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Gretel | Heritage of words | grade 12 | Summary | Questions and Answers

Gretel

Summary

By Garrison Keillor

Gretel had to get half of the profits earned by selling the book, but Hansel's lawyers put her under a spell and make her sign a new contact. It said that she would get a very little money and that book was pure imagination.

Hansel was presented as strong and capable hero and Gretel as a weak sister. The father was shown as a loving person and the mother as the wicked stepmother, who forced him to give up in the jungle.

But Hansel had been incapable of doing anything. She had beaten him to make him walk. Gretel had cried because she had carry him on her back. The father was not loving person. He would get drunk, Glady's, the stepmother, could not do anything without his permission. It was his idea to give them up in the jungle. In those days many parents would give up their children in the jungle hoping that they would be fed by birds or animals or persons. Gretel was not worried because of such hope. Although it was a very hard experience, not a single child suffered permanently and such a child would become a better person afterward. But Hansel was still a stupid person. Hansel and their father lived comfortably in a great building and Gretel and Glady's had no house of their own. And the witch suffered most. Now Gretel felt sorry for the witch because she had pushed her without a good reason. She was not after her. She was after Hansel and she wanted to make a new statement. Gretel would have understood the witch's point of view.


1. Keillor's language is different from that of both the original and Coover's transformation. How would you describe it? Consider specific expression.


Ans: Keillor's language is different from that of both the original and Cooveyr's transformation. Both Coover and the Grimms use narrative style. The main purpose of this style is to relate an event or series of event or series of events. They tell what happened to the boy, the girl, the old man, and the witch. To describe the setting they are literary language. They use simile, metaphor etc. And to present the conversation they use everybody language. But Keilor presents 'Gretel' as the form of statement made by Gretel. He uses persuasive style. The purpose of this style of writing is to convince, arouse, attain a specific goal. Gretel attempts to persuade the readers not to believe in what Hansel has said. Gretel wants us react positively to her arguments. She wants us to think the way she think the way she thinks and to response actively. If we don't examine her statements critically, we are persuaded to believe that all the male characters in the story are bad and they have exploited all the male characters. Similarly, we also believe that the witch and the stepmother, are not as bad as they were supposed to be. To achieve his goal the writer has appealed to the reader's reason, emotions are sense of ethics. For example,  "........his lawyers put me under a spell........I guess she ( the witch ) is the one who suffered most.......why did I give her the shove"?


2. Sum up Gretel's characters in your own words. What kind of person is she? What are her values? Consider the last four paragraphs in particular.

Ans: If we were are to sum up Gretel's character in a phrase, we can say that she is an ardent feminist. She supports the principle that women should have the same rights and chance as men. She believes that a women should raise  a voice aganist injustice. Gretel agreed that the profit should be equally divided between her and Hansel. She is against male superiority. She tries to prove that instead of being a strong and resourceful person, Hansel is a nervous wreek. Similarly, her father is not loving father. She supports the women. For example, her stepmother is not wicked because she would do what her husban wanted her to do. It was his idea to give up the children in the jungle. She and her stepmother hae not got the right share of the property. She has sympathy even to the witch. She can't tolerate injustice. Her stepmother was not wrong even if she had suggested to give up the children in the jungle. She did so because of faith. She thought that birds or animals or good persons would feed them. Gretel, a strong supporter of justice and equality, criticises all the injustices and discrimination.

HANSEL AND GRETEL | HERITAGE OF WORDS | GRADE 12 | SUMMARY


HANSEL AND GRETEL



Summary

By Jacob and Wilhelm Grimm

Once upon there was a woodcutter, who lived by a great forest. He was very poor and could not feed his wife and two children. Once they had no food to eat and his wife forced him to leave the children in the forest. The children knew this and the brother went out and filled his pockets with shining pebbles in the moonlight. Early next morning, they all went into the forest. On the way boy kept dropping the stones one by one. When they reached the forest, the parents made a great fire and asked the children to wait until they arrived there. But they did not arrive. When the moon shone, the brother led the sister following the shining pebbles and came home. The father was happy, but the mother was angry.


Soon after they had no bread again. The mother forced their father again to give up the children in the forest. But the boy could not go out of collect the pebbles because the door was bolted. In the morning each child was given a small piece of bread. On the way the boy dropped the crumbs of the bread one by one. Again the fire was made and the parent went away asking them to wait. The sister gave the brother half of her bread. They waited until evening. When the moon shone, they did not find the breadcrumbs because the birds had eaten them up. They walked on and on. The third day they found a house made of bread. Its window was made of sugar. As they were eating, an old woman came out and took them in. She gave them good food and nice beds. But next day she put the boy in the stable. She wanted to kill him after he was fat. The girl had to work hard. After four  weeks she was going to kill him and boil and she planned to roasted the sister. When the witch asked for her to go into the oven to see if it was hot, the sister said the she did not to know how to go in. When the witch was showing her the way, she pushed her in and shut the oven door. The witch burned to death. She opened the stable door and both of them brought home a lot of jewels. The father became rich, but the mother was dead



THE GINGERBREAD HOUSE | HERITAGE OF WORDS | GRADE 12 | SUMMARY


THE GINGERBREAD HOUSE

SUMMARY
By Robert Coover

                   Two children  followed an old man in a pine forest in the mid afternoon. The boy was dropping breadcrumbs and the girl was singing nursery tunes and carrying a baskets to collect flower. The old man was very poor and wearing torn clothes. He was very thin and weak. He was worried because of poverty and resignation. He felt hopeless and guilty. The children were wearing torn clothes and their feet were bare. They sang song to lighten their hearts or to hide thoughts. The boy was dropping breadcrumbs. He old man eyes were blues and his face was wrinkled. He was looking straight ahead at some unknown destination. His eyes showed that they didn't want to see any one.


             The witch was covered with black clothes. Her face was very pale and her eyes glowed like burning coals. She was very thin and her body was twisted. She moved her hand in the empty place. She cried sharply and caught a parsing clove and tore its heart out.


         The girl was walking happily in the forest. She looked very fresh and happy. Her basket was overfilled. There was a sunny place in the dark forest. There the air was fresh and rivers of honey flowed and lollipops grew like daises. This place was called gingerbread house and children didn’t leave it.


             The witched looked like a head of black rags on a post. Her long-nailed hands were curled towards her breast. Her hand was lowered and her nose pushed her fingers. She cackled and looked to both sides. Then she lifted the 'dove's wings were fluttering. It was forced down against the earth. The boy fell on it and its claws and beak made his hands bloody. The gingerbread house could be reached walking on the biscuits through a garden of sugared fruits.


              The girl was not shining. She fought with the boy for the bird. She kicked him and he elbowed her. There were weeping. The boy was angry and hopeless and the girl was sad. They were still fighting. The old man looked clearly. He felt sorry. He signed. The girl captured the bird and pushed it in between her things. It was dead.


          It was dusk. But the body of the dove shone because of its whiteness. It was scattered with fading flowers. The old man, the boys and girl had gone. The gingerbread house was made of sweet. And the best of all was the door. Brown animals were moving quickly in the dense forest. The boy and the girl were walking ahead into the forest. The old man was walking slowly. His eyes were shining in the late evening. His teeth were tightly shut but his mouth was open. The witch twisted and quivered. From her learn breast, she pulled back the pulsing red heart of the dove. The old man frightened all the animals in the jungle. The old man stopped suddenly to boy was pale with fear, But he was bold. The girl cried.


           The sun was setting and the children went into the room where the old man himself made the beds. He told them a story about a good fairy who granted a poor man three wishes. The wishes were wasted, but he let them complete the story with their own wishes. He had to accept a cruel demand unwillingly. The goodness of all wishes had to be useless. 


The flower basket was overturned on the forest path and the flowers were faded. The night was falling. The children helped the old man to be free from the brambles. He looked at their


HANSEL AND GRETEL | HERITAGE OF WORDS | GRADE 12 | SUMMARY

Hansel And Gretel




Summary 
By  Jacob and Wilheim Grimm

  

                    Once a poor wood-cutter lived by a great forest with his wife and two children. They boy was called Hansel and the girl Gretel. When there was a scarcity of food, he was not able give daily bread to his family. His wife then planned to leave the children in the forest. She was their step-mother, so she did not love them. She forced her husband to leave them. The children had heard all this. They had not been able to sleep because of hunger. Then Hansel went out at night and filled his pockets with pebbles, which were shining like sliver-coins in the moonlight.



               The step-mother woke them up early in the morning and they all went to the forest. On the way Hansel threw the pebbles one by one. In the forest the children collected brushwood and the father burnt it. The children were asked to wait there for their parents. At noon they had their bread and fell asleep. They woke up in the dark night. They awaited until the moon had risen. In the moonlight the pebbles shone live sliver pieces, and showed them the way. The day broke when they reached home. The step-mother asked them why they had slept long in the forest, but the father was very happy.



                Soon afterwards there was once more a great shortage of food. The children heard their mother talking to the father. She again intended to leave them in the thickest forest. Hansel again wanted to go out, but the door locked. In the morning they all went into the forest. Hansel broke the bread in his pocket and scattered on the way as before. Similarly, the brushwood was collected and burnt. The children fell asleep after their parents went to cut wood. When they woke up, it was dark night. They waited until the moon rose, but they could not see the piece of bread because birds had already picked them up. They did not find the way. They walked the whole night and all the morning they saw a white bird sitting on the branch. It sang very sweetly. They followed the bird and it came down on the roof of the house. Its roof made a bread and its windows of sugar. They started eating it. Then an old woman came out and she welcomed them. They went inside her house. They ate and slept. They felt that they were in heaven.



            The old woman was a wicked witch. When a kid fell into her power. She killed it, cooked and ate it. Her eyes were dim but her smiling was very strong. She imprisoned Hansel in the stable and asked Gretel to prepared nice food for her brother. She wanted to fatten him and kill. Gretel had to obey her command. Every morning the witch touched Hansel's hand to see if he was fat or not Hansel also would stretch out a bone instead his finger. Finding him thin, the witch was restless. She wanted to kill him the following day, whether he was fat or thin. The woman had kneaded dough to bake in the oven. She asked Gretel to go in and see whether the oven was heated or not. Gretel understood her intention and asked the witch how to do it. Then when the witch put her head into the oven, Gretel pushed her in and bolted the door of the  oven and she was burnt to death.





          Afterwards she freed her brother. Both of them filled their pockets and aprons with pearls and jewels and set out for their home. On the way they found a stretch of water. There was nothing to go across. But a duck came to them  swimming and they sat on its back one by and went very happy to see them, but the mother had already died. They emptied their pockets and aprons. And they lived happily ever after.




THE BOARDING HOUSE | GRADE 12 | HERITAGE OF WORDS |

General English

The Boarding House




Summary

By James Joyce

Mrs. Mooney was a butcher's daughter. She was a strong woman. She married a man who worked for her father, but after her father died her husband started drinking and taking money from the shop. He fought with her in front of the customers and sold bad meat. One night he ran after her with a large knife and she had to sleep in a neighbour's house. After that they did not live together any more. Mrs. Mooney took the children and the rest of the money from the butcher's business and started a boarding house in Hardwicke Street. Tourists came to stay, and sometimes musicians, but most of the visitors were workers from the city.



These young men lived and ate in her house. They liked the same things and were very friendly with each other. They talked about horses and sang and song in the front room on Sunday nights. Polly Mooney, the daughter of the house, sang with them.


Polly was nineteen. She was a thin girl with light soft hair and a small full mouth. Her eyes were grey and green and they looked up at the ceiling when she spoke with anyone. Her mother gave her housework to do so that she could meet the young men. She enjoyed talking to them, but Mrs Mooney knew that none of them was serious. She was beginning to think that Polly must get an office job, when she noticed something between Polly and one of the young men. She watched them carefully.



Polly knew that her mother was watching, and she understood why her mother stayed silent. People in the house began to talk, but Mrs. Mooney did nothing. Then at last she made a decision.



It was a bright Sunday morning of early summer. All the windows of the boarding houses were open. Outside, people with serious faces and small books in their hands were crossing the square to the Church. There were dirty plates on the table of the breakfast room. Mrs. Mooney sat and watched while the servant, Mary, took Polly the night before. Polly seemed uncomfortable with her mother's questions but open in her answer.

Mrs. Mooney looked at the little clock above the fireplace. It was seventeen minutes past eleven. She must speak to Mr Doran now. He was thirty-four or thirty-five years of age, and Polly was a young girl. He must pay for his enjoyment, but money was not enough. They must get married.



Mr Doran was finding it difficult to shave. His hand was shaking. Dublin was a small city and people in the house already knew about Polly and himself. He had to think about his good name and his job. He was afraid of his boss. He could almost hear old Mr Leonard's voice: 'Send Mr Doran here, please'.



He was throwing away year of hard work. He had a little money: that was not a problem. But people thought badly of her father, and her mother's boarding house did not have a good name. And her English was poor. His friends laughed at her. He could not decide if he liked her or not. He wanted to stay free, not to get married.



While he was sitting on the side of the bed, she shocked and came in. She told him about her conversation with her mother. Her mother knew and wanted to speak with him. She caries and threw her arms around his neck.



He heard her again his door that first time, late one night. He could still see her in night clothes. He could smell her skin. After that, every night, when he came home late, she gave his dinner while the other slept. She was always kind to him. Perhaps they could be happy together.



While he was sitting with her on the side, of the bed, Mary came to the door. Mrs Mooney wanted to see him. He stood up and put on his coat. As he went downstairs, he wanted to fly up through the roof and away to another country, but he could not escape the serious faces of Mr Leonard and Mrs Mooney. He walked past Jack Mooney and they said hello coldly. Bob looked at his hard face and his strong body. He remembered a night in the sitting room; a visitor said something about Polly and Jack shouted at him. Nobody played games with his sister, he told her visitor. Nobody.



Polly sat for a little time on the side of the bed, crying. Then she dried her. eyes and looked in the mirror. She washed her eyes in cold water and made her hair look tidy. Then she sat down on the bed again. She remembered secret, pleasant times in that bed. There was no unhappiness in her face now.



She awaited, unworried, thinking about the future. Her picture of the future was so clear that she forgot everything around her.



At last she heard her mother's voice. She got up and ran to the stairs."Polly! Polly"'Yes, Mamma?''Come down, dear. Mr Doran wants to speak to you.'Then she remembered 

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General English



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CHARACTER SKETCH OF MALINI | GRADE 11 | MAGIC OF WORDS | QUESTIONS ANSWER


General English

Malini


Point Of Understand 


  •    It is a poetic play.
  •    It talks about love and hatred.
  •   In the play, the writer talks about a conflict between Hinduism and Buddhism. He mean that Buddhism is superior to Hinduism.
  •    Buddhism advocates in favour of non-violence and brotherhood.
  •    The princess, Malini, is the central character of the play.
  •    She is the symbol of love, truth, peace and brotherhood.
  •    She doesn't believe in Gods of book.
  •    She is ready to be self-exiled from the palace for new religion.
  •    She is taught in Buddhism. She is influence by Buddhism.
  •    Even through it is dangerous for her to follow new religion, she never get afraid of it.
  •    The Brahmins revolt against Buddhism. They want to banish her from the palace to protect their religion.
  •    Kemankar even goes to foreign country to bring foreign soldiers to revolt against her.
  •    When Kemankar is betrayed by his best friend, the king capture him on the charge of treason against the kingdom.
  •    On the request of Malini and Supriya, the king is ready to forgive him.
  •    Kemankar is firm in his belief. He tells the king that he will complete work he has begun.
  •    The king becomes furious and asks Kemankar about his wish.
  •    Kemankar wishes he would like to meet his best friend, Supriya.
  •    When Kemankar meets Supriya, he kill him.
  •    The king cannot control his anger at the end of the play.
  •    Malini again request her father to forgive him.
  •    Malini wants to give up materialistic things that and wordy pleasures.
  •    She wants to know pain and suffering of common people.
  •    She wants to tech them the truth of her new religion.
  •    She doesn't take revenge against Kemankar.
  •    She is preacher of peace,virtues and non-violence.

Summary



                 "Malini" is the poetic play about love and hatred. In the play, there is a conflict between Hinduism and Buddhism. The princess Malini is the symbol of love, truth and non- violence. She is taught in Buddhism. Though it would be dangerous for her to follow Buddhism in the land of Hinduism, she is never afraid. She doesn't believe on the Gods of books. The Brahmins are worried about her. They think that she is bringing the new creed/ religion in the land of their old religion. The Brahmins revolt against Buddhism. They are willing to banish the princess from the palace. To protect their old religion, they go to the palace demanding the banishment of Malini. Kemankar even goes to foreign land to bring the soldiers to revolt against the new creed and to protect the old religion. When his own best friend betrays him, Kimankar is captured by the king. He is going to be given death sentence for his treason aganist the Kingdom. However, in the request of Supriya and Malini, the king is ready to forgive him. One the other hand, Kemankar is so firm in his resolution that he doesn't want any pardon. When the king asks him what he will do if he is forgiveness replies that he will complete the work he has begun. Then the king gets more angry and ask Kemankar his last wish.


                        Kemankar replies that he wants to see his bestirred, Supriya goes to him, Kemankar strikes Supriya with the chain and kill him for his betrayal of their friendship. Then finally when Kemankar calls the executioner, the king rises with his own sword. Malini requests the king to forgive Kemankar and the play ends with suspense whether or not the king forgives Kemankar.



 1.The play "Malini" ends with Malini's "Father, forgive Kemankar." Do you think the king forgive Kemankar? Dicuss.Or, Why does Malini ask the king to forgive Kemankar at the end of the play?Or, The play "Malini" ends with a suspense of whether or not the king forgives Kemankar. Do you think the king fulfils Malini's request to forgive Kemankar?Or, Write the play " Malini" in your own words.Or, Write the summary of "Malini".Or, Write the story of "Malini"Or, Describe the character of Malini.Or, Sketch the character of Malini.Or, Do you think Malini asked for her own banishment from the palace?Or, Draw the character of Malini.
  •                  Malini is the princess. She is young and beautiful. Though she is born in the palace among the riches ( treasures), comforts and happiness,she is never interested in the wordly happiness. She is taught about Buddhism and she is the image of truth, love, vortues. She doesn't believe on the Gods of books. She is not ready to follow the traditional old religion. Though it was dangerous for her to accept the new religion in the land of old creeds, she never bows to the face hood. The Buddhism are against Malini's new creed. They are united to protect their old traditional religion. They go to the palace demanding for the banishment of Malini from the palace. To the great surprise of the king and the Brahmins, she asks for own banishment. She is not satisfied with the comforts, pleasure, treasures and luxurious life of the palace. Though she is young and beautiful princess, she never wears ornaments. She wants to go out of the palace to understand pain, poverty and the bitter reality of the outer world. She wants to banished to go out of the palace to guide the people living in the darkness and pathless sea. She wants to teach them the truth of her new religion.

                     Malini is the lover of truth, reality and humanity. She is the preacher of peace, virtues and non-violence. She is not a common girl. The queen herself tell that her daughter is the pure flame of fire. She is believe to be the divine sprite. When she goes among the people, they regard her as the Mother of the World. The people love her, keep her in their hearts and follow her path "To err is human and the forgive is divine" is her ideology. She makes the king ready to forgive the reasoner, Kemankar. At, the end of the play, when Kemankar murders Supriya, Malini still request the king to forgive the murderer. This show that Malini is really virtuous, large-heated, truly religious, gentle,materially poor and spiritually rich and genius.

THE CENTRAL IDEA OF THE POEM TRAVELLING THROUGH THE DARK | GRADE 12 | HERITAGE OF WORDS | QUESTIONS ANSWERS

General English


"TRAVELLING THROUGH THE DARK"

By William Stafford

Summary

In this poem the poet describes how he was moved by the death of pregnant doe. Once he was driving a car along the mountain road at night. At the side of a Wilson River road he saw a deer. The road was narrow. So he thought it was best for the deer to move into the gorges formed by the river. He stopped his car and moved back to see the deer. She was a doe and she had recently been killed. Her body was already stiff and almost cold. He pulled her heavy body to the side. Her belly was large. It made him think that she was pregnant and her fawn was waiting inside. Although it was alive, it would never be born. He was filled with pity and was unwilling to do anything. The parking lights of the car were on and the engine was making a low continuous sound as if  it was expressing its pleasure. Its exhaust fume was warm and red and the poet was standing there. He felt as if  they cry in the wilderness was being heard. After thinking seriously, he pushed her into the river.


1. Explain the title of the poem. Who are all those travelling through the dark?

Ans: The tittle suggests that the speaker is driving his car in the dark place at night. All those who are travelling through the dark are motorist nature lovers who might have been there to watch the wild animals in a sanctuary. The narrow road indicates that it is not a highway or a motorway.

2. Show how the action develops stanza by stanza.

Ans: In the first stanza the speaker finds a deer on the road and wants to pull it to  the side. In the second one, he stops his car and walks back. In the rear light he sees a recently killed doe and drags her off. In the third stanza, he does not do anything but thinks of the fate of the fawn inside the deer doe. In the fourth stanza, he describes the activities of the machines in the midst of nature. In the last stanza, he pushes the doe into the river and there by solves the problem.

3. At what point does the physical action cease, to be replaced by another kind?

Ans: When thee speaker feels the large warm belly of the cold doe, the physical action stops and the mental action begins. He imagines the future of the fawn.

4. How do the last two lines complete both types of the action?

Ans: The last two lines complete both types of action: mental and physical. As he thinks hard on behalf of the nature lovers, he comes to the conclusions that he right place for the doe is the river. Then he throw the dead body into the river.

5. What is the meaning of the last two lines of the poem? Does the poem moralize?

Ans: The last two lines of the poem try to solve the problem of environment damage. Instead of worrying about the problem, one has to accept the things as they are. Or the poet may be satirising that the so- called nature-lovers are responsible for the environmental damage.

6. Do you think the reference to the alive but never-to-be born from fawn sentimental?

Ans: Yes, I think so. The speaker tries to  make the readers sad by imagining the fate of the unborn fawn.

7. Explain the meaning of the words "swerve" in line 4 and line 17. Does the speaker "swerve"?

Ans: In line 4, the word "swerve" means "to change the direction of the car suddenly to avoid colliding with the deer". In line 17, it means "to change from a idea or purpose". In line 4, he does not swerve because it might make the deer more dead," and in line 17, he swerve because he first he tries to preserve the dead body but later he changes his idea and throws her into river.

8. Stanza 4 is a break in the narrative. How do you explain its significance in the poem?

Ans: In the first three stanza, the speaker describes how he saw a deer. how he dragged her to the side and what he felt when he touched her side. But in the fourth stanza he does not say anything about the deer. He describes the car and her activities. There is a break in the narrative. It is quite significant in the poem because it gives a clear contrast between the animals and the machine. The animals with a life inside a dead, but the car looks life-like. Her fumes are warm whereas the doe is cold and stiffened

9. What is the tone of the poem: ironical, sympathetic, different?

Ans: The tone of the poem is ironical. That is, it says one things and means something different. We show our sympathy towards the unborn fawn but we do not show any love to the doe. We drive carelessly on the narrow road and kill the innocent animal.

10. Write s short essay on "Driving in the Dark"?

Ans: When you drive at night, you will have a great fun. If you are alone in your vehicle, the fun will be greater. You may be driving on the mountainous roads or on  the plains. If you are on the mountain, you will feel safer especially at the bending. You can see the light of the other vehicle coming towards you. If the same things takes place in the daytime, there is a chance that you may collide with it. But at the other vehicle can be seen from a distance. You can also see the twinkling cars or trucks. Very far, if you are on the hill, you can see the city or the village which you have either left or which you are going to.

            If you are driving in the jungle you will see a lot of wild animals. Since there are no people on the road at night, you feel freer and drive at the fastest possible speed. If you see a small animal in front, you will not swerve, because your vehicle might meet with an accident. You'd rather knock it over. At night there are no domestic animals to check your speed. If your eyesight is good enough you can enjoy the fastest driving on the straight road in the plains. The roads are sager especially after ten at night.

11. Are animals-both wild and domestic-a nuisance for the driver? Suggest what would you like to do about them?

Ans: Wild animals are a nuisance for the driver at night and the domestic animals at the daytime. At night you might be passing through the jungle. The headlights of your vehicle perhaps attract the wild animals. If the vehicle is heavy and the animal is small you are no more worried. You don't think it necessary to control your speed, you drive on. You don't change the direction suddenly because your vehicle may turn upside down. But if the animal is big enough, then it might give you a lot o trouble. You will have to think how you will be safe. So either you stop and let the animal go or you ,may turn back if necessary.

      Highways or motorways are constructed for driving at a very high speed. The domestic animals should not be allowed to be driven on the roads. Those who do so should be punished. The roads should not be constructed through the jungle. They should be built at side of the jungle and there should be a strong fence. Which prevents the wild animals from coming into the road. Both the drivers and the animals will be safe then. 

Central Idea Of Poem God's Grandeur | Heritage Of Words | Grade 12 | All Questions Answer

General English

GOD'S GRANDEUR

                   By Gerard Manley Hopkins

Summary

The world is filled with the greatness of God. God' s glory expresses itself in two ways. Sometimes it flames out with sudden brightness when a gold foil is shaken. At other times, the poet thinks of an olive press, with the oil oozing from the pressed fruit. It oozes from every part of the press in a fine film and then the trickles gathers together to form a jar of oil. In the same way, the grandeur of God is found everywhere, tricking from every simple thing in a created universe and accumulating to form a greatness. The poet wonders why people do not care about God's rod. People pursue their worldly activities without any thought of God's will and without the fear of god's anger.


Generation of human beings have followed the same worldly path and have become so habitual to it that they don' t know its uselessness. It has become monotonous due to lack of the divine will. The world has been degraded and made ugly by commercial activity and by hard work aimed at worldly gains. The world bears the marks of man's dirt and gives out man's bad smell. The beauty of nature is spoiled by man's industrial activity and the sweet smell of nature has been drowned in the bad smell that comes from machines. The earth is now bare, having lost all living beauty. Man is insensitive to this bareness. Because of the Tahoe, he can't feel wherewith the earth is soft or hard.In spite of man' activities trending a destroyed the beauty of Nature. It is next inexhaustible. At the bottom of the world there is freshness. This freshness never disappears. When spring comes nature renews itself and thus shows underlying freshness. And although the sun goes down the western sky and the earth is plunged in darkness, the next day will dawn and the sun will be rising again in the estern sky. Just as a dove with its warm breast broods over its young ones in its nest, so the Holy Ghost broods protectively over the world which is bent in sleep and forgetfulness.


1. What does the poet say in first quatrain and in the second?

Ans: Generational of human beings have followed the same worldly path and have become so habitual to it that they don' t know its uselessness. It has become monotonous due to lack of the divine will. The world has been degraded and made ugly by commercial activity and by hard work aimed at worldly gains. The world bears the marks of man's dirt and gives out man's bad smell. The beauty of nature is spoiled by man's industrial activity and the sweet smell of nature has been drowned in the bad smell that comes from machines. The earth is now bare, having lost all living beauty. Man is insensitive to this bareness. Because of the Tahoe, he can't feel whether the earth is soft or hard.

2 . Summarie the last six lines in a sentence.

Ans:  The unending freshness of nature  renews itself by the grace of the spirit of God as the coming of the morning after nightfall.


3. What is the central idea of the poem?

Ans: This poem stressed the immanence of God. The whole universe is an expression of God's greatness, but man fail to recognise it. Though the soil is bare and smeared with man' s toil, " brood" over the world.


3. What do the seared, bleated, smeared suggest ?

Ans: " Seared" means 'dried up' or it can mean 'rendered incapable of feeling', 'Beard' means 'blurred with inflammation of the eyes' and 'smeared', mean 'rubbed over with dirt'. They suggest that there is a delicacy of feeling or perception in the world. The whole world has been degraded and made ugly by commercial activity and by toil aimed monetary gains.


4. What is the effect of the  repetition of the  words ' have trod' ? Have trod.

Ans: The repetition of the words ' have trod' captures the mechanical forces in verse because of their heavy accents. What is something called the ' daily grind' is a repetitive thump in which the feet of generation march on; and the ' trod' ....trod....trod' sets up the three beat rhythm of the next line: ' search.....bleated......smeared !

What is the main theme of the poem God's grandeur | Heritage of words || Grade 12 | All questions Answer | Summary

General English

GOD'S GRANDEUR

                   By Gerard Manley Hopkins

Summary

The world is filled with the greatness of God. God' s glory expresses itself in two ways. Sometimes it flames out with sudden brightness when a gold foil is shaken. At other times, the poet thinks of an olive press, with the oil oozing from the pressed fruit. It oozes from every part of the press in a fine film and then the trickles gathers together to form a jar of oil. In the same way, the grandeur of God is found everywhere, tricking from every simple thing in a created universe and accumulating to form a greatness. The poet wonders why people do not care about God's rod. People pursue their worldly activities without any thought of God's will and without the fear of god's anger.


Generation of human beings have followed the same worldly path and have become so habitual to it that they don' t know its uselessness. It has become monotonous due to lack of the divine will. The world has been degraded and made ugly by commercial activity and by hard work aimed at worldly gains. The world bears the marks of man's dirt and gives out man's bad smell. The beauty of nature is spoiled by man's industrial activity and the sweet smell of nature has been drowned in the bad smell that comes from machines. The earth is now bare, having lost all living beauty. Man is insensitive to this bareness. Because of the Tahoe, he can't feel wherewith the earth is soft or hard.In spite of man' activities trending a destroyed the beauty of Nature. It is next inexhaustible. At the bottom of the world there is freshness. This freshness never disappears. When spring comes nature renews itself and thus shows underlying freshness. And although the sun goes down the western sky and the earth is plunged in darkness, the next day will dawn and the sun will be rising again in the estern sky. Just as a dove with its warm breast broods over its young ones in its nest, so the Holy Ghost broods protectively over the world which is bent in sleep and forgetfulness.


1. What does the poet say in first quatrain and in the second?

Ans: Generational of human beings have followed the same worldly path and have become so habitual to it that they don' t know its uselessness. It has become monotonous due to lack of the divine will. The world has been degraded and made ugly by commercial activity and by hard work aimed at worldly gains. The world bears the marks of man's dirt and gives out man's bad smell. The beauty of nature is spoiled by man's industrial activity and the sweet smell of nature has been drowned in the bad smell that comes from machines. The earth is now bare, having lost all living beauty. Man is insensitive to this bareness. Because of the Tahoe, he can't feel whether the earth is soft or hard.

2 . Summarie the last six lines in a sentence.

Ans:  The unending freshness of nature  renews itself by the grace of the spirit of God as the coming of the morning after nightfall.


3. What is the central idea of the poem?

Ans: This poem stressed the immanence of God. The whole universe is an expression of God's greatness, but man fail to recognise it. Though the soil is bare and smeared with man' s toil, " brood" over the world.


3. What do the seared, bleated, smeared suggest ?

Ans: " Seared" means 'dried up' or it can mean 'rendered incapable of feeling', 'Beard' means 'blurred with inflammation of the eyes' and 'smeared', mean 'rubbed over with dirt'. They suggest that there is a delicacy of feeling or perception in the world. The whole world has been degraded and made ugly by commercial activity and by toil aimed monetary gains.


4. What is the effect of the  repetition of the  words ' have trod' ? Have trod.

Ans: The repetition of the words ' have trod' captures the mechanical forces in verse because of their heavy accents. What is something called the ' daily grind' is a repetitive thump in which the feet of generation march on; and the ' trod' ....trod....trod' sets up the three beat rhythm of the next line: ' search.....bleated......smeared !

SIMPLE FUTURE TENSE - SEE & ALL LEVEL

General English

SIMPLE FUTURE
                                                                                                SIMPLE FUTURE                   








FUTUREINDEFINITE TENSE
'Helping Verb'
Will / Shall
ü o;dfsfdx'g]jfnf t x'G5 t/ lgZlrt;do tf]lsPsf] x'b}g .
1.  Affirmative; Sub +will/shall+ mv1 + object.
For example;
pcfpg] 5 .
He will came.
xfldp;Fu e]6\g]5pm .
We shall meet him.
dnfO{ d]/f] a'jfn] af]nfpg' x'g]5 .
My father will call me.
Note: The action is simply mentioned and understood to have taken place in the past.
1.  Negative ( gsf/fTdsjfSo_ ; Sub + will/shall + MV1 + Object.
For example;
!= d}n] em'6f] af]n]sf] x'g] 5}g .
I shall did not tell a lie.
@= p;n] lkmNd x]/]sf] x'g]5 .
He will did not watch movie.
#= lbksn] xfldnfO{ k9fPsf] x'g]5}g\ .
Deepak will did not teach us.
2.  interrogative; will/shall+ Sub + mv1 + Object?
( Answer Only Yes or No )
For example ;
!= s] ltld v]Ng]5p<
Will you play?
@= s] ltldToxfF a:g]5p<
Will you stay there?
#= s] To;n] ltldnfO{ k9fpg]5<
Will he teach you?
3.  Double Interrogative ;Wh family +  will/shall + Sub + mv1 + Object?
For example;
!= ltldlsg ?Gg]5]p<
Why will you cry?
@= To;n] s] eGg] 5<
What will he say?
#= xfldsxfFhfg]5d\ <
Where will you go?
FUTURE CONTINUOUS TENSE
'Helping Verb'
Will/ shall + be
In past continuous, the action was on-going /still the certain time in the past.
For example;
vI shall be playing.
vI shall be not eating.
vI shall be not coming with you.
vHe will be not promising me.
vI shall be writing a notes.
-sfdeO{/x]ssf] x'g]5_
ü o;dfsfdrln/x]sf] x'g]5 . eljiosfndfs'g} sfdeO{ /x]sf] x'g]5eg]/ eGg' k/]df of] sfnsf] k|of]u ul/G5 .
1.  affirmative; Sub + shall/will + be + mv1 +ing + object.
For example;
!= d cfO{/x]sf] x'g]5' .
I shall be coming.
@= p kl/Iffsf] tof/L ul//x]sL x'lg5] .
She will be preparing for exam.
#= ltldxfd|f] af/]df ;f]lr/x]sf] x'g]5' .
You will be thinking about us.
2.  Negative ;Sub + will/shall  + not + be + mv1 + ing + object.
For example;
!= ltd|f] efO{n] ltldnfO{ af]nfO{ /x]sf] x'g]5  .
Your brother will notbe calling you.
@= d ltld;FucfO{/x]sf] x'g]5' .
I shall   not be coming with you.
#= p;n] dnfO{ a'‰g] sf]l;; ul//x]sf] x'g]5}g\  .
He will  notbe trying to understand me.
1.  interrogative; shall/will + be + Sub + be + mv1 +ing +Object?
For example;
!= s] ltldn] d ;Fu s'/f ul//x]lsx'g]5f}<
Willyoube talking to me?
@= s] pgLcfˆgf] 3/ uO{/x]lsx'g]l5g\<
Will she be going to her home?
#= s] ltldn]cfˆgf] hGdlbgdgfO{/x]sf] x'g]5f}<
Willyoube celebrating your birthday?
1.  Double Interrogative ;Wh family + will/shall + Sub + be + mv1 + ing +Object?
For example;
!=ltldcfh /fltsxfFuO{/x]s]f x'g]5f}<
Where will you be going night ?
#= ltldn] s'gkmf]gk|of]u ul//x]sf] x'g]5f}<
Which phone will you be using?



FUTURE PREFECT TENSE
'Helping Verb'
Will/shall+ have + V3
In present prefect is used to express something that happened before another action in the past.
ü I will have eaten before 10 am
ü I will have sept before you arrive.
ü I will have played before 6 p.m.
vsfdul/;s]sf], of] sfndfsfd ;ls;s]sf] x'g]5 eg]/ hgfOG5.
ü Future Prefect; eljiodf sfd k'/f eO{;s]sf] . x'g]5 eg]/ hgfpg' k/]df of] sfnsf] k|of]u ul/G5 .

ü sfd k'/f eO{;s]sf] x'g]5eg]/ hgfpg' k/]df of] sfnsf] k|of]u ul/G5 .
1.  Affirmative; Sub + will/shall + have + mv3 + object.
For example;
!= d}n] vfgfvfO{;s]sf] x'g]5' .
I shall have eaten meal.
@= xfldp ;Fu e]l6 ;s]sfx'g]5f} .
We shall have met her.
#= pgLltld;uF e]l6 ;Sofx'g] l5g\ .
He will have  met you.
2.  Negative ;Sub + will/shall+ have + not + mv3 + object.
For example;
!= d}n] tfhdxn b]v]sf] x'g]5}g\ .
I shall not have seen TajMahal.
@= pgL  3/ k'lu ;Sg] l5g\ .
She will not have reached home.
3.  Interrogative; will/shall + Sub + have +mv3  +Object?
For example;
s] ltldn] Dofrlht]sf] x'g]5f}<
Will you have won the match?
s] ltldn] sfdul/;s]sf] x'g]5f}<
Will  youhave done work?
4.  Double Interrogative ;Wh family + will/shall + Sub + have +mv3 + Object?
For example;
ltldn] slxn] Dofrlht]sf] x'g]5f}<
When will you have won the match?
ltldn] s;/L sfdul/ /x]sf] x'g]5f}<
How will you have done work?
FUTURE PREFECT CONTINUOUS TENSE
'Helping Verb'
shall been+ have/ will been+ have
Future prefect continuous is used to talk about an on-going action before some point in the future.
ü I will have been playing for two hours when you arrive.
ü I will have been sleeping for an hour when it is 5 P.M.
ü eljiosfndfsfdeO{ klg ;Sg] 5 / eO{ /x]sf] klgx'g]5 .
example; d laxfg b]lvkm'6an v]ln/x]sf] x'g]5' .
Note :o;dfs'g ;dodfsfdx'g]5 eg]/ ;do tf]s]sf] x'G5 . h:t} …d laxfgb]lv km'6an v]ln/x]sf] x'g]5' . – slxn] b]lveg]/ k|Zgubf{ laxfgb]lv ;do tf]lsPsf] x'g]5' .
1.  Affirmative; Sub + shall/will + Been + mv1 +ing  + object + since or for + time.
For example;
dljxfg b]lv tkfO{nfOklv{/x]sf] x'g]5' .
I shall been waiting you since morning.
pgL @ lbg b]lvsf]l;; u/]sLx'g]l5g\ .
She will been trying for 2 days.
ltld1980 b]lv sf7df8f}df a;]s]f x'g]5f} .
You will been living Kathmandu for 1980.
1.  Negative; Sub + will/shall + not + Been + mv1 +ing  + object + since or for + time.
For example;
tkfO{sf] 5f]/f @ lbgb]lv :s'ncfO{/x]sf] x'g]5}g\ .
Your son will not been coming to school for 2 days.
l/df ;fFem b]lv cfˆgf] n]zgofbul//x]lsx'g]l5g\ .
Rima will not been learning her lessons since evening.
1.  Interrogative; will/shall + been + Sub + mv1 + ing + Object+ since or for + time?
For example;
s] ltld!)jif{oxfFsfdul//x]sf] x'g]5f}<
Had you been working here for 10 years?
1.  Double Interrogative; WhFamily +will/shall + been + Sub + mv1 + ing + Object+ since or for + time?
For example;
Where will you been going since morning?