Pleasures of Reading Jane Austen

 

Pleasures of Reading Jane Austen, Novels

Step into the enchanting world of Jane Austen, where romance, wit, and societal commentary intertwine to create timeless literary masterpieces. Delve into the pages of her novels to discover the pleasures of reading intricate narratives filled with rich language, deep emotions, and impactful storytelling. Join me on a journey through Austen's works as we explore the profound influence she has had on literature and popular culture.

The Pleasures of Reading Jane Austen Novels

Immerse yourself in the pleasures of reading Jane Austen novels, where romance and realism collide in a captivating dance of emotions. Austen's keen observations of society and human nature are brought to life through her vivid characters and intricate plotlines.

The elegant language she employs effortlessly transports readers to Regency-era England, where love, manners, and societal conventions play a central role in shaping destinies. From the spirited Elizabeth Bennet in "Pride and Prejudice" to the endearing Emma Woodhouse in "Emma," Austen's characters resonate with authenticity and depth.

As you turn each page, be prepared to be swept away by the wit, humor, and astute social commentary that define Austen's literary genius. Join us as we unravel the delights hidden within the pages of her timeless works.

Exploring the Literary World of Jane Austen

Immerse yourself in the captivating literary world crafted by Jane Austen, where romance, wit, and social commentary intertwine seamlessly. Austen's novels transport readers to a time of ballrooms, regency society, and intricate relationships.

Through her keen observations of human nature and sharp storytelling skills, Jane Austen brings to life a colorful cast of characters who navigate love, class distinctions, and societal expectations. The complexity of her protagonists and their emotional journeys resonates with readers across generations.

With unparalleled mastery of language and narrative structure, Jane Austen weaves tales that are both timeless and relevant. Her exploration of themes such as love, marriage, wealth, and morality continues to captivate audiences worldwide.

Insights into Austen's Characters and Themes

Exploring Jane Austen's novels means delving into a world where characters come to life on the page. From the spirited Elizabeth Bennet in "Pride and Prejudice" to the gentle Elinor Dashwood in "Sense and Sensibility," Austen's characters are vividly portrayed with depth and complexity.

Themes of love, marriage, class, and social conventions permeate Austen's works, providing a rich tapestry for readers to unravel. Her keen observations of human nature shine through as she navigates the intricacies of relationships and societal norms with wit and insight.

Through her timeless stories, Austen captures universal emotions such as love, heartbreak, joy, and sorrow. Readers are drawn into a world where passion is restrained by decorum yet bubbles beneath the surface, making each character's journey a poignant exploration of emotion and expression.

Influence of Jane Austen's Works on Literature and Pop Culture

Jane Austen's works have left an indelible mark on literature and pop culture. Her novels continue to inspire new generations of readers, writers, and filmmakers. The timeless themes of love, society, and human nature explored in her books resonate with audiences worldwide. From classic adaptations to modern retellings, the influence of Jane Austen can be seen in various forms of media.

Whether you are a devoted fan or a newcomer to her works, diving into the world of Jane Austen is an enriching experience. The pleasures of reading her novels go beyond just entertainment; they offer insights into romance, wit, and the complexities of human relationships. So grab a cup of tea, cozy up with one of her books, and immerse yourself in the captivating world created by one of literature's greatest talents. Happy reading!

All My Puny Sorrows: A Review

 Miriam Toews' novel, "All My Puny Sorrows" (2014), is a deeply moving and insightful exploration of mental illness, grief, and the unbreakable bond between sisters. Toews' writing is raw, honest, and often darkly funny, as she delves into the complexities of her characters' lives.

The novel follows the story of two sisters, Yoli and Elfrieda, as they navigate the aftermath of their father's suicide and their mother's subsequent depression. Yoli, the older sister, is a successful artist who struggles with her own mental health issues. Elfrieda, the younger sister, is a devoted wife and mother who is haunted by the memory of her father's death.

As the novel progresses, Yoli's mental health deteriorates, and she begins to spiral out of control. Elfrieda tries to help her sister, but she is overwhelmed by her own grief and responsibilities. The sisters' relationship is strained, but they ultimately find a way to come together and support each other.

"All My Puny Sorrows" is a powerful and moving novel that explores the complexities of mental illness and grief. Toews' writing is honest, insightful, and often darkly funny, as she delves into the depths of her characters' pain and suffering. The novel is a must-read for anyone who has been touched by mental illness or loss.

One of the most striking things about "All My Puny Sorrows" is Toews' unflinching honesty. She does not shy away from the difficult topics of mental illness and suicide, and she portrays her characters' struggles with raw realism. This honesty makes the novel both heartbreaking and ultimately hopeful.

Another strength of the novel is Toews' ability to create complex and believable characters. Yoli and Elfrieda are both deeply flawed, but they are also incredibly sympathetic. The reader cannot help but root for them as they struggle to cope with their own demons.

"All My Puny Sorrows" is a powerful and moving novel that will stay with readers long after they finish it. Toews' writing is honest, insightful, and often darkly funny, as she delves into the depths of her characters' pain and suffering. The novel is a must-read for anyone who has been touched by mental illness or loss.

The Burden of the Body

 The tubby man sat in his faded armchair, its moth-eaten upholstery a reflection of his neglected self. His belly was a mountain of flesh, spilling over his belt like dough rising from a bowl. He stared at his reflection in the TV screen, his eyes tracing the contours of his corpulent frame. The sight filled him with a mix of disgust and resignation.

Years of overeating and inactivity had taken their toll. His body had become a prison, trapping him in a cycle of self-loathing. He had tried diets and exercise, but they always ended in failure. The weight would come back, and with it, the shame.

His wife had left him, tired of his unhealthy habits and lack of ambition. His friends had drifted away, embarrassed by his appearance. He was alone, isolated in a world that seemed to reject him.

But tonight was different. As he watched himself on TV, a flicker of determination ignited within him. He couldn't live like this anymore. He had to change.

He stood up and walked to the full-length mirror in his bedroom. He stared at his reflection, seeing not the fat man he had become, but the man he wanted to be. He saw a strong, healthy man, full of life and purpose.

He knew it wouldn't be easy, but he was determined to make a change. He started small, cutting out sugary drinks and processed foods. He joined a gym and began exercising regularly.

The pounds slowly started to come off, but it was the change in his mindset that was most profound. He began to see himself in a different light, not as a fat man, but as a man with potential.

It took time and effort, but he eventually reached his goal weight. He was still overweight, but he was no longer obese. He had lost the weight that had been holding him back, and with it, the shame and self-loathing.

He was a new man, full of confidence and self-belief. He had come to terms with his body, and he had learned to love himself for who he was.

Pahalgam and Bollywood

 

  Pahalgam, nestled in the picturesque Kashmir Valley, has long been a popular film location for its breathtaking natural beauty. With its lush green meadows, snow-capped mountains, and glistening rivers, Pahalgam provides a stunning backdrop for any cinematic production. The tranquil ambiance of this serene town has attracted filmmakers from around the world, making it a preferred destination for shooting romantic scenes, adventure sequences, and even spiritual narratives. Whether it's capturing the essence of a love story or showcasing the raw power of nature, Pahalgam offers a versatile canvas for filmmakers to bring their visions to life.
Choosing the right location for filmmaking is crucial in setting the tone and atmosphere of a film. Pahalgam's picturesque landscapes and serene surroundings make it a perfect choice for filmmakers looking to evoke emotion and create visually stunning scenes. The natural beauty of the town can enhance the storytelling and add depth to the characters, making the film more immersive and engaging for the audience. Ultimately, the location plays a significant role in bringing a filmmaker's vision to fruition and creating a memorable cinematic experience.
Pahalgam's role as a film location cannot be understated. Its natural beauty and tranquil ambiance provide filmmakers with the perfect backdrop to bring their stories to life. By utilizing Pahalgam as a setting, filmmakers are able to transport audiences to a world that is both visually stunning and emotionally captivating. The significance of Pahalgam as a film location lies in its ability to enhance storytelling and create a truly immersive cinematic experience for viewers.
Pahalgam's history dates back to ancient times, with its name believed to have originated from the Sanskrit words "pahal" meaning first and "gam" meaning village. The town has been a popular pilgrimage site for centuries, with the Amarnath Cave located nearby attracting thousands of devotees each year. Pahalgam has also served as a strategic location for various rulers and empires throughout history, including the Mughals and the British. Its rich cultural heritage and historical significance add another layer of depth to its allure as a film location, making it a truly unique and captivating destination for filmmakers. The picturesque landscapes and stunning natural beauty of Pahalgam have also made it a popular choice for filmmakers looking to capture the essence of the Kashmir Valley on screen. Its lush green meadows, snow-capped mountains, and gushing rivers provide the perfect backdrop for a wide range of cinematic projects, from romantic dramas to action-packed adventure films. The town's charm and timeless appeal have made it a favorite location for both Bollywood and Hollywood filmmakers, who continue to be drawn to its enchanting beauty year after year. Whether it's the tranquil Lidder River or the breathtaking Betaab Valley, Pahalgam offers a wealth of stunning locations just waiting to be immortalized on film.
Evolution of Pahalgam as a popular tourist destination has been greatly influenced by its frequent appearances in various films, showcasing its natural beauty and captivating landscapes to audiences around the world. The town's picturesque scenery and serene atmosphere have attracted not only filmmakers but also tourists seeking to experience the magic of Pahalgam for themselves. With each new film that features Pahalgam as a backdrop, the town's popularity as a tourist destination continues to grow, solidifying its reputation as a must-visit location for anyone looking to immerse themselves in the beauty of the Kashmir Valley. One notable example is the Bollywood film "Betaab," which was shot in Pahalgam and brought attention to its stunning meadows and snow-capped mountains. As a result, the film's success led to an increase in tourists visiting Pahalgam to witness the same breathtaking views showcased in the movie. However, despite the increased tourism and popularity of Pahalgam, some visitors may find that the town has become overcrowded and commercialized, detracting from the serene and natural beauty that initially attracted them. Additionally, the environmental impact of increased tourism, such as pollution and habitat destruction, may also be a concern for those looking to experience the untouched wilderness portrayed in films like "Betaab."

 

Literature of Disinterest: Confronting and Engaging the Unengaged Student

In the landscape of academia, one of the disheartening challenges an educator encounters is the sea of uninterested faces during a literature class. The term "Literature of Disinterest" here is not a label for works or authors but rather describes a scenario every literature teacher dreads: a classroom where students remain detached and impervious to the charms of written art. Such disinterest can stymy discussion, hinder learning, and dampen the educator's morale.

How, then, does one turn the tide of apathy and spark an appreciation for the rich tapestry of literature among these reluctant learners?

Crafting Relatable Content Bridges

One effective approach to engage students in literature is through the process of refurbishing the old and presenting it alongside the new. By establishing connections between canonical texts and contemporary issues, educators can create a resonance that bridges the gap between the students' immediate world and the literature they are studying. This not only makes the material more relatable and relevant but also fosters a deeper understanding and appreciation for the timeless themes explored in these texts.

For example, let's consider Shakespeare's "Macbeth" and its exploration of power and corruption. By drawing parallels between the themes depicted in the play and recent political events, students can develop a heightened sense of recognition and curiosity. They can begin to see how the struggles for power and the consequences of corrupt actions are not limited to the pages of a centuries-old play but are still prevalent in today's world. This connection allows students to explore the complexities of human nature and society, and to critically analyze the consequences of power dynamics within their own lives.

Furthermore, introducing contemporary issues alongside canonical texts encourages students to develop a broader perspective. It prompts discussions and debates about societal issues, ethical dilemmas, and the ever-evolving nature of human behavior. By engaging with these topics, students not only deepen their understanding of the literature but also cultivate critical thinking skills, empathy, and a sense of social responsibility.

Incorporating more details and arguments into literature classes not only enhances the learning experience but also provides opportunities for interdisciplinary connections. By exploring the historical, cultural, and social contexts surrounding the texts, students can gain a multifaceted understanding of the works and their relevance to various fields of study. This interdisciplinary approach fosters a holistic and well-rounded education, empowering students to make connections and apply their knowledge beyond the confines of the classroom.

Immersive and Interactive Learning Experiences

Literature is no longer limited to static pages; it has the ability to transcend through interactive media. Film adaptations, theatrical performances, and spoken word poetry sessions bring text to life, providing a captivating visual and auditory experience. This transformation from 'must read' to 'must see' alters our perception of literature and expands its reach to broader audiences.

One compelling argument for embracing interactive media is the power of visualization. Film adaptations, for instance, have the potential to depict vivid settings, intricate character details, and complex plotlines in a way that engages our senses. This visual representation allows us to delve deeper into the story, enhancing our understanding and emotional connection to the narrative.

Moreover, theatrical performances bring literature to life on stage, combining the elements of acting, set design, and music to create a truly immersive experience. The dynamic nature of live performances adds an element of spontaneity and energy that can evoke a powerful response from the audience.

Spoken word poetry sessions take literature beyond the written word, as performers infuse their own interpretations, emotions, and gestures into the delivery. This form of expression not only adds a personal touch but also breaks free from traditional conventions, inviting individuals from diverse backgrounds to engage with literature in a more accessible and relatable way.

From Monologue to Dialogue: Fostering Discussion

A classroom that fosters open dialogue serves as a catalyst for students to express their perspectives and develop confidence in analyzing literature. This type of environment not only enhances comprehension but also cultivates critical thinking and active engagement.

One compelling argument for encouraging open dialogue in the classroom is that it promotes diverse interpretations of literature. When students are given the opportunity to voice their views, it allows for a rich exchange of ideas and exposes them to different perspectives. This, in turn, broadens their understanding of the text and encourages them to think beyond the surface level.

Furthermore, open dialogue can also enhance empathy and social skills. By engaging in discussions about characters' guilt or innocence in a mock trial, students are encouraged to consider different viewpoints and practice effective communication. They learn to support their arguments with evidence from the text, develop logical reasoning, and respectfully challenge each other's ideas. These skills are not only valuable in the realm of literature but also in their future endeavors.

In addition to mock trials, other activities such as group debates, Socratic seminars, or even online discussions can be incorporated to further encourage open dialogue. These interactive methods create an inclusive and collaborative learning environment where students can actively participate and learn from their peers.

Incorporating Multimedia Touchpoints

Multimedia resources play a vital role as supplementary portals for engaging with literature. They offer a plethora of options to cater to diverse learning preferences and provide abundant avenues for exploration.

One compelling argument is that podcast discussions on literature provide a dynamic platform for in-depth analysis and interpretation. Listeners can delve into various literary elements, such as themes, symbolism, and character development, through insightful conversations. For instance, podcasts like "The Literary Hangover" and "The History of Literature" offer engaging discussions on classic novels, enhancing the understanding and appreciation of literary works.

Audiobooks, another multimedia resource, offer a convenient way to consume literature. They allow individuals to immerse themselves in captivating narratives while engaging in other activities like commuting or exercising. Platforms like Audible host an extensive collection of audiobooks, making literary masterpieces accessible to a wider audience.

Furthermore, YouTube series that explore literary elements provide a visual and interactive medium for literary analysis. Channels like "CrashCourse Literature" and "The School of Life" present engaging videos that dissect literary techniques, contextualize works in historical and social frameworks, and spark critical thinking.

Finding Personal Connection

Assignments that encourage personal reflection, such as relating a character's journey to personal experiences or writing an alternative ending, can make literature feel more relevant. When students see parts of themselves within a story, empathy and interest naturally follow.

In conclusion, whilst the classroom of disinterest looms as an unwelcome specter for educators, it is not an insurmountable one. Through innovation, relevance, and the integration of technology, literature has the potential to win over even the most resistant learners. It requires patient cultivation, creative teaching methodologies, and an open mind to discover what ignites an interest in each student. And perhaps, hidden within this challenging undertaking, lies the beauty and reward of teaching.

 

Dum Laga Ke Haisha: The Fe(male) Body Politic

In the ever-churning machinery of Bollywood, where tales of love and life often emerge from the assembly line as formulaic gestures, a film like Dum Laga Ke Haisha feels like a breath of fresh air — simultaneously nostalgic, progressive, and resolutely contemporary. Directed by Sharat Katariya, the film is a melange of the old and the new, a love letter to small-town India while edging its way into the new-age discourse of feminism and gender equality.

As an opinion piece, I delve into how Dum Laga Ke Haisha contributes to the ongoing shift in Bollywood's gender discourse, challenging traditional roles, and striving to reconfigure the narrative of the female experience within Indian films.

Background of Bollywood's Gender Discourse

For decades, Bollywood has been the torchbearer of culture and reflection of societal norms, especially when it comes to gender portrayals. The juxtaposition of hyper-masculine ideals and demure femininity has been the cornerstone of many blockbuster hits. Traditional gender roles and stereotypes are not just exhibited; they are celebrated, often at the cost of objectifying women and perpetuating regressive notions.

The male protagonist, with his chiseled features, is the unquestionable leader, while the female lead has long been shrunk into the shadows, her autonomy and individuality often compromised for the larger-than-life love stories. A woman’s success is often equated with her ability to cater to the male gaze, and her femininity is a soft undercurrent that propels the hero's tale forward.

Film's Contribution to the Shift

Dum Laga Ke Haisha is a departure from this norm, from how it tells its story to the characters it portrays.

Breaking Stereotypes with Unconventional Casting and Storytelling

The film’s atypical casting stands out. It chooses to focus on a relatable everyman, portrayed by Ayushmann Khurrana, whose life isn't picture-perfect, and the female lead, portrayed by Bhumi Pednekar, is full-figured, which in Bollywood's glossy universe is a rare and radical choice.

The narrative weaves a tale that is refreshingly grounded, devoid of grand love-struck gestures, a stark contrast to the typical hero worship we see and consume. At its core, it is a love story, but one that unfolds the layers of an unconventional marriage, embracing the beauty and struggle of an imperfect relationship.

Portrayal of Female Agency and Empowerment

Central to the film's theme is the portrayal of female agency and empowerment. Pednekar as Sandhya, exudes a quiet strength. Her character navigates the complexities of love, body image, and societal expectations with a dignity and resolve seldom attributed to a woman in the Indian context. She’s ambitious, intelligent, and unwilling to compromise her self-worth for the convenience of others.

The film underscores the message that a woman’s value is not confined to her physical attributes and that her aspirations are not secondary to a man's. It advocates for a sincere partnership where both individuals contribute, support, and grow alongside each other.

Challenging Societal Beauty Standards

In a subtle yet significant manner, Dum Laga Ke Haisha subverts society's unattainable beauty standards. Sandhya's character effortlessly becomes a symbol of real beauty, an assertion against the cookie-cutter portrayal of actresses in Indian cinema.

It encourages the audience to look beyond the superficial and embrace the myriad forms of beauty that exist. It's a rare film that makes no grand statement yet manages to communicate through the lens, that true beauty lies in confidence and honesty, not in conformity.

Impact on Audience and Society

The reception of Dum Laga Ke Haisha wasn't just at the box office; it was also in the hearts and minds of audiences. The film sparked conversations around gender dynamics and representation. It posed questions that demanded introspection about societal expectations and the celebration of diversity.

Changing Perceptions and Conversations Around Gender

The film initiated a wave of change by presenting a different outlook on women's roles and aspirations. It didn't just showcase an alternate tale; it invited viewers to consider a new normal, one in which women can drive the narrative and be the architects of their own stories.

It encouraged a reevaluation of the traditional framework, prompting discussions both on social media and in drawing rooms, effectively contributing to a soft revolution where gender roles are concerned.

Empowering Women and Inspiring Representation

For many women who saw themselves in Sandhya's character, Dum Laga Ke Haisha was empowering and validating. It offered a cinematic corroboration of their lived realities, struggles, and victories.

The film was also influential in inspiring more inclusive representations in movies that followed, signifying that the appetite for diverse stories and characters was palpable in the audiences.

Critics and Controversies

No significant shift in cultural representation occurs without its fair share of critics and controversies. Dum Laga Ke Haisha was received with a mix of acclaim and apprehension. Some lauded its boldness, while others questioned its commercial viability.

There were voices that argued the film's movement to be too subtle, its impact too benign. These criticisms, in many ways, echo the stubborn resistance to change within the industry and society at large.

Reception and Response to the Film's Message

Critics couldn't ignore the heartwarming narrative of Dum Laga Ke Haisha, yet many couldn't fully embrace its underlying message either. The film’s message of empowerment and redefinition clashed with the entrenched gender roles played out on Indian screens for decades. Despite mixed reception, the film managed to carve out a space in the collective psyche, one that couldn't be entirely dismissed.

Addressing the Criticism and Controversies Surrounding the Film

As with any cinematic innovation, Dum Laga Ke Haisha took a step towards the future, but the journey isn't complete. The criticisms and controversies it faced serve as reminders that change, especially in cultural norms, is gradual and often met with resistance.

The response, however, wasn't passive. The film prompted creators and audiences alike to reevaluate their expectations and expand their horizons. Its legacy is in the subsequent narratives that have dared to challenge the status quo, seeking to reconfigure the male and female gaze.

Conclusion

Dum Laga Ke Haisha stands as a landmark in the evolving discourse of gender in Bollywood. It may not have entirely revolutionized the industry's depictions of women, but it has, without a doubt, contributed to the broader conversation.

The film is a compelling argument for nuanced storytelling, where characters aren't bound by the dictates of mainstream cinema but are instead free to reflect the complexities and diversity of human experiences. It signals a hopeful future where women aren't just passive recipients of the male gaze but are active participants, shaping their own destinies on-screen and off.

In a world where the personal is political, Dum Laga Ke Haisha resonates profoundly, urging audiences to reconsider the narratives they've been told and to seek out the ones that echo their truths. As the female body politic continues to unfold on-screen, it's films like these that serve as guiding stars, lighting the way to a more inclusive and equitable cinematic world.

 

Haider Movie Review: A Shakespearean Tale Rooted in Bollywood Soil

"Haider," a film directed by Vishal Bhardwaj, stands as a bold adaptation of William Shakespeare's "Hamlet," reimagined and rooted within the poignant political landscape of Kashmir. The movie, with its tapestry of complex human emotions interwoven with socio-political turmoil, not only captivates but also challenges the mainstream narrative of Bollywood. This essay seeks to dissect "Haider" from multiple angles—from its faithful tribute to the Bard's play, to its inventive storytelling, and the riveting performances that bring the tragedy to life.

Embracing Hamlet in Kashmir

Vishal Bhardwaj's decision to lay the groundwork of "Haider" amidst the Kashmir conflict is nothing short of audacious. The script masterfully transposes Shakespeare's Denmark to the frostbitten terrain of Kashmir and infuses it with an indigenous essence. This confluence of the western literary canon with Indian storytelling is executed with grace and authenticity. "Haider" doesn't just retell "Hamlet"; it reinterprets the narrative within a context that is starkly relevant and intensely personal for an Indian audience.

A Cinematic Marvel

From a cinematic viewpoint, "Haider" is a feast for the eyes. Pankaj Kumar's cinematography captures both the beauty and desolation of Kashmir, setting the perfect stage for a story of betrayal and revenge. The starkness of the winters, juxtaposed with the warmth of the characters’ homes, beauty contrasting with the brutality of the conflict, is deeply evocative. Bhardwaj's use of symbolism and metaphors, such as the intense human drama framed against the serene backdrop of the Dal Lake, enhances the storytelling manifold.

Stellar Performances and Character Study

Shahid Kapoor's rendition of Haider is a career-defining performance. His depiction of the conflicted protagonist is raw and visceral, capturing the essence of the Shakespearean character while embedding the nuances of a young man torn by familial and political loyalties. Kapoor delves deep into Haider's psyche, ensuring that his descent into madness is both believable and heart-wrenching. The supporting cast, including the formidable Tabu and the earnest Shraddha Kapoor, contribute significantly to the narrative’s depth, enriching the plot through their complex relationships with Haider.

The Socio-Political Undercurrent

Perhaps one of the film's most stirring aspects is its unflinching portrayal of the Kashmir conflict. "Haider" doesn't shy away from presenting the harsh realities of life in the region. Through its lead character's journey, the film initiates a dialogue on freedom, justice, and the cost of peace. It intelligently uses Hamlet’s themes of treachery and power to mirror the state’s political machinations, resulting in a film that is both an artistic triumph and a thought-provoking piece of social commentary.

Bollywood Genre and Audience Reception

Comparing "Haider" to other Bollywood films, especially within the context of literary adaptations, it’s clear that this movie sets itself apart by avoiding tropes that plague many such adaptations—forced romantic interludes, melodramatic dialogues, or contrived song sequences. The reception of "Haider" was a testament to the evolving tastes of its audience; the film earned critical acclaim and created ripples of conversation about both its format and the subjects it addressed. It was both a commercial success and a milestone in changing Bollywood perceptions.

Reflection and Conclusion

In retrospect, "Haider" is not just a film; it is an experience. It is a brave narrative that resonates beyond its credits, asking uncomfortable questions and leaving the audience to ponder their complexities. It balances its duties as a Shakespearean adaptation with its responsibilities towards relevant discourse.

Vishal Bhardwaj's "Haider" is a commendable feat in the realm of Indian cinema—an exquisite blend of artistry, political narrative, and the timeless quality of Shakespeare that successfully captures the imagination of its viewers and the critics. It's a film that is destined to remain etched in the annals of Bollywood, not only for its polished craft but for the courage it symbolizes in telling a story that is both painful and necessary.

"To be, or not to be" is no longer just a contemplation of existence, but a reflective musing on freedom, identity, and the human spirit, firmly etched within the snowy valleys of Kashmir.

The Indispensable Role of Good Teachers in Shaping Our World

In the garden of human potential, teachers are the nurturers who oversee the growth of tomorrow's flowers - the minds and spirits of young learners. The impact of good teachers on the quality of education and student success feeds directly into the societal framework, creating ripples that touch every aspect of life. But why, exactly, do we consider good teachers so vital to both our personal journeys and societal evolution?

Educational Impact: The Touchstone of Student Success

Good teachers awaken a love for learning that surpasses the four walls of a classroom. They ignite curiosity, and with it, the desire to explore realms beyond the printed page. These educators stretch the minds of their students, winning over young hearts to the world of knowledge.

Guidance and encouragement are the tools good teachers use to build a scaffolding of confidence in each student. It is through this support that learners find the courage to push their boundaries and achieve greater heights. By fostering a dynamic and interactive learning environment, teachers allow curiosity to take root and flourish, leading students to become lifelong learners.

The subtler aspects of a teacher's influence are seen in their day-to-day interactions with students. As reflectors of behavior and attitude, they help cultivate a positive culture within the learning community. Be it through handling conflicts, showing empathy, or demonstrating the pursuit of excellence, their actions serve as templates for the young minds observing them.

Understanding the diversity of a classroom, good teachers eschew a one-size-fits-all approach. They are adept at perceiving individual needs and can adapt their teaching styles to maximize each student's learning potential. In this tailored environment, every student feels seen and supported, which is crucial for personal growth and academic achievements.

As role models, teachers also play a significant role outside the realm of academic curriculum. They influence the personal and social spheres of their students, molding them into responsible and compassionate members of society.

Societal Value: Cultivating Tomorrow's Leaders

Teachers plant the seeds of knowledge and wisdom that eventually grow into the driving forces of societal advancement. Through education, they pass down the values and ethics that shape the character and future of communities. The lessons learned, the morals imbibed, and the knowledge accumulated in classrooms under good teachers' guidance become the bedrock of tomorrow's societal norms.

Investing in good educators results in an informed citizenry, an essential component of a functional democracy. With their guidance, students learn to scrutinize information critically, form balanced opinions, and participate actively in civic life. Education becomes a tool for empowerment and enlightenment, guarding against ignorance and apathy.

By fostering understanding and acceptance, teachers have a hand in breaking the shackles of inequality and poverty. They open vistas of opportunity to those who might otherwise be trapped in cycles of deprivation. Good teachers are thus allies in the quest for social justice and opportunity.

Moreover, they are the architects who help fashion a workforce agile enough to meet the demands of a rapidly evolving job market. By equipping students with a robust set of skills and an adaptive mindset, teachers ensure that the society of tomorrow is ready for the technological and societal changes on the horizon.

Conclusion

Teachers are the bedrock on which future civilizations are built. From the pages of history to the unfurled map of tomorrow, their influence percolates every aspect of human endeavor. As incubators of potential, mentors of progression, and agents of equality, good teachers do not simply educate; they shape destinies. Let us recognize, celebrate, and invest in these pivotal figures in our lives, for through them, we secure the legacy of a thriving, enlightened, and humane society.

“The Fractured Union”- My Entry for the Get Published Contest

A young and dynamic Muslim boy meets an equally vibrant Hindu girl and the two start unconsciously liking each other. Soon this liking turns into love. But as the distances between them collapse, the boy realizes that she is unable to understand the real him. May be deceived by history, he no longer believes any one. Or does he talk so little that understanding him becomes a problem. Or does he consciously remain incomprehensible or, does she really fail to see the wounded heart inside a ravishingly beautiful body. May be she is lost so much in the appearance of beauty that she cannot see the turmoil trapped within the facade of magnificence, or, does she do it with a conscious or unconscious rationale that is vile to face or to define.

The story draws inspiration from the Valley of Kashmir and its turbulent history, particularly its place within two competing and compelling nationalities. 

This is my entry for the  HarperCollins–IndiBlogger Get Published contest which is run with inputs from Yashodhara Lal and HarperCollins India.

The One Minute Manager by Ken Blanchard and Spencer Johnson. William Morrow & Co: United States, 1982, pp 112.

Managing people, either in the corporate world or elsewhere has always been an uphill task. Organizing a team of heterogeneous people with diverse temperaments and capabilities under a single roof and with a single objective or goal- that of getting the best out of them and attaining the set objective of the organization- has either created autocratic managers who set despotic rules for their employees, or managers who become too democratic to attain any objective at all. However, this would no longer be a real big problem as Ken Blanchard and Spencer Johnson’s The One Minute Manager has a ready answer to all those who want to effectively mange their employees. The book comprising only a hundred odd pages looks like one of those childhood fairy tales, that engrosses you completely in its interesting web of interrelations and consequently asks you to read till the last page. 'Dynamite comes in small packages', the authors believe. One has to read the book, The One Minute Manager to believe in this more than ever. The writers amazingly pack in three most valuable and effective lessons in management, which, they believe, will help a manager boost profits and productivity immediately through increase in employee morale and job satisfaction.

The first and foremost aspect of the infallible team management the book pleads for is setting up one-minute goals. These involve frequent and brief meetings between the manager and the employees in which immediate goals are set in mutual agreement, recorded in black and white and later assessed and reassessed to ensure that productivity is occurring. These meetings are so brief that writers call them one-minute meetings, this is not to underscore that practically these meetings may take more than some sixty seconds. What is important is that the goals are set frequently and assessed and reassessed as immediately as possible. The main purpose of one minute goal setting is to confirm that responsibilities of each worker is understood, understanding that confusion leads to inefficiency and discouragement.

The second lesson to one minute managing is one-minute praisings. Here, the writers believe the manager should be open with people about their performance. When one sees someone doing something right, praise him or her immediately. One ought to be honest enough in telling the employee involved specifically what was it that you liked and praised. At the same time, while praising, allow the employee to "feel" how good you feel regarding their importance to the organization, and finish by shaking hands- even a gentle pat on the shoulder would do. The purpose is to make the employee understand that you value his/her being part of the organization and that you really like the particular act of the employee.

Further, the manager should be strict enough to warn if a wrong is done by the employee. This is the last quality of an effective manager. The foremost aspect of this is to reprimand immediately and specifically. This is part of being honest in approach towards your team and, consequently this facilitates an understanding of responsibilities and how to complete them correctly. Once the warning is complete, one should not forget to shake hands with the employee and remind the person that he or she is vital and it was simply a specific performance that you did not like. This way, these one-minute reprimands consist of the warning and the reassurance, both being evenly important. Leaving the later part out might end up in others attributing mistakes to the same person and may also harm the employee’s self-confidence, which is not the main objective involved here.

All in all, the book is a plain read written in a deceptively simple style and language and emphasizes crucial aspects of managing throughout. The message is clear, and implementing the ideas is straightforward and laid out in the book itself. This whole hog makes it simple to utilize the knowledge and techniques that the one-minute manager style offers. These factors make The One Minute Manager an affectively valuable tool for developing true management skills. Ever since the first edition came out in 1982, the book has been acting as a practical business guide for managers who want to get the most from their employees. For any person who is currently a human resource manager striving to get the most from people, or who is planning to become one in the near future, The One Minute Manager is an indispensable success tool. A factual Bible for effective and infallible management.

The Horrors of Higher Education

With the opening-up of many new Government Degree Colleges from last few years, access to Higher education has become rather easy than it was previously. I remember, not so long ago, that we had to come down some twenty-five kilometres to join a degree college and continue our education. Not all my friends could afford the daily travelling expenses and with the result, they either discontinued their studies or enrolled through distance education. Now higher education is no longer a luxury that only few could afford. With the expansion of institutions of higher learning, both students feel “much more relaxed” as they find a college, at least an arts college, at a walking distance from their homes. However, does familiarity breed contempt? Contempt on part of both students as well as teachers. This much more relaxed feeling that I referred to above is turning into a veritable problem that may, if left unattended, eat into the very vitals of the higher education system in the Valley. This problem has many aspects attached to it ranging from indifferent administrative approaches to the negligence of student community in general. This leads us to ask ourselves, does easy access to education make it better or worse? Has our education system failed to deliver what was/is expected of it? The answer might well be in an examination of what is the present state of higher education in the Valley. More specifically, how do degree colleges function in the present times?

To begin with the beginning, we have not yet switched to the semester system in the colleges. We follow the age old, time-tested annual system of examination wherein students sit for two-and-half hours writing, rather “pouring” down mugged up knowledge onto their answer scripts. I use the word “pouring” because the question papers are set in such a way that pouring serves the student`s purpose better. Then, it takes us about three months to declare their results. This is followed by revaluation, rechecking, and errors and omissions etc. The colleges take about a month to complete the internal college admission formalities and one more month to start the regular class work- if ever the (contractual) teachers for all the subjects are available. Even this is not synchronous for all the three BG classes, and practically it takes more than six months. We are then actually left with five to six months of regular class work in the colleges! Fair or foul, we follow this pattern every year.

Next, we believe in huge class strength- more than few hundred in a section has become unavoidable. With very less number of classrooms and huge on-roll students in our colleges, what else can we offer? Gone are the days when a teacher would remember each student by his name or recognise him/her by his/her face. Each day the teacher, these days, finds fifty “new” faces in his class. These faces are new in the sense that they keep changing throughout the session as if all the students have entered into an unacknowledged agreement of not coming to the college all at once. If ever, by sheer accident or mere coincidence, they sometimes come into the classroom, we might have to call-off the class for the lack of accommodation. Add to all this, our own infallible forty-minute class duration. Spending forty minutes in the class of say one hundred students is a cakewalk even for the dullest teacher. It takes ten minutes to rule the unruly mass, fifteen minutes to call their names or roll numbers and then we start to preach. Then how much we deliver is between us and our students, no one else should bother.

We also have evolved the distinctive, yet unofficial four-days a week work-culture. Whatever the causes of this shift from the traditional setup, the irony is that even the teachers have accepted this as norm as they don’t seem to do anything about this. Come what may, the students would not turn up on Fridays and Saturdays. Especially on Fridays, student attendance is almost nil. I wonder why don’t we declare Friday as official holiday and begin work on Sundays. Some colleges, I have come to know, impose fine on their students if they do not turn up on Fridays! I am not sure whether they follow this policy for other days as well. If they do, they would surely have a huge budget on this account.

With all these, some self-imposed and some system forced predicaments, what we offer is a mere seventy teaching hours every year in each subject. This offer too is only for those students who would come regularly four days a week. However, how many actually turn up is a million dollar question that needs a scrutinised answer. The University of Kashmir`s attendance norms say that an attendance of less than 75% is unacceptable for writing the final examination. Judged by these standards, our students would never write their exams. However, the reality is that they do write, and even pass quite easily. The fact that this happens is a fair testimony that in colleges we don’t take the official rules seriously. How many teachers record the attendance of their students regularly? A friend of mine told me that teachers prefer to record attendance once a week, some even don`t do that. May be the Principals of the colleges have a better answer to these questions? How many Principals ask their teachers to submit the monthly “attendance report” and the “syllabus-covered” certificates before releasing their salaries? Don`t these highly paid officials realize that it is part of their duty? This obviously indicates that in colleges we don`t have any firm rules for either (not) taking down the attendance of the students seriously. Forget about taking stringent action against defaulting students.

All this leads us to pause a little and raise the fundamental question that pertains to the necessity and functioning of these so-called higher centres of learning. As they are working in the present times, it may not be an over simplified conclusion that even if they are all shut, they will not affect the state of higher education in the Valley. The distance education department of the university may well carry out the function they are performing. All it needs to do is to open study centres working two days a week in distant places of the valley. However, this would certainly save the financially indebted state a lot of money.

Yeut Matchar Kyah!! ( What Frenzy is this?)

In the long night when the darkness had enveloped the bloody day of June 29, I was unable to convince myself to sleep. Awfully strange thoughts visited me every second and I had bizarre fears calling on me from every corner of my being. Two sleep inducing pills had not been able to shut my consciousness away from the blood smeared and butchered faces that we had just returned to the dust.  Every part of my being was asking me why were the three innocent boys killed the way they were? In the courtyard of a residence in the deep corner of the S.K.Colony,   some one- and-a-half kilometer away from the K.P. Road, three young boys were killed, two died on the spot, and the other on the way to the hospital. I had seen their blood bathed bodies and bullet massacred faces as they were sleeping on their last bed. How could I wipe the sight from my eyes? Tears rolled down my eyes as the heat of torturing dead images simmered into my being.

            When the tears dried up, when my heart began to beat in its abnormally normal course, and when the unknown light had lit my being, then the “whatness” of all events (present and past), flashed before my eyes. It then occurred to me that whatever happened today was a real simulacrum of numberless events that had happened in the past in almost all the corners of the Kashmir. We have lost more than one lac lives to the bullets made in the name of national security. Thousands of young men who had left their homes have never returned back; were they killed or eaten up by the wild animals, we may never know.  Many families have lost all hopes of seeing their sons again; many brides were widowed before the mehandi on their hands did fade; we have given birth to many orphan babies, to unnumbered graves and to many psychiatric disorders. But, why are we treated like this? What stuff are we made of that all this inhumanity is perpetuated time and again on our shoulders? After 60 years of turmoil, the world community is still undecided about the real relevance and grievances of the people of Jammu and Kashmir. I must be excused to write world community. Why, in the first place, should the World Powers bother about Kashmiris being treated like wild animals or the way Jews were in the concentration camps of Nazis? “Such stuff happens” is a remark backed by the most Powerful Country about the recent war on Afghanistan. What should we expect about Kashmir?  Leave alone the world community, we are looked upon as second citizens in our (many would not agree to call it our) own country. In the capital city of the democratic India, to be a Kashmiri, no matter whether you are scientist, a professor or a common man, is to be an acknowledged terrorist, who is looked upon with the surveillance of a suspicious eye everywhere. When you book a hotel, or start looking for a rented residence, then the identity crises dawns upon, and one starts scratching ones skin and biting ones nails as to who actually we are? Indians? No, we are not treated like the citizens of the other Indian states. They are not killed in fake encounters; they are not killed for picking up a stone in the protest. They are not regarded as second class citizens in the big cities of the country. Who are we then, if we are not like Indians?  We are wild animals! And this is what dawned upon me that night.

            The moment this “flash of greater experience” lighted my ignorant mind; all mysteries were solved at once. I began to see a measured method in everything we have experienced so far and are experiencing in the present times. My heart felt light as if the bond connecting with the human existence had gone past all posts of relevance. I had no regrets that eleven innocent heads were butchered by the security forces since last thirty days; It doesn`t bother me that eleven parents were left without support for their old age, that their future bread earners were turned eternally silent.  Security forces are there for it. They have the mission to restore peace and order in the state where inhuman beings/ wild wild animals live. Thanks to the state administration that it has proved once again that they refuse to acknowledge that people here are Human beings. What is happening in the state from the last month, and more recently what have the people in S.K. Colony, Anantnag  witnessed goes on to prove that we are not humans and that is why we are being butchered like this, that is why our brothers and sons are being killed inside the premises of our homes, that is why our homes are stone pelted, window panes broken down by the security forces , water tanks fired upon,  and if one asks a question or raises a remark, the voice is made eternally silent. Wild animals are treated like this? Not all wild animals but those who go crazy. Even animals have the right to life, we don`t have that too. We are no longer safe in our own homes. The state administration, particularly the police, the security forces are our real guardians who we must thank for they have taken us out of the ignorant belief that the Kashmiri is the son of Adam.

            Therefore, it is not very novel and hard to understand that that we are the wild animals of a state where a teacher is sued by law if he punishes a vagrant student. But our security forces have the unbridled license to punish and kill every voice that raises against the atrocities perpetuated by the state agencies, he can do whatever he likes, he can stop any one on the road side, ask for his identity, slap anyone without reason, put anyone behind the bars with or without any reason and then set him free with the smell of some fresh notes, they can storm  houses with bullets and stones, encroach into our personal space, disgrace our sisters, and worst rape and kill them. And when this all happens, our objective electronic media remains dumb and deaf to the barking animals, and shows least concern. But, given all this, we do need such terrifying, frightening, barbaric and hostile forces because, after all even in this, our country does show a real concern to see us cultured or to be more precise tame animals so that the circus is smoothly run before the world community. However, as I came to understand all this, a question is still bothering me? Why don`t we have animal rights? At least the right to life?  What frenzy is this on part of our state or the national administration? Yeut Matchar Kyah?

Follow the links below:

Killings in SK Colony I

Killings in S.K.Colony II

Police on Rampage in Anantnag.

Police on Rampage II

Aasie tcha tchetch! ( Is it only our distress!)

I was an unwelcome entry, who would soon turn to be a questioning and thus irritating inmate for the whole time to come in a Higher Secondary that looked a prototype of our recently opened or, to be crude, upgraded secondary schools. “Unwelcome”, because my entry would mean an immediate end of duties of the Lecturer that had a waging tail attached to its title: Contractual. “It” is a crudely inappropriate pronoun for a Human being! Isn`t it? But does that really matter. That is actually how we treat them; as machines who have been sent for a fixed time to serve us and then finally to be thrown out. And we do the duty in a pretty honest manner, we make them work as much as we can, we don`t recognize their work even if that is better than most of the permanent staff, we don’t allow them any respite because we overburden them with not only work but remarkable disrespect and discomfort. But, what can we do? We can’t do anything. To be a permanent employ in any Govt office is to be an unfettered king who not only enjoy respect and money, but also an unacknowledged right to exploit and show disregard for all others who have the Unfortunate tail. This venomous attitude has passed on to the young students also. They too think that the only teachers “worthy” of their respect and attention are the permanent ones, and they look upon the contractuals with eyes full of honest disregard.

So, out one goes as I entered! Soon, I started my work. I was thrown into the mouth of an overfed room with some eighty unruly students. I wish I could have the magical wand so that I could have stretched the dimensions of the room to make it a bit comfortable for them. The jute mats that received their shining black and white uniforms were well designed with dust, mud and all kinds of dirt. This was in close proximity with the designs on the once upon white washed walls. I saw handmade charcoal paintings that resembled the contempory postmodern art; designs ranging from names of students (ancient and modern) to the some weird (in)human figures staring at me from all sides, in-between were the  sparkling phrases like  Zakhmi Aabid, Tanha Sameer, Bewafa Basheer .I took out the attendance register and started shouting their names. It was then that I learned that my class has more than one hundred and eighty students. I was puzzled and agitated that had all of them come, where would have we stuffed them. May be our head of the institute knows? But later when I asked him, he nodded his head in an unpredictable and uninterpretable manner that, I think, meant we could or we could not, or both. Perhaps it was sign of helplessness on his part as well. I wondered how an institution can admit students without having even basic infrastructure. Inspired by the archetypal image of Abrahim Linchon who studied under the street lamp posts, used borrowed books and became the pride of American history, our politicians perhaps had this proud example in mind while upgrading these schools without providing them the basic facilities. But how many of these proud men have our history produced! Perhaps we should ask a state historian to cite few proud names.

To return to the class room, I looked for the unborn duster and finally used a handkerchief to restore the black dignity of the raged and aged black/grey board. As I started a formal introduction, the cows that were tied outside my class room (on the side that is a private property) coupled and started mooing, perhaps she was more eager to introduce herself, this made the whole class room uncomfortable till one energetic student got out of the window and somehow put an end to the music, and the school bell joined to end my hour.  Before I left the class room, one of the eager students got up and asked, “Sir, tsche kyahaw choe naau”? I was not wonderstruck at the informality of language for I had already witnessed my colleagues calling students in much derogatory and ethically offensive language. If we can’t respect our students, how can we expect them to respect us!  

For the next hour I engrossed myself into a book in the lonely corner of the school laboratory. Should I call it a laboratory? Perhaps I should because it had some age old science equipments decorated in mess. Does it matter that it changes roles every hour? I was excited to know that it is used as staff resting room during vacant hours, dining hall during the break time, cooking place, and sometimes as class room when the number of students is low, particularly for the specially privileged science students who don’t really care about the attendance, and take admission just to make sure that they can appear in the final examination as regular students. They are regular at other places: the coaching centres ironically run by the same teachers who teach in the school. How do we justify that, I wonder! Perhaps these privileged students might be getting better laboratory facilities to carry out their experiments there, or do they get good marks in the term tests , or threats of being failed or being fined if they don`t join the academic prostitution centres run my our academic guardian in the name of coaching centres. Or maybe these teachers are divinely inspired in knowledge of their expertise and experience these divine fits during private hours only that makes them able to deliver gold in the private centres and brass in the school. Oh God, why don’t you inspire them while they are on duty?

Afterwards, I talked to my colleagues, and asked them all sorts of unsettling question on issues ranging from lack of basic infrastructure in the school to the lack of student attendance in the classes. I was startled at the swift answer, “you have come from the IIT Karagpur, and it will take you awhile to settle here and be absorbed into this system and this work culture, let’s not waste time, and quickly decide on what special dishes we are going to have for the tomorrow`s lunch here; one of the class IV employs cooks really good, why should we bother about all this? Aase tcha tchech!”  I was bewildered by the strange attitude of my new found colleagues to the horrible problems confronting our school.  I thought I would request the Education Director to relocate me to a new place, but did against it when three of my friends called in the evening, I learned that it is the same all over. May be soon I will learn the tricks of the trade. Aasei tcha tchech!

Urgent Notice.

Dear Student

The following students of Section 12, Group B are requested to call or meet me in person in my office latest by April 10, 2010, 17:OO Hours.

09MA2001
09MI2030

In case they are not part of this group or don`t visit the blog page. I would request their friends/students who know them to inform them.

Best

Friday Class

Dear Students ( All Section 11)

The class timings on Friday, 02 April 2010, are different than the usual ones because it is a holiday, and I suppose you are all relatively free on this date.

The Time and Venue for this class is 10:30 am, Friday 2 April 2010 at (V3 Vikramshila).

All the Best

Friday Class.

Dear Section 11 Students ( Both Groups)

We will have a class on Friday as posted yesterday, and MAY decide a new test date in the class as some students have certain issues with the date.

No individual queries in this regard shall be replied.

Thank You

VERY VERY URGENT.

Dear Section 11 Students ( Both Groups)

There WILL BE  A COMMON TUTORIAL for BOTH THE SECTIONS on Friday, 2 April 2010. You are requested to be in the class (V3 Vikramshila) at 10:30 am. On Saturday, 3 April 2010 you will have your last tutorial of the Semester...So a brief assessment test will be taken on the final day. I hope you will
prepare well. The assessment test is intended to test your knowledge of Grammar, and reading comprehension.

Please read the material under following links for your tutorial exams:

Verbs         Prepositions             Conjunctions                      Articles

Clauses           Technical Report writing        Homonym   Basic Essay      

 

Essential Word List
                            

All the Very Best.

FOR MONDAY 22 MARCH,2010.

THE FOLLOWING STORY WILL BE DISCUSSED IN THE NEXT CLASS ON MONDAY 22 March,2010

You can download the story in a printable document form at:

http://www.scribd.com/full/28299949?access_key=key-hcx43yya22fua577zt3

The discussion shall focus on: Content, language use, style, vocabulary and shall be followed by students response( in writing) to the story.

So READ WELL.

ONE fine morning the collegiate assessor, Kirill Ivanovitch Babilonov, who had died of the two afflictions so widely spread in our country, a bad wife and alcoholism, was being buried. As the funeral procession set off from the church to the cemetery, one of the deceased's colleagues, called Poplavsky, got into a cab and galloped off to find a friend, one Grigory Petrovitch Zapoikin, a man who though still young had acquired considerable popularity. Zapoikin, as many of my readers are aware, possesses a rare talent for impromptu speechifying at weddings, jubilees, and funerals. He can speak whenever he likes: in his sleep, on an empty stomach, dead drunk or in a high fever. His words flow smoothly and evenly, like water out of a pipe, and in abundance; there are far more moving words in his oratorical dictionary than there are beetles in any restaurant. He always speaks eloquently and at great length, so much so that on some occasions, particularly at merchants' weddings, they have to resort to assistance from the police to stop him.

"I have come for you, old man!" began Poplavsky, finding him at home. "Put on your hat and coat this minute and come along. One of our fellows is dead, we are just sending him off to the other world, so you must do a bit of palavering by way of farewell to him. . . . You are our only hope. If it had been one of the smaller fry it would not have been worth troubling you, but you see it's the secretary . . . a pillar of the office, in a sense. It's awkward for such a whopper to be buried without a speech."

"Oh, the secretary!" yawned Zapoikin. "You mean the drunken one?"

"Yes. There will be pancakes, a lunch . . . you'll get your cab-fare. Come along, dear chap. You spout out some rigmarole like a regular Cicero at the grave and what gratitude you will earn!"

Zapoikin readily agreed. He ruffled up his hair, cast a shade of melancholy over his face, and went out into the street with Poplavsky.

"I know your secretary," he said, as he got into the cab. "A cunning rogue and a beast -- the kingdom of heaven be his -- such as you don't often come across."

"Come, Grisha, it is not the thing to abuse the dead."

"Of course not, aut mortuis nihil bene, but still he was a rascal."

The friends overtook the funeral procession and joined it. The coffin was borne along slowly so that before they reached the cemetery they were able three times to drop into a tavern and imbibe a little to the health of the departed.

In the cemetery came the service by the graveside. The mother-in-law, the wife, and the sister-in-law in obedience to custom shed many tears. When the coffin was being lowered into the grave the wife even shrieked "Let me go with him!" but did not follow her husband into the grave probably recollecting her pension. Waiting till everything was quiet again Zapoikin stepped forward, turned his eyes on all present, and began:

"Can I believe my eyes and ears? Is it not a terrible dream this grave, these tear-stained faces, these moans and lamentations? Alas, it is not a dream and our eyes do not deceive us! He whom we have only so lately seen, so full of courage, so youthfully fresh and pure, who so lately before our eyes like an unwearying bee bore his honey to the common hive of the welfare of the state, he who . . . he is turned now to dust, to inanimate mirage. Inexorable death has laid his bony hand upon him at the time when, in spite of his bowed age, he was still full of the bloom of strength and radiant hopes. An irremediable loss! Who will fill his place for us? Good government servants we have many, but Prokofy Osipitch was unique. To the depths of his soul he was devoted to his honest duty; he did not spare his strength but worked late at night, and was disinterested, impervious to bribes. . . . How he despised those who to the detriment of the public interest sought to corrupt him, who by the seductive goods of this life strove to draw him to betray his duty! Yes, before our eyes Prokofy Osipitch would divide his small salary between his poorer colleagues, and you have just heard yourselves the lamentations of the widows and orphans who lived upon his alms. Devoted to good works and his official duty, he gave up the joys of this life and even renounced the happiness of domestic existence; as you are aware, to the end of his days he was a bachelor. And who will replace him as a comrade? I can see now the kindly, shaven face turned to us with a gentle smile, I can hear now his soft friendly voice. Peace to thine ashes, Prokofy Osipitch! Rest, honest, noble toiler!"

Zapoikin continued while his listeners began whispering together. His speech pleased everyone and drew some tears, but a good many things in it seemed strange. In the first place they could not make out why the orator called the deceased Prokofy Osipitch when his name was Kirill Ivanovitch. In the second, everyone knew that the deceased had spent his whole life quarelling with his lawful wife, and so consequently could not be called a bachelor; in the third, he had a thick red beard and had never been known to shave, and so no one could understand why the orator spoke of his shaven face. The listeners were perplexed; they glanced at each other and shrugged their shoulders.

"Prokofy Osipitch," continued the orator, looking with an air of inspiration into the grave, "your face was plain, even hideous, you were morose and austere, but we all know that under that outer husk there beat an honest, friendly heart!"

Soon the listeners began to observe something strange in the orator himself. He gazed at one point, shifted about uneasily and began to shrug his shoulders too. All at once he ceased speaking, and gaping with astonishment, turned to Poplavsky.

"I say! he's alive," he said, staring with horror.

"Who's alive?"

"Why, Prokofy Osipitch, there he stands, by that tombstone!"

"He never died! It's Kirill Ivanovitch who's dead."

"But you told me yourself your secretary was dead."

"Kirill Ivanovitch was our secretary. You've muddled it, you queer fish. Prokofy Osipitch was our secretary before, that's true, but two years ago he was transferred to the second division as head clerk."

"How the devil is one to tell?"

"Why are you stopping? Go on, it's awkward."

Zapoikin turned to the grave, and with the same eloquence continued his interrupted speech. Prokofy Osipitch, an old clerk with a clean-shaven face, was in fact standing by a tombstone. He looked at the orator and frowned angrily.

"Well, you have put your foot into it, haven't you!" laughed his fellow-clerks as they returned from the funeral with Zapoikin. "Burying a man alive!"

"It's unpleasant, young man," grumbled Prokofy Osipitch. "Your speech may be all right for a dead man, but in reference to a living one it is nothing but sarcasm! Upon my soul what have you been saying? Disinterested, incorruptible, won't take bribes! Such things can only be said of the living in sarcasm. And no one asked you, sir, to expatiate on my face. Plain, hideous, so be it, but why exhibit my countenance in that public way! It's insulting."

IN ADDITION, FOLLOW THE FOLLOWING LINKS AND DO THE READINGS ON ADJECTIVES, ADVERBS AND CONJUNCTIONS:

                                         http://grammar.ccc.commnet.edu/grammar/adjectives.htm

                                         http://grammar.ccc.commnet.edu/grammar/adverbs.htm 

                                         http://grammar.ccc.commnet.edu/grammar/conjunctions.htm