Friday, February 7, 2025

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

 



Whitewashing the Fence - MCQs, Short Questions, Case Study - Real Life Experience

 Whitewashing the Fence (From Mark Twain, Tom Sawyer, Chapter Two, 1876) Saturday morning was come, and all the summer world was bright and ...