Father to Son

Father to Son

                                                          By Elizabeth Jennings

Analysis :

·      The poem ‘Father to Son’ composed by Elizabeth Jennings is a beautiful poem on the tussles and misunderstanding between a father and his son.

·      The poem is about a father who is in pain as he doesn’t have a good relationship with his son who is now grown up and is busy in his life.

·      The poem helps the readers learn their mistakes and develop the sensitivity, sensibility and understanding among the family members especially the parents and children. The poem beautifully and impactfully teaches the family members imbibe the values like concern, empathy, compassion, understanding and mutual respect for one another.

·      The tone of the poem is reflective and sad as a father feels helpless about the generation gap between his son and himself and it deals with helpless feeling of separation.

·      The story explores the theme of generation gap and need to develop mutual respect, tolerance, patience and understanding among the family members.

·      The story conveys the message that all family members should come on the same plane and without expectation try to understand other person's needs and thoughts.

Line by Line Explanation

 

Stanza 1
I do not understand this child
Though we have lived together now
In the same house for years. I know
Nothing of him, so try to build
Up a relationship from how
He was when small.

Explanation – In the above stanza, the poet shares his bitterness and his helplessness about growing distance between himself and his son. He wonders,  although they both have lived together in the same house for many years, he doesn’t understand him. He doesn’t know anything about his son, his likes and dislikes. He tried to build up a strong and healthy relationship with his son taking a clue from his childhood. When his son was a kid, he was expressive enough hence, easy to understand. Father could understand what his son needs and what he wants to say, in his childhood. His son changed after he grew up.

 

Stanza 2

Yet have I killed                                                                                                                      The seed I spent or sown it where
The land is his and none of mine?
We speak like strangers, there’s no sign
Of understanding in the air.
This child is built to my design
Yet what he loves I cannot share.

Explanation – The father reflects and gets sad to acknowledge his own role or mistake in creating distance between them. He feels that he himself has snapped the link between them as if he himself killed the seed he has grown in the ground. Here, he compares his son to a seed which he has sown in the ground. He concludes that either he himself killed the seed he had sown or the seed was sown in a foreign ground which doesn't belong to him. He also wonders whether the child is his own because now the son has become completely different and he is unable to understand him. He tries to communicate that despite all efforts, his son has gone to live in another world that he cannot access. They talk to each other like strangers as if they live in two different worlds and talk in two different languages or foreign tongue. There is no sign of understanding between them. His child used to look like him as he has inherited his genes, yet now, he didn’t know anything about his son such as his likes, dislikes, needs, desires, etc.

 

Stanza 3

Silence surrounds us. I would have
Him prodigal, returning to
His father’s house, the home he knew,
Rather than see him make and move
His world. I would forgive him too,
Shaping from sorrow a new love.                                                                                          Father and son, we both must live
On the same globe and the same land,

Explanation – There is deep silence between the father and the son and this silence arises from lack of understanding and inability to communicate or express. They both behave like strangers or foreigners who speak different language that’s why there is silence around both of them and it creates distance. The father wishes his son being generous to forgive him and come back to him, his own house. He didn’t want his son to move around and make his own world separate from his father’s. He is ready to forgive him and wants his son to do the same. He wants that after all the sorrows they both had faced, there must be only love around them. There has been lot of sorrow in their hearts due to distance and separation but now, he wishes his son to forgive him and come back to him so that there is only love between them. He longs that a beautiful loving relation must tie them together as they live together in the same world; same house.

 

Stanza 4

He speaks: I cannot understand
Myself, why anger grows from grief.
We each put out an empty hand,
Longing for something to forgive.

Explanation – Towards the end, the son speaks, for the first time. He fails to understand the reason behind this distance and misunderstanding between them. He fails to understand what he feels. He also feels sad about the distance between them. He doesn’t understand why sometimes, anger arises out of sadness. They both are sad and due to this sorrow they become angry and go apart. On both the sides there lies the same frustration about the generation gap in their relationship. Now, they both want to forgive each other and stretch out an empty hand. It means that they long to forgive and understand each other yet they find it difficult. They have love but not understanding, there is umpteen trust but they are never on same plane when it comes to understand each other. The threat of generation gap hangs over their relation.

Poetic Devices

I do not understand this child - Consonance
In the same house for years. I know – Consonance, Assonance
Nothing of him, so try to build - Irony
Up a relationship from how - Consonance

The seed I spent or sown it where – Consonance, Alliteration, Metaphor, Anaphora

The land is his and none of mine? – Consonance, Assonance, Anaphora

We speak like strangers, there’s no sign – Alliteration, Irony

This child is built to my design – Assonance, Consonance, Irony

Yet what he loves I cannot share. – Consonance, Irony

Silence surrounds us. I would have – Consonance, Alliteration, Pathos
His father’s house, the home he knew, - Alliteration
Rather than see him make and move – Alliteration, Pathos
His world. I would forgive him too, - Consonance, Alliteration
Shaping from sorrow a new love. - Alliteration

On the same globe and the same land, - Consonance, Repetition, Symbolism, Assonance

Myself, why anger grows from grief. – Consonance, Alliteration

We each put out an empty hand, - Consonance, Assonance

Childhood

Childhood

By Markus Natten

Analysis:

·      The poem ‘Childhood’ is composed by Marcus Natten, a Norwegian poet. His poetry is known for its introspective and contemplative nature.

·      The poet is sad over his lost childhood. He wonders about the moment when he lost his innocence. He realised that the world is not the same as it appeared in his childhood.

·      The poem discusses the hypocrisy of the people as they grow and lose their childhood.

·      The tone of the poem is reflective and pensive (sad).

·      The poem emphasises that we need to preserve the childlike nature in us. It focuses that we should grow in our thoughts but remain childlike and innocent in nature.

 

Line by Line Explanation

 

Stanza 1

When did my childhood go?
Was it the day I ceased to be eleven,
Was it the time I realised that Hell and Heaven,
Could not be found in Geography,
And therefore could not be,
Was that the day!

Explanation : In the opening lines, the poet wonders about when and how his childhood came to an end. He tries to think and recall the day when his childhood ended. He thinks perhaps it ended when he was no longer eleven years old or when he grew to be 12 years old. May be, he lost his childhood when he was able to realis that hell and heaven did not exist in geographical locations or on the map. He could realise that hell and heaven are imaginary places that actually do not exist in this world. This realisation brings about maturity and rationality in the poet who could differentiate between realistic and fictional things.

 

 Stanza 2

When did my childhood go?
Was it the time I realised that adults were not
all they seemed to be,
They talked of love and preached of love,
But did not act so lovingly,
Was that the day!

Explanation : Here, the poet again analyses another possibility about when his childhood ceased to exist. There was a time when the poet started seeing the world with a new perception that adults are hypocrites and are not how they seem or act to be. The adults who talk of love and preach of love, yet never behave so lovingly all the time. They are double faced in reality. He tries to recall the day when his thoughts matured and he could understand the hypocrisy of his elders and the people around him.

 

Stanza 3

When did my childhood go?
Was it when I found my mind was really mine,
To use whichever way I choose,
Producing thoughts that were not those of other people
But my own, and mine alone
Was that the day!

Explanation :  In this stanza, the poet talks about another possibility of when and how he lost his childhood. He asked himself about possibilities. He wonders about the day when his mind was his own and could use his mind the way he wants. There was a day when he could produce his own thoughts which were not guided or prompted by anyone. It was the day when he sensed his own individuality and that he has a definite personality. Perhaps, that day he lost his childhood.

 

Stanza 4

Where did my childhood go?
It went to some forgotten place,
That’s hidden in an infant’s face,
That’s all I know.

Explanation : Towards the end, the poet tries to decide the place where his lost childhood disappeared. He concludes that his childhood had gone to some place which he doesn't remember or possibly doesn't know. Now he realises that it will never come back. He cherished his innocence which vanished and is resting in the face of an infant. He also realises that he can only find his childhood in a baby’s face. He also conveyed that the innocence of childhood stays till the time one is an infant by nature and heat. He finally concludes that his childhood went to some forgotten or unknown place and it is hidden in the face of an innocent infant. it establishes the idea that we must retain childlike nature in us and keep a child alive in us however old we grow.

Poetic Devices

When did my childhood go? – Refrain, Consonance
Was it the day I ceased to be eleven, - Anaphora
Was it the time I realised that Hell and Heaven –Anaphora, Allusion, Alliteration, Consonance
Could not be found in Geography, - Consonance
And therefore could not be, - Consonance
Was that the day! – Refrain, Alliteration

When did my childhood go? – Refrain, Consonance
Was it the time I realised that adults were not – Enjambment, Alliteration, Consonance
all they seemed to be, - Enjambment
They talked of love and preached of love, - Repetition, Consonance
But did not act so lovingly, - Contrast, Consonance
Was that the day! – Refrain, Alliteration

When did my childhood go? – Refrain, Consonance
Was it when I found my mind was really mine, - Alliteration, Consonance 
To use whichever way I choose, - Consonance
Producing thoughts that were not those of other people – Alliteration, Consonance, Assonance
But my own, and mine alone – Alliteration, Consonance
Was that the day! – Refrain, Alliteration

Where did my childhood go? – Refrain, Consonance
It went to some forgotten place, - Consonance
That’s hidden in an infant’s face, - Symbolism, Consonance

 Important Question Answers :

Q. Identify the stanza that talks of each of the following:
Individuality, Rationalism, Hypocrisy
Ans. The following stanzas highlight the above mentioned traits:

• Rationalism: First stanza talks about Rationalism because there the poet starts thinking rationally and questions the existence of hell and heaven which he can’t find on geographical locations and even on maps.
• Hypocrisy: Second stanza discusses the hypocrisy of people as they grow. The poet thinks that elders become manipulative in their talks and dealings in the real world.
• Individuality: Third stanza highlights that in the process of growing up the poet gains individuality. He starts thinking on his own and using his own mind without getting influenced by others’ thoughts.

Q. What according to the poem, is involved in the process of growing up?
Ans. According to the poem, the loss of childhood is involved in the process of growing up. Each loss is compensated by some gain which we come across in our life. In the age of adolescence we grow in understanding, power of rationality as well as sense of individuality and self-confidence but in this process we lose our childhood.

Q. Which, do you think are the most poetic lines? Why?
Ans. The following lines in the poem are most poetic:

"It went to some forgotten place

That’s hidden in an infant’s face,

That’s all I know."

These lines beautifully sum up the process of growth and the disappearance of childhood. These lines have a figurative and symbolic meaning. The infant’s innocent face is presented as symbol for childhood. Here, the poet tells that the childhood lies hidden and buried deep inside a child’s innocence. It strongly conveys the message that we want to cherish our childhood we need to retain innocence of a child.

RTC ( Reference to the Context )

When did my childhood go?

Was it when I found my mind was really mine, To use whichever way I choose,

Producing thoughts that were not those of .

other people, But my own, and mine alone Was that the day!”

 Q 1. Explain “my mind was really mine”.

(a) It means that his mind was influenced by others

(b) It means that his mind was not influenced by others

(c) It means that his mind was influenced by his parents

(d) It means that he was not confused

Answer:

(b) It means that his mind was not influenced by others

 

Q2. What did the poet realise?

(a) He realised that his mind belonged to his parents

(b) He realised that his mind was controlled by his friends

(c) He realised that his mind was controlled by his teachers

(d) He realised that his mind was his, and he had his own individuality

Answer

(d) He realised that his mind was his, and he had his own individuality

 

Q 3. The poet ……….. find an answer to his question.

(a) did

(b) did not

(c) can

(d) may

Answer: did

 

RTC 2

Where did my childhood go?

It went to some forgotten place,

That’s hidden in an infant’s face,

That’s all I know.

 

Q 1. Where did the poet’s childhood go?

(a) It went to an unknown place

(b) It went to some forgotten or unknown place

(c) It went to a known place

(d) It went to the poet’s native place

Answer:

(b) It went to some forgotten or unknown place

 

Q 2. Where does the poet think that his childhood is hidden?

(a) He thinks that it is hidden in a cat’s face

(b) He thinks that it is hidden in a boy’s face

(b) He thinks that it is hidden in a boy’s face

(c) He thinks that it is hidden in an infant’s face

(d) He thinks that it is hidden beneath his face

Answer:

(c) He thinks that it is hidden in an infant’s face

 

Q 3. The present tense of 'forgotton’is ………

(a) forgot

(b) forgets

(c) forget

(d) forgets

Answer:

(c) forget

 

Types of sentences Part Two

Types of Sentences (Part II)

What is a Sentence –

A sentence is a set of words that conveys a definite structure and logical meaning.

 

Types of Sentence – (on the basis of synthesis/construction)

1. Simple Sentence

2. Compound Sentence

3. Complex Sentence

1. Simple sentence

Elements – A simple sentence consists of one subject and one verb / predicate

For example –

1. I did not fail to attend the board meeting.

2. A beautiful girl was selling flowers on the road.

3. Being honest Sohan didn't commit cheating.

4. The plants withered due to lack of watering.

5. We go to school to study.

 

 

2. Compound Sentence

Elements –  It consists of two or more clauses. (coordinating clauses - clauses of equal significance or weightage)

Two or more simple sentences are joined by coordinating connectors to make a compound sentence.

For example –

1. He won a prize for debate competition as well as scored 91% marks in class.

2. She tried her best but could not win the competition.

3. Reena makes mistakes whereas her brother’s performance is flawless.

4. I was sick therefore I could not attend the meeting.

5. He is poor so he cannot afford this gift.

6. Neither I have done this nor you. (have)

 

3. Complex Sentence

Elements – Complex sentence consists of two or more clauses –  one being the Principal clause and the other/s being subordinating clause/s (dependent on principal clause)

These clauses are joined by subordinating connectors to make one Complex Sentence.

For example –

1. I don't know where Sameer lives.

2. My grandfather had died before I was born.

3. Rakesh did not attend the class because he was unwell.

4. Work hard if you wish to succeed in life.

5. We must practise hard so that we may win.

6. This is the book that I wanted to read.

7. Although it was dark, I could see his face.

 

Exercises

I. Combine the following pairs of sentences to make a Simple sentence.

1. He went to work. He was ill.

Despite being ill, he went to work.

2. Jake couldn't sleep. He was very tired.

In spite of being tired Jake couldn’t sleep.

3. It is a sunny day, We are going on a picnic.

It being a sunny day, we are going on a picnic.

4. I was tired. I fell asleep.

Having been tired I fell asleep.

5. I took some paper and a pen. I could make some notes.

I took some paper and a pen to make some notes.

II. Combine the following pairs of sentences using suitable connectors to make a Compound sentence.

1. They bought him a gift. It was his birthday.

It was his birthday so they bought him a gift.

2. You can keep those CDs. You want these CDs.

You can keep those CDs for You want them.

3. Brian is good at maths. His sister is good at science.

Brian is good at maths but his sister is good at science.

4. They managed to make a meal. There wasn't much food in the fridge.

There wasn't much food in the fridge, however they managed to make a meal.

5. The man fell off the ladder. He wasn't hurt.

The man fell off the ladder still He wasn't hurt.

6. I was exhausted. I had to go out.

I was exhausted so I had to go out.

III. Combine the following pairs of sentences using suitable connectors to make a Complex sentence.

1. It was very late. The guests were not ready to leave.

Although it was very late. The guests were not ready to leave.

2. This is the house. I've lived here for 9 years.

This is the house where I have lived for 9 years.

3. The hotel wasn’t good. The food was good.

Although the hotel wasn’t good, yet the food was good.

4. The programme will be a huge success. We all have worked hard.

The programme will be a huge success because we all have worked hard for it.

5. That's the painting. My father bought it last year.

That’s the painting which My father bought last year.

IV. Join the following pair of sentences as directed.

1. He is an architect. He is interested in creative writing. (Compound)

2. Lee will succeed in his mission. He is a committed worker. (Complex)

3. The chairman will not come to the meeting. He will not come to the function. (Compound)

4. The concert was cancelled. We came back. (Simple)

5. Close the door. The dust will blow into the house. (Compound)

6. It was so hot. The plant died. (Simple)

7. Rajesh needed money. He accepted this tiring job. (Complex)

8. You say so. I believe it. (Complex)

9. He is quiet. I am equally quiet. (Compound)

10. Don’t smoke. It is injurious to health. (Simple)

Answers:

1. He is an architect but he is interested in creative writing.

2. Lee will succeed in his mission as he is a committed worker.

3. The chairman will neither come to the meeting nor he will come to the function.

4. The concert having been cancelled we came back.

5. Close the door else the dust will blow into the house.

6. It being very hot, the plant died.

7. Rajesh accepted this tiring job because he needed money.

8. I believe it as you say so.

9. He is as quiet as I. (am)

10. Smoking is injurious to health.

V. Transform the following sentences as directed.

1. Lisa went shopping but she didn't buy anything. (Simple)

2. As soon as he fell asleep, the phone rang. (complex)

3. I was tired so I fell asleep. (Simple)

4. Jake decided to complete his work because he couldn't sleep. (compound)

5. You may buy those books. You want those books. (complex)

6. Lisa not only gave me a rare plant but also gave me a book on rare plants. (simple)

7. They managed to reach office though there was heavy snow. (compound)

8. I took some paper and a pen so that I could make some notes. (simple)

9. Work hard else you would not do well. (Complex)

10. The cat chased the mouse and killed it. (Simple)

Answers:

1. In spite of going for shopping Lisa didn't buy anything.

2. When he fell asleep, the phone rang.

3. Being tired I fell asleep.

4. Jake couldn’t sleep and decided to complete his work.

5. You may buy those books if you want.

6. Along with giving a rare plant Lisa gave me a book on rare plants.

7. There was heavy snow still they managed to reach office.

8. I took some paper and a pen to make some notes.

9. Unless you work hard, you would not do well.

10. Having chased the mouse the cat killed it.

Mother's Day

Mother’s Day

                                                          By J. B. Priestley

Analysis : 

·      The play ‘Mother's Day’ written by J. B. Priestley unwinds a beautiful story on the struggles and sacrifices of parents esp. mothers.

·      The play beautifully and impactfully helps the youngsters imbibe the values like care, concern, empathy, compassion, respect for mothers and not take them for granted.

·      It is an account of a mother, Mrs. Annie Pearson who is determined to get back her due respect, recognition and acknowledgement in her house and tries to change the thinking and the behaviour of her husband and two children.

·      The readers are motivated to learn their mistakes and develop the sensitivity and sensibility to understand the sufferings and struggles of mothers at hands of family members. Eventually they will draw the message that everyone deserves due respect and mothers shouldn’t be taken for granted.

·      The story does a comparative study of Mrs. Annie Pearson and Mrs. Fitzgerald as the two different personalities. The swapping of their personalities makes the story interesting and thrilling.

·      The story explores the theme of togetherness, need for respect, tolerance, patience and understanding for each and every member equally among the family.

·      The story conveys the message that all family members are equally important and mothers also have their needs and emotions. They should be respected and their sacrifices should be acknowledged by sharing workload and solving the problems together.

 

Summary / Synopsis

The play begins with two friends having a candid conversation between Mrs Fitzgerald and Mrs Pearson at the latter’s house. Mrs. Annie Pearson and Mrs. Fitzgerald are next door neighbours. But they are two poles apart in their attitude and demeanour. Annie is pleasant and nervous looking woman in her forties. Fitzgerald is older and heavier with a strong and confident personality. Annie has a soft voice whereas Mrs. Fitzgerald has a deep and strong voice.

Mrs. Fitzgerald is a fortune-teller. She has learnt this art from the East. She reads Annie's fortune and advises Annie to be strict and become the 'boss' in her family. Sadly, Mrs. Annie Pearson is not treated properly by her family and has been reduced to the status of an unpaid domestic servant who does all the work at home without even being requested for it and being thanked. Mrs. Fitzgerald gets angry at the way Annie is treated like a servant by her family.

One day, Mrs. Fitzgerald suggests that they both should temporarily exchange their personalities by using a magic spell that she had learnt in the East. She takes Annie's hand and speaks some magic words. A transformation takes place and the personality of Mrs. Fitzgerald enters into the body of Annie and the vice-versa.

Annie is scared but Mrs. Fitzgerald assures her that the change is reversible. Mrs. Fitzgerald, now in the body of Annie, stays at Annie's house and sends Annie (in her body) to her own house where she can relax.

Doris, the daughter of Mrs. Annie Pearson, a beautiful girl of 20 years enters the house. She gets shocked at seeing her mother smoking and playing cards alone. Doris asks about her yellow dress but her mother does not respond. She asks for tea and her mother rudely tells her to iron her dress herself and make tea if she wants to. Doris gets angry, but gets a good scolding from her mother. Then, Annie makes fun of Doris' boyfriend, Charlie Spence, for having projecting teeth and being stupid. This behaviour infuriates Doris and she leaves the room crying.

Cyril, Annie's son, enters the house and asks for tea in a demanding tone and angry manner but the mother doesn’t respond. Cyril asks her if everything is alright with her. She replies that she has never felt better in her life. Annie tells him that she has not bothered to get the tea ready as she wanted a change. Cyril tells that he is short of time so she should get the tea ready immediately. He again gets angry when the mother responds in negative to his enquiry about whether she has got his clothes ready. He asks his mother what if all family members talked to her like she was talking that day. Annie coldly replies that all three of them always talked to her like that, so what was wrong with her talking in the same tone. She adds that she has become a member of the Union so that she gets what she deserves.

Doris appears on the scene wearing a shoulder wrap. Annie remarks sarcastically about her dress. An argument starts between the two. Doris comments that if she was looking awful, it was due to her mother only, who made her cry. When, Annie enquires if any strong beer was left, both Doris and Cyril are filled with horror and shock at their mother's behaviour. Doris thinks that she got hit on her head by something. She says that the manner in which their mother spoke hurt her the most and made her cry. Both the siblings start giggling at the thought of what will happen if their mother keeps behaving in this weird manner in front of their father.

Annie remarks that it was high time and Annie tells them that it is actually her children's and her husband's behaviour that bothered her the most. They always came, asked for something and went without bothering to know whether she wanted to go out or how she was feeling. She always does her best to keep everybody happy but all three of them were not bothered about her happiness and needs.

Annie also remarks that while the three of them do a job of eight hours a day with two days off at the weekend, she goes on working seven days round the clock. She warns them that she will also take off on weekends.

Doris is really worried about what will happen if her mother takes a holiday on weekends. However, Annie assures Doris that she would do some work on Saturday and Sunday only when she is requested for it and thanked for whatever she does. She may go out for weekends as she is fed up of staying in the house for years. None of them has ever bothered to take her out.

Now, her husband, Mr. George Pearson of 50 years enters the house. He considers himself as a very important person and gets annoyed to find his wife sipping beer. He tells her that he does not want any tea as he has to go to the club for supper. His wife tells him that she has not prepared any tea anyway. At this, George gets annoyed.

Annie makes fun of him, saying that he is not respected in the club and the people at the bar in the club call him 'Pompy-ompy Pearson' due to his self-important behaviour. George cannot believe but confirms the truth from his son, Cyril. Annie tells her son that sometimes it does people good to have their feelings hurt.

Then, Mrs. Fitzgerald (actually Mrs. Annie Pearson) enters and finds Doris in tears. Her family continues to get a scolding in front of Mrs. Fitzgerald. Mrs. Annie Pearson (actually Mrs. Fitzgerald) informs her that she was putting everyone in their place. When Mr. Pearson shouts at his wife, she threatens to slap his big, fat silly face.

The real Mrs. Annie Pearson (now Mrs. Fitzgerald) wants everyone to leave as she wants to talk in private with Annie (the real Mrs. Fitzgerald). She tells Mrs. Fitzgerald that it is enough. Let them change back and get into their true selves. Mrs. Fitzgerald again speaks some magic words and they revert to their own selves. Mrs. Fitzgerald says that she enjoyed every moment in her changed personality. Mrs. Fitzgerald wants Annie not to be soft on her family but to remain firm.

Annie says that she will be able to manage her husband and children now. Mrs. Fitzgerald warns her not to give any apology or explanation, otherwise they will again start treating her indifferently. She must wear a tough look and talk to them rudely if she wants them to behave in the right manner.

For a change, when Annie smiles, her family members smile back and feel very relaxed. As they had cancelled going out, Annie feels that they all as a family should play a game of rummy. She wants to have a talk with George, her husband and asks her children to prepare supper for the family for which they readily agree. The play ends on a happy note where the children and husband are willing to do whatever she suggests.

Message

The play makes the children realise the worth of sacrifice and struggles of parents especially the mothers for the children. The story gives a message to all family members that they must understand the need to strengthen the family bonding by sharing workload and solving problems together, accepting all the members of the family, without any complaints or stereotypes and nourishing a sense of belongingness, tolerance and mutual love.

Character Sketch of Mrs. Fitzgerald :

Mrs. Fitzgerald is Mrs. Annie Pearson's neighbour. She is a fortune teller. She is quite strong-willed, confident and has deep and strong voice. She is older and heavier in comparison to Annie and has a strong and dominating personality. She smokes and drinks. She has a deep voice with an Irish tone. She knows magic and helps Mrs. Annie Pearson swap her personality with her own to reform the spoilt members of Mrs. Annie Pearson's family.

Character Sketch of Mrs. Annie Pearson :

Mrs. Annie Pearson is a pleasant but nervous type of woman whose excessive love and care has spoilt her two children and husband who fail to understand her struggle and sacrifices. Annie is in her forties and wears a tense expression on her face. She speaks in a light soft tone with a local touch. She works hard to take care of her family but she is taken for granted. She is not respected, requested nor thanked by her family for her tireless work.

Important Question Answers

Q1. How did Mrs. Fitzgerald utilise her husband's posting in the East?

Ans. Mrs. Fitzgerald's husband was posted in the East (British colonies in Asia) for twelve years. She utilised her time there by learning fortune-telling and how to use magic spells to exchange personalities. She used this knowledge in temporarily exchanging her strong personality with the weak personality of Mrs. Annie Pearson to resolve her problem and deal with her family. Mrs. Fitzgerald interchanged her personality with that of Annie and treated Annie's family to a taste of their own medicine in order to change their behaviour towards Mrs. Pearson.

Q2. What advice did Mrs. Fitzgerald give to Annie?

Ans. Mrs. Fitzgerald was very bold and dominating in nature; she knew how to control the family members. So, Mrs. Fitzgerald felt that it was time for Annie to set her family right and teach them a lesson. Mrs. Fitzgerald advised her to put her foot down and be the 'boss' in her family.

Q3. What reply did Annie give when Mrs. Fitzgerald asked her to put her foot down?

Ans. To this, Annie says that it was easier said than done. Even though her family was thoughtless and selfish, they didn't mean to be. Moreover, she was very fond of them and hated to create any kind of quarrels in the family. She was hesitant to follow the advice and lacked confidence.

The Address

The Address
                                                                                   By Marga Minco

Analysis : 

The story ‘Address’ written by Marga Minco is a beautiful account in the life of a daughter during war in Holland (now Netherlands). It is a story of human predicament that follows war.

It is an account of a daughter who is determined to bring her mother’s possessions back to her house and tries twice to get the things back.

This beautiful story depicts a daughter-mother relation and the pain of losing one’s relations especially mother.

The story narrates small acts of determination, courage, greed, selfishness and innocence that define human character full of strengths and weaknesses.

The story explores the passage of time, memory, and the enduring impact of loss after death of the protagonist’s mother. This shift in time is one of the themes highlighting the transience of life and the inevitable changes that occur in the protagonist’s life during and after war.

The story conveys the message that relations are more important and things remain ‘things’ if they don’t breathe emotions and don’t have warmth of relations after the link with the person is snapped.

Summary / Synopsis

The story ‘The Address’ is about a girl who wants the things belonging to her late mother back. She decided to go to Mrs. Dorling who lived at Number 46, Marconi Street. When the protagonist reaches, she received a cold reception at the hands of Mrs. Dorling who first refused to recognise her. First, the protagonist thought that she made a mistake and had come at the wrong address. But, then she recognised her mother’s green cardigan with faded buttons which Mrs Dorling was wearing. Mrs Dorling accepted that she knew her mother and said that she had thought everyone in her family was dead during war. Mrs. Dorling refused to let the protagonist come inside and talk to her. She disappointed her telling her to come some other time. 

The protagonist decided to go back to the train station. She didn't pay much attention to the surrounding places on her way to the station as she didn't want to confront the memories from past and be emotionally weak. On the train she suddenly remembered how and when she met Mrs. Dorling in her house for the first time. 

When the daughter felt that certain things were missing from house, her mother told her about Mrs. Dorling, an acquaintance of hers. Mrs. Dorling was a woman with broad back. During first half of the war, Mrs. Dorling would visit their house and take away their possessions with her as she didn’t want the precious things to get lost if they ever had to leave the place due to war conditions. The mother couldn't refuse rather she was concerned about the difficulty and the risk Mrs. Dorling was taking in carrying those things in a heavy suitcase during war. When the daughter asked if she lived far away, her mother told her the address of Mrs. Dorling, which she remembered very well. Long after the war was over, the narrator didn't think of collecting her mother's possessions as she wasn't mentally and emotionally ready to face those things which would remind her of her mother and make her sad. After some time things became better and the daughter became curious about her mother's possessions.

While the protagonist was returning from Mrs. Dorling's house empty handed, she remembered the woman and her address clearly, hence, she decided to go to Mrs. Dorling’s home again and try one more time to get the belongings back. 

On her second visit when she rang the bell, Mrs. Dorling’s daughter opened the door. She let her in and asked her to wait in the living room  till her mother came back. When they were crossing the passage, the protagonist noticed their Hanukkah candle stand that they had never used because it had been unmanageable. When she reached the living room, she was horrified as she saw all her mother’s things that were arranged in a tasteless manner. She also noticed the burn mark in the woollen table cloth. The furniture was ugly and the room had a muggy smell. It made her disinterested and she wanted to leave the place. The daughter offered her a cup of tea. When the girl was talking about antiques and plates that they have used very frequently, the protagonist mentioned that when the things are around, people don't value them and hardly notice small details about them. She told her that she must have not noticed that the cutlery they were using was of silver. When the girl was showing her the silver forks and spoons that actually belonged to the protagonist, she stood up and decided to leave the place immediately.

The dismal look of these priceless possessions broke her heart. This made her walk out of the house. She decided not to visit the place again as it brought back memories of the past and hence, she decided to forget the address. Now, these possessions no more bear the mark of her mother's gentle touch and caring attitude. The things after being separated from her mother and her house lost their value. As they were kept tastelessly in strange surroundings, they didn't remind her of her mother. If these things are kept badly in her small rented house, they will lose their worth. Hence, she decided to forget the things which would help her forget the address.

Theme

The story intricately weaves together themes of time, memory, nostalgia, and the complex emotions associated with the loss of her mother and her possessions. It serves as a poignant memory of the protagonist's and her mother’s life together and after mother's death.

Character Sketch of Mrs. Dorling

Mrs. Dorling was an old acquaintance of Mrs. S., mother of the protagonist. She has been described in the chapter as a cunning, selfish and greedy woman. During war she used to visit her house and take away her precious things such as antiques, silver wares, vases, etc. She herself justified her action saying that she would keep them safe with her as during war her house was not a safe place. But, her intentions were exposed when she was reluctant to return the belongings, and she didn't even allow the protagonist enter her house. Poverty of her house had made the woman stingy and greedy.

Important Question Answers

Q1. 'The Address' is a story of human predicament that follows war. Comment.

Ans. The story 'The Address' is a story of human predicament which was the result of war. In this story all the people suffered hugely due to war. The war had caused tremendous change in the lives of the people of Holland. 

Mrs. S., the mother of the protagonist lost her life due to war. The narrator suffered a huge emotional loss as she had to live a lonely and sorrowful life in absence of her mother. She lost priceless possessions from her house and she had to struggle a lot to find and see those belongings. Finally, she had to leave the things which were priceless memory of her mother. 

Therefore, the story discusses how war brought big change in the life of the protagonist and her mother, and many other people in some or the other way. It shows how war changes the people and their life and even kills the emotions of love, sympathy and humanity making the people cruel, selfish and unconcerned. Mrs. Dorling is an example of such cases.