"The Cockroach" by Kevin Halligen

The Cockroach

Kevin Halligen

'The Cockroach' by Kevin Halligen is a poem about reflection on life through watching the movement of a cockroach. The central idea of the poem is the distress and suffering felt by a person, when he is without a goal or aim.  The poem is an example of an allegory, and a sonnet. It is an allegory because it personifies a cockroach as a human being. Halligen repeatedly personifies the cockroach in many ways and he prefers to address the cockroach as 'he' rather than 'it'.

             It is written in the format of a sonnet which runs in fourteen lines. The first four lines of the sonnet show that the cockroach is certain of his movement. It has started to move fast and it is satisfied with its movement. The cockroach is content to take a safe route by avoiding the dust ball. In the same way the poet is sure of himself in the early stage of his life.

The next 4 lines convey that the cockroach’s movements show uncertainty just as the poet’s.  His uncertainty of movement is shown by its action of scratching its wings. When the cockroach stops, it looks as if he is tired of being still.  He wants to move on and not remain in the same place all the time.

In the last 6 lines the poet becomes thoughtful.  The last three lines tell us that the poet recognized himself in the cockroach in a number of ways.  First he wanted safety, much like the cockroach keeping to a safe path along the wainscot.  Later he became more willing to seek new places and new activities.  Finally just like the cockroach he was ‘uncertain where to go’.  He questions whether just like the cockroach he is being punished for something wrong in his ‘former life’.  The word ‘due payment’ tells us that the poet is suffering and agonized over uncertainty and indecision.  In the last line of the poem he confesses that he recognizes himself in the Cockroach.

                                         

Oscar Wilde’s “The Happy Prince”

The Happy Prince

Oscar Wilde

Oscar Wilde’s “The Happy Prince” begins by introducing the statue of the Happy Prince. People of the place admire at the statue of the Happy Prince and decide to live happily like the statue. A swallow crosses the place where the statue is, in order to meet his friends in Egypt to spend the winter season.

When the swallow is about to sleep, between the feet of the statue, tears of the Happy Prince fall on the swallow. It mistook it as a raindrop but when it knows it as tears of the statue, it talks to the statue. The Happy Prince says that he weeps because he cannot bear the sufferings of the poor and the needy. When he was the prince, he did not understand the pain of the people. But after death, as he stands as a statue, he could see the misery of the people.  The Happy Prince requests the swallow to help him by giving his eyes, which is precious stones, to the needy people.

When the Happy Prince gave away his sapphire eyes, he could not see any more. Then the swallow decides to stay and help out the requests made by the Happy Prince. Therefore, he asked the Swallow to fly over his city and told him what he saw there. The Swallow flew over the great city and told the Happy Prince about the condition of the rich and the poor. The poor were hungry and homeless. When the Happy Prince listened to this, he asked the Swallow to give his gold covering to the poor and the needy.

As the weather gets colder and colder, and the swallow could not resist the climate and it dies On the other hand, the Happy Prince’s loss of all of his ornaments stands as an unattractive statue.  Once, the mayor and the town councilors pass by the stature of the happy prince. They are shocked to see it without ruby, sapphires, and gold covering. It looks ugly without them. They pull it down and decide to make another statue. The heart of the happy prince does not melt in the furnace and the workers throw it on the dust heap where the dead swallow is already lying. An angel comes and takes both the heart and the dead Swallow to God as two precious things.

A Day's Wait by Ernest Hemingway

A Day's Wait

                                                  

“A Day’s Wait” short story is written by Ernest Hemingway. Ernest Hemingway belongs to America and he has received the prestigious Nobel Prize for Literature.

"A Day's Wait" (1936) is a brief story that portrays a tragic outcome of miscommunication between a boy and his father. Schatz is a nine-year-old boy who becomes sick one winter night. A doctor is called, the doctor diagnosis that Schatz has flu and a high fever. The doctor leaves medicine for the boy and tells the father that the boy's temperature is 102 degrees. Schatz overhears it and that causes conflict and misunderstanding between the boy and his father.

The father reads stories to Schatz from Howard Pyle’s Book of Pirates. While doing it the father observes that the boy does not follow the story; instead he stares at the book and feels detached. Schatz asks his father to leave if sitting with him bothers the father. He again and again pesters his father to leave. Thinking that the boy feels dizzy due to medication, the father leaves for a walk along with an Irish settler on the frozen creek. The dog flushes a covey of quail, and the father kills two. He returns happily from hunting and knows that his son does not allow anyone to enter into the room.

When the father enters, Schatz stops him by telling that the father may get what he was having. The father leaves the son’s comment unnoticed and takes his temperature. The boy demanded his father to reveal the temperature. When the father tells it is around 100 and nothing to worry about it, the boy replies that he does not bother. At the same time he cannot keep himself free from thinking about it. While advising the son to take it easy, the father observes that the boy is trying to withhold something. Finally Schatz asks his father that at what time is he going to die? Now the father understands what has bothered his son till then. He calls him silly and tells that people will not die with a fever of 102. The boy replies that the boys in a school in France told him that one cannot live with 44 degrees. The exasperated father quickly explains to his son about the difference between Fahrenheit and Celsius thermometers. He compares them to miles and kilometers. The boy slowly relaxes, and by the next day he cries very easily at little things. This open ending leaves the readers with an assumption that the shock of the previous day’s experiences resulted in short temper.

Summary- The Justice of the Peace – Hilaire Belloc

The Justice of the Peace – Hilaire Belloc

The poem “The Justice of the Peace” is written by a French- Anglican poet Hilaire Belloc. He is a famous writer and historian. In many of his poems he satirises his society. This poem in particular talks about the economical inequalities and injustices of his society. The poem is written in the form of dramatic monologue: that is dramatic in quality and a speaker is addressing listener/listeners. Here the speaker is trying to convince someone of something by not telling the whole truth. In spite of it what the speaker does not say is revealed to the readers.

The title of the poem refers to a magistrate who hears to minor cases. Ironically in front of the magistrate the speaker justifies economical inequalities and social injustices of his society.

The speaker distinguishes between two things; which he and the addressee possess. The addressee has a shirt, a brimless hat, a shoe and half a coat. It shows that expect his outfit, the addressee does not possess anything more; Whereas the speaker, who calls himself as lord benign, has fifty hundred acres of fat land. The division of their possessions indicates the inequality they face in the society.  Having such a vast land is sited as his rights by the speaker.

When the speaker tries to justify his rights for the property, he fails to do so. It forces him to leave it as simply as his rights. He orders the addressee to be calm and good; may be not to complain about the division of the things. He comments him to obey the laws, which might be in favour of the rich. He again warns the addressee to remember his lower position and not to fight against him because he may get hurt.  Through this the speaker exposes his economical power which made him to be a hypocrite.

The speaker states that he does not feel jealous of the addressee’s possessions such as his coat, hat and shoe. Then why should the addressee feels jealous of the speaker’s property. Further he threatens that it is illogical to fight with economical power. If his fate is to live in poverty, why should he fight against it? Finally he reveals his cruel nature by indicating that he has got the upper hand. Through this he tries to mean that the addressee should accept his position without fighting; otherwise he has to face the worst result.

Even though the title of the poem “The Justice of the Peace” gives hope for justice, the whole poem depicts injustice faced by the poor. Hilaire Belloc as he wanted to resist the economical and social inequality, he satirises his society through this poem.

Summary of "WHEN LINCOLN CAME TO PITTSBURGH" by DOROTHY CALHOUN

WHEN LINCOLN CAME TO PITTSBURGH

DOROTHY CALHOUN

“When Lincoln Came to Pittsburgh” is a radio drama written by Dorothy Calhoun. Radio dramas have the challenge to convey something in a short span of time by means of sound effects and dialogue. It replaces the visual presentation by sound effects and dialogue. The major features of a radio drama are music and occasional interventions by the narrator. This radio drama is an episode of ‘American Yesterdays’. It is about the historical visit of Abraham Lincoln, the elect President of the U.S. to Pittsburgh in February 1861 for a short while and based on the short stay this play is written.

          This play presents one day incident in Pittsburgh. It aims to project the American historical heroes in their own times and whether the others of the same period recognize such great men as historical figures in future. By stating the aim through the narrative the play tires to present the views/impressions of the American citizens around 1860’s about the then President Abraham Lincoln.

          Dr. John Goucher is a very committed doctor who concerns more about his patients. Mrs. Goucher is an ideal mate of Dr. Goucher, who helps her husband in the treatment of patients. The visit of Mr. Lincoln to Pittsburgh creates excitement among the children of Mr & Mrs. Goucher. Tom and Mark the grown up boys, decide to see Mr. Lincoln. Dr. Goucher states that he saw him the previous day and describes Mr. Lincoln personality as six feet three inches tall and his features are friendly, kind and determined. By listening to his father’s description of Mr. Lincoln’s personality, John, the youngest son becomes curious to meet Mr. Lincoln and to talk to him. When the children share their desire to meet Mr. Lincoln, Dr. Goucher leaves for his duty. Before leaving he asks his wife to meet one of his patience Mrs. Moore as she needs hope than medicine.

          Mark and Tom leave home in a hurry to see Mr. Mr. Lincoln. John’s pleaded his elder brothers to take him as well to see Mr. Lincoln. They reject his request by stating that he is young and it is difficult to manage him in the crowd. Even when their mother asked them to take him, they rejected by cautioning that he may get lost in the crowd and they have to see the President. It leaves John in tears. Spike, another young boy and friend of John, comes to meet John. John goes with Spike to meet the President with his mother’s approval. Mark and Tom get struck in the middle of the crowd and they could not see the President fully. They saw only his legs and head and they could not listen to the President’s speech completely. Meanwhile John and Spike enters through the crowd and see Mr. Mr. Lincoln and listen to his speech fully. Mr. Lincoln shapes his happiness to be in Pittsburgh and states that the people of Pittsburgh are privileged to live in a place which is surrounded by beautiful hills. In less than a month he is about to be inaugurated President of the U.S. He has a great responsibility as he could see unrest, which may lead to war in the south. He calls the development of tension towards South as clouds. He concludes his speech with a confidence note that in spite of the threat the nation will see a rainbow above the clouds of war. Spike, a small boy understood the President’s speech literally by pointing out the black cloud in the sky. When Mr. Lincoln finishes his speech John in an urge to shake hands with Mr. Lincoln, crawls under the legs of the crowd and goes near him. He introduces himself to Mr. Lincoln and says that he has many questions to ask. The impressed President appreciates his braveness. John tells Mr. Lincoln that he wants to be a great man like him in future. Mr. Lincoln encourages and advises John to do good deeds and to serve others which is the golden rule to be followed. If he follows that he will be a successful person in future. John promises to follow his advice and leaves the place, to meet his friend. He shares his happiness with spike.

               The night falls, Mrs. Allen, Goucher’s neighbors comes to meet Mrs. Goucher. She comes to return a cup of flour which she borrowed the previous week. They both discuss about Mr. Lincoln’s talk.  Mrs. Allen says that she saw a small boy who remembered John shaking hands with Mr. Lincoln and praises Mr. Lincoln’s speech as inspiring. Dr. Goucher and the elder boys return home. They worry about John as he was not seen around and around that time John returns home. Tom and Mark convinces John by stating that they only saw the President’s leg and hat and could not even listen his speech fully. John repeats Mr. Lincoln’s talk and narrates about his meeting with the President. Tom and Mark feel upset about their mistake of leaving John. John questions his father whether he could be a great man as Mr. Lincoln said. His father replies John that if he puts his full effect, he would succeed. The play ends with a promise to listen to another delightful episode in the next week.

summary of John Keats' "Ode on a Grecian Urn"

Ode on a Grecian Urn

John Keats

John Keats is a great English poet of the Romantic age. The poem “Ode on a Grecian Urn” presents the complexity between art and reality.  This poem is written in the pattern of Ode, means a type of lyrical poem usually gives the writer’s personal emotions about a person or an object. This poem is written in five stanzas each containing ten lines. Keats observation and his personal emotion towards the Greek Urn are depicted in this poem.

Keats looks at a Greek Urn which is decorated with many images in a museum or in his imagination. The following five stanzas are his imagination or his personal feel towards the urn. He calls the urn as an untouched bride of quietness. The urn is seen as a female whose foster parents are silence and time, as it is not destroyed by time and represent the past silently. The pictures on the urn give more sweet tales than the writers could and thus he calls the urn as ‘sylvan historian’. As the urn presents the Greek rustic life of the past, it is seen as a historian. By calling the urn as historian Keats looks at the urn closely and he could see the borders by a line of leaves around the pictures. Each picture has its own tale. It has the shapes of gods, humans or both of them present in the valley Tempe or in the region of Arcady. He could see some images and speculates whether they are god or men, some girls are being chased by some wild boys, musical instruments are being played and humans or god becomes wild due to the music. 

Now the poet looks at the specific picture where a piper plays some music. Keats states that heard melodies are sweet and the melodies in the urn could not be heard whereas one could imagine the song.  Thus the songs of the piper will remain sweeter in fantasy or imagination and that music is not for the physical ear whereas for the spiritual ear. He then describes about a young man who is playing a song by sitting under a tree. As the urn is immortal the young man will sing forever under the tree which will be full with leaves forever. There is a bold lover who could not kiss his ladylove though he is near her as the picture standstill. The poet asks him not to worry about it as his ladylove will always be beautiful and he will love her forever.  Through these lines Keats tries to imply that the imagined world on the vase is superior to the real world of experience.

Keats feel jealous about the urn as it keeps everything immortal. He says that the tree in the picture remains happy as it does not shed its leaves and also enjoys the spring season forever. The pipers in the picture also are happy as they sing new songs ever. Keats imagines that the lovers are happier as they will love and enjoy forever. Their love is above all the human passion. Human love leaves one with passion or with sorrow.

The other part of the urn with different scenery is presented to the readers by Keats.  He sports a scene on the urn where a group of people coming for sacrifice. He sees a place to sacrifice a heifer which is dressed with garlands by a mysterious priest. The little town by the river side or by the sea shore is built among the peaceful surrounding. As all the people of the town have gone for the sacrifice on a pious day, the town is empty without people. Thus the little town will always be empty and the streets will be silent forever.

Keats address the urn directly as a symbol of Athenian art, beautiful in shape, carved on the embroidered space with the images of men and women. With the beautiful pictures the silent urn confuses and teases humans about eternity. The poet calls the urn as ‘cold pastoral’ to mean either its marble texture or as it remains still in time. The mortals get aged whereas the urn will remain the same amidst the problems of humans as a friend to them. The urn advises humans about what they need to know on earth. The message is “Beauty is truth, truth beauty” that is beauty and truth are one and the same. It in turn consoles humans.

summary of "Women Writing the Nation" by Susie Tharu & K.Lalitha

Women Writing the Nation

Susie Tharu & K.Lalitha

The essay “Women Writing the Nation” is an extract from the introduction of the book titled The Twentieth Century: Women Writing the Nation written by Susie Tharu & K.Lalitha. They talk about the Indian women writing, its theme and style especially after independence. The introduction part advises the readers to read women writing against the conventional methods in order to understand the challenges undergone by the women writers.

The essay begins by stating the decades 1940s and 1950s concluded the long and unhappy period of imperial domination. Moreover those decades presented the initiation of new authorities and hence new skills were circulated among the Indians. It resulted in the establishment of imaginative geography of India. Such established notions/ skills were extended and reworked in the second half of the twentieth century. At present people expect a feminist literary history to project the forces/struggles the women writers underwent to read and write literary texts during their hard times instead of giving it as repetition of rebellious act or as a dream to win. They expect the feminist literary history to present a different approach by highlighting the women writers’ conflicts in the then determined world and about women’s position. Such history should read literary texts to point out the real world’s task, rather focusing upon the aesthetic effects. In addition the writers want the feminist literary history to present schemes of the nation by reading such texts in unconventional way. Thus women’s writing enables the readers to know a history of feminist initiatives, its situations.  Such reading will reveal a literary text as a source of information about the debate, protest and negotiation which are closely connected to women in each historical moment.

The narratives of women across the nation contribute powerful articulation through which the world is recreated. The book The Twentieth Century: Women Writing the Nation focuses on three major themes:  

1.     Questions the emergence of caste and communalism during Swadeshi Strand                  of the Nationalist Movement

2.     Raises the issue of gender and class in the context of the Progressive Writer’s Associations

3.     Women’s movement of the 1920’s and 1930’s which is shaped by the liberal electoralism.

By dwelling on these three major themes, the work attempts to understand gender and nation –in process, to provide the narrative and analytical context especially to the works from the 1970’s, the third phase of the modern women’s movement. The authors believe that such reading will illustrate the construction of gender. Moreover they aim to bring out the transformation of themes and languages of the women writing in the cultural politics of each period. It enables the readers to understand the difficulties and challenges inherited by the women writers of the 1970's.