Notes by Gabrumania Ft.

Extraclass
The Enemy
About the Author: Pearl S. Buck is an English actor, comedian, author, and former
singer. He has also written and produced for television and is the author of The Enemy
book series.

The Theme of the story:

1. The writer of the story conveys that there comes a time in a man’s life
when it is required for him to lift from petty considerations of race,
nationality and act in human consideration.
2. Dr. Sadao being patriotic Japanese hates Americans as his enemies. One
day a prisoner of war appears at the shore near Dr. Sadao’s house
wounded and Dr. Sadao and his wife Hana move over their feelings of
hatred towards him and they treat him until he is capable of taking care of
himself. Not only they treat him but dr. Sadao also helps him escape. He
arranges all the things that are required for him to escape. By this
humble and kind act, the theme of the story stands clear that humanity
should rise above all.
3. Through the story, the writer also shows the impact of war on the life of
normal people and she does so by presenting an American wounded
soldier who has to face the fury of the weather and the hostility of the
Japanese people.

CHARACTER SKETCHES:

Dr. Sadao:

1. Scientist
2. A kind man and generous
3. A well-established doctor
4. A patriot
5. A loving caring and devoted family man
6. A dedicated surgeon
7. VII.Committed to his professional duty

Dr.Sadao’s Father:

1. A patriot by heart
2. Stern in his believes and loves his Japanese values
 3. Futuristic
4. Traditional and conventional man
5. A very quiet man and very serious ( never jokes nor plays with his son)

Hana:

1. Dr. Sadao’s wife

2. Responsible
3. Dignified and graceful
4. Supportive
5. A balanced woman

Tom (Prisoner of War):

1. American wounded soldier

2. Brave enough to survive the wounds by rocks and the furious waves as
well
3. Has a rough yellow beard
4. Has long yellow hair

General Takima:

1. Ruthless (beats his wife)

2. Not promising
3. Self-centered
4. Selfish
5. Unfaithful towards his nation

Dr. Sadao’s servants:

1. Consider the prisoner of war as their enemy

2. Protest against his presence in the house
3. Patriotic and nationalistic
4. Disapprove of their master’s kindness towards him
5. Very loyal to the Doctor
6. Return to their services or duty after the prisoner leaves the house.

The story is basically divided into three parts

1. The sudden appearance of the Prisoner of War. (Introduction or

Beginning)
2. Doctor Sadao and his wife Hanna’s constant tussle and hesitation about
treating the white man and his actual treatment. (Middle)
3. The escape of the prisoner of war. (End)
PLOT OVERVIEW

The story revolves around Dr.Sadao a Japanese surgeon and his family. One fine
day Dr. Sadao and his wife Hana saw a man washed by the waves and they
immediately go near him to treat him. When they turned him they realized that
he is a white man, an American, Prisoner of war. They go in dilemma whether
they should treat him or not because harboring or treating an enemy would
bring danger to their family. Even then they treat him and Dr. Sadao prompted
by the professional duty he operates upon him extracts a bullet from his body
and saves his life. He also does not hand him over to the police. He does his duty
as a citizen by telling about the man to the general. When the general fails to
send his promised assassins, he helps the white man to escape to a nearby
island in a boat.

The Third Level

About the Author: Walter Braden Jack Finney was an American author who was
best known for his science fictions and thrillers. His greatest success came
through his science fiction novel “Time and Again” that involved the theme of
‘time travel’. He has experimented with this theme in his various short stories
among which lies ‘The Third Level’.

The Theme of the story:

The narrative oscillates twice between the past and the present, therefore,
the prime theme of the story is time travel. However escapism is another
significant theme of the story as the protagonist Charlie wishes to escape into a
world (along with his wife) that is away from his grim realities and a happier
place to dwell in, that is in the year 1894 much before the first and second world
war. This is a reflection of the fact that life in the earlier times was much happier
and the people in that time weren’t anxious or fearful, unlike his present
times. Charlie not only transcends the boundaries of time and space but also of
reality and imagination.

SUMMARY

The narrator of the story, Charlie is well aware and assured of the fact that
Grand Central Station, New York has only two stations. However, he is thrilled by
his experience of finding the third level as well! He describes in detail about the
setting of this third level which clearly didn’t seem that of the present times.
There were open flames gaslights, brass spittoons, people too were dressed
differently like “the man wore a derby hat, a black four buttoned suit with tiny
lapels and he had a big black handlebar mustache”.

Women wore mutton sleeves and there were certain other things that he
noticed which were quite obsolete or misfits for the present years. He even got a
glimpse of a locomotive or a vehicle of Currier and Ives.

He is astounded to find himself in the past and to get a reassurance he looks at

the newspaper ‘The World” which was dated 11th June 1894 and it was now all
of his doubts were put to an end as he knew that publication of the newspaper
The World had stopped way earlier.

Along with his wife Louisa, he wanted to stay in the world he discovered
and therefore he went to the ticket counter to ask for two tickets to Galesburg,
Illinois where he could stay with his wife( far away from the anxious and fearful
world of the present).

However, as astounded as he was upon looking everyone and everything, so

were the people around him by noticing him; like the man at the ticket counter
noticed how differently was he dressed.

Though he could not buy the tickets as he did not have the running currency of
that time, he decided to go back, exchange the new currency for the old one and
then return to the third level with his wife Louisa. After returning back and
getting his currency exchanged he tried to find The Third Level but it was not
found.

Nonetheless, Charlie told all this to his wife and she got worried about him and
eventually, he had to stop looking for the Third Level. His psychiatrist friend Sam
disappeared all of the sudden and nobody knew about his whereabouts.

One night while he was fussing with his stamp collection Charlie found a
‘first day cover’ (the mailed envelopes with a blank page inside that the stamp
collectors mail to themselves when a new stamp is issued, which has a
postmark that proves the date) that was addressed to his grandfather in
Galesburg which was dated July 18, 1894.

The letter in the first-day cover was not blank and had something written on it,
this turned out to be a letter signed by his friend Sam! Sam wrote in the letter
that he had managed to find The Third Level and he is happy there and wanted
Charlie to keep looking for it as it was worth it. Charlie went to the stamp and
coin store and figured out that Sam bought eight hundred dollars worth of old-
style currency.

This was astonishing for Charlie as Sam himself referred this as a ‘waking dream
wish fulfillment’ which Charlie used to escape his unhappy present and now he
himself chose to become a part of this hunky-dory world that was situated in
past!

The Last Lesson

About the Author: Alphonse Daudet was a French novelist and short story
writer.

About the story: The last lesson is set in the days of the Franco-Prussian War in
which France was defeated by Prussia ledgy Bismarck. In the story, the French
districts of Alsace and Lorraine have passed into Prussian hands

The theme of The Story

Alphonse Daudet talks about the importance of freedom and the preciousness
of one’s own language through the story.

CHARACTER SKETCHES:

Franz:

1. Careless
2. Conscious of his duties
3. Admirer of nature
4. Observant
5. Sensitive and innocent
6. Thinker.

M. Hamel :

1. French teacher
2. Strict
3. Selfish at times
4. Honest and Sensitive man
5. Proud of being French
 6. Passionate about the French language

SUMMARY

The French districts of Alsace and Lorraine have fallen into Prussian hands. The
order has come from Berlin to teach only German in the schools of Alsace and
Lorraine. The French teachers were no more required now. M. Hamel the French
teacher could no longer stay in the school now. Franz was the student of
M.Hamel and he usually never came to school on time Franz realizes the truth
that it was his last French lesson today. He immediately regrets and realizes why
he had not taken his lesson seriously. M.Hamel gave his last lesson to his
students with utmost devotion and sincerity as ever. M.Hamel also realizes that
it was the fault of the teacher, the children, and the parents that the mother
tongue lost its respect and importance. M.Hamel tells the class that French is
the clearest, a beautiful and logical language in the world. He also asked the
class to always keep their mother tongue close to their hearts as when people
are enslaved their language is their key to prison. Franz notices the pigeons on
the rooftop and then questions will they let them even sing in German meaning
that does it mean that even animals or birds are enslaved. M.Hamel ends his last
lesson by writing “Viva La France” meaning long live France on the blackboard.

Symbols

Pigeons - During his last French class, Franz hears the pigeons cooing and
wonders if the Prussians would make them sing in German too. His thought
reveals the Frenchmen’s fear of complete domination by the Germans whereby
they would try enslaving even their minds.

Lost Spring
About the Author: Anees Jung raises voice against child labor by educating poor
children. She works in support of enforcing strict laws against this.

The theme of the story:

1. The story ‘Lost Spring’ addresses the pitiable condition of the poor
children who are unable to enjoy their childhood due to their poor socio
economic condition that prevails in the place they dwell in.
2. These children live a life that is far distant and different from the life of a
normal child who receives education and is not forced into labor in his
 early life. The story gives the call to end child exploitation and let these
children enjoy the days of spring that would bring joy under their feet.

‘Sometimes I find a Rupee in the garbage’

SUMMARY

The story describes the life of the rag pickers who have migrated from Dhaka to
Seemapuri in search of a living. Their green fields back home had been swept
away by the storms. Saheb is one such rag picker who scroungers for ‘gold’ as in
garbage every morning because garbage to them is gold and their daily bread.

The word garbage has a different meaning for their parents and these children.
To their parents, it’s their means of survival and for the children, it is wrapped in
wonder. Sahib gets really fascinated when he tells the narrator that sometimes
he even finds a ten rupee note in the garbage. These children have dreams and
desires but no means to achieve them. They lack basic amenities like shoes and
try to be happy by justifying that it is a tradition to remain or stay barefoot. They
are caught in a web of poverty and are burdened by the blemishes of caste in
which they are caught

‘I want to drive a car’

SUMMARY

The story deals with the life of Mukesh who belongs to the family of bangle
makers. Approximately 20,000 children are engaged in this business of bangle
making unaware of the law that forbids them to do so. They live in very poor
conditions and miserable working conditions.

The children working under such harmful and terrible atmosphere lose their
eyesight or sometimes even go blind before stepping into adulthood. In
fact, their eyes are more adjusted to the dark than to the light. Mukesh’s
grandmother has accepted this lifestyle and says that it’s her husband’s ‘karma’,
his destiny that he has gone blind with the dust from polishing the bangles. On
being asked by the narrator that why don’t they organize themselves into
cooperatives they reply that even if they get organized they will be the one who
will be mistreated, beaten and jailed by the police for doing something illegal.
Because there is no leader among them they don’t look things differently. They
are caught in a vicious circle of the ‘sahukaars’, the keepers of the law, the
bureaucrats and the politicians. However, Mukesh is different from the rest of
the folk there. He dreams to become a motor mechanic and wants to go to the
garage and learn. He is content to dream of cars that he sees hurtling down the
streets of his town.

Deep Water
Introduction: The story talks about how, as a young boy William Douglas nearly
drowned in a swimming pool and about his fear of water and thereafter, how he
finally overcame it.

CHARACTERS AND PLACES:

• Douglas
• Yakima
• Y.M.C.A pool

PLOT OVERVIEW

In the following story, the writer tells us how he overcame his fear of water and
learned swimming with sheer determination and will power. He had developed a
terror of water since childhood when he was four and had gone to a beach in
California with his father the waves knocked him down and he was swept over
with them. The author was completely terrified as a child and this experience
bred a permanent fear of water in the author’s subconscious mind.

The author decided to learn swimming in Y.M.C.A pool in Yakima when one day
suddenly a big boy played a prank on him and pushed him into the deep end of
the pool. Douglas was completely horrified and went a foot into the water and
tried his best to move upwards but all his efforts were going in vain. He tried to
shout but no sound came out. He went down again and his lungs ached, head
throbbed and he grew dizzy. He felt paralyzed with fear. His efforts and fears
ceased and he was moving towards the peaceful death.

The writer was in peace and when he gained consciousness, he found himself
lying on the side of the pool with the other boys nearby. The terror he
experienced never left him and haunted him for many years spoiling his
expeditions of canoeing, swimming, and fishing. But determined to conquer his
fear he learned swimming and he finally gained the courage to face challenges
and swim even in the warm lake.
 My Mother at Sixty Six

About the Poet: Kamala Das is a sensitive writer who captures the complexities
of human relationships in her poems.

The theme of the poem:

• Fear of loss or separation from the old aging mother. It talks about the
anguish of the daughter over her mother’s advancing age and the fear of
permanent separation from her

Driving home…..merry children spilling out of their homes

WORD MEANINGS:

i. Ashen: very pale

ii. Doze: sleeping

iii. Corpse: like a dead body

The poetess begins by telling us that she is returning back from her parent’s
home to Cochin last Friday when she observes her mother who is sitting beside
her and describes her as:

• Sleeping with her mouth open with an ashen or pale face she was looking
like a dead body and a thought struck her mind that her mother is getting
old and she might lose her. The poetess felt pained at the miseries and
sufferings of the old age. To put that thought away and distract herself she
looks outside the window and saw the trees sprinting or speeding past by
and the young children playing outside their homes.

IMPORTANT WORDS:

1. Trees Sprinting: sprinting means short fast race or running.

This means that these trees racing past and the speeding car is a reminder that
the time has flown by as fast as her mother was so youthful but now she has
grown old.

2. Merry children spilling: Merry children spilling means the happy or joyous
children playing or spilling outside their house. They symbolize youth, energy,
life.

“But after airport…my childhood fear”

WORD MEANINGS:

i. Wan: colorless

ii. Winter’s moon: winter’s moon is basically hazy or unclear because it's
hidden behind

iii. Ache: pain

• In the next few lines, she talks about the familiar ache or the painful
realization that she has not cared for her aging mother enough.
• This ache symbolizes her helplessness and the underlying fear of
separation from her. It is familiar because she has experienced it in the
past as well maybe as a child when she came to know she has to go and
work away from her.
• She compares her mother’s pale and withered face with the winter’s
moon. She specifically writes winter here because the winter’s moon
loses it radiance and brightness behind the fog and mist just like her
mother’s face seemed to lose its radiance misted by her age. Winter also
symbolizes death or inactivity when nothing grows and the waning moon
symbolizes fading or decay.

“But all I said………smile”

• The last four lines of the poem are the parting words that she says to her
mother.
• These words are expressive of her dilemma and confusion in her mind
and the repetition of the word “Smile” three times signifies ÷
1. Her fear of losing her mother.
2. The anxiety of her mother’s failing health, which she tries to cover up with
a smile
3. The hope that her mother would survive long.

LITERARY DEVICES USED IN THE POEM

 1. SIMILE
• Her face is ashen like that of a corpse.
• wan, pale as a winter’s moon
1. REPETITION
• Thought away….. Thought away.
• Smile and smile and smile

SYMBOLS AND IMAGERY:

• Trees sprinting
• Merry children spilling

An Elementary School Classroom in

a Slum
About the Poet: Stephen Spender was an English poet and essayist he was a
socialist and pacifist too.

The Theme of the poem:

• He has concentrated on the themes of social injustice and class

inequalities.
• As the title of the poem suggests that the poet is talking about a
classroom in a slum so the setting of the poem remains the same
throughout. He is writing about what he observes about inside this small
classroom.

“Far far…………… other than this” (First stanza)

IMPORTANT WORDS:

1. Gusty Waves – Strong waves

2. Rootless Weeds – Unwanted plants (here it is used for the

children dwelling in slums)

3. Pallor – Pale coloring of the face, out of illness or fear.

4. Stunted – Not properly developed

5. Paper- seeming – Very thin boy

6. Gnarled – Twisted and rough

 7. Heir –Successor

Explanation:

• In the following lines far far away the poet has used repetition to lay
stress on the distance that is very far away from the normal life.
• Like “rootless weeds, the hair was torn round their pallor” by comparing
these children to rootless weeds he means that like weeds are unwanted
plants and grow anywhere these children are treated like they are
unwanted by the society. Their hair is scattered around their face or
uncombed and lie shabbily around their face.
• Roots are meant to hold the plant to the ground and provide a channel for
food for the plant. Thus, without roots, the plant cannot hold itself to the
ground and subsequently dies off.
• Weeds are unwanted plants that are uprooted to provide space and
reduce competition for nutrients with the wanted plants. Thus, children
suffer a double tragedy. They are not only unwanted, but they also lack
support. They are hopeless.
• Rootless, because they don’t have a stable background. Therefore the
poet is trying to say that far away from our normal life where children
usually have to go to school unlike these children who live in a slum and
have to help their parents to earn a living, they are unwanted by the
society because nobody cares about them and because like normal
children they don’t have permanent houses to live in their hair aren’t
made but torn around their face.
• The tall girl is sitting with her head “weighed down” from the
responsibilities and also because she is very tired and feeling sleepy, the
“paper seeming” boy here signifies that the boy is very thin and is
suffering from malnutrition, with rat’s eyes means that he is searching for
something, probably food.
• Then we are told of a boy who is stunted that means he is very short or
his growth is stunted and he is an unlucky heir of twisted bones which
means that this boy is suffering from rickets by birth, unlucky heir means
that even his father is suffering from it and therefore it has been passed
to his son
• There is a boy sitting at the back of the dim class which means the
classroom is not well lit he is unnoticed by others but the poet finds him
sweet and young, he is dreaming with his eyes open or you can say that
he is daydreaming of escaping out into open and playing with the squirrel
in tree houses rather than being in this small room, there is an antithesis
between openness of the tree room and dim closed classroom.

The crux of the stanza

Through this stanza, the poet is showing the world of the children who are living
in the slum far away from liveliness and joys of life. He points at the physical
condition of these young ones by telling us that some are malnourished because
they do not get proper food to eat and some are the heir of unlucky disease
implying the fact that even their parents lived in the same conditions. Even after
living such a difficult life these children’s eyes are filled with dreams.

“On sour…………………..stars of words” (Second stanza)

IMPORTANT WORDS:

1. Sour - Damp walls

2. Civilized – It means good mannered

3. Stars of words − Books or education

The poet continues further by telling us about the condition of the classroom in
which these children are sitting.

• “Sour cream” walls indicate that the walls are not even painted properly
and it is damp turning its color to pale.
• These walls have posters that are probably donated to this school. There
are certain paintings that are hung on these walls like those
of Shakespeare’s head, cloudless dawn, civilized dome riding all cities.
• The poster of Tyrolese Valley is full of churches and flowery which
symbolizes the beauty of nature. Along with the open-handed map (use of
metaphor, map signifies that it’s sharing its knowledge). These paintings
and maps stand in contrast to the world in which these children are living.
• These flower, Tyrolese valley aren’t the truth for these children because
they are living in the slum where you don’t find all these beautiful
sceneries rather it's polluted and stingy with narrow lanes.
• The life of slum and the people living in these slums is far more
uncivilized.

The color of sour cream is pale yellow which is same as the color of the
classroom wall in the slum because it’s damp and color has worn out.

“Surely Shakespeare………………big as doom “(Third stanza)

IMPORTANT WORDS:

1. Wicked − Morally wrong

2. Tempting – Attractive or appealing

3. Slyly − Secretly

4. Cramped − does not have enough space for the people in it.

5. Slag heap− The pile of waste material that remains after the metal has
been removed from rock.

6. Mended − Repaired

7. Blot − Stain made by ink

Explanation:

• In the following lines the poet is telling us that all those images of what an
ideal world should be for the children where they can learn and grow are
surely wicked because these children are brought up in such a way that
they are looking for bad qualities in everyone, the map is a bad example
to be hung there, the ships and the sun which these children have never
seen in their lives and the desire for love and acceptance from the
society will only tempt them to steal.
• But their lives aren’t anything of that sort, in fact, they live in houses that
are cramped (to indicate small homes filled beyond their capacity) and
from fog to endless night means that these children living in the slum
have never seen a clear sky, there is so much pollution that the sky is
always covered with fog no matter day or night. For them, it is always the
night because of the blackened lead sky.
• On the untidy heap where these children are sitting and are wearing
clothes that are torn from several places from which their skin is seen
through bones and their spectacles are made up of steel with broken or
mended glass that appears like the broken bits of glass bottle spread on
stones.
• All their time and space is foggy slum the poet uses a metaphor to show
that their life is dark, dirty and without hope. Their chances of escaping
have been further reduced by building bigger slums.

“Unless governor………………language is the sun” (Fourth stanza)

IMPORTANT WORDS:

1. Catacombs: a long underground gallery with excavations in its sides for

tombs. The name catacombs before the seventeenth century were applied to
the subterranean cemeteries, near Rome.
2. Azure: bright blue color in the sky

• The poet is urging the Government and the public to make these maps on
the walls, the children’s vision.
• The classroom windows which have restricted their opportunities have to
break open.
• Break O Break repetition and alliteration show the urgency to help these
children so that they could escape this slum and achieve their dreams.
Only the governor, the inspector, the visitor can help them to be free and
show them the open green fields, the clean environment and so that they
can run on sunny, warm sands and make the books or education
accessible to them.
• White and green leaves are a metaphor used by the poet where white
signifies pages of book and green implies the clean environment.
• The last line of the poem is the most important one because it means that
history belongs to those or the people who make history are ones who
are able to speak, think and be as radiant as the sun.

LITERARY DEVICES USED IN THE POEM

1. SIMILE
• Like tootles weeds
• Like bottle bits on stones
• Like catacombs
• Slums as big as domes
1. METAPHOR
•
o
▪
▪
▪ Rat’s eyes
▪ Fathers gnarled disease
▪ Squirrel’s head
▪ Tree room
▪ Future’s painted with fog
▪ Lead sky
▪ Spectacles of steel

SYMBOLS AND IMAGES:

• Paper seeming boy

• Sour cream walls
• Rootless weeds
 • Twisted bones
• Shakespeare’s head
• Open-handed map
• Ship and sun
• Framed holes
• Gusty waves

Keeping Quiet
About the Poet: Pablo Neruda poems are full of easily understood images that
enhance the beauty of the poem. He also won the Nobel Prize in the year 1971

The Theme of the poem:

• The poem talks about the necessity of quiet introspection and it creates a
feeling of mutual understanding among human beings. Therefore
Retrospection and Introspection are the two important themes of the
poem.

IMPORTANCE OF THE TITLE:

The title of the poem “Keeping Quiet” means stopping all the activities that we
are doing or keeping everything at rest not just physically but keeping our mind
quiet too and questioning and understanding the purpose of the world that
humans have created around themselves.

“Now we will … arms so much” (Stanza I)

The poet tries to create a very peaceful and calm atmosphere:

• He directly asks the readers that they should keep still and for the first
time not to speak in any language meaning both verbally and non verbally
and stop for a second and do no physical movement. By asking us not to
move our arms he means to say that we should resist ourselves from
doing any movement or activity and not harm others. No violence or no
wars should be there.

“It would be an…..sudden strangeness” (Stanza II)

WORD MEANINGS:

i. Exotic: Unfamiliar
 • He says that this would be a very exotic movement where there will be no
rush and because everything will be so calm and quiet we will find
ourselves into sudden strangeness, a new experience. This new
experience would include the absence of hustle and bustle of life which
would create a feeling of peace and quietness making us united.

“Fisherman in the cold sea……..his hurt hands” (Stanza III)

He further goes on by giving examples of how this new experience would work:

• If the fisherman in the cold sea would stop fishing for a while they will not
harm the whales for some time and they will get to live a little more. The
word Fisherman symbolizes the people who exploit the earth’s natural
resources for their own interests.
• The man who gathering salt if for a time pauses he would observe his hurt
hands from the hard work he does,
• By giving the example of the fisherman or the man who is collecting salt
the poet wishes to convey that the desires of men for more
advancements have caused a lot of destruction rather than causing
development and that has left men to not care about anyone except
themselves.

“Those who prepare……doing nothing” (Stanza IV)

The word ‘Those’ here means people who are overambitious like politician etc
who want to dominate others are responsible for starting aggressive wars.

• Similarly, people who are preparing for green wars with all sort of
weapons like harmful gases or fire means that these weapons are nuclear
and chemical weapons which are created by man that are used by
countries to wage wars have pushed mankind to its tragic end. These wars
are equally against the environment too because it harms it massively. By
Green wars, Neruda means the wars that we rage against the
environment that is deforestation.
• Victory with no survivors means that even though a country might win a
war but it would still not be considered a win because by the time they
celebrate this victory there will be no one left celebrate or had survived
the war. Poet asks them to actually wear clean clothes, clean because they
are stained with mud and blood while fighting. He also asks them to
forget their enemies and walk with them just like brothers and do
nothing.

“What I want ………… with death” (Stanza V )

 • Neruda in the next few lines justifies himself that by what he is asking to
do he does not mean us to be completely inactive rather he wants to
interrupt the sad, cruel and baleful activities of the world for a few
moments and to make the people introspect their own actions.
• Neruda states that when he talks of counting up to twelve, meditating and
introspecting he does not mean for us to maintain a death-like silence. He
just wants us to pause and think to help us introspect better and not
standstill. In fact, life is an ongoing process.

“If we were not so……..ourselves with death” (Stanza VI)

• He goes on by saying that if we human beings were not so single-minded

about keeping our lives always moving in the sense that concerning just
about his own progress and development and for once just do nothing
then this huge silence will help us consider the consequences of our
progress.
• According to the poet would interrupt the sadness of never understanding
ourselves that makes us threaten ourselves with death

“Perhaps the……. I will go” (Stanza VII)

• In these last five lines of the poem, the poet uses the image of the Earth to
show how life exists in seemingly inactive things. Poet says that this self-
examination in silence will help us to think logically and will bring us back
with fresh spirit and new perspectives. With this note, he ends the poem
again asking us to count twelve and keep quiet while he leaves us with
these new impressions in our minds.