Tuesday 10 April 2018

Our Education System: Fact or Figure


It is common to every nook and corner across the country that the race of obtaining higher marks is on prime focus. Parents often stress their wards to score higher and higher in the assessments. Emphatically, for them, figures on the progress report is a palpable outcome of the teaching-learning process. Now, it is time to go beyond toiling figures on the progress report, think the fact, and think about your wards. To measure the progress of a child is only the marks; this is the only parameters to sum up the all-round development of a child. Someone has told that if they will study for the marks, very soon, we would have the crowd of unemployed people. Haven’t they heard that scoring a considerable mark just a matter of technique? Haven’t they heard that somebody passed the exam only in few days of study? Yes, from many, we have come across in our surroundings. It is the demand of the time to change the parameters, beyond the parameters of paper and pencil.

Just coming to the point that we are living in a dynamic society, naturally, in each face of the society people try to accommodate in that. Therefore, we need to accommodate the new parameters of testing the outcome of the children. We should give more emphasis on hands-on activities, dealing with real-life problems and facing the hardship of life. Education should not be a limited play of paper and pencil. The prevalent education system should turn more strictly to practical based learning than theorising the old drawn laws. It should have ample space or flexibility for the coming generations. It should be well prepared so that they could find it more wholesome. The same education system and same prescribed textbook, somehow, cannot be applicable on different terrain of the Earth. The prescribed syllabi must be dealt with the local surroundings and draw the innovative ways to deal with real-life problems what they prone to face.


Of course, as matter of fact, our education system is working since last few years in the field that has resulted in the existed curriculum. However, on the ground reality, it is not visible in the mindset of the students. Still, they are dragging the half-heartedly what we say hands-on or real-life based teaching-learning process. The result is before us – stress full life, educated unemployment and sometimes leading to worst act!


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When, in disgrace with fortune and men’s eyes (Sonnet 29)



Sonnet no. 29 is one of the 154 sonnets composed by William Shakespeare. This sonnet sequence falls into two divisions, the first part is contained from sonnet no.1 to 126, dedicated to the Fair Youth. The other division which comprises from sonnet no. 127-154, dedicated to Dark Lady. Usually, there is no any certain title given to the sonnets, the first line of the sonnets is assumed as the title of the sonnets. As far Shakespearean sonnet concern, its style and structure are not taken from anywhere rather it was Shakespeare’s own innovation. He initiated the tradition of writing a sonnet that was consisted of three quatrains and concluded by a couplet. The rhyming pattern is abab cdcd efef gg.
Sonnet 29 is also composed in typical Shakespearean sonnet form, 14 line of iambic pentameter ending in a rhymed couplet. In this sonnet, the speaker regrets his status as an outcast from the society. He weeps over his fate that has been cursed. He is expressing his agony that he has been deprived of the grace and fortune due to lack of qualities and feature that his friend has. He is less confident regarding his personalities; he believes more on his friend than on himself. He feels happy to have all the qualities that his friend possesses. He wishes to be like his friend, thus he feels one of the richest fellows on the earth.


In the third quatrain, he forgets himself and takes a deep sink in thoughts of his friend. He tries to mingle two bodies into one being. Here we have a portrayal of the self-denied state of the speaker. He is most contented and in a blissful state. he is so overwhelmed in the thoughts of his friend that he thinks himself as a lark at break of day ( Like to the lark at break of day arising/ From sullen earth, sings hymns at heaven’s gate). In the end, he thanks his friend for the sweet love that has brought wealth to him and became a king. 


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If thy soul check thee that I come so near ( sonnet136)

General Introduction

Sonnet no 136 falls in the second category that is dedicated to Dark Lady. As far the metrical structure and the stanza concerns resemble previous sonnets. The recurrent style and structure of Shakespearean sonnet have three quatrains, followed by a final rhyming couplet. It imitates typical rhyming pattern abab cdcd efef gg, and is composed in iambic pentameter. The current sonnet continues the earlier sonnet no 135, generally, critics label these sonnets as the “Will” sonnets. In these sonnets speaker (author) depreciate himself and appreciate the counterpart. The label “Will” has been contemplated in three distinct ways. The first one refers to William Shakespeare as the speaker of the poem; the second one points out to the literal meaning of “Will”. The last one carries the sense of sexual- appeal, which was common in those days.

 Analysis

In the first quatrain, the poet is addressing to the Dark Lady and arguing her to read her own soul. The poet is referring Dark Lady’s soul as blind soul arguing that if her soul prevents her to think as he is near to her. More emphatically, the poet is assuring her that (I was thy “Will”) he is her “Will”. Further, he says that her soul knows full well, has admitted, even-though your soul checks you. In the successive stanza, the word “Will” can be interpreted in many ways. The most probably, the concurrent sense is conveyed of Sex-desire. The speaker is proposing her by supplying special love for. He says, for her there would be many lovers but suits her more than anyone. In the third quatrain, nothing is drawn more valuable or anything worthy contemplative. Indirectly, some slang terms have been used in the last quatrain. Here the speaker is beseeching the Dark Lady for making love that could quench the thirst for sexual pleasure.

In the concluding part as the couplet, the speaker shifts from the argument of “love my Will” to “love my name”. In the final line of the poem, the poet declares the ambiguous reference of the word “Will”; one will is the speaker himself and the other one stands for “wish”

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Emma 

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Contemporary Indian English Literature