INTERCULTURAL COMMUNICATION

Reading Journal
In your journal, write about one of the following toi!"#
$% E&lain what a 'i"itor to your !ountry "hould (now in order to a'oid inter!ultural )i"under"tanding"#
*% +e"!ribe an e&erien!e you had in a foreign !ountry or !ulture that heled you under"tand it better#
,% Choo"e a toi! of your own related to the reading#
Main Idea
One of the )o"t i)ortant "(ill" you !an de'elo a" a good reader i" the ability to re!ogni-e the )ain idea in a
ie!e of writing# Although writer" often in!lude )any idea", there i" u"ually a !entral oint, or )e""age, they
wi"h to !on'ey#
.hen you read "o)ething, you "hould a"( your"elf the following /ue"tion"0 .hat )ain idea i" the writer
trying to !o))uni!ate0 1 2ow doe" the )ain idea relate to other idea" in the reading0 2ow doe" the writer
de'elo hi" or her )ain oint0 .hat doe" the writer want )e to re)e)ber about thi" "ubje!t0
.here +o .e 3tand0
Li"a +a'i"
Li"a +a'i" in thi" arti!le fo!u"e" on !ro""4!ultural differen!e in the u"e of er"onal "a!e and on !onfli!t" and
)i"under"tanding that often ari"e" fro) the"e differen!e"# 3he )aintain" that with enough training and
rea!hing# 5eole !an learn non4'erbal habitat of other !ulture and )ini)i-e inter!ultural roble)"#
3he "ay" the )ain !au"e of non4'erbal !onfli!t i" the tenden!y for eole to interrelate the non4'erbal attern
of other !ulture in ter)" of the attern within their own !ulture# The"e ethno!entri! 'iewing" of reality often
re"ult in )i"interretation negati'e 'alue judg)ent and feeling of di"!o)fort#
$% A)eri!an u"e )ore dire!t eye !onta!t than do Jaane"e
*% 3outh A)eri!an !on'er"e at a !lo"et di"tant and e"tabli"h )ore dire!t eye !onta!t than do another Euroean#
,% Men tend to !on'er"e at a greater di"tan!e than do wo)en#
6% .o)en e"tabli"hed )ore eye" !onta!t than do )en#
7% Ru""ian" are a higher !onta!t, a eole wherea" e"tabli"he" are a non4!onta!t grou#
8% Cau!a"ian" "hould 'iew a "tudent a'oidan!e of eye !onta!t a" "ign of de!etion wherea" A"ian tea!her" "ee
"u!h a'oidan!e a" "ign of foreign#
9% An A)eri!an who i" u"ed to "tanding on the !orner of ele'ator and a'oiding eye" !onta!t with other eole
will feel that "o)ething i" wearing if "o)eone "tand by a few in!he" away
:% 3outh Arabian )en often hold hand while wal(ing but A)eri!an )en don;t#
Ti)e Tal(;" with an A!!ent
Robert Le'ine
Robert Le'ine, in the narrati'e e""ay de"!ribe" !ultural differen!e" in !on!et" of ti)e and in the inter!ultural
and )i"under"tanding that often analy-e fro) thi" te)oral 'ariation"# In order to enhan!e inter !ultural
e&erien!e Le'ine "tre""e" the i)ortan!e of learning in a new !ulture#
Le'in thi" e""ay )ean" that rule" of un!tuality are "trongly "haed by a !ultural 'alue" and belief"# 2e al"o
!larifie" the !on!et" of "o!ial ti)e and "ay" that "o!ial ti)e i" a !ultural te)oral orientation refle!ting
un!on"!iou"ne"" 'alue", belief and rule"# The !o)onent of "o!ial ti)e i" the !on!et of un!tuality, a!e of
life and orientation to a"t, re"ent and future# Adju"ting to a foreign !on!et of ti)e i" diffi!ult be!au"e it
refle!t" 'alue" , belief" and rule" that are often 'arie" different fro) tho"e of the 'i"itor;" !ulture and that are
unwritten and hidden#
In thi" ie!e of writing, the writer )aintain" that there i" !ultural differen!e !on!et of ti)e refle!ting di'er"e
'alue" and belief", whi!h often lead" to inter!ultural !onfli!t" and )i"under"tanding# <y learning about a new
!ultural a!e of life, rule" of un!tuality and orientation to a"t, re"ent, and future a 'i"itor !an )ini)i-e
roble) and fa!itify !ulture adju"t)ent#
A" a !hild, he thought that a !lo!( )ea"ured ti)e but later in hi" )aturity, he (new that it wa" )ea"ured by the
!ulture# A" a 'i"iting 5rof# 2e (new that <ra-ilian" (et e'erything for to)orrow# A)anha wa" highly 'alued
in their !ulture# 2e al"o noti!ed that the e&a!tne"" of ti)e wa" not o""ible in <ra-il# The eole had their own
ti)e and they )o'ed a!!ordingly# The <ra-ilian" did not ha'e the !on!et of early and late#
They "ee) al)o"t indifferent to the 'alue of ti)e# Not only were the "tudent", the 5rof# al"o indifferent to the
'alue of ti)e# They were fond of )a(ing aoint)ent" that ne'er turn u on ti)e# The writer al"o noti!ed that
ri!h eole di"lay their 'alue by not being un!tual# 2e waited for hi" roerty owner for )ore than two
hour" but the roerty owner did not wait for hi) e'en for ten )inute"# In the !on!lu"ion, he reali-ed that
<ra-ilian !on!et of ti)e wa" tal(ing# They wa"ted their ti)e ju"t in tal(ing#
5olite but Thir"ty
=aing Tang
In thi" e""ay, 5olite but thir"ty, the writer ha" e&lained "o)e of the !ultural differen!e in between Chine"e and
A)eri!an "o!iety# E"e!ially, "he ha" tired to )a(e the Chine"e "tudent" aware about the A)eri!an !ulture "o
that they !ould be adoted 'ery ea"ily in A)eri!an !ulture# U"ually a new !o)er feel" li(e baby or an idiot in a
new !ulture be!au"e of !ultural )i"under"tanding# There i" a "e'ere language roble) but in addition to thi",
the !ultural differen!e" )a(e the roble) e'en wor"e# Thu", it i" ne!e""ary to learn the !ultural differen!e"#
The writer a" a "tudent found "o)e funda)ental differen!e" between the Chine"e and A)eri!an !ulture">
In Chine"e !la""roo)", the "tudent" are in roer di"!iline# There are !ertain nor)" and 'alue" of the
!la""roo) that they are not allowed to eat anything but in A)eri!an !la""roo), the "tudent eat li(e in a
!anteen# A" an Ea"tern "tudent, it wa" really a "trange e&erien!e and a great ad'enture to be adoted in the
A)eri!an !la""roo)# The "e!ond funda)ental differen!e that the writer noti!ed wa" the dire!tne"" of the
A)eri!an eole# They re"ondent ju"t in two way"> =E3 or NO# They ne'er "how the "o4!alled olitene""
whi!h i" highly e"tee)ed in Ea"tern !ulture# The A)eri!an eole belie'e in infor)ality#
They brea( the hierar!hie" and treat e'ery indi'idual e/ually# They addre"" e'en their rofe""or" by their fir"t
na)e without adding the title 3IR? Mada)# The A)eri!an ne'er hide" their feeling"# .hen "o)eone rai"e"
the food, the hou"e, the !loth et!# They ne'er reje!t it but rather they a!!et it haily, whi!h i" 'ery )u!h rare
in Ea"tern !ulture# The A)eri!an oen the gift in front of the gue"t when the gift i" gi'en to the ho"t, he oen"
it and rai"e" by heart# 2owe'er, it i" ta(en a" un!i'ili-ed )anner in the Ea"t# In Ea"tern !ulture, gift" are gi'en
u"ually at the end of the artie" and they are oened often the dearture" of the gue"t#
In A)eri!an "o!iety, tiing "y"te) i" highly oular a" well a", it i" ta(en a" ne!e""ary wor( in a re"taurant"#
Ne'erthele"", in Ea"tern "o!iety e"e!ially in China lea'ing a ti i" rarely found# The Chine"e "tudent" are
a"ha)ed when they do not lea'e the ti to the wor(er"# In thi" way, =aing Tang ha" tired to ea"e the
roble)" of Chine"e "tudent" in A)eri!a# 2er )ain inten"ion i" to redu!e the !ultural )i"under"tanding" and
to enable the Chine"e "tudent" to learn the A)eri!an !ultural before they !o)e to A)eri!a#
@riend" and "tranger"
Margaret A# Nydell
Thi" e""ay "tudie" the inter!ultural differen!e" in the relation with the !on!et of Bfriend" and "tranger"; in
A)eri!an !ulture and in Arabian !ulture, there i" a di"tin!t ga between friend" and "tranger"# There are !ertain
right" and dutie" in a friend"hi where a" a "tranger i" allowed for u"ing neither right" nor i" he offered any
dutie"# In Arabian !ulture, refu"ing a friend i" ta(en a" brea(ing the friend"hi# E'en if the word i" i)o""ible
to erfor), a friend ne'er refu"e" it dire!tly# 2i" re"on"e i", CI will try )y be"tD# Thi" re"on"e fro) a friend
(ee" the friend"hi ali'e fore'er#
In Arabian !ulture, er"onal benefit i" ta(en fro) the friend"hi we often here, Bdo it for )y "ha(e; but in
A)eri!an !ulture no benefit i" e&e!ted fro) friend"hi e'en if a er"on i" heled by the other"# 2e i" not
)orally obliged to hel hi)# The er"onal !hoi!e i" "o )u!h 'alued that e'en the !hildren are not obliged to
ta(e !are of their arent"#
In Arabian !ulture, er"onal detail" are )u!h )ore i)ortant than a er"on hi)"elf i"# The readily di"!lo"e
their "o!ial and e!ono)i! ba!(ground# IN !ontra"t to Arabian !ulture the A)eri!an are unwilling to di"!lo"e
their er"onal detail" and indi'idual i" )u!h )ore i)ortant than hi" ba!(ground#
In Arabian !ulture 'i"iting the friend fre/uent without infor)ation, they 'i"it their friend" and "tay there a"
long a" they lea"e# They do either not feel that they are infor)ing their er"onal life being along i" ta(en a"
being di""ati"fied or being "ad# 2owe'er, in A)eri!an !ulture ri'a!y i" highly 'alued# A er"on li(e" to ha'e a
)o'e)ent of ri'a!y "o that they !ould feel one with the)"el'e"# <e"ide" the A)eri!an enjoy being with the
friend but they ne'er let the) !ro"" the boundary of er"onal life#
The"e are "o)e of the differen!e" between the Arabian and A)eri!an !on!et of friend"hi# The Arabian ha"
di"tin!tly di'ided the line between friend and "tranger" but the A)eri!an ha" blurred the line#
A Coward
5re) Chand
In the "tory, A Coward, 5re) Chand "how" how !ultural differen!e within a !ountry !reate" roble)" a)ong
the eole who li'e in the "a)e "o!iety# The 2indu !a"te "y"te) ha" !reated roble) a)ong the eole in !a"e
of )arriage# Moreo'er, the ga between a traditional )ind and the )odern )ind di'ide" the eole !learly into
oo"ite ole"# Mo"t of the eole "till "ti!( to their !on"er'ati'e belief" due to whi!h the ga ha" alway"
re)ained unfulfilled#
In the "tory, Ae"ha', a <rah)in boy fall" in lo'e with 5re)a, a girl fro) <anya !a"te# In the beginning, Ae"ha'
"ee)" to be 'ery "trong be!au"e he i" ready to undergo any hard"hi" that )ight !o)e on hi" way# 2e
!on'in!e" 5re)a to be bold and fight again"t the !on"er'ati'e )ind# 5re)a, who i" loyal to her arent", doe"
not dare to go again"t the)# 2owe'er, "he doe" not drea) to li'e without Ae"ha'#
A" 5re)a goe" ho)e, "he thin(" about Ae"ha' and !olle!t" her "trength to tell her relation"hi with Ae"ha' to
her arent"# In the beginning, her arent" reje!t "trongly but they argued when "he ut her life at "ta(e# 5re)a;"
father went to tal( with Ae"ha';" father, who rea!ted 'ery rudely to hi)# 2owe'er, he tolerated being the
father of a girl# Then, 5re)a wrote a letter to Ae"ha' infor)ing hi) that "he wa" ready to undergo to any "ort"
of diffi!ultie" if he wa" ready to undergo to any "ort" of diffi!ultie" if he wa" ready to a!!et her a" hi" life
artner# 3he al"o wrote that her arent" were eager to )eet hi) and he wa" !alled for dinner#
5re)a wait" for Ae"ha' i)atiently but neither he nor hi" letter !o)e"# Only the ne&t )orning 5re)a get" the
letter Eit"elf% of Ae"ha' in whi!h "he find" hi) une&e!tedly !oward and di"loyal# 2er arent" a"(ed her about
hi" re"on"e but "he tell" the) nothing# 3he hide" her ain the whole day, the ne&t )orning "he !o))it"
"ui!ide# In thi" way, thi" "tory "how" the !ultural roble) of the "a)e "o!iety due to the !on"er'ati'e feeling"
of the eole# The lo'er;" life 5re)a and Ae"ha' are 'ery )u!h fre/uent in our "o!iety too and they are (illing
the)"el'e" due to the fear of "o!ial bar", whi!h are al)o"t i)o""ible for the) to !ro""#
E+UCATION
School Is Bad for Children
John Holt
In thi" e""ay, the writer "ee)" to be again"t the idea of for)al edu!ation but he i" not in fa'our of aboli"hing
"!hool edu!ation, howe'er, he "tand" for the refor)ation of traditional tea!hing "y"te)#
A!!ording to hi), "!hool" are (illing the !urio"itie" of the "tudent" by i)o"ing the final truth in their )ind#
.hen a !hild !o)e" at "!hool, he !o)e" with )any e&e!tation" but tragi!ally return ho)e with the feeling of
e""i)i")# <e"ide", the writer argue" that the "!hool" !hange the "tudent;" natural intelligen!e, !urio"ity,
!onfiden!e, re"our!efulne"", indeenden!e, indifferen!e, boredo) and low "elf4e"tee)# A!tually, the !hild ha"
i))en"e !onfiden!e about hi" otentialitie" but the tea!her" alway" di"!ourage hi)# In addition to thi", the
!hild find" the !la""roo) to be !old and ugly# Ob'iou"ly there are other !hildren but they are unable to
!o))uni!ate with ea!h other#
Mo"t of the "!hool" "earate the learning fro) the li'ing# .hen they !reate the ga between life and learning,
the !hildren are !onfu"ed# The !la""roo) en'iron)ent i" artifi!ial and the tea!her" a!t al)o"t li(e robot"#
U"ually the "tudent" are ta(en, a" a blan( "heet of aer and the tea!her are free to write a" their )ind# The
tea!her" ne'er tru"t the "tudent" and they ne'er are!iate their natural (nowledge# A3 a re"ult, the !hild feel"
that he i" not worth of li"tening $FFG#
The tea!her" negle!t the need" for the re"e!t if indi'idual differen!e"# E'ery indi'idual ha" different
er"e!ti'e but the tea!her" alway" try to e"tabli"h the final er"e!ti'e#
The tea!her" tea!h the "tudent" that to be !onfu"ed or to )a(e a )i"ta(e i" to !o))it a !ri)e and a" a re"ult,
the "tudent" "tart !heating the tea!her"#
The writer !lai)" that the "!hool" are tea!hing hi) to be indifferent# The !la"" en'iron)ent i" ju"t oo"ite to
how a !hild li'e" hi" life in a natural for)# There i" no doubt that, there are other !hildren in the !la""roo) but
all of the) are in "ilen!e# They all "ee) a" if they ha'e nothing to do with ea!h other# A" a re"ult, the !hild
ta(e" hi" tea!her to be inhu)an#
2ow the .eb +e"troy" the Huality of 3tudent"; Re"ear!h 5aer"
+a'id Rothenberg
+a'id Rothenberg i" a 5rofe""or of hilo"ohy at New Jer"ey In"titute of Te!hnology# 2e i" the editor of the
"!holarly journal Terra No'a> Nature and Culture and ha" written a nu)ber of boo(" on hilo"ohy and
e!ology# The following e""ay, whi!h deal" with the edu!ational ha-ard" of the www, fir"t aeared in $II9 in
The Chroni!le of 2igher Edu!ation4 a ubli!ation for !ollege and Uni'er"ity tea!her" and ad)ini"trator"#
@ollowing +a'id Rothenberg;" e""ay i" a letter to the editor di"agreeing with a"e!t" of hi" argu)ent#
In thi" e""ay, 5rofe""or +a'id Rothenberg ha" di"layed the har)ful effe!t of the u"e of internet e"e!ially for
he "tudent"# The writer ha" !lai)ed that lagiari") ha" lo"t the "en"e of originality# In fa!t, hi" e&erien!e with
the la"t "e)e"ter;" "tudent" !larified that the "tudent" were eager to download the )aterial" without )entioning
their "our!e"# Li(ewi"e, all the referen!e" were ta(en fro) the internet and the "tudent" e'en do not (now
where they e&a!tly o!!urred#
@or the e'er4growing u"e of the web, the "tudent" the)"el'e" are not fully re"on"ible be!au"e the Uni'er"itie"
the)"el'e" tea!h the "tudent", C+on;t read, and ju"t !onne!tD# In"tead of "ear!hing the )aterial" in the
librarie", it i" ea"y for the "tudent" to !oy and a"te# The Uni'er"ity tea!her" )u"t be friendly with the
"tudent" and they )u"t en!ourage the "tudent" to read boo(" fro) the librarie" and !on"ult the related journal"#
.hen the tea!her" gi'e re""ure" to the "tudent", they are li(ely to download the )aterial" fro) the web that
hel" the) to "e!ure a good grade and a'oid the re""ure of the tea!her"#
It i" al"o ne!e""ary that librarie" )u"t be )ade u to4date# It i" better to in'e"t on buying boo(" than "ending
do )u!h )oney for !o)uter"#
A!!ording to the writer, the final year;" "tudent" gi'e hi) hundred" of re"ear!h aer"# 2e would li(e to read
all of the) and e'aluate the) but he (now" that the"e aer" are not the original !reation" of the "tudent" for
they were downloaded fro) the web#
It wa" ob'iou" that the downloaded )aterial" lo"t their originality due to whi!h the writing of the "tudent" lo"t
!oheren!e#
.hile loo(ing at the aer", the writer noti!ed that all the wor(" !ited fro) the web and they were written
during two )onth" E3et J +e! $II7%# It !larify that the "tudent" were )i""ing the general trend of the a"t
and they failed to )a(e their aer" "e!ifi!# Neither they were able to ta(e any authenti! writer for their
!itation nor were they able to gi'e !redit to the owner"hi to the )aterial"#
In the re"ear!h aer, the beautiful i!ture" had been /uoted but the i!ture" where the re"ult of !oy !ut and
a"te# <e"ide" rando) /uotation" were found but the "our!e" were not )entioned#
5rof# Rothenberg denie" that he i" a neoluddite! Eagain"t the new thing"% but he i" again"t the idea of )i"u"ing
the te!hnology# In other word", he belie'e" that the "tudent;" /uality "hould not be da)aged by "o4!alled in the
indu"triali-ation#
After finding out the error" with "tudent", the writer tal(" about the !au"ing fa!tor" for their light# @ir"t, the
uni'er"itie" the)"el'e" are re"on"ible be!au"e they are trying to "how the)"el'e" )oderni-e and "end a
huge a)ount for the !o)uter"# The "logan doe" not read CJu"t Conne!tD en!ourage" the "tudent" to download
the )aterial" rather !reate their own idea"# 3i)ilarly, the tea!her" are unable to ro'ide ade/uate infor)ation
to the "tudent" of "e!ond language download the )aterial" to "e!ure a good grade in their e&a)"#
Therefore, the "tudent" )u"t be )ade aware about the har)ful effe!t" of downloading the )aterial" and they
)u"t be en!ouraged u"ing librarie" fre/uently#
An Oo"ing Kiew
Ri!hard Cu))in"
E+a'id Rothenberg;" arti!le ro'o(ed the following letter to the editor of The Chroni!le of 2igher Edu!ation#%
.hen the arti!le of Rothenberg wa" ubli"hed, )any re"on"e" aeared in the new"aer"# A)ong the),
Ri!hard Cu))in" al"o !ould not hel ubli"hing hi" idea"# 2e oo"ed the idea of Rothenberg and trie" to
e"tabli"h the web a" an ine'itable art of )odern "tudent"#
Ri!hard Cu))in" are!iate" the logi!" gi'en by Rothenberg but he !riti!i-e" the narrow !on!et of
Rothenberg# R# Cu))in" argue" that the a'ailable )aterial" "hould be ro'ided to the "tudent" "o that they !an
)a(e their writing and thin(ing e'en better# 3i)ilarly, he reje!t" the idea of originality and !larifie" that there
i" no )u!h thing" a" original# <e"ide", he i" in fa'our of )odern te!hni/ue" that enable the "tudent" to in!rea"e
their /uality#
R# Cu))in" u"e" the )etahor of a "ider and a fly# It hel" u to the "tudent" whether to be!o)e a "ider or a
fly# In other word, good and e'il !o)e together4 whether we ta(e the good a"e!t" of the bad one" deend" on
our"el'e"# Therefore, the web i" "o re"on"ible for the de"tru!tion of "tudent;" /uality for and they are
re"on"ible for their light#
Therefore, the tea!her" "hould not ad'o!ate for bringing the )odern te!hni/ue" but they "hould tea!h the
"tudent" how to get benefit out of the)#
Multile Intelligen!e" and E)otional Intelligen!e
+a'id Miller 3ad(er J Myra 5olla!( 3ad(er
In thi" e""ay, the writer ha" tried to "how that intelligen!e te"t i" not )ental for it i" !ultural# The word
intelligen!e doe" not ha'e uni'er"al )eaning# In one !ulture doing "o)ething i" ta(en a" intelligen!e ta"(
where a" the "a)e thing turn" out to be 'aluele"" for the other# Therefore, in"tead of "ingle intelligen!e there
are )ultile intelligen!e"#
Traditionally, IH te"t were ta(en a" the )ea"ure)ent of er"on;" a!hie'e)ent# The higher the "!ore, the greater
the er"on wa"# Tho"e eole who !ould not "!ore a good )ar(" in IH te"t, they !on"idered a" di"/ualified in
the field of edu!ation#
2owe'er, tho"e eole failing in IH;" !ould )a(e a better future in re"ting their life in other field"# Thu", the
!on!et of "u!!e"" !onne!ted with IH te"t wa" !onte"ted EChallenge"%# Moreo'er, the eole who "!ore" good
)ar(" in IH" were found u"ele"" in other field"# A" a re"ult, what wa" the intelligen!e0 .a" uon /ue"tioned#
Addre""ing the diffi!ult "ituation 2oward Lardner roounded eight tye" of intelligen!e and na)ed the) a"
)ultile intelligen!e"# A!!ording to Lardner, CThe !aa!ity to "ol'e 'alued in one or )ore !ultural "etting",D i"
(nown a" )ultile intelligen!e"# A!!ording to hi)>
$# Logi!al4 )athe)ati!al# It enable" a er"on to )a(e hi" !areer a" a "!ienti"t or )athe)ati!ian"#
*# Lingui"ti!# It enable" to be a oet, journali"t or a writer#
,# <odily4(ine"theti!# It enable" the er"on to be a dan!er or a "urgeon#
6# Mu"i!al# Thi" enable" to be a )u"i!ian or a !o)o"er#
7# 3atial# Leading a er"on to be a ainter or a engineer#
8# Interer"onal# Thi" ta(e" a er"on to be "y!hologi"t or tea!her#
9# Intraer"onal# Leading a er"on to be "elf4aware and ability to u"e thi" (nowledge to guide beha'iour#
:# Naturali"t# 3e!uring a o"ition to be a botani"t or an en'iron)entali"t#
@ollowing the theory of Lardener +aniel Lole)an roounded the theory of e)otional intelligen!e# Lole)an
al"o gi'e" the e&a)le of )ar"h)allow Ea "weet )eat% analogy "uorted that e)otional intelligen!e !ould
redi!t how a er"on wa" li(ely to "hae hi" future#
A!!ording to hi" "tudy the !hild wa" ready to eat )ar"h)allow without waiting for the "e!ond, wa" found in
hi" adulthood to be un"u!!e""ful where a" the !hild who "howed atient" wa" found to be )ore !onfident,
"u!!e""ful and better adju"ted in the "o!iety# 3i)ilarly, the !hild who "howed atient" "!ored higher )ar(" in
3AT# In fa!t, e)otional te"t enhan!ed the eole to redi!t about how a er"on !ould beha'e in hi" future and
!on"e/uently re"hae hi" life#
Lole)an hi)"elf belie'e" that e)otional intelligen!e i" a uni'er"al )ea"ure)ent of a er"on;" !hara!ter"#
3i)ilarly, Aelly and Moon write,D e)otional intelligen!e i" a tye of "o!ial intelligen!e that in'ol'e" the
ability to )onitor one;" own and other;" e)otion, to di"!ri)inate a)ong the) and to u"e the infor)ation to
guide one;" thin(ing and a!tion#
In thi" way, the writer" ha'e "uorted the !on!et of )ultile intelligen!e and e)otional intelligen!e"# The
writer" are in the oinion that traditional )ethod and en!il and aer te"t "hould be left out and new )ethod"
whi!h are ali!able I e'ery !ulture "hould be followed the a!!etable e&a)le" of intelligen!e te"t are
)ultile intelligen!e and e)otional intelligen!e#
The Tea!her .ho Changed My Life
Ni!hola" Lage
In thi" e""ay, the writer i" trying to dei!t hi" "truggle a" a refugee in A)eri!a and he "how" how hi" tea!her
Marjorie 2und in"ired hi)# In fa!t, it wa" "he who had oened the door" of otentiality in hi)# 2e had ne'er
thought that he would be!o)e a fa)ou" writer and a journali"t in an alien world#
2e wa" born in $I,I in Lree!e and he )igrated to A)eri!a at the age of nine with hi" two "i"ter"# Until he wa"
nine, he had not "een e'en the )otor"# No doubt, he had been to "!hool" but they did not ro'ide Engli"h
edu!ation# +ue to the Co))uni"t Luerrilla" interferen!e, they had to go to the refugee !a) in order to
liberate the)"el'e"# Unfortunately, hi" )other wa" "ho!(ed to death when "he )et the e"!ae of her !hildren#
In the beginning, the writer had ho"tile relation"hi with hi" father be!au"e he thought that hi" father had
negle!ted hi" fa)ily# 2owe'er, "lowly he reali-e" that hi" father wa" helle"" in that !ir!u)"tan!e# A" an
i))igrant, the A)eri!an !ulture and the "!hool en'iron)ent wa" 'ery "trange for hi)# Initially, he wa" "ent to
a "!hool that wa" )eant for the )entally retarded !hildren# After two year" only, he wa" "ent in the A)eri!an
"!hool where he )et Mi"" 2urd# Ob'iou"ly, he wa" unwillingly to tal( with hi" )ate", erha" be!au"e of hi"
language roble) or be!au"e of the trau)a, he wa" (eeing in the )ind#
Mi"" 2urd enabled hi) to relay the trau)a by a!ting it out in the aer# 2i" fir"t hand e&erien!e about the
'iolen!e of the Co))uni"t Luerrilla" the "truggle ogfhi" )other and her !ourage to fight again"t the
diffi!ultie" where written by hi)# After writing hi" e&erien!e", he did not only get "y)athy fro) hi" friend"
and tea!her" but al"o )ade hi)"elf (nown to hi)# <e"ide" Mi"" 2urd ga'e hi" e""ay or hi" "tory to be
ubli"hed in the "!hool )aga-ine#2e wa" in"ired by thi" in!ident and he wa" deter)ined to write e'en )ore#
Till hi" )aturity and oularity Mi"" 2urd !on"tantly "uorted hi)# +uring her forty4one year" of tea!hing,
"he tired her be"t to gi'e the 'oi!e to the 'oi!ele""# 3he ne'er told her "tudent" to read the heroi! tale" but "he
alway" )ade the) right what they e&erien!ed# A" a re"ult, )o"t of her "tudent" be!a)e !reati'e and
"u!!e""ful in their li'e"#
Thi" e""ay i" oo"ite to Rothenberg and 3ad(ar;" e""ay# Unli(e the), he fa'our" the "!hool edu!ation and the
role of a good tea!her uon a "tudent# 2e "trongly ad'o!ated that a good tea!her ha'e ower to !hange the life
of a "tudent# 2e hi)"elf would ha'e be!o)e in"ignifi!ant if he did not ha'e the tea!her li(e Mi"" 2urd#
Therefore, the role of a tea!her !annot be undere"ti)ated e'en in the re"ent !onte&t# 2owe'er, the tea!her"
ha'e )any !hallenge" in dealing with the "tudent" who !o)e fro) 'ariou" !ultural ba!(ground"#
Let;" Tell the 3tory of All A)eri!a;" Culture"
Ji4=eon Mary =uhfill
In thi" e""ay, the writer i" trying to de!on"tru!t the A)eri!an hi"tory whi"h wa" written fro) .hite;"
er"e!ti'e# 3he "trongly ad'o!ate" that all !ultural grou" ha'e e/ual !ontribution" for the de'elo)ent of
A)eri!an Ci'ili-ation or A)eri!an "o!iety# Therefore, the )inority grou" li(e Negro" and A"ian" "hould not
be ignored#
A" a "tudent of a hi"tory, "he wa" taught that A)eri!a and it" "u!!e"" were !onne!ted with the .hite" and the
.hite" were the be"t eole of the world# 3i)ilarly, "he wa" taught that the Euroean .hite" !a)e to barbari!
land and "tarted the !i'ili-ation# Ob'iou"ly, the !ontribution" of Negro" a" well a" A"ian i))igrant" were
ignored# Only in her )aturity, the writer (new that A)eri!a wa" de'eloed not by the "ingle grou or ra!e but
rather it wa" de'eloed by the !ontribution of all !ultural grou"#
The .hite A)eri!an" too( a tragedy the other eole a" Cout"iderD# Though the writer !a)e to A)eri!a at the
age of fi'e and "he got her edu!ation there, "he often a"(ed when "he wa" going ba!( to Aorea# 3i)ilarly,
de"ite being an A)eri!an, "he wa" )o!(ed a" C!hin(D# 2owe'er, later the writer reali-ed that A)eri!a "hould
!hange the entire "y"te) of edu!ation a" well a" !ulture# There )u"t be the C+e!laration of Multi!ultural
Indeenden!e#D Moreo'er, the A)eri!an edu!ation "y"te) )u"t be in!lu"i'e rather than e&!lu"i'e# 5erha" it
wa" be!au"e of the "a)e argu)ent the !on!et of C)elting otD ha" been !hange into Ca "alad bowlD#
In thi" way, the writer a" a non4 Nati'e A)eri!an fo!u"e" on )ulti!ultural er"e!ti'e in A)eri!an edu!ation
"y"te)# Although, the A)eri!an .hite ha'e do)inated o'er the other", the !ontribution of the other )inority
grou" !an ne'er be undere"ti)ated#
Coyote and the Crying 3ong
2arold Courlander
In thi" arable, the narrator i" trying to fo!u" on wrong ro!e"" of tea!hing4 learning "y"te)# Coyote rere"ent"
the tea!her" and he alone ob'iou"ly "tand" for the "tudent"# .ithout (nowing the "y!hology of the "tudent",
the tea!her" alway" for!e the) to belie'e, what they thin( e'en the !rying "ound of do'e i" for!efully turn into
a "ong# The do'e reeatedly reje!ted that he wa" "inging# Coyote wa" for!ing hi) that it wa" a "ong# Thu",
in!ident )o!(" at the "tuidity of the tea!her#
Thi" arable !an al"o be interreted in ter)" of )oral le""on loo(ing at Coyote;" beha'iour we !an "ay that
o'er !onfiden!e i" a great ob"ta!le in a learning ro!e""# 3i)ilarly re!iting "o)ething without (nowing it"
root" i" a great )i"ta(e# Moreo'er, Coyote i" i)atient, ill te)ered and ea"ily fru"trated whi!h the great
ene)ie" in learning ro!e"" are# <e"ide", thi" arable al"o !larifie" that ra!ti!al (nowledge i" "uerior to the
boo(i"h (nowledge# .hen Coyote hi)"elf wa" hurt, he (new that 2u4hu4huuM 2u4 hu4 huuM .a" not a "ong but
a )oaning "ound#
In thi" way, thi" arable gi'e" u" "o)e better ti" in learning ro!e""# .e )u"t re!ited that tea!hing and
learning )u"t be in a natural en'iron)ent and if o""ible, in a ra!ti!al way#
@ir"t Lrade4 3tanding in the 2all
Cheryl 3a'ageau
Thi" oe) dei!t" a real i!ture of a !la""roo) in whi!h the tea!her uni"he" a oor "tudent# <y "howing the
ill4 ra!ti!e of uni"h)ent, the oet "trongly "ea(" for the refor)ation of the edu!ation "y"te)# In fa!t,
uni"h)ent ha" negati'e effe!t on the learner and tea!hing learning "y"te) i" in!o)lete with uni"h)ent#
A!!ording to the oe), the boy !ould not read and the tea!her threw hi) out"ide of the !la""# 2e "tood there
and re)e)bered hi" grand)other who told hi) the "torie"# Now "he wa" at ho"ital# 2e wondered when "he
would be ba!( at ho)e# The boy (new that the latter told the "torie" but unfortunately, he !ould not read the)#
<e"ide" e'eryone ointed out hi) a" "tuid a" a hoele"", and the rin!ial uni"hed# 2e alway" waited for the
bell to ring or the tea!her !alling hi) ba!( in the !la""# +e"ite the uni"h)ent, he "till "aw the "igno"t of
hoe loo(ing at the "ider wea'ing it" net and the "un )a(ing the life o""ible# 2e felt a (ind of
!o))uni!ation with the) and felt hi)"elf di"tin!t fro) hi" tea!her#
The oet )ay be trying to tell u" that uni"h)ent ne'er )a(e" a "tudent eager to learn# <e"ide" a "tudent" "till
"hould not be )ea"ured in the narrow !on!et# A !hild !an "hae hi" future through ob'iou"ly )any "(ill"# It
doe" not ne!e""arily )ean that the !hild who !annot read i" really hoele"" and "tuid# E'en if he i" oor in hi"
"tudie", he !an do the be"t in other field"# Therefore, the !hild )u"t be left to learn in the natural en'iron)ent
and a!!ording to hi" will#
Ma"" Media and Te!hnology
Co)uter" and the 5ur"uit of 2aine""
+a'id Lelernter
a% Are Co)uter" and the Internet re"on"ible for the re'olution of infor)ation te!hnology0
b% .hether the !o)uter and the internet ha'e really heled the hu)an being" o'er 7F year"0
!% .ill the !o)uter" and the internet lay "ignifi!ant !hange in the re"ult o'er 7F year"0
In thi" e""ay, the writer i" !riti!i-ing the ubli! oinion that the !o)uter" ha'e brought re'olution in IT#
A!!ording to the writer, it i" not only the !o)uter and the internet that ha" layed a "ignifi!ant role in )a(ing
the age a" infor)ation i" but the other )ean" li(e radio and tele'i"ion are e/ually re"on"ible#
The writer !learly "ay" that neither we are nor in infor)ation age nor !o)uter" and the internet ha'e brought
re'olutionary de'elo)ent in hu)an hi"tory# The eole !lai) that what !ount" in the *$"t !entury i" the
)aterial" that were i)ortant in the *Fth !entury are e/ually i)ortant e'en in the re"ent ti)e# The writer
"ay> CKirtual food" )a(e you feel full but it doe" not re'ent fro) "tar'ingND It !larifie" that the artifi!ial
world or the ab"tra!t idea" !an ne'er hel the hu)an being" to li'e a natural life#
It i" generally !lai)ed that we ha'e "uffi!ient )a!hine" to !reate "tore and deli'er the infor)ation# 2owe'er,
thi" !lai) i" not able to ro'e that the re"ent generation" are )u!h haier than the re'iou" one"# No doubt,
the !hildren of the re"ent ti)e enjoy the)"el'e" in laying with the !o)uter" but it doe" not ne!e""arily
)ean that the a"t generation" were not hay#
An Oo"ing Kiew
.inn#@# Martin
O Infor)ation te!hnology ha" brought "ub"tantial !hange" in the we"tern !i'ili-ation#
O 5rinting re"" ha" heled to throw off the )onar!hial "y"te)#
O Internet ha" !hallenged the oli!y of China#
O The 'iew of Lelenter are Bluddite; Eanti4indu"trial%
O Internet ha" )ade o""ible for the dire!t 'oting "y"te)#
O E'en a Ca)el dri'er in the de"ert i" not e&!luded fro) the world a" he li"ten to the radio#
In thi", e""ay the writer, .inn# @# Martin !hallenge" the 'iew" of Lalenter and he "trongly oint" out that the
infor)ation te!hnology ha" brought re'olutionarie" !hange" in the re"ent ti)e# The writer do not di"agree the
fa!t that the ba"i! hu)an need" are the "a)e but he "trongly argue" that the way we get the) i" different#
E"e!ially in the we"tern !i'ili-ation, IT ha" layed a "ignifi!ant role#
The rinting re"" ha" heled to o'er throw the )onar!hial "y"te)"# 3i)ilarly, the internet ha" !hallenged the
"e!ret oli!y of China due to whi!h it i" be!o)ing de)o!rati!# Li(ewi"e the writer !all" the idea" of B
Lalenter; a" being Bluddite; be!au"e he "ee)" to be again"t the idea of indu"triali-ation# The writer gi'e" an
e&a)le of a !a)el dri'er in order to ro'e how infor)ation te!hnology bind" hu)an being" irre"e!ti'e of
geograhy#
The )o"t "ignifi!ant rule of internet i" in edu!ation "y"te)# In the re"ent ti)e a er"on !an ha'e foreign
degree" by "taying in hi" own ho)e# The edu!ation "y"te) ha" been globali-e" due to the internet# In fa!t, the
internet ha" be!o)e a ubli! "a!e for e'eryone to )eet and "hare their oinion"#
Therefore, !o)uter" and internet ha'e be!o)e ine'itable art of )odern hu)an life"tyle# It i" !on"er'ati'e
feeling" to undere"ti)ate the 'alue of the !o)uter and the internet# If roerly u"ed it !an be a boon but if it i"
)i"u"ed, it !an be a !ur"e#
.e;'e Lot Mail4 Alway"
Andrew Leonard
O Thi" e""ay tal(" about the ro" and !on" of the internet#
O Internet i" a )ean" to !onne!t the eole blurring the hy"i!al di"tan!e#
O U"ele"" !hat", ornograhy and the other u"ele"" )ail" are the in"ignifi!ant art of the internet#
O Co)uter" enable the eole to write )ore but what i" written i" "ignifi!ant#
O The ro!e"" of globali-ation ha" be!o)e o""ible be!au"e of the !o)uter and e"e!ially due to the internet#
Thi" e""ay tal(" about the ad'antage" and the ad'antage" of e)ail# The writer i" trying to tell in detail how a
er"on i" benefited out of e)ail and how he find" it a !ur"e for hi" life#
The writer got $*$: )ail" within a )onth and out of the) only 9 )ail" were u"eful# Although he had to "end
al)o"t a wee( deleting, the u"ele"" )e""age" howe'er 9 )e""age" were really ro!(ing for hi) be!au"e they
either !onne!ted hi) with hi" long deta!hed friend" or they offer hi) the job# Ob'iou"ly, thi" refle!ted the ro"
and !on" of the e)ail#
There are )any di"ad'antage" of the e)ail# 3o )any )ail" are "ent only to gi'e trouble to other"# 3i)ilarly,
)o"t of the teen" "end their 'aluable ti)e only one in ornograhy# Li(ewi"e, a er"on ha" lo"t hi" freedo)
be!au"e of the e)ail# @or e&a)le> when a er"on i" in a holiday, e'en then he ha" to be in tou!h with hi" bo""#
2owe'er, de"ite the"e di"ad'antage", there are )any ad'antage" of the e)ail# @ir"t, it get" 'i!tory o'er the
hy"i!al di"tan!e# Li(ewi"e, it i" the fa"te"t and ea"ie"t )ean" of !o))uni!ation# If we u"e )ail, we !an (ee
in tou!h with the eole who are far away fro) u" and who are unfa)iliar to u"#
Moreo'er, )ail" enable the eole who are di"abled to !o))uni!ate# The writer hi" own e&a)le that hi"
)other;" brother wa" unable to !o))uni!ate either to "ea(ing or through writing howe'er he !ould
!o))uni!ate through tying# In fa!t, the writer;" )other ga'e hi) a !o)uter in order to !o))uni!ate or
(ee in tou!h with that "i!( er"on#
In thi" way, the writer tell" u" that e)ail ha" ad'antage" a" well a" di"ad'antage"# Undoubtedly, good and e'il
!o)e togetherP it i" u to u" whi!h one to ta(e# If roerly u"ed e)ail, !an be a boo), but if it i" )i"u"ed, it
!an be !ur"e#
5roaganda Te!hni/ue" in Today;" Ad'erti"ing
Ann M!Clinto!(
A% Na)e Calling>
It i" a te!hni/ue to !reate negati'e attitude toward" the oo"ite "ide"# <y !reating the negati'e na)e", they try
to arou"e the feeling" of )i"tru"t, fear and hate in the )ind of the audien!e# E"e!ially the oliti!ian u"e" thi"
te!hni/ue in order to e'o(e ubli! hatred to hi" oo"ite "ide"# The oliti!ian addre""e" the other a" Bloo"er;,
B@ren!h "itter; and Bwar; et!# A" a re"ult, the eole de'elo negati'e attitude toward" the other "ide"#
<% Llittering Leneralitie">
Thi" i" the oo"ite te!hni/ue of na)e4!alling# The ad'erti"er" !onne!t with their rodu!t" with an attra!ti'e
but "liery wor"t and hra"e"# @or e&a)le, they !reate the "logan li(e C2e !are" about eoleD, C 'ote for the
future,D The audien!e" don;t e&a!tly (now the )eaning but they are attra!ting by "u!h "logan ea"ily#
Con"e/uently, the ad'erti"er" are highly benefited out of it#
C% Tran"fer>
In thi" te!hni/ue, the ad'erti"er !onne!t" hi" rodu!t" either with national flag or with "o)e hi"tori!al !onte&t"
of nationali")# A" a re"ult, the eole are eager to !onne!t to !onne!t the)"el'e" with that rodu!t# 3o that
they !ould "uort either their national rodu!t" or to brighten u that hi"tori!al !onte&t#
+% Te"ti)onial>
Thi" i" the )o"t u"ed and the )o"t "ignifi!ant )ethod of brainwa"hing the audien!e"# The ad'erti"er" hired
"o)e oular eole in order to ad'erti"e their rodu!t" and eole ea"ily belie'e that e'en their fa'orite" are
u"ing the)# The a!tor aear" in the tele'i"ion loo(ing a" if they really li(ed the rodu!t"# A" the re"ult,
!o))on eole buy the rodu!t" without /ue"tioning it" "ignifi!ant#
E% 5lain @ol(">
Thi" te!hni/ue identifie" between the rodu!t and the u"er"# C.e are all in the "a)e boat#D i" the oular
"logan# They !reate in order to "ell the) rodu!t"#
@% 3ta!(ing>
Thi" i" the )ethod !reating !onfu"ion to the audien!e by gi'ing the) infor)ation# The ad'erti"er" !reate "u!h
'ague "ituation that the audien!e" are in dile))a# @or e&a)le, the "logan !o)e a li'e with 5e"i !reate" a lot
of !onfu"ion to the audien!e" be!au"e they /ue"tioned whether the 5e"i bring" the dead eole ba!( fro)
gra'e or it "i)ly )a(e" the) fre"h#
L% <andwagon>
In thi" )ethod, the ad'erti"er" !reate the "logan, Ce'eryone i" doing it, why don;t you0D .hen ad'erti"er"
ob'iou"ly !lai) that the"e are !reating the )ain"trea) rodu!t and it i" u"eful for the eole of e'ery !la"" and
ra!e# 3i)ilarly, the eole feel that if they do not u"e the rodu!t, they are really )i""ing "o)ething# A" a
re"ult, they buy the rodu!t#
The"e are "o)e of the roaganda te!hni/ue" in today;" ad'erti"ing# +ue to the de'elo)ent of infor)ation
te!hnologie", )a"" )edia i" laying a 'ital role in brainwa"hing the eole# .hether the rodu!t i" the
rodu!er" ad'erti"e it hea'ily on )edia and !reate a de"ire on the !on"u)er#
3tudent" 3hall Not +ownload# =eah, 3ure#
Aate Qerni(e
+on;t Tou!h That +ial
Madeline +re&ler
Thi" e""ay denie" the fa!t that TK hinder" the !ogniti'e ower of the "tudent"# <a"ing on the re"ear!h of the
+aniel Ander"on, the writer ro'e" that TK enable" the (id" to under"tand the life and the "o!iety in a new
way#
The o"iti'e and negati'e ro" and !on" of wat!hing TK4 le"" tele'i"ion )ore 'i"ion, "o!ial effe!t of TK#
Thi" e""ay i" ba"ed on the re"ear!h )ade by +aniel Ander"on who tried to ro'e that TK i" not a hindran!e for
the learning ro!e"" of the (id"# Lenerally, the arent"; fear the TK be!au"e they feel that it ru"t" their thin(ing
ower, (ill" their i)agination, )a(e" the) dull and blindP !an not thin( but only "ee, et!# 2owe'er, the writer
trie" to ro'e that TK doe" not ha)er the learning ro!e"" howe'erP it ha" "o)e "o!ial effe!t" on the "oft
)ind of the (id"#
The !on"er'ati'e eole !lai) that TK )a(e" the !hild "o dull that he !annot interret the word around hi)#
2owe'er, +aniel Ander"on re"ent" it and argue" that TK ne'er tea!he" the !reati'e ower of the eole#
.hile wat!hing TK, the !hild a"(" !uriou"ly about the new thing" and a" a re"ult, hi" er!etion of the world i"
ob'iou"ly widened#
3i)ilarly, the !on"er'ati'e" bla)e that TK ha" rela!ed the fun of reading boo("# They argue that the !hildren
of the a"t u"ed to entertain the)"el'e" by reading boo(" wherea" the !hildren of the re"ent ti)e are eager to
wat!h TK a lot# <e"ide" the !hildren "ee) le"" intere"ted in reading boo(" but +aniel Ander"on denie" thi"
a!!u"ation and !larifie" that TK i" not re"on"ible for the aathy of the !hildren for reading boo("# 2e argue"
that the arent" )u"t "tart reading the boo(" in order to lure their !hildren for reading boo("# 2ow )u!h a
!hild read" a boo( deend" uon how )any the arent" read the boo("0
Li(ewi"e, the !on"er'ati'e bla)e that due to the TK IH "!ore" and the "!hool erfor)an!e of a !hild ha" been
hindered but +aniel Ander"on !hallenge" the !on"er'ati'e" to ro'e thi" through the "e!ifi! re"ear!h# 2i"
argu)ent that the !hild;" erfor)an!e deend" not on TK but on hi)"elf# If the !hild i" ")art, he (ee" gi'e"
le"" riority to TK and fo!u"e" on reading boo("# Moreo'er, the !on"er'ati'e" bla)e that TK )a(e" a !hild
ina!ti'e# Ne'erthele"", +aniel Ander"on !larifie" that a !hild doe" not re)ain idle but he rather doe" )any
e&tra thing" li(e tal(ing, dan!ing, "inging, and e'en doing ho)ewor(# A" a re"ult, the !hild;" !reati'ity
"haren"#
<y reje!ting the idea that TK i" a hindran!e in learning ro!e"" for the ")all (id", the writer gi'e" "o)e
re!o))endation for the arent"# 2e oint" out that the arent" "hould "tart reading the)"el'e" before bla)ing
their !hild# 3i)ilarly, if the !hild wat!he" TK a lot, they ha'e to gi'e other alternati'e" of TK# 3i)ilarly, the
arent" )u"t reali-e that although TK doe" not ha'e !ogniti'e effe!t but it !ertainly ha" "o!ial effe!t" and
therefore the arent" "hould not wat!hed the !hannel", whi!h )ight !reate "eudo !ulture# <e"ide" the arent"
)u"t not fear with the TK be!au"e there are "o)e rogra))e" whi!h are benefi!ial for the ")all (id"#
Con!etual @ruit
Thai"a @ran(
In thi" "tory, the writer "how" the "hallowne"" or the rau!ou"ne"" of the 'irtual reality# A handi!aed daughter
)a(e" her father reali-e about it# Thi" "tory al"o !larifie" that "o)e eole who would li(e to e"!ae fro) the
real world# They are hay in the i)aginati'e world of the web"ite" or the 'irtual reality of the !o)uter#
In thi" way, the writer i" ironi!ally telling u" that web"ite" are u"eful for the"e who want to e"!ae fro) the
reality# Moreo'er, the writer al"o tell" u" that if we are unable to fulfill our de"ire in reality, we )ight "ati"fy it
in !reating our own i)aginati'e world of word"#
A!!ording to the "tory, the father !a)e ho)e and infor)" hi" fa)ily that the er"on ha" de'eloed "u!h
"oftware that they e'en !ould )a(e their own "treet, ho)e", and the garden" of their !hoi!e"# 2i" $$ yr" old
"on (new it already and "howed no intere"t in it# 3i)ilarly, hi" wife, who wa" tired of laying in !o)uter,
"howed no intere"t in hi) for "he !ould li(e to do gardening# 2owe'er, hi" $8 yr" old daughter Lreta, who wa"
handi!aed, "howed (een intere"t in hi)# 3he wa" eager to "ee how her father would )a(e the hou"e",
garden", and fruit" for her#
After a while, her father )ade the "treet, hou"e", garden" and fruit" in her na)e but they were nothing )ore
than word"# The daughter wa" "urri"ed and a"(ed her father that why the eole wa"ted their ti)e in 'irtual
reality# Undoubtedly, the father wa" "ee!hle"" howe'erP he relied that it wa" ju"t to e"!ae fro) the reality or
to "ati"fy one# 2e (new that he wa" )a(ing the hou"e" and the garden" for hi" daughter be!au"e he wa" "ure
that "he would ne'er be able to )a(e one for her# 2owe'er, he hoed that "he would be li'ing in beautiful
hou"e" with the !hildren li(e her"elf#
In thi" way, thi" "tory tell" u" how the eole "ati"fy their de"ire in 'irtual reality although they (now it i"
"hallowly#
All .at!hed O'er by Ma!hine" of Lo'ing Lra!e
Ri!hard <rautigan
The oet ha" !reated the !on!et of an ideal or latoni! world where the nature, the hu)an being" and the
te!hnology li'e har)ony# At the end of the oe), the tone of the oet i" elegia! for the la)ent" on the lo"" of
re4indu"trial ri"tine wilderne"" in the oe)# The oet tal(" about the har)ony a)ong the hu)an being", the
nature and the te!hnology, e"e!ially the !o)uter# 2owe'er, at the end of the oe), the oet "how" hi" own
la)entation on the lo"" of re4indu"trial life# 2i" aeal for returning to the nature !larifie" that he i" not hay
with the "o4!alled de'elo)ent of the te!hnology#
In the fir"t "tan-a, the oet re"ent" ideal 'iew of the !yberneti! world in whi!h the nature, the hu)an being"
and the te!hnology are in erfe!t har)ony# The oet i)agine" a world in whi!h the true wilderne"" i" not
di"turbed by the i)a!t of te!hnology# The line Cure water tou!hing !lear "(yD !larifie" that the nature i" not
ulled by the tou!h of te!hnology# In fa!t, they belie'e that the growth of te!hnology doe" not ha)er the
e!ologi!al "y"te)#
In the "e!ond "tan-a, the oet "uort" hi" )ain !lai) that te!hnology doe" not ha)er the e!o"y"te) but it
rather hel" to (ee balan!e in e!o"y"te)# 2i" !yberneti! fore"t i" filled with flower and ani)al" that li'e
indeendently to ea!h other# The deer a"t the !o)uter" but they are not frightened be!au"e they ta(e the
!o)uter a" beautiful flower" where they !an be hay#
In the final "tan-a, the oet howe'er ine" for re4indu"trial e!o"y"te) in whi!h the hu)an being" li'ed in the
la of nature# Indire!tly the oet aeal" for going ba!( to nature# .e ob'iou"ly reali-e that the oet e'en
la)ent" for the lo"" of true wilderne""# Although he i)agine" for !yberneti! world whi!h gi'en the i!ture of
an ideal world, the e!o"y"te) Eaeal% for returning ba!( to nature !reate" the irony ga between what he "ay"
what he de"ire"# The eole "ee an ideal 'iew in the te!hnology world but true haine"" lie" in going ba!( to
the nature#
In thi" way, the oet aeal" e'ery hu)an being to !on"er'e the nature whi!h "uort" our life and re"er'e
our haine""#
LEN+ER ROLE3
3e& Role"
2a)ilton M!Cubbin J <arbara <lu) +ahl
Thin( about itN
R Are the fe)ale the "e!ond "e&0
R +oe" our "o!iety ut e/ual 'alue on both the "e&e"0
R Are the "e& role" deter)ined biologi!ally !ulturally0 <y nature or Nurture0
MEN ES%> 4 @ield, "word, head Erea"on%, !o))and", "trong, a)bitiou", "elf !ontrolled, indeendent#
.OMEN ET%> 4 2ealth, needle, heart, obey" Erule"%, wea(, a""i'e, !ontrolled, deendent#
a% 3e& role and under identity> A!!ording to the "!rit" written by the writer and "i)ilarly e'ery hu)an being
i" a "o!ial a!tor who i" a" a!!ording to the "!rit writing by the "o!iety# There are "o)e "o!ial nor)" in e'ery
"o!iety and an indi'idual a!t i" deter)ined by the "a)e "o!ial nor)"# Traditionally, it belie'e" that the )en
"hould be bra'e, "trong, indeendent, rigid, a)bitiou", and aggre""i'e and "elf !ontrolled et! where a" wo)en
"hould be a""i'e, !oward, "oft, deendent, e)otional et!# .hen any )an "how" the feature of wo)an, he i"
!riti!i-ing where a" a fe)ale i" laughed at her, "he "how" the feature" of the )an# The writer of thi" e""ay trie"
to ro'e that the beha'iour differen!e" between the "e&e" are not only deter)ined by biologi!al fa!tor but it i"
influen!ed by the !ulture nor)" and 'alue" a" well# If it wa" biologi!al why doe" the "e& role differ fro) la!e
to la!e and if it only !ultural0 .hy do the eole "hare "a)e uni/ue feature"0 Thu" it i" "elf e'iden!e that "e&
role" are deter)ined by both#
b% The !au"e of "e& role"> biologi!al or !ulture### It i" intere"ting to (now that )o"t of nur"e" are wo)en and
)o"t of the tru!(" dri'er" are )en# In general the )en are )ore intelligent than the wo)an but the /ue"tion i"
why it i" "o0 Ob'iou"ly, there are two fa!tor"> biologi!al and !ultural or nature or the nurture#
!% Leneti!", the biologi!al e'iden!e>
Male S Androgen, 'i"ual "(ill, &y !hro)o"o)e"
@e)ale T E"trogen", 'erbal "(ill", && !hro)o"o)e"#
No one !ontra!t" the fa!t there are biologi!al differen!e" between )ale and fe)ale# <ut there i" a /ue"tion ut
to the re"ear!her" whether biologi!al differen!e" deter)ine the beha'iour of )ale or fe)ale or not# <y
"tru!ture )ale and fe)ale are )ade u of different !hro)o"o)e"> &y !hro)o"o)e" )a(e the )ale where a" &&
!hro)o"o)e" )a(e the fe)ale# +ue to the differen!e" in !hro)o"o)e", the a'erage )ale i" fatter, hea'ier and
)ore )u"!ular than the a'erage fe)ale# 3i)ilarly, it i" found out that the beha'iour differen!e" are due to the
fe)ale hor)one"# <oth )ale and fe)ale hor)one" that are rodu!ed na)ed androgen and e"trogen" )a(e the
differen!e with )ale and fe)ale# Li(ewi"e e"trogen" )a(e fe)ale fertility, brea"t, butt, and other !hange" in
the body#
Undoubtedly, the hy"i!al "tru!ture of the )ale and fe)ale i" deter)ined by the hor)one" but the /ue"tion i"
what if ha" to do with e)otional a"e!t"0 The an"wer i" ob'iou" that )a(e" hor)one" e)ower the) with
'erbal "(ill"# Con"e/uently, they a!t differently howe'erP it "hould be noted that the "e& role" are biologi!al#
E'en it;" a girl ha" boyi"h feature"P "he !an not a!t li(e a boy until her "o!iety er)it" to do her "o#
d% Culture> The anthroologi!al e'iden!e> The "tudy of three tribe"##
i% Arae"h> both the "e&e" a!ted the role of a fe)ale !ooerate, nurturing et!#
ii% Mundugu)or> Ma"!uline role" were layed by both the "e&e"P aggre""i'e and !o)etiti'e#
iii% Tehanbuli> Ju"t the re'er"e role"P wo)en layed li(e )a"!uline role" and the )en layed fe)inine role"#
A!!ording to Anthroologi"t", the "e& role" are deter)ined by the !ulture fro) the early !i'ili-ation, the )ale"
a!hie'ed ower and re"tige be!au"e of their "trength and !ourage be!au"e they went for hunting where a" the
fe)ale "tayed at ho)e nurturing their !hildren# Ob'iou"ly, both of the) "y)boli-ed the "our!e of food, )a(e
earned )ore ower be!au"e they di"tributed the food and )a(e the fe)ale deendent on the)# Con"e/uently,
the "e& role" were deter)ined the )ale" were )ore owerful and !onfident that the fe)ale# In a "en"e they
were li(e ruler" and ruled#
A!!ording to the "tudy of the Anthroologi"t, the "e& role" differ fro) one "o!iety to the other# In "o)e of the
"o!ietie", both the "e&e" lay the fe)inine role" and in "o)e other" they lay the )a"!uline role"# It i" al"o
"urri"ed that "o)e other" they lay the )a"!uline role"# It i" al"o "urri"ed that "o)e "o!ietie" )a(e the
fe)ale )ore owerful that the )ale"# <a"i!ally, the fe)ale are owerful only when they )a(e the)"el'e"
indeendent# In the "o!ietie" where the fe)ale grew !ro" and "old the) enhan!ed the) owerful# Therefore,
it i" "elf4e'ident that "e& role" are the rodu!t" of in!o)e re"our!e" allowed by the "o!iety to the both the
"e&e"#
d% 3o!iety> Learning e'iden!e> It i" already "tated that "e& role" are deter)ined by the biologi!al a" well a"
!ultural fa!tor"# If !ulture deter)ine" the "e& role", how doe" it begin0 Ob'iou"ly the !ulture "tart" fro)
ro!e"" of "o!iali-ation# Mo"t differen!e" between )ale and fe)ale are learned through fa)ily intera!tion
"!hool tea!hing and the )a"" )edia# The grown u" de"ire the boy a" boun!ing and "turdy where a" the girl are
deter)ine a" "weet and "oft# A" a re"ult the fe)inine feature" are de'eloed in the girl" and )a"!uline feature"
are de'eloed in boy"# Moreo'er, if any boy li(e" laying with doll", the arent" do not allow hi) to do "o#
They try to tea!h hi) that he i" a boy and )u"t lay the rough ga)e"# A" a re"ult, the "o!iali-ation begin"#
e% @e)ini"t !riti/ue> 3e& role" and "o!ial !ontrol> After the )inute "tudy of the "e& role", the fe)ini"t !riti/ue"
ha'e rea!hed the !on!lu"ion that there i" a "trong "o!ial !ontrol, the )ale" ha'e a!hie'ed re"tige and ower,
where a" the fe)ale are "till lagging behind the )ale"# If e/ual oortunitie" are ro'ided to the fe)ale", they
would ne'er be different fro) the )ale" e'en though there are funda)ental differen!e" in their biologi!al
"tru!ture#
Con!lu"ion> IN thi" !hater entitled C3EU ROLE3D the writer" ha'e ju"tified that "e& role" ha'e biologi!al a"
well a" !ultural root"# In thi" ro!e"" of de'elo)ent of !ulture, "o!ietie" lay a (ey role" and the !hild learn"
the di"tin!tion of the "e& role" fro) hi" elder"# 2owe'er, the fe)ini"t" are with the hoe that if the
oortunitie" are ro'ided to the fe)ale e/ually, the ga between the "e& role" will be bridged#
<oy" .ill <e <oy"
<arbara Aantrowit- J Claudia Aalb
R In thi" e""ay, the writer" ha'e tried to fo!u" on the fa!t that boy" "hould not be ignored and !riti!i-ed for their
fruit"# Their aggre""ion and 'iolen!e i" in!rea"ed by indifferen!e of the arent"# Thu" "e!ial i" needed to the
boy"#
5oint wi"e "u))ary>
$# +ue to the fe)ini"t )o'e)ent, the hy"i!al trait" of the boy" are often !riti!i-ed# .hate'er the boy" did or
do, it often be!o)e" a )atter of !riti!i") for the fe)ini"t# It i" the reality that boy" and girl" do ha'e different
hy"i!al trait" and it i" a great )i"ta(e and a "e'ere inju"ti!e for the boy" to loo( fro) the "a)e er"e!ti'e#
*# It i" not "urri"ing to (now that the !ri"i" oint Eeriod of !hange"% in the boy" and girl" o!!ur at different
age" in !o)ari"on with the girl" and the boy" fa!e the !ri"i" oint earlier a" a re"ult the boy" "how the
di"!iline roble), attention defi!it, di"order and other roble)" relating with )orality# They e'en !o))it
'iolent !ri)e due to the "a)e roble)#
,# The boy" and girl" do ha'e different nature fro) their infan!y# The boy" are e&re""i'e but the girl" are
refle!ti'e i#e# when a )ale baby i" hungry, he "tart" weeing but when a fe)ale baby i" hungry, "he "u!(" her
thu)b"# <e"ide", a" the )ale are unable to !o))it "ui!ide, be!o)e al!oholi! and al"o "how the "y)to)" of
A++#
6# A!!ording to the re"ear!her", a" the )ale !hild fa!e" the !ri"i" oint earlier, he de'elo" to "elf together# In
other word", the !hild ine" for lo'e and affe!tion fro) hi" arent" but on the other hand he would li(e to "how
hi)"elf a" indeendent# The e&a)le of 7 year" old boy getting angry with hi" )other when "he (i""ed hi)
ubli!ly# The )other (new that her "on li(ed to be lo'ed but he de"i"ed when hi" )other treated hi)
!hildi"hly#
7# The writer" are in the oinion that the arado&i!al relation"hi between the boy" and the arent" )u"t be
bridge by the !lear dealing of the arent" e"e!ially the )other# the writer ha'e al"o gi'en the e&a)le how the
ga between the !hild and the arent" !reate the roble)"# @or e&a)le> $9 year" old boy !o))itted "ui!ide
when hi" girlfriend de!ei'ed hi)# In fa!t boy ne'er under"tood the fe)ale trait" be!au"e hi" )other al"o (et
di"tan!e with hi)#
8# It i" a tragedy that di'or!e !au"e" are fre/uent in the we"tern "o!iety and )o"t of the !hild i" reared by a
"ingle arent# A" a re"ult, the !hild de'elo" the fa!tor" li(e anger, aggre""i'ene"", fru"tration and ulti)ately
'iolen!e# In"tead of bla)ing the boy" for their rude beha'iour, we ha'e to "ee hi" "o!ial and e)otional
ba!(ground re"on"ible for hi" light#
9# The "o!ial and gender "are of girl ha" been widened due to the fe)ini"t )o'e)ent# The "o4!alled radi!al
fe)ini"t !riti!i"ed the beha'iour of the )en e'en though they are the e""ential )ale /ualitie"# <e"ide", it i" "o4
!alled )ale !hau'ini") that ha" hindered the )ale;" to be deli!ate and e)otional# 2owe'er, it i" a great
inju"ti!e for the )ale to 'alue the) fro) fe)ale er"e!ti'e# A" it i" often re)ar(ed that )ale and fe)ale are
foreign land"# There are funda)ental differen!e" between the )ale and fe)ale trait" and beha'iour# Therefore,
we "hould not )ea"ure the )ale and fe)ale with the "a)e "!ale#
In thi" way, thi" e""ay ha" been returned again"t the idea of radi!al fe)ini"t who are eager to !riti!i-e the )ale
beha'iour e'en though they are /uite natural# a" the boy" are alway" boy", their aggre""ion and 'iolen!e "hould
be ta(en naturally# 2owe'er, we "hould try to find out the root !au"e" for the"e trait"#
3e&, 3igh", and Con"er'ation
+eborah Tannen
1 Thi" e""ay i" !on!erned with the u"e of language and the gender role"# The fe)ale" u"e language to negotiate
inti)a!y that enable" the) to (ee har)oniou" relation"hi on the other hand )ale" u"e the language to
re"er'e their indeenden!e", authority and their "tate"# The fe)ale" are eager to "ea( at ho)e but the )ale"
"ea( ubli!ly#
In thi" e""ay, their ri)arily !on!ern" with the la!( if !o))uni!ation between )ale and fe)ale# In order to
)a(e her reader" well (nown about the la!( of !o))uni!ation, the writer begin" with the differen!e" in the
u"e of language between )ale and fe)ale# The fe)ale" u"e language to negotiate inti)a!y whi!h hel" the
wo)en "hare feeling", )a(e !onne!tion" and it al"o enable" the) to !reate a "en"e !lo"ene"" and har)ony#
<ut, on the other hand, the )ale" u"e language to re"er'e their indeenden!e and negotiate their "tatu"#
<e"ide", the )ale are eager to re)ain in the !entral of attra!tion through the u"e of the language# Moreo'er, the
language hel" the) to !hallenge and !o)ete with the other" and to de)on"trate (nowledge and 'erbal "(ill"#
Though the )ale" and fe)ale" li'e in the "a)e world, their beha'iour and the u"e of language "how" a" if they
ha'e been brought fro) different world"#
The writer begin" her e""ay fro) the e&a)le of a hu"band and wife who are "ear!hing for "o)ething but
without a"(ing "o)eone el"e# Though the wife "ugge"t" her hu"band to a"( with "o)eone out there but the
hu"band i" a relu!tant# Thi" e&a)le !larifie" that the fe)ale" u"e language to negotiate inti)a!y and a!hie'e
har)ony wherea" the )ale u"e language to re"er'e their authority and "tatu"#
@or the fe)ale" tal(ing )a(e" the) feel that they are not lonely# They "hared their feeling with "o)eone el"e
"o that they !ould feel light# <ut on the other hand, the )ale" rarely "hare "hare their feeling" with their wi'e"#
A" "oon a" a wife !o)e" ba!( fro) her offi!e, "he i" eager to tell e'erything to her hu"band but de"ite her
in/ui"ition the hu"band i" not really to en'oi" hi)"elf# 3i)ilarly, the wife i" "tartled when her hu"band re'eal"
in front of hi" friend" about the haening of hi" offi!e affair"# It i" a really a "ho!(ing )atter for the wife that
her hu"band doe" not tru"t her#
A!!ording to the writer, both hu"band and wife ha'e )i"under"tanding about ea!h other# Thi"
)i"under"tanding i" due to the la!( of !on'er"ation re"ulting fro) the differen!e" in "e& role"# In"tead of
a!!u"ing ea!h other, it i" better to under"tand the differen!e in the u"e of language in relation with "e& role"#
The )ale" "hould under"tand that the fe)ale" are eager to un'""o) the)"el'e" readily where a" the )ale;"
nature not to di"!lo"e readily# In order to !larifie" about her in the oe)# The writer gi'e" the e&a)le of her
own arent" who are )arried for 79 year" but they "till ha'e roble)" in under"tanding ea!h other# <a"i!ally,
the fe)ale "ee(" for har)oniou" relation"hi where a" the )ale alway" bring" out !ontradi!tion# The fe)ale
"uort ea!h other where a" )ale" are alway" ready with alternati'e"# Con"e/uently the !onfli!t i" ne'er
re"ol'ed#
Con!lu"ion>
In thi" way, the writer "how" how the la!( of !on'er"ation or !o))uni!ation between )ale and fe)ale !reate"
roble) in "o!iety a" well a" ho)e# It i" "elf e'ident that )ale" and fe)ale" are different biologi!ally and
!ulturally with ea!h other# 3o ob'iou"ly u"e of language al"o deferrer" radi!ally, or funda)entally# The !au"e
behind the la!( of !o))uni!ation i" nothing )ore than the "e& role# Therefore it i" ne!e""ary to )ini)i-e the
ga between the gender role" in order to )ini)i-e that la!( of !o))uni!ation#
.o)en 2a'e .hat It Ta(e"
Carol <ar(alow
1 In thi" e""ay, the writer "trongly ad'o!ate for the in'ol'e)ent of wo)en in !o)bat unit of the ar)y# The
writer argue" that e)otional or )ental "trength i" )ore owerful that the hy"i!al one# The war" e&erien!e"
ha'e e'iden!ed that fe)ale are )ore deter)ined than the )ale !o)batant"#
The writer her"elf wa" an ar)y offi!er who had the fir"t hand e&erien!e" of the Lulf war# A!!ording to her
e&erien!e", it wa" noti!e" that the fe)ale "oldier" were "o)eti)e" )ore deter)ined that the )ale "oldier"#
<e"ide", it i" "elf4 e'ident that "trength lie" not in hy"i!al "tru!ture but it lie" in )entality# There were "o )any
e'iden!e" that )ale "oldier" ran away fro) that battle field wherea" the fe)ale "oldier" en!ountered their
ene)ie"# In !a"e of di"!iline, the fe)ale (et "e'eral "te" ahead of the )ale"#
Therefore the writer belie'e" that the fe)ale "hould be gi'en "a)e oortunitie" li(e that of the )ale#
Undoubtedly, regnan!y !reate" a roble) for the fe)ale, howe'er, we !an "ay the fe)ale !an "er'e the nation
and fight for it in the "a)e )anner a" the )ale" do#
An Oo"ing Kiew
<ill Norton
.hy wo)en "hould not be "ent on the front line0
<e!au"e they>
i% +e"troy !ohe"ion Ehar)ony%
ii% 2a'e got different "e& role"
iii% 2a'e got hy"i!al inferiority
In thi" arti!le, <ill Norton !riti!i-e" the idea of "ending the fe)ale in the battle field# 2e "trongly denie" that
the fe)ale are fit for fighting# 2i" )ain argu)ent i" that )ale and fe)ale do ha'e different "e& role" and
!on"e/uently they !an not be fit an e'ery field#
A!!ording to hi), there are three rea"on" due to whi!h the wo)an "hould not be "ent in the battle field#
a% The "tandard of the ar)y and it" !ohe"ion will be de"troyed#
b% Lo'e, intere"t will be in!rea"ed due to whi!h a lot roble) !ould ari"eP
!% The hy"i!al inferiority of the fe)ale#
In fa!t, when the fe)ale" are "ent in the battle field, the attra!tion to oo"ite "e& will ob'iou"ly in!rea"e and
a" a re"ult the )i""ion of the ar)y will be di'erted# Moreo'er, the )ale" do ha'e got fitted hy"i!al "trength
wherea" the fe)ale are !o)arati'ely wea(# Undoubtedly, they )ight ha'e )ental "trength but it doe" 'ery
le"" in the battle field#
Therefore, it" "elf4e'ident that the )ale and fe)ale are )ade for different fun!tion"# Male for the e&ternal
world wherea" the fe)ale ha" to loo( after a ho)e and fa)ily#
The Androgynou" Male
Noel 5errin
4ha'ing no "e!ifi! gender role#
Ma"!uline rigid, "trong ne!e""arily be good hu"band no !hoi!e left
@e)inine "oft, e)otional !an a!t freely !hoi!e" are oen
In thi" e""ay, Noel 5errin "how" "o)e "tri(ing ad'antage" of being an androgynou" )ale# .hen a er"on
retend" to ha'e Ehe4)an% /ualitie", ha'e )u"t "a!rifi!e a lot of !hoi!e"# @or e&a)le, he )u"t be rigid e'en if
he i" e)otional# <ut the androgynou" )ale" are /uite free and they !an a!t a!!ording to the "ituation#
+ue to the fe)ini"t )o'e)ent, gender role" are di"tin!tly di'ided> )ale" "hould be rigid and fe)ale "hould be
e)otional# +ue to thi" di"tin!tion, both )ale and fe)ale are in roble) and e"e!ially the )ale ha'e lo"t their
haine""# In order to "how the )a"!uline ower, the )ale "hould "how their !o!("urene"" in e'ery field# And
it ha" let the) to infinite unhaine"", "o the writer "ugge"t" the )ale to be androgynou" "o that they !ould
enjoy the )a"!uline ower a" well a" reali-e the fe)inine bli""#
U"ually, ower and )a!hine i" !onne!ted with )ale /ualitie" and nature and nurturing i" !onne!ted with
fe)inine /ualitie"# The androgynou" )ale are enable to feel the both# In !a"e of the writer, he ha" fought
again"t hi" ene)ie" in the battle field whi!h i" urely a )a"!uline /uality and he ha" al"o loo(ed after hi"
!hildren and it i" the fe)inine /ualitie"# 3hedding the tear" in e)otional "!ene", (i""ing the !at and feeling the
)otherly affe!tion toward" hi" !hildren are the freedo) ro'ided by androgynou" /ualitie"#
Therefore, the )ain argu)ent of the writer i" that all )ale" are not !o)letely )a"!uline# Along with their
)a"!uline /ualitie", they do ha'e fe)inine /ualitie" a" well# 3o it i" not a good idea to di'ide the world or the
"o!iety into he and "he di"tin!tion# The real life !o)e" in between hi) and her#
The 5rin!e"" and the Ad)iral
Charlotte 5o)erant-
1 Thi" fable !larifie" that e'en the wo)en !an be a better ruler than )ale"# The rin!e" ea"ily get 'i!tory o'er
the owerful Ad)iral and hi" troo"# 3he al"o ju"tified that the wo)en are )ore hu)ane than the )en# 3he
be"towed the Ad)iral hi" life due to whi!h he felt indebted to her through out hi" life#
Thi" "tory i" ba"ed on the $,th !entury in'a"ion of Kietna) o'er the other !ountrie" and the "(ilful defen!e of
the )inor !ountrie"# The tiny (ingdo) ruled by the 5rin!e"", Mat Mat wa" "afe until the Ad)iral hold 'ulture
eye on it# 2owe'er, the rin!e"" wa" able to get 'i!tory o'er the ower Ad)iral and "he wa" al"o able to
!ontinue the ea!e !elebration#
A!!ording to the "tory, there wa" a dry 'illage (nown a" a tiny (ingdo)# The 'illage wa" without war" for
year" be!au"e the 'illage did not ha'e the )ineral" to attra!t the in'ader"# The eole were e&!ited to !elebrate
$FF year" of ea!e howe'er, the new" of the in'ading ar)ie" in the !o))and of the Ad)iral did not only
"ho!( the 'illager" but it al"o "tartled the rin!e"", Mat Mat# The three ad'i"or" of the rin!e"" infor) that the
Ad)iral had been !o)ing in *F large boat" with "uffi!ient weaon" to !ature the 'illage# I))ediately, the
5rin!e"" !all for the A"trologer and !on"ulted about the relation"hi between the "un and the )oon# The
A"trologer infor)ed that the attra!tion wa" greater in the full )oon night and the following night wa" the
"a)e# The rin!e"" wa" glad and "he /ui!(ly ordered the eole to !ut the tree", )a(e the) ointed edge and
ta(e the tree" in the "ea ban(# A" ordered by the 5rin!e"", the tree "tood li(e the fen!e in the "ea ort and it wa"
ob'iou"ly a tra for their ene)ie"#
The fi"her fol( brought *7, ole" in order to fort their 'illage# <e"ide", a" lanned by the 5rin!e"", the fi"her
boat" were "ent to tea"e the war boat" of their ene)ie"# A!!ording to their de"ire, the fi"her fol( were able to
bring the war boat" in their tra"# On the other hand, the Ad)iral felt hay being un(nown to the fa!t that he
wa" already at the tra# 2e )o!(ed at the 5rin!e"" and her eole be!au"e they fought with fruit", 'egetable"
and eel"# 2e wa" al)o"t "ure that when the tribe would be low, he would !ature the 'illage in!luding the
5rin!e""#
Une&e!tedly, the war boat" of the Ad)iral were de"troyed by the ole" of the fi"her fol( be!au"e they )ade
hole" at the botto) of the boat"# The troo" of the Ad)iral were nearly !a"i-ed# The Ad)iral reali-ed that he
wa" defeated by the "i)le fi"her fol( and the 5rin!e""# Ulti)ately, he "urrendered to the 5rin!e""# Though he
e&e!ted of being beheaded, the 5rin!e"" be"towed hi) hi" life and he felt indebted to her throughout hi" life#
Moreo'er, hi" er!etion to the wo)en wa" !hanged and reali-ed that wo)en were )u!h )ore intelligent,
deter)ined and owerful than the )ale"# In thi" way, thi" tale !larifie" that wo)en are e/ually !aable, "trong
and deter)ined li(e )ale"# It i" !o)letely a bia" 'iew to ta(e the fe)ale a" wea(, owerle"" and !oward#
The Lreater Lod
Ra(e"h Ratti
1 In thi" oe), the oet re"ent" the o"iti'e a" well a" negati'e a"e!t" !onne!ted with the i)age of a wo)an#
The wo)an i" the i)age" of lo'e, !are, di'inity, !reation, "elf4"a!rifi!e, gentlene"", toleran!e, (indne"", et!#
3i)ilarly, they are !riti!i-ed for their unreliability, "la'ery, owerle""ne"", !redulou"ne"", et!# 2owe'er, the
oet bow" in front of her and regard" her a" the greater god#
1 I)age of wo)en> a greater god, a "hadow of greater owerle"", fearful, "ub"er'ien!e, a "la'e, bitter tongue,
tongue tied, word" are left un"aid, in"anely yielding, and ti)id#
The greater god i" a oe) tal(ing about o"iti'e and negati'e a"e!t" of wo)en# +e"ite "o)e negati'e
a"e!t" and wea(ne"", the oet regard" the wo)en a" the greater god# A!!ording to hi), "he i" nothing but
e'erything for hi)# In other word", the role of the fe)ale i" in"ignifi!ant in a ho)e or in a "o!iety but "he i"
the one who gi'e" !ontinuity to the life ro!e""#
The fe)ale are !on"idered a" le""er god, the "hadow of the "o4!alled owerful or the greater god, i#e# )ale#
3i)ilarly a fe)ale i" owerle"", !oward, a "la'e of the )ale, te)tre"" et!# howe'er, a fe)ale i" e&tre)ely
(ind, gentle, affe!tionate, tolerant, "elf4"a!rifi!ing, nouri"hing, di'ine, et!# 3he i" the one who ta(e" all the ain
and "orrow"# 3he i" ready to go under any hard"hi" for the "a(e of her fa)ily# 3o for the oet, "he i"
e'erything#
In fa!t, the oet i" tal(ing about hi" own i)re""ion of hi" )other# A" a !hild, he had "een the fe)ale in the
for) of a "la'e or a doll who had been a""ed fro) hand" of the father to the hand" of the hu"band# Neither the
fe)ale i" !on"ulted nor "he i" gi'en !han!e to e&re"" her feeling"# A" a re"ult the word" are left un"aid#
In thi" oe), Ra(e"h Ratti ha" "how" the "ignifi!an!e of a fe)ale in the "o!iety# A fe)ale i" not only a
daughter, a wife but "he i" al"o a )other who )a(e" the o""ibility of the !ontinuity of the life ro!e""# In
other word", fe)ale i" the "y)bol of !reation and without her life doe" not e&i"t# 3o!ially and !ulturally, the
role of the fe)ale ha" been )ini)i-ed# 2owe'er, the oet reali-e" the "ignifi!an!e of the )other# The er"on
who )a(e" the life o""ible !an ne'er be the le""er god# +e"ite being !on"idered, a" a "la'e or a "hadow of
the )ale, a fe)ale i" greater than the )ale# It i" the bia"ne"" of the "o!iety that gi'e" le"" ri'ilege to wo)en
and !on"e/uently they ha'e to lag behind the )ale"# The authority i" gi'en to the )ale wherea" the fe)ale are
alway" ta(en a" !oward and wea(# 5o"iti'e a"e!t" li(e lo'e, !are, "en"iti'ene"", toleran!e, in"iring et! are
alway" ignored# A" a re"ult, the "o!iety alway" loo(" at the fe)ale nearly a "hadow of the )ale# Unli(e other
eole, the oet glorifie" the role of the fe)ale and e"tabli"he" her a" the greater god#
.ORA
The New A)eri!an +rea)er"
Ruth 3idel
R .hat i" A)eri!an +rea)0 4 @reedo) or )aterial ro"erity#
In thi" e""ay the writer e&lained how in A)eri!an "o!iety had been !hanging e"e!ially4 the role of fe)ale#
The unwed )other" do not fa!e the "o!ial "tig)a and the fe)ale !an ulift their "tatu" irre"e!ti'e of their
re'iou" !la"" or ra!e#
The title of thi" e""ay ha" been ta(en fro) the !on!et of the A)eri!an +rea) whi!h )ean" hoe for better
future through )aterial ro"erity# 3i)ilarly, it i" al"o !onne!ted with the "u!!e"" and a!hie'e)ent# The word
CNE. Crefer" to the A)eri!an wo)en who are fighting for their better future through their hard wor(# The"e
wo)en belie'e that their de"tiny !an be !ontrolled by their hard wor(#
Unli(e the traditional wo)en, the fe)ale of the re"ent ti)e belie'e that they !an !hange their future# They
wor( with oti)i") in order to "e!ure their better future# <e"ide", they "trongly ad'o!ate for the freedo) of
!hoi!e"# 3i)ilarly, they al"o belie'e that they are the !atain of their "hi and they are re"on"ible for it"
"u!!e""ful 'oyage a" well a" it" wre!(# Con"e/uently, they alway" "truggle again"t ob"ta!le" untiring#
A)eri!an +rea) ro)i"e for e/uality, ju"ti!e and freedo)# .hen the eole are gi'en e/ual oortunity to
"hae their !areer, they feel re"on"ible with the)"el'e"# E"e!ially, the wo)en, who were !on"idered a" the
"e!ond "e& or the "hadow of )ale, are en!ouraged for the )aterial ro"erity# Irre"e!ti'e of ethi!al
ba!(ground or "o!ial "tatu", the"e fe)ale alway" ine for a !o)lete life> a lo'ing hu"band, a hou"e, a !ar,
gentle !hildren, a ro)i"ing rofe""ion et!# Though "o)e of the) are unwilling to )arry they are eager to go
to dating and be!o)e unwed )other# Moreo'er, the"e fe)ale e&e!t for a erfe!t life "tyle not only for
the)"el'e" but al"o for their (id"#
It doe" not ne!e""arily )ean that the drea) of thi" fe)ale would be fulfilled 'ery ea"ily# E"e!ially for the
oor and lower )iddle !la"", it i" 'ery diffi!ult to ulift their "o!ial "tatu"# 2owe'er, it i" not i)o""ible for
the"e fe)ale to a!hie'e their drea) if they are deter)ined and de'oted to their rofe""ion# The drea) of the
Bgod life; ha" been )ade o""ible by the ro)i"e of the A)eri!an +rea)#
3o)eone I" "tealing =our Life
Mi!hael Kentura
R In thi" e""ay, the writer de"!ribe" the e&loitation and the la!( of authority that the )o"t wor(er" of U3
e&erien!e# The writer "trongly ad'o!ate" for the "ituation in whi!h the writer are free to e&re"" their idea",
!ontribute in the de!i"ion )a(ing and get the friendly at)o"here#
In thi" e""ay , the writer "trongly ad'o!ate" for the right" of wor(ing !la"" eole "e!ially of the U#3 The
writer doe" not )ean that the wor(er" "hould get e/ual rofit and authority, howe'er he belie'ed that the
e)loyer" do not ha'e the right" to e&loit or rob the life of their wor(er# At lea"t there )u"t be the 'alue of
the wor(er" !ontribution and hi" 'oi!e "hould be heard and in!luded in de!i"ion )a(ing ro!e""#
Out of 7* wee(", a wor(er get" only * wee(" aid holiday# In that "en"e, out of hi" *8 year" of "er'i!e, a
wor(er get" only a year of hi" own# 3i)ilarly it i" the wor(er who "tand" for the !o)any# In other word",
wor(er" are life line of any !o)any# <ut tragi!ally, the wor(er" do not ha'e any de!i"ion )a(ing ower# In
"en"e, they are ju"t the uet of their e)loyer"# They are al)o"t treated a" "la'e"#
A!!ording to the writer the owner" ha'e ta(en the greate"t ri"( of in'e"ting their )oney in the bu"ine""# 3o
ob'iou"ly they )u"t get a greater a)ount of rofit# <ut, the fa!t i" that they )u"t not e&!lude the wor(er" fro)
the authority# Truly "ea(ing, the wor(er" ha'e e'ery right to (now about their !o)any, their rodu!t and the
de!i"ion whi!h are being ta(en# Moreo'er, it i" the wor(er" who are 'i!ti)i"ed )o"tly when the !o)any i"
ban(rut by the wrong de!i"ion#
The writer of thi" e""ay "ee)" to be )a(ing a radi!al "tate)ent that the wor(er" "hould get "o)e "hare in the
!o)any in whi!h he wor("# 2i" idea" are not beyond !riti!i")# 2owe'er, hi" )ain argu)ent i" that the
wor(er" "hould get the friendly at)o"here for their wor( and their !ontribution" or the ri!e "weat )o"t be
aid duly# <e"ide" he al"o en!ourage" the wor(er" to "ea( again"t the inju"ti!e and wor( for their better)ent#
he al"o !hallenge" the e)loyer" that if they e&e!ted their wor(" to be a""i'e and dan!e a!!ording to their
tune, it would be their greate"t error"#
Our 3!heduled, Our 3el'e"
Jay .all ja"er
In thi" e""ay, the writer "how" hi" ang"t again"t the he!ti! life"tyle of the )odern eole# 2e "ugge"ted the
eole to !ro"" the boundary of the "!hedule and reali-ed the bli"" of une"ti)ated or unlanned ti)e# 2e
a!!u"ed the three fa!tor" of )a(ing the life "tyle of eole> the raid globali-ation, )odern te!hnology and the
hu)an de"ire# 2e al"o re!o))end" wor(ing le"" and )a(ing the life worth of li'ing#
In thi" e""ay, Jay .all Ja"er ad'o!ate" for free u"e of ti)e# 2e loathe" the idea of "!heduled life and
re!o))end" for the )agi!al "ontaneou" )o)ent" that ro'ide the real bli"" of life# A" "oon a" a er"on
brea(" off hi" "!heduled he get" freedo) and he i" able to a!hie'e the uni)aginable haine""#
+ue to "o4!alled )oderni-ation the life of the eole ha" been burden with he!ti! fa!tor" li(e wor( and routine#
A" a re"ult )odern )an ha" be!o)e the "la'e of ti)e# Ob'iou"ly, the ti)e i" li)ited but the er"on ha" to do
unli)ited wor("# @ro) )orning to e'ening, the er"on i" bu"y in following hi" "!hedule and tired of hi" wor(#
It i" 'ery rare that a er"on get" hi" own ti)e# A" a re"ult, a er"on i" deri'ed of the real lea"ure that hi" life
offer" to hi)#
C.e are bigger than our "!hedule"D#, "aid 5aulo @rieire and he wa" ab"olutely right# IN fa!t, we are not born for
being the "la'e of ti)e# In the na)e of following the a!e of ti)e, we are trying to flow it and !on"e/uently,
we ha'e been en"la'ed# <e"ide", the !on!et of art ti)e job", "ingle arent", two wor(er" at ho)e, the
in!rea"e in the "o4!alled "tandard of life et!# are re"on"ible for )a(ing u" the "la'e of our "!hedule#
The writer "ugge"t" the eole not to wor( o'er ti)e a" well a" not to ha'e o'er de"ire# The "o4 !alled otion"
alway" drag" a er"on to "la'ery# Therefore a er"on "hould ut "o)eti)e for the unreared "!hedule" "o that
he !ould feel the real bli"" of life#
The writer doe" not )ean that we "hould not do our routine wor( but hi" anger i" alway" toward" the o'er
he!ti! life due to the "o4!alled )aterial ro"erity# Moreo'er, he intend" to )a(e the eole aware that
unlanned "!hedule" e)ower a er"on or re'itali-ed hi) i))ediately "o it i" ne!e""ary to brea( u the
"!hedule" ti)e and again#
The Rage to Anow
2oran!e @reeland Jud"on
In thi" e""ay, the writer e&lain" the 'ariou" rea"on" for whi!h the "!ienti"t" are in'ol'ed in their rofe""ion",
in!luding !hallenge", e&hilaration, di"!o'erie" and lea"ure"# They belie'e that they !an ut the)"el'e" aart
through their "!ientifi! endea'our#
In thi" e""ay, the writer trie" to dig4 out the !au"e" behind the in'ol'e)ent of the "!ienti"t in their rofe""ion# In
fa!t, it i" the,D )o)ent of truth that )oti'ate" the) to re)ain in their rofe""ion#D The "!ientifi! di"!o'ery i"
not only !lear but it i" al"o beautiful# A" a re"ult, the "!ienti"t" are eager to re)ain in their rofe""ion and gi'e
the "o!iety "o)ething new# <e"ide", the "!ienti"t" al"o (now that there i" a unity in di'er"ity# They alway" try
to find out a binding ele)ent a)ong the di'er"e thing#
Ob'iou"ly, there are a nu)ber of hurdle", diffi!ultie", di""ati"fa!tion a" well a" fru"tration, howe'er the ride
in (ill, (eeing hi)"elf aart fro) the eer" a" well a" the "en"e of !o)etition alway" )oti'ate the "!ienti"t
for their hard wor(# Moreo'er, !urio"ity and a""ion for wor( are ine'itable art of the "!ienti"t# On!e they
"tart their wor(, they do not lea'e it until they get a "ati"fa!tory !on!lu"ion#
Along with other )oti'ation", there i" an i)ul"e of the rage to (now# E'ery "!ienti"t ha" "trong thir"t for
(nowledge whi!h i" not /uen!hed until he get" "o)ething for whi!h he !an feel ride for# 3i)ilarly, there i" a
lea"ure )oti'e in the di"!o'ery of the "!ienti"t# .hene'er they "ee a new thing, an unending !urio"ity get"
born in the) and !on"e/uently, they get lea"ure out of it#
Though thi" e""ay i" !on!erned with the "!ienti"t and their de'otion and deter)ination to wor(, on the whole,
thi" e""ay trie" to in"ire the eole that de"ite the fru"tration and diffi!ultie", one ha" to do hi" wor( feeling
tre)endou" lea"ure out of it# Only through the de'oted wor( or labour one !an draw a good re"ult#
Lo" 5obre"
Ri!hard Rodrigue-
In thi" autobiograhi!al "tory the writer e&re"" hi" own e&erien!e a" a !on"tru!tion wor(er# In order to
e&erien!e the ain and lea"ure of the Breal wor(;, he join" the "u))er wor( but he reali-e" that being an
edu!ated er"on, he i" unable to feel the real e&erien!e of BLo" 5robre"; i#e# oor and owerle""# Only after
"eeing the atheti! !ondition of the Me&i!an )igrant wor(er", he reali-e" the real !ondition" a" well a"
e&loitation of Lo" 5orbre"# Although thi" "tory i" related with the writer hi)"elf, there i" a great e)athy with
the wor(ing !la"" eole for the writer hi)"elf tried to fell the real e&erien!e of the hardwor(# <e"ide", the
writer, in the beginning thought that the wor(er" were different fro) what hi" )other told hi) about but later
he reali-ed that the real wor(er" were truly oor and owerle""#
+uring hi" graduation, the writer wa" in "ear!h of the "u))er job and one of hi" friend" "ugge"ted hi) that he
"hould get a job a" a wor(er# In fa!t, the writer would li(e to e&erien!e the "uffering of Bthe real wor(;
be!au"e he would li(e to "how hi" father that he e'en had e&erien!e of it# +uring hi" inter'iew with the
!ontra!tor, the writer "aid that he had e&erien!e of hy"i!al labour though he had ne'er wor(ed hy"i!ally in
hi" life# Undoubtedly, the eole had told hi) that the hy"i!al labour wa" beyond hi" !aa!ity but he enjoyed
the wor( 'ery )u!h# Moreo'er, unli(e hi" e&e!tation", he found the wor(er" not being Lo" 5orbre" but being
)iddle !la"" a" well a" edu!ated li(e hi)"elf# 2e wa" e'en "urri"ed that the wor(er" were not of "i)ilar
intere"t and "(ill"# E'en though they were daily wage labour", they had the di'er"e intere"t and "(ill"# @or
e&a)le> "o)e of the) were ab"tra!t ainle"" wherea" "o)e other" were oet and the writer"#
The writer, in the beginning, felt that he had got e&erien!e of ,; The Real .or(; but later he reali-e" that an
edu!ated er"on !ould ne'er feel the real e&erien!e of wor(ing !la"" eole# The light of the Me&i!an
)igrant wor(er" )ade hi) reali-ed that they la!( ubli! identity, re)ain !o)letely alien and they were the
er"on;" falling aart# +ue to the la!( of roer !o))uni!ation or the language roble), they were a!ting li(e
the uet in the !o))and of their !ontra!tor# Moreo'er, they were unaware of the )ini)u) hu)an right and
!on"e/uently, they were 'i!ti)i-ed rudely# The /uietne"" wa" the indi!ation of helle""P they were in the
foreign land# Their "weating fa!e and the hard har"h body really in'ited the "y)athy fro) the writer# 2e
ob'iou"ly got the an"wer whi!h he wa" "ear!hing fro) hi" !hildhood# 2e !learly (now" that he !ould ne'er be
BLo" 5orbre";#
Thi" "tory dei!ted the life of the oor and the owerle"" but al"o in ad'o!ating for their right"# Indire!tly, the
writer "ea(" for the oor and the owerle"" eole and again"t their e&loitation by the e)loyer"# +e"ite
being autobiograhi!al "tory, the "tory i" able to generate the !o))on e&erien!e of the wor(ing !la"" eole#
3i)ilarly the "tory !hange" the ro"e!ti'e of the eole toward" the wor(ing !la"" eole in "ead of hatred
and )o!(ery, the de"ire for lo'e and re"e!t#
A!tion .ill <e Ta(en
2einri!h <oll
2einri!h <oll 4 A!tion will be Ta(en EAn A!tion45a!(ed 3tory%
5robably one of the "trange"t interlude" in )y life wa" the ti)e I "ent a" an e)loyee in Alfred .un"iedelV"
fa!tory# <y nature I a) in!lined )ore to en"i'ene"" and ina!ti'ity than to wor(, but now and again rolonged
finan!ial diffi!ultie" !o)el )e Wfor en"i'ene"" i" no )ore rofitable than ina!ti'ity4 to ta(e on a "o4!alled
job# @inding )y"elf on!e again at a low ebb of thi" (ind, I ut )y"elf in the hand" of the e)loy)ent offi!e
and wa" "ent with "e'en other fellow4"ufferer" to .un"iedelV" fa!tory, where we were to undergo an atitude
te"t#
The e&terior of the fa!tory wa" enough to arou"e )y "u"i!ion"> the fa!tory wa" built entirely of gla"" bri!(
and )y a'er"ion to well4lit building" and well4lit roo)" i" a" "trong a" )y a'er"ion to wor(# I be!a)e e'en
)ore "u"i!iou" when we were i))ediately "er'ed brea(fa"t in the well4lit, !heerful !offee "ho> retty
waitre""e" brought u" egg", !offee and toa"t, orange jui!e wa" "er'ed in ta"tefully de"igned jug", goldfi"h
re""ed their bored fa!e" again"t the "ide" of ale4green a/uariu)"# The waitre""e" were "o !heerful that they
aeared to be bur"ting with good !heer# Only a "trong effort of will W"o it "ee)ed to )e4 re"trained the) fro)
"inging away all day long# They were a" !ra))ed with un"ung "ong" a" !hi!(en" with unlaid egg"#
Right away I reali-ed "o)ething )y fellow4"ufferer" e'idently failed to reali-e> that thi" brea(fa"t wa" already
art of the te"tP "o I !hewed away re'erently, with the full are!iation of a er"on who (now" he i" "ulying
hi" body with 'aluable ele)ent"# I did "o)ething whi!h nor)ally no ower on earth !an )a(e )e do> I dran(
orange jui!e on an e)ty "to)a!h, left the !offee and egg untou!hed, a" well a" )o"t of the toa"t, got u, and
a!ed u and down in the !offee "ho, regnant with a!tion#
A" a re"ult I wa" the fir"t to be u"hered into the roo) where the /ue"tionnaire" were "read out on attra!ti'e
table"# The wall" were done in a "hade of green that would ha'e "u))oned the word XdelightfulX to the li" of
interior de!oration enthu"ia"t"# The roo) aeared to be e)ty, and yet I wa" "o "ure of being ob"er'ed that I
beha'ed a" "o)eone regnant with a!tion beha'e" when he belie'e" hi)"elf unob"er'ed> I ried )y en
i)atiently fro) )y o!(et, un"!rewed the to, "at down at the neare"t table and ulled the /ue"tionnaire
toward )e, the wa" irritable !u"to)er" "nat!h at the bill in a re"taurant#
Hue"tion No# $> +o you !on"ider it right for a hu)an being to o""e"" only two ar)", two leg", eye" and ear"0
2ere for the fir"t ti)e I reaed the har'e"t of )y en"i'e nature and wrote without he"itation> XE'en four ar)",
leg" and ear" would not be ade/uate for )y dri'ing energy# 2u)an being" are 'ery oorly e/uied#X
Hue"tion No# *> 2ow )any telehone" !an you handle at one ti)e0
2ere again the an"wer wa" a" ea"y a" "i)le arith)eti!> X.hen there are only "e'en telehone",X I wrote, XI
get i)atientP there ha'e to be nine before I feel I a) wor(ing to !aa!ity#X
Hue"tion No# ,> 2ow do you "end your free ti)e0
To be of U"e
Marge 5ier!y
The eole I lo'e the be"t ju) into wor( head fir"t
without dallying in the "hallow"
and "wi) off with "ure "tro(e" al)o"t out of "ight#
They "ee) to be!o)e nati'e" of that ele)ent,
the bla!( "lee( head" of "eal"
boun!ing li(e half "ub)erged ball"#
I lo'e eole who harne"" the)"el'e", an o& to a hea'y !art,
who ull li(e water buffalo, with )a""i'e atien!e,
who "train in the )ud and the )u!( to )o'e thing" forward,
who do what ha" to be done, again and again#
I want to be with eole who "ub)erge
in the ta"(, who go into the field" to har'e"t
and wor( in a row and a"" the bag" along,
who "tand in the line and haul in their la!e",
who are not arlor general" and field de"erter"
but )o'e in a !o))on rhyth)
when the food )u"t !o)e in or the fire be ut out#
The wor( of the world i" !o))on a" )ud#
<ot!hed, it ")ear" the hand", !ru)ble" to du"t#
<ut the thing worth doing well done
ha" a "hae that "ati"fie", !lean and e'ident#
Lree( a)hora" for wine or oil,
2oi 'a"e" that held !orn, are ut in )u"eu)"
but you (now they were )ade to be u"ed#
The it!her !rie" for water to !arry
and a er"on for wor( that i" real