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Krishna Patel’s Activities – MA, B.Ed Page 2
Contents
POST TRUTH............................................................................................................................................12
Definition:- ..........................................................................................................................................12
Education:-..............................................................................................................................................13
Film screening of Robinson Crusoe.........................................................................................................15
Youth Festival..........................................................................................................................................17
Neo Classical Age ....................................................................................................................................24
Definition:- ..........................................................................................................................................24
Major writers of the age:-...................................................................................................................24
1) Daniel Defoe (c. 1660 - 1731) .........................................................................................................24
2) Jonathan Swift ( 1631 - 1700).........................................................................................................24
3) Samuel Johnson (1709 - 1784) .......................................................................................................24
4) Moliere (1622 - 1673) ......................................................................................................................25
5) Alexander Pope (1688 - 1744)........................................................................................................25
1) Daniel Defoe (1660 -1731) ................................................................................................................25
works:- ...................................................................................................................................................25
2) Jonathan Swift:-................................................................................................................................26
Works:- ..................................................................................................................................................26
3) Samuel Johnson:-.............................................................................................................................26
Works:-..................................................................................................................................................27
4) Moliere:- ............................................................................................................................................27
Works:-..................................................................................................................................................28
5) Alexander Pope:- ..............................................................................................................................28
Works:-..................................................................................................................................................28
John Keats ...............................................................................................................................................29
To Autumn:-........................................................................................................................................35
Frankenstein ...........................................................................................................................................44
FRANKENSTEIN........................................................................................................................................44
(Illustrated Classics Series)..................................................................................................................45

Film Screening Review: Uri : The Surgical Strike.....................................................................................47
The Seven Sisters ................................................................................................................................48
An Unsettling Peace............................................................................................................................49
Bleed India With a Thousand Cuts......................................................................................................49
New India ............................................................................................................................................50
The Surgical Strike...............................................................................................................................50
Movie Screening : Sense of an Ending ....................................................................................................51
Gender Roles.......................................................................................................................................53
Talk with Bhupendrasinh Raol on Rasayanik Geeta................................................................................54
Interaction with French Professors.........................................................................................................56
Moni Mohsin Sharmeen .........................................................................................................................58
The Charle Chaplin in Modern Times : Movie Screening........................................................................59
Modern Poets .........................................................................................................................................64
Related artists:-...................................................................................................................................65
Significant works:-...............................................................................................................................65
1) Darknesa - Joseph Campbell..........................................................................................................66
2) Moderning at the window - T. S. Eliot ...........................................................................................66
The Great Dictator ..................................................................................................................................67
The Waste Land.......................................................................................................................................68
Anton Chekhov's:-...................................................................................................................................69
The Scarlet Letter and Kya Kehna Movie Comparision...........................................................................70
Hester..................................................................................................................................................71
Roger Chillingworth ............................................................................................................................72
Dimmesdale ........................................................................................................................................72
Priya ....................................................................................................................................................73
Rahul ...................................................................................................................................................73
Ajay......................................................................................................................................................74
Dimmesdale and Ajay .........................................................................................................................77
The Black Prince......................................................................................................................................81
Midnight’s Children.................................................................................................................................81
Methods of English Language Teaching..................................................................................................82

The Grammar Translation Method.....................................................................................................83
The Direct Method..............................................................................................................................84
The Audio Lingual Method..................................................................................................................84
Total Physical Response......................................................................................................................85
The Silent Way ....................................................................................................................................86
Postcolonial Studies by Balaji Ranganathan ...........................................................................................87
Talk on Sairandhri by Vinod Joshi ...........................................................................................................92
Breath......................................................................................................................................................95
Samuel Beckett ...................................................................................................................................97
Youth Festival – Rang Mohan .................................................................................................................97
After Inauguration.............................................................................................................................104
On day 3rd.........................................................................................................................................108
Last session of result.........................................................................................................................113
Patriotism..............................................................................................................................................116
Shitala Satam ....................................................................................................................................117
Religious vs Science...........................................................................................................................121
References ........................................................................................................................................122
The Birthday Party ................................................................................................................................122
The Pinteresque features of The Birthday Party...............................................................................123
Inroduction........................................................................................................................................123
A Gripping Comedy of Menace,........................................................................................................127
Another Pinteresque Quality ............................................................................................................127
Rich in Meanings, But Without a Specific Theme.............................................................................128
Pinteresque Technique and Dialogue...............................................................................................128
Conclusion.........................................................................................................................................129
Works Cited.......................................................................................................................................129
W.B.Yeats..............................................................................................................................................129
The Second Coming...........................................................................................................................132
“Things fall a part the center can not hold”......................................................................................133
Sailing to Byzantium..........................................................................................................................134
Works Cited.......................................................................................................................................135

What is Communication?......................................................................................................................135
Sender and receiver..........................................................................................................................137
Medium.............................................................................................................................................138
Contextual factors.............................................................................................................................139
Message ............................................................................................................................................139
Feedback...........................................................................................................................................140
SEER.......................................................................................................................................................142
The Source Educational Evaluation Rubric .......................................................................................143
Turnitin..............................................................................................................................................145
Authority:-.........................................................................................................................................146
Educational Value:-...........................................................................................................................146
Intent:- ..............................................................................................................................................147
Originality:- .......................................................................................................................................147
Quality:-.............................................................................................................................................147
Jstore:-...............................................................................................................................................147
Poetryfoundation :-...........................................................................................................................148
Bibliography ......................................................................................................................................151
Journalism.............................................................................................................................................152
Feature Writing:-...............................................................................................................................153
News Feature....................................................................................................................................155
Trend:-...............................................................................................................................................155
Lead Writing......................................................................................................................................157
Short and simple:-.............................................................................................................................159
Solitary reaper.......................................................................................................................................160
Bibliography ..............................................................................................................................................165
Oedipus Rex ..........................................................................................................................................165
Christabel by Samuel Taylor Coleridge .................................................................................................169
Bibliography ......................................................................................................................................171
Death Be Not Proud by John Donne.....................................................................................................171
Holy Sonnets: Death, be not proud ..................................................................................................172
Lullaby...................................................................................................................................................174

Emma by Jane Austen...........................................................................................................................178
DELL SURVEY.........................................................................................................................................180
Vocabulary ........................................................................................................................................180
Business English ................................................................................................................................180
General English .................................................................................................................................180
IELTS..................................................................................................................................................180
Bibliography ..............................................................................................................................................182
vHow Literature Shaped me? ...............................................................................................................182
Chimamanda Adichie............................................................................................................................190
Library Leader’s Review ........................................................................................................................191
Pravisini Manch.....................................................................................................................................193
આરાધનાબેન િવશે ૂંક મા પ રચય...................................................................................................193
આરાધનાબેન ારા કહલી વાતો :......................................................................................................194
આરાધનાબેન ારા કરવામાં આવેલી વાસી ની વાતો :-.................................................................194
Migration :- .......................................................................................................................................194
Nostalgia :- ........................................................................................................................................195
Racism:-.............................................................................................................................................195
e-Social Media:- ................................................................................................................................195
ુજરાતી ભાષા ું મહ વ અને ુજરાતી ભાષા યે નો લગાવ ઓ લયા માં :-...........................196
..........................................................................................................................................................196
ુલાકાતો દરિમયાન હકારા મક નકારા મક અસરો :-........................................................................196
Empathetic :-.....................................................................................................................................197
Risky questions :- ..............................................................................................................................197
ઉલટ તપાસ થી સ યતા આવે તો સો યલ મી ડયા નો ું perspective?..........................................197
Culture of Australia :-........................................................................................................................197
Education System :-...........................................................................................................................198
ઔપચા રક િશ ણ :-.........................................................................................................................198
Requirements of examination :- .......................................................................................................198
National seminar...................................................................................................................................199

Library Visit ...........................................................................................................................................200
Importance of books.........................................................................................................................202
Founder of the library.......................................................................................................................202
Importance of libraries......................................................................................................................202
Purpose of the libraries.....................................................................................................................202
Atmosphere of the Library................................................................................................................202
Vinod Joshi’s Lectures on Rasa Theory .................................................................................................203
Barton Library Visit ...............................................................................................................................207
0-1 Definition:-..........................................................................................................................................12
0-2 .................................................................................................................. Error! Bookmark not defined.
0-10 ................................................................................................................ Error! Bookmark not defined.

The Grea0-48t Dictator...............................................................................................................................67
Chaplin's film advanced a stirring condemnation of Adolf 0-50Hittler, Benito Mussolini, Fascism,
antisemitism, and the Nazis. At the time of its first release, the united states was still formally at peace
with Nazi Germany Chaplin plays both leading roles: a ruthless fascist dictator and a persecuted Jewish
barber..........................................................................................................................................................67
Dimmesdale was the father of Pearl and lover of Hester. He really loved to Hester. When Hester faced
problems because of her pregnancy he couldn’t tell the truth because of his reputation in society. But at

the end of the movie, the scene of Scaffold ,Dimmesedale revealed the whole truth . And saved to Hester.
But actually it is not match with the novel end.0-67...................................................................................77
He also mentioned that the language is applied. So he told that he use0-89d mostly Sanskrit words in his
poem. Hu used Sanskrit and Gujarati language very well. .........................................................................94
0-100.............................................................................................................. Error! Bookmark not defined.

POST TRUTH
0-1 Definition:-

 Relating to or denoting circumstances in which objective facts are less
influential in shaping public opinion than appeals to emotion and personal
belief.
 'In this era of POST-TRUTH politics it's easy to cherry-pick data and come to whatever
conclusion you desire'.
 'Some commentators have observed that we are living in a POST-TRUTH age'.
For Example:-
 on 8 November,2016, in India, Narendra Modi declaired demonatization. And new
500 and 2000 currency notes are available in market. In those day, people came to know
that if they put mobile on new 2000 currency note, Narendra Modi would give speech on
black money. And all people believed that it was true. But after some time, people came
to know that it was a fake because it was only done by a mobile application.
The Post truth (click on the word post truth)
Education:-
0-2
1) Write something about your Favourite Teacher.
Give some reasons.

 My favourite teacher name is Mr Pareshgiri Goswami, who teaches me
English, Maths, Science, Reasoning. He is from Dharuka however living in
Bhavnagar. He took his education from MKB University. He is very polite and
kind in nature. He is the owner of the 'Smart Education' classes. so,he knows
very well about how to handle the students. I like his unique style of teaching.
He looks very smart with good physique, sparkle eyes. I like his good
personality.
He always smiled when entered to the
classroom and first greeting to the students. He is famous
for making lots of fun during the class time however
students obtained good marks in his subjects. He is a
teacher with good skills of teaching, friendly nature, good
sense of humor, patient and easygoing. He always gives us
lots of reading at home. He is always enthusiastic and
always motivated us for doing our best in the study and
life.
2) How are you as students? Think and write.
 I am an average student. I love English. But I have no deep knowledge about
English. I try to give my best though I can't obtain more marks.
3) What is the difference between the education system in past and today's time? Take
help of your parents to write this.
 We can find many differences between the education system in past and today's
time. In past, our parents did not use note books and colorfull ink and today, we
use notebooks and colorfull ink. In past, teacher were used chalktalk method
for teaching, in present, our teachers use technology. For example; today we
use computer, projector, mobile for our better understanding. In past, if
students wanted to learn anything they had to go at school ,but in present, if we
want to learn anything , we have not to go at school. We can search in internet.
In past, students did not use benches to seat but, in present, we use benches for
seating. So, here, we can see many differences between in the education system
in past and today's time.

Film screening of Robinson Crusoe
Daniel Defoe wrote Robinson Crusoe at the age of fifty nine and it was an
immediate success. The story of Robinson Crusoe that has delighted the young, and
the old for that matter, for over two hundred years was actually based on an
experience in the life of a seaman, Alexander Selkrik, who spent four years on the
deserted Island of Juan Fernandez.
Most of the dialogues and scenes are covered in the film. Robinson
Crusoe, a third son with few prospects, goes to sea against his father's wishes. On a
voyage from Brazil to Africa to collect slaves, a storm forces him to abandon ship. He

swims alone to a deserted Island somewhere in the Atlantic Ocean on September
30,1659.
To his delight, the abandoned ship turns up on an offshore rock, allowing
him to salvage food, tools, firearms and other items before it sinks. He herds goats,
hunts game, makes clothes, and builds a home with only the company of a dog, rex,
and a cat.
After 18 years, Crusoe discoveres that cannibals are visiting his Island
with their victims. The next time he spots them with his telescope, he sees a prisoner
make a break for it, pursued by two cannibals. He knocks out one and shoots the
other; when the first one ragains consciousness, the escape kills him with Crusoe's
knife. Crusoe takes the man back to his stockade.
He names him Friday. Crusoe teaches him English and Western customs
and turns Friday into a servant. Crusoe does not trust him at first, believing Friday to
also be a cannibal who would kill him if given the chance. He builds a door to the
cave in which he takes to sleeping. When Friday enters without permission late one
night to get an axe, Crusoe puts leg irons on him. The next day, however, Crusoe
relents and takes them off. He comes to trust his new companion completely.
After 28 years, Friday saves Crusoe's life from a cannibal sneaking up
behind him. Seeing a large group, they flee back to their stockade. The cannibals,
however, are driven off by white men with guns. Captain Oberzo and his bosun are
the victims of a mutiny ; the mutineers have landed to get fresh water and to maroom
the two,Crusoe and Friday rescue the men and get away undetected.
Crusoe leaves for home with Friday, having spent 28 years, two months,
and 19 days on the Island. As they row for the ship, Crusoe imagines he can hear his
dog, rex, barking in the distance.

Youth Festival
Our University has organised "Aishvaryam Youth Festival 2018" for 3 days from 26/10/2018 to
28/10/2018. Many events were organised in the youth festival. They are:

Kalayatra, Quiz, poetry recitation, on the spot painting, mimicry, bhajan, cartooning, paper
collage, mono acting, sugam geet, folk dance, solo folk dance, western dance, western solo
dance, folk orchestra, essay writing, elocution, rangoli...etc,.

A month ago, all the students started their preparation for youth festival. There were
many rules of youth festival. All the participates got their own identity card.
I could not attend all events. Because I was presented at our department as a volunteer.
Quiz and Essay writing competitions were organised at our department. On 26 October, the first
round of Quiz was stared. On 27 October, the final round of quiz and essay writing were
organised. The time of final round of quiz was at 9:00 a.m. , but it was postponed due to some
problem of electricity. So the final round was began at 11:00 a.m..
On 27th October, I attended 2-3 events. First I attended the western group song. I
enjoyed it. I also feel proud on the group of our department who got the second rank in the youth
festival. I also observed that the group of our department has dress code of 'Tri-Ranga'. Orange,
white, blue, white, green. I like their dress code.
Then I attended the event of solo western song. I listened 3-4 songs. I liked only 2 songs.
I eagerly waited for Vidhya's performance. When she came on the stage, we all cheer up her.

Then she started to sing a song and the audience mingled with her tuning. The audience really
enjoyed her song. And finally Vidhya got the second rank in the youth festival.
Then I attended the event of Drama at Atal Auditorium. When we reached at
Auditorium, we found that the Auditorium was packed with the audience. But thanks to
Bhavnesh one of my classmate, who arranged seats for us. We could not enjoy the drama
because some boys spread nuisance. Our university arranged the committee for controlling the
audience. Though, some boys did not listen to the member of committee.
I saw the drama 'Third side of Coin'. In this drama, the story of a child who was not a
man and a woman. But the child was the 'Hijada'. They were not accepted by the society and also
their family. In this drama we can see the struggle of third gender child and the mother of this
child. This drama gave the moral.

Then I saw the another drama 'Aurangzeb'. This drama was heart touching. All the
characters performed confidently. Then I also liked the drama 'sagar Khedu sarvan', which got
the second rank in the youth festival.

From our department, Bhavnesh participated in elocution, Prakruti participated in
quiz, Laljibhai participated in poster making, Dipti participated in sugam geet and western group
song, Vidhya also participated in western group and solo song, Rajdeep participated in mimicry,
Nirali performed mono acting, Dharma performed mime, and other students performed drama,
Zankhna draw the rangoli on the current situation. And she got the third rank in the youth
festival.
Really, I enjoyed the 'Aishvariyam Youth Festival'. I inspired from all the participated
and I thought that I will participate in youth festival next year. I am eagerly waiting for the next

year's Youth Festival. This year S. S. C. C. M became champion and the K. P. E. S became the
first runners and Taksheela became second runners.

Neo Classical Age
Definition:-
Neo classical literature was written between 1660 and 1798. This time period is
broken down into three parts: the Restoration period ,the Augustan Period, the Age of
Johnson.
Writers of the Neoclassical period tried to imitate the style of the Romans and Greeks.
Thus, the combination of the terms 'neo', which means 'new' and 'classical', as in the day of the
roman and Greek classics. This was also the era of The Enlightenment, which emphasized logic
and reason. It was preceded by The Renaissance and followed by the Romantic era. In fact, the
Neo classical period ended in 1798 when Wordsworth published the Romantic 'Lyrical Ballads'.
Major writers of the age:-
1) Daniel Defoe (c. 1660 - 1731)
2) Jonathan Swift ( 1631 - 1700)
3) Samuel Johnson (1709 - 1784)

4) Moliere (1622 - 1673)
5) Alexander Pope (1688 - 1744)
1) Daniel Defoe (1660 -1731)
Daniel Defoe was born in London in 1660 to a family of Presbyterian Dissenters, and
educated at a dissenting academy in Newington Green. He became a merchant, dealing in
different commodities including hosiery. In 1684 he married Mary Tuffley; six of their eight
children lived into adulthood.
After expanding into the import-export business for goods such as tobacco and alcohol, Defoe
made some unwise investments and in 1692 declared bankruptcy. He was twice briefly
impersoned for his debts, negotiating his freedom with the aid of recognisants and becoming an
accountant and investment advisor to the government and private business owners.
During this time he began writing political pamphlates (1700), a satirical comment on the
literary criticism of the age. The True - Born Englishman (1701) defends king William 3, who
was Dutch , against xenophobia with the reminder that there was no such thing as a purely
English person: 'from a mixture of all kinds bagan/ That het'rogeneous thing, an Englishman'.
works:-
 An Essay Upon Projects
 A Journal of the Plague Year
 Mall Flanders
 Robinson Crusoe
 Roxana: The Fortunate Mistress

2) Jonathan Swift:-
Jonathan Swift was born in Dublin, Ireland, on November 30, 1667. The son of an English
Lawyer, he grew up there in the care of his uncle before attending Trinity College at the age of
fourteen, where he stayed for seve years, graduating in 1688. In that year, he became the
secretary for Sir William Temple, an English politician and member of the Whig party. In 1694,
he took religious orders in the Church of Ireland and then spent a year as a country person. He
then spent further time in the service of Temple before returning to Ireland to become the
chaplain of the Earl of Berkeley. Meanwhile, he had begun to write satires on the political and
religious corruption surrounding him, working on A Tale Of a Tub, which supports the position
of the Anglican Church against its critics on the left and the right, and The Battle of the Books,
which argues for the supremacy of the classics against modern thought and literature. He also
wrote a number of political pamphlets in favour of the Whig party. In 1709 he went to London to
campaign for the Irish church but as unsuccessful. After some conflicts with the Whig party,
mostly because of Swift's strong allegiance to the church, he became a member of the more
conservative Tory party in 1710.
Works:-
 Gulliver's Travels
 A Modest Proposal
 A Tale of Tub
 "An Arguments Against Abolishing Christianity" (Essay)
3) Samuel Johnson:-

Samuel Johnson (18 September 1709 [ 7 September] – 13 December 1784), often referred to as Dr. Johnson,
was an English writer who made lasting contributions to English Literatuure as a poet, playwright, essayist,
moralist, literary critic, biographer, editor and lexicogrpher. He was a devout An Anglican and a generous
philanthropist. Politically, he was a committed Tory. The Oxford Dictionary of National Biography, describes
Johnson as "arguably the most distinguished man of letters in English history". He is the subject of James
Boswell 's The life of samuel Johnson, described by Walter Jackson Bate as "the most famous single work of
biographical art in the whole of literature"
Works:-
 A Voyage to Abyssinia
 London: A Poem
 A Complete Vindication of the Licensers of the stage
 The life of Admiral Blake
 The Fountains: A Fairy Tale
 The Patriot
4) Moliere:-
Jean-Baptiste Poquelin (who used the stage name Moliere), born
January 15th, 1622, is considered one of France’s greatest playwrights, if

not the greatest. His amalgamation of humor and intellect, his ability to
exquisitely capture the hypocrisy of 17th century French society, and his
sparkling and lucid prose have made his works immensely popular around
the world both in universities and, of course, on the stage. He was
described by Voltaire as “the painter of France,” as his works held a mirror
up to his country’s vices and virtues.
Works:-
 The Misanthrope and other Plays
 The schol for wives
 Tatuffe
5) Alexander Pope:-
Alexander Pope (1688-1744) was born on May 21, 1688 in London. His father
was a linen-draper of Plough Court, Lombard Street. Despite his family’s Catholic
faith, which barred him from attending university, Pope learned Greek and Latin
under the tutelage of a local priest and, later, at Catholic school. In 1700, Pope’s
family moved to Binfield in Winsor Forest, where Pope undertook a regime of
rigorous self-education once his formal education was complete. He read,
studied, and translated, sometimes teaching himself languages through the act of
translation. It was at Binfield that the sixteen-year-old Pope composed
his Pastorals (published 1709). Around this same time, Pope contracted some
form of tuberculosis, probably Pott’s Disease, which weakened his spine, stunted
his growth, and permanently damaged his health.
Works:-

 Pastorals
 An Essay on Criticism
 The Critical Specimen
 Messiah
 The Rape of the Lock
 Windsor Foret
 Contribution to the Guardian
 The Illiad of Homer,tr.
 Ode on Solitude
 The Odyssey of Hommer,tr.
 The Dunciad
 An Essay on Man
The neo classical age is the reaction of its previous age and the
characteristics of this age influenced by the social and political
conditions. Political movement supported in making of literature. The life
was represented by the writers of this age as it is.
John Keats

John Keats was an English Romantic poet. He was one of the main figures of the second generation of
Romantic poets, along with Lord Byron and Perey Bysshe Shelley, despite his works having been in
publication for only four years before his death from tuberculosis at the age of 25.
Although his poems were not generally well received by critics during his lifetime, his reputation grew
after his death, and by the end of the 19th century, he had become one of the most beloved of all
English poets. He had a significant influence on a diverse range of poets and writers. Jorge Luis Borges
stated that his first encounter with Keats,s work was the most significant literary experience of his wife.
The poetry of Keats is characterized by sensual imagery, most notably in the series of Odes. This is
typical of Romantic poets, as they aimed to accentuate extreme emotion through an emphasis on
natural imagery. Today his poems and letters are some of the most popular and most analyzed in English
literature. Some of the most acclaimed works of Keats are "Ode to Nightingale", "Sleep nad Poetry", and
the famous sonnet " On First Looking into Chapman's Homer".
It is impossible to say how much has been lost by Keats's early death. His reputation grewe steadily
throught the 19th century, though as late as the 1840s the pre-Raphaelite painter William Holman Hunt
could after to him as "this little- known poet". His influence is found everywhere in the decorative
Romantic verse of the Victorian Age, from the early work of Alfred, Lord Tennyson, onward. His general
emotional temper and the minute delicacy of his natural observation were greatly admired by the pre -
Raphaelites, who both echoed his poetry in their own and illustrated it in their paintings. Keats's 19th
century followers on the whole valued the more superficial aspects of his work, and it was largely left for
the 20th century to realize the full range of his technical and intellectual achievement.
1) Ode to Nightingale:-

"My heart aches, and a drowsy numbness pains
My sense, as though of hemlock I had drunk,
Or emptied some dull opiate to the drains One minute past, and Lethe-wards had sunk:'Tis not through
envy of thy happy lot, But being too happy in thine happiness,- That though, light-winged Dryad of the
trees, In some melodious plotOf beechen green, and shadows numberless, Singest of summer in full-
throated ease".
The speaker opens with a declaration of his own heartache. He feels numb, as though he had taken a
drug only a moment ago. He is addressing a nightingale , he hears singing somewhere in the forest and
says that his "drowsy numbness" is not from envy of the nightingale's happiness, but rather from sharing
it too completely; he is "too happy" that the nightingale sings the music of summer from amid some
unseen plot of green trees and shadows.
O, for a draught of vintage! that hath been Cool'd a long age in the deep- delved earth,Tasting of Flora
and the country green,Dance, and Provencal song, an sunburnt mirth!O for a beaker full of the warm
South, Full of the true, the blushful Hippocrene, With beaded bubbles winking at the brim, And
puple- stained mouth;That I might drink, and leave the world unseen, And with thee fade away into the
forest dim:
In the second stanza, the speaker longs for the oblivion of alcohol, expressing his wish for wine, "a
draught of vintage", that would taste like the country and like peasant dances, and let him "leave the
world unseen" and disappear into the dim forest with the nightingale.

Fade far away, dissolve, and quite forget what thou among the leaves hast never known,The weariness,
the fever, and the fret Here, where men sit and hear each other groan;Where palsy shakes a few, sad,
last gray hairs,Where youth grows pale, and spectre-thin, and dies; Where but to think is to be full of
sorrow And leaden - eyed despaires,Where Beauty cannot keep her lustrous eyes, Or new Love pine at
them beyond to - morrow.
In the third stanza, he explains his desire to fade away, saying he would like to
forget the troubles the nightingale has never known: "the weariness, the fever, and
the fret" of human life, with its consciousness that everything is mortal and nothing
lasts. Youth "grows pale, and spectre - thin, and dies," and " beauty cannot keep her
lustrous eyes".
Away! away! for I will fly to thee Not charioted by Bacchus and his pards,But on the viewless wings of
Poesy, Though the dull brain perplexes and retards:Already with thee! tender is the night, And haply the
Queen- Moon is on her throne, Cluster'd around by all her starry Fays; But here there is no light,Save
what from heaven is with the breezes blown Through verdurous glooms and winding mossy ways.
In the fourth stanza, the speaker tells the Nightingale to fly away, and he will follow,
not through alcohol but through poetry, which will give him "viewless wings". He says
he is already with the nightingale and describes the forest glade, where even the
moonlight is hidden by the trees, except the light that breaks through when the
breezes blow the branches.

I cannot see what flowers are at my feet,
Not what soft incense hangs upon the boughs,
But, in embalmed darkness, guess each sweet
Wherewith the seasonable month endows
The grass, the thicket, and the fruit - tree wild;
White hawthorn, and the pastoral eglantine;
Fast fading violets cover'd up in leaves;
And mid - may's eldest child
The coming musk -rose, full of dewy wine,
The murmurous haunt of flies on summer eves.
In the fifth stanza, the speaker says that he cannot see the flowers in the glade, but
can guess them "in embalmed darkness". White hawthorne, eglantine, violets, and
the musk - rose, "the murmurous haunt of flies on summer eves".

Darkling I listen; and , for many a time I have been half in love with easeful Death,Call'd him soft names
in many a mused rhyme, To take into the air my quite breath;Now more than ever seems it rich to die,
To cease upon the midnight with no pain, While thou art pouring forth thy soul abroad In such an
ecstasy!Still wouldst thou sing,and I have ears in vain- To thy high requiem become a sod.
In the sixth stanza, the speaker listens in the dark to the nightingale, saying that he
has often been "half in love" with the idea of dying and called Death soft names in
many rhymes. Surrounded by the Nightingale's song, the speaker thinks that the idea
of death seems richer than ever, and he longs to "cease upon the midnight with no
pain" while the nightingale pours its soul ecstatically forth. If he were to die, the
nightingale would continue to sing, he says, but he would "have ears in vain" and be
no longer able to hear.
Though wast not born for death, immortal Bird! No hungry generations tread thee down;The voice I
hear this passing night was heard In ancient days by emporer and clown:Perhaps the self - same song
that found a path Through the sad heart of Ruth, when, sick for home, She stood in tears amid the
alien corn; The same that oft- times hathCharm'd magic casements, opening on the foamOf perilous
seas, in faery lands forlorn.
In the seventh stanza, the speaker tells the nightingale that it is immortal, that it was
not "born for death". He says that the voice he hears singing has always been heard,
by ancient emperors and clowns, by homesick Ruth; he even says the song has often

charmed open magic windows looking out over "the foam/of perilous seas, in faery
lands forlorn".
Forlorn! the very word is like a bell To toil me back from thee to my sole self!Adieu! the fancy cannot
cheat so well As she is fam'd to do, deciving elf.Adieu! adieu! thy plaintive anthem fadesPast the near
meados, over the still stream, Up the hill - side ; and now 'tis buried deep In the next valley -
glades:Was it a vision, or a waking dream? Fled is that music: - Do I wake or sleep?
In the eighth stanza, the word forlorn tolls like a hell to restore the speaker from his
preoccupation with the nightingale and back into himself. As the nightingale flies
further away from him, he laments that his imagination has failed him and says that
he can no longer recall whether the nightingale's music was "a vision, or a waking
dream". Now that the music is gone, the speaker cannot recall whether he himself is
awake or asleep.
To Autumn:-

Season of mists and mellow fruitfulness,
Close bosom-friend of the maturing sun;
Conspiring with him how to load and bless
With fruit the vines that round the thatch - eves run;
To bend with apples the moss'd cottage trees,
And fill all fruit with ripeness to the core;
To swell the gourd, and plump the hazel shells
With a sweet kernel; to set budding more,
and still more, later flowers for the bees,
Until they think warm days will never cease,
For summer has o'er- brimm'd their clammy cells.
From the title it's clear that the speaker is talking about autumn. The speaker briefly
describes the season and immediately jumps into personification, suggesting that
autumn and the sun are old pals. "Mist"often accompany chilly weather because the
moisture in the air condenses into a vapor when it's cold. "Mellow fruitfulness"
sounds like something people would say at a wine tasting. The word "mellow"
meaning low-key or subdued, is a good fit for autumn, with its neutral colors and cool,
yet not cold, whether. And it's also the season when many fruits and other crops are
harvested, making autumn fruit-fill. Autumn is a close friend of the sun, who is
maturing as the year goes on. Maturing could be a polite way of saying "getting old".

The sun is no longer in its prime.A bosom friend is like that friend you told all your
secrets to in junior high school.
The sun and autumn are "conspiring". We might have to separate the two of
them.They are planning how to make fruit grow on the vines that curl around the roofs
of thatched cottage. The image highlights the weight of the fruit as it "loads" down the
vines. Thatched cottages suggest a pastoral setting, characterized by shepherds, sheep,
maidens, and agriculture. The "pastoral" as a literary genre was thought to originate in
Ancient Greece, and the ode is a Greek form, so it is appropriate for this ode to
include pastoral themes. Keats's other Great Odes, especially "Ode on a Grecian Urn",
include similar imagery.
Keats is going nuts with images of weight and ripeness. The richness here is like
WIlly Wonka's Chocolate Factory set in an orchard. The apples "bend" down the
branches of mossy trees with their weight. The trees belong not to some big farming
cooperative ,but to the simple cottages of country folk. The ripeness penetrates deep
to the very center of the fruit. They're not like those apples that look delicious until
you take a bite and realize that the fruit is hard and sour. No, these babies are ready
for chow-time right now.

The ripeness converged on the center of the fruit. Now, the ripeness expands like a
balloon to "fill up" nuts and gourds. The opposition of these motions helps us
visualize the process. "Gourds" include things like squash, zuchhini, and, especially,
pumpkins! What could be more appropriate for autumn than huge pumpkins ripening
on the vine? "hazel" is a plant that produces the nuts that add delicious flavor to
coffee or gelato. The nut is the "sweet kernel" that we eat. It's almost as if the speaker
is coordinating the growth of all these fruits and nuts. He's like, "more! More! More!
The "budding" that the speaker describes is in the future. He has just been describing
the "kernels" or seeds that drop to the ground when nuts fall from trees. These seeds
will "later" turn into new plants and flowers when spring comes again. Autumn isn't
just a time of things dying off, turning brown, and falling to the ground. It also sets the
stage for the return of growth in the spring. From nature's perspective, fruit is the
mechanism for planting new seeds. The speaker goes on a little imaginative trip into
the next spring and summer, where the bees take advantage of the flowers that began
as a small seed in autumn. Unlike humans, who can make sense of past, present, and
future, the bees only know their task for the present. The bees think the summer will
never end, and that flowers will always be in bloom. The bees are like monks or
prisoners insides of the flowers in which they seek nectar. At this point, even the
speaker must admit that all this growth has become too much, and summer is like a
sweet liquid that threatens to spill over the brim of a glass. Besides, he is starting to
get away from the point. Must be time for a new stanza.

Who hath not seen thee oft amid thy store? Sometimes whoever seeks abroad may findThee
sitting careless on a granary floor, Thy hair soft-lifted by the winnowing wind;Or on a half-
reap'd furrow sound asleep, Drows'd with the fume of poppies, while thy hook Spares the
next swath and all its twined flowers:And sometimes like a gleaner thou dost keep Steady
thy laden head across a brook;Or by a cyder- press, with patient look, Thou watchest the
last oozing hours by hours.
Keats returns to the personification of spring. He asks a rhetorical question: who
hasn't seen autumn hanging out by his or her "store" of fruits, nuts, and other ripe
things? The word "store" suggests the abundance of crops, and you might think of a
barn or a grain silo filled with the most recent harvest.
It's like trying to find the leprechaun from the lucky charms commercial. All anyone
has to do is travel through the countryside hitting up every "granary" - buildings
where large amounts of harvested grain are kept cool and dry - until you find autumn
sitting on the floor of one of them. A silo is one kind of modern granary. Now that the
grain has been harvested, autumn doesn't have a care in the world. The work for this
season is done and in the books. We think "abroad" means "widely" or "through the
countryside" or "across the land", rather han "in a foreign country".

We will tentatively guess that autumn is a woman. Not only because season were
traditionally personified as female in European art, but also because this season has
oh-so-soft hair. We could play gender police and point out that Keats never uses "she"
or "her" in this poem, but it's simple if we use these pronouns while you just keep that
fact in mind. Autumn is like a college student when exams are over: she has nothing
to do but hang out. She sits on the granary, and her hair is lifted by a gentle wind. The
word "winnowing " is perfect here because "to winnow" in farm speak means to
separate the grain from the chaff. In centuries past, farmers winnowed their crops by
having people beat the harvested plant with, say, large sticks. This action loosens the
heavier grain, and then the chaff is light enough that it can be blown away, or
"winnowed", in the wind. The place where the grain and the chaff are separated is
called the "threshing floor"- this is where autumn is hanging out.
Keats says, she might also be on the furrow of a field that has only partially ben
harvested. She's earned one. "Furrows" are the long, undulating hills that you see in
fields, on top of which crops grow. The dips in the furrows are used for irrigation. The
speaker claims that autumn is basically drunk on the smell of the poppy flowers that
she was going to harvest. She lies on the furrow while the "hook", or sickel, that she

uses to cut the flowers lies unused. She hasn't gotten to the next "swatch" of flowers,
so they're saved. The reference to poppies is no accident. Poppies were used to make
opium, a drug that was popular in England in the 19th century. The writer Thomas de
Quincey wrote an article called "Confessions of an Opium-Eater" about his experience
with the drug, which was published the year after "To Autumn". Of course, the smell
of the flowers alone could not make someone intoxicated, except metaphysically.
The harvesting metaphors continue,as autumn is compared to a "gleaner",someone
who picks out the last stalks of grain that were missed during the threshing process.
Poor peasants would often be allowed to "glean" the field, the equivalent of picking
up scarps after a feast. Autumn puts her head down to cross over a brook, just as a
gleaner bows his or her head to look for grains. Her head to look for grains. Her head
is "laden" or heavy- yet another image of weight. Apple cider is the most common
form, but pear cider is also drunk in England. Cider is frequently alcoholic, so this
could be another reference to an intoxicant. See "Calling Card" for more on this trend
in Keats's poetry. Autumn is starting to sound like a real slacker. She has nothing to
do, nowhere to be. She can "patiently" watch the thick juice or "ooze" of the apples
drop from the press for hours on end. "Oozings" is definitely our favorite word in this
poem. It captures the concentrated sweetness of the season.

Where are the songs of spring? Ay, Where are they? Think not of them, thou hast thy music
too,While barred clouds bloom the soft-dying day, And touch the strubble-plains with rosy
hue;Then in a wailful choir the samll gnats mourn Among the river sallows, borne aloft Or
sinking as the light wind lives or dies;And full-grown lambs loud bleat from hilly bourn;
Hedge - crickets sing; and now with treble softThe redbreast whistles from a garden-croft;
And gathering swallows twitter in the skies.
The final stanza beings with another rhetorical questions, which we'll paraphrases as,
"where are your songs at, Spring? Huh? Bring it, if you got it. I can't hear you ... yeah,
that's what I thought". That's the super- aggressive version, at least. But the speaker is
definitely needling the season opposite to autumn on the calendar. Spring might be
great and all, but it doesn't sticks around, so who needs it. He reassures autumn, who
might be feeling a tad inadequate compared to her more celebrated counterpart, that
she has her own music.Keats alludes again to the pastoral tradition in poetry, in which
shepherds typically "sign" in springtime,often while playing a lyre.
The speaker beings to describe the "song" of autumn. It's more of a metaphorical
song, in that the scene beings with light and images. He describes the patchy clouds,
between which patches of sky can be seen, as "barred". These clouds appear to be in
"bloom" is a direct challenge, again, to springtime. The day is "dying" at sunset, but
it's not a tragic or violent death. It's "soft" and gentle. The reddish colors of the

sunlight "touch" the fields have been harvested, so all that is left is a flat "stubble" of
crop.
The gnats by the riverside "mourn" the dying day like a choir at a funeral. They are
"wailing" as if the daylight had been a favorite grandparent or something. In fact, they
are just doing what gnats do: coming out at evening time. The choir sound is the
collective buzzing of their tiny little wings. Some people would have a different word
than "choir" to describe this sound: namely, "extremely annoying". Gnats especially
like to hang out in wet areas, near trees, and here we find them near the willow or
"sallow" trees down by the river. Their movement appears to be coordinated with the
light. Light gets brighter, gnats go up; light gets dimmer, gnats go down. Keats is
having all kinds of fun with movement and directions in this poem. The speaker
continues to paint the sunset as a life-or-death struggle for the light. The sound of the
gnats contributes to the song of autumn.
0-3
The poem concludes with more animal sounds, but those of a more convention variety
than the buzzing of gnats. Lambs are bleating near the small stream, or , "bourn", that
flows down a hill. Notice that the speaker calls them "full-grown lambs", which is like
saying, "full-grown child." Wouldn't that just be a sheep? He seems to want to
highlight the in between stage between the glorious ripeness of youth and plain old
adulthood. crickets are "singing" by rubbing their wings together, otherwise known as
"chirping". With a soft but high voice, the redbreast robin is whistling in an enclosed

garden, or "garden croft". Last but not least, the swallows have taken to the sky at
twilight, and they "twitter" joyfully as the sun goes down. Now, really, what kind of
ending is that?We just have a bunch of images of different birds and beasts! If this
were a movie, you would probably leave the theater scratching your head.
Frankenstein
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FRANKENSTEIN
Mary Shelley
First Published: 2007
Reprinted: 2009
Published by
Dhingra Publishing House

Printed at
Dhingra Art Press
(Delhi - 110 092)
Frankenstein by Mary Shelly
(Illustrated Classics Series)
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Mary Shelley was born on August, 30,1797. Her mother died immediately after
giving birth to her. Mary married the poet P.B.Shelley in 1814. In 1816, the Shelleys
visited Lord Byron on Lake Geneva. It was here that Mary got the idea for writing her
novel, Frankenstein. This book made her famous. Mary , however, always remained
in need of novels. She wrote novels, articles, poems, and short stories. In 1826, The
Last man was published. Mary Shelley died in 1851.
0-6

0-7
In this book there are 26 chapters. The language is used very simple in this book.
This book creates more interest by giving pictures. The pictures are very attracted.
There are 222 pages in this book. I read this book twice in a day.
0-8
Frankenstein is an old classic about a scientist who creates a monster. Victor
Frankenstein is a hard working young man. He discovers how to give life to an
inanimate body and uses his knowledge to create a man monster.

0-9
I liked the chapters in the story that were narrated by the monster. we can see that
Victor Frankenstein was arrogant and self-righteous. This book is very heart touching,
it is not horror story. The story was exceptionally well told and the writing definitely
brings it to life. It's hard to believe that it came from the imagination of a 19 years old
girl writing in 1818.
Film Screening Review: Uri : The Surgical Strike
Directed by:- Aditya DharProduced
by :- Ronnie ScrewvalaScreen
Play by :- Aditya Dhar
Starring :- Vicky Kaushal Yami Gautam Paresh Rawa Mohit Raina Kirti Kulhari
Music by :- Shashwat Sachdev
Release date :- 11 January 2019Language :- Hindi

0-10
Movie screening leaders organised to watch movie Uri The Surgical Strike at Entertainment
Park. Uri The Surgical Strike is an action film which was written and directed by Aditya Dhar.
Uri was theatrically released on 11 January 2019. This film is based on the true events of 2016,
when Indian Army avenged a deadly terrorist attack by carrying out a Surgical Strike. This film
is divided into five chapters. First is The Seven Sisters.Second is An Unsettling Peace. Third
is Bleed Indian With a Thousand Cuts. Fourth is New India. Fifth is The Surgical Strike.
0-11
The Seven Sisters
The first chapter opens with an ambush in June 2015 on the convoy of the Indian Army troops in
Chandel, Manipur by NSCN militants. In retaliation, Major Vihaan Singh a Para SF officer and
his unit including his brother in law Major Karan Kashyap infiltrate and attack the Northeastern
militants and also kill its key leader responsible for the ambush. Vihaan requests an early
retirement as he wants to be close with his mother who is suffering from stage VI Alzheimer's on
which the PM offers him to a desk job at New Delhi near his mother instead of retirement to
which he agrees.

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