I WANT TO KNOW WHY BY SHERWOOD ANDERSON

 I WANT TO KNOW WHY 

ABOUT THE WRITER:

Sherwood Anderson, an influential American writer born in 1876, was known for his insightful explorations of small-town life and the complexities of human relationships. His writing style delved into the psychological depths of characters, providing readers with profound insights into the human condition.

Famous Works:

Winesburg, Ohio (1919)

Dark Laughter (1925)

Poor White (1920)

Many Marriages (1923)

Death in the Woods and Other Stories (1933)

ABOUT THE STORY:

Published in 1921, "I Want to Know Why" is a short story by Sherwood Anderson. The narrative centers around Charley Anderson, a teenage boy, and unfolds during a horse race that triggers a transformative moment in his life. As Charley witnesses the intense competition, he begins questioning the purpose and meaning of existence. The story reflects Anderson's skill in capturing emotional nuances and his exploration of the deeper existential questions that characters grapple with in their journey through life.

QUESTION:1: 

Explore the protagonist's journey from innocence to disillusionment in "I Want to Know Why." How does his perception of the world change throughout the story?

ANSWER:

In  the story,I Want to Know Why by Sherwood Anderson, the protagonist, a young boy from Beckersville, Kentucky, begins the story with a passionate love for thoroughbred horses. His innocent fascination with horses and horse racing leads him to convince his friends to run away to Saratoga to witness a big race. The boy's admiration for horses, especially Middlestride and Sunstreak, is genuine and almost spiritual.

As the story unfolds, the protagonist's journey takes a turn when he witnesses a darker side of the world he idolizes. After the triumphant race where Sunstreak sets a world record, the protagonist unexpectedly finds himself near a disreputable place with Jerry Tillford, the trainer of Sunstreak. In this unsettling environment, Jerry's behavior contradicts the protagonist's idealized image of him.

"And Jerry's eyes kept shining, and he waved back and forth, and then he went and kissed that woman, and I crept away and went back to the tracks and to bed and didn't sleep hardly any, and then next day I got the other kids to start home with me and never told them anything I seen."

This experience shatters the boy's innocence and idealism. He grapples with conflicting emotions of anger, confusion, and disappointment. The once-clear distinction between the purity of horse racing and the corrupt reality of certain individuals involved becomes blurred. The protagonist's perception of the world is forever altered, and he struggles to reconcile the noble qualities he sees in the horses with the flawed behavior of those around them.

The story captures the loss of innocence as the protagonist navigates the complex realities of the adult world. The boy's journey reflects the harsh realization that even in the world of something as pure as horse racing, there are elements of darkness and moral ambiguity.

QUESTION:2:Read the original story and prepare a visual story line.

1. Decision to Go to Saratoga

2. Journey to Saratoga

3. Arrival in Saratoga

4. Meeting Bildad Johnson

5. Passion for Horses

6. Arrival at Saratoga

7. The Mullford Handicap

8. Unexpected Encounter

9. Revelations at the Rummy Farm House

10. Confusion and Anger

11. Impact on Narrator

12. Return to Beckersville

13. Reflection on Horses

QUESTION:3:What is your understanding of the concepts of individual desire and social expectations?

Individual desire refers to what a person wants or wishes for themselves. It's about personal goals, dreams, and things that make someone happy or fulfilled. For example, someone might desire to travel the world, pursue a certain career, or spend time with loved ones.

Social expectations are the unwritten rules or norms that society has about how people should behave or what they should do. These expectations can come from family, friends, culture, or society as a whole. For instance, society might expect people to get a job, get married, or behave in a certain way based on their gender or background.

Sometimes, individual desires and social expectations can be in harmony, like when someone wants to fulfill a goal that society also values. But other times, they can clash, causing conflicts between what someone wants for themselves and what society expects from them.

It's important to note that everyone has the right to pursue their individual desires without interference. Respecting individual desires fosters autonomy, diversity, and inclusivity within society. Interfering with someone's desires can infringe upon their autonomy and lead to resentment, frustration, and harm. What may be important or fulfilling to one person may not be the same for another, and imposing societal expectations onto individuals can disregard their unique needs and aspirations.

QUESTION:4: Reflect in your own words about the transition of your journey from childhood to adulthood.

As I journey from childhood to adulthood, it's like I'm transforming from a delicate bud into a resilient flower. In the beginning, I rely on others for support and guidance, similar to how a bud needs nourishment from the soil and sunlight. As I grow, I begin to explore and learn, like petals unfurling from the bud. Challenges arise, testing my strength and resilience, but I learn to weather them and continue to blossom. Eventually, I emerge as a fully formed flower, standing tall and independent, ready to face the world on my own.

THE BLACK CAT BY EDGAR ALLAN POE

               THE BLACK CAT 

Question :1:How does Poe create a sense of suspense and horror in the story?( Themes, Symbols and etc.) 

ANSWER:

In "The Black Cat," Edgar Allan Poe makes things scary and suspenseful in a few ways.

First, he tells the story of a person becoming mean and crazy, which keeps us on edge wondering what they'll do next. This makes the atmosphere unsettling.

Then, Poe uses a black cat as a symbol. At first, it's a nice pet, but as the story goes on, it becomes a sign of guilt and bad choices. This makes the story even spookier.

Poe also describes things in a really vivid and creepy way. He talks about hurting the cat and a scary scene in the cellar, creating pictures in our minds that make us feel uncomfortable and scared.

The story's big moment is when they find the wife's body. We get really nervous as the officers look around, not knowing what's coming. When the narrator finally tells where the body is, it feels like something terrible is about to happen. And when they find the wife's body with the cat, it's a shocking and scary moment.

In the end, Poe uses how the character changes, symbols like the black cat, vivid descriptions, and a surprising discovery to make the story full of suspense and horror. It makes us think about guilt, fear, and the creepy side of the human mind.

Question:2:Why do you think the narrator's descent into madness occurs?

ANSWER:

The narrator in "The Black Cat" goes mad for a few reasons. First, he used to be a good person who loved animals, but things changed. He started drinking a lot and became less friendly. He got mad easily, and even his pets felt it.

One day, he got super angry at his cat, Pluto, and did something really mean – he took out one of its eyes. Even though the cat got better, it didn't like him anymore. Later, he did something even worse – he hung the cat in the cellar until it died. The narrator felt guilty, but instead of fixing things, he kept going down a bad path.

Then, he found a new cat that looked like the old one. At first, his wife liked it, but he started hating it. One day, in a fit of anger, he accidentally killed his wife. He hid her body in a secret spot in the cellar.

When the police came to investigate, he couldn't resist showing off his terrible secret. He hit the wall where his wife's body was hidden, and a creepy cry came from it. They found his wife's body with the cat on her head, looking all scary. The narrator's madness got worse because of his bad actions and inability to stop doing wrong things.

Question:3:What role does alcohol play in the narrator's actions and decisions?

ANSWER:

Alcohol plays a big part in the narrator's actions. When he was young and loved animals, everything was fine. But as he started drinking too much alcohol, his personality changed. He became less loving, got angry easily, and forgot how to smile. His wife and other pets felt the change in him. The narrator's love for his pets, especially the black cat named Pluto, turned into cruelty when he was under the influence of alcohol. He did terrible things, like cutting out the cat's eye and later hanging it in the cellar. As the narrator continued drinking, his actions became darker. He killed his wife in a fit of anger, driven by alcohol-fueled rage. 

The influence of alcohol led him to do things he wouldn't have done otherwise, destroying his relationships and causing great harm. The narrator's growing dislike for the second cat was also fueled by his troubled relationship with alcohol. In simple terms, alcohol changed the narrator into someone he wasn't, making him do awful things to those he once loved.

A PRAYER FOR MY DAUGHTER BY W. B. YEATS

A PRAYER FOR MY DAUGHTER BY W. B.YEATS

Question 1:Write a detailed analysis of the poem A Prayer for My Daughter in your own words.

ABOUT AUTHOR:

William Butler Yeats, born in 1865, was a prominent Irish poet and dramatist known for his role in the Irish Literary Revival and association with the Abbey Theatre. He received the Nobel Prize in Literature. Notable works include "Reveries over Childhood and Youth," influenced by his relationship with Maud Gonne. Yeats delved into Irish folklore and explored themes related to the Irish War of Independence. Works like "The Tower" and "The Winding Stair" showcase his evolving interest in mysticism, occultism, and a shift from romantic to political themes. His oeuvre reflects a fusion of philosophical, spiritual, and realistic elements.

ANALYSIS:

The poet starts by describing a storm, symbolizing difficult times. The storm is compared to a cradle covering, suggesting that it affects something innocent and vulnerable. Despite the storm, the poet's child continues to sleep peacefully. The poet mentions two things: "Gregory's wood" and a lone hill. These could symbolize obstacles or challenges.

The poet expresses concern about a powerful wind and mentions walking and praying to alleviate a heavy sense of gloom. The poet reveals that the walk and prayer were specifically for the well-being of the child. The imagery of the sea-wind screaming suggests turmoil, echoing the storm mentioned earlier. The poet starts to imagine what the future holds for the child, getting caught up in these thoughts.

The imagery shifts to a dance, perhaps symbolizing the chaotic nature of life. The poet wonders what could have influenced the child to carry such a tune in her metaphorical tongue. The poet expresses a sense of emptiness, comparing it to the seemingly empty moon on stormy seas. The poet continues walking, mentioning winning a golden troth-plight (promise) in the shadow of the hill. The tone turns contemplative, expressing a desire for peace.

The poet hears voices in the night, likening them to the busy murmur of the moving air. The poet reflects on experiences of encountering anger and fleeting dreams. There's a plea for understanding and a recognition of the need to shed tears. The poet envisions their prayer as a sturdy tower, unaffected by external forces. The burning leaves may symbolize the lasting nature of the prayer.

The mention of a severed head on a plate is likely symbolic, and the poet continues to sing about an imagined ocean, possibly representing the vastness of life. The poet refers to imagined deer and mirages, highlighting the illusory nature of certain experiences. The description of troops and the shore emphasizes this surreal quality.

The poet encourages the singing to continue, suggesting that sleeping is an image of cold death, and emphasizing the vulnerability of the poor. The poet reflects on a strange and monstrous thought – that the worst player wins. This thought leads to the idea that mismanagement and folly are rewarded, and things transition from the physical realm to the realm of the mind.

The poet explores the idea that everything moves from the mind to the will, and only empty souls can tolerate misfortune, pride, and deafness. The poet talks about bidding the unborn to kneel and obey, drawing a comparison to tall candles on birthdays that wax and wane, symbolizing the transient nature of life. A vivid image of white hens laying eggs on snow is presented, symbolizing a situation and a place that reflects the mind. The poet admits to not having stood upon the summit to observe the plain, farmhouse, chimney, vane, yellow rocks, and fan-tailed parrots. The poet confesses to exaggerating things because they haven't personally witnessed the scenes described earlier.

Question:2: "

  " May she be granted beauty,and yet           not

    Beauty to make a stranger’s eye                  distraught,"

What is your interpretation of these lines?

Answer:

The lines from "A Prayer for My Daughter" by W. B. Yeats show a father's concern for his daughter's well-being. He wishes for her to be beautiful but not to the extent that it bothers strangers. This reflects the challenges of dealing with societal expectations about appearance.

In our modern society, where looks matter a lot, the father may want his daughter to be physically attractive so she can feel confident. However, he's also aware of the potential issues that come with it, like unwanted attention or judgments from others.

The wish may address problems like objectification, where people, especially women, face unfair treatment based on their looks. The father seems to understand the balance between appreciating beauty and dealing with a world that can be judgmental.

Considering concerns about body image today, the father may hope that his daughter's beauty boosts her self-esteem instead of causing problems like feeling unworthy.

In simple terms, the lines convey the father's hope for his daughter to handle societal expectations about beauty gracefully, ensuring that her looks enhance her life without causing distress or harm.

BABY RUNNING BAREFOOT BY D. H. LAWRENCE

 BABY RUNNING BAREFOOT BY D. H. LAWRENCE:

Question:1:What's your understanding of the poem? Write it in detail. 

About Author:

D.H. Lawrence, born in 1885, indeed made significant contributions to literature as an English novelist, story writer, poet, and essayist. His notable novels such as "Sons and Lovers," "Women in Love," "The Rainbow," and "Lady Chatterley's Lover" often explored themes of modernity, social alienation, industrialization, sexuality, vitality, and instinct. Lawrence, influenced by Ezra Pound, chose a more independent path in his literary pursuits. As a rebellious and polemical writer, he delved into radical views on sex, the primitive subconscious, and the interconnectedness with nature.

Understanding of poem:

The poem begins by describing how the baby's bare feet move on the grass.The poet compares the baby's small, white feet to flowers gently swaying in the wind.The baby's feet move gracefully, resembling the way ripples move on the surface of water.The image of the baby's feet playing in the grass is emphasized.The poet likens the scene to the charming song of a robin, creating a pleasant and delightful atmosphere.Another simile is used, comparing the baby's play to two white butterflies landing on a flower.The comparison suggests the fleeting and delicate nature of the baby's play, much like butterflies quickly fluttering away.

The poet expresses a strong desire for the baby to come closer.The poet envisions the baby approaching like a shadow moving gently over water. The wish is for the baby to come close enough to stand on the speaker's knee.The poet desires to hold the baby's small, bare feet in their hands.The description compares the baby's feet to the coolness of syringa buds (flower buds). The baby's feet are described as both sturdy and smooth, similar to the texture of pink, young peony flowers.

The poem beautifully captures the simple joys and tender feelings associated with the presence of a baby in a gentle and natural setting.

Question:2:How do you see your own journey from childhood to adulthood? 

Answer:

In my journey from childhood to adulthood, I've always been eager to participate in various activities and face challenges. While maintaining a balanced academic performance, my curiosity led me to explore new things. Despite having numerous questions in my mind, I often found it challenging to express them in front of elders and authorities. The initial year and a half of college were tough, but after that, I cherished numerous memories that made the experience memorable. Childhood was particularly enjoyable, free from the tensions that come with adulthood. Engaging in activities like sports brought joy, although I had to forego some as I grew up due to family considerations.

ARABY BY JAMES JOYCE AND ROCKFORD MOVIE REVIEW

 ARABY BY JAMES JOYCE:

Introduction:

James Joyce's "Araby," nestled within the pages of his 1914 collection Dubliners, is a poignant exploration of adolescence, imagination, and the harsh intersection of youthful dreams with the starkness of reality. Published at a time when Dublin was undergoing significant societal changes, the short story delves into the multifaceted themes that resonate with readers even today.

Characters:

The narrative unfolds through the lens of an unnamed first-person narrator, a young boy living in the drab North Richmond Street neighborhood. The supporting cast includes the narrator's friends, the uncle, and, most significantly, Mangan's sister, who becomes the object of the boy's infatuation. Each character plays a crucial role in shaping the central themes of the story.

Published Date:

"Araby" was published in 1914 as part of Joyce's collection Dubliners. This period marked a time of societal transition in Dublin, reflected in the story's exploration of the clash between traditional Irish Catholic values and emerging cultural shifts.

Central Idea:

At its core, "Araby" explores the delicate transition from childhood to adolescence, focusing on the protagonist's evolving perceptions of the world around him. The story captures the tension between the enchanting realm of imagination, where the children's play transcends the harsh reality of their impoverished neighborhood, and the starkness of adulthood that beckons with glimpses of the adult world.

Themes:

1. Coming of Age:

   The story beautifully captures the protagonist's journey into adolescence, marked by an increasing awareness of the complexities of life, love, and societal expectations.

2. Imagination vs. Reality:

   Joyce skillfully juxtaposes the magical world of the children's play with the grim reality of their surroundings. The boy's journey to Araby symbolizes the collision of his fantastical expectations with the disappointing truth.

3. Life of the Mind vs. Poverty:

   The narrative hints at the contrast between the intellectual richness of the boy's mind and the physical and economic poverty of his environment. The struggle to reconcile these disparities adds depth to the story.

4. dealization and Consequences:

   The protagonist's idealized vision of Mangan's sister and the Araby bazaar ultimately lead to disillusionment. Joyce explores the consequences of romanticizing reality and the pain that accompanies the shattering of such illusions.

5. Catholic Church's Influence:

   Set against the backdrop of a Dublin steeped in Catholicism, "Araby" subtly critiques the church's influence in creating a stifling environment where desire and sensuality are viewed as immoral, contributing to the protagonist's internal conflict.

6. Encountering Love in Reality:

   The story explores the harsh reality of encountering love beyond its elevated, idealized form. The protagonist's awkward interaction with Mangan's sister and the disillusionment at the Araby bazaar highlight the complexities of love in the real world.

7. Paralysis:

   A pervasive theme in Joyce's works, paralysis is subtly woven into "Araby." The protagonist's realization of the limitations imposed by his surroundings and societal expectations reflects the broader theme of stagnation.

 conclusion:

 "Araby" is a literary gem that transcends its time, offering readers a nuanced exploration of universal themes. James Joyce's masterful storytelling and keen observation of the human condition continue to resonate, inviting readers to reflect on their own journey from innocence to experience.

 

ROCKFORD MOVIE REVIEW:

Title: "Rockford (1999): A Tale of Friendship and Triumph in Boarding School"

Rockford, a 1999 Indian English-language coming-of-age drama, unfolds the story of thirteen-year-old Rajesh Naidu as he navigates the challenges of Rockford Boys' High School. Directed and written by Nagesh Kukunoor, the film boasts a stellar cast including Nandita Das, Rohan Dey, and Kailash Atmanathan.

 Directed by:Nagesh Kukunoor

Cinematography: C. Ramprasad

Music by:Shankar–Ehsaan–Loy, Lesle Lewis

Produced by: Padmini Kolhapure, Elahe Hiptoola, Nagesh Kukunoor

Cast:

• Rohan Dey as Rajesh Naidu
• Kailash Athmanathan as Selva Reddy
• Nagesh Kukunoor as Johnny Matthew (PT Instructor)
• Ulrika Krishnamurti as Malathi
• Imran Mirza as David Fischer
• Jayant Kripalani as Brother Lawrence
• Shilpa Pai as Shravya
• Suhail Bajaj as Raja
• Nandita Das as Lily Vegas
• Debasakti Mohapatra as Happy
• Sohrab Ardeshir

Plot Overview:

Rajesh, portrayed by Rohan Dey, embarks on his journey at Rockford Boys' High School, accompanied by the camaraderie of friends Selva and David. The trio faces the trials of an all-male boarding school, with Raja, the school captain, posing a formidable challenge. Amidst the joys and tribulations, Rajesh befriends PT Instructor Johnny Matthew, who imparts valuable life lessons.

A turning point arises when the school organizes a fete, and Rajesh, initially uninterested, becomes part of the event at Selva's insistence. An unexpected twist occurs when David, unable to attend, directs Rajesh to deliver a card to Malathi. Unbeknownst to Rajesh, Malathi develops feelings for him, leading to a unique friendship dynamic.

The narrative takes an intriguing turn on Rajesh's birthday when Mr. Matthew, posing as Malathi's uncle, orchestrates a meeting between the two. However, a fabricated accusation by Raja through Malathi's friend Shravya jeopardizes Mr. Matthew's position at the school. The ensuing conflict prompts Rajesh, with the support of David, to confront Raja and unveil the truth before Brother Lawrence, the headmaster.

In a climax that underscores friendship and justice prevailing, Johnny Matthew is reinstated, and the film concludes on a positive note. The storyline beautifully captures the essence of adolescent friendships, the challenges of boarding school life, and the resilience required to confront injustice.

 Release and Reception:

"Rockford" premiered on October 7, 1999, receiving acclaim for its portrayal of youthful camaraderie. The film earned positive reviews and secured a screening at the prestigious MAMI Film Festival, solidifying its place as a noteworthy coming-of-age drama in Indian cinema.

1.Write a movie review based on the movie Rockford.

For Example:

• What are the similarities between the movie Rockford and the poem Araby by James Joyce?

• What types of inner turmoil does the protagonist go through in the story and the movie?

•What types of issues have been pointed out in the movie?

•What did you learn from the story and movie?

Answer:

The similarities between the movie "Rockford" and the poem "Araby" by James Joyce include themes of adolescent experiences, romantic idealization, and the disillusionment that comes with the clash between fantasy and reality.

In both the story and the movie, the protagonists, Rajesh in "Rockford" and the narrator in "Araby," undergo inner turmoil related to their romantic feelings. They both idealize a love interest – Mangan's sister in "Araby" and Malathi in "Rockford" – and build up unrealistic expectations. The protagonists grapple with the challenges of growing up, navigating relationships, and facing the harsh realities that shatter their idealized visions.

The inner turmoil in both works stems from the protagonists' encounters with the complexities of the adult world, represented by the objects of their affection. In "Araby," the narrator's trip to the bazaar reveals a disillusioning reality about love and sexuality. Similarly, in "Rockford," Rajesh's experience with Malathi involves unexpected complications, accusations, and conflicts, leading to a confrontation with the darker aspects of the adult world.

The movie "Rockford" addresses issues such as peer pressure, false accusations, and the consequences of preconceived notions. The false accusation against PT Instructor Johnny Matthew highlights the impact of lies and manipulation, touching on themes of trust and betrayal. Additionally, the film explores the challenges of adolescence, friendship dynamics, and the importance of standing up for what is right.

From both the story and the movie, one can learn about the complexities of adolescence, the pitfalls of idealization, and the inevitable clash between youthful fantasies and the harsh realities of the adult world. Both narratives emphasize the importance of facing truth, standing up against injustice, and navigating the challenges of growing up with resilience and integrity.

2. Write a note on the major themes of the story.

Answer:

Introduction:

James Joyce's "Araby," nestled within the pages of his 1914 collection "Dubliners," is a literary gem that delves into the multifaceted journey of a young boy navigating the realms of infatuation, imagination, and the stark reality of adulthood. The narrative unfolds against the backdrop of North Richmond Street, Dublin, weaving a tapestry of themes that encapsulate the essence of the protagonist's coming-of-age experience.

1. Childhood Innocence and Imagination:

The story opens with a vivid portrayal of children playing in the seemingly drab North Richmond Street. Despite the harsh conditions, their play exudes a magical quality, symbolizing the resilience of childhood innocence and the enchanting power of imagination.

"Our shouts echoed in the silent street... where odours arose from the ashpits, to the dark odorous stables where a coachman smoothed and combed the horse or shook music from the buckled harness."

2. Transition to Adolescence:

As the narrative progresses, Joyce artfully captures the delicate transition from childhood to adolescence. The protagonist's infatuation with Mangan's sister serves as a poignant exploration of burgeoning awareness, paving the way for a deeper understanding of desire and self-discovery.

"She asked me if I was going to Araby. I forget whether I answered yes or no."

3. Idealization and Disillusionment:

The story unfolds a gradual process of idealization as the protagonist builds an unrealistic image of Mangan's sister. However, this idealization comes crashing down in the harsh light of reality at the Araby bazaar. The collision between imagination and truth becomes a central theme, highlighting the consequences of projecting lofty expectations onto people and experiences.

"The Araby market turns out not to be the most fantastic place he had hoped it would be... His idealized vision of Araby is destroyed, along with his idealized vision of Mangan's sister—and of love."

4. Religious Undertones and Social Context:

Joyce subtly weaves in the influence of the Catholic Church, portraying Dublin as a place where asceticism prevails, shaping the characters' perceptions and contributing to the overarching theme of paralysis—both physical and intellectual.

"His aunt frets, hoping that it is not 'some Freemason affair,' and though his uncle, perhaps intoxicated, perhaps stingy, arrives so late from work and equivocates so much that he almost keeps the narrator from being able to go."

5. The Pain of Love in Reality:

"Araby" explores the universal theme of love, unraveling the pain that accompanies the realization of love in its tangible, imperfect form. The protagonist's encounter at the market becomes a pivotal moment, marking the shattering of his idealized vision of both Araby and love.

"The only sound is 'the fall of the coins' as men count their money. Worst of all, however, is the vision of sexuality—of his future—that he receives when he stops at one of the few remaining open stalls."

Conclusion:

In the intricate tapestry of "Araby," James Joyce seamlessly intertwines themes of childhood innocence, adolescence, idealization, religious influences, and the painful clash between imagination and reality. The protagonist's journey becomes a universal exploration of the complexities inherent in the process of growing up, leaving an indelible mark on readers and inviting them to reflect on their own rites of passage.

Reference:

Rockford - Wikipedia

Araby- Wikipedia

Rockford - imdb

Araby - Prof.Vipul Dabhi Sir

VICTORIA PARK, BHAVNAGAR

Victoria park located at Bhavnagar.Victoria Park spans 1,200 vigha or 202 hectares, established on May 24, 1888, by Maharaja Takhtasinhji. A remarkable gift, he presented this human-made forest to Queen Victoria on her birthday, making it one of India's oldest.

There are two water bodies inside — Gaurishankar lake and Krishna Kunj lake (remains dry most of the time), where a large number of migratory birds nest regularly.

The fauna present in Victoria Park. Such as- Blue Bull (નીલગાય: નર/માદા), Hyena (ઝરખ), Jackal (શિયાળ), Hedgehog (શેળો), Indian Porcupine (શાહુડી), Jungle Cat (જંગલી બિલાડી), Civet Cat (વણીયર/વીજ), Indian Hare (જંગલી સસલુ), Indian Grey Mongoose (નોળિયો), Squirrel (ખિસકોલી), and Indian Flying Fox (ચામાચીડિયું/વાગોળ). 

The winged creatures present in Victoria Park. Such as- Rose-ringed Parakeet (પોપટ/સુડો), Greater Coucal (ધુકીયો/ધોયરો), Spotted Owlet (ચીબરી), Common Hoopoe (ઘંટીટાંકણો), Coppersmith Barbet (કંસારો/ટૂકટૂક), Common Kingfisher (નાનો કલકલિયો), Pied Kingfisher (કાબરો કલકલિયો), White Throated Kingfisher (કલકલિયો), Asian Paradise Flycatcher (દુધરાજ), Golden Oriole (પીળક), Rufous Tree Pie (ખેરખટ્ટો), Tickells Blue Flycatcher (અધરંગ).

Victoria Park is home to various flying creatures with feathers, commonly known as birds. Such as-Coppersmith baret(કંસારો ),(Black Rumped Flameback (લાલપીઠ સોનેરી લક્કડખોદ), Barn Owl (રેવીદેવી), Oriental Honey-buzzard (મધિયો બાજ), Red Vented Bulbul (બુલબુલ), Indian Scimitar Babler (વાંકીચાંચ લેલું), Peafowl (મોર), Indian Roller (ચાષ), Shikra- male (શકરો), Laughing Dove (હોલી).

Enumerate various waterfowl species typically sighted at Victoria Park. Such as- Spot-billed Duck (ટીલયાળી બતક), Comb Duck (નકટો), Cotton Pygmy Goose (ગીરજા), Lesser Whistling Duck (નાની સીસોટી બતક), Little Grebe (નાની ડૂબકી), Darter (સર્પગ્રીવ), Indian Cormorant (વચેટ કાજિઓ), Black Crowned Night Heron (રાતબગલો), Purple Moorhen (નીલ જલમુરખો), White Breasted Waterhen (સફેદછાતી સંતાકૂકડી), Pheasant-tailed Jacana (શ્વેતપાંખ જલમાંજર), Bronze Winged Jacana (કાળો જલમાંજર).

THE NIGHTINGALE AND THE ROSE BY OSCAR WILDE

 QUESTION:1:Write about your understanding of the story The Nightingale and the Rose.

"The Nightingale and the Rose" is a short story written by Oscar Wilde, first published in 1888. It's a fairy tale that explores themes of love, sacrifice, and the nature of reality. 

There was a Student who wanted to make a girl happy by giving her a red rose at a dance. The problem was, he had no red roses in his garden. A Nightingale overheard his sadness and decided to help.

The Nightingale found three rose-trees, but the first two couldn't provide a red rose. The third tree said the Nightingale could create one with music and her heart's blood. The Nightingale agreed, even though it meant sacrificing her life.

Throughout the night, the Nightingale sang beautiful songs, and a red rose bloomed. Sadly, the Nightingale died in the process. The Student found the rose in the morning and rushed to give it to the girl, but she rejected it for more valuable gifts.

Feeling upset and disillusioned with love, the Student decided to focus on practical things instead. The story teaches us about sacrifices made for love and the importance of appreciating genuine gestures.

QUESTION:2:How many characters are there in the story, and what do they do or say?

Major characters:

The Nightingale:

The Nightingale is the main character in "The Nightingale and the Rose," even though she dies before the story ends. She's a romantic bird who spends her life singing about love, hoping to experience it herself. When she hears the Student's sad love story, she decides to help him by sacrificing her life to make a red rose for him. Sadly, the other characters don't realize her sacrifice, but the story shows that what she did was meaningful. The Nightingale represents true love and the value of art because she gives without expecting anything in return, making her an ideal lover and artist.

The Student:

The Student in "The Nightingale and the Rose" starts off as a nice person, but later becomes the bad guy. At first, he says he's in love with a girl, and the Nightingale tries really hard to get him a red rose for her. But when the girl doesn't like the rose, the Student just throws it away, saying love is a waste. This goes against what the Nightingale asked him to do—to be a true lover. The problem with the Student is that he cares too much about being practical and logical. He can't understand the Nightingale's emotions because he's too focused on rules and results. This shows that being too intellectual can make you miss important things like kindness and beauty.

The Rose Tree:

In "The Nightingale and the Rose," there are three rose-trees, but the one near the Student's window is crucial. This tree tells the Nightingale that she can make a red rose, but she has to give up her life for it. The Nightingale agrees and spends the night singing while pressing her breast on a thorn, giving life to the rose with her blood. Surprisingly, although the Rose-tree causes the Nightingale's death, it shows kindness. It's one of the few characters who understands and appreciates the Nightingale's sacrifice, speaking kindly to her as she sacrifices herself on the thorn. This shows a unique form of compassion in the story.

The Girl:

In "The Nightingale and the Rose," the girl is really important even though she doesn't stick around for long. She's the Professor's daughter and stands for someone who doesn't show much emotion and cares a lot about stuff they can touch and own. At first, she says she'll dance with the Student if he gets her a red rose. But later, she goes back on her word because another rich guy gives her fancy jewels. The things she owns, like her expensive silk and her dog, show that she cares a lot about having nice things and doesn't go deep with her feelings.

1. The Lizard:

The Lizard is like the Nightingale but with a cynical attitude. When he hears the Student is sad about a red rose, he mocks the situation, not valuing sentimental things.

2. Butterfly and Daisy:

Butterfly and Daisy both ask the Nightingale why the Student is crying, showing concern about his sadness.

3. The Oak-tree:

The Oak-tree is the Nightingale's friend and home. Like the Rose-tree, it understands the Nightingale's sacrifice and asks her to sing one last song before sacrificing herself for the red rose.

4. The Professor:

Even though the Professor doesn't appear, he's important. He shares similarities with the Student and is the girl's father, connecting the Student's logic with the girl's focus on material things.

5. The White Rose-tree:

The first tree the Nightingale visits doesn't have a red rose. It directs her to its brother, the Yellow Rose-tree, for help.

6. The Yellow Rose-tree:

The second tree also lacks the red rose. It advises the Nightingale to check its brother, the Red Rose-tree, for what she needs.

QUESTION:3:If you were asked to do the second part of the story, what would it be? Write Feely. 

Second Part:

The next day, the student woke up and went for a walk. In the garden, he learned about a nightingale's sacrifice from the plants. Touched by this, he made a small tomb for the bird. Inspired, he started growing different types of roses, understanding the importance of love.

Feeling the emotions strongly, he wrote a poem about the nightingale's sacrifice and his own. This poem got published in the newspaper. The girl, who had a misunderstanding before, read the poem and realized the truth. She apologized to the boy.

Within a month, they got married. The boy, now a valued modern romantic poet, continued to write beautiful verses. They lived happily together, appreciating the love and sacrifices that had brought them closer.

QUESTION:4:Upload the photo of the poetry you have written as a part of classroom activities done based on the story.