THE SUMMIT WITHIN - Major H.P.S. Ahluwalia

Summary: 

The author reflects on his experience of climbing to the summit of Everest, and is thoughtful on why people climb mountains. The author suggests that mountains present great challenges, and that climbing them is a means of demonstrating endurance, persistence, and will power. Climbing Everest, in particular, requires the last ounce of one's energy, and demands an emotional and spiritual commitment, as well as physical toughness. The author ultimately concludes that climbing Everest provides a sense of fulfillment, a deep urge to rise above one's surroundings, and an experience that changes one's perspective on life.

Vocabulary

1. humility - a modest or low view of one's importance; humbleness

2. jubilant - feeling or expressing great happiness and triumph

3. tinge - a slight trace of something

4. formidable - inspiring fear or respect through being impressively large, powerful, intense, or                capable

5. endurance - the fact or power of enduring an unpleasant or difficult process or situation without            giving way

6. persistence - firm or obstinate continuance in a course of action in spite of difficulty or opposition

7. willpower - control exerted to do something or restrain impulses

8. communion - the sharing or exchanging of intimate thoughts and feelings, especially when the                exchange is on a mental or spiritual level

9. aloofness - a state of being distant, remote, or withdrawn

10. mystical - inspiring a sense of spiritual mystery, awe, and fascination

11. conquest - the subjugation and assumption of control of a place or people by military force

12. satisfaction - fulfillment of one's wishes, expectations, or needs, or the pleasure derived from this

13. ennobling - elevating to a higher degree; dignifying

14. obeisance - deferential respect

QUIZ

1. What is the dominant emotion the author feels on the summit of Everest?

A. Jubilation B. Sadness C. Satisfaction D. Fear

2. Why does the author question why people climb mountains?

A. He cannot understand the physical challenges of climbing.

B. He is curious about the mental and emotional reasons for climbing.

C. He has never climbed a mountain himself.

D. He thinks climbing mountains is a waste of time.

3. Why does the author believe that mountains are a means of communion with God?

A. Mountains are beautiful and majestic.

B. They present great difficulties.

C. Mountains are a challenge.

D. Mountains are a means of experiencing something mystical.

4. Why did the author choose to climb Everest specifically?

A. It is the highest mountain.

B. It is the mightiest mountain.

C. It had defied many previous attempts.

D. All of the above.

5. What is the author's explanation for why he climbed Everest?

A. It is like answering why you breathe.

B. He needed to prove something to himself.

C. It was a physical challenge he wanted to overcome.

D. He wanted to show off to others.

6. What is the man who has been to the mountain-top conscious of in a special manner?

A. His own smallness in this large universe.

B. His own greatness in this large universe.

C. His physical strength and endurance.

D. His emotional depth and spirituality.

7. What is the physical conquest of a mountain only one part of?

A. The achievement.

B. The satisfaction.

C. The joy.

D. The sense of victory.

8. What is the experience of climbing a mountain not merely?

A. Physical. B. Emotional. C. Spiritual. D. Intellectual.

9. What do climbers share as they climb towards the summit on the last heights?

A. A rope. B. A water bottle. C. A jacket. D. A hat.

10. What do climbers do to help each other during a climb?

A. Cut the steps in the hard ice. B. Take turns belaying.

C. Carry each other up the mountain. D. None of the above.

11. What do climbers do at the summit of a mountain?

A. Make their way back down immediately.

B. Look for other mountains to climb.

C. Bow down and make their obeisance to whichever God they worship.

D. Celebrate with a glass of champagne.

12. What does the author leave on Everest?

A. A picture of Guru Nanak.         B. A picture of himself.

C. A relic of the Buddha. D. None of the above.

13. What does Rawat leave on Everest?

A. A picture of himself.         B. A picture of Goddess Durga.

C. A relic of the Buddha. D. None of the above.

14. What does Phu Dorji leave on Everest?

A. A picture of himself.         B. A picture of Goddess Durga.

C. A relic of the Buddha. D. None of the above.

15. What does Edmund Hillary bury under a cairn in the snow?

A. A picture of himself.         B. A picture of Guru Nanak.

C. A relic of the Buddha. D. A cross.

16. What are the symbols left on Everest by the climbers?

A. Symbols of conquest. B. Symbols of reverence.

C. Symbols of victory. D. Symbols of fear.

17. What does the author mean by "it is like answering a question why you breathe"?

A. The answer is so obvious that it is difficult to put into words.

B. The question is so complex that it cannot be answered definitively

18. Why did the author feel a tinge of sadness after reaching the summit of Everest?

a) Because he was physically exhausted

b) Because he had already achieved the ultimate in climbing and there would be nothing higher to climb

c) Because he didn't feel a sense of accomplishment

19. How does climbing a mountain change a person?

a) It makes them physically stronger

b) It changes their perspective on life

c) It gives them a sense of accomplishment

20. What is the main reason why people climb mountains, according to the author?

a) Because they enjoy physical challenges

b) Because they want to commune with God

c) Because they want to prove themselves

21. Why did the author choose to climb Everest specifically?

a) Because it is the highest mountain in the world

b) Because it is the most difficult mountain to climb

c) Because it is the most beautiful mountain

22. What does the author say is the most difficult part of climbing Everest?

a) The physical challenge of climbing

b) The mental challenge of climbing

c) The journey back down from the summit

23. What is the author's opinion on the final reason why people climb mountains?

a) They want to prove themselves

b) They want to commune with God

c) There is no final reason possible

24. How does the author describe the experience of climbing a mountain emotionally?

a) Physical only

b) Spiritual only

c) Emotional, spiritual, and physical

25. What do climbers leave at the summit of Everest?

a) Symbols of conquest

b) Symbols of reverence

c) Symbols of their accomplishment

Textbook Solutions

1. What are the three qualities that played a major role in the author’s climb?

Ans: The three qualities that played a major role in the author's climb are persistence, determination, and a deep sense of adventure.

2. Why is adventure, which is risky, also pleasurable?

Ans: Adventure is pleasurable because it provides a sense of excitement, accomplishment, and the opportunity to push oneself beyond one's limits, which can be deeply satisfying.

3. What was it about Mount Everest that the author found irresistible?

Ans: The author found Mount Everest irresistible because of its imposing size and the challenge it presented. Climbing it would require him to push his limits and test his abilities in a way that few other challenges could.

4. One does not do it (climb a high peak) for fame alone. What does one do it for, really?

Ans: One does not climb a high peak for fame alone. Rather, one does it to challenge oneself, to test one's limits, and to experience the sense of accomplishment that comes with achieving a difficult goal.

5. “He becomes conscious in a special manner of his own smallness in this large universe.” This awareness defines an emotion mentioned in the first paragraph. Which is the emotion?

Ans: The emotion mentioned in the first paragraph is humlity.

6. What were the “symbols of reverence” left by members of the team on Everest?

Ans: Answer: The symbols of reverence left by members of the team on Everest include a picture of Guru Nanak left by the author, a picture of Goddess Durga left by Rawat, a relic of the Buddha left by Phu Dorji, and a cross buried under a cairn in the snow by Edmund Hillary.

7. What, according to the writer, did his experience as an Everester teach him?

Ans: The author's experience as an Everester taught him the value of persistence, determination, and teamwork, as well as the importance of humility and respect for nature.

MRS Packletide's Tiger By Saki - Brief Summary and Textbook Solutions

BRIEF SUMMARY

 Mrs Packletide's Tiger is a humorous short story by Saki. The story revolves around Mrs. Packletide, a wealthy woman who wants to outdo her rival, Loona Bimberton, by shooting a tiger. She hires a hunter to assist her and arranges a hunt in India. After much planning and expense, Mrs. Packletide finally manages to shoot a tiger but not before the tiger has already been weakened by the hunter. To make matters worse, the villagers find out about the situation and demand compensation for the damage caused by the tiger. In the end, Mrs. Packletide achieves her goal of outdoing Loona Bimberton, but it comes at a great cost, both financially and morally. The story is a satire on the vanity and competitiveness of the upper class and the exploitation of the native population.

TEXTBOOK SOLUTION

1. Why did Mrs. Packletide wish to kill a tiger?

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H. H. Munro), Mrs. Packletide wished to kill a tiger to outdo her rival, Loona Bimberton, who had recently been carried in an aircraft for eleven miles by an Algerian aviator. Loona Bimberton's achievement had received a lot of attention, and Mrs. Packletide was jealous of her fame and sought to upstage her.

Mrs. Packletide believed that if she could kill a tiger, she would gain similar fame and admiration from her peers. She even went to great lengths to arrange the hunt, including bribing villagers to tie a goat in the tiger's path, so that the tiger would be distracted and easier to kill. However, the story takes a humorous turn when the events of the hunt don't quite go according to plan.

2. What made her decide to give a party in Loona Bimberton's honour? What did she intend to give Loona on her birthday?

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H. H. Munro), Mrs. Packletide decided to give a party in Loona Bimberton's honor because she believed that Loona's accidental flight in an airplane had inadvertently helped Mrs. Packletide achieve her goal of killing a tiger. Mrs. Packletide thought that Loona's flight had caused the tiger to move into a more accessible location, and as a result, Mrs. Packletide was able to kill it.

Mrs. Packletide intended to give Loona a tiger-skin rug on her birthday as a gift. She thought that giving such a gift would further enhance her own reputation and show her superiority over Loona, who had not been able to accomplish such a feat herself. However, at the end of the story, it is revealed that Loona had already been given a tiger-skin rug by her own admirer, and Mrs. Packletide's plan to one-up her rival was foiled once again.

3. How was the tiger shooting arranged? What kind of a tiger was chosen for the purpose?

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H. H. Munro), Mrs. Packletide arranged the tiger shooting by bribing the villagers to tie a goat to a tree in an area where a tiger was known to frequent. The plan was to lure the tiger into the open so that Mrs. Packletide could shoot it easily from a safe distance.

The type of tiger chosen for the purpose was an old tiger, as Mrs. Packletide thought that it would be easier to shoot and less likely to put up a fight. She also wanted to avoid any potential danger to herself during the hunt. However, despite her careful planning, the tiger did not behave as expected, and Mrs. Packletide's shot missed the tiger but killed the goat instead. The tiger then disappeared into the jungle, and Mrs. Packletide was left with a sense of disappointment and embarrassment.

4. In what way did the villagers help Mrs. Packletide shoot the tiger?

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H.H. Munro), the villagers helped Mrs. Packletide shoot the tiger by tying a goat to a tree in an area where the tiger was known to frequent. The goat was used as bait to lure the tiger into an open area, where Mrs. Packletide could shoot it more easily.

The villagers were initially hesitant to participate in the scheme, but Mrs. Packletide offered them money and the chance to share in the glory of the hunt. In return for their assistance, she promised to give them the remains of the goat to feast on.

However, the plan did not go as expected, and instead of killing the tiger, Mrs. Packletide accidentally shot and killed the goat. The villagers were disappointed with the outcome and demanded compensation from Mrs. Packletide, who reluctantly paid them off before leaving the village in embarrassment.

5. Who was Miss Mebbin? Was she really devoted to Mrs. Packletide? How did she behave during the tiger shooting?

ANS: Miss Mebbin is a character in the short story "The Story of Mrs. Packletide" by Saki (H.H. Munro). She is introduced as a distant cousin of Mrs. Packletide who travels with her to India. Miss Mebbin is described as a sharp-witted, cunning woman who has a reputation for being skilled at manipulating situations to her advantage.

While Miss Mebbin pretends to be devoted to Mrs. Packletide, it becomes clear that she is more interested in furthering her own interests. She is constantly scheming and manipulating events to benefit herself, often at Mrs. Packletide's expense.

During the tiger shooting, Miss Mebbin behaves in a way that is both manipulative and self-serving. She encourages Mrs. Packletide to pursue the tiger hunt, knowing that it will benefit her own interests. However, when the tiger is finally shot and killed, Miss Mebbin quickly steps in and takes over the situation, convincing Mrs. Packletide to abandon her plans to display the tiger's head in her house and instead sell it to a taxidermist. In this way, Miss Mebbin is able to secure the tiger skin rug for herself, leaving Mrs. Packletide feeling used and taken advantage of.

6. Mrs. Packletide was a good shot. Discuss.

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H.H. Munro), Mrs. Packletide is portrayed as a skilled and accomplished shot. She is known for her ability to hit her target accurately and with great precision.

For example, during the tiger shooting, Mrs. Packletide was able to take a successful shot at the goat tied to the tree, even though the tiger did not appear as expected. This demonstrates her skill as a sharpshooter. However, when she tried to take a shot at the tiger itself, she missed and hit the goat instead. This was due to a combination of factors, including the unexpected behavior of the tiger and Mrs. Packletide's overconfidence in her own abilities.

Despite this mistake, Mrs. Packletide's reputation as a skilled shot remains intact. Throughout the story, she is portrayed as a confident and self-assured woman who is used to getting what she wants. While her skills may not have been sufficient to bag the tiger she desired, her reputation as a skilled shot remains unchallenged, and she remains convinced of her own abilities.

7. What comment did Miss Mebbin make after Mrs Packletide had fired the shot? Why did Miss Mebbin make this comment? How did Mrs Packletide react to this comment?

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H.H. Munro), Miss Mebbin makes a comment after Mrs. Packletide had fired the shot that missed the tiger and killed the goat instead. She says, "I think I ought to warn you, you know, that there's been a distinct change in the behaviour of the tiger."

Miss Mebbin makes this comment to deflect blame from Mrs. Packletide and avoid her becoming upset over her failure to shoot the tiger. She is trying to protect Mrs. Packletide's feelings and make her feel better about what happened. However, her comment is also somewhat deceptive because there had been no change in the tiger's behavior - it had simply not appeared as expected.

Mrs. Packletide reacts to Miss Mebbin's comment by feeling relieved that she was not being blamed for missing the tiger. She also feels grateful to Miss Mebbin for attempting to make her feel better. However, she also becomes suspicious of Miss Mebbin's motives and realizes that she may be trying to manipulate her. Ultimately, Mrs. Packletide is left feeling uneasy about the whole situation and unsure of whom to trust.

8. How did the villagers react to the tiger's death?

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H.H. Munro), the villagers react to the tiger's death with great excitement and enthusiasm. They are eager to participate in the celebrations that Mrs. Packletide has promised them, and they view the death of the tiger as a great accomplishment.

The villagers gather around the tiger's body and begin to cheer and dance. They are amazed by the size and ferocity of the animal and are proud to have been a part of the hunt. Some of the villagers even begin to make plans for how they will spend the money that Mrs. Packletide has promised them.

Overall, the villagers are portrayed as being quite taken with Mrs. Packletide's wealth and status, and they are eager to participate in any events that she sponsors. While they may not fully understand the significance of the tiger's death, they are excited by the prospect of being included in Mrs. Packletide's lavish lifestyle.

9. Do you think Mrs. Packletide was able to achieve her heart's desire? Give reasons for your answer.

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H.H. Munro), Mrs. Packletide was determined to kill a tiger in order to gain social status and one-up her rival Loona Bimberton. However, she ultimately fails to achieve her heart's desire.

Firstly, she is unable to actually shoot the tiger herself and ends up hitting a goat instead. This means that she is not able to claim that she killed the tiger and therefore does not receive the full amount of social status that she was hoping for.

Secondly, Miss Mebbin is able to blackmail Mrs. Packletide by threatening to reveal the truth about the tiger's death. This means that Mrs. Packletide is not able to fully enjoy her social status and is left feeling uneasy about the whole situation.

Finally, Mrs. Packletide is forced to pay a large sum of money to the villagers in order to keep them quiet about the true nature of the tiger's death. This means that she has not actually gained any real social status or admiration from others - instead, she has simply paid for it.

Overall, while Mrs. Packletide may have temporarily gained some social status and recognition from others, she ultimately fails to achieve her heart's desire of killing a tiger and gaining true admiration and respect from those around her.

10. How did Miss Mebbin manage to get her week-end cottage? Why did she plant so many tiger lilies in her garden?

ANS: In the short story "The Story of Mrs. Packletide" by Saki (H.H. Munro), it is not explicitly stated how Miss Mebbin managed to get her weekend cottage. However, it is implied that she has some sort of financial arrangement with Mrs. Packletide, as she is living in a cottage that is much nicer than her means would allow.

As for the tiger lilies, Miss Mebbin plants them in her garden as a way of mocking Mrs. Packletide and her obsession with killing a tiger. The tiger lilies are a reference to the tiger that Mrs. Packletide is trying to kill, and Miss Mebbin plants them in such abundance as a way of poking fun at Mrs. Packletide's ridiculous endeavor.

Miss Mebbin is portrayed as a clever and manipulative character, and she uses her wit and humor to undermine Mrs. Packletide's sense of superiority. The tiger lilies are just one example of this - they serve as a subtle reminder that Mrs. Packletide's actions are not as impressive or important as she might think.

"The incidental expenses are so heavy," she confides to inquiring friends. Who is the speaker? What is she referring to here?

The speaker in this quote is Mrs. Packletide and she is referring to the expenses incurred in her attempt to shoot a tiger in the short story "The Story of Mrs. Packletide" by Saki (H.H. Munro).

Mrs. Packletide has incurred a number of expenses in her quest to kill a tiger, including hiring a skilled hunter, paying for transportation to and from the location where the tiger is to be hunted, and even paying for the goat that is used as bait to lure the tiger.

Despite all of these expenses, Mrs. Packletide is ultimately unable to kill the tiger herself, and must instead rely on the hunter she has hired to do the job. This leads her to feel somewhat disappointed and embarrassed, as she had hoped to gain a great deal of social status and admiration from her peers by killing the tiger on her own.

11. Do you think the tiger shooting organized by the villagers was a serious affair? Give reasons for your answer.

ANS: In "The Story of Mrs. Packletide" by Saki (H.H. Munro), the tiger shooting organized by the villagers is presented as a somewhat farcical affair, rather than a serious one.

For one thing, the tiger that is chosen for the shooting is a "passive, harmless creature" that is unlikely to put up much of a fight, rather than a dangerous predator that would pose a genuine threat. This is because the villagers have been instructed by Mrs. Packletide to ensure that the tiger is not a danger to human life, so as to avoid any potential mishaps.

Additionally, the villagers themselves are portrayed as somewhat bumbling and incompetent, as they struggle to properly position the goat that will serve as bait for the tiger, and end up accidentally injuring the animal in the process. This all serves to undercut any sense of seriousness or danger that might have been associated with the tiger shooting.

Overall, it seems clear that Saki intends the tiger shooting to be viewed as a comedic spectacle rather than a genuine hunt, and the exaggerated antics of the villagers and the lack of any real danger to anyone involved serve to reinforce this.

12. Do you think the writer is trying to make fun of the main characters in the story i.e. Mrs. Packletide, Miss Mebbin and Loona Bimberton? Pick out instances from the story that point to this fact.

ANS: Yes, it is clear that the writer of "The Story of Mrs. Packletide" by Saki (H.H. Munro) is using satire and irony to poke fun at the main characters in the story, including Mrs. Packletide, Miss Mebbin, and Loona Bimberton.

One instance of this is the way in which Mrs. Packletide's obsession with killing a tiger is portrayed as foolish and misguided, rather than admirable. Her desire to shoot a tiger is motivated not by any love of hunting or desire for adventure, but rather by a desire to outdo her rival Loona Bimberton and gain social prestige. This is shown when the narrator comments that "Mrs. Packletide had offered a thousand rupees for the opportunity of shooting a tiger without over-much risk or exertion," making it clear that her motivations are more about social status than anything else.

Miss Mebbin is also presented as a somewhat ridiculous character, particularly in her obsession with obtaining a weekend cottage of her own. Her planting of tiger lilies in her garden is a clear nod to Mrs. Packletide's tiger hunt, and suggests that she is just as concerned with keeping up with social trends as Mrs. Packletide is.

Finally, Loona Bimberton is portrayed as shallow and self-absorbed, more concerned with receiving attention and admiration than anything else. Her willingness to accept Mrs. Packletide's invitation to a dinner party in her honor, despite knowing full well the true motivations behind it, speaks to her own desire for social validation.

Overall, the characters in "The Story of Mrs. Packletide" are presented in a way that is intended to be humorous and satirical, with their flaws and foibles exaggerated for comedic effect.

13. How does the writer create humor in this story?

ANS: The writer of "Mrs. Packletide's Tiger" creates humor in several ways, including the use of irony, satire, and exaggerated characters.

One example of irony in the story is the fact that Mrs. Packletide, who is obsessed with killing a tiger in order to gain social status, ends up becoming a laughingstock when it is revealed that the tiger was actually killed by someone else. This twist of fate is both unexpected and humorous, as it highlights the absurdity of Mrs. Packletide's quest for social validation through the act of tiger hunting.

Satire is also used to create humor in the story. The characters of Mrs. Packletide, Miss Mebbin, and Loona Bimberton are all exaggerated and presented as ridiculous figures, which is meant to be amusing. For example, Mrs. Packletide's obsession with killing a tiger, which is motivated by her desire to one-up Loona Bimberton, is a clear satire of the social climbing and competitive nature of British high society.

Finally, the writer uses humorous dialogue and descriptive language to create a lighthearted tone throughout the story. For example, the banter between Mrs. Packletide and Miss Mebbin about the latter's desire for a weekend cottage is amusing, as is the description of the villagers' reactions to the tiger's death. Overall, the combination of irony, satire, and humorously exaggerated characters and situations make "Mrs. Packletide's Tiger" a highly entertaining and amusing story.

14. A person who is vain is full of self importance and can only think of himself/herself and can go to great lengths to prove his/her superiority. Do you think Mrs Packletide is vain? Give reasons in support of your answer.

ANS: Yes, Mrs. Packletide is vain.

One of the most prominent examples of her vanity is her desire to shoot a tiger simply to prove to Loona Bimberton that she is superior. She is so consumed by this desire that she is willing to spend large amounts of money and travel to India, even though she has no real interest in hunting or killing a tiger.

Another example of her vanity is her desire to have the skin of the tiger made into a rug, which she plans to use to show off to her friends and impress them with her hunting prowess. This again highlights her preoccupation with impressing others and gaining social status.

Additionally, she is constantly preoccupied with her appearance and how she is perceived by others. For example, she spends a significant amount of time and money on her wardrobe and hair, and is disappointed when she realizes that her outfit for the tiger hunt is not as fashionable as she had hoped.

In short, Mrs. Packletide's actions and motivations are driven by her desire for social validation and her need to prove her superiority to others, which are clear signs of vanity.

15. Sometimes writers highlight certain negative aspects in society or human beings by making fun of it. This is called satire. In your groups discuss whether you would classify this story as a satire. Give reasons to support your answer

ANS: The story "Mrs. Packletide's Tiger" can be classified as a satire. The author uses humor and irony to criticize the vanity, materialism, and social climbing of the British upper class society in the early 20th century. The story mocks the absurd lengths to which Mrs. Packletide goes to fulfill her desire for social status and the ways in which she tries to impress her friends.

The character of Miss Mebbin, who manipulates Mrs. Packletide and takes advantage of her vanity, is also a satirical representation of the social climbers and opportunists who were prevalent in the society of that time. The portrayal of the Indian villagers as willing to go along with the farce of the tiger hunt for financial gain is also a satirical commentary on the effects of British colonialism on the Indian society.

Overall, the story satirizes the superficiality, greed, and exploitation that were prevalent in the British upper class society of the time, making it a prime example of satirical literature.

16. In groups of four construct the dialogues and enact the following situations from the story:

1. Mrs. Packletide and the headman of the village/other villagers discussing the details of the tiger shooting

Mrs. Packletide: Good morning, Headman. I would like to discuss the details of the tiger shooting with you and the other villagers.

Headman: Good morning, Mrs. Packletide. Of course, we are all excited about the tiger shooting. What do you want to know?

Mrs. Packletide: I want to make sure that everything is properly arranged. What kind of tiger will be selected for the hunt?

Villager 1: We have a very ferocious tiger that has been causing trouble in the nearby village. We thought we would select that one.

Mrs. Packletide: Excellent. And what about the location? I want it to be somewhere with a good view.

Villager 2: We have selected a spot on the hillside that overlooks the valley. It's perfect for shooting.

Mrs. Packletide: Wonderful. And what about the cost?

Headman: We have estimated the total cost to be around a thousand rupees.

Mrs. Packletide: (sighs) That's rather expensive, but I suppose it's worth it for the prestige.

Headman: Indeed, Mrs. Packletide. We will make sure that everything is arranged to your satisfaction.

Mrs. Packletide: Thank you, Headman. I'm looking forward to the hunt.

Villagers: (in unison) So are we, Mrs. Packletide. We'll make sure it's a successful one.

2. Miss Mebbin blackmailing Mrs Packletide into gifting her a cottage

Miss Mebbin: Good afternoon, Mrs. Packletide. Lovely day, isn't it?

Mrs. Packletide: Oh, hello Miss Mebbin. Yes, it's a beautiful day. What brings you here?

Miss Mebbin: Actually, I wanted to talk to you about something important. You know how much I helped you during the tiger shooting expedition?

Mrs. Packletide: Yes, of course. I appreciate your help.

Miss Mebbin: Well, I was wondering if you could do me a little favor.

Mrs. Packletide: What kind of favor?

Miss Mebbin: I have always dreamt of having a little cottage in the countryside. And since you are so rich and influential, I was hoping you could gift me one.

Mrs. Packletide: (Taken aback) What? That's preposterous! I can't just buy you a cottage.

Miss Mebbin: (Smiling slyly) Oh, come now Mrs. Packletide. You must remember how I kept quiet about your little secret during the tiger shooting.

Mrs. Packletide: (Alarmed) What secret?

Miss Mebbin: (Whispering) The fact that you didn't actually shoot the tiger. You just wounded it with your bullet, and I had to finish it off.

Mrs. Packletide: (Panicking) How did you find out?

Miss Mebbin: (Grinning) I have my ways. So, about that cottage?

Mrs. Packletide: (Sighing) Fine, I'll see what I can do. But you can't tell anyone about this.

Miss Mebbin: (Smirking) My lips are sealed. Thank you, Mrs. Packletide. You won't regret this.

3. Loona Bimberton and a lady-friend discussing Mrs Packletide's hunting success

Loona Bimberton: Oh my dear, have you heard of Mrs. Packletide's latest hunting success?

Lady-friend: No, please tell me all about it.

Loona Bimberton: She has shot a tiger in India, dear. It's quite an achievement.

Lady-friend: How thrilling! She must be very proud of herself.

Loona Bimberton: Of course, she is. And she has arranged a party in her own honor. She's invited everyone, including me.

Lady-friend: That's quite a celebration. What will you give her as a gift?

Loona Bimberton: Oh, I haven't decided yet. But I must admit, I am rather envious of her success.

16. Years later Mrs. Packletide writes her autobiography. As Mrs. Packletide, write about the tiger episode with the help of the clues given below.

jealous of the applause Loona was getting-thought of tiger hunt--all arranged-- Louisa Mebbin accompanied; turned out to be a blackmailer-huge price to pay to outdo a rival

ANS: As I sit down to pen my memoirs, I am reminded of the incident that brought me both fame and infamy - the tiger episode.

It all began with my jealousy towards Loona Bimberton, who was receiving far too much applause for her recent balloon ride. I couldn't stand the idea of her hogging the limelight any longer, and so I concocted a plan to outdo her.

The idea of tiger hunting occurred to me, and I went about arranging the whole affair. I was convinced that this would be the ultimate achievement, which would put me in the spotlight and earn me the much-needed admiration and respect.

Louisa Mebbin, whom I had believed to be a loyal friend, accompanied me on the hunt. But it turned out that she was a blackmailer, who had her sights set on extracting a huge price from me to keep quiet about the truth of the hunt.

Looking back, I realize that my foolish obsession with outdoing a rival led me to make poor choices that I now regret. But I cannot deny that the thrill of the hunt and the sense of accomplishment it gave me were exhilarating.

ASSEMBLY SPEECH FOR 29 April – International Dance Day

Respected Principal Vice Principal, teachers and my dear dance enthusiast friends, In today’s assembly, I am delighted to address you all on this wonderful occasion of International Dance Day.

Dance is an art form that transcends borders, cultures, and languages, and it brings people together in a way that no other art form can. It is a form of expression that allows individuals to communicate and convey their emotions, stories, and experiences through movement, rhythm, and music.

On this day, we celebrate the beauty and diversity of dance and its ability to bring joy, harmony, and healing to people's lives. From classical ballet to hip hop, from salsa to contemporary, from folk to street dance, every style has its unique essence and cultural significance that enriches the human experience.

Dance not only provides entertainment and recreation but also has numerous physical and mental health benefits. It improves cardiovascular health, flexibility, strength, coordination, and balance. It also helps in reducing stress, anxiety, and depression, and promotes overall well-being.

Moreover, dance plays a vital role in preserving and promoting cultural heritage and identity. It is a medium through which the rich and diverse cultural traditions of different regions and communities are passed on to future generations.

As we celebrate International Dance Day, we must acknowledge and appreciate the efforts of all the dancers, choreographers, teachers, and enthusiasts who have dedicated their lives to this beautiful art form. Their creativity, passion, and hard work have elevated dance to new heights and inspired many to pursue their dreams.

Dance is a universal language that connects people from all walks of life and spreads happiness and positivity. On this International Dance Day, let us all join hands to appreciate, honor and celebrate the power and beauty of dance. Thank you and a graceful day.

THE BROOK BY LORD ALFRED TENNYSON - LINE BY LINE EXPLAINATION

 

I come  from haunts of coot and hern,

I make a sudden sally,

And sparkle out among the fern,

To bicker down a valley.

 

By thirty hills I hurry down,

Or slip between the ridges,

By twenty thorps, a little town,

And half a hundred bridges.

 

Till last by Philip's farm I flow

To join the brimming river,

For men may come and men may go,

But I go on forever.

 

The poem The Brook by Lord Alfred Tennyson has been written from the perspective of a brook or stream, which describes its journey from its source to the river it joins.

The first stanza of the poem describes the brook's origin and its initial movement. The brook says it comes from the "haunts of coot and hern," which are areas where coots and herons are commonly found. The brook then describes how it makes a sudden movement, or "sally," and "sparkles out among the fern" before flowing down a valley, "to bicker" or flow rapidly.

The second stanza describes the brook's journey through various landscapes. The brook says it hurries down "thirty hills" or flows between "ridges," passes through "twenty thorps," which are small towns or villages, and crosses "half a hundred bridges."

The third stanza describes the brook's final destination. The brook flows until it reaches Philip's farm, where it joins a larger river. The final line, "For men may come and men may go, / But I go on forever," emphasizes the brook's constancy and never-ending flow.

Alliteration: "haunts of coot and hern"

Personification: "I make a sudden sally"

Imagery: "sparkle out among the fern"

Onomatopoeia: "bicker down a valley"

Repetition: "By thirty hills I hurry down"

Metaphor: "To join the brimming river"

Anaphora: "For men may come and men may go, / But I go on forever"

 

 I chatter over stony ways,

In little sharps and trebles,

I bubble into eddying bays,

I babble on the pebbles.

 

With many a curve my banks I fret

by many a field and fallow,

And many a fairy foreland set

With willow-weed and mallow.

 

I chatter, chatter, as I flow

To join the brimming river,

For men may come and men may go,

But I go on forever.

The brook flows over stony ways, making a bubbling and babbling sound as it flows past eddying bays and pebbles. The use of alliteration in "little sharps and trebles" and onomatopoeia in "bubble" and "babble" helps to emphasize the sound and movement of the brook.

In the second stanza the brook's path as it winds through the landscape, with "many a curve" and "many a field and fallow." The brook is also described as passing by "many a fairy foreland set / With willow-weed and mallow," which creates a vivid and picturesque image of the brook's surroundings.

In the next stanza the poet emphasizes the brook's constancy and unending flow, saying that it "chatters" as it flows to join the "brimming river." The repetition of "chatter" and the anaphora in "For men may come and men may go, / But I go on forever" further emphasize the brook's constant movement and the transient nature of human life compared to the everlasting flow of the brook.

 

Alliteration: "stony ways", "little sharps and trebles"

Onomatopoeia: "bubble", "babble"

Personification: "I chatter", "I bubble", "I babble"

Imagery: "eddying bays", "pebbles", "many a curve", "many a field and fallow", "willow-weed and mallow"

Repetition: "I chatter, chatter, as I flow"

Metaphor: "To join the brimming river"

Anaphora: "For men may come and men may go, / But I go on forever."

 

 

I wind about, and in and out,

with here a blossom sailing,

And here and there a lusty trout,

And here and there a grayling,

 

And here and there a foamy flake

Upon me, as I travel

With many a silver water-break

Above the golden gravel,

 

And draw them all along, and flow

To join the brimming river,

For men may come and men may go,

But I go on forever.

 

The poet further describes how the brook winds its way through the landscape, with blossoms sailing on the water's surface and fish such as trout and grayling swimming in the water. The use of imagery in "foamy flake," "silver water-break," and "golden gravel" helps to paint a vivid picture of the brook and its surroundings.

In the second stanza poet continues to describe the brook's path as it flows, drawing the blossoms, fish, and other debris along with it. The brook's path is described as winding "about, and in and out" and flowing "with many a silver water-break." The use of personification in "draw them all along" emphasizes the brook's power to carry and transport.

the next stanza again emphasizes the brook's constancy, saying that it "flows to join the brimming river." The repetition of "And here and there" in the first stanza creates a sense of movement and variation, while the repetition of "For men may come and men may go, / But I go on forever" in the final stanza emphasizes the brook's constancy and endurance compared to the fleeting nature of human life.

the poem creates a vivid and picturesque image of the journey of a brook from its source to the river it joins, emphasizing the beauty and constancy of the natural world.

Repetition: "And here and there"

Alliteration: "foamy flake," "silver water-break," "golden gravel"

Personification: "I wind about," "blossom sailing," "lusty trout," "grayling," "foamy flake," "draw them all along"

Imagery: "blossom sailing," "lusty trout," "grayling," "foamy flake," "silver water-break," "golden gravel"

Metaphor: "To join the brimming river"

Anaphora: "For men may come and men may go, / But I go on forever."

 

 I steal by lawns and grassy plots,

I slide by hazel covers;

I move the sweet forget-me-nots

That grow for happy lovers.

 

I slip, I slide, I gloom, I glance,

Among my skimming swallows;

I make the netted sunbeam dance

Against my sandy shallows.

 

I murmur under moon and stars

In brambly wildernesses;

I linger by my shingly bars;

I loiter round my cresses;

 

And out again I curve and flow

To join the brimming river,

For men may come and men may go,

But I go on forever.

 

 The speaker, who is the brook itself, describes its journey from the "lawns and grassy plots" through "hazel covers" and past "forget-me-nots." The brook describes how it "slips," "slides," and "glances" among the "skimming swallows," creating a playful atmosphere.

The brook mentions how it flows through "brambly wildernesses" and around "shingly bars," which gives a sense of roughness and unevenness to its path. The speaker notes how it "lingers" around its "cresses," which are watercress plants.

Finally, the brook flows into the "brimming river," highlighting its continuity despite the changes that occur around it. The repetition of the line "For men may come and men may go, / But I go on forever" emphasizes the brook's longevity and endurance.

 

Personification - the river is given human-like qualities such as "I steal", "I slide", "I move", "I slip", "I slide", "I gloom", and "I glance".

Imagery - the descriptions of the river's movements and surroundings create vivid mental images, such as "skimming swallows", "netted sunbeam", "brambly wildernesses", and "shingly bars".

Alliteration - repetition of initial consonant sounds, such as "slip, I slide, I gloom, I glance".

Assonance - repetition of vowel sounds, such as "move the sweet forget-me-nots".

Rhyme - the poem has an ABAB rhyme scheme with alternating end sounds, such as "plots/covers" and "swallows/shallows".

 

ASSEMBLY SPEECHES FOR - 24 APRIL 2023

 

SPEECH 1

BASWESHWAR JAYANTI

Respected Principal, Vice Principal, teachers and my friends

Today, I feel honored to deliver speech on the occasion of Birth Anniversary of a great Indian philosopher, social reformer, and religious leader, Lord Basveshwara popularly known as Basavanna . Born in Karnataka in the 12th century, Basavanna was a pioneering figure in the struggle for social equality and religious reform in India.

His Birthday falls on 3^rd Day of Vaishakh as per Vikram Samvat the day is also known as Akshay Tritiya.

Basavanna's philosophy was based on the principles of social equality, inclusiveness, and rationalism. He believed in the equality of all human beings and rejected the caste system and other forms of social hierarchy. He also believed in the power of education and encouraged people to seek knowledge and wisdom.

Basavanna's teachings inspired a social movement known as the Lingayat movement, which sought to create a more just and equitable society. The Lingayat movement emphasized the importance of social equality, gender equality, and the rejection of blind faith and superstition.

Basavanna's legacy as a social reformer and religious leader continues to inspire people in India and around the world. His ideas and ideals continue to be relevant today, as we strive to build a more just and equitable society.

In conclusion, Basavanna was a true visionary and a social reformer who dedicated his life to the service of humanity. His commitment to social equality, inclusiveness, and rationalism continues to inspire us today. Let us all strive to carry on his legacy and create a better world for ourselves and future generations.

All his messages and teachings are popularized through his literature which we know as Vachan Sahitya.

 

Thank you.

SPEECH 2

BIRTHDAY OF SACHIN TENDULKAR

Respected Principal, Vice Principal, teachers and my friends,

Today, I want to talk about one of the greatest cricketers of all time, Sachin Tendulkar. Sachin Tendulkar, also known as the "Little Master" or the "God of Cricket," is a name that needs no introduction.

Sachin Tendulkar was born in Mumbai, India, in 1973. He started playing cricket at the age of eleven and made his debut for the Indian cricket team at just sixteen years old. Sachin quickly became a sensation in the cricket world, known for his technique, skill, and sportsmanship.

Sachin Tendulkar holds many records in cricket. He is the only player to score one hundred international centuries, a feat that has never been matched by any other cricketer. He also holds the record for the most runs scored in both test and one-day international cricket, making him one of the greatest batsmen in the history of the game.

Sachin's dedication and hard work towards cricket have been an inspiration for millions of people around the world. He always believed in the importance of practice and discipline and worked hard to perfect his skills. Sachin's passion for the game and his humility off the field have won him the hearts of people all over the world.

Sachin Tendulkar is not just a cricketer but a role model for aspiring athletes and sports enthusiasts. He is an epitome of determination, dedication, and perseverance, and his success story has taught us that anything is possible if we put our minds and hearts into it.

In conclusion, Sachin Tendulkar's contribution to cricket and sportsmanship is unparalleled, and he will forever remain a legend in the cricketing world. He has inspired generations of people, and his legacy will continue to inspire many more to come. Let us all take inspiration from his life and work hard towards achieving our goals. Thank you.

THE FROG AND THE NIGHTINGALE BY VIKRAM SETH - LINE BY LINE EXPLAINATION

 

Once upon a time a frog

Croaked away in Bingle Bog

Every night from dusk to dawn

He croaked awn and awn and awn.

 

The poem begins with the set of a scene in a bog or marshland called Bingle Bog. In this bog, a frog lived and croaked every night from dusk to dawn. The word "croaked" here refers to the frog's distinctive sound, which is a rough, hoarse noise that it makes by inflating its throat sac and forcing air through it. The repetition of the word "awn" in the last line emphasizes the continuous, monotonous nature of the frog's croaking. This suggests that the frog's singing lacks variety or creativity, and may even be irritating or grating to those who have to listen to it. The use of the phrase "Once upon a time" also gives the poem a fairytale-like quality, setting up the possibility of a story with a moral lesson.

 

Other creatures loathed3 his voice,

But, alas, they had no choice.

And the crass cacophony

Blared out from the sumac tree

At whose foot the frog each night

Minstrelled on till morning night.

 

In these lines, we learn that other creatures in the bog loathed the frog's voice. Despite this, they had no choice but to listen to his croaking. The word "loathed" implies that the other creatures actively disliked the frog's singing, possibly because it was loud, repetitive, or unpleasant. However, since the frog was the king of his domain, no one dared to challenge him or tell him to stop.

The phrase "crass cacophony" is used to describe the sound of the frog's croaking. "Crass" means crude or unrefined, while "cacophony" refers to a harsh, discordant noise. These words suggest that the frog's singing was not only disliked, but also lacked any artistic merit or beauty.

The frog's usual spot for singing was at the foot of a sumac tree, which became associated with his nightly performances. The word "minstrelled" implies that the frog saw himself as a performer or musician, although his actual ability to create music was questionable. The fact that he sang "till morning night" emphasizes the length and endurance of his performances, as well as the fact that they went on without interruption.

 

Neither stones nor prayers nor sticks,

Insults or complaints or bricks

Stilled the frog's determination

To display his heart's elation.

 But one night a nightingale

In the moonlight cold and pale

Perched upon the sumac tree

Casting forth her melody.

 

These lines describe the failed attempts of other creatures to stop the frog's incessant singing. Stones, prayers, sticks, insults, complaints, and even bricks were all ineffective in stopping the frog's determination to display his "heart's elation." The frog was so convinced of the value of his own singing that he refused to be discouraged by any criticism or attempts to silence him.

However, one night, a nightingale appeared on the sumac tree where the frog usually performed. The nightingale's singing was described as "melody," which suggests that it was much more pleasant and tuneful than the frog's croaking. The moonlight is described as "cold and pale," which creates a contrast with the warmth and vibrancy of the nightingale's song.

The appearance of the nightingale on the sumac tree is a turning point in the poem, as it introduces a new character and a new type of music that contrasts with the frog's. The nightingale's arrival also sets up a conflict between the two characters and their styles of singing.

 

Dumbstruck sat the gaping frog.

"Not too bad - but far too long.

The technique was fine of course,

But it lacked a certain force".

"Oh!" the nightingale confessed.

Greatly flattered and impressed

That a critic of such note

Had discussed her art and throat:

"I don't think the song's divine.

But - oh, well - at least it's mine".

 

When the nightingale finished singing, the frog was "dumbstruck" and sat there gaping, seemingly unable to react. The nightingale responds to the frog's silence by asking for feedback on her performance. The frog, in turn, offers a critique of the nightingale's singing, saying that it was "not too bad - but far too long" and lacked a certain force. This shows that the frog, while not as talented as the nightingale, has a degree of musical knowledge and judgement.

The nightingale takes the criticism in stride and is even flattered that the frog, whom she considers a critic of such note, had discussed her art and throat. However, she also admits that she doesn't think her song is divine, but she takes pride in the fact that it is hers. This exchange shows a contrast between the two characters. The frog is more focused on technical skill and a specific style of music, while the nightingale values personal expression and ownership of one's art.

 

"That's not much to boast about".

Said the heartless frog. "Without

Proper training such as I

 And few others - can supply.

You'll remain a mere beginner.

But with me you'll be a winner".

 

In response to the nightingale's admission that her song is not divine, the frog offers to help her improve her singing. He dismisses her natural talent as insufficient and claims that without proper training, she will remain a mere beginner. The frog positions himself as a mentor to the nightingale, saying that he and a few others can supply the proper training she needs.

The frog's language here is condescending and patronizing. He suggests that the nightingale is not capable of improving her singing without his help and that she is lucky to have his guidance. His belief in his own musical superiority is contrasted with the nightingale's focus on personal expression and creativity.

Overall, this section of the poem shows a conflict between the two characters, with the frog attempting to assert his dominance over the nightingale by offering his help and criticizing her singing.

 

 

"Dearest frog", the nightingale

Breathed: "This is a fairy tale -

And you're Mozart in disguise

Come to earth before my eyes".

In response to the frog's offer to help her improve her singing, the nightingale addresses him as "dearest frog" and tells him that he is like Mozart in disguise, come to earth before her very eyes. The nightingale's language is playful and sarcastic, as she seems to be mocking the frog's self-importance and delusions of grandeur.

By comparing the frog to Mozart, the nightingale is pointing out the absurdity of his claim to be the only one who can properly train her in music. Mozart, as one of the most famous and revered composers in history, is a symbol of musical excellence and creativity. The nightingale is suggesting that the frog is nowhere near Mozart's level and that his offer to help her is misguided.

Overall, this section of the poem shows a shift in power dynamics between the two characters, with the nightingale using humor and sarcasm to challenge the frog's attempts to control and dominate her.

 

"Well I charge a modest fee.

Oh!... But it won't hurt, you'll see"

Now the nightingale inspired,

Flushed with confidence, and fired

With both art and adoration,

Sang - and was a huge sensation.

 

In response to the nightingale's sarcastic remark, the frog charges a modest fee for his training services, claiming that it won't hurt the nightingale. Despite this, the nightingale is inspired and confident, feeling both artistic and adoring of her own abilities.

With renewed confidence, the nightingale sings and becomes a huge sensation. This section of the poem highlights the nightingale's talent and creativity, as well as her ability to captivate an audience with her singing. The frog, on the other hand, seems to be more interested in taking credit for the nightingale's success than in genuinely helping her improve.

Overall, this section of the poem shows the nightingale's growth and development as an artist, as well as the manipulative and self-serving nature of the frog. It also emphasizes the importance of personal expression and creativity over technical skill and training.

 

 

Animals for miles around

Flocked towards the magic sound,

And the frog with great precision

Counted heads and charged admission.

 

As the nightingale's fame and popularity grow, animals for miles around flock towards the magic sound of her singing. This demonstrates the power of the nightingale's art to transcend boundaries and bring together creatures from all walks of life.

The frog, meanwhile, takes advantage of the nightingale's success by charging admission to hear her sing. He counts heads with great precision, showing a keen interest in the financial aspect of the nightingale's performances. This highlights the frog's opportunistic and exploitative nature, as he tries to profit from the nightingale's talent and hard work.

Overall, this section of the poem emphasizes the transformative power of art and the importance of staying true to one's own creative vision. It also highlights the dangers of greed and manipulation, as seen in the character of the frog.

 

Though next morning it was raining,

He began her vocal training.

"But I can't sing in this weather".

 "Come my dear - we'll sing together.

Just put on your scarf and sash,

Koo-oh-ah! ko-ash! ko-ash!"

 

Despite the rain the next morning, the frog insists on continuing the nightingale's vocal training. The nightingale protests that she cannot sing in such weather, but the frog persuades her to join him by suggesting that they sing together and by imitating the sounds of a frog, "Koo-oh-ah! ko-ash! ko-ash!" The onomatopoeic sounds of "Koo-oh-ah! ko-ash! ko-ash!" are repeated, creating a rhythmic pattern and emphasizing the frog's attempts to imitate the nightingale's song.

Enjambment: The first line ends with "raining," and the thought continues onto the second line. This creates a sense of continuity and flow in the poem. The Poetic device used is enjambment.

This section of the poem further emphasizes the manipulative nature of the frog, who seems to be more interested in exploiting the nightingale for his own purposes than in helping her develop her talent. The frog's imitation of the nightingale's song is also ironic, as it shows his inability to appreciate the true beauty of her art and his lack of creativity.

Overall, this section of the poem highlights the importance of staying true to oneself and one's creative vision, even in the face of pressure and manipulation from others. It also underscores the difference between true artistry and mere imitation or technical skill.

 

 

 

So the frog and nightingale

Journeyed up and down the scale

For six hours, till she was shivering

and her voice was hoarse and quivering.

 

The lines suggest that the frog and the nightingale spent a long time practicing together, going up and down the musical scale for six hours. The frog is determined to teach the nightingale how to sing, but his methods are harsh and unrelenting. The nightingale becomes exhausted and her voice starts to falter, becoming hoarse and quivering. This is a stark contrast to the nightingale's earlier effortless singing, and it emphasizes the damage that the frog's training has caused to her natural talent.

The use of "up and down the scale" suggests that the nightingale is learning the basics of music, perhaps even the rudimentary aspects of a music scale. However, the focus of the training is on technique and precision, rather than the natural beauty of the nightingale's singing. The use of the words "shivering," "hoarse," and "quivering" highlights the physical toll that the training has taken on the nightingale, which makes the reader empathize with her plight.

Overall, these lines are a powerful commentary on the nature of art and the danger of trying to stifle creativity for the sake of commercial gain. The nightingale's natural talent is stifled by the frog's attempts to teach her to sing in a certain way, and the result is a loss of beauty and spontaneity in her singing.

 

 

Though subdued and sleep deprived,

In the night her throat revived,

And the sumac tree was bowed,

With a breathless, titled crowd:

Owl of Sandwich, Duck of Kent,

Mallard and Milady Trent,

Martin Cardinal Mephisto,

And the Coot of Monte Cristo,

Ladies with tiaras glittering

In the interval sat twittering -

And the frog observed them glitter

With a joy both sweet and bitter.

In these lines, the nightingale performs in front of an audience consisting of various birds who have gathered to listen to her singing. The crowd is described as breathless and titled, with notable birds such as the Owl of Sandwich, the Duck of Kent, the Mallard, the Martin Cardinal Mephisto, and the Coot of Monte Cristo. The ladies in the audience are depicted as having tiaras glittering, and they are sitting and twittering during the interval.

 

The lines use allusion, as the names of the birds in the audience refer to real-life people or fictional characters, such as the Owl of Sandwich, a reference to John Montagu, the 4th Earl of Sandwich, who was known for inventing the sandwich. There is also a play on words with the Coot of Monte Cristo, a reference to the novel The Count of Monte Cristo by Alexandre Dumas.

 

The lines also use personification, as the sumac tree is described as being bowed by the weight of the audience, and the ladies are depicted as twittering. The frog is shown observing the scene with both joy and bitterness, perhaps because he is no longer the center of attention, or because he is envious of the nightingale's success.

 

 

 

 

Every day the frog who'd sold her

Songs for silver tried to scold her:

"You must practice even longer

Till your voice, like mine grows stronger.

In these lines, the poet describes how the frog who had trained the nightingale to sing was trying to scold her every day. He tells her that she needs to practice singing even longer to make her voice stronger, just like his. This is an example of the poetic device known as direct speech, where the speaker's words are presented in quotation marks.

 

Additionally, this is also an example of the theme of exploitation, as the frog is portrayed as taking advantage of the nightingale's talent for his own benefit, while not considering the harm he is causing her.

 

 

 

 

In the second song last night

You got nervous in mid-flight.

And, my dear, lay on more trills:

Audiences enjoy such frills.

You must make your public happier:

Give them something sharper, snappier.

We must aim for better billings.

You still owe me sixty shillings."

In these lines, the frog is once again criticizing the nightingale's performance and instructing her to improve. He reminds her of her mistake from the previous night and tells her to add more trills to her singing. He also emphasizes the importance of pleasing the audience and giving them something more exciting to listen to. He tells her they must aim for better performances and higher billing. Finally, he reminds her of the money she owes him, showing his greed and desire for financial gain. These lines reflect the frog's manipulative and controlling behavior towards the nightingale, and how he exploits her talent for his own gain.

 

 

 

 

 

Day by day the nightingale

Grew more sorrowful and pale.

Night on night her tired song

Zipped and trilled and bounced along,

Till the birds and beasts grew tired

At a voice so uninspired

And the ticket office gross

Crashed, and she grew more morose -

For her ears were now addicted

To applause quite unrestricted,

And to sing into the night

All alone gave no delight.

These lines describe the nightingale's decline as she becomes increasingly unhappy and pale. The constant pressure and criticism from the frog have taken a toll on her. Her voice, once beautiful and inspiring, now lacks energy and spark. She sings day and night, but her performances are lacklustre and uninspired. The other animals, once mesmerised by her voice, are now bored and no longer come to listen to her. The ticket sales have plummeted, and the nightingale is left feeling dejected and lonely. The only thing that brings her joy is the applause she used to receive, but now she sings alone into the night without any audience.

 

 

 

Now the frog puffed up with rage.

"Brainless bird - you're on the stage -

Use your wits and follow fashion.

Puff your lungs out with your passion."

Trembling, terrified to fail,

Blind with tears, the nightingale

Heard him out in silence, tried,

Puffed up, burst a vein, and died.

 

These lines mark the tragic end of the nightingale. The frog, in a fit of rage, scolds her for not following his advice and keeping up with the fashion. The nightingale, already exhausted and demoralized, tries to follow the frog's advice but fails miserably. She is overwhelmed with fear and anxiety, and in the end, she dies from bursting a vein. The lines use powerful imagery to evoke the nightingale's terror and despair, and the tragic ending of her journey. The lines also reflect on the danger of blindly following the advice of those who do not have our best interests at heart.

 

 

 

Said the frog: "I tried to teach her,

But she was a stupid creature -

Far too nervous, far too tense.

Far too prone to influence.

Well, poor bird - she should have known

That your song must be your own.

That's why I sing with panache:

"Koo-oh-ah! ko-ash! ko-ash!"

And the foghorn of the frog

Blared unrivalled through the bog

These lines serve as the conclusion of the poem, in which the frog speaks about the nightingale's death and blames it on her inability to learn and follow his instructions. The frog claims that the nightingale was too nervous and prone to influence and calls her a "stupid creature". He asserts that a good song must be original, which he believes he achieved with his own song, represented by the repeated "Koo-oh-ah! ko-ash! ko-ash!" The last two lines of the poem describe the frog's loud croaking that echoes through the bog, showing his pride in his own song and his disregard for the nightingale's fate.