. . .

PERCEPTIONS - IV
V
General English Course Book & Comprehension

IV Semester B.Com. / B.B.A.

and other courses
coming under the
Faculty of Commerce and Management

Prasaranga
BANGALORE UNIVERSITY
Jnanabharathi, Bengaluru – 560 056
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Publisher’s Note
Not
The General English Text Book PERCEPTIONS-IV for
Fourth Semester Degree B.Com./BBA and other courses
coming under the Faculty of Commerce & Management has
a diverse collection of stories, poems and fiction. They
address different themes and core issues of today’s world.
Specific texts have been selected to cultivate reading and
writing habits among the learners. They also aim at
developing critical and creative thinking. These texts
provide ample space for the learner to explore linguistic
competencee and literary sensibilities. They also instill
human values.
I thank the members of the BOS, Chairperson and the
members of the Text Book Committee and the Chief Editor
who have made commendable efforts in creating such a
Text Book.
I thank the Hon’ble Vice Chancellor for his guidance and
practical support in bringing out this book.
I am extremely thankful to the Registrar, Bangalore
University for extending his wholehearted co-operation
co and
support.
I also thank the Staff of Prasaranga and Printing Press
Pres for
the support in bringing out the book so neatly within the
stipulated time.
Dr. B. Gangadhar
Director, Prasaranga and Printing Press

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. . .

PERCEPTIONS – IV: General English Course Book &

Comprehension for IV Semester B.Com. / B.B.A. and
other courses coming under the Faculty of Commerce and
Management, Degree Course, prepared by the Members of
the Text Book Committee, Bangalore University,
Bengaluru; Published by Prasaranga, Bangalore
University, Bengaluru ; Pp: xi + 101

© Bangalore University
First Edition 2019

Published by :
Dr. B. Gangadhar
Director
Prasaranga and Printing Press
Bangalore University
Bengaluru - 560 056

Price : `

Printed at : University Printing Press, Bangalore University, B’lore -56

-BUP-0-

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 . . .

Foreword
The General English text book for IV Semester
B.Com./B.B.A. and other courses coming under the Faculty
of Commerce and Management has been designed with the
dual objective of inducing literary sensibility and
developing linguistic skills in students. Both of these have
been combined in a single text instead of two separate texts.
This may prove a little economical to students.
I congratulate the textbook committee on its efforts in the
selection of the literary pieces and preparation of the
material for grammar and usage. I thank the Director of
Prasaranga and Printing Press, the Assistant Director of
Prasaranga and their personnel for bringing out the textbook
neatly and in time.
I hope the text will motivate the teachers and students to
make the best use of it and develop literary sensibility as
well as linguistic skills.
.
Prof. Venugopal K. R.
Vice-Chancellor

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Members of the BOS

Dr. K. S. Vaishali
Chairperson
Board of Studies in English-UG, Bangalore University, Bengaluru
1. Muralikrishna L. Associate Professor
Department of English, Govt. First Grade College, Vijayanagar,
Bengaluru
2. Dr. L.N. Seshagiri Associate Professor
Department of English,
Govt. First Grade College, Yediyur, Jayanagar, Bengaluru
3. Dr. Umarani M.C. Associate Professor
Department of English, B N M Degree College, BSK II Stage, Bengaluru
4. Dr. Thammaiah R.B. Associate Professor & Head
Dept. of English, Padmashree Institute of Management and Sciences,
Kengeri, Bengaluru
5. Prof. Chetana P. Associate Professor & Head
Dept. of English, Maharani Women's Arts, Commerce & Management
College, Sheshadri Road, Bengaluru
6. Dr. Rekha Kowshik P. R. Assistant Professor
B E S Evening College of Arts & Commerce, Jayanagar, Bengaluru
7. Dr. N.S. Gundur, Professor
Department of English, Tumkur University, Tumkur
8. Prof. Kannan, Professor & Chairperson
Dept. of English, Akkamahadevi Women's University, Vijayapura

Co-opted Member
Prof. D. Yogananda Rao, Associate Professor
Post Graduate Dept. of English, Jain University, Bengaluru

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Text Book Committee

Dr. M. C. Prakash, Chairperson
Principal (Retd.),Vidya Vardhaka Sangha First Grade College,
Basaveshwarnagar, Bengaluru - 560 079
Members
1. Prof. Chetana P.
Maharani Women‘s Arts, Commerce & Management
College, Bengaluru
2. Dr. Thammaiah R. B.
Padmashree Institute of Management & Sciences
Kengeri, Bengaluru
3. Prof. Prasanna Udipikar
VVN Degree College, V.V.Puram, Bengaluru
4. Prof. Doreen Snehalatha Kotian
Govt. First Grade College, Hosakote

5. Dr. Shankara Murthy

Govt. First Grade College, Kengeri, Bengaluru

6. Prof. G.M. Murtheppa

Govt. First Grade College, Yelahanka, Bengaluru

7. Dr. Indhu M. Eapen

Govt. First Grade College, Mulbagal
8. Prof. Jayashree K.J.
Vijaya College, R.V. Road, Basavanagudi, Bengaluru

10. Prof. Dhareppa Konnur

Sheshadripuram Evening College, Bengaluru
11. Prof. Shiva Prasad
Kuvempu First Grade College, Hesaraghatta Rd,
Bengaluru

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Preface
The course book of General English for IV Semester
B.Com./B.B.A. and other courses coming under the Faculty
of Commerce and Management ushers the learners into a
pleasant literary world that presents an array of stories,
poems and prose pieces which envelope such relevant
issues as feministic sensibility, ecological concern, worldly
wisdom, not to mention the undertones of humour and love.
A committed learning of these may help enrich culture and
literary sensibility in students. So is the case with grammar
and usage and the entailing exercises which are intended to
strengthen the linguistic skills of students and make them
confident to use English, the significance of which in a
student's career can hardly be overemphasised.
The Textbook Committee has spared no efforts in selecting
suitable literary pieces, giving a brief introduction as a
brainstorm, preparing the required glossary, suggesting
further reading and setting exhaustive questions on the
selected pieces. The Committee has worked no less to
introduce useful topics of grammar and comprehension
which will, when properly used, enhance the student's
linguistic skills.
I hope that students will make use of this text through the
able guidance of their teachers and equip themselves better
for their career challenges..
Dr. K. S. Vaishali
Editor & Chairperson, Department of English,
Bangalore University

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Note to the Teacher

Perceptions - IV, the text on hand, is, evidently for IV
Semester B.Com./B.B.A. and other courses coming under
the Faculty of Commerce and Management. The text
comprises –
a. 7 literary pieces of different genres
b. English grammar and composition
A skeletal structure of the question paper has also been
provided at the end as a pointer to paper setters and teachers
while focusing on the examination.
The literary pieces are from an assortment of poetry, prose
and fiction. Every lesson begins with a pre-reading section
called brainstorming, followed by a brief introduction to the
author of the piece. Glossary has been provided for the
difficult words and this is not exhaustive. The teacher
concerned may have to prepare it according to the needs of
the class. The questions given at the end have been
classified as 'Short answer', 'Paragraph' and 'Essay Type'
based on the scope of the question and the length of the
expected answer and the pattern of the question paper. The
suggested reading is on broad similarity between the themes
and may not be very close. However, they do add to the
perception and may be handy in explaining the dimensions.
Instead of a separate text for grammar, the topics have been
integrated into the text itself. The topics have been graded
on their complexity and the nature of dealing with them.

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The note given here, the brainstorming section, the glossary

or suggested reading are all merely indicative by nature and
their use depends on the teacher's potential and preparation.
This has been an outcome of the collective effort of all the
Members of the Committee who have slogged day and
night, have spared even their weekends and holidays to
bring it out. They deserve our acknowledgement. We
thank all the authorities of the University, BOS and the
officials concerned for making this possible.

Textbook Committee

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Contents

1. JONATHAN LIVINGSTON SEAGULL …. 1

- Richard Bach
(Note : to be bought/downloaded by the student)

2. PHOENIX OF BEAUTY …. 8
- Dr. Saumitra Chakravarty
3. THE HOOP …. 26
- Feodor Sologub
(Translated by John Cournos)
4. HOW SOON HATH TIME …. 35
- John Milton
5. GIVE US A ROLE MODEL …. 46
- A. P. J. Abdul Kalam
6. HOW KACHA GOT THE SECRET …. 60
- Thangam Krishnan
7. NATIONALISM – AN INTERVIEW …. 78
- Bertrand Russell
8. Question Paper Pattern …. 98

9. Model Question Paper …. 99

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CHAPTER – 1
JONATHAN LIVINGSTON SEAGULL
- Richard Bach
Brainstorming
 Do you follow the calling of your heart and make your own
rules?
 Do you get special pleasure out of doing something well, even
if it means only for yourself?
 Doo you feel that there is more to this living than doing what
everyone else does?

About the Author

Richard David Bach born on 23rd June 1936
is an American novelist and pilot. Jonathan
Livingston Seagull is a novella written in
1970. He has written severall books of fiction
such as A Gift of Wings (1974), Illusions: The
Adventure of a Reluctant Messiah (1977),
and non-fiction
fiction related to flying. Majority of
his works are about flying that shows his
great passion for it. Most of Bach's books have been semi semi-
autobiographical,
tobiographical, using actual events from his life as well as
fiction to illustrate his philosophy.. Bach's books espouse his
philosophy that our physical limits and mortality are mere
appearance.
Summary
The novella, Jonathan Livingston Seagull, is a story of a
seagull’s journey who aspires to fly faster and higher than any
other seagull. Trying to be different from the Flock and in the
desire of flying faster and higher, Jonathan is banished
ished from the

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Flock while the Flock adheres to the coastlines and the fishing
liners. From this point, his spiritual journey begins.
The novella has been divided into three parts. The first part deals
with Jonathan’s recognition of himself to be able to fly f faster,
higher and lower than any other seagull of his Flock. After
achieving one goal, he goes for the second. However, his Flock,
as well as his mother, wants him to be a normal seagull. Yet,
something was motivating Jonathan from within to be more than th
a normal, typical gull. He recognizes his potential to accomplish
more and he wishes to fly above the clouds recklessly.
Eventually, his Flock casts him out because of his unusual
adventures, deeming him an outcast.
At the end of part one, Jonathan, meets
mee a pair of tanned seagulls.
They take him to a place where all the other seagulls practice
flying like him. All of them introduce themselves as his brothers,
together flying off into the sky that is “perfect dark”.
Jonathan, in the second part of the novella,
nov believes himself to be
in heaven by realizing that he is flying more easily and higher
than ever before. He lands with the other gulls on the beach when
his companions leave him. There he meets Sullivan, a
magnificent gull. Later Jonathan works with this magnificent gull
who teaches him lessons in spirituality along with flying.
Sullivan tells Jonathan that he is a “one in a million birds” and
explains to him how the birds arrived at the beach. Eventually,
Jonathan meets Elder Gull, Chiang.
The idea that whenever you seek something, the thing comes to
you, is best explored in the novella. When Jonathan seeks a
teacher, the teacher is there for him; whenever Jonathan attempts
to do something new and is ready for it, it arrives – be it his
opportunity to work without the Flock or his need for a spiritual
teacher.
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In the third part of the novella, Jonathan starts teaching Fletcher

Seagull, accepting him as his student. While having their flying
lessons, some outcast seagulls also join them. He reassures his
students to fly back to their Flock’s beach, realizing that he must
go back to his Flock. Ultimately, the Flock that abandoned him
earlier, starts searching for him so as to learn from Jonathan and
his student Fletcher. Both of them display their skills and
gradually the Flock members start taking part in the lessons.
Jonathan, however, goes too far in encouraging Fletcher to fly
too high and too fast that results in Fletcher crashing into a cliff,
yet he does not die. Shocked, the Flock considers Jonathan a
devil and attempts to kill him.
After the misadventures, both Jonathan and Fletcher argue on
love and conclude that to see the good in everyone is real love.
Jonathan disappears after realizing that he is no longer needed as
a teacher and lets Fletcher continue his work. The physical and
spiritual growth of Jonathan is evident in the novella that enables
him to forgive the Flock that abandoned him and also leave
behind a wise seagull in his place.
Glossary
“Chum the waters” or to make the waters muddy. In fishing
vocabulary, “chum the waters” or chumming means dumping a
bait or something into the waters to attract fish
Stall - stop
Altitude - height
Pelican - a large gregarious water bird
Albatross - large seabirds considered by mariners to be
either bad or good omens.
Piers - a platform on pillars projecting from the shore
into the sea
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Anchovy - a small, common forage fish.

Aerobatic
Maneuvers - flight paths putting aircraft in unusual
attitudes, in air shows
Loop - A loop can be performed by rolling inverted
and diving towards the ground
A slow roll - a roll made by an airplane, in which the plane
makes a complete rotation around its roll
axis while keeping the aircraft flying a
straight and level flight path
Inverted Spin
Recovery - A strange flight attitude being upside
Pinwheel - a simple child's toy made of a wheel of paper
or plastic curls attached at its axle to a stick
by a pin.
Squawk - make a loud harsh noise
Grackle - a gregarious bird
Updrafts - an upward current of air
Snap rolls - manoeuvre in which an aircraft makes a
single quick revolution about its longitudinal
axis while flying horizontally
Barrel roll - an aerobatic manoeuvre in which an aircraft
follows a single turn off a spiral while rolling
once about its longitudinal axis

Short Answer Questions

1. What is dishonor and disgrace for the seagull?
2. For most gulls it is ________ which matters. (flying/eating)

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3. More than anything else Jonathan Livingston Seagull loved

to ___________.
4. Why were Jonathan Seagull’s parents dismayed?
5. Who is Jonathan's initial instructor when he arrives in the
strange land?
6. Jonathan Livingston Seagull was made to stand to centre
for ________
1. shame 2. honour
7. What were the repercussions when a seagull was centred for
shame?
8. What, according to Jonathan Seagull, were the reasons for
the short life of a seagull?
9. Who was Jonathan's first instructor and later friend in the
new world?
10. In what ways were the thoughts of the two gulls and
Jonathan’s similar?
11. The name of the Elder gull is ______.
12. Why is Jonathan one in a million bird according to Sullivan?
13. What, according to Chiang, is heaven?
14. According to Chiang one didn’t need faith to fly but one
needed __________to fly.
15. What compliment of Sullivan embarrassed Jonathan?
16. What were the last words of Chiang?
17. Why was Terrence Lowell Gull labelled an outcast?
18. What, according to Jonathan, was the only true law?
Paragraph Answer Questions
1. What are the simple facts of flight that the gulls usually
learn?
2. Why is Jonathan banished to the Far Cliffs by an Elders’
Council?

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3. Describe the way in which Jonathan puts the two birds to

test. What was their intention?
4. What were the lessons learnt by Jonathan in the place he
thought to be heaven?
5. Discuss the conversation between Chiang and Jonathan.
What are Chiang’s views about heaven?
6. Describe the life of solitude of Jonathan Seagull in the Far
Cliffs.
7. What do you understand about Fletcher Lynd Seagull? Why
was he so bitter?
8. How does Jonathan train Fletcher?
9. What were the words of wisdom shared by Jonathan with
his students on the beach?
10. Describe what happens when Chiang passes to the other
world.
11. What does Jonathan believe Heaven should do in terms of
limits?
Essay Answer Questions
1. What does Flying depict in this story?
2. Perfection is attained only when you know kindness and
love, when you forgive and forget. Elucidate.
3. Jonathan Livingston Seagull lives within us all… Elaborate.
4. Contrast the “normal" life of the Gulls with the one Jonathan
who aspires to live to have with reference to the meaning of
life for the gulls.
5. Elaborate on the idea of Jonathan being a freethinker.

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Suggested Reading/Movies
 Jonathan Livingston Seagull film
 Simply Fly - Capt. Gopinath
 CdgÁªÀÄgÀ – A Kannada film
Sources
livingston
 https://www.enotes.com/topics/jonathan-livingston
 https://en.wikipedia.org/wiki/Jonathan_Livingston_Seagull
 https://www.litcharts.com/lit/jonathan-livingston
livingston-
seagull/themes
livingston-seagull-
 https://www.bookreports.info/jonathan-livingston
summary/
 http://www.supersummary.com/jonathan-livingston
livingston-
seagull/summary/
livingston-
 https://www.slideshare.net/abhikaps/jonathan-livingston
seagull-3355923
 http://www.bookrags.com/lessonplan/jonathan-livingston
livingston-
seagull/shortanswerkey.html#gsc.tab=0
 https://danewze.wordpress.com/2012/02/19/lessons
https://danewze.wordpress.com/2012/02/19/lessons-in-
jonathan-livingston-seagull/
 https://www.funtrivia.com/playquiz/quiz18091614b7968.ht
ml

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CHAPTER – 2
PHOENIX OF BEAUTY
-Dr. Saumitra Chakravarty
Brainstorming
 What is your ideaa of beauty?
 “Beauty lies in the eyes of the beholder” – Discuss.
 Do you know the story of the Phoenix bird?
About the Author
Dr. Saumitra Chakravarty, an alumnus of
Calcutta University with an a Honours
degree in English Literature, secured a
i her Master’s and a PhD on
gold medal in
the topic “The Search for Identity in
Contemporary British Fiction”. She has
taught English Literature at the
undergraduate and postgraduate levels in
Bangalore and guided research students. She has presented
ational and international seminars both in
papers in several national
India and abroad. She has published a book of poems, The Silent
Cry (2002), and co-authored
authored a book of critical essays, The
Endangered Self (2003). A book of translations of short stories of
four major Bengali womenwome writers on women’s issues is
currently under publication with Oxford University Press. She is
working on a second book of poems on issues related to tribal
women and their habitat, some of which have already been
broadcast over All India Radio.

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The Poem
It was the day after.
The little bud opened
Her eyes, looked around
At the bier of elders
Long-stemmed: dun petals
Trailing weary streamers
Across memories
Of yesterday when they shone
In fragrant loops
Over the awning
And twinkled in black braids.

She looked up
At the young sun,
Uttered her birth cry.
The pall-bearers came:
Hidden in the heap
Of yesterday, she rode
The weary path of death
Her young gaze fastened

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On the sun, older now

And wiser with the wisdom
That turns its gaze
From the longing
Of young eyes for life:
The desire of innocence
To linger in a world
With wonder long dead;
Beauty stretching skeletal arms
To the sun whose first rays
Once smiled on a new world.

Beauty dies hard; the lotus

Raises its head
From its bed of slime.
Two flowers bloom,
Splash red and yellow
Over the dust of yesterday
And torn strips of greed.
White teeth flash
In a soot-blackened face,
Merry eyes dance
In the hunt
The dung heap
Unfolds.
Glossary
Phoenix – In Greek mythology,
mythology a phoenix is a long-
living bird that cyclically regenerates or is
otherwise born again. Associated with the
Sun, a phoenix obtains new life by arising
from the ashes of its predecessor. According
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to some sources, the phoenix dies in a show

of flames and combustion, although there are
other sources that claim that the legendary
bird dies and simply decomposes before being
born again.
Bier – a movable frame on which a coffin or a
corpse is placed before burial/cremation/ZÀlÖ
Dun petals – mud-colored petals
Weary streamers– tired parts of the flower
Fragrant loops – perfumed parts of the flower
Awning – shade
Pall-bearers – persons helping to carry a coffin to the funeral
Weary path – an example of transferred epithet
Slime – mud/filth
Analysis of the Poem
Saumitra Chakravarty’s poem “Phoenix of Beauty” is an
indication of the beauty of nature emerging from the ugly. Using
the metaphor of the “Lotus” flower, the poet wants to bring home
the fact that beautiful things are not always found in higher
places of life or nature; instead they can evolve from the lowest
of places too. This concept can surprise us because we usually
look at the highest places for inspiration and beauty and totally
overlook the lowest places; however, the lotus flower being the
most beautiful flower in the world comes from slime.
The poet begins the poem with the idea of a future. When the
little bud opened to a beautiful future, all that she saw was the
death of the long stems or the tired petals which were very active
and shining the previous day. There is a reference to the fact that
time can destroy beauty. What was beautiful yesterday should
undergo changes and become ugly tomorrow and make way for

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newer beautiful things. After reflecting on the destructive power

of time, the bud looks at the young sun that is forever young.
While she utters her birth cry, she notices the pall-bearers
carrying the dead. It’s a dismal picture, but it also tells her that
this is the harsh truth of life. Now, after gaining this wisdom at
her birth itself, the bud looks at the sun and she finds the sun very
wise. The sun turns its look at the young bud that appears to be
pleading for life, innocence and also for the beauty to prevail
longer. But the nature/world is no longer innocent. It has
experienced the harsh truths of life. The bud wishes for
innocence to prevail in the world of guilt. The first rays of the
sun had initially smiled on a new world, but now it no longer
smiles because the inhabitants of the world have changed their
attitudes towards nature.
Finally, the poet talks about the fact that the lotus flower, though
very beautiful, has risen from the bed of slime. The new flowers
have shades of red and yellow splashed across their petals
making them very attractive. This bright red and yellow shines
over yesterday’s dirt and overshadows it. The poet moves on to
human beings now from the flower. When the white teeth flash
in a blackened face and the merry eyes dance in the hunt for
something beautiful, the dung heap unfolds and out comes the
liberated beautiful lotus bud. “The white teeth flash”, “the
blackened face” and “the merry eyes” describe the beauty of an
individual who may be black and yet happy. The happiness of the
person is a reflection of the beautiful mind. When the poet says
“beauty dies hard”, she means that beauty never dies; it comes
back in a different form. The poet instills hope in the readers with
this line.
The poem, at one level, explains the beauty of nature unfolding
from the ugliest of things; and on the other level, reflects the
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general attitude of people to disregard anything ugly. Even

though dung is ugly and despicable, the lotus flower blooms in
that slime. Like the phoenix rises from its ashes, the beautiful
lotus bud rises from the dung. The poet also implies that time
destroys external beauty, but will never dare touch the internal
beauty. By attributing beauty to the female gender, the poet
perhaps tries to emphasize the fact that the female of the species
is the most beautiful in the world, in different aspects, just not the
external beauty, but in their behavior and their kindness,
fortitude, patience and love.
Short Answer Questions
1. What happened “the day after”?
2. What did the little bud see around?
3. In the second stanza of the poem, the little bud looked up at
the sun and uttered __________.
a. a death cry
b. her birth cry
c. a cry for rescue
4. What does the little bud desire for?
5. The little bud raises its head from a bed of purity. True or
False?
Paragraph Answer Questions
1. Explain the circumstances of the little bud’s arrival into this
world.
2. Why does the little bud desire for innocence to prevail in the
world?
3. How does the poet combine the concept of lotus and phoenix
in the poem?

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Essay Answer Questions

1. Elaborate on the notion of beauty evident in the poem.
2. “A thing of beauty is a joy forever” says John Keats. Discuss
this statement in the light of “Phoenix of Beauty”.
Suggested Reading
 “Ode to a Nightingale” – John Keats
 Shakespeare’s Sonnet 18
“Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:”
Sources
 Chakravarty, Saumitra. The Silent Cry. Delhi. B.R. Publishing
Corporation. 2002.
 https://www.researchgate.net/publication/28078440_Saumitra
_Chakravarty_2002_The_Silent_Cry [accessed Aug 17 2018]

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Language Activity
REPORT WRITING
Reports are responses to specific requirements. A report
discusses a topic in a structured, easy-to-follow format. Reports
are divided into sections with headings and subheadings. Reports
can be academic, technical or business related and feature
recommendations for specific actions. Reports are written to
present facts about a situation, project or process and define and
analyze the issue at hand. Reports relay observations to a specific
audience in a clear and concise style.
Preparation and Planning
First identify the audience. Report should be written and tailored
to the readers' needs and expectations. When planning, ask
yourself several questions to understand the objective of the
report better. Some questions to consider include:
 Who are the readers?

 What is the purpose of the report and why is it needed?

 What important information has to be included in the report?

Once you identify the basics of your report, you may begin to
collect supporting information, then sort and evaluate that
information. The next step is to organize your information and
begin putting it together in an outline. With proper planning, it
will be easier to write your report and stay organized.
Types:
1. Status Report
2. Event Report
3. Survey Report

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The steps are:

 Problem analysis
 Data collection
 Classification of data
 Formatting
Presentation and Style
Present the report in a simple and concise style that is easy to
read and navigate. Readers want to be able to look through a
report and get to the information they need as quickly as
possible. That way a report has a greater impact on the reader.
There are simple formatting styles that can be used throughout a
report that will make it easy to read and look organized and
presentable. For example:
 Font: Let there be consistency in the fonts used.
 Lists: Use lists whenever possible to break information into
easy-to-understand points. Lists may either be numbered or
bulleted.
 Headings and subheadings: You may use headings and
subheadings throughout your report to identify the various
topics and break the text into manageable chunks. These will
help keep the report organized and can be listed in the table
of contents so they can be found quickly.
There are also some writing styles to consider:
 Keep it simple. Do not try to impress, rather try to
communicate. Keep the sentences short and to the point. Do
not go into a lot of details unless it is needed. Make sure
every word needs to be there that contributes to the purpose
of the report.

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 Use active voice rather than passive where possible. Active

voice makes the writing move smoothly and easily. For
example: "Bad customer service reduces regular business" is
more concise and direct than "Regular business is reduced
by bad customer service."
 Good grammar and punctuation are also important. Read the
report aloud and have someone proofread it for you.
Remember that the computer cannot catch all the mistakes,
especially with words like "red / read" or "there / their." You
may even want to wait for some time after you write it to
come back and look at it with fresh eyes.
Make the Right Impact
Reports should be well organized and easy to follow. To achieve
this, follow a structured format. How a report is presented to the
reader makes not only a lasting impact but also makes the writer
seem credible and the information contained in the report
reliable. A finishing touch that can make a great impact on the
reader is how you package the report. Always print the final
report on good quality paper. You may also consider placing the
report in a binder or a folder.

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General template of a Report

To:
TITLE
TERMS OF REFERENCE/INTRODUCTION
This section addresses three questions:
i. Why the report was written?
ii. Who it was written for?
iii. What the scope of the report is?
PROCEDURE
In this section the writer explains the procedures used or the
processes involved. For example, visits to places/sites,
interviews with people and so on.
FINDINGS
This is the main part of the report because it gives facts and
evidence collected by following the procedures.
CONCLUSIONS
The inferences drawn from what is mentioned in the previous
section are presented here.
RECOMMENDATIONS
This section is optional. If the writer has been asked to make
suggestions or recommendations, they will be presented here.

Name:

Designation:

Date:

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1. SAMPLE STATUS REPORT

On a Civil Engineering Project
To:
The Chief Executive Engineer
BBMP Head Office
Hudson Circle, Bengaluru-02
Title: Status of construction of the flyover at West of Chord
Road, Rajajinagara.
Terms of Reference:
On July 22, 2017, Larsen & Turbo, a construction company,
entered into a contract with BBMP to construct a two way
flyover at West of Chord Road, Rajajinagara, Ist Block signal
at a cost of 17 crores. The construction was to begin on 1st
December, 2017 and be completed by October, 2020. It was
agreed that the Government would be provided interim
progress reports on 15th January, 15th July and 15th December,
2018.
Work completed to date:
The construction company has completed the following jobs:
1. Survey and planning completed on 31st October.
2. The foundation work started on 15th November.
3. Pillar work completed on 15th July.
Work in progress:
Insertion of the cables began on 2nd August and the work has
been going on as per the schedule.
Work to be completed:
The company has assured that they would complete the
following works by 31st October:
a) Assembling the Slabs.
b) Concreting the road.

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Anticipated problems:
As a result of the nationwide lorry strike which is a week old,
the construction company anticipates problems in procuring
steel in time. But efforts are being made to use their lorries
overtime and get the work done in time.
But for this problem, there does not seem to be any other
hitch in getting the work completed on schedule.
Name:
Designation:
Date:

2. SAMPLE EVENT REPORT

Such a report is about an event that takes place in a college or
any other place. It begins with a dramatic note and is followed
by the details of the programme or the event. It should have a
proper beginning and a conclusion. The sentences should be
clear and short. The details should be specific. The report should
be divided into suitable paragraphs.
Inauguration of Sports Activities:
It was a memorable day in the annals of our college. Santhosh
Dravid, the most popular cricket player of our country as well as
the world, had arrived as the chief guest to inaugurate the sports
activities of the college for the present year. All of us were
excited to receive such a star of cricket.
We had taken interest in decorating the entrance as well as the
auditorium. Some of us had exhibited a collage of pictures
marking the milestones of his cricket career.

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The guest arrived at 10 am and he was ceremoniously welcomed

by the Physical Instructor, the Sports Secretary and a few office
bearers of the Association. Hundreds of us were there, indeed, to
cheer him and click pictures. He was taken to the Principal’s
chamber for a cup of tea. He was happy to see the creative
collage of his cricket career.
The function began at 10.30 am. The programme was anchored
by Ms. Meena, Joint Secretary for Sports. It began with an
invocation followed by lighting the lamp as a token of
inauguration. Our Physical Instructor, Ramanna introduced the
guest highlighting his unique achievements, his awards and his
contribution to the world of cricket. He also welcomed the guest
as well as the audience. The Principal honoured him with a
bouquet, a shawl, a fruit bowl and a memento.
Then the chief guest rose to speak. The auditorium was silent to
listen to every word of the cricketing hero. He mentioned a few
major events of his life that led him to play cricket and learn it.
He thanked his cricket coach for his invaluable guidance and
motivation. He explained that there were quite a number of ups
and downs in his career before he could reach the peak. He
ended his talk with a suggestion that we should do well in the
field of our passion. He made it clear that we should not worry
about the hurdles and face them with confidence. Hard work is
the only way to success, he said. He sat down to a thunderous
applause.
The vote of thanks was proposed by the Sports Secretary. Later
all of us thronged him for photos. It was a memorable day for us
and we shared our photos as well as the message with our
friends.

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3. SAMPLE SURVEY REPORT

MUSIC ACADEMY
To: Shankar Das, Chairman
REPORT ON DECLINING ATTENDANCE
1. TERMS OF REFERENCE
In July you asked us to investigate the reasons for the fall in
attendance at the concerts and to submit a report with
recommendations by December.
2. PROCEDURE
a) The attendance figures of the previous year were
obtained.
b) Members of the academy and some others were
interviewed.
c) A questionnaire was sent to all the current members and
also those who discontinued membership in the last 12
months.
3. FINDINGS
a) The attendance figures in the previous year were as
follows:
First Quarter 3000
Second Quarter 2400
Third Quarter 1900
Fourth Quarter 1300
 Majority of the members are of the opinion that the
quality of music has deteriorated and that they miss
the maestros of the previous era.
 Most of the artistes who performed in the last two
years actually experimented on stage in the name of
innovation.

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 Lack of discretion in the choice of programmes.

 Inadequate communication. Members were not
informed about the last minute changes in concert
schedules and also about the change in artistes
sometimes.
4. CONCLUSIONS
Attendance at concerts shows a noticeable decline because of
dissatisfaction with the quality of music and administrative
lapses in sending communication to the members and the general
public. Failure to redress them may lead to a further decline in
membership and might gradually erode the reputation of the
Academy.
5. RECOMMENDATIONS
1. The organising committee should be objective in their
selection of programmes and artistes and should set aside
personal preferences.
2. There should be a wide range of programmes.
3. Members should be informed of the concerts for a whole
quarter and changes in them, if any, should be notified in
the press immediately. This should also be followed by
personal communication.
4. There should be a campaign for enrolling life members.
5. A number of schemes should be planned to attract
membership.
6. The programmes should be given wider publicity.
Sunil Kumar
Madan Mohan
Sangeetha Biswas
Members, Reporting Committee.
Date:
Appendix: Questionnaire
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Exercise
1. Imagine that you have been asked to conduct a survey as the
Student Welfare Officer of your institution about the use of
the library and reading room facilities and submit a report to
him/her with your recommendations.
Consider the following points:
 Do students read magazines of general interest or sports /
Film magazines?
 What types of books are generally issued out, text books or
reference books?
 How many students refer to dictionaries, encyclopaedia or
other books kept for reference only?
 Do students prefer CDs to books?
 Wherever available, do students use the internet facility more
than the reference section in the library?

2. The Department of Student Welfare is concerned about the

deteriorating food habits of students in the city. Imagine that
you have been asked to conduct a survey and present a report.
You may use the following hints:
 Preference for junk food among youth
 Fast food consumption- as a fashion statement/ increased
availability
 Irregular food timings
 Effects of these food habits lead to early onset of lifestyle
related diseases
 Solutions to the issue could be achieved through
awareness, availability of healthy food on campuses.

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3. Your college conducted an intercollegiate youth fest in the

month of October. Write an event report for the college
magazine using the following hints.
Inaugurals-various competitions-participationn by various
colleges-festive atmosphere-prize distribution- valedictory.

4. You are an officer working for PWD. You have been

entrusted with the task of construction of a public library.
Write a status report to The Chief Engineer by using the
following hints.
foundation work started
Survey and planning is complete-foundation started-
delay due to heavy rains-work
work likely to be completed by
December, 2019.

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CHAPTER – 3
THE HOOP
-Feodor Sologub
(Translated by John Cournos)
Brainstorming
 Do you feel like going back to childhood and playing with
toys?
 Do you think everyone has unfulfilled wishes?
 Are dreams a way to fulfill our wishes? Discuss.

About the Author

Feodor Kuzmich Sologub (1863- (1863
1927)
1927 is a prolific Russian author,
dramatist, essayist and poet of the
Symbologist movement, his undoubted
masterpiece being The Petty Demon
(1907). Feodor Kuzmich Teternikov
was born on 17 February, 1863, in St.
Petersburg, Russia. He was later to adopt the pseudonym
Sologub. In 1882, after training at the St. Petersburg Teachers'
Training Institute, Sologub was appointed teacher of Narvskoe
municipal school and began his career, mainly teaching math,
with the Russian Ministry of Public Education. A significant
significa date
for Sologub was the 28th of January, 1884, when his poem Fox
and Hedgehog was published in the magazine Vesna, his first
literary success. Much of his ensuing poetry dealt laconically
with morbid themes and death in a beautifully simplistic way,
unencumbered
encumbered by heavy metaphor.

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The Text
I
A woman was taking her morning stroll in a lonely suburban
street; a boy of four was with her. She was young and smart and
she was smiling brightly; she was casting affectionate glances at
her son, whose red cheeks beamed with happiness. The boy was
bowling a hoop; a large, new, bright yellow hoop. He ran after
his hoop awkwardly, laughed uproariously with joy, thrust
forward his plump little legs, bare at the knee, and flourished his
stick. He needn't have raised his stick so high above his head—
but what of that?
What happiness! He had never had a hoop before; how briskly it
made him run!
And nothing of this had existed for him before; everything was
new to him—the streets in early morning, the merry sun, and the
distant din of the city. Everything was new to the boy—and
joyous and pure.
II
A shabbily dressed old man, with coarse hands stood at the street
crossing. He pressed close to the wall to let the woman and the
boy pass. The old man looked at the boy with dull eyes and
smiled stupidly. Confused, sluggish thoughts struggled within his
almost bald head.
"A little gentleman!" said he to himself. "Quite a small fellow.
And simply bursting with joy. Just look at him cutting his paces!"
He could not quite understand it. Somehow it seemed strange to
him.
Here was a child—a thing to be pulled about by the hair! Play is
mischief. Children, as everyone knows, are mischief-makers.
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And there was the mother—she uttered no reproach, she made no

fuss, she did not scold. She was smart and bright. It was quite
easy to see that they were used to warmth and comfort.
On the other hand, when he, the old man, was a boy he lived a
dog's life! There was nothing particularly rosy in his life even
now; though, to be sure, he was no longer thrashed and he had
plenty to eat. He recalled his younger days—their hunger, their
cold, their drubbings. He had never had fun with a hoop, or other
playthings of well-to-do folks. Thus passed all his life—in
poverty, in care, in misery. And he could recall nothing—not a
single joy.
He smiled with his toothless mouth at the boy, and he envied
him. He reflected:
"What a silly sport!"
But envy tormented him.
He went to work—to the factory where he had worked from
childhood, where he had grown old. And all day he thought of
the boy.
It was a fixed, deep-rooted thought. He simply could not get the
boy out of his mind. He saw him running, laughing, stamping his
feet, bowling the hoop. What plump little legs he had, bared at
the knee!...
All day long, amid the din of the factory wheels, the boy with the
hoop appeared to him. And at night he saw the boy in a dream.
III
Next morning his reveries again pursued the old man.
The machines were clattering, the labour was monotonous,
automatic. The hands were busy at their accustomed tasks; the
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toothless mouth was smiling at a diverting fancy. The air was

thick with dust, and under the high ceiling strap after strap, with
hissing sound, glided quickly from wheel to wheel, endless in
number. The far corners were invisible for the dense escaping
vapours. Men emerged here and there like phantoms, and the
human voice was not heard for the incessant din of the machines.
The old man's fancy was at work—he had become a little boy for
the moment, his mother was a gentlewoman, and he had his hoop
and his little stick; he was playing, driving the hoop with the little
stick. He wore a white costume, his little legs were plump, bare
at the knee....
The days passed; the work went on, the fancy persisted.
IV
The old man was returning from work one evening when he saw
the hoop of an old barrel lying in the street. It was a rough, dirty
object. The old man trembled with happiness, and tears appeared
in his dull eyes. A sudden, almost irresistible desire took
possession of him.
He glanced cautiously around him; then he bent down, picked up
the hoop with trembling hands, and smiling shamefacedly,
carried it home with him.
No one noticed him, no one questioned him. Whose concern was
it? A ragged old man was carrying an old, battered, useless
hoop—who cared?
He carried it stealthily, afraid of ridicule. Why he picked it up
and why he carried it, he himself could not tell. Still, it was like
the boy's hoop, and this was enough. There was no harm in it
lying about.

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He could look at it; he could touch it. It would stimulate his

reveries; the whistle and turmoil of the factory would grow
fainter, the escaping vapours less dense....
For several days the hoop lay under the bed in the old man's
poor, cramped quarters. Sometimes he would take it from its
place and look at it; the dirty, grey hoop soothed the old man, and
the sight of it quickened his persistent thoughts about the happy
little boy.
V
It was a clear, warm morning, and the birds were chirping away
in the consumptive urban trees somewhat more cheerfully than
usual. The old man rose early, took his hoop, and walked a little
distance out of town.
He coughed as he made his way among the old trees and the
thorny bushes in the woods. The trees, covered with their dry,
blackish, bursting bark, seemed to him incomprehensibly and
sternly silent. The odours were strange, the insects astonishing,
the ferns of gigantic growth. There was neither dust nor din here,
and the gentle, exquisite morning mist lay behind the trees. The
old feet glided over the dry leaves and stumbled across the old
gnarled roots.
The old man broke off a dry limb and hung his hoop upon it.
He came upon an opening, full of daylight and of calm. The
dewdrops, countless and opalescent, gleamed upon the green
blades of newly mown grass.
Suddenly the old man let the hoop slide off the stick. He struck
with the stick, and sent the hoop rolling across the green lawn.
The old man laughed, brightened at once, and pursued the hoop
like that little boy. He kicked up his feet and drove the hoop with
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his stick, which he flourished high over his head, just as that little
boy did.
It seemed to him that he was small, beloved, and happy. It
seemed to him that he was being looked after by his mother, who
was following close behind and smiling. Like a child on his first
outing, he felt refreshed on the bright grass, and on the still
mosses.
His goat-like, dust-grey beard, that harmonized with his sallow
face, trembled, while his cough mingled with his laughter, and
raucous sounds came from his toothless mouth.
VI
And the old man grew to love his morning hour in the woods
with the hoop.
He sometimes thought he might be discovered, and ridiculed—
and this aroused him to a keen sense of shame. This shame
resembled fear; he would grow numb, and his knees would give
way under him. He would look round him with fright and
timidity.
But no—there was no one to be seen, or to be heard....
And having diverted himself to his heart's content he would
return to the city, smiling gently and joyously.
VII
No one had ever found him out. And nothing unusual ever
happened. The old man played peacefully for several days, and
one very dewy morning he caught cold. He went to bed, and soon
died. Dying in the factory hospital, among strangers, indifferent
people, he smiled serenely.

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His memories soothed him. He, too, had been a child; he, too,
had laughed and scampered across the green grass, among the
dark trees—his beloved mother had followed him with her eyes.
Glossary
Suburban – connected with a suburb, outskirts of a
city.
Hoop – a large ring of plastic, wood or iron.
Uproariously – loudly
Din – noise
Reproach – rebuking, scolding
Drubbing – a situation where one team easily beats
another.
Torment – extreme suffering.
Reverie – dream.
Clatter – hard objects knock together to make a loud
noise.
Phantom – ghost
Incessant – never stopping.
Gnarled – bent and twisted
Opalescent – changing colours like opal, a precious
stone almost white.
Sallow – having a slightly yellow colour that does
not look healthy.
Scamper – to move quickly with short light steps.
Short Answer Questions
1. What was the boy doing at the lonely suburban street?
2. What caught the attention of the old man at the street
crossing?
3. How did the old man appear outwardly?
4. How did the mother deal with her son?

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5. What fancy haunted the old man after that day?

6. The old man’s childhood was similar to the boy’s. True/False
7. What had the old man been doing for most part of his life?
8. What did the old man find one day while returning from
work?
9. Where did the old man go everyday to play with his hoop?
Paragraph Answer Questions
1. There is repetition of words like ‘plump’, ‘din’, ‘reverie’,
‘toothless smile.’ Why?
2. What is the importance of the little boy’s mother in the old
man’s fancy?
3. How did the old man realise his dream?
4. Describe a day of the old man’s work at the factory.
5. How did the hoop of an old barrel change the course of life of
the old man?
6. Describe the morning hour of the old man in the woods with
the hoop.
7. Bring out the contrast in the old man’s childhood and the
boy’s childhood.
Essay Answer Questions
1. A little boy is all that the old man could not be in his
childhood. Elaborate.
2. ‘Living in the moment’ was a thing the old man learnt very
late in his life. Elucidate.
3. The last days of the old man were lived to the fullest.
Discuss.
4. Dreams are nothing but unfulfilled wishes. Explain.

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Suggested Reading
 Cinderella and Snow white stories
 Alice in Wonderland
 Rainbow – A poem by William Wordsworth
 Childhood and adolescence – Maxim Gorky
Sources
 https://en.wikipedia.org/wiki/Fyodor_Sologub
 http://www.online-literature.com/fyodor-sologub/the-old-
house/9/
Translation
Cournos, John. The Old House and Other Tales by Feodor
Sologub, London, Martin Secker, 1915.

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CHAPTER – 4
HOW SOON HATH TIME
- John Milton
Brainstorming
 ‘Time and tide waits for none’. Express your views.
 Maturity comes with age. Do you agree/disagree? Give
reasons.

About the Poet

John Milton (1608-1674) was an English
poet, polemicist, pamphleteer and a civil
servant during the Commonwealth era of
England. A scholarly man of letters,
Milton’s prose and poetry deal with
contemporary
orary issues and reflect the
religious flux and political upheaval of
England of his time. He is best known for
his epic poems ‘Paradise Lost’ and ‘Paradise Regained’. Writing
in English, Latin, Greek and Italian, he achieved international
fame and his celebrated
ebrated ‘Areopagitica’ (1644) written in
condemnation of pre-publication
publication censorship is among History’s
most influential and impassioned defences of freedom of speech
and the press. He is regarded as one of the greatest English
writers of all time.

Petrarchan Sonnet: Also known as Italian sonnet originating in

Italy, is a 14-line
line poem with a variable rhyme scheme. It was
popularised by the Italian poet Francesco Petrarcha and so named
after him. It was brought to England by Sir Thomas Wyatt and
Henry Howard, Earl of Surrey, in the 16th century. The
Petrarchan sonnet is divided into two sections, an 88-line stanza
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called octave and a 6-line

line stanza called sestet. Some sonnets end
with a rhyming couplet. The sonnet usually reflects upon a single
sentiment with a turn of thought in its sestet or from the ninth
line.
How Soon Hath Time,, a Petrarchan sonnet, is believed to have
birthday the 9th of December,
been written by Milton on his birthday,
1631. Milton begins the poem in a tone of frustration and despair
at having lostt 23 precious years without achieving anything note-
note
worthy. But he comforts himself by turning to God; he will
achieve what God wants him to- to nothing more and nothing less,
sooner or later. With its symbolic language, the sonnet raises
ons to the reader.
many implicit questions

The Sonnet
HOW SOON HATH TIME
How soon hath Time, the subtle thief of youth,
Stol'n on his wing my three-and-twentieth
three year!
My hasting days fly on with full career,
But my late spring no bud or blossom shew'th.
Perhaps
erhaps my semblance might deceive the truth
That I to manhood am arriv'd so near;
And inward ripeness doth much less appear,
That some more timely-happy
happy spirits endu'th.

Yet be it less or more, or soon or slow,

It shall be stilll in strictest measure ev'n
To that same lot, however mean or high,
Toward which Time leads me, and the will of Heav'n:
All is, if I have grace to use it so
As ever in my great Taskmaster's eye.
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Glossary
Subtle – Hidden
Hasting days – Fast moving days
Shew’th – Shows
Semblance – Resemblance (an allusion to his juvenile face
and figure) He was called ‘the lady of the
College’.
Deceive – Cheat; Hoodwink
Inward ripeness – Maturity
Endu’th – Inherit
Taskmaster – God Almighty
Short Answer Questions
1. How old is the speaker in the sonnet?
2. What does the phrase ‘late spring’ mean?
3. What is time seen as?
4. What has time stolen?
5. Mention the poetic devices used in the poem.
6. Time is personified as _______________
7. Youth is compared to _______________
a) Happy spirits
b) Spring
c) Winged creature

Paragraph Answer Questions

1. Comment on the theme of ‘How Soon Hath Time’.
2. Narrate the change in the tone and mood of the poem.
3. How does the sonnet ‘How Soon Hath Time’ depict the
frustrations and despair of the poet?

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Essay Answer Questions

1. Write a critical appreciation of the sonnet.
2. Discuss ‘How Soon Hath Time’ as a progression from doubt
to faith and his surrender to the Divine.
Suggested Reading
 Shakespeare’s Sonnet No. 73
 “The Sunne Rising” – John Donne
Source
 Palgrave, Francis Turner. Ed. The Golden Treasury. New
Delhi. Rupa Publications Pvt. Ltd., 2001.

Language Activity
INTERVIEW FACING SKILLS
Any career minded person will be keen on getting a job suitable
to her/his qualification, experience, credentials, competence etc.
Facing an interview and performing impressively in it are
essential for this. Facing an interview is a skill too which can be
learnt through practice and a little reflection. In today’s job
market one’s knowledge base, confidence, smartness, readiness
to learn new skills, enthusiasm and positive attitude are generally
tested.
Today’s interviews are online interviews, video-conferencing,
audio-conferencing and face-to-face. Here, the face-to-face
variety has been prominently dealt with.

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Types of Interview
a. Job Interview: Conducted for selecting a suitable candidate
for a post/job wherein the candidate’s competence, skill and
knowledge are looked into.
b. Promotion Interview: Conducted when more than one person
within the company is available for being promoted to a
higher post. Then the candidate’s suitability for the higher
responsibility, his/her expectations from promotion etc., are
examined, in addition, of course, to the impression already
created through his/her work.
c. Assessment or Appraisal Interview: This is a part of periodic
assessment of the performance of employees besides the data
already collected through fixed formats by the superior
officers. This interview helps in finding out an employee’s
aspiration, motivation, state of morale etc., and sometimes to
retain the person if there are thoughts of leaving.
d. Exit Interview: This is of an employee who is leaving for
better opportunities or prospects or any other reason. An
exiting person is likely to be more frank and uninhibited. So
the management can find out the reason for the employee’s
decision to leave and may take necessary measures to rectify
administrative lapses, if any.
e. Problem Interview: If an employee’s performance has been
on the low despite warnings, opportunities for correction etc.,
and if the management does not want to lose him considering
her/his track record, a special interview may be conducted to
discover the problem – personal or managerial or
environmental – contributing to this and find a solution.

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f. Stress Interview: Is a unique type of interview conducted for

specific positions of responsibility which are generally
stressful and trying. Besides a candidate’s knowledge, skill
etc., the position demands that she/he keeps cool and retains
the balance and is able to take quick decisions under a
stressful situation. Many questions are shot at the candidate
simultaneously, the answers are cross questioned, arguments
are made to shake the candidate and to test how the candidate
keeps her/his cool to offer correct solutions.
Facing Interviews
A candidate has to perform at his best in a matter of a few
minutes and impress the interviewers. A face-to-face interview
is likely to be a sequel to tests or any other round. This does not
reduce its significance. A face-to-face interview is also an
occasion for a candidate to see whether the job, the emoluments,
conditions and the management are suitable to his requirement.
All this has to be done through a few questions and answers. So a
candidate has to prepare well before facing an interview.
Preparations
Preparations for an interview may be classified under three
heads:-
a. Physical b. Mental c. Psychological
a. Physical: The physical preparation for an interview involves :
i. Grooming ii. Material iii. Reaching
i. Grooming implies proper dressing to be presentable. A
candidate should be dressed to the occasion – formal,
decent and tasteful. The dress should not have a look of
ethnicity specially when the job is in an MNC. The kind of
dress chosen should not be the first trial for the candidate
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especially ladies who have a wide range of wardrobe

available. For instance, wearing a saree for the first time
that may make her self-conscious and wary and thus
uncomfortable. For gents trying a suit or tie for the first
time may not be advisable. If particular, it should be
practised in advance.
ii. Material: A candidate may be expected to carry a few
relevant certificates and documents. They may have to be
submitted for verification. Carrying these properly
arranged in a file so that they may be presented in an order
without confusion (for instance even in an interview for
obtaining passport) is a part of discipline. If you happen to
show them in the interview, the interviewers get an
opportunity to infer how organized you are. Carrying such
essentials as papers, staplers, gum, clip etc., is also a
requirement. They have to be kept in a briefcase or a
proper file.
iii. Reaching: Reaching the place of interview at a proper time
– neither too early nor late – is a part of one’s discipline.
Specially in cities like Bangalore, Mumbai etc., it is not
easy to locate the place and reach in proper time. This
requires planning, leaving early and reaching in proper
time so as to prevent embarrassment.
b. Mental/Intellectual: Preparing for answering the probable
questions is a part of planning. One should anticipate such
questions and prepare answers to avoid fumbling in the
interview. The questions likely to be asked are :
(1) About oneself, one’s familial and educational
background, one’s strength and weakness etc.

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(2) About the company one wishes to join, its products,

branches, etc., with other details concerned with the
candidate’s specialization – like – shares, balance sheet,
organization etc., for commerce specialists, product, its
details for science specialists, engineers etc.
(3) About the candidate’s specialization, his knowledge,
information.
(4) About his present job, reasons for leaving it, present
salary, salary expected and such other related issues /
questions. Though some of these may be answered on
one’s own, it needs a little mental preparation to be
organized and coherent to present in brief. Then with
regard to the company you are planning to join you may
visit its website and gather information so that your
answers to the questions about the company are
answered factually without bluffing. Regarding your
own subject, a little brushing up is helpful.
c. Psychological: This is the emotional preparation before an
interview. Good preparation in other matters and reaching in
time etc., can give you confidence and help you overcome
tension, if any. Deep breaths, pressing the back of the hand,
visiting the rest room before the interview are a few methods
of reducing tension. Further, a philosophical attitude that
some other job is certainly available if not this also helps in
relieving yourself of the pressure and answering the normal
questions as well as tricky questions confidently.
Coming to the interview proper, it involves four phases:
(a) Entry (b) Answering (c) Asking (d) Exit

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Entry: A candidate is not, obviously, aware of the

circumstances of the interview room, the number of
interviewers – ladies or gents among them etc. So
entering calmly is needed. One has to keep one’s cool
and should not hurry to wish even as one is entering as
there may be mistakes in a haste (like wishing all as
‘Good morning Sirs’ when there are only ladies or a
combination). Such a mistake may put you off. After
entering wish them according to the time of the day and
occupy your seat after being asked to.
Answering: Then they may ask you questions. Please note that
the interviewers generally intend to get the best out of
you. So they keep you comfortable. So the initial
questions are friendly and simple to warm you up.
Answer the questions quietly and confidently. Please
understand that one cannot be expected to know
everything, but one should know the source or, at least,
how to get the information. Admit indirectly that you
don’t know the answer. (For example, ‘I think I have
read about it / come across that but can’t place it just
now’ etc.) Don’t bluff and get caught. Odd questions
may be answered smartly.
Asking: When there is an indication that the questions are over,
you may ask your questions, if any, like, When you may
expect their communication, or when you may have to
report, if selected or salary etc., transfer, prospects etc.
Exit: Exit is as important as the entry. You have to wish them
after getting a clue that the interview is over. You may
say, ‘It’s pleasure meeting you / have a good day’ etc.
and take leave.

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Body Language while Facing an Interview

Body language plays a significant role in an interview. It is a
form of non-verbal communication. One’s body language
expresses the personality. It involves the stance, gait, facial
expression, eye contact, use of hands while communicating. The
stance and standing posture may convey the self-confidence or
diffidence of a person. Similarly the way one sits on the chair is
also significant. Not leaning on the table, or reclining in the
chair is to be borne in mind. Not meddling with the things on the
table and dropping them is equally important. While speaking to
the interviewers, keeping the eye contact with all of them is
necessary. While looking specifically at the person who has
asked a specific question, a candidate should look at the others
too so that they do not feel overlooked. Note that even your
handshake can communicate your personality whether you are a
firm person or not. Above all, a smile on the face conveys your
confidence, pleasant mood and willingness to interact. It also
creates a conducive atmosphere for the discussion to follow.
A Few Probable Questions in Job Interviews
1. Tell me about your family background.
2. Tell me about your personal life.
3. What is your father’s occupation? Your mother’s
occupation?
4. In what school/college activities did you take part? Which
did you enjoy the most?
5. What relations did you have with your fellow students?
With your teachers?
6. What college subjects did you like the best? The least?
Why?
7. Do you enjoy sports as a participant? As an observer?
8. Did you earn any part of your college expenses? How?
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9. What is your major weakness?

10. What are your special abilities?
11. Are you looking for a permanent or a temporary job?
12. How did your previous employers treat you?
13. What jobs have you taken up before this? How did you get
the jobs? Why did you leave them?
14. Can you get recommendations from your previous
employers?
15. Why do you think you might like to work for our company?
16. Why did you choose your particular field of work?
17. Are you willing to go where the company sends you?
18. What type of books do you read?
19. How long do you expect to work here? Why do you want to
leave your present job?
20. Can you take instructions without getting upset?
21. Do you prefer working with others or by yourself?
22. Why do you think you would like this particular type of job?
23. Do you prefer any specific geographic location? Why?
24. What are your ideas on salary?
25. What are your future career plans?
Exercise
1. Explain the types of interviews with their specific
objectives.
2. arations to be made for a face to face
What are the preparations
interview?
3. Mention the different phases of the Interview Proper.
Explain them.
4. Elaborate the significance of body language in an interview.

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CHAPTER - 5
GIVE US A ROLE MODEL
- A. P. J. Abdul Kalam
Brainstorming
 Who are your role models -
 Father?
 Mother?
 Teacher?
 Do we need role models?
 Why do you take autographs from celebrities?
About the Author
Avul Pakir Jainulabdeen Abdul Kalam
was born on 15 October 1931 in a Tamil
Muslim family in the pilgrimage centre
cent of
Rameswaram on Pamban Island, Tamil
Nadu. His father Jainulabdeen was a boat
owner and imam of a local mosque; his
mother Ashiamma was a housewife. He was
the youngest of the four brothers and one sister in his family. In
his early childhood, Kalam sold
s newspapers to supplement his
family's income.
In his school years, Kalam had average grades but was described
as a bright and hardworking student with a strong desire to learn.
He spent hours on his studies, especially mathematics. After
completing his education at Schwartz Higher Secondary School,
Ramanathapuram, Kalam went on to join St. Joseph's College,
Tiruchirappalli. He graduated
raduated in Physics in 1954. He moved
to Madras in 1955 to study Aerospace Engineering in Madras
Institute of Technology. While Kalam was working on a senior

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class project, the Dean was dissatisfied with his lack of progress
and threatened to revoke his scholarship unless the project was
finished within the next three days. Kalam met the deadline,
impressing the Dean. He narrowly missed achieving his dream
of becoming a fighter pilot, as he was placed ninth among the
qualifiers, and only eight positions were available in the IAF.
Later, he joined DRDO as a scientist. He worked in various
scientific centres. He has been popularly known as the ‘Missile
Man’. He actively participated in Pokhran mission. The Wings of
Fire and Ignited Minds are his well read books all over the world.
He was honoured with Bharat Ratna and many prestigious
awards by the Government. He was unanimously elected to the
highest position as the President of India. He died on 27 July
2015 while speaking in a programme held in Shillong.
The Text
Men often become what they believe themselves to be. If I
believe I cannot do something, it makes me incapable of doing it.
But when I believe I can, then I acquire the ability to do it even if
I didn't have it in the beginning. -Mahatma Gandhi
Why should I meet young students in particular? Seeking the
answer I went back to my student days. From the island of
Rameswaram, what a great journey it’s been! Looking back it all
seems quite incredible. What was it that made it possible? Hard
work? Ambition? Many things come to my mind. I feel the most
important thing was that I always assessed my worth by the value
of my contribution. The fundamental thing is that you must know
that you deserve the good things of life, the benefits that God
bestows. Unless our students and the young believe that they are
worthy of being citizens of a developed India, how will they ever
be responsible and enlightened citizens?

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There is nothing mysterious about the abundance in developed

nations. The historic fact is that the people of these nations — the
G8 as they are called — believed over many generations that
they must live a good life in a strong and prosperous nation. The
reality became aligned with their aspirations.
I do not think that abundance and spirituality are mutually
exclusive or that it is wrong to desire material things. For
instance, while I personally cherish a life with minimum of
possessions, I admire abundance, for it brings along with it
security and confidence, and these eventually help preserve our
freedom. Nature too does not do anything by half measures, as
you will see if you look around you. Go to a garden. In season,
there is a profusion of flowers. Or look up. The universe stretches
into infinitude, vast beyond belief.
All that we see in the world is an embodiment of energy. We are
a part of the cosmic energy too, as Sri Aurobindo says. Therefore
when we begin to appreciate that spirit and matter are both part
of existence, are in harmony with each other, we shall realize that
it is wrong to feel that it is somehow shameful or non-spiritual to
desire material things.
Yet, this is what we are often led to believe. Certainly there is
nothing wrong with an attitude of making do with the minimum,
in leading a life of asceticism. Mahatma Gandhi led such a life
but in his case as in yours it has to be a matter of choice. You
follow such a lifestyle because it answers a need that arises from
deep within you. However, making a virtue of sacrifice and what
is forced upon you — to celebrate suffering — is a different
thing altogether. This was the basis of my decision to contact our
young. To know their dreams and tell them that it is perfectly all
right to dream of a good life, an abundant life, a life full of

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pleasures and comforts, and work for that golden era. Whatever
you do must come from the heart, express your spirit, and
thereby you will also spread love and joy around you.
My first such meeting took place in a high school in Tripura. It
was a gathering of 500 students and teachers. After my talk on
the second vision for transforming India into a developed nation,
there were a series of questions, two of which I would like to
discuss. The first question was: ‘Where do we get a role model
from, how do you get a role model?’
Whether we are aware of it or not, from childhood onwards,
through various phases of life, we adopt role models. I said,
‘When you are growing up, say till the age of fifteen, the best
role model I can think of would be your father, your mother and
your school teacher.’ They, to my mind, are the people who can
impart the best guidance during this period. I turned to the
teachers and parents present there and told them what a big
responsibility they have. I personally believe the full
development of a child with a value system can only come from
these people. In my own home, when I was growing up, I used to
see my father and mother say namaz five times a day, and in
spite of their modest financial resources, I found them always
giving to the needy around. My teacher, Sivasubramania Iyer,
was responsible for persuading my father to send me to school
setting aside financial constraints. It is very important for every
parent to be willing to make the effort to guide children to be
good human beings — enlightened and hard-working. The
teacher, the child’s window to learning and knowledge, has to
play the role model in generating creativity in the child. This
triangle is indeed the real role model I can think of. I would even
go to the extent of saying that if parents and teachers show the
required dedication to shape the lives of the young, India would
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get a new life. As it is said: Behind the parents stands the school,
and behind the teacher the home. Education and the teacher-
student relationship have to be seen not in business terms but
with the nation’s growth in mind. A proper education would help
nurture a sense of dignity and self-respect among our youth.
These are qualities no law can enforce- we have to nurture them
ourselves.
The children enjoyed this answer though I don’t know whether
the parents and teachers got the message.
Another girl in all seriousness asked, ‘Every day we read in the
newspaper or hear our parents talk about atankvadis (terrorists).
Who are they? Do they belong to our country?’ This question
really shocked me. I myself was searching for an answer. They
are our own people. Sometimes we create them through political
and economic isolation. Or they can be fanatics, sometimes
sponsored by hostile nations, trying to disrupt normal life
through terrorism. I looked at the audience, at the people sitting
by my side, at the teachers, and at the sky for an answer. I said,
‘Children, I am reminded of our epics, The Ramayana and The
Mahabharata. In The Ramayana, the battle is between the divine
hero Rama and The Demon king Ravana. It is a long-drawn
battle that finally Rama wins. In The Mahabharata, there is the
battle at Kurukshetra. In this fight between good and evil,
Dharma wins again. The battles are many but finally peace
triumphs. In our times too we have seen this battle between good
and evil - for instance, the Second World War. It seems to me
that both good and evil will survive side by side. The Almighty
does help them both to various degrees! How to minimize the
evil through our spiritual growth is a question that has persisted
throughout human history.’

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On another occasion, I addressed a very large gathering of

students at St. Mary’s School, Dindigul in Tamil Nadu on their
seventy-fifth anniversary celebrations. Among the large number
of children wishing to meet me were two who were in a hurry to
get an answer from me. One student asked, ‘I have read your
book Agni Siragugal (the Tamil version of Wings of Fire). You
always give a message to dream. Tell me, why dream?’
My answer was to ask the gathered children to recite the
following: ‘Dream, dream, dream. Dream transforms into
thoughts. Thoughts result in actions.’ I told them, ‘Friends, if
there are no dreams, there are no revolutionary thoughts; if there
are no thoughts, no actions will emanate. Hence, parents and
teachers should allow their children to dream. Success always
follows dreams attempted though there may be some setbacks
and delays.’
Another boy asked, ‘Please tell me, who would be the first
scientist in the world?’ It occurred to me — science was born and
survives only by questions. The whole foundation of science is
questioning. And as parents and teachers know, children are the
source of unending questions. Hence, ‘Child is the first scientist,’
I replied. There was a thunderous applause. The children enjoyed
this different way of thinking. Teachers and parents also smiled
at the answer.
During my visit to Assam, I visited Tezpur. I had gone for the
convocation ceremony of Tezpur University and also to receive
the honorary doctorate conferred on me. After the convocation, I
took off to meet school children. It was a big gathering of young
people. The theme of my address was ‘Indomitable Spirit’. As
soon I finished my talk the youngsters mobbed me for
autographs. When I finished giving autographs I faced two

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interesting questions. One was: ‘Why cannot water from the

Brahmaputra, which is in flood much of the time, be diverted to
Rajasthan or Tamil Nadu which are starved of water?’
Only children will have these innovative ideas. Grownups tend to
see more impossibilities. It was such a powerful question, I was
completely beaten. I was sure even the Prime Minister would not
have been able to answer it! How to tell the boy, rivers are a state
subject and our states are fighting for the rights to their waters?
That these would bring them prosperity some day but meanwhile
they were flowing wastefully into the sea and causing floods
every year. How to answer it?
I said, ‘India Vision 2020 demands from the young that they start
a great mission of connecting rivers cutting across the states.’
I personally feel the young have the most powerful minds. They
can overcome the negativity of the bureaucracy and some self-
centred policies of the state governments to enrich the people of
the country. They can even improve coordination between the
states and the Centre. And they surely will!
Another student asked me a question for which again I had no
ready answer. He said, ‘Sir, big leaders in any field don’t come
and talk to us. We see our Prime Minister often going to
Chennai, Lucknow, and many places. But he never comes here.
We want him; we want to talk to him.’ I was impressed by this
urge to communicate with the country’s leaders. I said, when
I reach Delhi, I will tell your dream to the leaders and your
dream will come true.
I later narrated this to the Prime Minister. He conceded the point
and said, ‘Children don’t talk to me anymore. Maybe the security
cordon has created a separation.’ I request our leaders in different
fields to interact more with the children of the country for a
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better understanding of their own purpose in life as also for

helping create a better future for our children.
I have visited Jharkhand a number of times after its formation.
Every time I visit it, I am struck by the tremendous resources that
wait to be harnessed in the state, which will multiply its wealth
manifold. At the Sri Ramakrishna High School, Bokaro, I
addressed a gathering of about 3,000 students and saw their
creativity on display in an exhibition of their paintings, toys and
other items made by them. In my conversation with them, one
student asked me, ‘In Jharkhand, it is green everywhere. We have
forests, streams and hills. Why is it that we have a desert in
Rajasthan?’
The question reminded me of a similar one in Assam: Why
cannot the Brahmaputra’s waters be taken to Tamil Nadu and
Rajasthan? ‘You know, twenty years ago, you would not have
seen much cultivation in Rajasthan. But once the Indira Gandhi
Canal was constructed, agriculture became possible in many
places. It is possible for man to transform the desert into a fertile
land.’ I repeated what I had told the student in Assam. ‘It has to
be one of the greatest missions of India to connect rivers so that
water can reach many water-starved states. Visionary action is
needed. When you grow up you will probably be part of
reconstructing this nation and giving shape to these thoughts.’
One child came to me with a serious expression and asked, ‘Sir,
will your Agni missile cross the ocean and reach America?’
I was a little startled by this thought. ‘For us no country is our
enemy to send Agni there. Particularly America is our friend.
Agni symbolizes our strength. It shows that India has all the
capabilities.’

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During my visit to Cuttack, I participated in the birthday

celebrations of the late Justice Harihar Mahapatra. I went there at
the invitation of Justice Ranganath Mishra. For me, it was a
revelation, how the independence movement, the first vision for
the nation, had created the larger-than-life figure of Justice
Harihar Mahapatra. He lived to the age of ninety-two and
established Cuttack Eye Hospital, Utkal University and above all
organized multi-pronged efforts to remove poverty. My
biography in Oriya was released. At the end of my speech the
youngsters crowding around put forth many questions.
The first question was, ‘Sir, tell us which are your favourite
books, that you loved and which have shaped your mind?’
I said, ‘Four books in my life have been very close to my heart. I
cherish reading them. The first is Man the Unknown by Dr Alexis
Carrel, a doctor-turned-philosopher and a Nobel laureate. This
book highlights how the mind and body both have to be treated
in an ailment as the two are integrated. You cannot treat one and
ignore the other. In particular, children who dream of becoming
doctors should read the book. They will learn that the human
body is not a mechanical system; it is a very intelligent organism
with a most intricate and sensitive feedback system. The second
book, one I venerate, is Tiruvalluvar’s Thirukkural, which
provides an excellent code of life. The third is Light from Many
Lamps by Lillian Eichler Watson which has touched me deeply.
It illuminates how we live and has been an invaluable guide to
me- for fifty years. And the Holy Quran is, of course, a constant
companion.’
While I was addressing another gathering of school children in
Anand, Gujarat, one smart boy asked a very intelligent question:
‘Who is our enemy?’ I liked the question and put it to the other

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students, encouraging them to come forward with their views.

Then came the answer, ‘Poverty.’ What a wise reaction from this
young child whom I have mentioned in the dedication.
The last question, which I am including here, came from the
powerful mind of another child. ‘Tell me, sir, are Pakistani
weapons stronger than Indian ones?’ I asked the child why this
doubt arose in his mind. Reports he read in the media led him to
think so, he said.
‘This is a unique characteristic of our country — to belittle our
capabilities. It may even be genetic!’ I said. ‘India can design,
develop and produce any type of missile and any type of nuclear
weapon. This is a capability only four countries in the world
have. You remove all the doubts from your mind,’ I told the
child, who gave me a very satisfied look.
I have selected only eleven questions here from among the
hundreds of questions I have been asked during the course of
meeting 40,000 high school students so far. The questions reflect
the children’s innocence, but most of all they show how strongly
they feel the desire to live in a strong and prosperous nation. I
also realized from these sessions how important it is for them to
have role models, whether in science, industry, sports,
entertainment or some other field. The question is: Can we give
our children a role model? And how?
At the dawn of the new millennium came the news that the
human genome had been decoded. All the 30,000 genes that
human beings carry today, we are told, are identical to those of
our Stone Age ancestors who lived thousands of years ago. One
of the traits that has come down to us from them, along with
others that are needed for survival, is the desire for achievement.

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It is said that nature gave us this instinct because the need to

achieve, like the need to reproduce, the need to eat, the need to
drink and the need to breathe, is simply too important to be left to
chance. History shows the hunger for achievement is a highly
evolved one and undoubtedly the strongest one. We tend to
forget it but it underlines much of our experience. Most
important, without it, how would we learn and grow, aspire to
greater perfection?

I have seen Dr. Vikram Sarabhai’s vision succeeding over three

decades through sustained and coordinated achievement. At work
in that and any other endeavour was this same desire to exceed
the limits. As we try and excel, role models play a guiding role.
The power of Vikram Sarabhai was such that others took up his
vision and completed it long after he was no more. For you it
could be someone else whom you admire — a sportsperson, a
teacher, a successful entrepreneur.

I recently had the chance to meet a legendary personality, a role

model herself. Lata Mangeshkar was presiding over a function in
remembrance of her father, Master Deenanath Mangeshkar. Lata
Mangeshkar is a recipient of the Bharat Ratna and I felt honoured
that she had asked me to inaugurate the 450-bed Deenanath
Hospital and Research Centre in Pune. I visited the hospital just
before the inauguration. I found that it would be treating nearly
30 per cent of the patients free. I was touched by the fact that
despite her wealth and fame, she had not lost sight of the fact that
one needs to do all one can to help relieve the suffering of others.

Her songs played over the radio have brought pleasure to

countless hearts over the decades. During the India-China
conflict in 1962, her song ‘Ae mere vatan ke logo’ moved an

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entire nation. Few people can claim to have influenced the lives
of millions in such a delightful way.
Role models can help us focus on what is correct for us as
individuals, as groups and, of course, as a nation. They can also
lead us to great success. We seem to have gotten carried away
with the success of a few in the field of information technology.
But that is indeed nothing compared to what we can and should
achieve. Ancient India was a knowledge society and a leader in
many intellectual pursuits, particularly in the fields of
mathematics, medicine and astronomy. A renaissance is
imperative for us to once again become a knowledge superpower
rather than simply providing cheap labour in areas of high
technology.
Summary
Nation's wealth is the young generation of the country. When
they grow, who can be the role models? Mother, father and
elementary school teachers play a very important part as role
models. When the child grows, the role models will be national
leaders of quality and integrity in every field including politics,
the sciences, technology and industry.
Glossary
Abundance – plenty
Incredible – unbelievable
Infinitude – having no limit
Asceticism – self denial
Embodiment – incarnation

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Short Answer Questions

1. What helps to preserve one’s own freedom?
2. How can one spread love and joy?
3. Name Kalam’s teacher.
4. How did Kalam assess his worth?
5. The desire for material things according to Kalam is
a. Not shameful
b. Spiritual
c. Both a and b
d. Non-spiritual
6. The relationship of Education and the teacher-student should
be seen as_________
7. Who is the first scientist according to Kalam?
8. According to Kalam, Agni symbolizes
a. All capabilities of India
b. Our strength
c. Both a and b
d. Fire
9. Mention four books that shaped Kalam’s mind.
10. Mention the one trait that is needed for survival.
Paragraph Answer Questions
1. Write briefly about Kalam’s first meeting with students and
teachers in a high school in Tripura.
2. Explain the Triangle role models in Kalam’s life.
3. What are the views of Kalam on abundance and spirituality?
4. Explain Kalam’s views on materialism.
5. What is the opinion of the author on atankvadis?
6. Write briefly about Kalam’s visit to Tezpur.
7. What are Kalam’s reflections on the four books that
influenced him?

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8. Explain Nature’s instinct as stated by Kalam.

9. Consider Vikram Sarabhai and Lataa Mangeshkar as role
models as stated by Kalam.
10. Comment on Kalam’s perceptions on Role Models and
ancient Indian knowledge
nowledge as stated in the last paragraph.
Essay Answer Questions
1. How does Kalam explain ‘Dream’?
2. re the views of the writer on young minds?
What are
3. State Kalam’s words of wisdom to the students in Anand.
4. Narrate Kalam’s responses when eleven questions were
posed by the students in different meetings.
5. Role models are like ‘North Star that guides a wandering
bark’. Substantiate it with reference to Kalam’s speech
‘Give us a Role Model’.
Suggested Reading
 Hind Swaraj/Indian Home Rule - Mahatma Gandhi
 The Discovery of India – Jawaharlal Nehru
 Annihilation of Caste – Dr. B. R. Ambedkar
 Speeches by Swami Vivekananda
 The Diary of a Young Girl – Anne Frank
Source
 Ignited Minds – A P J Kalam.

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CHAPTER – 6
HOW KACHA GOT THE SECRET
- Thangam Krishnan
Brainstorming
 How does one reach one`s goal? Discuss.
 In a testing moment, whom would you prefer–
prefer your mission
or the person you love ?
About The Author
Born in the year 1949, Thangam Krishnan
had a humble beginning with schooling in
and around Tirunagar, Madurai.
Storytelling was always his cup of tea. He
writing The class
also had a passion for writing.
magazine and even the company magazine
were his platforms. He emerged as the
gold medalist of his college in the year
1970. He has more than 25 years of
experience in Marketing with companies like Sarabhai
Chemicals,
micals, Max India Limited, Edu Business (Dubai) and 20
HI
years of industrial management with HI-Tech Arai limited,
Madurai, Chennai Management Services, Clarion Cosmetics,
Haneda Infra Private limited, Chennai.

The Text
Long before the churning of the ‘Ocean
‘Ocea of Milk’ gave the gods
Amrit or the elixir of eternal life that made them immortal, gods
and demons were engaged in severe war. There were casualties,
on both sides. While the gods perished by the dozens, the demons
perished by the hundreds.

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Yet a strange thing was happening! Mathematics was going

haywire. In spite of less casualties, the number of gods seemed
to decrease while, with more casualties the number of demons
seemed to increase steadily.
“What is happening, father?” asked Kacha, the handsome young
son of Brihaspati, the great teacher of the Gods.
“Sanjivini Mantra, son,” answered his father. “It is working
against all calculations.”
“What is that?” asked Kacha in a bewildered tone.
“Shukracharya, the learned teacher of the demons, knows the
Sanjivini Mantra,” explained his father. “By uttering those magic
words he is reviving all the dead demons, that is why their
numbers never decrease.”
“Certainly you must be knowing that mantra too,” said his son.
“Why don’t you use it for the Gods?”
“No, son,” said Brihaspati shaking his head, “I do not know it.”
“Well,” said Kacha. “This will never do, we have to find the
way.”
In the meantime, the gods were getting thoroughly demoralized.
Nevertheless, they were not wanting in valour and continued
fighting. Now it had become a question of survival.
“I will go to Shukra and become his student,” volunteered the
brave Kacha one day.”As soon as he teaches the Sanjivini I will
come back.”
“No, no”, said the gods in unison, “You are too young and also
the only son of our great teacher. If the demons came to know
your identity, they will kill you.”

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“Okay,wait ,” gestured Kacha. “Tell me, how does one win a

game?”
Nobody answered. Nobody knew the answer. Kacha himself
answered.

“By being in the game. And if one is in the game, one can also
lose.”
“But Shukra has a beautiful daughter. An only daughter named
Devyani. You may forget all about us when you see this damsel
and….may be, even fall in love with her.”
Kacha thought for a moment. Then he said, “If that is all that you
are afraid of, let me assure you now and forever,” he hesitated for
just a second, “that I will never fall in love with this woman,
however beautiful she may be.” He waited for some time and
then continued, “In fact, I now take a vow to remain unmarried
until my mission is fulfilled.”
Then Kacha went to Shukracharya and introduced himself.
Shukra welcomed him affectionately.
“Sir,” said Kacha, “I want to become a disciple of yours and
learn all that you have to teach. I have also taken a vow to remain
unmarried until such time and totally concentrate on my studies.”
Shukra taught him many things in the years that Kacha stayed
with him. The one thing that he did not teach however was the
Sanjivini Mantra.
Kacha was very patient. He continued to serve his teacher and his
beautiful daughter, Devyani.
Devyani was a lively young girl of a beauty that was rare and
delicate. She was the apple of Shukra’s eyes and the learned
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master did everything in his power to make his darling daughter

happy. He could not refuse her anything.
Kacha too, was in total attendance where Devyani was
concerned. They were good friends. Kacha told her many stories
of valour of the battle between the gods and the demons. He
regaled her with jokes and her laughter reverberated among the
trees of the beautiful garden making the leaves quiver in silent
laughter, while the branches swayed in a loud guffaw as they
shared her mirth. Kacha also played with Devyani and as she ran
to hide in a game of hide-and-seek, her tinkling anklets were sure
give aways.
In spite of this closeness between Devyani and him, Kacha never
forgot his vow even for a moment. No, not even when Devyani
expressed her love for him one day.
“No, Devyani,” said Kacha firmly, “it can never be so. I have
taken this vow for a very important cause and nothing on earth
will make me change my mind.”
One day, the demons spotted Kacha with Devyani and
recognizing him to be Brihaspati’s son, were angry, and waited
for a chance to kill him. “He must have come to learn all the
secrets about us,” they said.
Since they could not directly accuse their teacher, they waited for
an opportunity to catch Kacha when he was alone.
The opportunity came the next day, when Kacha took the cattle
for grazing. While he was going up along the mountain path, the
demons came behind him and gave him such a push, that he was
thrown in the air and fell deep down the mountains and died.

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When the cattle returned in the evening without Kacha, Devyani

got very worried.
“Kacha hasn’t returned, father,” she sounded anxious. “The
cattle have returned alone.”
“He must be on his way,” assured her father. “He’ll be back
soon.”
But Kacha did not come back and Devyani started crying.
“I am sure the dirty demons have killed him,” she sobbed,
“I want Kacha now, father.”
Seeing his daughter’s agony, Shukra uttered the Sanjivini and
soon Kacha walked in.
“What happened to you?” asked Shukra. “Where were you all
this time?”
“The demons had killed me and thrown me over the mountains,”
replied Kacha.
After a few weeks the demons spotted Kacha again.
“There he is!” They gnashed their teeth.
“Our teacher must have revived him with his mantra. We have to
get rid of him. He has no place here.”
So the next day, while Kacha was alone, they carried him away
and flung him far into the sea. They clapped their hands when
Kacha drowned and died.
Devyani waited and waited for Kacha, and when he did not come
home, she started crying again. She would not touch her food. No
amount of consoling by her father could help her.

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“What can we do, Devyani?” he asked. “Perhaps his time to die

has arrived. After all, everyone has to die sometime or the other.”
“Not Kacha, father,” sobbed Devyani uncontrollably. “Not as
long as you are there and the Sanjivini Mantra is there.” She
pleaded, “You must revive him. Isn’t he more worthy of revival
than all the demons you bring back to life?”
Shukra could not refuse the plea of his daughter and uttered the
mantra. Soon Kacha came home.
Devyani jumping with joy, ran to him, “What happened this
time?” she asked with concern.
Kacha explained the whole incident to her. And added at the end,
“I am sure the next time they will try to destroy me by fire as
they have already tried air and water.”
He then said jokingly, “And then my ashes will fly away and
I will be gone forever.”
Kacha was in a pensive mood these days. It was a long time since
he had promised the Sanjivini Mantra to the gods and still he had
not had any success. What did he say to the gods before leaving?
‘You have to be in the game to win.’ Then an idea struck him.
He had walked quite a distance from the house while in deep
thought and was brought back to reality when the demons caught
him.
“This time we will throw you into the fire,” they chorused.

“He will bring me back to life again,” warned Kacha.

“Yes, indeed!” said the demons. “What are we to do?”

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“I am also fed up of dying every day,” admitted Kacha. “I would

now like to die forever, if you will listen to me, I shall give you
good advice.”
“What is that?” asked the demons, looking askance.
“After burning me why do not find a way of putting my ashes
inside the teacher?” he paused to look at them. “If I come out
alive, he would die too. Hence, he will never revive me again.”
“That’s it,” said the demons.
“In he goes. We’ll feed his ashes to his teacher so that he never
comes alive again.”
They threw him into the fire and when he was burnt, took his
ashes and, unknown to Shukra, mixed it in his wine.
Hey presto! Kacha soon landed in his teacher’s stomach.
In the meantime, Devyani desperately searched for her dear
Kacha. He was nowhere. “Father,” she cried uncontrollably,
“they’ve killed him again. Do something, father. Do something.”
Shukra was very annoyed. “If it is the demons again, I will have
to reconsider being their teacher.”
He quickly uttered the magic words, but Kacha did not come this
time. He uttered them a second time and the third. Still there was
no Kacha, and Shukra and Devyani were really worried. “Where
are you Kacha?” wondered Shukra.
Kacha, who had come alive, answered, “I am inside you teacher,
but I can’t come out until you say so. I don’t want to harm you.”
“How did you get there…….in the first place?”
“The demons burnt me and mixed the ashes in your drink.”

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“How disgusting!” Shukra was very annoyed. “They know I am

a vegetarian. I will never forgive them for this.” He then added,
“From today, I vow never to take wine.”
“Father, how can you bring back Kacha?” asked Devyani.
“Tell me Devyani” asked an irritated Shukra, “do you want your
father or Kacha? For if Kacha comes out, I will die.”
“I want both of you,” replied Devyani. “I can’t live even if one
of you dies.”
Shukra thought for some time and then observed, “Then there is
only one way out. I have to teach the Sanjivini to Kacha. Once he
comes out and I am killed, then he can utter it and revive me.”
Then he addressed Kacha, “Can you hear me?”
“Yes, sir,” answered Kacha.
Shukra then taught Kacha the Sanjivini. He also made him
repeat it on his own several times. Finally, he orderd Kacha to
come out.
When Kacha came out, causing the death of Shukra in the
process, he kept his word to his teacher. He said the magic words
and Shukra came back to life.
Devyani was very happy, now that both of them were alive.
After a few days, with his mission accomplished, Kacha took
leave of his teacher and a reluctant Devyani. He returned to the
gods. He gave them the secret he had learnt.

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Glossary
Churn – To stir (PÀqÉ)
Ocean of milk – In Hindu cosmology the ocean of milk is the fifth
form at the centre of the seven oceans.
According to Hindu mythology the Devas and
Asuras work together to churn the ocean and
release Amrutha, the nectar of immortal life.
Haywire – Chaotic, out of control, out of order
Casuality – lost through death, wounds, injury,
sickness in an accident or war
Sanjivini Mantra – which can bring the dead back to life
Perish – decay, die, and disappear
Reverberate – to ring with many echoes
Quiver – container for arrows
Guffaw – Noisy laugh
Unison – being together, synchronsied
Damsel – a young woman
Regal – royal

Short Answer Questions

1. Who is Shukracharya?
2. Who is Brihaspathi?
3. What is the use of Sanjivini Mantra?
4. What was Kacha’s assignment?
5. What was the question raised by Kacha to support his
decision?
6. Who is Devyani?
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7. What were the gods afraid of with regard to Devyani?

8. How did Kacha plan to learn Sanjivini Mantra?
Paragraph Answer Questions
1. Comment on the friendship between Kacha and Devyani.
2. Describe the beauty of Devyani as mentioned by the writer
in the lesson.
3. What reasons did Kacha give Devyani to refuse her love?
4. What made Shukracharya never take wine?
5. Explain the last effort made by the Demons to kill Kacha.
6. What was the effect of the demons’ last effort to kill Kacha?
Essay Answer Questions
1. What was the role played by Devyani in the process of
Kacha’s learning Sanjivini Mantra?
2. What efforts were made by the demons to kill Kacha?
3. “Man proposes, God disposes”. Comment in the light of
Kacha’s story.
Suggested Reading
 Yayati (The Play) – Girish Karnad
 Yayati (The Novel) – V.S. Khandekar, Trans. By V.M.
Inamdar
Source
 Krishnan, Thangam. A Mythological Mosaic: A Pantheon of
Tales from Indian Scriptures. Madhuban Educational
Books. Rpt. 1997. Delhi.

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Language Activity
PRESENTATION SKILLS
Power Point Presentation is a mode of communicating ideas in a
systematic and convincing manner using ICT [Information
Communication Technology]. Relevant charts, graphs, pictures,
videos and diagrams may be used to interpret thoughts or
message effectively.
Presentation Skills involve:
 Ability to interact with the audience
 Understanding the audience
 Planning a systematic and structured presentation
 Transmitting the message with clarity
In brief:
Preparation
Creation
Checking
Rehearsal
Refining
Finalizing
Presenting

Preparation of Slides
The following is the basic sequence of actions for preparing a
presentation up to the point of actually delivering the
presentation to an audience:
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1. Define the purpose

 What's the purpose?
 For whom?
 What outcomes and reactions are you seeking?
2. Know the objective of your presentation – to inform, to
inspire, to entertain, to demonstrate, to prove, to persuade
3. Identify the subject, gather the content , estimate the audience
and their requirements
4. Structure the subject matter
5. Plan the presentation (style, elements, props, equipment)
6. Prepare the presentation (wording, design, graphs, charts,
videos, pictures)
7. Practice and rehearse (get feedback, fine tune)
How to structure Presentation Slides?
1. INTRODUCTION SLIDE:
Title of presentation, date, presenter’s name
2. OUTLINE SLIDE:
1. Main points of what you will talk about
2. Then follow the structure you’ve laid out
3. Start broad, finish specific
4. Decide what needs to go into each slide
5. Simplify
3. CONTENT SLIDES:
1. Cover detailed information based on your outline
2. As many slides as you need.
3. Remember Power point is more visual than verbal: “a
picture is worth a thousand words”. Use pictures
wherever necessary

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4. FINAL SLIDE:
1. The audience will take away the last thing you say
2. So make the last slide meaningful
o Provide contact information for follow up
o Pose a question for discussion
o Finish with a joke/or light hearted conclusion
3. Put a blank slide at the end
o Provides a non-distracting placeholder for
discussion
o Prevents clicking through back to the beginning

5. TEXT:
1. Highlight your presentation, don’t create a substitute
for it
2. Bullet points, not complete sentences
3. 4-6 points per slide
4. No large blocks of text, audience stops listening, and
reads
5. Consider showing one point at a time, using animation
o Helps the audience focus on what you are saying

6. IMAGES:
1. Avoid clip art… everyone has seen it before, lacks
emphasis
2. Images should be good: not pixelated, out of focus, too
dark
3. Cropped to remove distractions
7. GRAPHS/DIAGRAMS:
1. Make them as simple as possible
2. To be grasped in just a few moments, not studied at
length
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8. DESIGNS
1. Use a consistent background and layout for all slides
2. The template sets the tone of your presentation
3. Choose it carefully
4. Avoid bright backgrounds, or cluttered layouts
9. FONTS:
1. Choose two types utmost, nothing cursive or
ornamental
2. Stick to sans-serif fonts, for legibility
3. Minimum of 18 point, 20 to 24 is better
4. Main points/titles bigger than sub points/content
10. COLOUR:
1. High contrast dark on light, or light on dark
2. Use colour with care, to emphasize your talk
3. Avoid extremely bright colours, hot pink, neon orange,
acid green
4. Do not combine red/green, yellow/purple, or
blue/orange
11. ANIMATION:
1. Use sparingly, and be consistent
2. Avoid distracting or annoying sound effects
12. CHECK YOUR WORK CAREFULLY:
1. Check for spelling mistakes and grammatical errors
2. Check for logic and the flow of information
3. Try to test your presentation in the room before your
talk
o You may need to adjust the colours/templates/font
size for the room/equipment
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4. Be prepared to give your talk without a Power Point

slide show
o Technical glitches do happen

Tips for an effective Presentation:

1. Relax
2. You have prepared and practised, so your presentation will
succeed and be enjoyable.
3. Smile.
4. The audience is on your side.
5. Modulation of voice, body language and posture are
important.
6. Use a solid well-rehearsed opening, make immediate
friendly impact.
7. Introduction should convey your topic and objective of the
presentation.
8. Use confident body-language, control, be firm, speak your
audience's language, accentuate the positive (be positive and
upbeat).
9. Pause when you need to and don't apologise for it; pausing
is perfectly okay.
10. Use audience participation wherever possible; be clear, calm
and conclude confidently.
11. At the end, allow the audience to ask questions, end
positively; thank the audience.

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Eg:: Power Point Presentation on Waste Management At

Home
Slide 1
Welcome to the Presentation on
Waste Management at Home
By
Prof. Veda Vyasa
Slide 2
 What is waste?
 What is waste management?
 How should waste be managed?
 Why waste management?
 Waste management concept.
Slide 3
Waste is any material which is
not needed by the owner,
producer or processor.

Slide 4
Waste management refers
to the correct collection
and disposal of wastes.

Slide 5
Waste generated at home
can be segregated into
 Wet Waste
 Dry Waste
 E- Waste
4
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Slide 6
Wet Waste
Vegetable and fruit peels, egg
shells, leftover food, paper
napkins, tissue papers, etc.,

Slide 7
Dry Waste
Polythene bags, plastic cutlery,
cups, plates, cosmetic products,
aluminium foil, used soap, shampoo
ra pack, toys, etc.,
bottles, tetra

Slide 8
E - Waste
Discarded electronic devices like
computer, CD’s, TV, music system,
battery shells, cassettes, etc.
Slide 9

Segregate Waste and collect in Separate Bins

Dry Waste Wet Waste E-Waste

E

43
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Slide 10
Waste Management is necessary for
protecting, preserving and enhancing
environment by reducing pollution
Slide 11
Practice Waste Management Concept
4 R’s
Reduce, Refuse, Reuse, Recycle
Slide 12
THANK YOU

Exercise
1. Prepare Powerer Point Presentation Slides on The Importance
of Growing Trees. Use pictures, charts or graphs to make your
presentation effective. Limit Slides to 10.
2. Using 10 slides prepare a power point presentation on The Ill
Effects of Social Media on Youth. Pictures, s, charts or graphs
may be used to make your presentation effective.
Sources
tools/presentation-
 https://www.cleverism.com/skills-and-tools/presentation
skills/
 https://www.slideshare.net/nandapalit/presentation
/presentation-skills-
33500438
 https://www.makeuseof.com/tag/5-powerpoint-tips tips-improve-
presentation-skills-overnight/
 http://www.pitt.edu/~edindex/OfficeXPTutorials/Lesson9XP.
pdf
 https://www2.le.ac.uk/offices/ld/resources/presentations/using
-ppt
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CHAPTER - 7
NATIONALISM – AN INTERVIEW
- Bertrand Russell
Brainstorming
 Indeed, ‘great people
eople need no introduction’ but it is our duty
to introduce them to the young generation.
 If you have heard or watched any interview of great people on
Radio/ TV, share your experience with the class.
 Assuming you are a celebrity, invited for a TV interview,
intervie on
what topic would you like to speak?
About the Author
Bertrand Arthur William Russell
(1877
(1877–1970) was a British
Mathematician, Philosopher, Logician,
Historian, Essayist, Social Critic,
Political Activist and Nobel Laureate.
He had strong scientific temper which
didn’t allow him to accept anything
without examination. He considered
himself a liberal socialist and a pacifist.
‘Nationalism – an interview’ is one of the excerpts of interviews
of Bertrand Russell, conducted by Woodrow Wyatt for BritishBritis
Television in 1959. The discussion covers the nature and
purpose of philosophy, religion, war and pacifism, communism
and capitalism, ethics and morality, personal and economic
power, happiness, nationalism, individualism, fanaticism and
tolerance.

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The Text
WOODROW WYATT
Do you think that nationalism is a good or a bad thing, Lord
Russell?
LORD RUSSELL
One would have to distinguish between cultural and political
aspects of nationalism. From the cultural point of view one of
the rather sad things about the modern world is its extraordinary
uniformity. If you go to an expensive hotel, there’s nothing
whatever to show you which continent it’s in or which part of the
world or anything; they are all exactly alike over the whole
world, and that gets a little dull and makes travelling really
hardly worth doing.
WYATT
Well, what would you say are the purposes - the main purposes -
of the organization of a national state?
RUSSELL
Well, the main purposes are what a state itself calls “defense” -
and what all other states call “aggression”. It’s the same
phenomenon, only it has different names from two sides. In fact
the state is primarily an organization for killing foreigners, that’s
its main purpose. There are, of course, other things they do. They
do a certain amount of educating, but in the course of educating
you try very hard to make the young think it is a grand thing to
kill foreigners. I mean, take, for instance, that verse in the
national anthem which they don’t sing as often as they did when
I was young, where it says, “Confound their knavish tricks,
frustrate their politics and make them fall”. We all used to sing
that with great gusto about every foreigner.
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WYATT
Like “Rule, Britannia!”?
RUSSELL
Well “Britannia” also. Now since Britannia ceased to rule the
waves, we can’t very well say, “Rule, the United States, the
United States rule the waves” because it won’t scan. And so
we’ve dropped the whole thing.
WYATT
That’s the sort of thing you mean by nationalism being harmful?
RUSSELL
What I mean by it being harmful is that it’s part of its teaching to
inculcate the view that your own country is glorious and has
always been right in everything. I don’t think that it’s right to
view foreign nations in that way. One sees curious examples of
it. I wrote a book in which I was talking about nationalism, and I
said, “There is, of course, one nation which has all the supreme
virtues that every nation arrogates to itself. That one is the one to
which my reader belongs”. And I got a letter from a Pole saying,
“I’m so glad you recognize the superiority of Poland.”
WYATT
Can you give any more illustrations of it?

RUSSELL
Yes. There was a very charming young lady at a meeting of the
United Nations who was much given to riding a bicycle. She
came from Ecuador, and her bicycle ran away with her down a
very steep hill, and she might easily have been killed. And my
friend, Gilbert Murray, asked her, “Were you not frightened

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when your bicycle ran away with you?” And she said, “Oh, no.
I said to myself, remember that you are an Ecuadorian!”
WYATT
Why do people want to be divided into national states?
RUSSELL
Well, it is part of our emotional apparatus that we are liable to
both love and hate, and we like to exercise them. We love our
compatriots and we hate foreigners. Of course we love our
compatriots only when we’re thinking of foreigners. When we’ve
forgotten foreigners we don’t love them so much.
WYATT
But then what would you do about this? You’re saying that a
certain amount of nationalism is agreeable and right. How are
you going to make sure that it doesn’t go too far?
RUSSELL
Well, I don’t think you can; you can never make sure of these
things. But what you can say and what the world will have to say
if man is to survive is that armies and navies and air forces
should not be national but international. Then it won’t much
matter if you think ill of some other country provided you’re not
in a position to kill them off.
WYATT
I’m getting at something else. Sometimes if you feel you’re
doing a thing for your country, say, like climbing Mount Everest
or developing some machine to fly to outer space, you may be
inspired to do it more vigorously and effectively than if you think
you’re doing it on a kind of vague global basis.

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RUSSELL
Well, it’s quite true people want a rather narrower stimulus – but
I think there are plenty of ways of keeping that. I mean, take a
thing like the Everest expedition, it’s not only a country that does
it, but almost always some institute or some collection of very
rich men or something of that sort, and you can do it for their
glory just as well as for the glory of your country.
WYATT
But if you’re going to have some kind of rivalry and stimulus in a
competitive way surely the nation is really a convenient way do
it?
RUSSELL
Yes. I don’t mind at all having competition and emulation
provided it doesn’t involve killing. If one city builds a very fine
town hall, another thinks, “We must have a fine town hall.” Well,
all that’s a sort of for the good.
WYATT
Well, now how are you going to run an orderly society,
particularly in times of danger, crisis, and tension, if you don’t
believe in the proposition, “My country right or wrong”?
RUSSELL
Well, if one’s talking now of what ought to be the case, there
ought, as I said before, to be only one armed force, which should
be international and not national. In that case these situations of
danger that you’re talking of wouldn’t arise, because there would
be no opportunity for national aggression, and therefore no need
for national defense.

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WYATT
But they do arise at the moment?
RUSSELL
They do arise at the moment, and so you’ve got to get into
people’s heads that while it’s quite proper to resist aggression it
is not proper to commit aggression. If nobody committed
aggression the occasion for resisting aggression would not arise.
But I do think resisting aggression is quite a proper thing to do.
WYATT
What I don’t understand is how one is somehow to put within
bounds nationalist feelings, having once aroused them to worthy
causes. How do you stop them slopping over into bad ones?
RUSSELL
Simply through unifying the governments. Now take the case of
England and Scotland. England and Scotland went to war with
each other for centuries - for centuries - and it was universally
held on each side of the Border that it was proper to hate the
people on the other side of the Border. And then from a pure
dynastic accident the governments were unified, and this hatred
ceased.
WYATT
How far would you say racial prejudice is connected with
nationalism?
RUSSELL
Well, it comes in of course. I mean it comes in if there is racial
difference between two neighbouring nationals. Racial prejudice
comes in and intensifies the nationalism of each. It is not the
same thing - racial prejudice is not the same thing as nationalism,
but it very easily gets allied with it.
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WYATT
We all know that Americans and Europeans suffer from racial
prejudice. Do you think that Asians and Africans suffer from
racial prejudice any less?
RUSSELL
Not a bit less. And in fact because it’s rather new with them they
probably suffer more at the present moment. I should think that
both African and Asian nationalism are, at the moment, more
fierce than any that exist among Europeans, because they’ve just
awakened to it. I think it is a very, very great danger.
WYATT
Is this an inevitable pattern?
RUSSELL
No, no. It’s not inevitable, and it doesn’t always happen. I … I
think one must take India as a case of how it doesn’t always
happen. I think India, since it became free, has been singularly
without that sort of vice which so often happens to liberated
peoples.
WYATT
Why do you think nationalism seems to be so much more
virulent today than it ever has been before?
RUSSELL
Oh, it’s due to education. Education has been an awful lot of
harm. I sometimes think it would’ve been better if people were
still unable to read and write. Because the great majority, when
they learn to read and write, become open to propaganda, and in
each country the propaganda is controlled by the state and is
what the state likes. And what the state likes is to have you quite
ready to commit murder when you’re told to.
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WYATT
Now you were saying a moment ago that you thought
nationalism was about the worst thing there was in the world. Do
you mean that you think it’s even a greater danger than
communism?
RUSSELL
Well, I don’t think it is a greater danger than the East-West
tension is; that, I think is the greatest danger in the world. But
I think that if the East-West tension was removed, it would be.
Nationalism would threaten mankind more than the peaceful
extension of communism would do.
WYATT
Is there any solution to this problem of nationalism other than
having, say, an imminent invasion from Mars?
RUSSELL
Well, that of course would stop it at once. We should then have
planetary nationalism for our planet against all other planets. We
should teach in schools how much more noble our planet has
always been than these wretched Martians, of whom we
shouldn’t know anything and therefore we could imagine any
number of vices, so that would be a very simple solution. But
I’m afraid we may not be able to do it that way. I think we’ve
got to hope that people will get positive aims – aims of
promoting the welfare of their own and other countries, rather
than these negative aims of strife.

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Glossary
Nationalism – Identification with one’s own nation and
support for its interests, especially exclusion
of the interest of other nations.
Knavish – Roguish
Rule Britannia – a patriotic song, sung by the British army.
Compatriot – a fellow country-man
Emulation – trying to follow a good example
Communism – Social system based on common ownership
of property / means of production.
Planetary – Strange or alien looking / any of the
heavenly bodies moving round the sun.
Short Answer Questions
1. What is the main purpose of a nation state?
2. Self defense in organization of a national state is to
(a) Protect others (b) Kill others
(c) Being neutral (d) None of the above
3. How are defense and aggression two sides of the same coin?
4. Russell says “Rule the neutral state, the United States rule the
………”
5. Where did the young lady come from?
6. What is our attitude towards foreigners and compatriots?
7. Russell agrees to some sort of rivalry and stimulus in a
competitive way in nationalism (True/False).

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Paragraph Answer Questions

1. What is the first question by Wyatt to Russell and what is
the reply?
2. Why does Russell call defense of a state “Killing
foreigners”?
3. In what sense does Russell use the line ‘Rule the United
States, the United States rule the waves?’ Explain.
4. What illustration does Russell give to show that nationalism
is harmful?
5. Does Russell agree that certain amount of nationalism is
desirable? Explain.
6. Racial prejudice is one of the reasons to distrust foreigners.
Discuss.
7. What does Russell say about India?
8. What suggestions does Russell give to solve the problem of
nationalism?
Essay Answer Questions
1. ‘Is Nationalism’ good or bad, according to Russell? Discuss.
2. In what way is nationalism harmful in the present scenario?
Substantiate your idea on the basis of the text.
3. ‘Nationalists are the liberal conservists’. Do you agree with
this? Discuss.
4. In what way does Russell say that racial prejudice is
connected to nationalism? Elaborate.
5. In what sense is nationalism more dangerous than
communism? Comment.

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Suggested Reading
 Hind Swaraj by M.K. Gandhi
 Where the Mind is Without Fear by Rabindranath Tagore
 Samahitha. “Rasatriyatha Acharaneya Sutha” Article by
Ramalingappa T. Beguru
Source
 Bertrand Russell. World Publishing Company.

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Language Activity
CONDUCTING INTERVIEWS
Interviewing Personalities/Celebrities
It is quite a common thing to interview celebrities for the media.
It may be the press media or the visual media or even audio (the
radio). The interview should be planned in such a way that the
interviewed person gets the maximum space to share her/his
views as well as experiences. The questions should be planned in
such a way that the personality, the accomplishments and the
experiences of the person are elicited.
The following steps may be useful for conducting an effective
interview.
a) Collect the major details of the person to be interviewed:
education, profession, a little of personal background, the
obstacles faced in the achievement of the goal, special
achievements, awards etc.
b) Plan your questions in an order beginning with her/his family
background, education followed by the professional
achievements etc.
c) Let the questions be direct, simple and short so that they are
easily followed and answered.
d) You may conclude with a request for a message.
e) Let the questions be relevant and of interest to all.
f) The questions may be sent to the person beforehand so that
she/he may get prepared and respond easily.
g) Dress suitably according to the special field of the celebrity
whenever possible (for the visual media).

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Interviewing skill is a major one for a career in the media today.

Good linguistic skill, wit, sense of humor, a little interest in a
variety of things, knowledge of the field of the person
interviewed, an impressive voice, a smiling face are useful
ingredients of a good interviewing skill.
An Illustration
Based on the following bio-data of Dr. Shreeprada, a retired
Principal of XYZ degree college, write an interview:
Name: Dr. Shreeprada A., born in 1957 at a village called
Hosahalli, near Shivamogga.
Father: Anantharamaiah, a Sanskrit scholar, Mother:
Susheelamma, a homemaker.
Education: Initial schooling upto 7th standard at the village
school, from 8th to 10, Government School,
Shivamogga about 6 kms away, Kannada Medium.
Did her B.A. with Sanskrit, Kannada & English as
her major subjects - secured the First Rank with
gold medals.
M.A. in Sanskrit & subsequently English.
Ph.D. on a comparative study between the plays of
Kalidasa and Shakespeare - on the modification of
the source material.
Profession: Worked as a lecturer, Professor of Sanskrit in Govt.
Degree Colleges till retirement.
Writings: (a) Critical works on – The Mahabharata, The
Ramayana, Bhagavatam, Literature of
Kalidasa, Shakespeare, Goethe, Eliot, Yeats
etc.
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(b) Translation of - a few works of Kalidasa into

English.
- a few works of Shakespeare into Sanskrit &
Kannada.
- poems of Adiga, Kambar, Kuvempu into
English
- 3 novels of Shivarama Karanth into English
(c) Creative Works - 2 novels, 1 play, 2
collections of short stories.
Awards: State Academy Award, Best Translator’s Award
by Kuvempu Bhasha Bharati, Kannada Rajyotsava
Award.
Interview
Interviewer: Good morning madam, it is our pleasure to
introduce your academic and literary
achievements to our readers/viewers/ audience.
Dr. Shreeprada: It’s my pleasure to meet youngsters like you
and share thoughts.
Interviewer: Please tell us briefly about your schooling,
college education and parentage.
Dr. Shreeprada: I was born in a small, culturally rich hamlet
called Hosahalli not very far from Shivamogga.
My father was a scholar in Sanskrit and laid a
sound foundation for my subsequent learning in
Sanskrit. I did my schooling till 7th standard
there and as there was no High School at that
time in my village I had to join high school at
Shimogga.

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Interviewer: Was it difficult to commute?

Dr. Shreeprada: It was, I am afraid. Not many buses or autos or
personal vehicles unlike these days. Sometimes
my father would drop me on his bicycle, many
times I used to get private buses or sometimes I
had to walk with my friends.
Interviewer: Was it hard?
Dr. Shreeprada: It was, of course. But we didn’t feel it so.
Interviewer: In which medium was it?
Dr. Shreeprada: Till 10th it was Kannada. I feel we enjoyed
learning because of that. Then PUC was in
English.
Interviewer: Was your rural background an obstacle?
Dr. Shreeprada: I don’t suppose so. Instead, it was a support as
our knowledge of our culture, scriptures etc.,
was better than those many others at school or
college. Yes, we were a little shy initially. But
we overcame it soon. One should, I believe,
count on one’s strength and overcome the
drawbacks, instead of lagging behind.
Interviewer: Was English medium a problem?
Dr. Shreeprada: It was, initially, I should admit. I had learnt
English as a language till SSLC and my
teachers were committed and effective so that
our knowledge of grammar and construction of
sentences was fair. I concentrated more on
English and gradually picked it. I read simple
books in English, though with some difficulty,
at first. But it was pretty good after that.
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Interviewer: What do you say about the issue of medium?

Dr. Shreeprada: Yes, as I said, learning depends on one’s
interest and commitment. I feel that learning
through your mother tongue makes the learning
strong and picking other language skills easy.
Interviewer: Then your further education?
Dr. Shreeprada: You see, I had passion for languages and
literature. So I chose three languages as
optionals. I enjoyed learning them all. Later,
I got selected for lecturer’s post in Sanskrit.
Owing to my interest in English, I did Masters
in English too subsequently. Most of what
I learnt subsequently was out of my own
interest.
Interviewer: Your Ph.D.?
Dr. Shreeprada: Owing to my bi-lingual or multi-lingual
interest, I wanted to work on comparative
literature. So I did my work on comparison
between the plays of Kalidasa and Shakespeare.
Dr. Srikantha Sharma, my guide, was a scholar
in Sanskrit and co-guide Dr. Joseph guided me
in English. So I could do my work.
Interviewer: Was your bi-lingual/multi-lingual facility
helpful in class?
Dr. Shreeprada: Indeed it was. I could explain the lesson in both
Kannada and English and whenever necessary
in Sanskrit too. And I could quote examples
from all three literatures for comparison and
I believe this made my classes interesting as
well as informative.
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Interviewer: You have been into translation a lot. Some

details please.
Dr. Shreeprada: My bi-lingual facility caused my interest in
translation. So I began to translate from
Sanskrit into English and vice versa. I feel
there is a lot of work to be done in this field to
make the world outside know about our rich
literature.
Interviewer: You have written more.
Dr. Shreeprada: True. I have written critical works on various
writers. An insight into different literatures
gives you ample opportunities to compare,
analyse and infer commonalities as well
differences between different cultures. It is an
enriching experience. In addition I have written
a few works of my own.
Interviewer: You’ve even received awards.
Dr. Shreeprada: Nothing much. If you keep doing your work
sincerely recognition follows.
Interviewer: How was all this possible in spite of being a
lady with dual responsibilities?
Dr. Shreeprada: If one is very conscious of being a lady, it
becomes an obstacle. First of all I had
encouraging parents who never looked down
upon me for being a girl. I got as much support
as a boy would have. Yes managing two fronts
- profession and home - is a challenge. I still
feel it is one’s mindset. Of course a few
compromises here and there are needed. I was
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lucky to have a family - spouse, in-laws and

children - willing to co-operate.
Interviewer: Any message for the younger generation today?
Dr. Shreeprada: First of all remove from your mind such ideas
as rural background, Kannada medium, familial
difficulties etc. It depends solely on your
interest and determination. You may have to
put in a little more effort than others. What you
do is not so significant as how you do it. I did
not take science or medical course or
engineering or any such specialization. But I
have done what gives me joy. So I never felt it
tiring. Please explore your field of interest and
pursue it. You will be successful.
Interviewer: Thank you madam, for your time and thoughts.
Dr. Shreeprada: It’s my pleasure.

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Exercise
Based on the given data, prepare interviews for the celebrities
mentioned. (Set a Question each on personal life, passion for the
field, achievements, recognition and message along with
corresponding answers)
1. Sachin Tendulkar
Born in 1973 at Mumbai.
Father : Ramesh Tendulkar, Poet, Prof. of Marathi.
Mother : Rajani, working in LIC
2 brothers and 1 sister
Stepped into Test cricket in 1989 at a very young
age of 16 years/played till 2013.
Passionate about cricket; not bad in academics.
Cricket guru - Ramakant Achrekar
Played: Test cricket/ODI’s etc.
Highest number of centuries /100 International
hundreds
Highest number of total runs in Test cricket
Wife: Dr. Anjali
Children: Sara, Daughter / Arjun, Son
Awards: Bharata Ratna, Arjuna etc.
2. Swami Sudheshwarananda
Born in 1970 at Kadur, a small town in a conservative family.
Education: Schooling at Kadur / PUC in Bangalore, B. Tech
& M. Tech. from IIT, Chennai in Chemical Engg.

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Worked in industries for a few years.

Inclined to spirituality from childhood.
Read Swami Vivekananda, Ramakrishna Paramahamsa, Swami
Ramana & others and got inspired. Gave up job, pursued his
spiritual and mystical interest. Went to the Himalayas in search
of a spiritual Guru. Got him. Did meditation for 5 years. Studied
The Upanishads, The Gita, The Bible, The Koran, Taoism, Zen
philosophy etc.
Returned to Bangalore to establish an ashram - for spreading
spirituality, social service and guiding the younger generation.
3. Vidwan Anandaram
Flute Player - Flautist.
Born in 1979, Bengaluru - in a family of musicians
Father: Ramaswamy - a vocalist, Mother - Sundaramma - a
veena player
Formal Education: BE in Electronics from NIE, Mysore
Working in an electronic company
Musical Training - initially from the parents - developed
interest in playing the flute, learnt under Vid. Raman/Also
interested in Uttaradi Music.
Now runs an evening music school to train students.
Music concerts - both in India and Abroad.
- has given lecture-cum-demos in schools and
colleges.
Awards: Ananya Yuva Award, Year’s Best Musician’s award
etc.

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QUESTION PAPER PATTERN

IV SEM B.Com/BBA and other courses coming
under the Faculty of Commerce and Management
LANGUAGE ENGLISH
Time: 3 Hours Max. Marks: 70
SECTION A (Course Book – 40 marks)
(Questions to be set on novel, prose and poetry)
I. Answer in two or three sentences (5 questions out of 8)
(5 x 2 = 10)
II. Answer in about 80 to 100 words/a page each
(4 questions out of 7) (4 x 5 = 20)
III. Answer in about 200 to 250 words/2 pages (1 out of 3)
(1 x 10 = 10)
SECTION B (Grammar and Composition – 30 Marks)
IV. Give a topic/an issue on which the examinee has to make a
presentation with slides. (10 Marks)
V. Write a status/any other report on a given context.
(10 Marks)
VI. A theoretical question on facing interviews. (10 Marks)
OR
Give the bio-data of an imaginary person and the candidate
should prepare 5 questions and answers to interview the person.

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MODEL QUESTION PAPER

IV SEM B.Com/BBA and other courses coming
under the Faculty of Commerce and Management
Time: 3 hours Max. Marks: 70
SECTION - A
(Course Book - 40 Marks)
I. Answer any five of the following in a sentence or two each:
(5x2=10)
1. Why were Jonathan Seagull’s parents dismayed?
2. How did Jonathan Seagull react when he was centered for
shame?
3. What assurance did Kacha give Gods with regard to
Devyani?
4. How many years old was Milton while writing his sonnet?
5. The desire for material things according to Kalam is:
a. not shameful b. spiritual
c. both a & b d. non-spiritual
6. What emotion was prominent in the boy while playing the
hoop?
7. What is it that the blooming lotus sees around?
8. What kind of nationalism does Russell approve of?
II. Answer any four of the following in a page each choosing at
least one from the novella. (4x5=20)
1. Narrate Jonathan Seagull’s solitary life in the Far Cliff.
2. ‘Free thinking is a great blessing, but has its costs too.’
Discuss this statement based on Jonathan Livingston
Seagull.

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3. How has the concept of the lotus and the phoenix been
combined in the poem?
4. What was the last effort made by the demons to kill
Kacha? What was its outcome?
5. Explain any one of Kalam’s visits to schools.
6. Why is Milton discontent with himself? What answer does
he find for it?
7. Sum up the child’s experience with the hoop.
III. Answer any one of the following in two pages: (1x10=10)
1. “Passion in life is desirable but it is full of challenges”.
Explain this with reference to Jonathan Seagull’s passion.
2. Sum up Russell’s ideas of nationalism.
3. Narrate Kalam’s childhood in your words.
SECTION - B
(Grammar and Composition – 30 Marks)
IV. You have to make a presentation on ‘Spoken English Course’
to be run in a college. Prepare five content slides based on the
following hints: (10 Marks)
i. The faculty
ii. Duration, fees structure, timings etc.
iii. The topics covered
iv. The competence a candidate will accomplish at the end of
the course.
V. You have asked your contractor to submit a status report on
the construction of a multi-media hall in your college.
Prepare the report in the required format using the following
hints: (10 Marks)

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i. Work done so far - building completed /chairs fixed /

flooring completed - lighting done (electrification)
ii. Pending work - fixing projectors /spot lights/screens/
false roofing
iii. Delay in work due to the unexpected rains.
iv. Quickening the work; expected to be completed by
December.
VI. Explain any three kinds of interviews and mention their
specific objectives. (10 Marks)
OR
Based on the provided bio-data prepare a brief interview of Ms.
Veena, a specially abled swimmer. Set a question each on
personal life, passion for the field, achievements, recognition and
message along with corresponding answers.
a. Name: Veena R. - age 26
b. Education: B. Com.
c. One leg is not functional due to an early polio attack
d. Learnt swimming under her coach Diwakar - an international
swimmer.
e. A national champion; encouragement from the parents, school
authorities, friends and the Government.
***

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