Anton Chekhov was a Russian author known for his short stories and plays in the late 19th century. He also worked as a physician, which provided financial motivation for his writing. The document summarizes Chekhov's biography and provides analysis of his short story "The Student", focusing on how the student shares the story of Peter's betrayal of Jesus with two widows and has an emotional realization about the connection between past and present.
Literary Theory and Criticism
By Belachew Weldegebriel
Jimma University
College of Social Sciences and Humanities
Department of English Language and Literature
Literary Theory and Criticism
By Belachew Weldegebriel
Jimma University
College of Social Sciences and Humanities
Department of English Language and Literature
Paradise Lost is a poem by John Milton written in blank verse. This is based on the biblical theme of the fall of man. It depicts the temptation of Adam and Eve by the fallen angel Satan and their expulsion from the Garden of Eden. Milton stated his purpose in Book I is to "justify the ways of God to men".
Paradise Lost is a poem by John Milton written in blank verse. This is based on the biblical theme of the fall of man. It depicts the temptation of Adam and Eve by the fallen angel Satan and their expulsion from the Garden of Eden. Milton stated his purpose in Book I is to "justify the ways of God to men".
X. Transfiguration
XI. Learning by Suffering
XII. Looking on the Bright Side
XIII. "Thy Will be Done"
XIV. The Love of God
XV. Prayer Lessons
XVI. The Vision Glorious
San Manuel, Bueno MartirMiguel de Unamuno (1864-1936) was a Sp.docxanhlodge
San Manuel, Bueno Martir
Miguel de Unamuno (1864-1936) was a Spanish philosopher and novelist. His philosophical masterpiece is “The Tragic Sense of Life” (1912), an essay which combined the philosophy of Existentialism with his Catholic faith.
“San Manuel, Bueno Martir”reaches the same conclusion about reason and faith found in that famous essay: Reason tells us that there is no life after death, but faith tells us that we cannot live without belief in life after death. Thus, life must be lived in this conflict between reason and fatih. Belief in God must be an act of hope.
Now that the bishop of the diocese of Renata, to which my village of Valverde de Lucerna belongs, is going about, so they say, beginning the process for the beatification of our Don Manuel, or rather, Saint Manuel the Good, who used to be our parish priest, I want to leave written here, by way of confession, (and only God knows and not I what fate it may have), everything that I know and remember about that motherly male who filled the most intimate part of my life and soul, who was my true spiritual father, the father of my soul, of myself, Angela Carballino.
The other one, my flesh and temporal father, I scarcely knew, since he died when I was very young. I know that he had arrived in our Valverde de Lucerna as a stranger, that he settled here upon marrying my mother. He brought with him some few books, the Quixote, works of classical theater, some historical novels, histories, the Bertoldo, all mixed up, and as a daydreaming child I devoured those books, almost the only ones in the whole village. My good mother scarcely told me any facts or sayings of my father. Those of Don Manuel, whom like the whole village she adored, with whom she was in love- of course most chastely- had wiped out the very memory of those of her husband. Each day, on praying the rosary, she fervently commended him to God.
I remember our Don Manuel as if it were yesterday, when I was a child of ten, before they took me off to the religious school in the cathedral city of Renada . Our priest was probably about thirty seven years old then. He was tall, thin, erect, and carried his head like our Buitre Peak carries its crest, and there was in his eyes the blueish depth of our lake. He attracted the glance of everybody, and after that, their hearts, and he, upon looking at us, seemed to look straight through our flesh like glass, to look at our hearts. We all loved him, but especially the children. What things he told us! They were things, not words. The town began to reek of holiness; one felt full and drunk with its aroma.
It was then that my brother Lazaro, who was in America from where he regularly sent us money so that we might live in seemly comfort, made my mother send me to the religious school, so that I might complete my education outside of the village. And this, even though he didn’t think much of nuns. “But since there”, he wrote us, “there are no progressive lay schools as far as.
In two to four double-spaced pages (excluding title and refere.docxbradburgess22840
In two to four double-spaced pages (excluding title and reference page), analyze The Welcome Table and complete the following:
Explain why the literary work captured your interest, using terms and concepts from the text to support your explanation. The key terms are found at the end of Chapter 2.
Apply two to three of the key terms from Chapter 2 to your reflection. Review the Reader’s Response matrix (Figure 2.1) to help you frame your response.
Key terms:
figurative language
figures of speech
imagery
metaphor
persona
simile
song
symbol
tone
Your paper should be organized around a thesis statement about the selected literary work and the approach you are using to analyze the work. All sources must be properly cited. The paper must include a separate title and reference page, and be formatted to APA (6th edition) style.
The paper must be two to four pages in length (excluding the title and reference page), and formatted according to APA style. You must use at least two scholarly resources (at least one of which can be found in the Ashford Online Library) other than the textbook to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar, in your online course.
The Welcome Table
Alice Walker (1970)
for sister Clara Ward
I'm going to sit at the Welcome table
Shout my troubles over
Walk and talk with Jesus
Tell God how you treat me
One of these days!
Spiritual
The old woman stood with eyes uplifted in her Sunday-go-to-meeting clothes: high shoes polished about the tops and toes, a long rusty dress adorned with an old corsage, long withered, and the remnants of an elegant silk scarf as head rag stained with grease from the many oily pigtails underneath. Perhaps she had known suffering. There was a dazed and sleepy look in her aged blue-brown eyes. But for those who searched hastily for "reasons" in that old tight face, shut now like an ancient door, there was nothing to be read. And so they gazed nakedly upon their own fear transferred; a fear of the black and the old, a terror of the unknown as well as of the deeply known. Some of those who saw her there on the church steps spoke words about her that were hardly fit to be heard, others held their pious peace; and some felt vague stirrings of pity, small and persistent and hazy, as if she were an old collie turned out to die.
She was angular and lean and the color of poor gray Georgia earth, beaten by king cotton and the extreme weather. Her elbows were wrinkled and thick, the skin ashen but durable, like the bark of old pines. On her face centuries were folded into the circles around one eye, while around the other, etched and mapped as if for print, ages more threatened again to live. Some of them there at the church saw the age, the dotage, the missing buttons down the front of her mildewed black dr.
Alice Walker Is known for her landmark novel The Color Purple, but.docxgalerussel59292
Alice Walker Is known for her landmark novel The Color Purple, but her short stories are equally intense, often weaving dreamy surrealism and the harsh realities of racism with unforgettable characters
THE OLD WOMAN STOOD WITH EYES UPLIFTED IN HER SUNDAY-GO-TO meeting clothes: high shoes polished about the tops and toes, a long rusty dress adorned with an old corsage, long withered, and the remnants of an elegant silk scarf as headrag stained with grease from the many oily pigtails underneath. Perhaps she had known suffering. There was a dazed and sleepy look in her aged blue-brown eyes. But for those who searched hastily for “reasons” in that old tight face, shut now like an ancient door, there was nothing to be read. And so they gazed nakedly upon their own fear transferred; a fear of die black and the old, a terror of the unknown as well as of the deeply known. Some of those who saw her there on the church steps spoke words about her that were hardly fit to be heard, others held their pious peace; and some felt vague stirrings of pity, small and persistent and hazy, as if she were an old collie turned out to die.
She was angular and lean and the color of poor gray Georgia earth, beaten by king cotton and the extreme weather. Her elbows were wrinkled and thick, the skin ashen but durable, like the bark of old pines. On her face centuries were folded into the circles around one eye, while around the other, etched and mapped as if for print, ages more threatened again to live. Some of them there at the church saw the age, the dotage, the missing buttons down the front of her mildewed black dress. Others saw cooks, chauffeurs, maids, mistresses, children denied or smothered in the deferential way she held her cheek to the side, toward the ground. Many of them saw jungle orgies in an evil place, while others were reminded of riotous anarchists looting and raping in the streets. Those who knew the hesitant creeping up on them of the law, saw the beginning of the end of the sanctuary of Christian worship, saw the desecration of Holy Church, and saw an invasion of privacy, which they struggled to believe they still kept.
Still she had come down the road toward the big white church alone. Just herself, an old forgetful woman, nearly blind with age. Just her and her eyes raised dully to the glittering cross that crowned the sheer silver steeple. She had walked along the road in a stagger from her house a half mile away. Perspiration, cold and clammy, stood on her brow and along the creases by her thin wasted nose. She stopped to calm herself on the wide front steps, not looking about her as they might have expected her to do, but simply standing quite still, except for a slight quivering of her throat and tremors that shook her cotton-stockinged legs.
The reverend of the church stopped her pleasantly as she stepped into the vestibule. Did he say, as they thought he did, kindly, “Auntie, you know this is not your church?” As if one could choose the w.
As the designer for this book, my mission was to create an elegant and minimalistic style design that would convey the timeless feel of this classic novel while cohesively giving it a modern and updated look. I chose to use black and gold as the colors throughout the design in hopes to exhibit a sense of elegance. The characters in this novel attempt to display a gracefulness and sophistication on the exterior, but as the story goes on, you begin to learn that the characters are not quite as sophisticated as they seem. Just as Checkov provides a scope into the heartbreaks, the rural unhappiness, and the wasted lives of these characters throughout the story, my attempt was to yield an illumination on these same themes. Although the colors used throughout the design appear simple, clean, and elegant, the illustrations throughout the acts provide a scope into the despair, dashed hopes, and reflect the overall disappointment that the characters possess.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Anton Chekhov
(1860 and 1904)
was a Russian author who was best
known for his short stories and plays.
Anton Chekhov also worked as a
physician. His job as a doctor did not
pay very well, so Chekhov did a lot of
different things for money, including
writing.
3. Motive Questions
1. What is the setting (time and place) of the
short story?
2. Who are the characters?
3. What was the problem of Ivan Velikopolsky?
4. How did he resolve his problems?
4. The Gist of “The Student”
On the winter evening of Good Friday, a 22-year-old clerical
student (seminarian) walks in the dark woods, tired from
hunting. The cold temperature reminds him of the past, of his
problems and of St. Peter. He decides to pass by a house where
there are the two widows he knows, a mother and her daughter
warming themselves around the fire. He talks to them about
Jesus, the Last Supper, his crucifixion, the apostle Peter.. The
mother cries, and her daughter is troubled.
When the student leaves and rides a ferry boat home, he thinks
about them all and "joy suddenly stirs in his soul," as he sees the
past, the truth and beauty of the past, links to the present.
Read the full story from your book or from:
http://www.classicreader.com/book/393/1/
5. The Student (full story)
AT first the weather was fine and still. The thrushes were calling, and in
the swamps close by something alive droned pitifully with a sound like
blowing into an empty bottle. A snipe flew by, and the shot aimed at it
rang out with a gay, resounding note in the spring air. But when it began
to get dark in the forest a cold, penetrating wind blew inappropriately
from the east, and everything sank into silence. Needles of ice stretched
across the pools, and it felt cheerless, remote, and lonely in the forest.
There was a whiff of winter.
Ivan Velikopolsky, the son of a sacristan, and a student of the clerical
academy, returning home from shooting, walked all the time by the path
in the water-side meadow. His fingers were numb and his face was
burning with the wind. It seemed to him that the cold that had suddenly
come on had destroyed the order and harmony of things, that nature
itself felt ill at ease, and that was why the evening darkness was falling
more rapidly than usual. All around it was deserted and peculiarly
gloomy.
6. The only light was one gleaming in the widows' gardens near the
river; the village, over three miles away, and everything in the
distance all round was plunged in the cold evening mist. The
student remembered that, as he went out from the house, his
mother was sitting barefoot on the floor in the entry, cleaning the
samovar, while his father lay on the stove coughing; as it was Good
Friday nothing had been cooked, and the student was terribly
hungry.
And now, shrinking from the cold, he thought that just such a
wind had blown in the days of Rurik (Russian dynasty founded by Prince
Rurik) and in the time of Ivan the Terrible and Peter, and in their
time there had been just the same desperate poverty and
hunger, the same thatched roofs with holes in
them, ignorance, misery, the same desolation around, the same
darkness, the same feeling of oppression -- all these had
existed, did exist, and would exist, and the lapse of a thousand
years would make life no better. And he did not want to go home.
7. The gardens were called the widows' because they were kept by two
widows, mother and daughter. A camp fire was burning brightly with a
crackling sound, throwing out light far around on the ploughed earth.
The widow Vasilisa, a tall, fat old woman in a man's coat, was standing
by and looking thoughtfully into the fire; her daughter Lukerya, a little
pock-marked woman with a stupid-looking face, was sitting on the
ground, washing a caldron and spoons. Apparently they had just had
supper. There was a sound of men's voices; it was the labourers watering
their horses at the river.
"Here you have winter back again," said the student, going up to the
camp fire. "Good evening."
Vasilisa started, but at once recognized him and smiled cordially.
"I did not know you; God bless you," she said.
"You'll be rich."
8. They talked. Vasilisa, a woman of experience, who had
been in service with the gentry, first as a wet-nurse,
afterwards as a children's nurse, expressed herself with
refinement, and a soft, sedate smile never left her face; her
daughter Lukerya, a village peasant woman, who had been
beaten by her husband, simply screwed up her eyes at the
student and said nothing, and she had a strange expression
like that of a deaf mute.
"At just such a fire the Apostle Peter warmed himself," said
the student, stretching out his hands to the fire, "so it must
have been cold then, too. Ah, what a terrible night it must
have been, granny! An utterly dismal long night!”
He looked round at the darkness, shook his head abruptly
and asked:
"No doubt you have been at the reading of the Twelve
Gospels?"
"Yes, I have," answered Vasilisa.
9. "If you remember at the Last Supper Peter said to Jesus, 'I am
ready to go with Thee into darkness and unto death.' And our Lord
answered him thus: 'I say unto thee, Peter, before the cock
croweth thou wilt have denied Me thrice.' After the supper Jesus
went through the agony of death in the garden and prayed, and
poor Peter was weary in spirit and faint, his eyelids were heavy and
he could not struggle against sleep. He fell asleep. Then you heard
how Judas the same night kissed Jesus and betrayed Him to His
tormentors. They took Him bound to the high priest and beat
Him, while Peter, exhausted, worn out with misery and
alarm, hardly awake, you know, feeling that something awful was
just going to happen on earth, followed behind. . . . He loved Jesus
passionately, intensely, and now he saw from far off how He was
beaten. . ."
Lukerya left the spoons and fixed an immovable stare upon the
student.
10. "They came to the high priest's," he went on; "they began to
question Jesus, and meantime the labourers made a fire in the
yard as it was cold, and warmed themselves. Peter, too, stood with
them near the fire and warmed himself as I am doing. A woman,
seeing him, said: 'He was with Jesus, too' -- that is as much as to
say that he, too, should be taken to be questioned. And all the
labourers that were standing near the fire must have looked sourly
and suspiciously at him, because he was confused and said: 'I
don't know Him.' A little while after again someone recognized
him as one of Jesus' disciples and said: 'Thou, too, art one of
them,' but again he denied it. And for the third time someone
turned to him: 'Why, did I not see thee with Him in the garden to-
day?' For the third time he denied it. And immediately after that
time the cock crowed, and Peter, looking from afar off at Jesus,
remembered the words He had said to him in the evening. . . . He
remembered, he came to himself, went out of the yard and wept
bitterly -- bitterly. In the Gospel it is written: 'He went out and
wept bitterly.' I imagine it: the still, still, dark, dark garden, and in
the stillness, faintly audible, smothered sobbing. . .”
11. The student sighed and sank into thought. Still
smiling, Vasilisa suddenly gave a gulp, big tears flowed
freely down her cheeks, and she screened her face from the
fire with her sleeve as though ashamed of her tears, and
Lukerya, staring immovably at the student, flushed
crimson, and her expression became strained and heavy like
that of someone enduring intense pain.
The labourers came back from the river, and one of them
riding a horse was quite near, and the light from the fire
quivered upon him. The student said good-night to the
widows and went on. And again the darkness was about him
and his fingers began to be numb. A cruel wind was
blowing, winter really had come back and it did not feel as
though Easter would be the day after to-morrow.
12. Now the student was thinking about Vasilisa: since she had
shed tears all that had happened to Peter the night before the
Crucifixion must have some relation to her. . . .
He looked round. The solitary light was still gleaming in the
darkness and no figures could be seen near it now. The
student thought again that if Vasilisa had shed tears, and her
daughter had been troubled, it was evident that what he had
just been telling them about, which had happened nineteen
centuries ago, had a relation to the present -- to both women,
to the desolate village, to himself, to all people. The old
woman had wept, not because he could tell the story
touchingly, but because Peter was near to her, because her
whole being was interested in what was passing in Peter's
soul.
13. And joy suddenly stirred in his soul, and he even stopped for a
minute to take breath. "The past," he thought, "is linked with the
present by an unbroken chain of events flowing one out of
another." And it seemed to him that he had just seen both ends of
that chain; that when he touched one end the other quivered.
When he crossed the river by the ferry boat and afterwards,
mounting the hill, looked at his village and towards the west
where the cold crimson sunset lay a narrow streak of light, he
thought that truth and beauty which had guided human life there
in the garden and in the yard of the high priest had continued
without interruption to this day, and had evidently always been
the chief thing in human life and in all earthly life, indeed; and
the feeling of youth, health, vigour -- he was only twenty-two --
and the inexpressible sweet expectation of happiness, of unknown
mysterious happiness, took possession of him little by little, and
life seemed to him enchanting, marvellous, and full of lofty
meaning.
14. Important Points
This simple tells of betrayal and remorse--a very human
sequence but also offers the hope of forgiveness.
There is some emotional realization at the end, whether
that is happy or sad.
This student may have had some psychological problem
with his mood swings like this. Sad, then upbeat in a
moment.
Although “The Student” talks about the importance of
religious tradition, the religious story Ivan shares with
the widows is not as important as the emotions
explored.
15. Even Ivan is a student, he serves as a teacher to the
widow Vasilisa and makes a difference in her life.
The student has learned another lesson; not only what
he learned at the seminary but also the other
realization of being human and spiritual at the same
time.
The student, in the final paragraph, realises that
the story of the Apostle Peter is evidence of some
form of eternal truth and beauty that can
sustain humanity .
16. Chekhov, although familiar with the Christian traditions,
was not a religious man. “The Student” was about a
young man understanding that his life can have an
impact on others; his life has meaning.
One of the aspects of human nature that Chekhov
consistently explores is that of sincerity and
genuineness.
Chekhov once said, “Look at yourselves. See how
badly you live and how tiresome you are. The main
thing is that people should understand this. When
they do, they will surely create a new and better life
for themselves.”
17. Questions and Reflections
How do you console yourself when you are faced with
problems?
How do you provide comfort to somebody who is distressed
or disappointed?
Have you been in a situation that you felt difficult to
forgive? How was it resolved?
Have you been betrayed? Share your story to the class.
How would you like others remember you?
What impact have you done in the lives of others to make
you live more meaningfully?
Peter loves the Lord Jesus, yet he denies Him. At what
instance could we deny our Saviour and Lord?
What passages from the Bible or Christian Characters you
remember when you think of problems?