Stopping by Woods on a Snowy Evening - Robert Frost

Stopping by Woods on a Snowy Evening - Robert Frost



Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.

The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

Robert Frost, the famous American poet was born on 26 March 1874 in San Francisco. He attended several schools, but never got a degree, though sixteen honorary degrees were conferred on him in subsequent years. He was in turn teacher, cobbler, editor and finally farmer for eleven years. In 1912 he went to England where he met Rupert Brooke. In 1915 he returned to the United States and became Professor of Poetry at Harvard. He received many academic awards of world fame and in the end was made America’s national poet. He died on 29 January 1963.

Stopping by Woods on a Snowy Evening is one of the most quietly moving of Frost's lyrics. The lyric says William O' Conner "like Milton's sonnet On His Blindness and Mathew Arnold's Dover Beach, seems to have established itself permanently in anthologies and text books of poetry. It is one of Frost's best poems, and we might discover, if we had the means, that it is one of the best known poems of the Twentieth Century".  It was this lyric which touched the heart of Pt. Jawahar Lal Nehru, one of the greatest men of the world, and devoted servant of humanity.

The poem, Stopping by Woods on a Snowy Evening, is an expression of joy which the felt as stood watching a familiar sight on a winter evening. A commonplace scene of snowfall inspired Robert Frost to write some memorable lines in recent English poetry. It is worth mentioning that the last stanza of this small poem was noted down by Jawaherlal Nehru in his diary only one month before his death.  

         “The woods are lovely, dark and deep,

 But I have promises to keep,

 And miles to go before I sleep,

 And miles to go before I sleep.”  

As he sits in his horse driven carriage gazing into the soft, silent whiteness, he is tempted to say on and on, allowing his mind to lose itself in the charming woods. John Lymen rightly said “His consciousness seems to the verge of freeing itself from ordinary life, as it were about dissolve in the blank but his mind holds back from this. He remembers that his journey has a purpose. He has promises to keep and many miles to go before can yield to the dreamlike release which the woods seem to offer.” This is the core of the poem, a moving personal experience, exquisitely rendered.  The poem is not just a record of something that once happened to the poet; it points outward area of experience. It expresses the conflict, which everyone has felt, between the demands of practical life with its obligations to others.

On His Blindness - John Milton

On His Blindness - John Milton

When I consider how my light is spent

Ere half my days, in this dark world and wide,

And that one talent, which is death to hide,

Lodged with me useless, though my soul more bent

To serve therewith my Maker, and present

My true account, lest He, returning chide,

‘Doth God exact day-labour, light denied?’

I fondly ask: but Patience, to prevent

That murmur, soon replies: – ‘God doth not need

Either man’s work, or His own gifts; who best

Bear His mild yoke, they serve Him best: His state

Is kingly; thousands at His bidding speed,

And post o’er land and ocean without rest:

They also serve who only stand and wait’.

John Milton, the poet who wrote the greatest epic in English, was born on 9 December 1608 in London, educated at St. Paul’s School and Christ’s college, Cambridge. Milton took his B.A. degree in 1629 and M.A. in 1632. He was an exceptional scholar, at ease in English, Hebrew, Latin and Italian. In his youth, His remarkable looks and refined manner led to his being called ‘the lady of Christ’s’. He got involved in the controversies of the time and wrote a number of pamphlets. He defended the execution of Charles I and was appointed Lain Secretary to Oliver Cromwell, a post which he held till the Restoration. After the restoration of monarchy in 1660, Milton retired from politics and devoted himself entirely to poetry. He died on 10 November 1674.

The following are his famous poems: Ode on the Morning of Christ’s Nativity, Comus, Lycidas, Paradise Lost, Paradise Regained and Samson Agonistes.

Notes:

On His Blindness is packed with biblical allusions. In this short poem or just fourteen lines there are not less than five references to scriptural passages. Milton’s familiarity with the Bible caused it to be the main source of inspiration for many of his poems.

talent: Poetic genius.

(There is a reference to the parable given in St.Matthew’s gospel Ch.XXV, verses 14-30)

(lines 3 to 6) The servant of the parable did not make use of the talent (money) given to him by his master and was on that account, scolded by the master. Milton is afraid that he too may be taken to task by his divine Master for not making full use of his inborn or God-given talent for poetry. Instead of devoting his full attention to poetry he was engaged in writing prose pamphlets on controversial subjects.

day labour: reference to the parable of labourers in St.Matthew’s gospel Ch. XX verses 1-15

fondly: foolishly

prevent: anticipate

mild yoke: ‘yoke’ literally means, piece of wood palced across the necks of oxen pulling a cart or plough. Here it means ‘burden of difficulty’ in life. Again there is a reference to St. Matthew, Ch. XI verses 29-30. ‘Learn from me; I am gentle and humble of heart; and you shall find rest for your souls. For my yoke is easy and my burden is light’.
thousands: old Testament, Prophecy of Daniel Ch. VII verses 9-11. While giving an account of the vision he had, the prophet speaks of the greatness of God the supreme judge: ‘A thousand thousand they were that waited on his bidding, and for every one of these, a thousand others were standing there before him’.

Post: travel with speed.

Stand and wait: St. Luke Ch. I verses 19. ‘I am Gabriel, that stand in the presence of God; and am sent to speak unto him’.

Summery:

By forty-five Milton was completely blind while yet in the service of Cromwell. As he had not fulfilled his ambition in life, to write a great poem which posterity would not willingly let die, he felt the loss of his eyesight very much and gave expression to his grief on several occasions. ‘On His Blindness’ is the first expression of this intensely felt loss.

Becoming blind at the age of forty-five Milton feels unhappy about the way he has spent that best part of his life. He is especially sorry for having failed to make proper use of his inborn poetic talent. He thinks his conduct is similar to that of the servant who preserved (unused) the money given to him by his master. The servant was scolded by the master for his laziness. Milton is afraid that he too may be taken to task for his failure to serve God my making use of his talent. Patience reminds him that God is not in need of man’s service. Those who endure their small difficulties, without making complaints, are the people who serve God best. God is like a king who has many servants. Some of the servants will be moving about to carry out the king’s orders; but some others will be standing by his side ready to obey him at any moment. Those who stand and wait for orders are also serving the king.

Introduction

‘On His Blindness’ is the most famous of Milton’s sonnets. This is the first expression of the poet’s sorrow over the loss of his eyesight. It was written when he became completely blind at the age of forty-five.

Milton’s feelings of guilt

Be coming blind at an early age, Milton is very unhappy about the fact that he has wasted the best part of his life without producing any creative work of importance. He feels especially sorry for having failed to make proper use of his poetic genius. He thinks his guilt is similar to that of the servant who kept unused the money to him by the master. The master scolded the servant for neglecting to do his duty. The poet is afraid that he too may be taken to task by God for his dereliction of duty. In a bitter mood Milton is inclined to think of God as a hard task master.

His consolation

Soon he overcomes this mood of bitterness and is able to think of God in a more sober way.   God is not in need of man’s services. He is like a king who has many servants at his disposal. Some of the will be moving about to carry out he king’s orders; but some others will be standing by his side, always ready to obey him. Those who stand and wait for orders are also serving the king.

Remarks on the poem

The poem begins in a mood of bitterness, but it ends in a mood of reconciliation and consolation. What really lends beauty to the poem is the frequent reference to some of the beautiful biblical passages. There are not less than five biblical allusions in this small poem of fourteen lines: but the most appropriate one is the reference to the parable of the talent.

Conclusion

Thus, in conclusion, it may be said that the poem reveals the moral earnestness of the poet and his familiarity with Bible.

*****

CONVERSATION PRACTICE

COMPLETE THE FOLLOWING DIALOGUE

Nina: Rani, are you free this evening?
Rani: .........
Nina: Will you come with me for shopping?
Rani: ........
Nina: So nice of you. Thank you. What time shall I come to pick you up?
Rani: ........
Nina: That's O.K. So see you at four.

_________

FILL THESE FOLLOWING IN THE BLANKS

Nina: ........
Rani: Yes, I am.
Nina: ........
Rani: Yes, of course I will.
Nina: .........
Rani: 4 O' Clock.
Nina: .......

_________

Exercise - 2

Sekhar: Rekha, when is your mid-term test?

Rekha: ..........

Sekhar: Oh, that means only two more days?

Rekha: ..........

Sekhar: Have you revised all your lessons?

Rekha: ..........

Sekhar: That's fine. Are you confident of topping the class?

Rekha: ..........

Sekhar: That's good.

______

Sekhar: ...........

Rekha: Day after/Monday.

Sekhar: ............

Rekha: Yes.

Sekhar: ............

Rekha: Yes, I have.

Sekhar: .............

Rekha: Yes, I am.

Sekhar: ............

_______

____mastanappa puletipalli

AN INDIAN APPROACH TO KEATS

The most important theory in ancient aesthetics is the Rasa-dhavani theory developed by Anandavardhana and Abinavagupta on the basis of Bharata's formula. "Vibhava anubhava vyabhichari samyogad rasa nishpatthi" (Aesthetic pleasure results from a combination of Vibhvas or determinants towards which an emotion is manifested, anubhavas or physical effects resulting from an emotion, and vyabhicharibhavas or tranistory mental states that help to intensify the dominant emotion) Rasa is also that mysterious power lying hidden within us, may be the immanent supreme spirit, which can lift us up to higher levels of experience and enjoyment and transmute our natural emotions into poetic emotions or rasas. These rasas are nine in number: 1. Sringara (eroticlove), 2. Hasya (humour), 3. Karuna (Pathos), 4. Raudra (anger), 5. Veera (valour spirited action), 6. Bhayanaka (fear), 7. Bhibhatsa (revulsion or horror), 8. Adbhuta (wonder) and 9. Santa (equilibrium and tranquility)

According to Annadavardhana, suggestion is the soul of literature (Kavyasyatma dhvanih)and that rasa is realized through Dhvani or suggestion.

In Keats's Ode to a Nightingale, the song of the bird is the vibhava while the joy, the sad thoughts, the aching pleasure, and the telling images suggested by the song constitute the anubhavas. Assisted by the transitory mental states like pain ("my heart aches" etc.), yearning and nostalgia ("O for a drought of vintage" etc.), they produce Karuna rasa ably supported by Adbhuta rasa that a bird could transcend the world of woes and that its song should have the power to lift the hearer up and fill his heart with a joy of an Alaukika or super mundane nature.

It is intersting to observe Karuna building up through a series of transitory mental states an through dhavni, the third of the three-tier appreciation in Sanskrit aesthetics viz. Vachyartha (the denoted meaning at the primary level), Lakshyartha (the connoted meaning at athe secondary level), Vyangyartha (the suggested meaning at the tertiary level).

At the tertiary level, even if we are not acquainted with the allusions to western lore and literature, we can still relate the situation to our own culture and literature e.g. the reference to emperor and clown can be interpreted in terms of Dushyanta and Vidushaka or any king and his court-jester in a garden or a forest; the allusion to Ruth amid alien corn puts us in mind of Chandramati, wife of Harichandra, working as a slaveon alien soil or Draupadi in King Viraata's palace; and the allusion to the casements could be related to Sita held captive in Lanka, situated in the middle of perilous seas in a fairy land.

The Ode is a plaintive anthem, with the words 'forlorn' and 'farewell' ringing in our ears --- a requiem on the human condition at the level of suggestion.

Karuna marks La Belle Dame Sans Merci. Ode on a Grecian Urn shows how Karuna may be sublimated into Beauty, Joy,and Truth leading to Santa; so does Ode to Psyche.

In Ode to Autumn, through the beautiful images in the first three stanzas and the suggestion of music in the lesser creatures of nature, not generally associated with music, like the small gnats, lambs, hedge-crickets, red-breasts, and swallows, Keats evokes Santa rasa.

There is Sringara supported by Veera in Eve of St. Agnes. Sringara followed by Karuna and Bibhatsa in Isabella, and Adbhuta in On First Looking at Chapman's Homer.

This is a brief sampling of how the Rasa-Dhvani theory can be applied to any work of literature by taking Keats, one of the best poets of the West.

___mastanappa puletipalli

LEPAKSHI: ART AND ARCHITECTURAL HERITAGE

Sthalapurana

Lepakshi got its name from ages of Ramayana. In Telugu Le-Pakshi, 'Le' means getup and 'pakshi' means bird. 'Get up O! Bird'. While Sri Rama along with his bother Sri Lakshmana was searching for his beloved wife, Sri Sita in Dandakaryana, he found a huge bird lying with its severed wings. The bird told him that Sri Sita had been taken away by Ravana along with him. He told to Rama that he had fought with him to get Sri Sita back from him. But I was helpless he severed my both wings with his sword. I could not fly any more. Hence Sri Rama took him into his hands and blessed him with salvation by sayng Le-pakshi. Then Sri Rama crimated the physical remains of the bird at Lepakshi. From then onwards the place is called 'Lepakshi'

The kings of Vijayanagara Empire predominantly Sri Krishnadevaraya had the porfound taste of Literature, Art and Architecture. It was (15th century AD) the golden age of fine arts and their invaluable patronage for sculpture and paintings are still memorable with transcendental feasibility of archaic.

History Behind the temple:

Lepakshi, stood as monument of the past golden age with chiseled perfection of sculptor's imagination. The sculpture and paintings of Lepakashi throw much light on traditional and cultural walk of life of Telugu people in 15th Century. When Achiutaraya, younger brother of Krishnadevaraya was on the throne of Vijayanagaram (Hampi) Verupanna was his minister and treasurer. He was sent to Penukonda (Second Capital and Summer Camp for Vijayanagar Empire 45 K.m. off from here) on Royal Duty to carry out dealings with their subjects. Verupanna took interest to build this temple with spurred artisan-ship of Jakkanna and Hampanna. Verupanna spent whole revenue without prior permission of the king. He was punished for miss utilization of Royal Treasure, by blinding him in the temple. Accordingly the sagacious and virtuous minister, a man of self-respect plucked his eyeballs himself before Verrabadhra Swamy (his favourite God) and threw them on to the walls of the temple near Kalyana Mantapam, still there is mystic evidence upon the walls with bloodstains of those eyes.

Sculpture and paintings in Lepakshi, architecture in Penukonda and Gorantla flourished and mirroring the culture and traditional heritage of temples in Anantapur District, Andhra Pradesh.

Religious concurrence:

Lepakshi is rare temple of prodigious connotation on religious understanding between two major rivalries viz., Shivas and Vishnavas. Hari (Vishnu) and Hara (Shiva) were installed in the same shrine. There are number of evidences in Lepakashi in relics of the ruins.

Mysteries:

The footprint on granite formation never dries even in summer and chronic drought. The footprint that was imprinted by Sri Hanuman, when he hurried to bring Mrutha Sanjeevini ( a mountain with abundance of medicinal herbs) while Lakshmana (brother of Sri Rama) lay unconscious in the battle of epic Ramayana.

A hanging pillar is a token of great achievement in architectural skill in the superstructures of Natya Mantapam in the midst of the temple.

There is evidence of bloodstains on the walls in the front view of the Kalyana Mantapam is verisimilitude. Verupanna, who plucked his eyes himself on a blame of miss utilization of Royal Treasure on the walls with bloodstains, is still in the front view of the Kalyana Mantapam.

Myths:

And many other notable legendary epitomes in sculpture and paintings are available in the temple to show the glory of the past age.

1. Shiva: came to his devotee to test her in a disguise as a beggar. The dwarf came when she was in bathroom. But the woman with renewed belief came out to give alms to the dwarf without her knowledge of garments. Then Shiva please with her attention towards the needy and the woman was given salvation.

2. Vishwabrammha: There is belief that Vishwabrammha gave Vedas (Scriptures) with his four heads. He is the creator according to Hindu Mythology.

3. Durga: The original Mother of the Universe

4. Chandra: The Moon

5. Nandi: The Bull, The sacred animal, the Indian primarily depends upon bulls in agriculture moreover the is the travelling medium (vahana) to Shiva.

6. Nataraj: The original cosmic dancer of Hindu mythology. He, who preserves virtue and destroy vice.

7. Vyuvu: The God of Air. Very essential element for life

8. Agni: The God of Fire.

And many other gods are seen in the sculpture of Lepakshi built on the hill Kurmasila throws much light on Indian mysteries, Mythology and Spiritual solace and heritage.

adieu.

____mastanappa puletipalli

HEART OF DARKNESS -- JOSEPH CONRAD

Joseph Conrad emerged at the turn of the 20th Century as a distinct practitioner and the pioneer of the experimental modern novel. The tradition of telling a story relatively straightforward way by an omniscient narrator had made the genre popular and easily accessible. Conrad employs a narrative technique, which involves narration within narration. We have an unidentified narrator talking about an urbane seasoned English sailor of the merchant marine, Marlow recalls his profoundly disturbing experience in the Congo as a young Captain in the service of a Belgian Trading Company. He is Conrad's chief fascinating narrative voice in this novel and his other stories also.

Marlow recalls his experience to his listeners on the cruising yawl Nellie in the evening on Thames estuary in London. They are amateur yacht-men comprising the director of Companies, the Lawyer and the Accountant, all of whom may be identified as Pillars of Capitalism. The narration of the events is kept in relatively chronological sequence. Marlow finds a job with the help of his aunt with a trading company whose head office is located in one of the European cities i.e., in Brussels.

He travels to the Dark Continent to command a company's steamer in the place of Fresleven, a Dane, who was murdered by the native Africans. His job is to take the company officials from Central Station to the Inner Station to bring back Kurtz, the Chief of the Inner Station who is said to gravely ill. It takes some weeks for Marrlow to get the steamer repaired during that time he understands that Kurtz came from Europe as an Apostle of Progress and became the most successful agent in procuring maximum quantity of superior ivory. Hence he was tipped for promotion by the headquarters in Europe. He is naturally envied and resented by the manager of the Central Station. Marlow understands on his way from the coast to central station that the programme of civilizing Africa has been a farce. The trade has been virtually a euphemism for plunder.

During the travel on the winding snake-like, hedged on both sides by virgin forests, so thick and dark from where come sounds incomprehensible. Marlow, who was already demoralized is mystified and menaced. To his horror he witnesses the cruel treatment of the natives by the white Europeans often using the Negroes themselves as their supervisors, besides the purposeless destruction of the landscape. Ivory becomes to symbolize the arrant materialism of the white imperialists masquerading as promoters of philanthropy and enlightenment. Marlow is thoroughly disgusted and disillusioned with his whole race.While nearing the Inner Station there is a sudden attack from the savages concealed in the thick vegetation on the shore. His black helmsman is killed. And then meeting with a Russian freelance trader in the Inner Station he learns from him that he was taken care of Kurtz during his illness.

The attack on the steamer had been made at the instance of Kurtz because Kurtz did not want to be taken home. Kurtz has been virtually ruling over the savage cannibal tribes as their chief. Kurtz has also partaken of their rites and rituals which perhaps (include) eating human flesh. To his moral shock Marlow also learns that this demigod authority that Kurtz has wielded also expressed itself often in ruthless raids on villages and hamlets for plundering their ivory. Ivory euphemistically called fossil because the natives conceal it in earth for the fear of being looted. But it cannot be escaped by the savage onslaught of Kurtz and his bloodthirsty subjects.

Marlow not only meets Kurtz who is near to death but also sees that native woman who has been his mistress in the recess of the jungle. She and her tribesmen are against Kurtz being taken away to his home country. But Marlow manages to bring him on board, after an appalling experience of watching Kurtz crawl in his feeble state towards the jungle, responding to the call of the drums and ritual dance. Kurtz dies on the way, whispering The horror! The horror! Marlow himself falls ill on his return to the headquarters. There he meets the girl whom Kurtz intended to marry. She has an idealized image of her lover as an Emissary of Progress and is in deep grief.

It is almost a year and more since Kurtz passed away and Marlow cannot get over his revulsion at and disenchantment with the doctrines of civilization. However he feels compelled to held back the truth about Kurtz from his lover - that he was an apostle of appetite, he was gone native, that he was the arch-priest of the devil rapacity. He was in one sense no better than a criminal. Marlow lies to the raptly listening young lady that the last words the Kurtz uttered her own name. The story comes to the present with Marlow and listeners lost in sombre silence and anonymous narrator confesses to a feeling of being led"in to the heart of an immense darkness".

___mastanappa puletipalli

THE NATIONAL PRAYER

The grand scene of birth of
Independent India,
In that midnight, the flag of the
Ruler of two centuries lowered;

The tricolour Indian flag flaps in
The Red Fort in the midst of
National Anthem.

The first vision of Independent
India was dawned.

They rejoice everywhere,

Happiness all around,

There was a tender cry. Where

Is the Father of the Nation?

The White-clothed soul walking

In the midst of Sorrows and Pain,

Injected by hatred and ego, the

Result of communal violence.

The Father of the Nation

Mahatma, walking barefooted

In the streets of Bengal for

Peace and Harmony.

With the strength of blessed

Soul of Mahatma

I pray the Almighty: When will

Be the dawn of Second Vision?

Create thoughts in the minds of

My people,

And transform those thoughts

Into action.

Embed the thought of Nation
Being bigger than
The Individual, in the minds of
Leaders and people.


Help all the leaders of my
Country to give strength
And bless the nation with
Peace and Prosperity.
Give strength to all my
Religious leaders to bring
'Unity of Minds' among all over
Billion people.

Oh Almighty, bless all my
People to work and transform
Our country from developing
Into a developed nation.
Let this second vision be born
Out of sweat of my people,
And bless our youth to live in
Developed India.

___ APJ Abdul Kalam (The President of India)

(The Second Vision of the poet Abdul Kalam on account of October 2nd, 2002.)

FAMILY

I ran into a stranger as he passed by,
"Oh excuse me please" was my reply,
He said, "Please excuse me too";
I wasn't watching for you.
We were very polite, this stranger and I.
We went on our way and said good-bye.

But at home a different story is told,
How we treat our loved ones, young and old.
Later that day, cooking the evening meal,
My son stood beside me very still.
When I turned, I nearly knocked him down.
"Move out of the way." I said with a frown
He walked away, his little heart broken.
I didn't realize how harshly I'd spoken.
While I lay awake in bed,
God's still voice came to me said,
"While dealing with a stranger, common courtesy you use,
But the children you love, you seem to abuse.
Go and look on the kitchen floor,
you'll find some flowers there by the door,
Those are the flowers he brought for you,
He picked them himself: Pink, Yellow, and Blue.
He stood very quietly not to spoil the surprise
You never saw the tears that filled his little eyes."

By this time, I felt very small,
And now my tears began to fall.
I quietly went and knelt by his bed;
"Wake up, little one, wake up," i said.
"Are these the flowers you picked for me?"
He smiled, "I found 'em, out by the tree.
I picked 'em because they 'er pretty like you.
I knew you'd like 'em, especially the blue."
I said, "Son, I'm very sorry for the way I acted today;
Shouldn't have yelled at you that way."
He said, "Oh, Mom, that's okay.
I love you any way,"
I said, "Son, I love you too,
And I do like the flowers, especially the blue."

Family: Are you aware that if we died tomorrow, the company
That we are working for could easily replace us in a matter of days.
But the family we left behind will feel the loss for the rest of their lives.

And come to think of it, we pour ourselves more into work
Then into our own family, an unwise investment indeed,
Don't you think?
So What is behind the story?
Do you know what Family means?
FAMILY = (F)ATHER (A)ND (M)OTHER (I) (L)OVE (Y)OU.

___mastanappa puletipalli

A FEW BOTTLE NECKS IN TEACHING ENGLISH IN KCK

A Few bottle necks in Teaching English in KCK

It cannot be denied that the results of English language not only in KCK but also other colleges of the V.V. Sangha and other affiliated colleges of GUG are falling into slightly lower percentage. This is not exactly the result of incompetence of English Teachers working in these colleges. It is the fact that various factors either directly or indirectly working together to put our results at an average levels. Particularly in rural colleges like KCK is facing a major set back in its competition to vie with other colleges. I tried to explain through these observations how various problems are working together and trying to destroy the quality of English in the student-community in particular.

1. Crowded Class-rooms

The statistics of the students' admission in each year shows particularly in B.A. class is really crowded. The number of students in each year of B.A. Classes from all combination nearly 250 and more. Maintaining regular attendance in such large classes is impossible. They create lot of mess while the roll call is made. The exercise of taking attendance in those classes is likely risky affair and greater part of teacher's allotted time will be consumed in each period. Taking this as an advantage most of the students remain absent for many classes.

The problem in B. Sc. course is different to B.A. The admission of students may be higher than 100 from all combinations(sections) of B. Sc. The college usually provides room nos. 1/2/3 for B. Sc. classes. These rooms are being smaller in size cannot accommodate all students of B. Sc. They only accommodate the maximum 60 students. This tends again students remain absent for combined classes like English for lack of space in these class rooms. Though we brought this problem to the notice of the authorities of the college several times it remains same as it was. Nothing was made for the improvement in this connection.

2. Abnormal student and teacher ratio

The ratio between student and teacher is abnormal when compare it to the other departments. There is only one full-time lecturer for the entire college where students' strength is nearly 875. According to semester manual provided by the GUG the strength of the students in each class strictly restricted to 60 but against to this restriction we manage to engage classes for more than 250 to 300 students.

3. Problem with non-English students

Nearly 60% of the students especially in B. A. did not study English as basic language at lower classes like PUC. They studied either Hindi or Sanskrit instead of English. All these boys and girls are forced again to study English as it is compulsory paper for them according to GUG semester rules. These students even came to PUC just writing multiple objective type questions for sixty marks at SSLC examination. In addition to this most of the remote village schools help their students in filling these objective type questions in the respective examinations to get them pass.

4. Problem with compulsory English for all Students

English Language is made compulsory for all students who seek admission at UG level in GUG. A large number of students are really not interested in studying English however they are all forced to undergo this ordeal despite their lack of basic knowledge in previous classes. Some students in B. A. classes are not able to recognize very fundamental and simple words in English.

They could not read even the simplest sentences in English even though they are very familiar to them. Further they are not able to mange to read the sentence meaningfully by dividing it into meaningful units. Such students do really lose interest in studying English in the examinations.

5. Students from rural background

Unlike the students of Hospet and Bellary, KCK is getting students from its remote rural villages where English teaching is completely neglected in both Primary and High Schools. I met several teachers personally when I attended CRC meetings as a resource person and came to know that the teaching English in rural schools is at stake. Several English teachers working in rural schools are untrained and non-technical. These schools are exercising to teach English with any one of the teachers available who might have known a little English. No specially trained teacher is appointed to teach English. Either Kannada teacher or mathematics teacher or some Hindi teacher or Social Studies teacher or any other teacher is playing the role of English teacher in most of the schools. So input of qualitative students in rural colleges is seldom and ultimately passing level in University examination is coming down.

6. Non-technical English teachers at primary and high schools

As I said above I came to know many English teachers in various schools in the villages are Non-technical. They did not study English as a major subject either in UG or in B. Ed. Somehow they managed to teach English with very ill-informed knowledge. I personally knew many teachers teaching English in various schools who did not know how to use a dictionary. They did not know how to make interrogative sentences to interact their students.Some of the teachers are not able to read lengthy sentences meaningfully. They have a lot of confusion in using prepositions, phrases and English usage. Most of them even did not possess any Standard English Dictionary like OALD or Cambridge Type. So naturally we could not get students with minimum knowledge in English.

7. Non-availability of English textbooks in rural book shops

The book sellers in Kottur do not take any risk in selling textbooks. The reasons may be varied from one seller to another seller. The commission they earn on selling textbooks may be lesser than the commission on the guides they sell. Here students feel comfortable on the availability of ready made questions and answers in the guides. It is interesting to mention the students used to come to the classes with guides instead of textbooks. They could not follow what teacher is reading from the textbook and explain out of his experience and homework. Without textbooks how could they locate some of the annotated sentences which are appearing in the examinations?

8. No mechanism is adopted to control the truancy rate

KCK is admitting students without following any standard norms of admission prescribed by the university. The university authorities restricted the maximum number of students in each class 60 only but the college is stuffing class rooms 4 times greater than the required strength. Attendance is made mandatory but no use. If we take attendance in each class we fin no time to talk on the lesson. Calling their names or numbers in a crowded classroom is really in-explainable difficult. There are several chances of proxy attendance. Could we apply any rule and take action against students who remained absent regularly in case we take compulsory attendance at the cost of valuable time? We know very well many students just take admission in the college and write examinations without attending classes. Thanks to the present present principal who have taken necessary steps at least to control the entry of other college students. The unfinished list of students of each class is handed over in the second week of September just one month before the examination. How could a teacher prepare his attendance books and monitor the attendance of the students? With all these constraints it is like wading through all these difficulties and helplessness with sedate pace.

9. Late admissions

Usually the college reopens on 16th of June. the college administration instructs the teaching staff to take classes as early as they can. The semester mode of examination does not allow us to take our own time to start our lessons. All lecturers usually start their syllabus and seriously engage their classes soon after the college begins. the admissions of the college are kept open up to 30th 0f September. Examination date will be announced in the same week. It says that the examination is conducted in the next month i.e. in November. Within this shortest time, how these students who admitted lately could take their examination? How far this type admission is helpful for both teachers and students to achieve good results?

10. Increased volume of syllabus

Before 2006 (yearly exams) there were only eight prose lessons, eight poems and small novel/play for non-detailed study in the syllabus for the whole year. It was common syllabus for all degree classes. the same volume of syllabus is taught for the second year degree classes also. what we were teaching in B. A. the same was taught in B. Sc. and B. Com. total 16 prose lessons and 16 poems and 2 novels/plays with simple grammar for the whole year. The strength of students in each class was less because English was not compulsory for all students. most of the students who were weak in English had an option to choose either Hindi or Sanskrit language Then the rate of pass percentage was really appreciable.

After 2006 the semester system of education was introduced. English is made compulsory for all students. The strength of students in each class is considerably increased to the maximum level. The whole year is divided into four (I&II Degree) semesters. Class wise syllabus is introduced. Now there are 59 prose lessons and 36 poems and four types of transformation of sentences, essay writing, paragraph writing, resume writing, words often confused, prefixes and suffixes, English Usage etc. for 4 semesters apart from communication skills comprising: meaning of communication, definition, evolution, process of communication, types of communication (verbal and Non verbal in detail) verbal: oral communication and written communication. Non verbal: body language, paintings, road signals , colours and codes etc. Total 59 prose lessons and 36 poems and a great volume of communication skills is taught with in five months duration besides 3200 student note books have to be verified and valued for internal assessment.

11. Library is no helpful to the students in providing books in English language

Library of KCK is no way helpful for the students of English language. Unlike the other subjects of the college the library is only buying 2 copies of each textbook. These two copies are provided to the lecturers. No copy of any textbook of English is on reserve for the purpose of the students. Neither the library nor the private book sellers are resourceful to provide text books for the students. Most of the students nearly 98% of them are coming to the classes without English text books. Teaching poetry or a play to the students who do not have textbooks with them is really a heard nut to crack. Many of the students do not know how to read some mere simple sentences. It is because students are not able to compare the spelling of the word and the pronunciation of it while teacher is reading the text book.

12. No time is allotted to conduct remedial and bridge courses

KCk is charted for the benefit of the rural students who are plying everyday from their remote villages. The college timings are arranged in two sessions from 9-30 am to 4-30pm with one hour lunch break. Students may not come from their villages too early or they may not wait for one more hour in the evening to attend the specially arranged bridge course classes. We requested the previous principals many a time to arrange time-table that may be convenient to take bridge course classes to help them learn at least some basic knowledge. But it does not come into execution in anyway.

13. Unscientific methods of admission and commencement of classes

The GUG has restricted the strength of the each class should be not more than 60 students for effective implementation of semester system. The admission committee must be constituted according to the directions of UGC and it should screen all the applications of the students within the set parameters of eligibility before the admission. Just passing in the previous examination is not the eligibility. we should know how did he pass in the examination? What was his percentage? Did the candidate pass in the previous examination either in the first attempt or compartmentalize? Knowing all details we should invite the eligible candidates for the admission. Despite the rules of admission we are taking all students who ought to seek admission.

14. No support from the other departments for the encouragement of English and English speaking culture among the students.

Students of Arts faculty are encouraged to write all the examinations in their mother tongue except English Examination. Other subjects are taught in the regional language and most of the lecturers irrespective of Arts, Science, and Commerce used to talk with them in a general vernacular. Students have no exposure to cultivate English speaking habits within the premises of the college. The environment is created in such way where students do not get any type of encouragement to express their views in English. This type of environment is a major set back in learning English because what is taught in English class is not exercised anywhere. So naturally the students lose interest and zeal of learning English.

15. Beeping high-alert particularly on the day of English Examination

Malpractice is predominantly common in all subjects. Personally I condemn such practices in all examinations. I am proud to say that KCK has set some standards in conducting examinations comparing to other colleges. In spite of all these ethics vigilance squad beeps high-alert on the particular day of English examination and many students feel acute tense and embarrassment. Many students lose confidence to write English examination peacefully. Continual instructions through out the duration of examination may disturb them to write English examination confidently by recalling answers from their exiguous memory.

16. Unfavourable Govt. Policies against English

We all aware that the Government of Karnataka is implementing strict ploices to use Kannada in all stages of its administration. Under the guise of these polices rural schools have completely neglected the importance of teaching Englsih at primary level. Teaching English in rural primary and high schools has become nominal. English medium schools either in urban or rural are disqualified to get grant-in-aid from the Government. The managements of English medium schools particularly in rural areas use the scanty available resources to run their schools. No quality Englsih medium education is provided in our college catchments. Besides these indifferent polices of Govt, Kannada Horata Samithi, Kannada Chalavali Sangha, activities and slogans like 'Save Kannada, use Kannada', 'Kannadave sathya, kannadave nythya' are successfully completed the destruction of English.

17. Adolscent age group

The students of UG courses are neither immature nor fully matured group. This adolescence is really a challenge to deal with. They are egoistic in many ways. These adolescent students are eager to be identified by any means. They have been easily attracted and being influenced by powerful media TV and Cinema. It is really crucial time for all students of this age. The parents of these students should take much care to prune them in right method. The ignorance and negligence of the rural parents is also one of te reasons to reap unsatisfied results.

18. Very least importance is given in the time-table

English is given very least importance in the time-table. 17 English classes out of 24 are allotted after 11.30 hour and afternoon though college starts at 9.30. Many students remain absent in the afternoon classes. Afternoon is not favourable time to sit and learn the unfavourable subject like English. The lecturer is helpless though he is innovative and creative in attracting them in all classes.

19. No Scope is provided to students to exercise their knowledge in English

Students are not encourage to exercise their knowledge in English anywhere. They are forced to write all request letters or applications in Kannada only. First of all the employees in all offices discourage them whenever they attempted to write or tried to speak with them in English. With all these negative approaches of English the confidence of student is undermined. They have come to an agreement that Englsih is only a classroom exercise and nothing more than that. So gradually students grow negative attitude and completely neglect it.

20. Shortage of time as the English teachers staying at GUG for longer duration for valuation purpose

All Lecturers of English are supposed to stay at Gulbaraga for longer period on account of valuation work. The camp of the valuation work is not less than two months. Every time the lecturers of English return to their work one month or one and half month late after the commencement of the college. By that time the rest of the departments have already completed a greater part of their syllabus. The English lecturer starts has lessons one month late on account of the above said problem and tries to complete his part of syllabus hurriedly. It is really a greater shortage of time to complete his syllabus hence he is not able to make use of his efforts for the benefit of the students.

______mastanappa puletipalli