An Analysis of H. W. Longfellow’s Daybreak: Fundamental Human Relationships with Nature and Their Consequences



'Daybreak' taken from Birds of Passage, a collection of his poems by H.W. Longfellow is basically a nature poem lyrical in tone. The activity of sea wind blowing cheerfully, making the components of the environment respond to its flow at dawn is described in the poem. Keeping in mind the flow of the wind, the poet applies a breezy style to the poem. Longfellow has personified the sea wind and presented the poem in form of a dialogue.

H. W. Longfellow’s poem 'Daybreak’ seems to focus on why nature is blessed, but in fact the process by which the Day breaks into dawn turns out to be bait to lure the reader into a poem that is actually about fundamental human relationships with nature and their consequences.

At dawn, the sea wind, which can also be interpreted and personified as a source of joy and freshness that it keeps spreading around itself started to blow with the message of awakening to other agents of nature and also in human world. Before dawn the atmosphere remained hazy, full of the mist, making the air heavy and still. With the daybreak, wind from sea started to blow and requested the mists to give him the passage. It greeted the ships and gave impassioned call to the mariners to start their journey on the sea with the upraised sail as the night came to an end.
:“A wind came up out of the sea,
And said, "O mists, make room for me." 

It hailed the ships, and cried, "Sail on,
Ye mariners, the night is gone." 

And hurried landward far away,
Crying, "Awake! it is the day." 

It said unto the forest, "Shout!
Hang all your leafy banners out!" 

With hurry it came on the land and cry to everyone to wake up as it was day. It blew through the forest and asked the forest to create murmuring sound and open their leaves as flags of nature. The birds in the wood remained asleep with folded wings. It touched their folded wings to open so that they could start their flight. It went to the farm and requested the domestic crow to crow like a trumpet because the clear day was too near:
It said unto the forest, "Shout!
Hang all your leafy banners out!" 

It touched the wood-bird's folded wing,
And said, "O bird, awake and sing." 

And o'er the farms, "O chanticleer,
Your clarion blow; the day is near."

It whispered to the fields of ripe corn whose heads were heavily loaded to bow down to greet the approaching day. It also bows through the tower with the church bell and called the bell to declare the hour; the dawn with resonant loud ringing sound. The journey of the wind came to an end with the church yard, the place for burial. The wind left a sigh for those lying under grave in peace. It is the traditional Christian belief that at the end of the time all dead Christians will rise up with everlasting glory. The course of the wind's blowing came to an end providing message to all:
It whispered to the fields of corn,
"Bow down, and hail the coming morn." 

It shouted through the belfry-tower,
"Awake, O bell! proclaim the hour." 

It crossed the churchyard with a sigh,
And said, "Not yet! in quiet lie."

Mansions of ‘Quality’ in School Education : English Language Situation in India


 Introduction:


India, with its diverse linguistic landscape, faces numerous challenges in its educational sector, particularly in the teaching and learning of the English language. As a former British colony, English continues to be a prominent language in various aspects of Indian society, including education, business, and administration. The significance of English has led to the emergence of various 'Mansions of Quality' in school education, where different approaches to English language teaching coexist, aiming to meet the needs of diverse learners. This article delves into the current state of English language education in India, exploring the challenges, approaches, and efforts to ensure quality education for all.

English is needed as a supporting languages—the discussion about language teaching would remain incomplete if another thing remains uncluttered, i.e. learning of another language apart from mother language. Nowadays, another supporting language is taught in the school besides the mother tongue all over the world. It is necessary to learn a second language in order to maintain a link not only in the international level but also in the interstate level.


English, the window of the world:


English is regarded as the window of the world. It might be that the idea is to some extent exaggerated. But it cannot be denied that, this language is the only medium of getting introduced to the world of knowledge. Even now also, this language is the only medium of communication among different states of India as well as outside India. Hence, English will naturally get the priority while making selection of the second language. Now the exploratory question is— what will be the aims of teaching second language and from which standard should it start?

Second-language Acquisition


The aims of learning a second language will not be as wide as mother language. This can be said without any hesitation that—The aims of learning a second language will not be as wide as mother language. That is because on one hand millions and millions of children do not have the capability and skill of learning a second language as their mother tongue, and on the other hand it is not needed either. 

Although second-language acquisition literally refers to learning a language after having acquired a first language, the term is frequently used to refer to the acquisition of a second language after a person has reached puberty. Whereas children experience little difficulty in acquiring more than one language, after puberty people generally must expend greater effort to learn a second language and they often achieve lower levels of competence in that language. People learn second languages more successfully when they become immersed in the cultures of the communities that speak those languages. People also learn second languages more successfully in cultures in which acquiring a second language is expected, as in most African countries, than they do in cultures in which second-language proficiency is considered unusual, as in most English-speaking countries.

When our learners reach the secondary stage,  they have undergone at least six to eight years of learning English as a language. They have been exposed to English language and they can read and write and are expected to speak the language well. However, this is not always the case. There are situations where students find it difficult to use the language well, be it reading, writing or speaking. Let us stop for a minute and reflect on how we teachers can help our learners to use English in the everyday teaching-learning.

Challenges:


Socio-economic Disparities: India's vast socio-economic disparities impact access to quality English education. While urban areas often offer well-equipped English-medium schools, rural regions struggle to provide the same level of resources and opportunities.

Mother Tongue Influence: Many Indian students come from homes where languages other than English are spoken primarily. This mother tongue influence can impede their English language proficiency and confidence.

Inadequate Teacher Training: A significant number of English teachers lack proper training in language pedagogy, leading to subpar teaching methodologies and ineffective learning outcomes.

Standardization Issues: India's linguistic diversity makes it challenging to standardize English language education across the nation, leading to variations in curriculum and assessment.

Approaches to English Language Education:


English-Medium Schools: English-medium schools conduct most of their instruction in English, catering primarily to urban populations and those seeking access to better employment opportunities.

Bilingual Education: Some schools adopt a bilingual approach, where instruction occurs in both the regional language and English. This method aims to preserve cultural identity while imparting English proficiency.

English as a Second Language (ESL): In schools with a regional language medium, English is taught as a second language, focusing on communication skills rather than extensive grammar.

English Language Labs: Language labs equipped with multimedia resources and language software facilitate interactive learning, allowing students to practice speaking, listening, and reading skills.

Efforts to Improve English Language Education:


Government Initiatives: The Indian government has launched various schemes and initiatives to enhance English language education, providing teacher training, textbooks, and digital resources.

Private Sector Involvement: Private companies and non-governmental organizations are actively participating in promoting English language learning through innovative methods and technology.

Online Learning Platforms: The proliferation of online platforms and mobile applications offers accessible and cost-effective English language learning options to students from all backgrounds.

Collaborative Projects: Partnerships between local and international organizations help bring expertise and best practices to improve English language teaching methodologies.

The Understanding:


Though English is officially the second language for us, the importance of the language in everyday life, for the sake of communication and also as official language, is growing so rapidly that it becomes a subject of immense importance.

Experimentation for a perfect presentation of English for the learners is absolutely scientific and satisfactory for every-one of us. Thus we need a perfect juxtaposition of traditional method of learning grammar and also modern demand of developing four skills.

Thus extracare is needed for all the different categories of students for a perfect understanding of the language and literature. We need particular stress for those students who are somehow lagging behind. It may seem somehow unscientific, but we hope to bring them back in the main stream by our effort. So the meaning of the words in their proper context, pronunciation as far our mother-tongue permits, grammatical explanation to lead the student towards more inquisitiveness to know more, help to solve different types of questions and answers have been given proper stress. The language used is easy to understand and to build up their confidence more. English is an easy and most scientific language to learn.

Linguists recommend a more holistic perspective on language proficiency and the need to support the learner with authentic contexts so that they can connect with their experience and life.

Aspects of language should not be seen as discreet skills (like listening, speaking, reading and writing). Integrated them all, when we are speaking, we are also simultaneously listening and when we are writing, we are also reading in a variety of ways. And then there are many situations (e. g. fiends reading a play together and taking notes for its production) in which all the skills in conjunction with a variety of other cognitive abilities. 

Conclusion:


The English language plays a crucial role in India's quest for development and global integration. The 'Mansions of Quality' in school education showcase various approaches to cater to the diverse linguistic needs of learners. However, there remains a pressing need to address socio-economic disparities, enhance teacher training, and standardize English language education. By employing collaborative efforts and innovative strategies, India can strive towards providing quality English education to all its students, empowering them for a brighter future in an increasingly interconnected world.

An Introduction to Linguistics and Applied Linguistics: A, B, C


G. H. Lewes in The Study of Psychology says, “Just as birds have wings, man has language. The wings give the bird its peculiar attitude for aerial locomotion. Language enables man’s intelligence and passions of acquire their peculiar characters of intellect and sentiment.”

Whatever else people do when they come together—whether they play, flight, make automobiles, or makes love—they talk. We live in world of languages; we talk to our parents, friends, family- , friends, relatives, our teachers and our neighbours. We talk to ' rickshaw-pullers, strangers, bus drivers, co-passengers in trains. To talk face to face and over telephone and everyone responds with more talk. Television, radio and internet chat in computer further swell this torrent of Words. We talk to our pets and sometimes to ourselves. We are the only animal to do so—that talks or uses words appropriately.

Language is a basic human activity. But ‘What is language?’ According to Henry Sweet, ‘Language is the expression of ideas by means of speech sounds combined into words.’ A language is a “symbol system... based on pure or arbitrary convention....infinitely extendable and modifiable according to the changing needs and conditions of the speakers.” (R.H. Robins). Noam Chomsky in his Language and Mind claims language as “unique to man” which constitutes the “human essence.”

Some features of language:

(i) Language is symbolic.

(ii) Language is vocal.

(iii) Language is both individual and social thing.

(iv) Language is arbitrary.

(v) Language is open-ended, modifiable and extendable up to limitless length.

(vi) Language is a medium of information transmission.

(vii) The difference of meaning can be accounted for by the difference in the arrangements of the same linguistic system of the same language:

Linguistics—Linguistics is the scientific study of language. Approach—wise it differs from Philology. Linguistics is a synchronic study (a descriptive study of language at a particular time) of language. The job of a linguist is to construct theory analyzing linguistic data and to predict the potential data as well as the basic patterns of language behaviour of men and women. Linguistics has similarity with Cultural Anthropology. Both these streams depend on practical and theoretical foundations. Linguistics has also relation with Psychology. Language is speech behaviour. Psychology is the study human behaviour. Linguistics is also has relation with Biology (especially Neurology). Archaeology and other disciplines of study. Literature is the artifact of language. Literature is made possible by language. Therefore, language is the crown-pin of the whole fabric of literature in the world.

There are several branches of Linguistics:

(a) Comparative Linguistics——It is based on historical linguistics. It concerns itself with the relationships of different grades. It compares languages from several foundations and parameters.

(b) Historical Linguistics—It concerns itself with the developments in languages in the course of time. Languages have tendency to diverge. Historical Linguistics deals with this basic aspect of languages. Apart from these broad—based heads, we have Saussurean Linguistic, Chomskean Linguistics. Psycholinguistics, Structural Linguistics, Neurolinguistics and so on. Modern Linguistics begins with the Linguist Ferdinand de Saussure. A Course in General Linguistics is his famous book.

The tenets of Modern Linguistics: (a) All languages in the world are potentially equal. (b) There is nothing called ‘corrupt’ or ‘pure’ Language. (c) Speech comes first to man. Spoken language is primary. A child learns to speak first, and then he learns to write. (d) Linguistics is a descriptive science. (6) Linguistic changes are natural for all languages.

Ardhendu De

Impression of the Traveler in Walter De La Mare’s “The Listeners”



The traveler in Walter De La Mare’s The Listeners has been presented as a representative from the world of men, who has come to the abode of spirits. But instead of giving full details about him, the poet has drawn him simply with a few suggestive touches, so that there is a lot of vagueness about this nocturnal traveler. He has undertaken a somewhat challenging journey to a lonely house in the midst of a forest at the dead of night, to keep his promise. This indicates that he is a man of word, who knows how to honour an appointment, and that he is a courageous and dauntless sort of person, not at all afraid of meeting unearthly creatures at unearthly hours, at a place far away from human habitation.


The Theme of ‘Freedom’ and ‘Providence’ in William Shakespeare's ‘The Tempest’



The Tempest which is certainly much more than spectacle or story of a magician’s supernatural dominance over human beings and spirits is one of the greatest plays of William Shakespeare. It has considerable suspense. The conflict that makes drama can be seen in Prospero, and its resolution comes, not so much of physical, as of moral and mental suffering. The two functions of the rational soul, speculative and, ratical, at last fuse. The former has prepared ‘the mynde and (made) it apt to receive virtue’ the latter wills and acts virtuously. ‘Degree’ is preserved: reason, the distinctive attribute of man, triumphs over passion. When Ariel, who locks human sympathy but who recognizes suffering when he sees it, reports the sorrowful plight of Gonzalo, and the penitence and grief of Alonso, the ‘enemy...inveterate’, Prospero meets the challenge.”

Prospero has achieved virtue, and the virtue seems to be magnanimity. ‘the wonderful effects’ of which, ‘appears principally in three points the second of which is duties towards enemies, against whom generosities will in no wise suffer a man to practice or consent to any wickedness...’

Throughout the play, we hear the note of a force superior to and within whose compass man’s reason and virtue operate: “At the end of the first scene, when death seems imminent to members of the court party, Gonzalo exclaims “The wills above be done! Near the close of the play he gives credit to the ‘golds’ for having brought him and his party to the island, and with his comment raises the question whether all the events of the past-twelve years have not been parts of a Providential plan, between these two pronouncements. Prospero makes acknowledgment to ‘Providence divine’ for having brought him and his daughter safely ashore. Ariel associates the ‘Powers’ with the maintenance of justice in the world, and Ferdinand lays claim to Miranda through ‘immortal Providence’. Relative to this ‘Providence’ with its continuity and greatness, man, even with his reason, ‘is such stuff/As dreams are made on, and (his) little life is rounded with, a sleep’.”

Another recurrent theme in the play is that of freedom. Ariel uses the word ‘liberty’ on his first appearance, and the last command be receives opens the final line of the drama: ‘Be free’. Just before his release, however, Prospero requests he should set Caliban and his companions free. Ferdinand can find liberty even in slavery if, from his prison, ‘he may see Miranda daily, and he compares his willingness to be her husband to that of bondage to be free. The freedom of Arid and Caliban, as we might expect, follows closely Prospero’s freeing himself from the passion for revenge hat has ridden him and his finding his true self in the rule of reason. The relations of the servant and of the slave to Prospero change with this event they are no longer in revolt, Caliban’s sense of values is transformed to such a degree that he can exclaim.

‘Flow fine my master is!’ and wonder at his own foolishness of a moment before in mistaking Stephano for a god. Thus master, servant, and slave, all find freedom in the degree of especially of rule that nature assigns them.

Another recurring theme in “the play is that of chastity.”“In an age when ‘natural’ conduct was fashionably associated with sexual promiscuity, chastity alone could stand as the chief function of temperance and there is considerable emphasis on this particular restraint in The Tempest. The practice of good magic required it, but in this it is again merely the practical application of civility. Prospero twice, and Juno again, warm Ferdinand of the absolute necessity for it, and Ferdinand’s ability to make pure beauty ‘above the ardour of this liver’ is in the strongest, possible contrast to Caliban’s straightforward natural just for it. The unchaste designs of Stephano arouse Prospero’s anger also: it is as if,, he wore conducting with magically purified books and rod, the kind of experiment which depended for its success on the absolute purity, of all concerned; and indeed, so far as his aims were a dynastic marriage and the regeneration of the noble, this was so”.

Self-discipline also is an important theme in The Tempest. The self-discipline of the magician is the self-discipline of the prince. It was the object of the good ruler to make his people good by his efforts and that he might do so it was considered necessary for him to acquire learning, and to mid himself ‘of those troublous affections that intemperate minds feel”. The personal requirements of mage and prince are the same, and Prospero labours no regain a worldly as well as a heavenly power. Like James I in the flattering description, he ‘standeth invested with that triplicate which in great veneration was described to the ancient Hermes, the power and fortune of a King, the knowledge and illumination of a priest, and the learning and universalities of a Philosopher.”

Learning is another major theme in the play. This differentiates Miranda and Caliban, for Miranda is capable of learning while Caliban is not. We are also given a plan of the place of learning in the dispositions of providence; “Prospero, like Adam, fall from his kingdom by an inordinate thirst for knowledge; but learning is a great aid to virtue, the road by which we may love and imitate God, and ‘repair the ruins of our first parents’, and by its means he is’ enabled to return. The solicitude which accompanied Adam and Eve when ‘the world was before them went also with Prospero and Miranda when they set out in their ‘rotten carcass of a butt’
“By foul play, as thou say’st, were we heav’d thence,
But blessedly help lither’

He had achieved the great object of learning, and regained a richer heritage. But he is not learned in only this rather abstract sense; he is the learned prince like Boethius, he had been a natural philosopher, and had learnt from philosophy that to hate the wicked were against reasons.

Key Points on the Theme of 'Freedom' and 'Providence' in William Shakespeare's 'The Tempest':

👉Freedom as a central theme: 'The Tempest' explores the concept of freedom on multiple levels, from the physical freedom of characters to the emotional and psychological aspects of freedom.

👉Prospero's desire for freedom: Prospero, the exiled Duke of Milan, seeks freedom from his past grievances and the need for revenge. His actions throughout the play are driven by his longing for liberation from his enemies and his magical confinement on the island.

👉Caliban's struggle for freedom: Caliban, the native inhabitant of the island, symbolizes the oppressed and colonized people seeking freedom from subjugation. His desire for liberty and self-determination is evident as he resists Prospero's rule.

👉Ariel's quest for liberation: As Prospero's spirit servant, Ariel also seeks freedom from his servitude. Ariel's desire for freedom is significant, and Prospero promises to grant it after completing a final task.

👉Physical and emotional imprisonment: The play presents various forms of confinement, ranging from Prospero's exile from his dukedom to the literal imprisonment of characters like Ferdinand and Miranda. These physical constraints are often metaphors for emotional and psychological entrapment.

👉The role of magic in freedom: Prospero's magical powers serve as a means to control others and manipulate events, raising questions about the true nature of freedom. Magic allows him to orchestrate the actions of other characters, blurring the lines between genuine liberation and illusory freedom.

👉Prospero's epiphany on providence and forgiveness: Towards the end of the play, Prospero acknowledges the role of providence (divine intervention) in the events on the island. He realizes that seeking revenge is not the path to true freedom and opts for forgiveness instead, leading to reconciliation and resolution.

👉Miranda's discovery of freedom through love: Miranda, Prospero's daughter, experiences freedom through her love for Ferdinand. Their love transcends the limitations imposed upon them and brings a sense of liberation, ultimately contributing to the resolution of the play.

👉The island as a metaphor for providence: The island itself can be seen as a manifestation of providence, as it serves as a space for personal transformation and moral enlightenment for the characters.

👉The resolution of the play: 'The Tempest' concludes with multiple characters achieving newfound freedom, either through physical release, emotional liberation, or spiritual growth, highlighting the redemptive power of forgiveness and providence.

Overall, 'The Tempest' delves into the complexities of freedom, its different facets, and how characters navigate their paths towards liberation while exploring the role of divine providence in shaping their destinies.


References

1. A Companion to Shakespeare Studies : H et al Granville-Barker : Free Download, Borrow, and Streaming : Internet Archive. (n.d.). Internet Archive. https://archive.org/details/companiontoshake0000heta

2. The Norton Shakespeare. (n.d.). The Norton Shakespeare | Stephen Greenblatt, Walter Cohen, Suzanne Gossett, Jean E Howard, Katharine Eisaman Maus, Gordon McMullan | W. W. Norton & Company. https://wwnorton.com/books/9780393264029

3. The complete works of William Shakespeare, with a full and comprehensive life; a history of the early drama; an introduction to each play; the readings of former editions; glossarial and other notes, etc., etc., from the work of Collier, Knight, Dyce, Douce, Halliwell, Hunter, Richardson, Verplanck, and Hudson. Edited by George Long Duyckinck : Shakespeare, William, 1564-1616 : Free Download, Borrow, and Streaming : Internet Archive. (n.d.). Internet Archive. https://archive.org/details/completeworksofw00shakuoft

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