The Brook | Poem 5 |English 8th | Tulip Series | (Alfred Tennyson)

 

The Brook | Poem 5 |English 8th | Tulip Series |

(Alfred Tennyson)                                                          

 

INTRODUCTION

“The Brook” is a poem written by Alfred Lord Tennyson, a famous British poet, in 1830. It is a nature poem that describes a brook as it flows through different landscapes and faces various obstacles.

 

SUMMARY OF THE POEM “BROOK”

The brook starts its journey as a small stream and gradually grows in size as it moves through fields, valleys, and hills. The brook is described as a constant, flowing force that never stops; even when it faces difficulties such as rocks, trees, and obstacles in its path.The poem is written in a conversational tone, as if the speaker is talking to the brook, asking it about its journey and experiences. The brook is personified and given human-like qualities, making it an interesting and relatable subject for the reader. The poem highlights the idea that nature is a continuous and ever-flowing force that can never be stopped, no matter what obstacles it faces. The brook represents the cycle of life, with its constant movement and changes, and the idea that change is a natural part of life.

In short, “The Brook” is a beautiful and meaningful poem that provides an insight into the power of nature and the idea that change is a constant force in life. It is a great example of how poetry can be used to explore and appreciate the beauty of nature and its role in our lives.

 

GLOSSARY

• Haunts of coot and hern - homes of water birds • Sudden sally - sudden burst of activity • Bicker down a valley - fast, splashing descent • Thorps - small villages • Philip’s farm - a specific farm owned by Philip • Brimming river - a full, overflowing river • Stony ways - rocky paths • Eddying bays - swirling areas of water • Fairy foreland - shaped like a fairy’s head • Willow-weed and mallow - plants found near water • Grayling - a type of fish • Foamy flake - piece of foam • Silver water-break - line of silver in breaking water • Hazel covers - hazel trees along the banks • Sweet forget-me-nots - wildflowers associated with love • Netted sunbeam - a beam of light caught and spread like a net • Brambly wildernesses - overgrown with thorny shrubs • Shingly bars - areas covered in small stones • Cresses - water plants.

 

THINKING ABOUT THE POEM

 

Q1. Who is “I” referred to as in the poem?

Ans.  In the poem, “I” refers to a brook or stream. The brook is personified as it describes its journey from its source to its destination, flowing forever and describing its journey along the way.

 

Q2. Trace the journey of the brook.

Ans. The brook starts from the habitat of coot and heron. Itswiftly flows through valleys, past thirty hills, twenty towns, and half a hundred bridges. It finally joins a brimming river.🏔️🏞️

Q3. Explain the following lines:

“For men may come and men may go

But I go on forever.”

What purpose do these lines serve?

Ans. These lines from the poem "The Brook" by Alfred Tennyson talk about two important things:

1. Life is Short: The poem compares human life to a flowing brook. The line "For men may come and men may go" tells us that people's lives are temporary, like how they come and go.

2. The Brook Keeps Going: On the other hand, the line "But I go on forever" means that the brook keeps flowing continuously.

 

Q4. Alliteration is the repetition of the initial consonant sounds in verse such as “I slip, I slide, I gloom, I glance”. Pick out more examples of alliteration from the poem.

 

Ans. Some examples of alliteration used in the poem are:

• "I come from haunts of coot and hern"
• "I bicker down a valley"
• "Till last by Philip's farm I flow"
• "I chatter over stony ways"
• "In little sharps and trebles"
• "With many a curve my banks I fret"
• "And many a fairy foreland set"
• "I chatter, chatter, as I flow"
• "I wind about, and in and out"
• "I slip, I slide, I gloom, I glance"

 

Q5. Can the journey of the brook, be compared to human life? How?

 

Ans. Journey of the Brook and Human Life: Yes, the journey of the brook in the poem can be compared to human life in many ways. The brook travels through various landscapes, encountering obstacles and obstacles, yet always continuing on its path. This journey symbolizes the journey of life, in which people encounter ups and downs, but continue on despite the challenges they face. The idea that the brook goes on forever also symbolizes the idea that life continues even after death.

LANGUAGE WORK

 Sound Images:

• "I bicker down a valley" (the sound of the brook running down the valley)
• "I chatter over stony ways" (the sound of the brook running over stones)
• "I babble on the pebbles" (the sound of the brook babbling over pebbles)
• "I bubble into eddying bays" (the sound of the brook bubbling into swirling pools of water)
•  "I chatter, chatter, as I flow" (the sound of the brook making a continuous, chattering sound)
• "With many a silver water-break" (the sound of the brook breaking into silver ripples as it flows)
• "I murmur under moon and stars" (the soft sound of the brook as it flows under the moon and stars)
•  "I linger by my shingly bars" (the sound of the brook lingering slowly near the shingly bars on its banks).

Visual Images:

• "By thirty hills" (image of the brook flowing down hills)
                       
• "And many a fairy foreland set" (image of the brook flowing through a magical landscape)

                            

• "With here a blossom sailing" (image of the brook carrying flowers along its journey)

           

• "I make the netted sunbeam dance" (image of the brook reflecting light)

• "I linger by my shingly bars" (image of the brook lingering by the shore)
  

  
  
  
  
• "I move the sweet forget-me-nots" (image of the brook moving past forget-me-nots)
  

  
  
  
  
• "I slip by lawns and grassy plots" (image of the brook slipping through grassy areas)
  
  
  
• "I loiter round my cresses" (image of the brook lingering near the plants)
  

  
  
  
  

Kindly watch the video here: https://youtu.be/GvVbD1mIuuM

Class 8th - English : Poem 1 - A Nation’s Strength (R. W. Emerson)

A Nation's Strength

William Ralph Emerson

What makes a nation's pillars high

And its foundations strong?

What makes it mighty to defy

The foes that round it throng?

It is not gold. Its kingdoms grand

Go down in battle shock;

Its shafts are laid on sinking sand,

Not on abiding rock.

Is it the sword? Ask the red dust

Of empires passed away;

The blood has turned their stones to rust,

Their glory to decay.

And is it pride? Ah, that bright crown

Has seemed to nations sweet;

But God has struck its luster down

In ashes at his feet.

Not gold but only men can make

A people great and strong;

Men who for truth and honor's sake

Stand fast and suffer long.

Brave men who work while others sleep,

Who dare while others fly...

They build a nation's pillars deep

And lift them to the sky.

"A Nation's Strength" is a poem by Ralph Waldo Emerson that reflects on the power of a nation being derived from the character and spirit of its people.

SUMMARY

This poem reflects on what makes a nation strong and successful. The poet suggests that wealth and military power are not the defining factors, as gold and empires fade away. Instead, the poem argues that a nation's true strength lies in the character of its people. It suggests that the real foundation of a nation is built by people who are brave, work hard, and are willing to stand up for truth and honor, even when others do not. The poem argues that these qualities of character are what lift a nation to greatness. In conclusion, the poem suggests that the strength of a nation is dependent on the inner qualities of its people, such as their character, virtue, education, and wisdom. The poem encourages individuals to strive for personal growth and development in order to contribute to the strength and success of the nation as a whole.

GLOSSARY

1. Pillars: a large, vertical structure that supports something, often used to symbolize strength or support.

2.      Foundations: the basis or underlying structure of something.

3.      Defy: resist or challenge something.

4.      Throng: a large crowd of people.

5.      Kingdoms: a sovereign state or territory ruled by a monarch.

6.      Battle shock: the impact or effect of a battle.

7.      Shafts: a vertical support or structure.

8.  Sinking sand: loose sand that gives way when weight is placed on it, symbolizing instability.

9.      Red dust: the aftermath of a battle or war, symbolizing death and destruction.

10. Empires: a large, powerful political system.

11. Crown: a symbol of royalty or high status.

12. Luster: brightness or shine.

13. Ashes: the remains of something that has been burned or destroyed.

14. Suffer long: endure a long period of difficulty or hardship.

15. Brave: having or showing courage.

16. Work: engage in an activity in order to achieve a goal.

17. Dare: to be willing to take a risk or do something difficult.

18. Fly: run away from a difficult or dangerous situation.

19. Lift: raise or elevate something.

PHONETIC TRANSCRIPTIONS OF WORDS

Pillars: /ˈpɪlərz/ Foundations: /faʊnˈdeɪʃənz/ Defy: /dɪˈfaɪ/ Throng: /θrɔːŋ/ Kingdoms: /ˈkɪŋdəmz/ Battle shock: /ˈbætl ʃɑːk/ Shafts: /ʃæfts/ Sinking sand: /ˈsɪŋkɪŋ sænd/ Red dust: /red dʌst/ Empires: /ˈɛmpaɪərz/ Crown: /kraʊn/ Luster: /ˈlʌstər/ Ashes: /ˈæʃɪz/ Suffer long: /ˈsʌfər lɒŋ/ Brave: /breɪv/ Work: /wɜːrk/ Dare: /dɛər/ Fly: /flaɪ/ Lift: /lɪft/

STRUCTURAL ANALYSIS OF THE POEM

The poem "What makes a nation's pillars high" is a reflection on the factors that contribute to the strength and stability of a nation. The speaker poses several questions about what gives a nation its strength, and dismisses several potential answers: not gold, not the sword, and not pride. The speaker then concludes that the true foundation of a nation's strength lies in the character of its people. Brave, hardworking men who stand for truth and honor are the ones who truly make a nation great and strong.

The structure of the poem is made up of five quatrains, with each quatrain exploring a different potential answer to the question of what makes a nation strong. The final quatrain serves as the conclusion, presenting the author's belief that the people are the true foundation of a nation's strength. The rhyme scheme is AABB, with the second and fourth lines of each quatrain rhyming. This creates a sense of unity and coherence throughout the poem, reinforcing the central idea of the importance of the people in making a nation great.

POETIC DEVICES USED IN THE POEM

1. Alliteration - The repetition of the sound "m" in "makes a nation's pillars high" and "Its              foundations strong."

2.  Rhyme - The poem follows a rhyming pattern of AABB.

3. Metaphor - The comparison of a nation's strength to its pillars being high and its                              foundations being strong.

4.   Hyperbole - The statement "Its shafts are laid on sinking sand" is an exaggeration to                          emphasize the fragility of kingdoms built on wealth and power.

5. Personification - The use of the word "rust" to describe the death of empires, giving the inanimate object of stones human-like qualities.

6. Antithesis - The contrast between gold and men, with gold being seen as inferior to the power of men.

7.   Repetition - The phrase "Ask the red dust" is repeated in line 9, emphasizing the                                inevitability of the death of empires built on violence.

8.   Symbolism - The use of the crown to represent pride and the ashes at God's feet to                              symbolize the destruction of pride.

9.   Imagery - The use of the words "red dust," "rust," and "ashes" creates a visual image of                      decay and destruction.

WORKING WITH THE TEXT:

Q1. In the first stanza, the poet wonders about certain things. What are they?

Ans. In the first stanza, the poet wonders about the strength of a nation and what makes it great.

Q2. What are the foundations of a strong kingdom built on?

Ans. The foundations of a strong kingdom are built on truth, justice, and right, and strong faith in God.

 Q3. What happens to a nation which depends on an army to keep it strong?

Ans. A nation which depends on an army to keep it strong is not truly strong and will eventually fall.

Q4. When a nation becomes proud, what does God do?

Ans. When a nation becomes proud, God brings it low.

Q5. Do you think that wealth can make a nation great and strong?

Ans. No, wealth cannot make a nation great and strong. A nation must have moral and spiritual strength in order to be truly great.

Q6. What can the brave do?

Ans. The brave can help to build a nation's pillars, strengthen it, and preserve its freedoms.

Q7. Explain the following lines:

They build a nation's pillars deep

 And lift them to the sky.

Ans. The lines refer to the act of building a nation's foundations to be strong and solid, so that it can be lifted up to reach great heights and achieve greatness.

MULTIPLE CHOICE QUESTIONS (MCQS) [ Try Yourself  ]

1. What is the main idea of the poem?

a. Money and gold make a nation strong

b. Swords and pride make a nation great

c. Men and bravery make a nation strong

d. Empires and their red dust are proof of greatness

2. What does the author say about gold in the poem?

a. It makes a nation strong

b. It makes a nation's kingdoms grand

c. It does not make a nation strong

d. It builds a nation's pillars deep

 

3. What is the author's opinion on the sword?

a. It makes a nation great

b. It has turned to rust and decay

c. It makes a nation's foundations strong

d. It builds a nation's pillars high

 

4. How does the author view pride in the poem?

a. It is sweet for nations but God has struck it down

b. It is not important for a nation's greatness

c. It makes a nation mighty to defy its foes

d. It builds a nation's pillars to the sky

5. What is the author's conclusion about the building blocks of a strong nation?

a. Only gold can make a people great and strong

b. Only pride can make a people great and strong

c. Only men who work and dare can make a people great and strong

d. Only empires and their red dust can make a people great and strong.

LANGUAGE WORK

1. In this poem certain consonantal sounds dominate, e.g., m, n, f. s. r. d. p, h, b, g, l.                              

    List the words beginning with these consonants.

Ans.

The following words begin with the consonants mentioned:

m: makes, moral

n: nation's

f: faith

s: strong, solid, standing

r: right

d: deep

p: pillars, pride

h: high, hands

b: build, brave

l: lift

Q. Determine a theme of the poem A Nation's Strength; summarize the poem 

The theme of "A Nation's Strength" is the idea that a nation's true strength lies in its people and their character, rather than its military or economic power.

Ans: The poem describes how a nation's physical wealth and military power are not enough to make it truly strong. Instead, a nation's real strength lies in the character of its people, such as their courage, justice, wisdom, and love for their country. The poem concludes that this kind of strength is what gives a nation the ability to endure and overcome adversity.

Class 8th - English : Prose - Lesson 6 - Julius Caesar (Tales from Shakespeare by Charles & Mary Lamb)

 

SUMMARY

Julius Caesar was a famous soldier and leader in ancient Rome, known for his conquests and admired by his people as a national hero. However, a group of senators led by Brutus, who was a close friend of Caesar, became concerned about his growing power and ambition. They feared that it would harm Rome and decided that the only way to prevent this was to kill Caesar. Cassius, who was Brutus's brother-in-law, began to poison Brutus's mind against Caesar, convincing him that Caesar's ambition needed to be curbed. On the day of Caesar's planned speech at the Capitol, Brutus and the other conspirators met secretly in the middle of the night to discuss their plans. They decided that Caesar should be killed, but that Mark Antony should be spared. The next day, Caesar's wife, Calpurnia, had a dream that warned of danger and begged him not to go to the Capitol. But Decius, a member of the conspirators, convinced Caesar to ignore his wife's fears and go to the Capitol. When Caesar arrived, the conspirators surrounded him and one by one, they stabbed him. As Caesar lay dying, he saw that even his closest friend Brutus had betrayed him, and he cried out in despair, "You too, Brutus? Then fall, Caesar!". The killing of Caesar was a shock to the Roman people, who had loved and admired him, and led to a year-long war between Caesar's supporters and the conspirators, ultimately resulting in the deaths of the conspirators.

Working with the Text
Why did a certain party of Romans wish to kill Julius Caesar?
Ans: A certain party of Romans wished to kill Julius Caesar because they saw him as a dictator who was increasing his power and ambition, which they feared would lead to the end of the Republic and the rise of an authoritarian ruler.
Why did Calpurnia beg Caesar not to go to the Capitol?
Ans: Calpurnia begged Caesar not to go to the Capitol because she had a dream that he would be killed there. She pleaded with him to stay home, but Caesar did not listen.
What two reasons did Anthony give to show that Caesar was not ambitious?
Ans: The two reasons that Anthony gave to show that Caesar was not ambitious were: a) Caesar was always kind and generous to the poor, feeling great love and pity for them. b) Anthony had offered the kingly crown to Caesar three times which he had refused.
Why did Brutus decide to march from Sardis to Philippi?
Ans: Brutus decided to march from Sardis to Philippi in an attempt to defeat Octavius and Mark Anthony. However, this decision turned out to be a mistake as Octavius and Mark Anthony had the upper hand with their strong defensive position and well-rested army.
Why has Brutus been called ‘the noblest Roman of them all’?
Ans: Brutus planned to overthrow Caesar for the benefit of the people. He had no personal motives, only concern for the good of Rome. This is why he is known as the "noblest Roman" of them all.
 
Language Work
Read the following sentence:
Meals will be served outside on the terrace, weather permitting. But we cannot say: ‘meals will be served outside on the terrace, weather allowing because permitting collocates with weather and allowing does not.
Collocation: Collocation is the combination of words that frequently appear together in a language. It refers to the natural way certain words are often used together. Here are  examples of collocation:
Strong coffee - a particularly potent cup of coffee.
Break the news - informing someone of something important.
Make a difference - the impact or change that something has.
Take a break - pausing or stopping something.
Catch a cold - becoming ill with a cold.
Close a deal - finalizing a business transaction.
Have a good time - enjoying oneself.
Put up with - tolerating something.
Get away - leaving or escaping from a place or situation.
Make a mistake - committing an error. Rain or shine - Regardless of the weather conditions, something will happen or continue as planned.
Kick off - To start or begin something, often used in reference to a sports game or event.
Take a seat - To sit down and take a place to sit.
Give up - To stop trying or give up on something.
Make up - To reconcile or to create something.
Show off - To display or demonstrate something in a boastful or arrogant way.
Cut out - To remove something or exclude it.
Think over - To consider something carefully before making a decision.
Get on - To board a vehicle or to have a good relationship with someone.
Come by - To visit or drop in.
Put on - To wear or add something.
Go off - To stop functioning or explode.
Break down - To malfunction or to become emotionally upset.
Take in - To absorb or understand something.
Keep up - To maintain a pace or to continue something.
Turn up - To increase the volume or arrive somewhere.
Set up - To prepare or establish something.
Come up - To happen or occur.
Fill in - To complete or provide information.
Put out - To extinguish or to stop something from happening.
Make out - To kiss or to understand something with difficulty.
Carry on - To continue or persist.
Put through - To connect or to process something.
Take off - To depart or remove something.
Hold on - To wait or to grip something tightly.
Cut off - To disconnect or to sever something.
Pick up - To lift or to gain momentum.
Put away - To store or to put something in its proper place.
Make an effort - To try hard or exert oneself.
Have a chat - To have a conversation.
Put on a show - To perform or to display something in an entertaining way.
Catch a glimpse - To see something quickly or briefly.
Close a window - To shut or cover a window.
Make a wish - To express a desire or hope for something.
Take a walk - To go for a leisurely stroll.
Get a haircut - To have one's hair cut.
Make a promise - To commit to doing something.
Take a nap - To sleep for a short period of time.
Put on a brave face - To act bravely or to hide one's true feelings.
Catch a train - To board a train.
Close a book - To finish reading or to shut a book.
Have a blast - To have a great time.
Put up a tent - To set up a tent.
Get a job - To obtain employment.
Make a sandwich - To prepare a sandwich.
Take a shower - To wash oneself with water.
Put on a concert - To perform music for an audience.

Example: work - a career Example: wide - open Example: well - aware Example: great - success Example: vitally - important Example: business - deal Example: public - opinion Example: environment - sustainability Example: personal - development Example: financial - stability Example: professional - career Example: political - agenda Example: social - change Example: moral - responsibility

1.Now match the words on the left with the words on right to form common collocations. 
1. work                               a. success
2. wide                               b. ethic 
3. well                                 c. aware
4. great                              d. important
5. vitally                              e. open
        
Ans.  1 – b; 2 – e; 3 – c; 4 – a; 5 – d.  
 
Grammar Work
State which of the following sentences are compound and which are complex. Then divide each sentence into its respective clauses: 
 
Ans.
1. God made the country and manmade the town. (compound)
   God made the country
   Man made the town
2. He tried hard but he did not succeed. (compound)
    He tried hard
    he did not succeed
3. I’m the child of the ocean and this is my lot. (compound)
    I’m the child of the ocean
    this is my lot
4. He tames animals because he is fond of them (complex)
    He tames animals
    because he is fond of them
5. Though I had not seen Nora since she was a small baby, we were soon friends.       (complex)
   Though I had not seen Nora since she was a small baby
   we were soon friends
6. About half of the humanity relies on the freshwater that accumulates in mountainous       regions like the Himalayas. (complex)
About half of the humanity relies on the freshwater
that accumulates in mountainous regions like the Himalayas
7.These things are beyond all understanding and I do fear them. (compound)
  These things are beyond all understanding
  I do fear them
8. When the sun shines immediately after rainfall, it looks very pleasant. (complex)
   When the sun shines immediately after rainfall
   it looks very pleasant
9. Unless Rustum is killed, our armies can never hope to see victory. (complex)
   Unless Rustum is killed
   our armies can never hope to see victory
10. He was so poor that he and his wife had to remain hungry for days together. (complex)
     He was so poor
     that he and his wife had to remain hungry for days together
        
Now, complete the following by supplying a suitable clause:
1. God made the country and ________
2. ________ but he did not succeed.
3.  I’m the child of the ocean ________
4. ________ because he is fond of them.
5. Though I had not seen Nora since she was a small baby ________ 
6. About half of the humanity relies on the freshwater ________
7.  These things are beyond all understanding and I do fear them. 
8.  ________, it looks very pleasant. 
9.  Unless Rustum is killed, ________
10. He was so poor ________