Chapter – 1 from Malala Yousafzai I am Malala

by Malala Yousafzai

Introduction

Malala has written an auto-biography. "I am Malala; The story of the Girl who stood up for Education
and was shot by the Taliban". In her autobiography, she mainly talks about her birth, parentage and
dwelling place. Malala was shot by the Taliban on her way home from school at the age of fifteen.
She fought for girl's education under Taliban's rule and so she became a target of assassination

Birth of Malala

Malala was born at dawn when the last star blinked out. Though it was an auspicious day, the
villagers never came forward to celebrate her birth since she was a female child. Women in her
country were considered as second-class citizens. Moreover it was believed that they were fit only for
preparing food and birthing children.

A Welcome Note

Malala's birth was celebrated by Jehan Sherkhan Yousafzai, who was her father's cousin. He gave
Malala a handsome gift of money. He also brought with him a large family tree, to represent their
family. Ziauddin, the father of Malala was surprised when his cousin brought the family tree.
Ziauddin wanted to celebrate her birth with coins and fruits just like how it would be reserved for
male children.

Malalai of Maiwand

Malalai of Malwand was the greatest heroine of Afganistan. Malala was named after her heroic name.
Malalai was the daughter of a shepherd in Maiwand, a small town on the dusty plains of West
Kandahar, When she was a teen ager, she faught against the British troops alongwith the thousands of
Afghans. Malala was killed under lire but her words and bravery inspired the men to turn the battle
field. They defeated the British army in 1880. It was one of the biggest battles of the Second Anglo-
Afghan war.

Beauty of Swat Valley

Malala lived with her parents in the Swat Valley. It was a beautiful place full of fruit trees, rivers,
lakes and forests. In olden days it was called as ed as Uddyana, which means garden. There were wild
flowers, orchards of delicious fruits, emerald mines and rivers full of trouts. The people who lived
there called it as the Switzerland of the East. The rich people of Pakistan came on their holidays to
enjoy the beauty of the Valley. The Queen of England made her presence and added extra pride to the
Valley,

History of Swat

Malala and her family lived in the village of Mingora, the largest town in Swat. Swat was an Islamic
town since the 11th Century. Previously, it was a Buddhist State and there were still the ruins of
Buddhist temples there. Malala had grown up surrounded by birds and other animals. She enjoyed the
beauty of the Valley and the surrounding Hindukush mountains.

Parent's Hospitality

Malala's parents were very poor when she was born. Her father and his friend founded their first
school for girls in Mingora. Malala's family frequently entertained visitors. They cooked food for
them and spent time with them. Hospitality was an important part of Pashtun culture. Malala's brother,
Khushal was named after their father's school. Her younger brother. Atal was seven years younger to
her. Her mother, Tor Pekaj attended all their needs and they lived happily.

Malala's Family

Malala's family descended from the Yousafzai, a noted Pashtun tribe. Malala's mother was highly
religious and she prayed five times a day. Her father adored her as if she were a fragile china vase.
Her father was busy in writing poetry, organizing literary societies and taking measures to preserve
the environment in the Valley. He used his hardwork and intelligence to become successful in his life.
Malala took her father as her role-model.

Conclusion

Malala was restricted from travelling to her desired places alone. She began to think of the freedom of
boys and men as they roamed freely to all the places of the town. Her father only encouraged her to be
as free as the bird. She dreamt of going to the top of mount Elum like Alexander the Great.
 "The Story of My Experiments with Truth"

by Mahatma Gandhi

Introduction:

"The Story of My Experiments with Truth" is the autobiography of Mahatma Gandhi. It has been
published in a weekly joumal, Navjivan between 1925 and 1929. Gandhi mainly talks about his birth
and parentage, childhood experience and the events of his marriage. He reveals the character of each
of his family member in this essay

Birth and Parentage of Gandhi:

Gandhi was born in Porbandar, a town in Gujarat in Western India on 2nd October, 1869. His father
Karamchand Gandhi was the Diwan of Porbandar state of British India His mother Putlibai was the
fourth wife of Karamchand Gandhi. Gandhi passed his childhood in Porbandar. When he was about
seven, his father left Porbandar for Rajkot to become a member of Rajasthanik court. He was put into
a primary school there and after some years, he was put again in the sub-urban high school.

School Life of Gandhi:

Gandhi was a mediocre student in his class. He was very shy and he avoided all company. His books
and his lessons were his sole companions. As soon as the bell rang, he reached home immediately.
Gandhi had explained about an incident which took place in his school life. Mr. Giles, the Educational
Inspector had come on a visit of inspection. He gave five words to the students as a spelling test. One
of the words was 'kettle' and Gandhi could not write it correctly. The teacher asked Gandhi to copy
down from the neighbour but Gandhi refused to do that.

Indelible Impression:

Gandhi happened to see a book which was purchased by his father. It was 'Shravana Pitribhakti
Nataka'. It was in the form of a play and it portrayed Shravana's devotion to his blind parents. He read
it with deep interest. The book and the pictures left an indelible impression in his mind. The agonized
lament of the parents over Shravana's death was still fresh in his memory. There was a similar
incident connected with another play. He was very much attracted by the play 'Harishchandra'. He
became one with the character of Harishchandra. He considered both Shravana and Harishchandra as
living characters.

A Devoted Father:

Gandhi's father was truthful, brave and generous but short-tempered. He was incorruptible and had
earned a a good name not only in the family but also outside. His loyalty to the state was well-known
to all. He did not have any ambition to accumulate wealth. He had left his family with very little
property. He did not have any higher educational qualification and studied upto fifth Gujarat standard.
He was proud to have a good religious culture.
A Pious Mother:

Gandhi's mother was deeply religious. She lived like a saint. She would not take her meals without
her daily prayers She used to go to Vaishnava temple daily and she considered it as her important duty
She would never missed the Chaturmas. Moreover, she would take hard vows and keep them without
flinching. She lived on one meal a day during Chaturmas. Sometimes, she promised not to have food
without seeing the sun. The children at home would eagerly look at the sky to inform her about the
appearance of the sun. She had strong common sense and she was well informed about the matters of
the state.

Gandhi's Concept of Marriage:

Gandhi admitted the fact that he was married but not betrothed. Gandhi was betrothed three times due
to the death of the previously betrothed girls. The third betrothal took place in his seventh year.
Accoding to Gandhi, conducting marriage in the Hindu family was a big task) The parents of the bride
and the groom had to undergo a lot of difficulties. They had to waste their time, money and energy.
They would also spend months in purchasing clothes and ornaments. They were wasting their time in
preparing budgets for dinners.

Child Marriage:

Gandhi's marriage took place at the age of thirteen. His father and uncle decided to arrange for a triple
wedding function for the members of their family together. It was decided to reduce the unwanted
expenses in conducting marriages. Gandhi's father travelled in a coach to conduct his sons marriage.
The coach was ordered by Sahab Unfortunately, the coach toppled over in the third stage. Gandhi's
father sustained severe injuries. Inspite of his injuries, he took full part in the wedding.

Conclusion:

Gandhi's marriage took place peacefully on the wedding date and they performed some ritual
ceremonies. The newly wedded couple put the sweet 'Kansar' into each others mouth and they began
to live together. Gandhi was coached by his brother's wife to ad properly with his betterhalf. Though
the couple were nervous at the beginning, they began to know each other later.
 "Where the Mind is Without Fear”

by Rabindranath Tagore
Introduction

"Where the Mind is Without Fear" is a thought provoking poem by the Nobel Laureate, Rabindranath
Tagore. It is one of the best poems in the anthology called "Gitanjali". Tagore has written the poem
when India was under the clutches of foreign rule. The poem is written in the form of a prayer to God.
It reflects the poet's good and ideal nature. He wants to see his country and people in peace and
prosperity. His intense love for his country is reflected throughout the poem.

Freedom for people

Tagore has utmost faith in God. He prays to God with all his heart that He should guide his country
men to work hard. They must speak the truth and have logical approach. He wants his country to be
free from all obstacles and his country men should breathe the air of freedom. He loves his country a
lot and wishes for its welfare. He wants his country men to have freedom of thought and expression.
The poet prays to God that, his country men should be free from the fear of oppression and each
person should be able to hold his head high.

Position of the country

Tagore prays to God that his country should be a place where knowledge is available to every one
equally at free of cost. There should not be any discrimination the basis of caste, creed, gender gender
and religion. He wishes for on a country which is not brokenup into fragments by prejudices and
superstitious beliefs. He wants the power of reason to dominate the minds of his country men.

Attitude of the people

Tagore prays to God to bless his country people with noble thought and action. He wants that the
people should be truthful and words should come out from the depth of their hearts. He wishes that
every one should work hard to attain perfection in their life His country men should enjoy the life of
dignity and honour. (He expects his people to be honest, open minded and industrious He feels that
this is the way to reach the height of success.) Patriotic Feeling

Tagore has a strong patriotic feeling for his country. He earnestly prays to God that his country people
should not have any kind of discrimination and they should march towards perfection. He requests
God to guide his country men for a new awakening to fight for their rights against British rulers. He
wants his people to be free from oppression, repression and subjugation. He has a unique idea in his
mind to lead them towards progress. He repeatedly stresses the fact that there should not be injustice
and inequality. The country men should prepare themselves to face all the challenges which they
come across in their life.

Conclusion

The poem reflects the inner mind of Tagore and his personal quest for freedom. His poem is universal
in its appeal and envisions the 'heaven of freedom and happier future for mankind The poet has not
given any specific title to the poem. The first line of the poem has been used as its title. At the close of
the poem, the poet asks God to lift his country towards heaven of true freedom and perfection.
 "Love Cycle"

by Chinua Achebe

Introduction

Chinua Achebe's poem "Love Cycle" delves into the intricacies and emotional dynamics of romantic
relationships, capturing the essence of love as a cyclical journey. Through vivid imagery and
introspective musings, Achebe explores the various phases and complexities that characterize the
evolution of love.

Initial Passion and Desire

In the opening stanzas of "Love Cycle," Achebe portrays the initial stages of love characterized by
passion and desire. The speaker reflects on the intense emotions experienced in the presence of their
beloved, likening the sensation to being on the moon amidst friends who depart too soon. This phase
symbolizes the exhilarating ang captivating beginnings of romantic attachment

Conflict and Strain

As the poem progresses, Achebe delves into the inevitable conflicts and strains that emerge within
relationships. The speaker acknowledges moments of emotional detachment and wandering, where
the tranquility of the night contrasts with inner turmoil This phase illustrates the challenges and
uncertainties that test the strength of love.

Anticipation and Longing

Achebe captures the theme of anticipation and longing throughout "Love Cycle," portraying the
speaker's keen anticipation of their beloved's presence. The imagery of hearing morning footsteps
echoing through the speaker's thoughts emphasizes the profound impact of separation and the longing
for reunification.

Emotional Intensity and Attachment:

The poem delves into the deep emotional attachment between the speaker and their beloved, despite
physical distance. Achebe uses vivid imagery of sunlight catching fire from curtains to symbolize the
enduring warmth and intensity of their emotional connection. This phase highlights the enduring
nature of love beyond physical proximity.

Forgetfulness and Remembrance

Achebe explores the theme of forgetfulness and remembrance within the context of love. The speaker
acknowledges moments of forgetting and being forgotten, yet love persistently reminds them of their
inherent connection. This phase reflects on the transient nature of memory and the enduring presence
of love as a guiding force.

Intimacy and Shared Space

In the final stanzas of "Love Cycle," Achebe contemplates the intimacy and shared space within a
relationship. The speaker proposes a sense of comfort and exploration, suggesting mutual ownership
and a willingness to embrace every aspect of their connection) This phase symbolizes the depth of
emotional intimacy and the shared journey of growth and understanding.

Reflection on the Cycle of Love

Reflecting on the entirety of "Love Cycle," Achebe invites readers to contemplate the cyclical nature
of love itself. The poem encapsulates the complexities, challenges, and enduring qualities of love as it
evolves through different phases. Achebe's introspective portrayal encourages readers to recognize
and appreciate the multifaceted aspects of love's journey

Universal Themes and Lessons

"Love Cycle" resonates with universal themes of love, including passion, conflict, longing, and
intimacy. Achebe's exploration of these themes offers insights into the human experience of love and
relationships. The poem encourages introspection and empathy. highlighting the universal aspects of
emotional attachment and the transformative power of love.

Conclusion:

Chinua Achebe's "Love Cycle" serves as a poignant exploration of the cycles of love, capturing its
ebbs and flows with poetic precision. Through its vivid imagery and introspective reflections, the
poem invites readers to contemplate the complexities and enduring qualities of love as a
transformative journey As the poem beautifully illustrates, love is not merely a destination but a
continuous evolution that enriches and defines ) human experience.
 "Nine Gold Medals."

by David Roth
Introduction:
The poem "Nine Gold Medals" by David Roth centers around a race at the Special Olympics,
highlighting a powerful moment of compassion and brotherhood. The athletes actions during the race
illustrate these themes vividly, delivering a poignant message about the true spirit of competition and
humanity
Setting the Scene:
The poem begins with athletes from various countries gathering for the Special Olympics. This event
is not just a typical sports competition, it symbolizes inclusivity. support. and the celebration of
everyone's abilities. The atmosphere is charged with excitement as the final event, a 100-meter dash,
is about to start.
The Race Begins:
As the race starts, all nine athletes dash forward with determination. However. the smallest athlete
stumbles and falls. This moment of adversity becomes the focal point of the poem, setting the stage
for an extraordinary display of compassion.
Acts of Compassion:
Instead of continuing to race for their individual glory, the other eight athletes stop and turn back to
help the fallen runner. This collective act of kindness is the heart of the poem. They lift him up,
showing that their concern for a fellow competitor's well-being outweighs their desire to win.
Symbol of Brotherhood:
By joining hands and walking together to the finish line, the athletes embody the theme of
brotherhood. Their unity and mutual support transform the race from a competitive event into a shared
journey. This act of solidarity highlights the deep bond that transcends individual aspirations.
Audience Reaction:
The spectators, moved by this display of unity, give the athletes a standing ovation. Their reaction
signifies the universal appreciation of compassion and teamwork. It shows that true heroism lies in
helping others and that such acts resonate deeply with people.
Redefining Victory:
The poem redefines the concept of victory. The athletes' decision to finish the race together
demonstrates that winning is not just about being first but about lifting others and sharing the triumph.
Each of the nine athletes receives a gold medal, symbolizing that their collective act of kindness is the
real victory.
Conclusion:
"Nine Gold Medals" conveys a powerful message about the essence of humanity. It shows that
compassion and brotherhood are more important than individual success. The poem teaches us that
true victory is achieved through kindness and support for others.

"True victory lies in helping others."

 "Alice Fell; or, Poverty"
by William Wordsworth
Introduction:

William Wordsworth's poem "Alice Fell; or, Poverty" vividly portrays the harsh realities of poverty
through the story of a young orphan girl. Wordsworth, a prominent figure of the Romantic era, often
highlighted the lives of ordinary people, emphasizing their emotions and struggles. In this poem, he
uses the character of Alice Fell to evoke empathy and bring attention to social issues related to
poverty.

The Setting:

The poem begins with a narrator and a post-boy traveling quickly through a stormy night. The dark,
stormy setting creates a somber mood, preparing the reader for the sorrowful events to follow. This
environment reflects the difficult conditions faced by the poor, setting the stage for Alice's
introduction.

Discovery of Alice Fell:

The narrator hears a distressing sound and stops the carriage, finding Alice Fell sitting behind it,
crying. Alice's cloak is caught in the wheel, symbolizing her entanglement in the hardships of life.
This immediate presentation of her plight draws the reader's sympathy and highlights the vulnerability
of children in poverty.

Alice's Distress:

Alice's tears and her tattered cloak vividly illustrate her state of destitution. Wordsworth's description
of her emotional and physical condition serves to emphasize the severity of her poverty. The cloak,
her only possession, is torn, further symbolizing the scant resources and support available to her. She
feels helpless without her cloak.

The Narrator's Compassion:

The narrator's reaction to Alice's distress is one of deep compassion. He stops to help her, offers her a
ride to Durham, and ultimately decides to buy her a new cloak. His actions represent the kindness and
empathy that Wordsworth believes should be extended to the poor. This interaction highlights the
potential for individual acts of kindness to make a significant difference

Symbolism of the Cloak:

The tattered cloak is a powerful symbol in the poem. It represents Alice's fragile state and the constant
struggles she faces. When the narrator offers to replace it, the cloak also becomes a symbol of hope
and the possibility of change through compassion and generosity

Transformation and Hope:

Throughout the journey, Alice shares her sorrowful story with the narrator, who listens attentively. By
the end of the poem, Alice's tears of sorrow turn into tears of joy, as she begins to hope for a better
future. This transformation underscores the impact of empathy and support on individuals facing
hardship.

Reflection on Social Issues:

Wordsworth uses Alice's story to reflect on broader social issues related to poverty The poem
critiques the neglect and lack of support for vulnerable individuals, especially hans like Alice.
Through the narrator's compassionate actions, Wordsworth suggests that society has a moral duty to
care for its less fortunate members.

Conclusion:

"Alice Fell; or, Poverty" is a poignant reminder of the harsh realities of poverty and the transformative
power of kindness. Wordsworth's portrayal of Alice's plight and the narrator's empathy serves to
evoke deep emotions and highlight the need for social responsibility.

"Kindness brings joy to the sorrowful heart”.

 "The School for Sympathy."

By E.V. Lucas

Introduction:

"The School for Sympathy" by E.V. Lucas is a heartwarming story that emphasizes the importance of
empathy in education. Through the unique and compassionate methods employed by Miss Beam, the
headmistress, the school aims to teach students the value of understanding and caring for others. This
essay explores how Miss Beam's approach fosters empathy among her students and the broader
significance of this educational philosophy.

Miss Beam's Philosophy:

Miss Beam believes that true education goes beyond academic knowledge. She emphasizes teaching
thoughtfulness, kindness, and citizenship. According to her, nurturing empathy and humanity in
students is crucial for their overall development and for them to become responsible and
compassionate citizens.

The Concept of "Blind Days" and "Lame Days":

Miss Beam introduces innovative activities such as "blind days" and "lame days." On these days,
students experience what it's like to be blind or disabled. For example, during a "blind day," students
wear bandages over their eyes and rely on their peers for assistance. Similarly, on a "lame day," they
use crutches to move around. These activities help the students to understand the difficulties faced by
people with disabilities.

Fostering Empathy Through Experience:

By experiencing disabilities firsthand, students learn to empathize with others. They realize the
challenges and frustrations that come with being blind or lame. This experiential learning helps them
develop a deeper understanding and respect for people who live with these conditions every day. It
teaches them to be more patient, kind, and helpful.

The Role of Peer Support:

During these special days, other students act as guides and helpers. This role reversal fosters a sense
of responsibility and co-operation. Helping their peers navigate the school while blindfolded or on
crutches encourages students to be more attentive and considerate. It builds a supportive community
where everyone looks out for one another.

Observations of the Narrator:

The narrator of the story initially feels sorry for the students he sees with bandages and crutches.
However, after understanding Miss Beam's methods, he appreciates the profound impact of these
activities. He observes how the students become more thoughtful and considerate through these
experiences. The narrator's changing perspective highlights the effectiveness of Miss Beam's approach
in fostering empathy.
Impact on Student Character:

The students at Miss Beam's School become more empathetic and socially aware individuals. They
learn to appreciate the importance of helping others and understand the value of community. These
lessons in empathy and kindness shape their character, making them better individuals both inside and
outside the school environment.

Broader Implications for Education:

Miss Beam's methods challenge traditional educational approaches that focus solely on academics.
Her philosophy demonstrates that education should also include moral and emotional development.
Teaching empathy and compassion prepares students to contribute positively to society. It shows that
schools should aim to produce not only knowledgeable but also empathetic and caring individuals.

Conclusion:

Miss Beam's School for Sympathy illustrates the powerful impact of teaching empathy through
experiential learning. By simulating disabilities, students develop a deepe understanding and respect
for others' challenges. This approach nurtures kind, thoughtfull and responsible individuals. The story
serves as a reminder that education shoul encompass more than academics; it should also cultivate
empathy and compassion.

"True education nurtures both the mind and the heart."

 "Barn Burning."

By William Faulkner
Introduction
"Barn Burning," a short story by William Faulkner, explores the moral dilemmas faced by a young
boy named Sarty Snopes and his family in the post-Civil War South. The story delves into themes of
loyalty, justice, and the consequences of one's actions in a deeply divided society.
Sarty's Loyalty to Family
Sarty is introduced as a boy torn between loyalty to his father, Abner Snopes, and his own sense of
right and wrong. He idolizes his father despite Abner's habit of burning barns in retaliation for
perceived injustices.
Abner Snopes's Character
Abner Snopes is portrayed as a bitter and resentful man, driven by a sense of injustice and a desire for
revenge against those he perceives as his oppressors. His actions, particularly his arsonist tendencies,
highlight his defiance against societal norms and authority figures.
Conflict with Major de Spain
The story escalates when the Snopes family moves to Major de Spain's farm. Abner deliberately ruins
the Major's rug and faces consequences. This incident creates tensions between the Snopes family and
the wealthy landowners.
Sarty's Internal Struggle
Throughout the story, Sarty grapples with conflicting emotions as he witnesses his father's destructive
behavior. His internal conflict revolves around his loyalty to Abner and his growing understanding of
justice.
Moral Awakening

The climax occurs when Sarty realizes the moral implications of his father's actions. Confronted with
Major de Spain's demand for justice, Sarty faces a pivotal moment of decision-making. He chooses to
break away from his family's cycle of violence, symbolizing a moral awakening and personal growth.

Symbolism of the Barn Burning

Abner's arsonist acts symbolize more than just revenge; they reflect deeper societal tensions and class
struggles in the postwar South. The burning of barns represents a destructive cycle fueled by
bitterness and a desire to assert power in the face of perceived injustice.

Conclusion

"Barn Burning" underscores the importance of individual integrity and the consequences of moral
choices. Sarty's decision to break away from his father's path highlights the transformative power of
choosing justice over blind loyalty. The story challenges readers to consider the complexities of
loyalty, justice, and the ethical dilemmas faced in navigating personal and societal expectations.

"Choose justice over loyalty when they conflict"

 The Things That Haven't Been Done Before

By Edgar Guest
Introduction:

Edgar Guest's poem "The Things That Haven't Been Done Before celebrates innovation, courage, and
the spirit of exploration. It serves as a motivational piece that encourages individuals to pursue
uncharted paths and embrace new challenges. This essay explores the key themes and messages of the
poem through various aspects and examples.

The Call to Innovation:

Guest begins the poem with a call to those who dare to dream and innovate. He praises those who
seek to create and do things that have never been done before. This theme emphasizes the importance
of originality and creativity in driving progress.

Embracing Challenges:

The poem highlights the necessity of facing and overcoming challenges. Guest acknowledges that
attempting something new involves risks and difficulties, but it is through these trials that greatness is
achieved.

The Spirit of Exploration:

Guest celebrates the spirit of exploration, encouraging readers to venture into unknown territories.
Whether it be new ideas, lands, or experiences, exploration is depicted as a noble pursuit that leads to
discovery and advancement.

Breaking Conventions:

Breaking away from established norms and conventions is a recurring theme in the poem. Guest
admires those who challenge the status quo and push the boundaries of what is considered possible or
acceptable.

The Role of Visionaries:

Visionaries are central to the poem's message Guest portrays them as individuals who see beyond the
present limitations and imagine a better future. Their foresight and ambition are crucial in bringing
about change and innovation.

The Importance of Persistence:

Persistence is essential in achieving great things. Guest emphasizes that success often requires
enduring failures and setbacks. It is the persistent effort and determination that ultimately lead to
breakthroughs.
The Influence of Pioneers:

Pioneers are celebrated for their courage and willingness to be the first to try something new. Guest
suggests that their efforts pave the way for others to follow, making them instrumental in societal
progress.

The Impact of Invention:

The poem underscores the significance of invention in improving lives and shaping the world. Guest
recognizes inventors for their ability to create tools and solutions that address needs and problems.

Inspiring Others:

Guest believes that those who undertake new challenges serve as inspirations to others. Their
achievements demonstrate what is possible and motivate others to pursue their own dreams and
ambitions.

Legacy of Achievement:

The poem concludes with the idea that those who accomplish new things leave a

lasting legacy. Their contributions have a long-term impact and continue to influence and

inspire future generations.

Conclusion:

"The Things That Haven't Been Done Before" by Edgar Guest is a powerful ode to the spirit of
innovation, exploration, and persistence. It encourages readers to embrace challenges, break
conventions, and strive for greatness. Through this poem, Guest reminds us that it is the courageous
and visionary individuals who drive progress and leave a lasting legacy.

"Great things never came from comfort zones.

 Stopping by the Woods on the Snowy Evening

By Robert Frost
Introduction

Robert Frost is an American poet. He expresses his views in a simple language In this poem "stopping
by woods on a snowy Evening", the poet expresses his tiredness over the journey of life. It is a simple
poem which expresses that joy of the poet when he passes through the snow covered woods one
evening. The poet moves to philosophical idea between man and nature. The poet is caught between
the call of duty and the call of beauty. His promises in life urges him to move further from the
captivating sight.

Beauty of Nature

The poet is riding his horse through the woods. It is a snow covered evening and it becomes
completely dark. The poet stops his horse near the frozen lake and enjoys the beauty of nature. The
poet thinks that the owner of the forest who lives in a nearby village doesn't know his presence there.
The poet becomes close with nature and has forgotten himself. He inhales the air of peace and his
heart is filled with happiness.

Doubt of horse

The poet is a lover of nature. So he stops his horse and enjoys the beauty of nature. The horse doesn't
know the reason for his sudden halt. The mind of the horse is filled with doubts why the poet has
stopped in the middle of the forest where there is no farm house at all. As it becomes dark, the horse
begins to realise that it is getting late to reach his master's destination. It shakes its harness bell in
order to make him aware of the situation. More over the horse has a doubt whether any mistake has
been committed either by himself or by his master.

Reality and Nature's beauty

The poet has forgotten himself in the beauty of Nature. The snow covered woods keep him far away
from the world of reality. The woods are lovely dark and deep. The poet wants to stay there for some
more time to enjoy the surrounding atmosphere. The reaction of the horse disturbs his calm state of
mind. There is a conflict in his mind between the call of beauty and the call of duty. The poet is
reminded of the reality and it pulls him away from the beautiful atmosphere. He thinks of the
promises in life and the hidden death. The poet wishes to carry out all his responsibilities before his
death.

Conclusion

The poem throws light on nature. In addition to that the poem shows that every little experience raises
fundamental questions about life and man's role in this world. The snow covered wood is a beautiful
sight and it touches the heart of the poet. The poem has a sudden twist at the end. The poet is
reminded of his death and so he wants to accomplish his task before his death. The poet indirectly
compares 'sleep' to death. The poet proves himself that he is a man of duty conscious.
 The Magic Brocade – A Tale Of China

By Aaron Shepard
The Old Woman (Mother)

A skilled and devoted weaver known for her exquisite brocades. She dreams of creating a magnificent
brocade depicting a fairy-tale palace, which becomes the catalyst for the story's magical journey

The Youngest Son

The protagonist of the tale, known for his filial piety and bravery. He embarks on a perilous quest to
retrieve the magical brocade that his mother wove, venturing into the Land of Immortals and
overcoming obstacles with determination and courage.

The Elder Sons

While less prominently featured than the youngest son, they represent familial support and concern
for their mother's well-being.

Magical Creatures and Immortals:

Throughout the story, the youngest son encounters various mystical beings who aid him on his quest.
These include talking animals, helpful spirits, and ultimately the fairies who inhabit the Land of
Immortals.

The Fairies

Powerful and wise beings who inhabit the Land of Immortals. They are moved by the youngest son's
devotion to his mother and ultimately allow him to retrieve the magical brocade.

SUMMARY:

In a small village in China, a talented weaver, who is also a widow, lives with her three sons.
The mother spends her days creating beautiful brocades. One day, she begins to weave an exquisite
brocade depicting a magical land she dreams of a land with a golden palace, a silver river, and a jade-
green forest.

The mother pours all her love and skill into the brocade, working tirelessly for many months.
When the brocade is finally completed, it is so beautiful that it looks almost alive. She hangs it outside
to admire her work. However, a powerful wind blows the brocade away, carrying it far out of reach.

Devastated, the mother falls ill from the loss of her precious creation. Her three sons decide to
find the brocade and bring it back to restore their mother's health. The eldest son sets out first but
returns empty-handed, too scared to face the challenges on the journey. The second son tries next but
also ails, unable to overcome the difficulties he encounters.

Finally, the youngest son embarks on the quest. He is determined and brave. facing many
dangers and challenges along the way. With the help of magical beings and his unwavering spirit, the
youngest son reaches the magical land depicted in the brocade
 There, he discovers that the brocade has been taken by the fairies of that land, who were so
enchanted by its beauty that they wanted it for themselves. The fairies agree to return the brocade if
the youngest son can prove his worth. Through his courage and determination, he earns the fairies'
respect, and they give him the brocade.

The youngest son returns home triumphantly with the brocade. His mother is overjoyed and
her health is restored. The family is reunited, and they live happily ever after, knowing the true value
of love, sacrifice, and [Link] tale emphasizes the importance of dedication, the power of
love, and the rewards that come from facing challenges with bravery and determination.
 "Three Sideways Stories from Wayside School"

By Louis Sachar

Introduction

"Three Sideway Stories from Wayside School" by Louis Sachar portrays the idea that adults are
strange and inscrutable and children are smarter than their teachers. It is a humorous story set in a
quirky school building. The whole story revolves around the teachers and students of wayside school.
The story contains humour, creativity and unexpected events.

Structure of the school

The Wayside school has a different structure from the normal school. It is supposed to be built
horizontally with thirty class rooms on the floor. Contrary to that, it is built vertically with thirty
classrooms stacked one on the top of the other. This unique structure seems to be very strange and
confusing to the children.

Nature of Mrs. Jewls

Mrs. Jewls is a kind-hearted and slightly eccentric teacher of the 30th floor class. She approaches
teaching with a mix of strictness and understanding. She tolerates patiently the absurd behaviour of
students. She insists students to gain knowledge in maths. Oneday Mrs. Jewls is absent. Her substitute
teacher, Mrs. Gorf has turned the disobedient students into apples with her magical powers. Joe
cleverly saves the day by tricking Mrs. Gorf from changing the apples back into students.

Story: 1 Joe and Mrs. Jewls

Mrs. Jewls has kept Joe inside and does not allow him to go for recess. She wants to teach him the art
of counting. At first she asks him to count upto ten. After he has counted Mrs. Jewls admits that he is
wrong in his counting. Then she puts five pencils and asks him to count them. He counts them without
correct sequence and ends with the right answer. Joe repeats the same question to Mrs. Jewls. When
Mrs. Jewis replies five, he tries to escape smartly and asks her to go for recess. She advises him to
count orderly instead of giving the answer at the end. Similarly, Mrs. Jewls asks Joe to count eight
potatoes, three books and six erasers. Finally Mrs. Jewis hits her head against the wall and asks him
howmany times that she has hit her head against the wall. As how he has acted previously, he counts
the numbers without proper sequence. When he gives the correct answer the bell rings.

Story: 2 The Second Part - Bebe's Artistic Talent

Bebe has the extra-ordinary artistic skills. She can draw any picture within few seconds. It is
remarkable that she can draw a cat within 45 seconds, a dog in 30 seconds and a flower in less than 8
seconds. She has never drawn single pictures. Bebe can draw 50 cats, 100 flowers, 20 dogs and
several eggs in the 'Art hour' from 12.30 to 1.30 pm.

There is another boy by name Calvin, who is also equally interested in drawing pictures. Both Bebe
and Calvin join together as a team work. They have broken the old record by drawing 378 pictures.
Mrs. Jewls admires their artistic abilities.
Story: 3 Calvin's Individuality

Mrs. Jewls asks Calvin to handover a note to Miss Zarves on the nineteenth storey Calvin tries hard to
reach the nineteenth storey but he meets failure in his attempt. The most homorous thing is that the
builder has forgotten to build the nineteenth storey. He has built the eighteenth and twentieth but not
the nineteenth. Similary there is no Miss. Zarves there. So, Calvin comes down and meets Louis for
his help. Calvin admits the fact to Mrs. Jewls that there is no nineteenth storey and there is no Miss.
Zarves. Mrs. Jewls appreciates him for his efforts to hand over the note. The other children in the
class wonder how he has completed the given task. The mystery of the note is very important because
she has told Miss. Zarves not to meet her for lunch.

Conclusion

The Wayside School is a humorous story with lot of fun. It openly admits the fact that students have
possessed remarkable talents and at sometimes, they act smarter than teachers. It is strange to note
that it is thirty storeys high but it has only one classroom on each floor. The story creates an
entertaining reading experience.