Friday, February 7, 2025

Critical Appreciation of "Sonnet to Sir Philip Sidney’s Soul" by Henry Constable

Henry Constable’s Sonnet to Sir Philip Sidney’s Soul is a heartfelt tribute to the renowned poet and soldier Sir Philip Sidney. Sidney was a celebrated figure of the Elizabethan era, admired for his literary contributions and chivalric ideals. His death in 1586 deeply impacted the literary community, and many poets honored his memory through their verses. Constable, in this elegiac sonnet, expresses both sorrow and admiration for Sidney, emphasizing the delayed realization of grief and the profound influence of the departed soul. 

Title Justification

The title "Sonnet to Sir Philip Sidney’s Soul" clearly indicates that this poem is a tribute to the great poet and soldier Sir Philip Sidney. The poet addresses Sidney’s soul, expressing grief and admiration. The title suggests a deeply personal and emotional connection, making the poem an elegy that mourns Sidney’s passing while also celebrating his legacy.

Type of Poetry

This poem is a sonnet, a 14-line lyrical poem often used to express intense emotions. It is also an elegy, as it mourns Sidney’s death. The tone is sorrowful and reflective, capturing the poet’s delayed reaction to his friend’s passing.

Imagery and Style

Constable uses spiritual imagery to describe Sidney’s soul in heaven:

  • "The angel-quiristers of th’ heavenly skies" – This suggests that Sidney is now among angels, singing joyfully in heaven.
  • "Give pardon, blessed soul! to my bold cries" – The poet humbly asks Sidney for forgiveness for his delayed mourning, showing deep respect.

The poet also uses grief imagery:

  • "I did not feel the grief I did sustain" – He admits that the shock of Sidney’s death left him unable to process his emotions.
  • "I stood amaz’d when others’ tears begun, / And now begin to weep when they have done." – This powerful contrast shows how grief sometimes comes late, after the initial shock wears off.

Message and Themes

The poem explores the following themes:

  • Delayed Grief – The poet was initially too shocked to mourn but later realizes the depth of his sorrow.
  • Admiration for Sidney – By referring to Sidney’s soul in heaven, Constable honors him as a noble and virtuous figure.
  • The Power of Poetry – Even in mourning, the poet turns to poetry as a means of expressing deep emotions.

Conclusion

Henry Constable’s "Sonnet to Sir Philip Sidney’s Soul" is a heartfelt tribute to a great literary figure. The poem’s simple yet powerful imagery captures the deep sorrow and admiration the poet feels. Through its elegiac tone, spiritual imagery, and reflective style, the sonnet beautifully expresses how grief can be overwhelming, sometimes making one too stunned to cry until much later.

Critical Appreciation of "Let Not Old Age…" by Sir Philip Sidney

Sir Philip Sidney’s Let Not Old Age… challenges the idea that aging weakens love and passion. The poet argues that old age brings wisdom, stability, and deeper emotions rather than decline. Through persuasive language and vivid imagery, he reassures his beloved that love remains strong with age, making it even more meaningful. 

Title Justification

The title "Let Not Old Age…" is taken from the poem’s opening line and captures its central theme. The poet argues that old age should not be seen as a disgrace or a limitation, especially in matters of love and passion. He wants to prove that aging does not weaken one’s desires but rather strengthens them with wisdom and experience.

Type of Poetry

This poem is a sonnet, a lyrical form that expresses deep emotions in a structured way. It follows a logical progression—first presenting a concern about aging and then defending it with strong arguments. The tone is passionate, persuasive, and reflective, emphasizing the dignity of love in old age.

Imagery and Style

Sidney uses vivid imagery to challenge the belief that old age diminishes love and desire:

  • Fire and Wood Imagery – The poet compares himself to “old wood” that produces the “bravest fire,” suggesting that love and passion grow stronger with age, while youthful love fades quickly “in smoke.”
  • White Hair as a Symbol of Beauty – The poet reassures his beloved that his “white hairs” are not a sign of disgrace but rather a mark of wisdom and honor:

    “Since whitenesse doth present the sweetest show, / Which makes all eyes do homage unto you.”
    Here, whiteness is associated with purity and admiration rather than weakness.

  • Wisdom and Stability of Old Age – The poet contrasts youthful impulsiveness with the wisdom and constancy of age:

    “Old age is wise, and full of constant truth.”
    This line highlights the reliability and depth of love that comes with experience.

Message and Themes

The poem conveys several important themes:

  • Love Beyond Youth – True love and desire are not limited to youth but can flourish in old age.
  • Wisdom Over Passion – The poet values the wisdom and stability that come with aging over the fleeting excitement of youth.
  • Honor in Aging – Aging is presented not as a decline but as a stage of dignity, respect, and deeper emotional strength.

Conclusion

"Let Not Old Age…" by Sir Philip Sidney is a beautifully crafted poem that challenges negative perceptions of aging. Through powerful imagery and a strong argument, Sidney presents old age as a time of wisdom, passion, and strength rather than decline. The poem inspires the reader to see aging as an honorable and enriching phase of life, especially in matters of love.

Critical Appreciation of "Sonnet III: Taking My Pen" by Michael Drayton

"Sonnet III: Taking My Pen" by Michael Drayton is a deeply emotional poem that explores themes of love, sorrow, and loss. The poet uses the language of finance and accounting to describe the emotional toll of unfulfilled love. The sonnet reflects how love, instead of bringing joy, has left the speaker feeling bankrupt and ruined.

Title Justification

The title Taking My Pen suggests that the poet is about to write down his feelings and experiences. The act of writing serves as a way to measure or account for his emotions, especially his suffering in love. The title effectively captures the introspective and melancholic nature of the poem.

Type of Poetry

This poem is a Shakespearean sonnet, consisting of 14 lines with a structured rhyme scheme. It is also a lyrical poem, as it expresses the personal emotions of the poet. The poem is deeply introspective, using extended metaphors to compare love and suffering to financial transactions.

Imagery and Style

The poem is rich in financial imagery, making love seem like a business transaction that has led to great loss:

  • Counting Grief – The poet starts by describing his sorrow in financial terms:

    "Duly to count the sum of all my cares, / I find my griefs innumerable grow,"
    This suggests that his suffering keeps increasing, like an account that cannot be balanced.

  • Love as a Debt – The poet compares his love to an unpaid debt:

    "My heart hath paid such grievous usury / That all their wealth lies in thy beauty's books,"
    Here, usury (excessive interest) symbolizes the extreme emotional cost of loving someone who does not return the affection.

  • Bankruptcy in Love – The final line highlights complete emotional devastation:

    "And I a bankrupt, quite undone by thee."
    The poet feels emotionally bankrupt, as his love has left him with nothing.

Message and Themes

The poem conveys the following themes:

  • Unfulfilled Love – The poet expresses deep sorrow over a love that has not been returned.
  • Love as an Emotional Burden – The financial metaphors suggest that love can be costly and painful rather than joyful.
  • Loss and Despair – The poet feels completely ruined by his love, emphasizing the destructive power of unreciprocated feelings.

Conclusion

"Sonnet III: Taking My Pen" by Michael Drayton is a beautifully crafted poem that uses financial imagery to depict the pain of love. Through its melancholic tone and striking metaphors, the poem presents love as a transaction where the poet has lost everything. The sonnet effectively conveys the sorrow of unfulfilled love, making it a moving and relatable expression of emotional loss.

Critical Appreciation of "A Hymn to God the Father" by Ben Jonson

Ben Jonson’s A Hymn to God the Father is a deeply personal and devotional poem that explores themes of sin, repentance, divine mercy, and salvation. The poem reflects the poet’s awareness of human weakness and his plea for God’s guidance and forgiveness. Written in a simple yet powerful style, the poem conveys a heartfelt prayer to God.

Title Justification

The title A Hymn to God the Father suggests that the poem is a song of praise and supplication directed towards God. The word Hymn indicates that it is a religious poem meant to express devotion, while God the Father emphasizes the poet’s relationship with the divine as a caring and disciplining force. The title fits well, as the poem is structured as a direct appeal to God, seeking His guidance and grace.

Type of Poetry

This poem is a religious and devotional lyric, as it expresses the poet’s personal faith and longing for divine mercy. It also has elements of didactic poetry because it teaches a moral lesson about repentance and the importance of recognizing one's sins.

Imagery and Style

Jonson uses strong religious imagery to convey his emotions and beliefs:

  • Broken Heart Imagery – The poet humbly admits his flaws:

    "A broken heart / Is my best part."
    This suggests that his suffering and remorse bring him closer to God.

  • Rod Imagery – The rod symbolizes divine discipline:

    "Use still thy rod, / That I may prove / Therein thy Love."
    The poet acknowledges that God's discipline is a sign of His love, guiding him towards righteousness.

  • Sin as a Temptation – He describes sin as deceptively sweet:

    "For sin’s so sweet, / As minds ill-bent / Rarely repent, / Until they meet / Their punishment."
    This highlights human weakness and the tendency to realize mistakes only after facing consequences.

  • Redemption through Christ – The poet refers to Jesus' sacrifice:

    "That gav’st a Son, / To free a slave,"
    This reinforces the Christian belief in salvation through Christ’s death.

Message and Themes

The poem focuses on several important themes:

  • Sin and Repentance – The poet acknowledges his sinful nature and seeks forgiveness.
  • Divine Discipline and Mercy – God’s punishment is not meant to harm but to correct and guide.
  • Faith in Salvation – Despite his sins, the poet believes in redemption through Jesus Christ.
  • Human Weakness and God’s Strength – The poet admits his limitations but finds hope in divine grace.

Conclusion

A Hymn to God the Father is a moving and humble expression of faith. Through simple yet profound imagery, Ben Jonson conveys the struggles of sin and the need for God’s mercy. The poem highlights the importance of repentance and trust in divine grace, making it a timeless reflection on the human relationship with God.

Critical Appreciation of "Easter" by Edmund Spenser

Edmund Spenser’s poem Easter is a deeply spiritual and devotional work that celebrates the resurrection of Christ. The poem reflects on the triumph of Jesus over death and sin, highlighting themes of salvation, love, and eternal life. Written in a solemn yet uplifting tone, the poem encourages readers to embrace love and righteousness, following the teachings of Christ.

Title Justification

The title Easter is highly appropriate because the poem revolves around the Christian celebration of Christ’s resurrection. Easter represents victory over sin and the promise of eternal life, which aligns with the poet’s message. The poem begins with praise:

"MOST glorious Lord of Lyfe! that, on this day, / Didst make Thy triumph over death and sin;"
These lines emphasize the divine power of Christ and the significance of Easter in Christian belief.

Type of Poetry

The poem is a religious and devotional lyric, as it expresses the poet’s deep faith and devotion to God. It follows a prayer-like structure, asking for grace and divine blessings. The poem also conveys a moral lesson, making it an example of didactic poetry (poetry that teaches a lesson).

Imagery and Style

Spenser uses rich religious imagery to express his devotion:

  • Resurrection Imagery – The poem describes Christ’s victory over death:

    "Didst make Thy triumph over death and sin;"
    This highlights the theme of salvation.

  • Blood Imagery – The poet acknowledges Christ’s sacrifice:

    "Being with Thy deare blood clene washt from sin,"
    This suggests that Christ’s blood has purified humanity, granting them the chance for eternal life.

  • Love Imagery – The poet concludes with a lesson about love:

    "Love is the lesson which the Lord us taught."
    This line encapsulates the core message of Christianity—love for God and for one another.

Message and Themes

The poem conveys several key themes:

  • Triumph of Christ – Easter is celebrated as the day when Christ conquered death and sin.
  • Redemption and Salvation – The poet expresses gratitude for Christ’s sacrifice, which grants believers eternal happiness.
  • Love as a Divine Teaching – Spenser emphasizes that love is the most important lesson taught by Christ, encouraging people to love one another.

Conclusion

Easter by Edmund Spenser is a beautiful and heartfelt devotional poem that captures the essence of Easter. Through religious imagery, a prayer-like structure, and a message of love and redemption, Spenser reminds readers of the significance of Christ’s resurrection. The poem inspires faith and encourages believers to live a life of love and gratitude, making it a timeless reflection on the meaning of Easter.

Critical Appreciation of "I Prithee Send Me Back My Heart"

Sir John Suckling’s poem I Prithee Send Me Back My Heart is a lighthearted yet emotional reflection on unrequited love. The poet uses wit, irony, and clever wordplay to express the pain of loving someone who does not return his feelings. While the poem carries elements of sadness, it also has a playful and philosophical tone, making it an engaging example of Cavalier poetry.

Title Justification

The title I Prithee Send Me Back My Heart is a direct appeal to the beloved. The phrase "I prithee" (meaning "I beg you") suggests politeness, but also irony, as the poet knows that his request is futile. The title reflects the poem’s central theme—love that is not reciprocated, leading the speaker to ask for his heart back since he cannot have his beloved’s in return.

Type of Poetry

This poem belongs to the Cavalier poetry tradition, which was popular in the 17th century. Cavalier poets, like Suckling, focused on themes of love, beauty, and courtly charm. Their poetry was often witty, lighthearted, and musical. This poem follows that style by blending playful expressions with deeper emotional conflicts.

Imagery and Style

Suckling uses vivid imagery and metaphors to enhance the emotional effect of the poem:

  • Heart Imagery – The heart represents love and emotion. The poet requests his heart back since his beloved does not return his feelings:

    "I prithee send me back my heart, / Since I cannot have thine."

  • Thief Imagery – The beloved’s eyes are described as thieves that steal the poet’s heart:

    "For thou hast a thief in either eye / Would steal it back again."
    This metaphor suggests the irresistible charm of the beloved.

  • Paradox of Love – The poet highlights the contradictions in love:

    "But love is such a mystery, / I cannot find it out."
    This reflects how love is unpredictable and confusing.

Message and Themes

The poem explores the pain of unreturned love but does so in a witty and playful way. The poet initially feels hurt but later decides not to dwell on sorrow:

"Then farewell care, and farewell woe; / I will no longer pine."
This line suggests that the speaker is choosing to move on, highlighting a theme of emotional resilience.

Conclusion

I Prithee Send Me Back My Heart is a charming poem that blends emotions with humor. Through clever imagery and an elegant, flowing rhythm, Sir John Suckling presents the complexities of love in a way that feels both heartfelt and lighthearted. The poem remains a delightful example of Cavalier poetry, reminding readers that love, no matter how painful, can still be met with grace and wit.

Critical Appreciation of "The Grasshopper" by Abraham Cowley


Abraham Cowley’s poem The Grasshopper is a delightful lyrical and pastoral poem that celebrates the simple joys of life. The poem presents the grasshopper as a symbol of happiness, freedom, and harmony with nature. Through vivid imagery and a musical tone, Cowley contrasts the carefree life of the grasshopper with the struggles of human existence, offering a deeper philosophical message about the fleeting nature of joy.

Title Justification

The title The Grasshopper is appropriate as the poem revolves around this small yet joyful creature. The grasshopper is depicted as the happiest of all beings, living in harmony with nature and enjoying life without worries. The poet exclaims,

"Happy insect, what can be / In happiness compared to thee?"
This line immediately sets the tone of admiration and celebration, making the title a perfect fit for the poem’s theme.

Type of Poetry

The poem is both lyrical and pastoral in nature. It expresses the poet’s deep emotions while also portraying the beauty of rural life. The lyrical quality is seen in the rhythmic flow of words, while the pastoral elements are evident in the depiction of nature, fields, and seasons.

Imagery and Style

Cowley masterfully uses imagery to highlight the grasshopper’s joyful existence:

  • Nature Imagery – The grasshopper is surrounded by abundance, as seen in:

    "All the fields which thou dost see, / All the plants belong to thee."
    This suggests that the grasshopper is the true king of nature, enjoying everything without the burden of ownership.

  • Musical Imagery – The grasshopper sings joyfully:

    "Thou dost drink, and dance, and sing, / Happier than the happiest king!"
    This line emphasizes the theme that true happiness lies in freedom and simplicity.

  • Seasonal Imagery – The poet contrasts summer’s warmth with winter’s harshness:

    "Happy insect! happy thou, / Dost neither age nor winter know."
    This suggests that the grasshopper lives only in moments of pleasure, untouched by the worries of passing time.

Message and Themes

The central message of the poem is that happiness comes from enjoying life’s simple pleasures. The grasshopper does not work or plan for the future, yet it is content. Cowley compares this carefree life to human existence, where people constantly labor and worry. The grasshopper’s way of living is described as luxurious yet innocent:

"Thou dost innocently enjoy; / Nor does thy luxury destroy."
This highlights the idea that pleasure and contentment need not lead to greed or excess. However, the poem also acknowledges life’s transience:
"To thee, of all things upon earth, / Life is no longer than thy mirth."
This reminds readers that joy is temporary, and all living beings must eventually face the end.

Conclusion

The Grasshopper by Abraham Cowley is a beautiful reflection on happiness, nature, and the fleeting nature of life. Through its rich imagery, joyful tone, and philosophical depth, the poem encourages readers to appreciate life’s simple pleasures while they last. The grasshopper, as an "Epicurean animal," represents the ideal of living in the present, making this poem both delightful and thought-provoking.

Go and Catch a Falling Star as a Metaphysical Poem

John Donne’s poem Go and Catch a Falling Star is a fine example of Metaphysical poetry. Written in the late 16th or early 17th century, it explores themes of love, faithfulness, and the nature of women using wit, irony, and intellectual argument. Metaphysical poetry is known for its use of unusual comparisons (conceits), paradoxes, and a conversational tone, all of which are evident in this poem.

Use of Metaphysical Elements

  1. Unusual Imagery and Conceits
    The poem opens with a series of impossible tasks:

    • “Go and catch a falling star”
    • “Get with child a mandrake root”
    • “Tell me where all past years are”
      These lines use fantastic imagery to suggest that finding a faithful woman is just as impossible as these absurd tasks. Such hyperbolic comparisons are a hallmark of Metaphysical poetry.
  2. Philosophical and Cynical Tone
    The poem presents a deeply skeptical view of women’s faithfulness. Donne argues that even if one were to search the entire world, one would never find a woman who is “true and fair.” The idea is not presented emotionally but rather through logical reasoning and argument, which is characteristic of Metaphysical poets.

  3. Paradox and Irony
    The speaker claims that if a truly faithful woman did exist, she would not remain faithful for long. The paradox here is that even the ideal woman, if found, would change before one could reach her. This ironic approach adds to the intellectual playfulness of the poem.

  4. Conversational Style and Rhythm
    Unlike traditional love poetry that is melodious and idealistic, this poem has a direct, speech-like rhythm. The use of short, commanding lines and rhetorical questions engages the reader in a debate rather than a romantic expression of emotions.

Conclusion

Go and Catch a Falling Star is a brilliant example of Metaphysical poetry. Donne’s use of conceits, paradoxes, and a witty, argumentative style makes the poem unique. Through exaggerated imagery and intellectual reasoning, he presents a cynical yet thought-provoking view of love and faithfulness, making the poem a lasting work of Metaphysical literature.

All for Love as a Tragic Love Story

 John Dryden’s All for Love (1677) is a powerful tragic love story based on the final days of Antony and Cleopatra. It is a reworking of Shakespeare’s Antony and Cleopatra, but Dryden focuses more on emotions and personal conflicts rather than historical and political events. The play follows the classical unities of time, place, and action, making it more structured and dramatic.

Title Justification

The title All for Love perfectly reflects the main theme of the play. Antony and Cleopatra’s love is so deep and intense that they are willing to sacrifice everything for it. Antony abandons his duty as a Roman general, his reputation, and even his wife, Octavia. Cleopatra, too, risks her kingdom and life for Antony. Their love blinds them to reality and leads to their tragic downfall. The title emphasizes that every action in the play is driven by love, making it an appropriate choice.

Plot Summary

The play takes place in Alexandria, where Antony and Cleopatra are struggling against the growing power of Rome. Antony’s old friend Ventidius tries to convince him to return to his duty, but Antony is too deeply in love with Cleopatra. When Octavia arrives with their children, Antony feels guilty but still chooses Cleopatra. Meanwhile, Cleopatra’s decisions, including a deception that makes Antony believe she has betrayed him, lead to his despair. In the end, both lovers die tragically, unable to live without each other.

Characterization

  • Antony – A noble and brave Roman general, but weak in making personal choices. His love for Cleopatra makes him abandon his honor, leading to his tragic fate.
  • Cleopatra – The beautiful and intelligent Queen of Egypt. She is deeply in love with Antony but is also manipulative and proud. She struggles between love and political survival.
  • Octavia – Antony’s wife, who represents duty, morality, and Roman honor. She contrasts with Cleopatra’s passionate nature.
  • Ventidius – A loyal friend of Antony, who tries to bring him back to responsibility. He represents wisdom and reason, but Antony ignores his advice.
  • Alexas – Cleopatra’s servant, who plays a key role in misleading Antony.

Themes and Message

  1. Love vs. Duty – The play shows the conflict between personal desires and responsibilities. Antony chooses love over duty, leading to his downfall.
  2. Sacrifice and Devotion – Both Antony and Cleopatra sacrifice everything for each other, proving their deep love.
  3. The Power of Passion – Their uncontrolled passion makes them blind to reason, showing how love can lead to destruction.
  4. Fate and Destiny – The play suggests that destiny is unavoidable. Antony and Cleopatra’s love story was doomed from the beginning.

Conclusion

All for Love is a touching and tragic story that highlights the dangers of extreme passion. It teaches that love, though beautiful, should not overpower reason and responsibility. Dryden presents Antony and Cleopatra as true lovers whose devotion leads to their tragic end. Their love story remains timeless, making this play one of the greatest romantic tragedies in English literature.

Stress Management

Stress is a part of life. It happens when we have too much work, pressure, or problems. If we do not manage stress, it can harm our health, memory, and focus. Instead of avoiding stress, we should learn how to handle it.

Effects of Stress

The Sharma family shows how stress can harm people:

  • Ramesh Sharma is suspended from his job. He is under police investigation. His friends and relatives stop talking to him.
  • Pooja, his wife, refuses to meet people. She takes too much medicine and sleeps all day. She also loses her appetite.
  • Meghna, their daughter, takes charge but becomes angry and impatient. She shouts at people, and they avoid her.
  • Ashok, the younger son, stops going to college. He spends too much time on TV and the computer. He stays out late with friends.

Stress affects everyone in different ways. If not managed, it can make life worse.

How to Manage Stress

We can control stress by following simple steps:

  1. Eat Healthy Food:
    • Eat fruits, vegetables, and dairy products.
    • Drink enough water and avoid junk food.
  2. Get Enough Sleep:
    • Sleep well at night.
    • Take short naps if needed.
  3. Stay Active and Relaxed:
    • Exercise, do yoga, or go for a walk.
    • Listen to music, read books, or watch movies.
  4. Think Positive:
    • Accept things you cannot change.
    • Stay hopeful and avoid negative thoughts.
  5. Take Breaks:
    • Step away from stressful situations for a while.
    • Spend time with friends and family.
  6. Balance Work and Home Life:
    • Do not bring work stress home.
    • Set realistic goals and do not overwork.
  7. Talk About Your Feelings:
    • Share your problems with close people.
    • Talking helps to reduce stress.

By following these steps, we can handle stress in a healthy way. Stress is normal, but we should not let it control our lives.

Saturday, January 25, 2025

Señor Payroll by William E. Barrett - Study Guide

Larry and I were Junior Engineers in the gas plant, which means that we were clerks. Anything that could be classified as paperwork came to our desk. The Main Office downtown sent us a lot of orders and rules that were to be put into effect. Junior Engineers were unnoticed by everyone except the Mexican laborers at the plant. To them, we were the visible form of a distant, unknowable paymaster. We were Señor Payroll.

Those Mexicans were great workmen; the aristocrats among them were the stokers—big men who worked Herculean eight-hour shifts in the fierce heat of the retorts. They scooped coal with huge shovels and hurled it at tiny doors. The coal streamed out from the shovels to the narrow opening. The stokers worked stripped to the waist, and there was pride and dignity in them. Few men could do such work, and they were the few.

The company paid its men only twice a month, on the fifth and on the twentieth. To a Mexican, this was absurd. What man with money will make it last fifteen days? If he still had money beyond the spending of three days, he was a miser. Therefore, it was the custom for the stokers to appear every third or fourth day to ask for more money due to them. There was a certain elasticity in the Company rules, and Larry and I sent the necessary forms to the Main Office and received an “advance” against a man’s paycheck.

Then, one day, Downtown favored us with a memorandum: “There have been too many abuses of the advance-against-wages privilege. Hereafter, no advance against wages will be made to any employee except in case of genuine emergency.”

We had no sooner posted the notice when in came stoker Juan Garcia. He asked for an advance. I pointed to the notice. He spelled it through slowly, then said, “What does this mean, this ‘genuine emergency’?”

I explained to him patiently that the Company was kind and sympathetic, but that it was a great problem to have to pay wages every few days. If someone was ill or if money was urgently needed for some other good reason, then the Company would make an exception to the rule.

Juan Garcia turned his hat over and over slowly in his big hands. “I do not get my money?”

“Next payday, Juan. On the twentieth.”

In the next hour, two other stokers came in, looked at the notice, had it explained, and walked solemnly out; and then no more came. What we did not know was that Juan Garcia, Pete Mendoza, and Francisco Gonzalez had spread the word, and that every Mexican in the plant was explaining the order to every other Mexican.

“To get money now, the wife must be sick. There must be medicine for the baby.”

The next morning, Juan Garcia’s wife was practically dying, Pete Mendoza’s mother would hardly last the day, there was an epidemic among children, and, just for variety, there was one sick father. At any rate, nobody paid Larry and me to examine private lives; we made out our forms with an added line describing the “genuine emergency.” Our people got paid.

That went on for a week. Then came a new order: “Hereafter, employees will be paid ONLY on the fifth and the twentieth of the month. No exceptions will be made except in the cases of employees leaving the service of the Company.”

The notice went up on the board, and we explained its significance gravely.

“No, Juan Garcia, we cannot advance your wages. It is too bad about your wife and your cousins and your aunts, but here is a new rule.”

Juan Garcia went out and thought it over. He thought out loud with Mendoza and Gonzalez and Ayala, then, in the morning, he was back.

“I’m quitting this company for a different job. You pay me now?”

We argued that it was a good company and that it loved its employees like children, but in the end, we paid off, because Juan Garcia quit. And so did Gonzalez, Mendoza, Obregon, Ayala, and Ortez, the best stokers—men who could not be replaced.

Larry and I looked at each other. One of our duties was to engage workers for the handy gangs. Any man was accepted who could walk up and ask for a job without falling down. Never before had we been called upon to hire such skilled virtuosos as stokers for handy-gang work, but we were called upon to hire them now.

The following day, there in a stolid, patient line were skilled men—Garcia, Mendoza, and others—waiting to be hired. We hired them, of course. There was nothing else to do. Every day we had a line of resigning stokers, and another line of stokers seeking work. Our paperwork became very complicated.

The procession of forms showing Juan Garcia’s resigning and being hired over and over again was too much for the Main Office. Our phone rang early and often. Tolerantly and patiently we explained: “There’s nothing we can do if a man wants to quit, and if there are stokers available when the plant needs stokers, we hire them.”

Out of chaos, Downtown issued another order. The order read: “Hereafter, no employee who resigns may be rehired within a period of 30 days.”

Juan Garcia was due for another resignation, and when he came in we showed him the order and explained that standing in line the next day would do him no good if he resigned today.

“Thirty days is a long time, Juan.” It was a grave matter, and he took time to reflect on it. So did Gonzalez, Mendoza, Ayala, and Ortez. Ultimately, however, they were all back—and all resigned.

We did our best to dissuade them, and we were sad about the parting. In the morning, however, they were all back in line. With the utmost gravity, Juan Garcia informed me that he was a stoker looking for a job.

“No dice, Juan,” I said. “Come back in thirty days. I warned you.”

His eyes looked straight into mine without a flicker. “There is some mistake, Señor,” he said. “I am Manuel Hernandez. I worked as the stoker in Pueblo, in Santa Fe, in many places.”

I stared back at him, remembering the sick wife and the babies without medicine, the mother-in-law in the hospital, the many resignations and the rehirings. I knew that there was a gas plant in Pueblo, and that there wasn’t any in Santa Fe; but who was I to argue with a man about his own name? A stoker is a stoker.

So I hired him. I hired Gonzalez, too, who swore that his name was Carrera, and Ayala, who had shamelessly become Smith. Three days later the resigning started. Within a week, our payroll read like a history of Latin America. Everyone was on it: Lopez and Obregon, Villa, Diaz, Batista, Gomez, and even San Martin and Bolivar.

Finally, Larry and I, growing weary of staring at familiar faces and writing unfamiliar names, went to the Superintendent and told him the whole story. He tried not to smile and said, “Damned nonsense!”

The next day, the orders were taken down. We called our most prominent stokers into the office and pointed to the board.

“No rules anymore. The next time we hire you, hombres,” Larry said grimly, “come in under the names you like best, because that’s the way you are going to stay on the books.”

They looked at us, and they looked at the board. Then, for the first time in the long duel, their teeth flashed white.

“Si, Señores,” they said.

And so it was.


*****

ADAPTABILITY SKILLS

Thinking about Soft Skills:

1.     What is adaptability? How is adaptability a survival skill in an organization?
Adaptability is the ability to adjust to new situations, changes, and challenges. It is a survival skill because it helps employees stay productive and relevant in a dynamic work environment.

 

2.     Who needs this skill (adaptability) most in an organization?
Everyone in an organization needs adaptability, but leaders and employees working in fast-changing roles or industries need it the most. It helps them handle unexpected challenges and seize new opportunities.

 

3.     How is knowledge of human relations an important dimension of adaptability?
Knowledge of human relations helps in understanding others' emotions, behaviors, and needs. This understanding makes it easier to adjust to team dynamics, resolve conflicts, and collaborate effectively.

 

4.     How do you maintain your self-respect and yet adjust with others?
Maintain self-respect by being confident, clear about your values, and respectful towards others. Listen actively, compromise when needed, and communicate your needs assertively without disrespecting others.

 

Soft skills in the workplace:

1.     Why do some employees change jobs frequently, while others work loyally for their companies for many years?

Some change jobs for better pay or new challenges. Others stay loyal for stability and strong relationships.

2.     What are some important areas you will look into before you decide whether a company is suitable for you or not?

I’d look at the company culture, work-life balance, and growth opportunities. I’d also check the job role, salary, and benefits.

3.     What are the essential features of good communication in an organisation?

Good communication is clear, open, and respectful. It includes sharing information, listening well, and giving feedback.

 

*****


Discuss advantages and disadvantages of changing jobs frequently. Support your views with examples of people you know who have changed jobs very often. (B.A. SEM-II, AEC -ENGLISH, FEBRUARY-MARCH 2024, VNSGU, Surat)


Case Study: Advantages and Disadvantages of Changing Jobs Frequently

Changing jobs often has both good and bad sides. On the positive side, it helps people learn new skills and gain experience in different fields. It also gives chances for better pay and promotions. For example, Riya changed jobs every year and quickly climbed the career ladder. She also gained a variety of knowledge and improved her confidence.

However, frequent job changes have disadvantages too. It can create instability in life. Employers may think the person is not loyal or dependable. Rahul, who changed jobs too often, found it hard to build strong professional relationships. He also missed opportunities to grow in one place and become an expert.

Switching jobs too much can also make people tired and stressed. While job-hopping can offer quick benefits, it is not always good for long-term career growth. A balance between stability and growth is important for a successful career.

 

*****


Multiple-choice questions based on the story Señor Payroll by William E. Barrett:

1. What was the role of the narrator in the gas plant?

a) Stoker
b) Senior Engineer
c) Junior Engineer
d) Foreman

2. How were the Mexican laborers at the plant referred to by the Junior Engineers?

a) Señor Engineer
b) Señor Payroll
c) Señor Manager
d) Señor Stoker

3. What did the stokers at the plant primarily do?

a) Clean the plant
b) Scoop and throw coal
c) Build machines
d) Repair equipment

4. How often were the employees paid?

a) Weekly
b) Bi-weekly
c) Monthly
d) Yearly

5. The company used to pay its workers twice a month, _________.

a) On the 6th and on the 16th
b) On the 8th and on the 19th
c) On the 15th and on the 28th
d) On the 5th and on the 20th

6. What was considered absurd by the Mexican workers about the payment system?

a) They wanted to be paid daily
b) They thought the amount was too low
c) They didn't understand the rules
d) They wanted more time off

7. What was the new rule introduced about advances against wages?

a) Advances were allowed every day
b) Advances could only be made in genuine emergencies
c) No advances were allowed at all
d) Advances could be requested once a month

8. What did Juan Garcia ask for when he came in?

a) A raise
b) An advance
c) A day off
d) A transfer

9. What did the workers do after Juan Garcia explained the new rule to them?

a) They accepted it without question
b) They protested
c) They spread the word about the new rule
d) They quit immediately

10. What was the reason given by the workers for needing advances on their wages?

a) To buy new clothes
b) For medical emergencies
c) To pay off debts
d) To support their families

11. Why did the company introduce the new rule about paying employees only on the fifth and twentieth?

a) To reduce paperwork
b) To make payments more predictable
c) To avoid too many advances
d) To punish employees

12. What did Juan Garcia do after the new rule was explained to him?

a) He agreed to wait until payday
b) He asked for a transfer
c) He resigned from the company
d) He threatened to sue the company

13. What did the company do after the stokers resigned?

a) They hired new workers immediately
b) They tried to stop the resignations
c) They hired the same workers again
d) They shut down the plant

14. What did the Main Office do after hearing about the situation?

a) They rewarded the employees
b) They issued a new order
c) They ignored the situation
d) They supported the workers

15. What was the new rule issued by the Main Office?

a) Employees could resign and be rehired immediately
b) No employee could be rehired within 30 days of resignation
c) Resignations were not allowed
d) Employees were given a raise

16. What did Juan Garcia claim when he came back to reapply for the job?

a) He was an old employee
b) He had been wronged
c) He had changed his name
d) He worked at a different company

17. How did Juan Garcia disguise his identity to get rehired?

a) He used a false name
b) He wore a disguise
c) He changed his appearance
d) He showed false documents

18. What was the reaction of the narrator when he realized Juan Garcia had returned under a new name?

a) He laughed
b) He was confused but hired him
c) He argued with him
d) He immediately called security

19. What did the workers do after the new rule was introduced by the Main Office?

a) They stopped working
b) They continued to resign and reapply
c) They accepted the new rule without protest
d) They filed a lawsuit

20. Why was it difficult for the Main Office to handle the situation?

a) They were not interested in the workers' problems
b) They were overwhelmed by the paperwork
c) They had no power over the employees
d) They agreed with the workers

21. What did the narrator feel about the situation with the workers?

a) He felt proud
b) He was indifferent
c) He felt ashamed
d) He was angry at the workers

22. Why did the stokers resign and then reapply repeatedly?

a) They were unhappy with their jobs
b) They wanted higher pay
c) They had no other work options
d) To bypass the new wage rule

23. What did the narrator and Larry suspect about the situation?

a) That it would eventually lead to chaos
b) That the workers were trying to get extra money
c) That the company would fire the workers
d) That the workers were loyal

24. What was the final result of the conflict between the workers and the company?

a) The workers left for good
b) The company won and the workers agreed to the rules
c) The workers continued to resign and reapply
d) The company closed the plant

25. How did the narrator and Larry feel about the outcome of the situation?

a) They felt relieved
b) They were disappointed
c) They were happy the workers returned
d) They were proud of their actions


Answer Key:

  1. c) Junior Engineer
  2. b) Señor Payroll
  3. b) Scoop and throw coal
  4. b) Bi-weekly
  5. d) On the 5th and on the 20th
  6. a) They wanted to be paid daily
  7. b) Advances could only be made in genuine emergencies
  8. b) An advance
  9. c) They spread the word about the new rule
  10. b) For medical emergencies
  11. c) To avoid too many advances
  12. c) He resigned from the company
  13. c) They hired the same workers again
  14. b) They issued a new order
  15. b) No employee could be rehired within 30 days of resignation
  16. c) He had changed his name
  17. a) He used a false name
  18. b) He was confused but hired him
  19. b) They continued to resign and reapply
  20. b) They were overwhelmed by the paperwork
  21. c) He felt ashamed
  22. d) To bypass the new wage rule
  23. a) That it would eventually lead to chaos
  24. c) The workers continued to resign and reapply
  25. b) They were disappointed

 



Cross-cultural Communication Skills – CHANGING INDIA by Sudha Murthy

Life lessons from the story

When different cultures come in contact, there is bound to be some kind of conflict between them. This conflict arises mainly from the different perceptions and stereotyping of a particular cultural group by another. The narrator in this personal story is the well-known Indian personality Sudha Murty, chairperson of the Infosys Foundation. She gives two contrasting accounts of her visits to the US, one in 1979 and another in 2009. Her first visit to the US was bitter and unpleasant not only because of her long, roundabout flight, but also because of the strict stamp procedures and the tough and culturally insensitive questions she was asked by the immigration officer.

Ignorance of the culture of another country leads the officer to ask absurd questions about India. The image of India as being a land of snake charmers, maharajas and elephants was created during the colonial period and this continued perception of India in 1979 was naturally a shock for Sudha Murty who was trained as an engineer and worked as the first woman engineer with the Tata Company in Pune.

This critical situation of a failure to communicate due to cultural differences can be bridged by an active interest in another culture as exemplified by the African American in Sudha Murty's second account of her experience at Miami airport.

Unlike the two immigration officers in the first account, the African American visits Indian restaurants, eats good food there, enjoys watching Hindi movies, hums Hindi songs, and even appreciates Kajol as talented artist. Unlike the documentary referred to by the second officer in the first account, good movies can certainly throw light on another culture, especially if the culture is quite different from one's own.

Similar cultural gaps exist between people from different language groups in our own country, but information and communication technologies such as television, the Internet, Whatsapp, etc., have recently helped people understand each other better.

As Sudha Murty points out, it is the responsibility of each culture to communicate itself to others in terms of political, social, economic and technological advancements to facilitate a better perception of that culture.


*****


Thinking about cross-cultural communication skills

1.     How would you describe the concept of culture? Culture is the shared beliefs, customs, and practices of a group of people. It shapes how individuals behave and communicate within their society.

2.     What are some of the rituals, events, practices, and values you associate with your own culture? In my culture, festivals, family traditions, and respect for elders are central. We also emphasize community, education, and hospitality.

3.     Are you familiar with any other cultures? What are some of the values, practices, or events you associate with them? Yes, I am familiar with cultures like American and African. In these cultures, values such as individuality, community involvement, and cultural events like Thanksgiving or music festivals are significant.

4.     What do you think is the role of culture in cross-cultural communication? Why do you think cross-cultural communication is important? Culture influences how people communicate and interpret messages. Cross-cultural communication helps build understanding, bridges gaps, and fosters respect among diverse groups.

5.     Why do you think we need to be comfortable with multicultural milieus today? Being comfortable with multicultural environments is essential for personal and professional growth. It allows us to collaborate with people from diverse backgrounds and fosters inclusivity.


Workplace skills

1.     Why do companies create a work culture for themselves? Companies create a work culture to set clear expectations for behavior and performance. It helps in building a cohesive environment where employees can align with the company’s values and objectives.

2.     Why do companies conduct induction or orientation programs for new recruits regularly? Induction programs help new recruits understand the company’s culture, policies, and expectations. They provide a smooth transition into the workplace and ensure that employees are well-informed from the start.

3.     Why do companies organize cross-cultural awareness training programs for their employees periodically? Cross-cultural awareness training helps employees understand and respect cultural differences. It improves communication, reduces conflicts, and enhances collaboration in a diverse work environment.

4.     How do companies attempt to understand the culture in which they conduct their business operations? Companies research local customs, social norms, and business practices. They may also engage with local experts or conduct market studies to better understand the cultural nuances of the region.

 

*****


In a paragraph of 150 words, write about a businessperson or anyone who travelled to other countries and had both positive and negative experiences at the Immigration counters in airports.


Case Study: The Impact of Cultural Differences at Immigration Counters

Rajesh, an Indian businessman, traveled to the United States for a conference in 2022. Upon arriving at the immigration counter, he encountered a mixed experience. The first officer was not very familiar with Indian culture and asked a few culturally insensitive questions, such as, "Do you still have snake charmers in India?" Rajesh felt uncomfortable and disappointed by the officer’s ignorance. However, during his second visit to the counter, a different officer greeted him warmly and complimented his traditional Indian attire, saying, "Your outfit looks beautiful. Is it for a special occasion?" The officer was patient and spoke slowly, understanding that English might not be Rajesh’s first language. When Rajesh mentioned he was visiting family, the officer kindly acknowledged, "It’s great that you're spending time with family." Despite the initial negative experience, Rajesh felt much more comfortable the second time, highlighting how cultural awareness at immigration can significantly impact a traveler's experience.

 

*****


Multiple Choice Questions (MCQs)

  1. What was the reason for Sudha Murty's unpleasant experience in the US in 1979? a) Long flight
    b) Immigration procedures
    c) Language barriers
    d) Cultural misunderstanding
  2. What stereotype did the immigration officer have about India in 1979?
    a) India is a land of technology
    b) India is a land of snake charmers and maharajas
    c) India is a highly developed country
    d) India is known for its food
  3. How did the officer’s perception of India affect Sudha Murty?
    a) She was angry
    b) She was shocked
    c) She was confused
    d) She was entertained
  4. Who was Sudha Murty in 1979?
    a) A student
    b) An engineer with Tata Company
    c) A professor
    d) A businesswoman
  5. What profession did Sudha Murty hold in India?
    a) Doctor
    b) Engineer
    c) Lawyer
    d) Teacher
  6. How did the African American in Sudha Murty’s second visit differ from the immigration officers in her first visit?
    a) He asked questions
    b) He was interested in Indian culture
    c) He ignored Indian culture
    d) He was unfriendly
  7. What cultural activities did the African American enjoy?
    a) Watching English movies
    b) Eating Indian food
    c) Avoiding Indian food
    d) Learning Hindi
  8. What language-related technology helped bridge cultural gaps in India?
    a) Radio
    b) Television and Internet
    c) Landline phones
    d) Newspapers
  9. What kind of cultural gaps exist within India itself?
    a) Between language groups
    b) Between different religions
    c) Between villages and cities
    d) Between different professions
  10. How does communication help in reducing cultural misunderstandings?
    a) By ignoring differences
    b) By increasing knowledge and awareness
    c) By keeping traditions intact
    d) By avoiding cross-cultural exchanges
  11. What did Sudha Murty think was important for improving cultural perceptions?
    a) More documentaries
    b) Better technology
    c) Active cultural communication
    d) Political reforms
  12. In which year did Sudha Murty visit the US for the second time?
    a) 1989
    b) 1995
    c) 2009
    d) 2015
  13. What did the African American do to show interest in Indian culture?
    a) He read books on India
    b) He visited Indian restaurants
    c) He traveled to India
    d) He watched Bollywood movies
  14. What does Sudha Murty’s second visit to the US reflect?
    a) Growth in cultural awareness
    b) Loss of interest in cultural exchange
    c) Continued misunderstandings
    d) Lack of interest in Indian culture
  15. What was the perception of India in the US in 1979?
    a) A land of rich culture
    b) A technologically advanced nation
    c) A land of snake charmers and elephants
    d) A land of vast forests
  16. What is Sudha Murty’s main message in the story?
    a) People should travel more
    b) Cultural gaps should be bridged through active interest
    c) Technology has little role in culture
    d) People should ignore cultural differences
  17. How did Sudha Murty describe her experience at the airport in 1979?
    a) Friendly and welcoming
    b) Exciting and pleasant
    c) Unpleasant and culturally insensitive
    d) Informative and educational
  18. What did the African American admire about Hindi movies?
    a) The music
    b) The directors
    c) The actors
    d) The storylines
  19. What was the initial stereotype about India in the US created during colonial times?
    a) India is a modern country
    b) India is backward
    c) India is a land of elephants and maharajas
    d) India is rich in resources
  20. How did the immigration officer in 1979 view Sudha Murty’s nationality?
    a) With respect
    b) With ignorance
    c) With admiration
    d) With suspicion
  21. What technology has helped bridge cultural gaps in modern times?
    a) Books
    b) Newspapers
    c) Whatsapp and Internet
    d) Radios
  22. What can help people better understand a different culture?
    a) Reading books
    b) Watching documentaries
    c) Watching good movies
    d) Ignoring other cultures
  23. What was the response of the immigrants when Sudha Murty explained the new rule?
    a) They were confused
    b) They were pleased
    c) They were upset and left
    d) They ignored her
  24. What role does culture play in how people perceive others?
    a) It has no role
    b) It creates misunderstandings
    c) It brings people together
    d) It causes separation
  25. What did Sudha Murty think about the company’s responsibility in cross-cultural communication?
    a) It should provide more rules
    b) It should ignore cultural differences
    c) It should communicate its culture to others
    d) It should avoid cultural exchange

Answer Key:

  1. b) Immigration procedures
  2. b) India is a land of snake charmers and maharajas
  3. b) She was shocked
  4. b) An engineer with Tata Company
  5. b) Engineer
  6. b) He was interested in Indian culture
  7. b) Eating Indian food
  8. b) Television and Internet
  9. a) Between language groups
  10. b) By increasing knowledge and awareness
  11. c) Active cultural communication
  12. c) 2009
  13. b) He visited Indian restaurants
  14. a) Growth in cultural awareness
  15. c) A land of snake charmers and elephants
  16. b) Cultural gaps should be bridged through active interest
  17. c) Unpleasant and culturally insensitive
  18. c) The actors
  19. c) India is a land of elephants and maharajas
  20. b) With ignorance
  21. c) Whatsapp and Internet
  22. c) Watching good movies
  23. c) They were upset and left
  24. b) It creates misunderstandings
  25. c) It should communicate its culture to others

 

 *****

 

PROVERBS ON CROSS-CULTURAL COMMUNICATION SKILLS

a. The stranger sees only what he knows. (African)
b. He who uses words well is at home everywhere. (Dutch)
c. Whatever is written on the face is always seen. (Palestinian)
d. Custom and law are sisters. (Slovak)
e. A cup of coffee commits one to 40 years of friendship. (Turkish)
f. Bragging saves advertising. (American)
g. Boasting begins where wisdom stops. (Japanese)
h. A bad compromise is better than a good lawsuit. (Vietnamese)
i. In a deal, there are two fools, the one who asks too much and the one who asks too little. (Russian)
j. Where there's a glut of words, there's a dearth of intelligence. (Indian)

In my mother tongue (Gujarati), there is a proverb: "Jo dil thi kare, vo sada sukhde." This means, "What is done with a true heart, always brings happiness." It highlights the importance of sincerity, which is central to effective communication across cultures. Another one is: "Naak bandh, dil khool." (Close the nose, open the heart) — meaning, be open-minded and considerate in understanding others.

My favorite proverb is "He who uses words well is at home everywhere." (Dutch) because it emphasizes the power of communication. It suggests that if you can communicate effectively, you can connect with people from any culture, making you feel at home anywhere.

2. Chosen Proverb: The proverb "The stranger sees only what he knows" (African) best summarizes Sudha Murty's story. She was shocked by the immigration officer's perception of India, rooted in outdated colonial views. The officer saw India through a narrow lens, just as the proverb suggests that people see only what they know, limited by their own experiences and biases.


3. Understanding People from Their Own Cultural Perspectives

Understanding people from their own cultural perspectives is essential because what seems normal in one culture may be different in another. Every culture has its own values, beliefs, and practices. These shape how people communicate, behave, and view the world. For example, in Sudha Murty's story, the immigration officers didn’t understand Indian culture, which caused misunderstandings. When people take the time to learn about other cultures, it bridges gaps and promotes respect. Without this understanding, stereotypes and misconceptions arise, leading to miscommunication and conflict. It’s important to set aside our own views and try to understand others. This helps create a more inclusive and peaceful world.

 

 *****

 

Here is the matching of phrasal verbs with their meanings:

  1. ask for - request that somebody does something
  2. hand over - pass on something to another person
  3. call on - visit someone
  4. look at - see
  5. give back - return something
  6. wave at - raise your hand to say hello or goodbye
  7. point out - identify
  8. wake up - become alert and ready
  9. go back - return to a place
  10. set up - form

 

Here’s the matching of idioms with their meanings:

  1. in the fast lane - living a life filled with excitement
  2. lose your marbles - to go crazy
  3. plain as day - very clear
  4. in the nick of time - just in time
  5. play second fiddle - to be less important than someone or something else
  6. step up your game - to start performing better
  7. straight from the horse's mouth - hear something directly from the person involved
  8. take it easy - relax
  9. tip of the iceberg - the small easily visible part of a larger problem
  10. up a creek without a paddle - in an unlucky/bad situation with no help

 

 

“Yuganta: The End of an Epoch is a Critical Analysis of the Mahabharata”

  Introduction The Mahabharata has traditionally been read as a religious epic, a storehouse of mythology, and a source of spiritual guid...