of an idea, just like one face of a cube is different from another. Corowever, awith 's that nand topic antto esent der to other, Unit 4: Beauty 19 Associate it —— |< —— Apply it Compare it ——>| nalyse it ee Argue for or against Consider the idea of beauty. Spell out your thoughts on beauty using the cubing technique. ‘You can put down your points under the following indicators: 1. Describe 3. Associate 5. Apply 2. Compare 4. Analyse 6. Argue Afier you have listed your points, convert them into three simple starements under each indicator and list them within the cube.‘$0 much of who we are is where we have been’. William Langewiesche Expeditions and explorations have defined and shaped the world as we know it today. From our nomadic origins to one of the earliest conquests in 1066, from the discovery of new lands in the age of exploration to the age of colonisation and today the possibility of virtual and space journeys, travel has always been intrinsic to human evolution. Some of the greatest milestones in human history that have altered human thinking and influenced human development today are a result of travel: the first circumnavigation of the earth, the very discovery that the earth is round and not flat, the creation of the silk route, the discovery of America are all landmarks in human existence. Historically, travel also enabled international exploitations: the Mughal domination of the Indian sub-continent, the Spanish domination in Latin American countries, the French domination in several African countries and the English dominance on most of the world was made possible because of travel. From travelling with a purpose, such as exploration or conquest or trade, travelling has now evolved into an experience of a different life, People travel in search of a temporary escape from the mundane realities of everyday life, to be immersed in a different culture, to find similarities in dissimilarities, to seek adventure in the depths of the sea or the highest peaks, to be inspired, to find peace in the immense beauty of nature and to have a new story for oneselfThe journeys of Vijayan and Mohana, the humble tea-selling couple who have travelled to 23 countries or British ex-paratrooper Karl Bushby on his ‘Goliath Expedition’ are some of the best examples of the wanderlust we all experience which has led to the travel and tourism industry becoming one of the world’s largest. ‘Through travelogues, the diaries and letters of explorers and travellers and many other forms of expression, literature establishes travel as a means of getting lost in new experiences and finding oneself in the process, ‘Traveling—it leaves you speechless, then turns you into a storyteller’. Ibn Battuta 20. Side essa hea brin diffe get bef oft aim bles sincve Been’. ‘wiesche t today. wery of ality of ng has \porary ture, to righest wstory \o have sdition’ to the “forms res and Unit 2:Travel | 24 Text I: Why We Travel Pico lyer About the author Siddharth Pico Raghavan Iyer (born 1957), known as Pico Iyer,is British-born American essayist and novelist. Based in Japan, he is best known for his travel writing and his articles in Time magazine where he has been an essayist from 1986. Referring to himself as a ‘multinational soul on a multinational globe’, he writes about crossing cultures, inspecting cultures from an outsider’s perspective and the immense learning experienced through travel. For him, a place ceases to be a geographical location and evolves as @ ‘text’ to be decoded. He is widely recognised as an authority on the overlapping areas of travel, spirituality and culture. About the text Pico Iyer writes about ‘losing’ and ‘finding’ oneself through travel. Travel for him is means of changing perceptions, an escape from a conventional way of thinking and an eventual enrichment of the self. Travelling is also a humbling experience; it enables the individual to perceive beyond the imagined, to appreciate differences and to be open to the possibilities of different realities. Pico lyer finds travel a love affair: a way of profound introspection and awareness of the self through a deep engagement with a place. Why We Travel We travel, initially, to lose ourselves; and we travel, next, to find ourselves. We travel to open our 1 hearts and eyes and-leam more about the world than our newspapers will accommodate, We travel to bring what little we can, in our ignorance and knowledge, to those parts of the globe whose riches are differently dispersed. And we travel, in essence, to become young fools again — to slow time down and get taken in, and fal in love ance more. The beauty of this whole process was best described, perhaps, before people even took to trequent fying, by George Santayana in nis tapidary essay, The Phllosopry of Travel’. We ‘need sometimes; the Harvard philosopher wrote, to escape into open solitudes, into aimlessness, into the moral holiday of running some pure hazard, in order to sharpen the edge of life, to taste hardship, and to be compelled to work desperately for a moment at no matter what! | like that stress on work, since never more than on the road are we shown how proportional our 2 blessings are to the difficulty that precedes them; and | like the stress on a holiday that’s ‘moral’ since we fall into our ethical habits as easily as into our beds at night. Few of us ever forget thei 22 ENGIogue-1 connection between ‘travel’ and ‘travail; and | know that | travel in large part in search of hardship ~ both my own, which | want to feel, and others’, which | need to see. Travel in that sense guides us toward a better balance of wisdom and compassion — of seeing the world clearly, and yet feeling it truly. For seeing without feeling can obviously be uncering; while feeling without seeing can be blind. Yet for me the first great joy of traveling is simply the luxury of feaving all my beliefs and certainties at home, and seeing everything | thought I knew in a diferent light, and from a crooked angle. In that regard, even a Kentucky Fried Chicken outlet (in Beijing) or a scratchy revival showing of ‘Wild Orchids’ (on the Champs-Elysees) can be both novelty and revelation: In China, after all, people will pay a whole ‘week's wages to eat with Colonel Sanders, and in Patis, Mickey Rourke is regarded as the greatest actor since Jerry Lewis, fa Mongolian restaurant seems exotic to us in Evanston, il, it only follows that a McDonald's \would seem equally exotic in Ulan Bator — or, at least, equally far from everything expected. Though its fashionable nowadays to draw a distinction between the ‘tourist’ and the traveler’ perhaps the real distinction lies between those who leave their assumptions at home, and those who don’t: Among those who don't, a tourist is just someone who complains, ‘Nothing here is the way itis at home? while a traveler is one who grumbles, ‘Everything here is the same as itis in Cairo — or Cuzco or Kathmandu It all very much the same. But for the rest of us, the sovereign freedom of traveling comes from the fact that it whirls you around and turns you upside down, and stands everything you took for granted on its head. Ifa diploma can famously be a passport (to a journey through hard realism), a passport can be a diploma (for @ crash course in cuftual relativism), And the first lesson we learn on the road, whether we like it or Not, is how provisional and provincial are the things we imagine to be universal. When you go to North Korea, for example, you really do feel as if you've landed on a different planet — and the North Koreans doubtless feel that they're being visited by an extra-terrestral, too (or else they simply assume that You, as they do, receive orders every moming from the Central Committee on what clothes to wear ‘and what route to use when walking to work, and you, as they do, have loudspeakers in your bedroom broadcasting propaganda every moming at dawn, and you, as they do, have your radios fixed so as to receive only a single channel). We travel, then, in part just to shake up our complacencies by seeing all the moral and political Uurgencies, the life-and-death dilemmas, that we seldom have to face at home. And we travel to fil in the gaps left by tomorrow's headlines: When you drive down the streets of Port-au-Prince, for example, \where there is almost no paving and women relieve themselves next to mountains of trash, your notions: of the Intemet and a ‘one world order grow usefully revised, Travel is the best way we have of rescuing the humanity of places, and saving them from abstraction and ideology. ‘And in the process, we also get saved from abstraction ourselves, and come to see how much we can bring to the places we visit, and how much we can become a kind of carrier pigeon — an anti-Federal Express, if you like ~ in transporting back and forth what every culture needs. | find that | always take Michael Jordan posters to Kyoto, and bring woven ikebana baskets back to California; | invariably travel to Cuba with a suitcase piled high with botles of Tylenol and bars of soap, and come back with one piled high with saisa tapes, and hopes, and letters to long-lost brothers. ofth peor Lhas outs Not with con isth appr you have danc can are’ glob wer othe mini inte the obs app put: into aliw and ourhardship aides us feeling it be blind, orainties In that Orchids’ a whole est actor Donald's ‘Though the real : Among ve! while imandu? ails you diploma ima (for ike itor North foreans ne that to wear edroom 50 as to volitical 0 fill in ample, notions ssouing ‘much 1=an nd that ornia; 1 leome Unit 2:Travel 23 But more significantly, we carry values and beliefs and news to the places we go, and in many parts 7 of the world, we become walking video screens and living newspapers, the only channels that can take people out of the censored limits of their homelands. In closed or impoverished places, lIke Pagan or LUnasa or Havana, we are the eyes and ears of the people we meet, their only contact with the world outside and, very often, the closest, quite literally they will ever come to Michael Jackson or Bll Clinton. Not the least of the challenges of travel, therefore, is learning how to import — and export — dreams with tenderness. By now all of us have heard (100 often) the old Proust line about how the real voyage of discovery 8 consists not in seeing new places but in seeing with new eyes. Yet one of the subtler beauties of travel is that it enables you to bring new eyes to the people you encounter. Thus even as holidays help you appreciate your own home mote — not least by seeing it through a distant admirer’s eyes — they help you bring newly appreciative — aistant — eyes to the places you visit. You can teach them what they have to celebrate as much as you celebrate wat they have to teach. This, | think, is how tourism, which 0 obviously destroys cultures, can also resuscitate of revive them, how it has created new ‘traditional’ ances in Bali, and caused craftsmen in India to pay new attention to their works. If the first thing we can bring the Cubans is a real and balanced sense of what contemporary America is tke, the second — and perhaps more important — thing we can bring them is afresh and renewed sense of how special are the warmth and beauty of their country, for those who can compare it with other places around the globe. Thus travel spins us round in two ways at once: It shows us the sights and values and issues that 9 we might orcinatily ignore; but it also, and more deeply, shows us al the parts of ourselves that might otherwise grow rusty. For in traveling to a truly foreign place, we inevitably travel to moods and states of mind and hidden inward passages that we'd otherwise selcom have cause to visit. On the most basic level, when I'm in Thailand, though a teetotaler who usually goes to bed at 9 10 p.m.,1 stay up tll dawn in the local bars; and in Tibet, though not a real Buddhist, I spend days on end in temples, listening to the chants of sutras. | go to tceland to visit the lunar spaces within me, and, in the uncanny quietude and emptiness of that vast and treeless world, to tap parts of myself generally obscured by chatter and routine. We travel, then, in search of both self and anonymity — and, of course, in finding the one we 11 apprehend the other. Abroad, we are wonderfully free of caste and job and standing; we are, as Hazlitt puts it, just the ‘gentlemen in the parlour’ and people cannot put a name or tag to us. And precisely because we are clatified in this way, and freed of inessential labels, we have the opportunity to come into contact with more essential parts of ourselves (which may begin to explain why we may feel most alive when far from home). ‘Abroad is the place where we stay up late, follow impulse and find ourselves as wide open as when 12 we are in love. We live without a past or future, for a moment at least, and are ourselves up for grabs ‘and open to interpretation. We even may become mysterious — to others, at first, and sometimes to ourselves — and, as no less a dignitary than Oliver Cromwell once noted, ‘A man never goes so far as when he doesn't know where he is going”i | | i | y 24 | ENGlogue-t 14 15 16 17 18 ‘There are, of course, great dangers to this, as to every kind of freedom, but the great promise of it is that, traveling, we are born again, and able to retum at moments to a younger and a more open kind of self. Traveling is a way to reverse time, to a small extent, and make a day last a year — or at least 45 hours — and traveling is an easy way of surrounding ourselves, as in childhood, with what we cannot understand. Language facilitates this cracking open, for when we go to France, we often migrate to French, and the more childlike setf, simple and polite, that speaking a foreign language educes. Even ‘when I'm not speaking pidgin English in Hanoi, 'm simplified in a positive wey, and concemed not with expressing myself, but simply making sense. So travel, for many of us, is @ quest for not just the unknown, but the unknowing; I, at least, travel in search of an innocent eye that can retum me to a more innocent self. tend to believe more abroad than | do at home (which, though treacherous again, can at least help me to extend my vision), and | tend to be more easily excited abroad, and even kinder. And since no one | meet can ‘place’ me —no one can fix ‘me in my risumi —1 can remake myself for better, as well as, of course, for worse (if travel is notoriously € cradle for false identities, it can also, at its best, be a crucible for truer ones). In this way, travel can be a kind of monasticism on the move: On the road, we often live more simply (even when staying in a luxury hotel), with no more possessions than we can carry, and surtendering ourselves to chance. This is what Camus meant when he said that ‘what gives value to travel is fear’ — disruption, in other words, (or emancipation) from circumstance, and all the habits behind which we hide. And thatis ‘why many of us travel not in search of answers, but of better questions. | like many people, tend to ask questions of the places | visit, and relish most the ones that ask the most searching questions back of ‘me: In Paraguay, for example, where one car in every two is stolen, and two-thirds of the goods on sale are smuggled, | have to rethink my every Californian assumption. And in Thailand, where many young ‘women give up their bodies in order to protect their families — to become better Buddhists — | have to Question my own too-ready judgments. The ideal travel book; Christopher Isherwood once said, ‘should be perhaps a litle lke a crime story in which you're in search of something! And it's the best kind of something, | would add, it's one that you can never quite find. | remember, in fact, after my ftst trips to Southeast Asia, more than a decade ago, how | would come back to my apartment in New York, and lie in my bed, kept up by something more than jet lag, playing back, in my memory, over and over, all that! had experienced, and paging wistfully though my photographs and reading and re-reading my diaries, as if to extract some mystery from them. Anyone witnessing this strange scene would have drawn the right conclusion: ! was in love, For if every tue love affair can feel like a journey to a foreign country, where you can't quite speak ‘the language, and you don’t know where you're going, and you're pulled ever deeper into the inviting darkness, every trip to a foreign country can be a love affair, where you'te left puzzling over who you are and whom you've fallen in love with. All the great travel books are love stories, by some reckoning — from the Odyssey and the Aeneid to the Divine Comedy and the New Testament — and all good trips are, lke love, about being carried out of yourself and deposited in the midst of terror and wonder. ‘And what this metaphor also brings home:to us is that all travel is a two-way transaction, as we too easily forget, and if warfare is one model of the meeting of nations, romance is another. For what \we all too often ignore when we go abroad is that we are objects of scrutiny as much as the people we scrutinize, and we are being consumed by the cultures we consume, as much on the road as when we are at tothe We fall-gun will fat of illus And in willy-ni Th us: ho of Mil: dampe betor that st Th blanc are er archet Lawret readil aroun Al transp highes it prec in wet ‘Te g A the w earth like Je cities the la Empir values ir the wi Pitt. A them differe 14th19 20 24 22 23 24 ———— Unit 2: Travel| 25 tise of it are at home. At the very least, we are objects of speculation (and even desire) who can seem as exotic yen kind ‘to the people around us as they do to us. east 45, ‘cannot We are the comic props in Japanese home-movies, the oddities in Maliese anecdotes and the grate to fall-guys in Chinese jokes; we are the moving postcards or bizarre objets trouves that villagers in Peru 5. Even will later tell their fiends about, If travel is about the meeting of realities, itis no less about the mating not with of ilusions: You give me my dreamed-of vision of Tibet, and I'l give you your wished-for Calforia, ‘And in truth, many of us, even (or especially) the ones who are fleeing America abroad, will get taken, willy-nilly, as symbols of the American Dream. travel in ad than ‘That, in fact, is perhaps the most central and most wrenching of the questions travel proposes to tend to us: how to respond to the dream that people tender to you? Do you encourage their notions of a Land scan fx of Milk and Honey across the horizon, even if itis the same land you've abandoned? Or do you try to oviously dampen their enthusiasm fora place that exists only in the mind? To quicken their dreams may, after all, wel can be to match-make them with an illusion; yet to dash them may be to strip them of the one possession ing ina that sustains them in adversity. aa That whole complex interaction ~ not unlike the dilemmas we face with those we love (how do we tion, in balance truthfulness and tact?) — Is partly the reason why so many of the great travel writers, by nature, Ithat is are enthusiasts: not just Pierre Loti, who famously, infamously, fell in love wherever he alighted (an ito ask archetypal sailor leaving offspring in the form of Madame Butterily myths), but also Henry Miller, DH. back of Lawrence or Graham Greene, all of whom bore out the hidden truth that we are optimists abroad as on sale readily as pessimists at home. None of them wes by ary means blind to the deficiencies of the places # young around them, but all, having chosen to go there, chose to find something to admire. we Ail, in that sense, believed in ‘being moved’ as one of the points of taking trips, and ‘being kind of transported’ by private as well as public means; all saw that ‘ecstasy’ (‘ex-stasis’) tells us that our highest moments come when we're not stationary, and that epiphany can follow movement as much as it precipitates it. | remember once asking the great travel writer Norman Lewis if he'd ever be interested | would in writing on apartheid South Africa. He looked at me astonished, To wilte well about a thing’ he sai jet lag, ‘ve got to like it!” reed Atthe same time, a allthis Is intrinsic to travel, from Ovid to O'Rourke, travel itself is changing as the world does, and with it, the mandate of the travel writer. I's not enough to go to the ends of the arth these days (not least because the ends of the earth are often coming to you); and where a writer speak like Jan Morris could, a few years ago, achieve something miraculous simply by voyaging to all the great inviting Cities of the globe, now anyone with a Visa card can do that. So where Mortis, in effect, was chronicling ho you the last days nf the Fmpice, a younger travel writer is in a hetler position to chart the fist days of a new koning Empire, post-national, global, mobile and yet as diligent as the Raj in transporting its props and its id trips values around the world, . In the mid-19th century, the British famously sent the Bible and Shakespeare and cricket round a the world; now @ more intemetional kind of Empire is sending Madonna and the Simpsons and Bred, sr what Pitt. And the way in which each culture takes in this common pool of references tells you as much about ple we them as their indigenous products might. Madonna in an Islamic country, afte all, sounds radically ven we different from Madonna in a Confucian one, and neither begins to mean the same as Madonna on East 14th Street. When you go to @ McDonald's outlet in Kyoto, you will find Teriyaki MeBurgers and Bacon26 25 26 ar 28 29 ENGlogue-t Potato Pies. The placemats offer maps of the great temples of the city, and the posters all around bbroadeast the wonders of San Francisco, And ~ most crucial of all — the young people eating their Big Macs, with baseball caps worn backwards, and tight 501 jeans, are stil utterly and inalienably Japanese in the way they move, they nod, they sip their Oolong teas — and never to be mistaken for the patrons of a McDonald's outiet in Rio, Morocco or Managua. These days a whole new realm of exotica arises out of the way one culture colors and appropriates the products of another. The other factor complicating and exciting all ofthis is people, who are, more and more, themselves ‘as mary-tongued and mongrel as cities like Sydney of Toronto or Hong Kong. | am, in many ways, an increasingly typical specimen, if only because | was born, as the son of Indian parents, in England, ‘moved to America at 7 and cannot really call myself an indian, an American or an Englishman. | was, in shor, @ traveler at birth, for whom even a visit to the candy store was a tip through a foreign world where no one | saw quite matched my parents’ inheritance, or my own. And though some of this is involuntary and tragic ~ the number of refugees in the world, which came to just 2.6 million in 1970, is now atleast 27.4 million — it does involve, for some of us, the chance to be transnational in a happier sense, able to adapt anywhere, used to being outsiders everywhere and forced to fashion our own rigorous sense of home, (And if nowhere is quite home, we can be optimists everywhere.) Besides, even those who don't move around the world find the world moving more and more around them, Walk just six blocks, in Queens or Berkeley, and you're traveling through several cultures in as ‘many minutes; get into a cab outside the White House, and you're often in a piece of Addis Ababa, And technology, too, compounds this (sometimes deceptive) sense of availability, so that many people feel they can travel around the world without leaving the room — through cyberspace or CD-ROMs, videos and virtual travel. There are many challenges in this, of course, in what it says about essential notions, of family and community and loyalty, and in the worry that air-conditioned, purely synthetic versions of Places may replace the real thing — not to mention the fact that the world seems increasingly in flux, a ‘moving target quicker than our notions of it But there is, for the traveler at least, the sense that learning, about home and learning about a foreign world can be one and the same thing. All of us feel this from the cradle, and know, in some sense, that all the significant movement we ever take is Internal. We travel when we see a movie, strike up a new friendship, get held up, Novels are often journeys as much as travel books are fictions; and though this has been true since at least as. long ago as Sir John Mandeville's colorful 14th century accounts of a Far East he'd never visited, it's an even more shadowy distinction now, as genre distinctions join other borders in collapsing, In Mary Monis's ‘House Arrest, a thinly disguised account of Castro's Cuba, the novelist reiterates, 6on the copyright page, ‘All dialogue Is invented. Isabella, her family, the inhabitants and even la isla itself are creations of the author's imagination’ On Page 172, however, we read, ‘La isla, of course, does exist. Don't let anyone fool you about that, It just feels as if it doesn’t, But it does No wonder the travel-writer narrator — a fictional construct (or not)? — confesses to devoting her travel magazine Column to places that never existed. ‘Erewhon’ afte all, the undiscovered land in Samuel Butlers great travel nove, is just ‘nowhere’ rearranged, Travel, then, is a voyage into that famously subjective zone, the imagination, and what the traveler brings back is — and has to be — an ineffable compound of himself and the place, what’ really there and what’ only in him. Thus Bruce Chatwin’s books seem to dance around the distinction between fact and fat Engian memoi An travel ¥ adviser of then we dot it Ora Africa ¢ So Thorea explore threshe take be An travel E steps c Snow L ‘island realm\ lie witt So the he possib humor, Buddahall around ating their ralienably cen forthe of exotica lemselves, ‘ways, an Engand, an. | was, sign world of this is 1 1970, is a happier ‘our own re around ires in as vaba. And cope feel is, videos i! notions arsions of in flux, a tleaming eiterates, an la isla f course, mnder the magazine ars great 2 traveler sly there veen fact Unit 2: Travel 27 and fancy. \.S. Naipaul's recent book, ‘A Way in the World; was published as a non-fictional ‘series’ in England and a ‘novel’ in the United States. And when some of the stories in Paul Therous’s half-invented ‘memoir, My Other Life; were published inThe New Yorker, they were slyly categorized as ‘Fact and Fiction’ And since travel is, in a sense, about the conspiracy of perception and imagination, the two great 30 ‘travel writers, for me, to whom | constantly return are Emerson and Thoreau (the one who famously advised that ‘traveling is @ fool's paradise; and the other who ‘traveled a good deal in Concord’), Both of them insist on the fact that reality Is our creation, and that we invent the places we see as much as we do the books that we read. What we find outside ourselves fas to be inside ourselves for us to find it. 01, as Sir Thomas Browne sagely put it, We carry within us the wonders we seek without us. There is Africa and her prodigies in us? So, if more and more of us have to carry our sense of home inside us, we also ~ Emerson and 31 Thoreau remind us ~ have to carry with us our sense of destination. The most valuable Pacifics we explore will always be the vast expanses within us, and the most important Northwest Crossings the thresholds we cross in the heart. The virtue of finding a gilded pavilion in Kyoto is that it allows you to take back a more lasting, private Golden Temple to your office in Rockefeller Center, And even as the world seems to grow more exhausted, our travels do not, and some of the finest. 32 travel books in recent years have been those that undertake-a parallel journey, matching the physical steps of a pilgrimage with the metaphysical steps of a questioning (as in Peter Matthiessen’s great The ‘Snow Leopard’), or chronicling a trip to the farthest reaches of human strangeness (as in Oliver Sack’s ‘Island of the Color-Blind; which features a journey not just to a remote atoll in the Pacific, but to realm where people actually see light differently). The most distant shores, we are constantly reminded, lie within the person asleep at our side. So travel, at heart, is just a quick way to keeping our minds mobile and awake. As Santayana, 33 the heir to Emerson and Thoreau with whom | began, wrote, ‘There is wisdom in tuming as often as possible from the familiar to the unfamiliar; It Keeps the mind nimble; it kills prejudice, and it fosters humor? Romantic poets inaugurated an era of travel because they were the great apostles of open eyes. Buddhist monks are often vagabonds, in part because they believe in wakefulness. And if travel is like love, iti, in the end, mostly because its a heightened state of awareness, in which we are mindful, receptive, undimmed by familiarity and ready to be transformed. That is why the best tips, like the best love affairs, never really end. Rec ieecucieiticinl 1. Why do we travel? Carefully read the first paragraph by the author and reflect on the same. 2. During travel, one realises and values blessings. Which paragraph substantiates the same? Explain, 7 3. ‘Yet for me the first great joy of travelling ... from a crooked angle.’ Explain the given statement based on your inference from the reading,28 10. 11. 12. 13. 14. ENGiogue-4 What is the basic difference between a traveler and a tourist? How does the author explain that not all things are universal? How does travel help one overcome complacency? Substantiate with reference to the text. Identify parts of the essay where the author highlights how travel helps one appreciate home culture and other cultures, “We travel in search of both self and anonymity.’ Explain. Why does the author state that, a chance of us being ourselves, or refining ourselves, is possible abroad? Substantiate ‘What is the most difficult question that travel proposes to us? Which parageaph enumerates the same? ‘What does a younger travel writer do when compared to a traveller of the yesteryears? What are the challenges of virtual travel? Identify which paragraph talks about the same. In which lines of the essay does the author capture the idea of travel? List five examples of how one discovers self as given in the essay. Text Il: What Solo Travel Has Taught Me About the World — and Myself Shioga Nath About the author Travel blogger Shivya Nath gave up a corporate job, a ‘settled life’ and the comforts of a home to embrace the adventurous life of a nomad. Her first book The Shooting Star, which is also the title of her award-winning travel blog, traces her journey fom the corporate rat-race to the open roads. A solo-traveller determined to travel on her own terms and chal lenge social conventions, she has made the world her ‘home’, redefining the idea of travel from leisure to a lifestyle, She was awarded Best Indian Travel Blogger by Vague India (2015) and Indian Blogger Awards (2013). She was also featured on BBC Travel and NDTV (2014). ‘The b] beyon and e Tearni w There ¢ travel an Ind, Read ¢ As be toant ‘The ye and nc city in on the Thad water to hike sary. figure smile ~and Those So wh them Explor Perna averat singay Butit = that my 0ice to the spreciate rarselves, aragraph teryears? bout the orts of a 1, which orporate rms and » idea of 2y Vogue 2 Travel Unit 2: Travel PATON tae. as “Ihe blog post dated 28 March, 2018, shows the author's personal experience of venturing beyond comfort zones and the confines of the traditional four walls, breaking inhibitions and establishing herself as a success story today. She also writes about the immense learning and independence that solo-travel has given her. What Solo Travel Has Taught Me About the World - and Wiyself There are plenty of perspectives out there about solo female travel - some that encourage women to travel solo, others that question it. Personally, over the last six years of frequently travelling solo as an Indian woman, I've found plenty of reasons to continue to ‘Say yes to the world. Why travel solo? Read on: AAS | boarded my flight to Japan earlier this month, the familiar anxiety and excitement of travelling solo 10 an unknown country overwhelmed my senses, | thought ofthe first time | had faced the world alone. ‘The year was 2009, and { was in Hong Kong for a job interview; with my flight covered by the company and no other commitments, it made sense to extend my stay for a few days and explore a bit of the city. In those days, | stil relied on my family's approval to make such decisions, and luckily, they agreed ‘on the condition that | would stay with some family fiends, {had no agenda for those three or four days in Hong Kong. | vaguely remember walking along the \waterfront by myself and taking the ropeway to a giant Buddha statue. | also summoned the courage to hike in the mountains surrounding the city. But the thing that remains etched in my memory is how starry-eyed | felt watching the world go by in a country unknown to me, How disoriented | felt trying to figure out directions and explain food preferences in a language unknown to me. How human | fet to smile at a stranger ~ who's life, upbringing, color and perspective were completely different from mine ~ and have the smile retuned, Those sentiments often come rushing back on my solo adventures, even ail these years later So when Lufthansa india reached out to me about their new campaign, asking people what makes them travel and love the world, I felt compelied to pen all my reasons for travelling solo: Exploring the world has made me challenge societal norms I've grown up with Perhaps you know that | gew up in a small town in India. A regular upbringing and schooling, with average ambitions to become an engineer or banker. | lucked out with a chance to study abroad in Singapore. A regular college, with average ambitions to score a well-paying corporate job. But it wasn’t until | began to travel - to take off during long weekends and annual leaves from work - that | slowly begen to realise that I didn’t have to do what everyone else was doing, That | could define ‘my own ‘normal’. And so, with time, | quit my 9-5 job, stopped living in a big city, gave up having a home 29| | 90 ENGlogue-t to go back to, rebelled against the idea of marriage and refuse to have children on an overpopulated earth. tt doesn't matter that I'm young, Indian or a woman. The world - or what I've explored of it~ has ‘taught me that it doesn't matter where we come from, the only thing that matters is where we are headed. ve learnt to stop judging strangers by their appearance In 2012, when | was invited for a cultural exchange program to Bahrain, many people filled my mind with scary thoughts. About life in the Middle East, the way women are treated and how locals can look down upon @ woman travelling by herself. There is no doubt that women have battles to fight in the region (as we do in India), but no one ever told me that the people of Bahrain~ women and men - are ‘Some of the friendliest I'l ever meet. | got rides with strangers without even putting my thumb out; many ‘et me in to their homes and lives; some even showed me their favourite parts of the country. It was in Bahrain that fist pledged never again to judge people by what they weer, what religion they practice or the color of their skin, ‘Since then, I've learnt that the world [s full of people different from you and me - and when we embrace ‘those differences with an open mind, we go from being citizens of one country to that of a shared Planet. A planet that is as much Nome to the primitive forest tribes of Odisha in eastern India as itis ‘to the Welsh folk of Great Britain My comfort zone has expanded in the most unexpected of ways ''m penning this post after a rejuvenating evening at an undersea onsen on a remote island in Japan, For the uninitiated, an onsen is a Japanese public bath with hot water from natural hot springs, where only nude bathing is allowed. Some onsens are separated by gender and some are mixed - and well, ve tried both on my current tip in Japan! To be honest, | said no to a lot of things in my pre-travel days. | was afraid to push myself, challenge cultural norms that society imposes on us, question values | was brought up with and go beyond what felt familar. But the more | travel, the more | learn to face fears that hide deep within me. And facing these fears has ‘ed me to some of my life's most beautiful experiences - lke fighting my solo travel anxieties to board a fight to Central America, getting over the fear of falling and injuring myself while attempting to sii in Switzerland, and well, getting over my notions of nudity and being comfortable enough with my body to soak in a hot bath filed with naked women and men as part of Japan’s onsen culture. So although | can't quite pen down why | travel, | can tell you that | love the world because even after all these years of exploring it, it never ceases to surprise, challenge and excite me. sul Use th‘populated of it~ has 2re we are i my mind, s can look ight in the men ~ are out; many y It was in y practice vembrace a shared lia as itis in Japan. 8s, where and well, challenge ‘ond what fears has to board sto ski in y body to wen after Unit 2:Travel | 31 Seth estoy eu EUSTON 1, What were the immediate emotions of Shivya Nath when in Hong Kong all by herself? 2. What, according to the author, matters the most? 3. How does Pico Iyer's work and Shivya Nath’s work help you understand the idea of perspectives when travelling to different places? 4, Pick out points from both the texts with regard to the idea of comfort zones and substantiate with reasons. 5. Both the authors bring in many similar ideas. Locate the key points and explain. Use the clues given below to solve the crossword. 132 ENGlogue-1 Down cause to move suddenly with force infer something |. chain of islands formed of coral a situation of severe trial which leads to the birth of something new ahot spring or a resort developed around a hot spring Across L 3. 6. 8. 9. non-native form of simplified language person who cuts, polishes or engraves gems person who does not consume alcohol indescribable in words a moment of great revelation or realisation Find words from the essay by Pico lyer that have a meaning close to the following: 1. 2. 6. ~ the basic, real and invariable nature of « thing or its significant individual feature or features characterised by an exactitude and extreme refinement that suggests gem cutting being in accordance with the rules or standards for right conduct or practice, especially the standards of a profession strikingly unusual or strange in effect or appearance pain, anguish or suffering resulting from mental or physical hardship —__ greatest in degree; utmost or extreme the act of considering something as a general quality or characteristic, apart from concrete realities, specific objects, or actual instances 10. f Dang meancature or cutting specially 8. 9% 10. CE Unit 2: Travel reduced to poverty to revive, especially from apparent death or from unconsciousness ——_______ mysterious; arousing superstitious fear or dread; uncomfortably strange Find words from the blogpost ‘What Solo Travel Has Taught Me’ that relate to the meaning given here. a5 2. ee ND 10. to overcome completely in mind or feeling alist, plan, outline, or the like, of things to be done, matters to be acted or voted upon, ete to call upon to do something specified to fix permanently in or implant firmly on the mind; root in the memory to resist or rise against some authority, control, or tradition —_______ to make young again; restore to youthful vigour, appearance ete. ‘an opinion, view, or belief a standard, model, or pattern to put or set by or as if by authority far apart; far distant in space; situated at some distance away. = $$ ____ Dangling modifiers ‘A dangling modificr is an unclear word or phrase that confuses readers because it is ambiguous. A modifier could be misunderstood with a word other than its intended meaning, 33ENGlogue-1 cxample: “The Big’~ this phrase does not make any sense as it does not say what is “The Big Plane’~ is a complete phrase, which makes sense. Look at the following examples: 1. Having finished the homework, the music was played. ‘Having finished’ is a dangling modifier because it does not state the doer of the action, Here, the doer is not ‘the music, itis Jude, He is the one doing the action. So, the participle phrase is a dangling modifier. ‘The correct sentence would be: Having finished the homework, Jude played the music, ‘To pass his class 10, the test was written again. ‘This sentence says the test was trying to pass class 10.’To improve, combine the main clause and the phrase into one sentence. ‘The correct sentence would be He passed his class 10 by writing the test again. Let us look at a few more examples: 1. After I walked for two hours, the cab ride was relaxing. (x) After walking for hours, thought the eab ride was relaxing. (7) ‘When I was fourteen, my teacher enrolled me in a tournament. (X) ‘At the age of fourteen, I was enrolled in a tournament by my teacher. (/) Crashed in the forest, the missing plane was found by the army. (x) ‘The army found the missing plane that had crashed in the forest. (7) Carrying a heavy load of logs, truck’s axle broke. (X) ‘When the truck was carrying a heavy load of logs, its axle broke. (/) wR PN Fautty Faulty are si kinds Fore: oA il Fault, restau Paral) eV Fore Deep Hei Jack7 what is e action, So, the ae main, Unit 2:Travel | 3 ©) Rewrite the sentences given below by revising the dangling modifiers. 1. After having arrived late to the party, the food was eaten, ‘To correct the mistakes, the survey was done again. While watching @ movie on TV, commercial breaks are iritating. By taking care of my children, flu did not make them miss school. a To lose weight, sweets should be avoided. Faulty parallelism Faulty parallelism is a construction of words in which two or more parts of the sentence are similar in meaning but not grammatically similar in form. Let us look at different kinds of parallelism errors. For example: © A series of things, actions and ideas should be expressed in a similar manner. Words like, 4y, £0, that and because must be repeated to keep the sentence in the parallel form. Faulty: The actor went to the saloon, visited the garments shop and stopped at the restaurant. Parallel: The actor went to the saloon, to the garments shop and to the restaurant. * When linking two words or group of words using and, each word or group of words must have the same grammatical form. For example: Deepak enjoys teaching Jenguage and literature. (two nouns) He listens and talks carefully. (evo verbs) Jack will return to India, and Jill will return to America, (two dependent clauses) © When comparing two things using than or as, the things that are compared should be similar in meaning and in grammatical form, 1 | | ' | i36 ENGiogue-1 Paulty: The roads in the USA are better than in India. Parallel: The roads in the USA are better than the roads in India. © When using correlative conjunctions (nof only ... but alsa both ... and, neither ... nor, either ... or), both must be equally balanced in meaning and form. Faulty: He is either a mad man or he is a geni Parallel: He is either a mad man ot a genius. Either he is a mad man, or he is a genius. * Don't omit words that are necessary. Faulty: Preethi always has and always will finish her work on time. Parallel: Preethi always has finished her work and always will finish her work on time. Rewrite thte sentences given below, correcting the errors in parallelisms. 1. ‘The new teacher spoke in a nasal tone and loudly. 2, The football coach told his players that they should drink a lot of water, to not eat fried food and sleep. 3. The joys of teaching are knowing each student and to help those students to improve. 4, My brother helped us make the cake and calling the guests to the garden for games. 5. Tlove marathon running, to swim in the pool and riding my bicycle. Deadwood words Deadwood words and phrases make sentences lengthy and complicated using unnecessary words. Avoid unnecessary words to write concisely and accurately. Here are some examples of how to reduce the word count of sentences and how to write more accurately. Eliminate deadwood phrases such as: 1. amajority of — most 2. a sufficient amount of - enough ye Nn Ane 10. ; i. 12. 13. 14, 15. 16. 17. 18. 19. 20, Avoi Ibis mak For ¢ Wor ReviUnit 2:Travel 37 I along the lines of - like despite the fact that - although ees nor, due to the fact that — because 3. 4 5 6. during the time that - while 7. for the purpose of - for 8. for the reason that ~ because 9. for this reason ~ thus, therefore b 10. give consideration to ~ consider, examine 11. give indication of — show, indicate, suggest ime. ss 12. in accordance with - under | 13. ina number of - several, many 14. in close proximity to— near 15. in large measure ~ largely 16. in many cases ~ often at fried 17. in most cases ~ usually 18. in view of the fact that ~ because, nprove, 19. in the vicinity of ~ near ames. 20. with the exception that ~ except that Avoid using long’clauses and phrases Tei important to identify the deadwood words in a sentence and then eliminate them to cessary make writing crisp. For example: > write Wordy: The comedian af the end of the line tried to sweep up the spotlight. Revised: The Jasé comedian tried to sweep up the spotlight.Avoid using, there is, there are as they add no meaning to the sentence. Revise For example: Avoic Wordy: There is a magnetic chip in every ID card. Fore Revised: A magnetic chip is in every ID card, Word | Wordly: There are five security guards at the gate. Reviss Revised: Five security guards stand at the gate. a Avoid words like very, really, totally as these words add no meaning to the sentence. Fore For example: Word ‘Wordy: By the time he got home, Kishore was very tired. ae Revised: By the time he got home, Kishore was exhausted hem Wordy: I was also really hungry. c Revised: I was also Aungry (or famished), Rewti : Avoid using redundancies. Instead, replace them with precise words. oa | For example: re Wordy: At this point in time, he should take care of his health. 2% il Revised: Now he should take care of his health. a | : 4 It : Use Active verbs. 7 | For example: ‘Wordy: "The research proposals were reviewed by the supervisors. Revised: The supervisors reviewed the research proposals. i Avoid big words and lengthy phrases. For example: Bring 5 min Wordy: At the present time, students who are graduating from high school should be empowered to participate in the voting process. Feeeecaeeeenee. uld be Unie2travel [397 Revised: High school students should be given the voting right. Avoid using noun forms. For example: Wordy: The presentation of the budget by the cabinet members was convincing. Revised: "The cabinet members presented their budget convincingly. Avoid vague nouns. For example: Wordy: After reading several things in the area of political science, I decided to put myself in a situation where I might change my subject. Revised: After reading several political science books, I decided to change my subject OED Rewrite the sentences given below by eliminating the deadwood words and phrases. 1. After spending sufficient amount of time in preparing for a career in engineering, I realised that I'm not cut out for it. For this reason the children do not enjoy going to the park. In accordance with the wishes of the manager, the team pulled off the night shift. Tt has been in scen in most cases that such advice does not work. yok we ON Everybody went on the picnic with the exception of Ranjit O= Bring pictures of any of your travels (preferably solo) and talk about your experiences in about 5 minutes.40 | ENGlogue-1 Read the two truisms of travel given below. Next, talk about these for about 5 minutes. It is hard to say which affliction is worse ~ wanderlust or homesickness. By traveling the world to see the difference in human conditions we inadvertently speed up the bomogenisation of that culture, Think of a place that you have wanted to travel to. Brainstorm a few points about the place, the people and the culture using a mind map. Prepare a list of things that you will need when you plan to travel to the place you had chosen in the earlier task and give reasons for including those items. You may make the list in order of priority. Note: Avoid a regular and obvious list of things like clothes and accessories. ‘The ¢ (abio partic techn to th popu With is no onth existe ‘Thou of th’ consi Simil pract their natur doct: southte place, chosen ed up the “We do not inherit the Earth from our ancestors—we borrow it from our children.’ — Native American Chief Seattle ‘The environment is defined as the cumulative total of all living (biotic) and non-living (abiotic) components. It includes the natural world in its totality or can refer to any particular geographical area in question. ‘The declining state of the environment due to technological advances, draining of natural resources, insufficient impact of laws pertaining to the environment along with lack of vision and political will has become the topic of popular discourses. ‘With the increasing number of environmental problems due to global climate change, it is now imperative for every individual to be more conscious of the impact of our actions on the environment, There is a need for a paradigm shift from our current anthropocentric existence to a recognition and appreciation of an ecocentric worldview. ‘Though an ecocentric attitude is the need of our contemporary times, the propagation of this ideology has existed in many cultures since antiquity. Kautilya, in his Arébashastra considered the conservation of nature as an essential requisite of ideal governance. Similarly, as discovered by paleocthnobotanists, the people of the Mayan civilisation practiced forest management systems 3000 years ago. The ancient Japanese developed their ethics, art, aesthetics and values based on the findamental view that humans and nature are essentially one, In fact, the traditional religion of Japan, Shinto, practices the doctrine of nature‘and ancestor worship. The Bushmen, who ae the indigenous people of southern Africa, are well-known for the deep connection they have with their lands and for their lifestyle practices that focus on ecological balance. JIn literature, nature images are extremely common. However, the concern for nature expressed through various genres is fairly recent. A shift from Wordsworthian pantheism to Leopold's ecocentrism is reflective of the changing concerns and aesthetics of the times. ‘Ff you really think the economy is more important that the environment, try holding your breath swbilst you count your money" ~ Dr Guy McPhersonoan ENGIogue-t Text I: Thinking Like a Mountain Aldo Leopold Goer Aldo Leopold (1887-1948) was an American author, philosopher, scientist, ecologist, conservationist and environmentalist. His best known work Sand County Almanac: And Sketches Hereand Theresa collection of essays that is considered a landmark in the American Conservation Movement. A pioneer in Wildlife Management and the ecocenttic ethic, Leopold’ life works center on the idea of a responsible relationship between humans and the land they inhabit. Pe UT ea Thinking Like « Mountain is an essay from Leopold's collection of works A Sand County Almanac: And Sketches Here and There. The title has emerged as a term depicting a philosophy that focuses on a holistic harmony among the various elements of the ecosystem. “Thinking like a mountain’ means to have a long-term ecological vision and recognition of the significance of every level of the food chain. he essay provides a deep insight into the consequences of human intervention and the resultant disturbances in environmental integrity. Thinking Like a Mountai A deep chesty baw! echoes from rimrock to rimrock, rolls down the mountain, and fades into the far blackness of the night. It is an outburst of wild defiant sorrow, and of contempt for all the adversities of the world. Every living thing (and perhaps many a dead one as well) pays heed to that call.To the deer itis a reminder of the way of all flesh, o the pine a forecast of midnight scuffles and of blood upon the snow, to the coyote a promise of gleanings to come, to the cowman a threat of red ink atthe bank, to the hunter a challenge of fang against bullet. Yet behind these obvious and immediate hopes and fears there lies a deeper meaning, known only to the mountain itself. Only the mountain has lived long enough to listen objectively to the howl of a wolf. ‘Those unable to decipher the hidden meaning know nevertheless that itis there, for itis felt in al \wolf country, and distinguishes that country from all other land. it tingles in the spine of all who hear wolves by night, or who scan their tracks by day. Even without sight or sound of wolf, itis implicit in a hundred small events: the midnight whinny of a pack horse, the rattle of rolling rocks, the bound of a fleeing deer, the way shadows lie under the spruces. Only the ineducable tyro can fail to sense the presence or absence of wolves, or the fact that mountains have 2 secret opinion about them. ‘My own conviction on this soore dates from the day I saw a wolf die. We were eating lunch on a high rimrock, at the foot of which a turbulent river elbowed its way. We saw what we thought was a doe fording out he from tr titerall In pumpit is alwa into im We have k her anc meant sensec Sit anew, Thave Vhave someo starvec sage, ¢ In in mor be repl many ¢ he is t mount: We legs, and de well en danger world seldonscologist, mnac: And \merican Hic ethic, nans and 4 County ilosophy thinking 1 of the into the mental ito the far orsities of the deer Dod upon the bank, >pes and ived long felt in all aho hear aici in a ound of ense the teh ona asa doe Unit 3: Environment | 43 fording the torrent, her breast awash in white water. When she climbed the bank toward us and shook out her tail, we realized our error: it was a wolf. A half-dozen others, evidently grown pups, sprang {rom the villows and all joined in a welcoming melee of wagging tails and playful raulings, What wes literally a pile of wolves withed and tumbled in the center of an open flat at the foot of our rimrock In those days we had never heard of passing up @ chance to kill @ wolf, In a second we were 4 pumping lead into the pack, but with more excitement than accuracy: how to aim a steep downhill shot is always confusing. When our rifles were empty, the old wolf was down, and a pup was dragging a leg into impassable slide-rocks. We reached the old wolf in time to watch a fierce green fire dying in her eyes. | realized then, and 5 have known ever since, that there was something new to me in those eyes something known only to her and to the mountain. | was young then, and full of trigger-iteh; | thought that because fewer wolves ‘meant more deer, that no wolves would mean hunters’ paradise. But after seeing the green fire die, | sensed that neither the wolf nor the mountain agreed with such a view. Since then | have lived to see state after state extirate its wolves. | have watched the face of many 6 a neily wolfless mountain, and seen the south-facing slopes wrinkle with a maze of new deer trails | have seen every edible bush and seedling browsed, fst to anaemic desuetude, and then to death. | have seen every edible tree defoliated to the height of a saddlehorn. Such a mountain looks as if someone had given God a new pruning shears, and forbidden Him all other exercise. In the end the starved bones of the hoped-for deer herd, dead ofits own too-much, bleach with the bones of the dead sage, of molder under the high-lined junipers. now suspect that just as @ deer herd lives in mortal fear of its wolves, so does @ mountain live 7 in mortal fear of its deer. And perhaps with better cause, for while a buck pulled down by wolves can be replaced in two or three years, a range pulled down by too many deer may fail of replacement in as many decades. So also with cous. The cowman who cleans his ange of wolves does not realize that he is taking over the wolf's job of trimming the herd to fit the range, He has not learned to think like a ‘mountain. Hence we have dustbowis, and rivers washing the future into the sea. ‘We all strive for safety, prosperity, cornfort, long life, and dullness. The deer strives with his supple & legs, the cowman with trap and poison, the statesman with pen, most of us with machines, votes, ‘and dollars, but it all comes to the same thing: peace in our time. A measure of success in this is all Well enough, and perhaps is @ requisite to abjective thinking, but too much safety seems to yield only danger in the long run. Perhaps this is behind Thoreau's dictum: In wildness is the salvation of the world. Perhaps this is the hidden meaning in the how of the wolf, long known among mountains, but seldom perceived among men, Ie Gls cuunielensenll 1. Read the first two sentences of the essay. What do you understand about the sound described? 2. ‘Only the mountain ... wolf” Why do you think the mountain listens objectively to the wolf's cry?44 ENGiogue-t 10. What indicates the presence of the wolves? ‘Where in the essay does the author indicate that only a person with little knowledge ‘would not judge the reasons for the presence of wolves in the mountains and the fact that the mountain knows better than man, Substantiate your response. ... fewer wolves meant more deer, that no wolves mean hunters’ paradise’ Do you think this is true? Substantiate with reasons. What, according to the author, happens to wolfless mountains? What is the structure of the ecosystem presented in the essay? You may draw to represent the same. “.. we have dustbowls, and rivers washing the future into the sea’ Justify the statement, Read the last paragraph closely. The author starts it with a series of words. Why do you think the word ‘dullness’ listed along with the rest. Justify. ‘Match the given paragraph headings to the relevant paragraph in the text i. Death of an ecosystem ii, ‘The silent presence of wolves iii, Safety of one, peril to others fsssbastnanis tn dasnstsostnsndtsasssestnaninns iv. The call of the wolves Text Il: On Killing a Tree Gieve Patel About the poet Gieve Patel (born 1940) is a practicing physician/doctor based in Mumbai and a selFinstructed Indian poet, playwright and painter. He bas an important presence in modern Indian English Poetry and some of his best-known collections of poems include Mirrored, Mirroring (1991) and How Do You Withstand, Body? (1976). Some of his characteristic themes are apathy, the body, violence and poverty, which he explores. in a dispassionate style that succeeds in accentuating the themes explored. His keen observations on the human body, social inequalities and problems of the subaltern are very ev oneny Adopt cutting tree of long b on the impac It takes Notas will do Slowly Rising Upon i Years 0 And ou ‘Sprouti So hae But thi: Not so The ble And fre Willis Miniat Which ‘To forr No, The 10 Out of Itisto ‘And pu Or pull Out froUnit 3: Environment | 45 very evident in his works. A supporter of the ‘Green Movement’, Patel voices his concerns k on environmental issues through his works. | I rowledge 1 the fact Awe tau) Do you Adopting a stance of reverse psychology, the speaker gives a detailed description on ' cutting a tree. The poem instructs the readers on the various steps involved in cutting a tree effectively, with the implicit awareness of the value of a tree that has existed for so long becoming unified with the earth, air and environment. The poem is also a comment on the insensitive and destructive nature of mankind that often ignores the long-lasting. impacts of deforestation. draw to stify the On Killing a Tree Why do tt takes much time to kill a tee, Not a simple jab ofthe knife / Will do it. has grown Slowly consuming the earth, Rising out of it, feeding I Upon its crust, absorbing | Years of sunlight, alr, water, | And out of its leperous hide \ eae Sprouting leaves. i ee So hack and chop But this alone wont doit Not so much pain will do it. | ‘The bleeding bark will heal \ And from close to the ground i Will rise curled green twigs, Miniature boughs Which if unchecked will expand again — To former size. No, The root is to be pulled out - presence Out ofthe anchoring earth; ii £ poems itis to be roped, tied, Some of And pulled out - snapped out. explores Or pulled out entirely, ij lis keen Out from the earth-cave, iand a itern are46 ENGiogue-1 ‘And the strength of the tree exposed, The source, white and wet, ‘The most sensitive, hidden For years inside the earth. Then the matter OF scorching and choking in sun and ait, Browning, hardening, Twisting, withering, And then itis done. ieecinscennicramonle What is the difference between killing and inflicting pain, according to the poet? ‘Why do you think the author has repetitively used the word ‘pulled out’? Do you think there is a metaphorical meaning to the poem? Explain, ae No Tdentify the various images used in the poem and the contexts and notions they explain. ‘What do you think is the role of time in the poem? s 6. Whats the tone used in the poem? <= __ From the options given below each sentence, choose the meaning which is closest to the underlined word. 1. Rimrock slopes around the gulch range from 30 to 50 percent. a. asmall stream b. ahillock c. arock wall . a deep gorge aoee = “ ype FP pee oe cP Peet? ins they t to the Unit 3: If a person does not see that by now, he is probably ineducable. a. difficult to educate b. incapable of being educated due to mental disability c. intellectually disabled d. mental defectiveness . Most of the people in the class were tyros like me. a. witless b. imprudent ©. novice 4d. illeadvised Atno time during the fording did the ponies sink above their knees. a. traverse b. migration c. plunged d._ grazing ‘The creek was an impassable flood in winter but easily fordable in summer. a. unworkable b. intractable ¢. unsustainable 4. obstructed During his caripaign, the politician promised to extirpate distrust by being transparent. a. despoil b eliminate completely cc. mutilate a sabotage An infestation of caterpillars can defoliate oaks and other hardwood trees. a. destroying trees b. denudation }48 ENGIogue-1 «. desolation 4. destroying leaves 8. Natural abilities are like natural plants that need pruning by study. a. process by which birds remove dust from feathers b. arranging ¢. trimming . grafting of plants 9... My mother was a rather talkative woman who had a dictum for every mistake I made asa teenager. a. pronouncement b. admonishing c. criticising an official order that has the force of law 10. Oscar received a blow to his head during the melee in the basketball court. a. frenzy b. tumult cc. frieze d. scramble Oe Choose the right synonym for the following words from the list given in the box: hew prod cure devour vigour fruition —_glancing bare harbour broiling bud midget flutter sparide 1. jab SS ae eee cere reo heal 3. sprouting 4, miniature 5. anchor = _________ 6. exposed Jectux lecturs Note-i While covers becon e Key andUnit 3: Environment | 49 7. scorching 8. consuming 9. strength 10. hack Greeti ‘You teacher has prepared a list of words based on the environment or ecology in an eI made alphabetical order. Take turns to choose any three letters of the alphabet and words corresponding to them will be assigned to you. Talk for a minute using the three words. <= — — ——_ Note-taking and note-making Note-taking is undertaken while listening to lectures and note-making is done after lectures. Note-taking helps you to gain a comprehensive knowledge of the content of a lecture and note-making helps you study the topic after the lecture. Note-taking While taking notes from a lecture, you might gain knowledge that goes beyond what is covered in your textbooks. This activity also helps you develop active listening skills and become more involved learners. Definitions and ‘Any references ny lary yew vocabulary provided ey Important don't understand cing examples. (ifficutt concepts sg 0 unfamiliar terms) Ide " é Key concepts and main points -50 ENGlogue-1 Points to remember: 1. Important points are usually repeated by lecturers. Any point that is repeated must be carefully noted, 2. When lecturers ponder over points for an extended amount of time, itis an indication that the point is crucial. 3. Teachers som 1s directly point out the important things to be noted. 4, While taking notes you can use simple graphics and diagrams to save time. Visuals add dynamics to the text and in the case of some learners, pictorial representation helps them gain a better idea of the concept. 5. Colour coding your work will help you decipher the contents after class and will also aid your memory. Various sub-sections of a topic can be noted in different colours. 6. Notes must be labelled, numbered and dated after every lecture. 7. Avoid including your opinion in the notes being taken. Only the opinions and facts expressed by the teacher must be noted 8. Itis common for listeners to get distracted while listening to lectures. When you find yourself distracted, use a symbol to indicate it within the notes. After the lecture, check with your classmates and fill in the gaps. 9. Note-taking is an art that requires practice, Hence, develop a format of your own. This will help you relate to the contents better. 10. Notes must be legible and neat. Try not to scribble while taking notes. Note-making Note-taking leads to note-making. Notes that have been jotted down during lectures must be reread and rewritten at home. This process is called note-making. Note-making aids in reinforcement of the contents as you are rewriting everything you had heard and written down once before, Hence, this is an active and progressive method of learning. Steps 1. 2. Te te A m 3.M 4, Kk 5. E le ci 6c 7% in 8.0 « ‘Types ‘There LT tc 2.7 b I x 1 ir « 4.1ted must adication Visuals entation, will also olours. nd facts you find lecture, ur own, aids in written Unit 3: Environment Steps in note-making: 1. The notes taken down in class form the foundation. 2, Take one lecture at a time, Select one lecture, then breale down the lecture into simple terms you can comprehend and write them down in a pattern you find easy to study. Add diagrams, charts and graphs if required, Reinforce it with secondary reading material. 3. Mark the headings and sub-headings such that they catch the eye of the reader. 4, Key words and key concepts must be highlighted in the notes you are making. 5. Ensure that every point you are making a note of is understood by you. Ifin doubt, leave a space while writing. Address the gaps with the help of your lecturers and classmates. Fill the gaps in your notes with complete understanding. 6. Check your work for spelling and grammatical crrors. 7. Your notes do not have to follow the same pattern and flow as the running notes taken in class, They can be drafted in a way comprehensible to you. 8, Organise your notes in a manner that makes you want to read them. Let there be coherence and clarity. ‘Types of note-taking “There are various types of note-taking. Learners can choose one that works well for them. 1. The Outline method ~ Create an outline of your notes. Indicate the main points or topics and below them, indicate the sub-points or sub-topics, 2. The Cornell method — Divide the page into two columns. The one on the right should be broad enough to carry all class notes, while the one on the left should be narrow. It will carry comments, questions and hints about the main notes, At the bottom, separate a part of the page into a broad row to write down your summary, 3. ‘The Boxing method - Order your notes using boxes. Group notes on related themes into boxes and organise them. ‘This method is particularly suitable for electronic use (devices, apps ete). 4, ‘The Charting method - Create a chart or a table, much like an Excel sheet with different headings or categories into which information can be grouped. Some commion headings are ‘description, ‘pros, ‘cons’ ete. 51ENGIogue-1 5. The Mapping method - Create a map or a fowchart of your ideas. This helps to establish relations between different ideas. Note-taking template Lecturer’s Name: Date: Period: Subject: Unit & Page no.: Topic: Sub topics: Key words/concepts: Questions: OED @ Read ar implicat Choose any chapter and prepare notes from the lecture delivered and textual content provided. =D Work in pairs. Choose a topic and prepare a talk on it. While one partner delivers the talk of five minutes, the other partner can take notes. The notes can then be deliberated upon and revised by both,helps to content the talk sd upon Unit 3: Environment | 53 OE Read any popular article on the environment and prepare a table of key points and implications. Develop the points in the form of a flowchart.1 ‘True religion is real fiving; ling with all one’s soul, with all one’s goodness and rigfteousness.' — Albert Einstein In the late 19% century, the German sociologist and philosopher Georg Simmel explained religion as a fundamental process in human life, Religion is as old as the existence of the human race, It can be defined as mankind’ attempt to comprehend the universe through a set of beliefs, These attempts to understand the cosmos gave birth to the idea of God and worship through religion, Leading a virtuous life and aspiring towards spisitual upliftment is the central thought of all religions. The guiding principles of religions are found in their sacred texts, which propagate the values, ethics and way of life of all those who practice the religion, Like the institutions of marriage, schools or governments, the ideologies of religion help in self-reflection and self-control, subsequently sustaining a civilised society and preserving social order. The idea of vice and virtue, good and evil and relative reward and punishment are common thoughts and mechanisms of most religions. As an integral aspect of society building, religion fosters a fecling of communal harmony. Through collective prayers and sacred festivals, religion creates a shared identity and energy in people. The word itself is most likely derived from the Latin root religare which means to 're-tie’ or ‘re-connect.’ Sometimes, however, excessive communal identity fosters intolerance towards other religious communities causing disharmony and communal divides. Religious stereotyping and prejudice has often led to discrimination and hatred in different spheres including employment and education. From riots to terrorism, religious intolerance is the source of many disruptions in society. In many countries of the world, religion dictates governmental policy making and administration, making it a powerful and influential societal instrument. ‘Llike the religion that teaches liberty, equality and fraternity.” = Dr BR Ambedkar instit Cour is int visior ‘Thea of Cl probl fraug Criti. love: our ti name forces comn us lov the ti that r adel that FUnit 4: Religion | 55 Text I: iolence in the Name of God is Violence against God Rev Or Olav Fykeo Tooit GN ose a one's soul, Rev Dr Olav Fykse Tveit (born 1960) is a Norwegian theologian. He is a believer of eousness.’ Lutheranism, a branch of Christianity that identifies with the teaching of the 16% century German reformer Martin Luther. Rev Tveit holds a Master in ‘Theology from + Binstein the Norwegian School of Theology, Oslo, and a doctorate in theology from the same institution, Hle was one of the youngest general secretaries to be elected to the World explained Council of Churches in 2009. He was also re-elected for a second term in July 2014. He i stence of is internationally acclaimed with various awards for his inter-religious dialogues and his universe vision for unity and peace. re idea of | : spiritual ! all those fe ‘The article, published on22December 2017 in the Outlook magazine, tracestheintroduction of Christianity as a colonial enterprise based on a nexus of empire and religion. With this iF m help in problematic angle of colonialism, the advent and growth of Christianity in India has been onan: fraught with a lot of conflict, especially with respect to the issue of religious conversions. fh rishment Critiquing fraudulent and coercive conversions, Rev Tveit reinforces the idea of peace and of society love as the central tenets of Christianity. i ayers and d itself is nect.’ Violence in the Name of God is Violence against God : ds other The increasing association of religion with violence has emerged as one of the pressing issues of 1 cotyping our times. Religion seems to be invoked as an ally for violent tendencies across traditions—be it in the neluding name of jehad by ISIS, rise of conservative Christianity in the western world, intolerance of the aoe forces in India or of the Buddhists vis-a-vis the Rohingya in Myanmar and so on, Jonathon Swift's ene comment many years ago that we have just enough religion to make us hate, but not enough to make : an us love ane another, seems to have assumed a poignant relevance today. Despite the pessimism of _ the times, though, there is also a growing propensity among religious traditions to engage in activities ‘that make for peace. As | write this, | am participating in the Nobel Peace Prize ceremonies as part of a delegation of the International Campaign to Abolish Nuclear Weapons, an initiative against violence that has united people across faiths in pursuit of a peaceful future. I2 © 50 ENGlogue-t No doubt we have seen religion being evoked in contexts of violence; but we also need to acknowledge that opinions on this association of religion with violence are varied and even sharply divided. Among the important arguments that connect religion to violence are those that consider violence to be invinsic to religion, Since the roots of violence can be found right back in the religions, they can easily serve as vehioles for violent tendencies. ‘There are others who dismiss the opinion that religion is a trans-historical entity and perceive ‘the association of religion and violence in the wider web of the intersectionality of religion, culture, Politics, economics and ethnicity. In a context where the guilt of violence is put squarely and solely on the shoulders of religion, absolving other non-religious factors such as politics and economics of arly complicity in violence, these arguments denounce the notion that religion is an independent source of violence, ‘The wide spectrum of answers to the question ‘What has God got to do with this?" have included ‘the arguments of the atheist philosophers lke Richard Dawkins who furiously argue that only religlous faith is a strong enough force to motivate such utter madness in otherwise sane and decent people, which has resulted in large-scale violence. That they often make their arguments without necessarily and sufficiently taking into account the role of non-religious or even anti-religious forces in violence is a different matter. On the other side, we have those like former Chief Rabbi of Britain, Rabbi Jonathan Sacks, who firmly advocates that ‘wnen religion tums men into murderers, God weeps and says not in my name’ in his book Not in God's Name. Other academies haven't given a clean chit to religion. More recently, the Indian Christian theologian Sathianathan Clarke's latest book Competing Fundamentalisms: Violent Extremisms in Christianity, Islam and Hinduism engages and explores the need for religious communities to ask with honesty the question as to why certain groups and Individuals seek to do harm in the name of God. Whatever has been said, it seems inevitable that ‘anyone in their true conscience cannot bypass the question ‘What has God got to do with violence?” My own basic starting point to answer this question is that any violence carried out in the name of God is violence against God. The first book of the Bible, the Book of Genesis, makes it explicit that all human beings are created in God's image, hence murder and the shedding of human blood are anathema to God's will for the world. The fact that these words were placed in the early chapters of ‘our holy scriptures reveals the essential heart of our belief that religion should never be used to justify violence. Having made this point, however, it is important to acknowledge that there have been several examples in history where almost all the major religious traditions, including my own, have tried to Use religious motives to justify violent actions. Therefore, honesty is an important point when we deal with the vexed topic of God and religions. The moral impetus to end violence in the name of religion is. inevitably and inextricably interlinked with the honest admission by religious people about the ways in Which religion has been used to underpin violence, Let perspec compli partic no deny inthe sore pe He surour Ak The no dose 0 speakit can be membe The mnissior without produc acknoy procial compli He recogn is muc place 1 a hind empire the lig isnot We 20th-c with € strong its wes Cr perspe the col openir0 need to en sharply t consider 2 religions, 4 perceive 1, culture, i solely on ies of any ont source » included y religious nt people, eoessarily folence is acks, who yname’ in ‘ompeting explores oups and table that olence?” the name plicit that blood are vapters of 40 justify mn several retried 10 nwe deat religion is ve ways in Unit 4: Religion 87 Let me from this premise of honesty engage with the issue of God and religion from a Christian 9 perspective. This is not the opportunity for making a moral detour around the question of Christianity’s complicity with violence. History testifies to how Christianity was evoked to support evils such as apartheid, slave trade, patriarchy, segregation, anti-semitism, Islamophobia and colonialism. There is ‘no denying that the nexus of empire and religion, which provided foundations for the rise of Christianity in the West, was deeply problematic and the continuing effects of colonialism's flawed legacy are still a sore point in relations between Christians and their neighbours of other faiths across the world. Here, | will focus on issues that may be of relevance to the Indian context, not the least the questions 10 surrounding the colonial legacy of Christianity or the contentious issues of religious conversions. ‘Alot has been written about the problematic nexus between colonialism and Christianity in India, 11 ‘The notion that Christianiy’s entry into Asia was vitiated by imperialism, a degree of racism and a dose of waster culture is widespread even in @ context like India. It is important to note that when speaking of colonialism in such a context, one cannot just talk of violence in a material sense. Violence can be also associated with the notion of a ‘threat’ to culture, traditional ways of living and religious membership. ‘The nartative of colonialism for many in India is a tlumphalist missionary story of the nexus of the 12 missionary, military and merchant, which threatened the supplantation of native religions and cultures without any credible attempt to understand these religions on thelr own terms. A recent document produced by the World Council of Churches, The Church: Towards a Common Vision (2014), also acknowledges that ‘at times, the cultural and religious heritage of those to whom the gospel was proclaimed was not given the respect it deserved as when those engaged in evangelisation were complicit in imperialistic colonization’. Having acknowledged the problematic dimension of colonialism, itis also equally important to 13 recognise that the issue of the relationship between Christianity and colonialism in a context like India is much more complex and ambiguous than often assumed. Missionary work did not always take place under imperial patronage, In fact, in some instances, the colonial rulers considered mission a hindrance to trade relations and were not always supportive of missions. The fact that European ‘empires invoked religious justification for their existence and expansion ‘citing a command to extend the light of God's kingdom into regions of pagan ignorance (sic); to use the words of Philip Jenkins, it Is not the same as coercing their new subjects to embrace Christianity. We also need to pay attention to the other side of the story where Christians in the 19th- and 14 20th-century indian context were so deeply conscious of the problematic entanglement of colonialism with Christianity that they resorted to the decolonisation of Christianity-not the least through their strong tendencies towards inculturation and nation-building—to ensure that the religion is purged of its western influence. Chiistianity’s link to colonialism is made even more contested and complex in the light of subaltern 15 perspectives, which point out how Christianity and colonialism challenged existing power structures in the context of internal colonialism lke the caste system in India, Given this breakdown of hierarchy and opening of access to education and employment in symbolic power structures like churches, mission588 ENGIogue-1 ‘schools and hospitals for Dalit and tibal communities, the dominant critique of colonialism cannot ~ be seen in isolation from the preservation of the privileges of elite groups that benefited from internal 16 V7 18 19 colonialism, Subalter perspectives do not exonerate colonialism, but they do show why tensions over the shift in power structures is also the proper context for considering its relationship with Christianity. Another contentious issue that needs discussion is the question of religious conversions. Christianity has often been accused of proselytisation by force and fraud in India, Recognising the importance of this theme, the World Council of Churches alongside the Pontifical Council for Interreligious Dialogue of the Holy See initiated a joint project titled ‘Interreligious Reflection on Conversion: From Controversy to ‘a Shared Code of Conduct’ in May 2006. The culmination of this project is the document titled Christian Witness in a Mult-Religious World: Recommendations for Conduct, jointly produced by the World Council of Churches, the Pontifical Council for Interreligious Dialogue and the World Evangelical Alliance. Among the issues that the document highlights is the question of inappropriate methods of mission. The document emphasises that ‘exercising mission by resorting to deception and coercive means’ is a betrayal of the gospel and that ‘the exploitation of situations of poverty and need fas no place in Christian outreach. Christians should denounce and refrain fram offering all forms of allurements, including financial incentives and rewards, in their acts of service’ An important issue concerns the autonomy and agency of those who corvert. For example, groups ‘that indulge in freudulent conversions as well as those that oppose conversions of the poor and marginalised often have an elitist understanding of free will and autonomy. While those indulging in fraudulent conversions try to extend material inducements with the motive to convert, those who ‘oppose these conversions treat them as essentially incapable of exercising their own free will, and lacking the moral and intellectual capacity to distinguish motives. itis important that conversations ‘on conversions touch upon the question of the autonomy and agency of those who choose to convert because otherwise the boundaries between force and consent would be dangerously blurred, Conversations on conversions can touch upon the factors that shape the autonomy of the converts and focus on creating conditions in which the autonomy of the convert can be exercised without restraint. ‘The question of fraudulent and forcible conversions has affected Christian relations with Hindus ‘and Buddhists in India and Sri Lanka, where religious conversions have in the past two decades been associated with religious violence. Conversion was cited as a justification for the murder of the Australian Christian missionary Graham Staines and his two sons in January 1999 in Orissa as well as the violence against Christians in Kandhamal district of the same state in August 2008, Similarly, attacks have been carried out against churches in Sii Lanka as retaliation for forcible conversions. The condoning of violence as appropriate retaliation for religions conversions is a cause for concern for ‘many Christians. In such contexts, Christians need to be aware that religious conversions are perceived 2 a serious threat by adherents of eastern religions. A report by the Oxford Centre for Hindu Studies, Bridges and Barriers to Hindu-Christian Relations, commissioned by the Hindu-Chrstian Forum, UK, points out that for adherents of Hinduism ‘conversion appears as an attack on the community, and seems to inculcate @ denigration of the value of its beliefs”. Denigrating other faiths for the sake of proselytisation should be recognised as un-Christian and counter-intuitive to the gospel mandate of loving God and loving one's neighbour as oneself, Now as ones: who love Christian How take ove acknow! part of t hope the The as c0-s0, walking and the 1. Ree the 2. Rec autl a 3. She