𝐇𝐚𝐯𝐞 𝐲𝐨𝐮 𝐠𝐨𝐭 𝐚 𝐁𝐫𝐨𝐨𝐤 𝐢𝐧 𝐘𝐨𝐮𝐫 𝐋𝐢𝐭𝐭𝐥𝐞 𝐇𝐞𝐚𝐫𝐭 "𝐏𝐨𝐞𝐦 𝐚𝐧𝐝 𝐒𝐮𝐦𝐦𝐚𝐫𝐲

 

𝐇𝐚𝐯𝐞 𝐲𝐨𝐮 𝐠𝐨𝐭 𝐚 𝐁𝐫𝐨𝐨𝐤 𝐢𝐧 𝐘𝐨𝐮𝐫 𝐋𝐢𝐭𝐭𝐥𝐞 𝐇𝐞𝐚𝐫𝐭

Have you got a Brook in your little heart,

Where bashful flowers blow,

And blushing birds go down to drink,

And shadows tremble so—

And nobody knows, so still it flows,

That any brook is there,

And yet your little draught of life

Is daily drunken there—

Why –  look out for the little brook in March,

When the rivers overflow,

And the snows come hurrying from the hills,

And the bridges often go—

And later, in August it may be,

When the meadows parching lie,

Beware, lest this little brook of life,

Some burning noon go dry!       

                                      

SUMMARY

Rather than still waters running deep, Dickinson presents us with an image of a “little heart” with not a river but a Brook. It’s flowers are “bashful”, and so delicate and tremulous a place it is that even the birds blush to drink there and “shadows tremble.” 
      If that weren’t enough, it can get swollen to bursting in the floods of spring—its “bridges often go” – and in late summer it might very well dry up altogether.
            The poet asks the reader directly whether or not she has a little brook of her own, implying that some people don’t have this life spring. Perhaps they just plod along lifelessly, or perhaps they have a less vulnerable source of life. Brook people get easily overwhelmed with floods of emotion or wither away without any life-giving water to replenish it. Maybe river people keep a more even keel.
            I don’t find this one of Dickinson’s more successful poems. The first line puts me on the spot: Am I alive enough, do I have such a lovely spot inside me? Yet by the end of the poem I’m questioning the value of such a vulnerable source for a “little draught of life.” Perhaps the key word is “little.” A little heart requires only a little “draught of life.” The voice itself is little and bashful, opening with that timid-sounding question. Several phrases are inverted in service of the rhyme, and this always strikes me as lazy. Dickinson doesn’t need to do it in other poems but here we have “so still it flows” and “the meadows parching lie.”
            The meter and rhyme, however, move the poem along at a nice, bubbling-brook pace. Several long “o” words and rhymes provide a nice open feel: blow, so, nobody knows, flows, overflow, go. The meter is a charming combination of iambs and anapests: “And nobody knows, so still it flows” can be read as iamb, anapest, iamb, iamb. Similar patterns are seen in the 9th and 15th lines.

   It seems likely to me that Dickinson is writing about the source of her poetry. She wrote her poems alone in her room and no one knew how very many she wrote. Her sister and life-long friend were amazed at the quantity. Sometimes she might be flooded with creativity, but she was always aware of the fragility of it all. She knew very well that without a well spring or rain, her poetry would “go dry.”

ANSWER THE FOLLOWING QUESTIONS                                    DATE:10/08/2021

a. What do the flowers and the birds do by the brook?
Ans. The bashful flowers blow, and the blushing birds go down to drink in the brook.

b. Where does the snow come from? What happens to the bridges then?
Ans. Snow comes hurrying from the hills. The bridges are washed away by the overflowing rivers just like  the overflow of human emotions break all barriers.

c. Give two examples of alliteration in the poem, other than the one already mentioned.
Ans. The two examples of alliteration are hurrying from the hills, bashful flowers  blow, and blushing birds.

d. What kind of noon has been referred in the poem? Explain it in your own words.
Ans. The poet refers to the burning noon which often dries up the brook and parches the meadows. During August due to the scorching heat of the sun, the noon seems to be burning. Symbolically the drying up of the brook is compared to the drying up of human emotions. 

   REFERENCE TO THE CONTEXT (UPDATED : 17/08/2021

1.And nobody, knows, so still it flows

That any brook is there;

And yet your little draught of life

Is daily drunken there,

 

a. Where is the brook located?

Ans. The brook is located in the distant woods.

b. Why is the location unknown to many?

Ans. The location was unknown to many as people do not frequent the woods.

c. Why do we need the ‘draught of life’ daily?

Ans. We need the ‘draught of life’ daily to refresh ourselves.

 

2.And later, in August it may be,

When the meadows parching lie

 

a. What do the parching meadows of August signify?

Ans. The parching meadows of August signify the drying up of human emotions 

from our life.

b. What does the poet warns her readers about?

Ans. The poet warns her readers to be careful so that our life is not devoid of 

emotions.

c. How does the brook change from March to August?

Ans. The brook in the month of August overflows like spring of man’s life which is 

full of emotions but in August, the brook starts drying up and often gets lost just 

like the emotions in human life dry up with the passage of time.     

  

Accumulated By: Sir Ashish Rai
English Literature 
Asst. Teacher RMA

BIOGRAPHY OF MALALA YOUSAFZAI

 Class VI  

Topic : I am Malala

BIOGRAPHY OF MALALA YOUSAFZAI

Malala Yousafzai is a Pakistani education advocate who, at the age of 17 in 2014, became the youngest person to win the Nobel Peace Prize after surviving an assassination attempt by the Taliban. Yousafzai became an advocate for girls' education when she herself was still a child, which resulted in the Taliban issuing a death threat against her. On October 9, 2012, a gunman shot Yousafzai when she was traveling home from school. She survived and has continued to speak out on the importance of education. In 2013, she gave a speech to the United Nations and published her first book, I Am Malala. 

Awards Of Malala

In October 2013, the European Parliament awarded Yousafzai the Sakharov Prize for Freedom of Thought in acknowledgment of her work. In October 2014, Yousafzai became the youngest person to receive the Nobel Peace Prize, at just 17 years old; she received the award along with Indian children's rights activist Kailash Satyarthi.

In April 2017, United Nations Secretary-General Antonio Guterres appointed Yousafzai as a U.N. Messenger of Peace to promote girls education. The appointment is the highest honor given by the United Nations for an initial period of two years.

Yousafzai was also given honorary Canadian citizenship in April 2017. She is the sixth person and the youngest in the country’s history to receive the honor.

-----------------------------------------------------------------------------------

CLASS : VI    ENGLISH LITERATURE                 

 Date: 26/07/2021

Answers the following Questions
1. On Which street was Malala's School located? Describe the road between the school and Malala's house.
Answer -Malala's school was located in the Haji Baba Road and the road was very narrow muddy she usually took rickshaws to visit school along with other friends.

2.What was Malala's usual routine of waking up?
Answer - In the story actual time is not mentioned but we can assume she usually wakes up around 6:00 AM but during examination time she had to wake up as earlier from the regular time.

3.Describe Malala's room in your own words.
Answer - She had long room in front of their house with few old furniture like bed and a cabinet. She had bought those with some of the money and some shelves were all the gold coloured plastic cups and some trophies.

4. Why had Malala started taking the bus?
Answers- According to the Malala's story she had started taking the bus because the situation was not good at time in the northwest Pakistan due to local Taliban and it was took risky to walk on the road alone.

UPDATED ON : 29/ JULY/2021 👇

5. In your own words describe what Malala's School comprised.

Answer- Malala went to school for six day s week. She was in the night grade. As soon as she reached school, she would put her backpack in the class and go for the morning assembly. She would learn chemical equations, study Urdu grammar and would also write stories with morals in english and draw diagrams of blood circulation.

6. Describe the bus in which Malala travelled to school.

Answer-  The bus was what they called 'Dyna'. It was a white Toyota Town Ace Truck with three parallel benches. It had no windows at the back a thick plastic sheet which flapped and was too yellowed and dusty to see through.

7. Who stopped the bus? What reason had they given for stopping it?

Answer - A young bearded man in light coloured clothes had stopped the bus. He was one of the Taliban militants and asked if it was the Kushal School bus and inquired about Malala.

8. Describe the event that unfolded when the young man who looked like a college students, got on the bus.

Answer - The young man, who looked like a college student, got on the bus and inquired about Malala. No one replied but everyone looked at her. She was the only girl with face uncovered. Getting a hint of who Malala was, the man fired three shot, one after another form a black Colt.45. The first bullet went through Malala's left eye socket and came out from her left shoulder. She fell heavily on Moniba. The second bullet went into the upper right arm of Kainat Riaz.

Accumulated by

Mr. Ashish Rai

Assistant Teacher of

Roshan Memorial Academy

Emily Dickinson

ENGLISH LITERATURE

CLASS : VII

Emily Dickinson was born on December 10, 1830, in Amherst, Massachusetts. She attended Mount Holyoke Female Seminary in South Hadley, but only for one year. Her father, Edward Dickinson, was actively involved in state and national politics, serving in Congress for one term. Her brother, Austin, who attended law school and became an attorney, lived next door with his wife, Susan Gilbert. Dickinson’s younger sister, Lavinia, also lived at home, and she and Austin were intellectual companions for Dickinson during her lifetime.

Dickinson’s poetry was heavily influenced by the Metaphysical poets of seventeenth-century England, as well as her reading of the Book of Revelation and her upbringing in a Puritan New England town, which encouraged a Calvinist, orthodox, and conservative approach to Christianity.

She admired the poetry of Robert and Elizabeth Barrett Browning, as well as John Keats. Though she was dissuaded from reading the verse of her contemporary Walt Whitman by rumors of its disgracefulness, the two poets are now connected by the distinguished place they hold as the founders of a uniquely American poetic voice. While Dickinson was extremely prolific as a poet and regularly enclosed poems in letters to friends, she was not publicly recognized during her lifetime. The first volume of her work was published posthumously in 1890 and the last in 1955. She died in Amherst in 1886.

𝐀𝐟𝐭𝐞𝐫 𝐭𝐡𝐞 𝐜𝐨𝐦𝐩𝐥𝐞𝐭𝐢𝐨𝐧 𝐨𝐟 𝐭𝐡𝐞 𝐟𝐢𝐫𝐬𝐭 𝐡𝐚𝐥𝐟 𝐨𝐟 𝐚𝐜𝐚𝐝𝐞𝐦𝐢𝐜 𝐬𝐞𝐬𝐬𝐢𝐨𝐧  𝐰𝐞 𝐚𝐫𝐞 𝐠𝐨𝐢𝐧𝐠 𝐭𝐨 𝐜𝐨𝐧𝐝𝐮𝐜𝐭 𝐭𝐡𝐞 𝐝𝐢𝐟𝐟𝐞𝐫𝐞𝐧𝐭 𝐜𝐨-𝐬𝐜𝐡𝐨𝐥𝐚𝐬𝐭𝐢𝐜 𝐚𝐜𝐭𝐢𝐯𝐢𝐭𝐢𝐞𝐬 𝐟𝐨𝐫 𝐭𝐡𝐞 𝐡𝐨𝐥𝐢𝐬𝐭𝐢𝐜 𝐝𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭 𝐨𝐟 𝐭𝐡𝐞 𝐬𝐭𝐮𝐝𝐞𝐧𝐭𝐬.𝐇𝐞𝐧𝐜𝐞 𝐚𝐥𝐥 𝐭𝐡𝐞 𝐬𝐭𝐮𝐝𝐞𝐧𝐭𝐬 𝐚𝐫𝐞 𝐞𝐧𝐜𝐨𝐮𝐫𝐚𝐠𝐞𝐝 𝐭𝐨 𝐩𝐚𝐫𝐭𝐢𝐜𝐢𝐩𝐚𝐭𝐞 𝐢𝐧 𝐭𝐡𝐞𝐢𝐫 𝐫𝐞𝐬𝐩𝐞𝐜𝐭𝐢𝐯𝐞 𝐚𝐜𝐭𝐢𝐯𝐢𝐭𝐢𝐞𝐬.

OFFICIAL INFORMATION OF ONLINE TEST 2021

 

 About Mary TallMountain

"Her spirit and her ability to connect the different worlds of her experience teach us much about how to live our lives properly."

Barry Lopez

"Her poetry is a permanent testament to the rich tapestry of experience that was her life."

Bill Moyers

Mary TallMountain was a Native Alaskan writer and elder who lived for many years in San Francisco's Tenderloin district. She is remembered for her generous encouragement of aspiring writers of all ages, from inner-city San Francisco to remote villages in Alaska where she taught poetry to children in her later years.

She was born in 1918 in Nulato, a village along the Yukon River in Alaska, to a Koyukon/Athabaskan mother and a Scots/Irish father. When her mother became terminally ill, Mary was adopted by a non-Native couple and taken away from her village. Traumatized first by losing her family and homeland, then by the harshness of mainstream American culture, she felt like an angry outsider for many years. Writing was a way of going home, of reclaiming her ancestry, her family and her homeland, and a way of claiming her own proud native voice. Her stories and poems portray life along the Yukon River and her removal from that land. Her work also captures tender images of street life in inner city San Francisco.

For more than 20 years, TallMountain was active in the Native American literature renaissance. Her poems and stories have been published in dozens of anthologies and periodicals nationwide, including The Language of Life, The Harpers Anthology of Twentieth Century Native American Poetry, The Alaska Quarterly, and Animals Agenda. She read for audiences throughout California and Alaska, and her work is used in teaching Native American Studies at many colleges and universities throughout the United States. In 1989, TallMountain was interviewed by Bill Moyers and read for his PBS poetry series called The Power of the Word. Her work has been collected in book form in The Light on the Tent Wall, (UCLA Press, 1990) and A Quick Brush of Wings (Freedom Voices, 1991), as well as the posthumous collection Listen To the Night (Freedom Voices, 1995). For many years she wrote a column called "Meditations for Wayfarers" in the Franciscan publication The Way. The Rasmussen Library at the University of Alaska in Fairbanks houses an archival collection of TallMountain's published and unpublished works.

Accumulated by

Mr.Ashsih Rai

Asst. Teacher RMa