Analysis of Leo Tolstoy’s “Three Questions”


  • What is the right time to begin something? 
  • Which people should he listen to? 
  • What is the most important thing for him to do?

As at the core of the Buddha’s enlightenment there was the realization of the Four Noble Truths, Tolstoy’s story of Three Questions puts forth fundamental reality of life. While working on the later parts of his life, Tolstoy began experiencing bouts of depression, which at times were so severe that he considered suicide. He was tormented by the need to find a meaning for his life that would not be annihilated by death. His Ispoved’ (1882; A Confession, 1885) describes this spiritual struggle and the solution he found: to practice what he saw as the essence of Christianity—that is, universal love and passive resistance to evil. A series of religious writings amplified this new faith. In these, he urged people to live according to the dictates of conscience, which meant practicing universal love and living as far as possible by their own labor. He also declared all forms of violence equally wrong, including war and the compulsion that the state uses against its citizens. Read More Russian Literature

What is called an Anthology? The Modern Age in the History of English Literature: How can it be Anthologied?




"A well chosen anthology is a complete dispensary of medicine for the more common mental disorders, and may be used as much for prevention as cure."
Robert Graves (1895 - 1985)

Anthology whose origin is in Greek means “flower gathering”. However, in literary context, Anthology is a book consisting of a series of literary selections, usually from various authors and usually of literary value. Such collections have been compiled since antiquity.

What do you mean by ‘Task Based Language Teaching’? How can you use this to develop English Skills?


 Task Based language Teaching” refers to the system where the language is acquired through practice. Teacher sets various types of tasks to the students, where they can find the opportunity to use the language either orally or in writing. Teachers ask our students to do something in class which they would do in everyday life using their newly learned language. Participation of the student in various task based activities will make the students active and a feeling of success. This will help the students to enjoy the class and give them a feeling of satisfaction.

The teacher can set various types of works to the students- activity in which students use language to achieve a specific outcome. He can set task on alphabets, literature, language, composition, vocabulary and so on. In other words, language learning task is an exercise which causes anything that a pupil might be asked to do in order to practice, learn, revise, test etc. The tasks will generate their own language and create an opportunity for language acquisition. The characteristics of language learning task are as follows:

(1)The learner must attain a task that has coherence and a unity for learning (a beginning/middle and end). A great linguistic planning is required in this regard.
(2)The learner must attain a task that has meaning and purpose.
(3) The learner must attain a task that has clear language learning goals.
(4)The learner must attain a task that involves learner activity.
(5) The learner must attain a task that is productive in the complete sense of learning units and linguistic achievements. 
(6) The learner must attain a task that must be supported by teachers as well as parents.
(7)The learner must attain as high a degree as possible of linguistic competence. That is, he must develop skill in manipulating the linguistic system, to the point where he can use it spontaneously and flexibly in order to express his intended message.
(8)The learner must distinguish between the forms he has mastered as part of his linguistic competence, and the communicative functions which they perform. In other words, items mastered as part of a linguistic system must also be understood as part of a communicative system.
(9)The learner must develop skills and strategies for using language to communicate meaning as effectively as possible in concrete situations. He must learn to use feedback to judge his success, and, if necessary, remedy failure by using different language.
(10)The learner must become aware of the social meaning of language forms. For many learners, this may not entail the ability to vary their own speech to suit different social circumstances, but rather the ability to use generally acceptable forms and avoid potentially offensive ones.


Each task will be organized in the following way:

Pre-task activity , an introduction to topic and task

Task cycle: Task > Planning > Report> Language Focus and Feedback
A balance should be kept between fluency, which is what the task provides, and accuracy, which is provided by task feedback. The main advantages of Task Based language Teaching are that language is used for a genuine purpose meaning that real communication should take place, and that at the stage where the learners are preparing their report for the whole class, they are forced to consider language form in general rather than concentrating on a single form Task Based language teaching can be used to develop vocabulary. 

For example, the teacher can set the following task to develop vocabulary:
I. Fill in with words of similar categories.
II. Use “less” and form the opposites of the following words.
III.Arrange the letters to form words.
IV. Form  words from the  puzzle.

For example, the teacher can set the following task to develop grammar:
I. Fill in with suitable forms of verbs.
II. Transformation of words.
III.Arrange the phrases to form sentences.
IV. Form correct sentences from the  incorrect ones.

For example, the teacher can set the following task to develop writing skills:
I. Writing letters, processes, paragraphs, notices etc.
II. Use “less” and form the opposites of the following words.
III. Project based works on literature.
 
Ardhendu De

Thomas Hardy’s views on Marriage and Sex Relations: Should Tess Get a Fair Deal at the Hands of Victorian Society?


"No one has written worse English than Mr Hardy in some of his novels...but at the same time so strangely expressive of something attractive...that we would not change it for the perfection of Sterne at his best."

Virginia Woolf (1882 - 1941)

Hardy believed that a marriage should not be the result of momentary impulse or a passing fancy. He was thus against a marriage based on love at first sight. A marriage to be successful, to be most candid to the happiness of the married couple, should be based on a harmonic of taste and temperaments. Angel Clare wants to marry a dairymaid because she is likely to be a true helpmate to him in his vocation of farming. He feels, and he reflects the views of Hardy that a fashionable woman of high society would not be a good wife for him, for she would not be of help him any way in the vocation that he has chosen for himself. He therefore prefers Tess to Mercy Chant. Tess is a novel by Thomas Hardy a young woman from a farm family who has two unhappy love affairs, Tess falls in love with a nobleman , becomes pregnant, and returns home in disgrace. She soon falls in love and marries Angel Clare , but when he learns of her sordid past, he rejects her. Later, Clare has a change of heart, and the two men vie for her affections.

Hardy felt that early imprudent marriages lead to the frustration of promising youth’s high aims and hopes and the ruin of his career. In his preface to Jude the Obscure, Hardy states “A marriage should be known as it becomes a cruelly to either of the parties— being then essentially and morally no marriage.”



The aim of a marriage is not only sexual gratification or the increase of relations, but also the happiness of the individual. If the husband and wife hot find pleasure in each other’s company or if the marriage makes them happy, then it should be dissolved and the couple should find “quick in parting.” Hardy calls such marriages “social nooses and gins” to hold back the unwilling.

Hardy was vehemently criticized for his views and was called the breaker of marriage and the corrupter of public morals. But Hardy was nothing of the lied. For he did not advocate promiscuity or sexual license, he only wanted liberalization of the marriage laws in favour of the weaker sex. He believed and rightly, too, that the ‘purity’ is of the mind and the spirit and not of the body. He, therefore, advocated that women like, Tess, who are sinned against than sinning, should not be treated as outcasts. They essentially are pure, for their attitude, the whole tendency of their life is sin. Therefore, Hardy, like Angel Clare, elevates “Hellenic Paganism the expense of Christianity”, for in that civilization an illegal surrender was not certain disesteem. Surely then he might have regarded that abhorrence of the un-intact state, which he had inherited with the creed of mysticism, “as at least open to correction when the result was due to treachery”.  

 Thus Hardy’s views on marriage and sex relations are essentially humane. He abhors the Christian double standards of morality, one standard of judgment for women and another for men. He has no sympathy for hardhearted and self-centered people like Angel Clare who are not ready to pardon another exactly for the same sin for which they themselves have been forgiven a moment before. He advocated, “a closer interaction of the social machinery”, a reform of the marriage laws more just to the weaker sex, so that essentially ‘pure’ woman like Tess may get a fair deal at the hands of society. Modem divorce laws clearly prove the correctness of Hardy’s position.

Dylan Thomas’s "Poem in October" Celebrates “The Unity of Man and Nature, of Past and Present, of Life and Death”



 “It is my aim as an artist . . . to bring . . . wonder into myself, to prove beyond doubt to myself that the flesh that covers me is the flesh that covers the sun, that the blood in my lungs is the blood that goes up and down in a tree.”--Dylan Thomas

Dylan Thomas’s ‘Poem in October’ (1944) is a birthday poem that celebrates the poet's thirtieth birthday in the Welsh seaside town of Laugharne. It celebrates the joy a person feels on the arrival of such a day in course of time. But the poem is more than such a celebration. Its theme, a closer look at the poem will convince us, is pantheism—‘a belief that God is everything and that everything is God’. Though the poet has used certain terms of Christianity (such as parable, chapel, mystery, truth etc) in it, his use of them is such that we shall be definitely off the track if we take them is indicative of Christianity. The poem’s message, if it does have any, is not Christian but pantheistic. It gets corroborated by his own assertion: ‘It is my aim as an artist to prove beyond doubt to myself that the flesh that covers me is the Flesh that covers the sun, that the blood in my lungs is the blood that goes tip and down in a true.’ This kind of utterance can only be made by one who is at heart nothing but a pantheist. It is because of such faith that Thomas can think of a bond of unity that binds all things of the universe. It is because of such faith that he can think of the existence of a unity binding man and nature, past and present, and life and death.

Let us first deal with the unity of man and nature. In the first stanza such unity is noticed when the poet wakes up hearing sounds coming from the harbour, the wood, and the mussel-pooled and heron-priested shore. A closer relationship between man and nature is felt when the poet hears the water praying and the call of seagulls and rooks. It is further attested when the morning beckons him to come out of home, and that very second he sets his foot in the outside. In the second stanza it is shown that the birds seem to have come to know of his birthday and they express their joy by flying his name above foamy waves and farms of the land. His journey towards the hill is a sort of escape from the bleak and unpleasant experience of the town. This seems to be known to nature, and this is conveyed to him through the rush of the high tide and the diving of the heron. In the third stanza the closely knit relation between man and nature is revealed nest clearly. Here the poet tastes all the four seasons at the same time which may be regarded as unity between man and all nature. The larks and the blackbirds remind him of the spring, and the sun on the hill’s shoulder of the pleasant summer. A few moments earlier while coming up here the poet listened to the fall of rain (i.e. autumn) and saw the blowing of the cold wind (i.e. winter) in the wood lying far away. In the sixth stanza man’s easy communion with nature has been described as a ‘mystery’, and a part of it the poet still finds in himself in his’ adult state when he states:
‘And the mystery! Sand alive! Still in the water and singing birds.’ In the last stanza Thomas points lo the unity between man and nature through the expression: ‘the town below lay leaved with ‘October blood’. Here nature is found to express sympathy to loss of life and bloodshed during the Second World War by shedding leaves as red as blood.


The poem also deals with another unity—that between past and present. This is particularly shown through the adult poet’s recollection of his past childhood at present. In the fourth stanza when the poet speaks of his relief from some townish experience which takes a sinister attitude because of the presence of the rain and the mist, he suddenly notices the gardens of spring and summer of his past childhood blooming once again in the same way these gardens on the top of the hill now are blooming ‘under the lark full cloud’. Thus, with the help of his mind’s eye the poet sees past and present scenes at once. The past summertime of his childhood was no less glorious than his present summer on the hilltop. The child’s summer was a season full of apples, pears and red currants. During that time he walked with his mother in the sunlight which appeared as good and instructive as parables and in the wood (‘green chapels’) which appeared as thrilling as saints’ legends narrated in the Bible. In the past the child shed tears when he felt some sorrow, and the poet in the present can still feel his tears burning his adult checks and he could feel his heart still throbbing in him. It is in this way that past and present are closely bound with a unity.

Finally, the poet deals with another unity between life and death. In the sixth stanza the poet refers to ‘the listening/ Summertime of the dead’ by which he means that those who then lived but are now dead (such as the boy’s mother and aunt) used to listen delightfully to his joyous whisperings, to the trees, the stones and the fish in the tide, and the poet could still feel the joy of the boy visible ‘in the water and singing birds’. In the last stanza he, again, speaks of ‘the true joy of the long dead child’ which seems to be keenly reflected in the summer sun. Thus the dead child relives in him confirming the poet’s belief about the unity of life and the death.

Dylan Thomas’s ‘Poem in October’, therefore, nicely celebrates the unity of man and nature, of past and present, and of the life and death. It has a vivid and evocative description of nature's beauty and the poet's emotional response to it. With its use of vivid imagery and sensory language, poet's appreciation of the natural world and his reflection on the passing of time and the inevitability of death makes it sweet complex lyric.

A TO Z Literary Principles from History of English Literature: Note 99

A Set of 26 Objective Questions & Answers

UGC NET ENGLISH QUESTION BANK

1.     Alexander is the author of An Essay on Criticism (1711) and Matthew Arnold is the author of The Essay in Criticism (1865).
2.     Two philosophical poems of Pope: To Lord Bathurst and An Essay on Man.
3.     In Dunciad Pope attacks Theobald who pointed out some mistakes in Pope’s edition of Shakespeare.

Fielding’s Tea-Party in ‘A Passage To India’: How is It a Success in Achieving its Objective of Harmonizing and Bridging the Englishmen and the Indians


The culture clash in this Fielding’s A Passage to India is wide enough to be bridged so easily. The culture clash, however, is not only between Indians and British, but also between two distinct groups of Indians—Muslims and Hindus. However, Fielding’s tea-party plays a vital role in shaping the mood of the novel.  Whereas the Collector’s Bridge Party is a failure in achieving its objective of harmonizing and bridging the Englishmen and the Indians, Fielding’s tea-party is a success. Fielding is also an Englishman. But he is kind and genial; he believes that the world is a globe of men who are trying to reach one another by the help of goodwill plus culture and intelligence. He has none of the racial arrogance of the local Britishers and is therefore disliked by them. He does not behave like the sahibs, and is not liked by the Anglo-Indian ladies.

The narrative makes it clear that these two groups have very different traditions. Dr. Aziz is proud of his Muslim heritage and considers the Hindus to be almost alien.  It is the same Dr. Aziz, however, is moved and touched by Fielding’s behaviour and warmth. He likes Fielding. Aziz is the first to arrive at the tea- party. Fielding is dressing after a bath. Aziz charmed by Fielding’s informality. Fielding asks him: “Please make yourself at home.” When Fielding loses his last collar stud, Aziz, in an impulsive gesture of generosity, removes his own and gives it to him. As they start talking, Aziz’s impulsiveness and Fielding’s goodwill dissolve the racial barriers between them and a rapid intimacy develops between the two.

When Mrs. Moore and Adela reach there, Aziz finds them easy to talk to. The result is an unconventional party where Aziz is in his full glory. He talks expansively on his Muslim past, on Muslim architecture and Mughal emperors. Aziz’s informality and warmth infect the ladies too.

With the arrival of Prof. Godbole the scene does not change much. Aziz impulsiveness and eloquence is now matched by the Hindu Brahmin’s detachment. Aziz’s gaiety and eloquence continue. Dr. Aziz invites the two British ladies to his house. Then he makes an amendment. He invites them on a picnic to the Marabar caves. He starts to describe the caves, but having never visited them himself, he cannot say much about them.

It is in the party, before the arrival of Prof. Godbole that the Britishers talk about India which is a ‘muddle’ and ‘a mystery’ to them. It is a muddle that cannot be explained by reason or intellect. The Britishers except Mrs. Moore have a stern rigidity.

Godbole refuses to talk about the secret of the caves. He sings a strange and haunting song about Krishna in which God is appealed to come but refuses to come. Godbole is content to be in the state in which God is never likely to come but this absence is only a proof to the all accepting Brahmin’s mind of the ultimate presence of God. This conception of universe is entirely strange to the Westerns. Only Mrs. Moore and Prof. Godbole have the power to admit the existence of mysteries lying outside their understanding.

(Note: E. M. Forster's Where Angels Fear to Tread- Set it Italy, it concerns the tragic relations between an English family and a young Italian man.
  A Room With a View - also set in Italy- focuses on a clash of cultures, contrasting the conventional behavior of English characters with the more spontaneous life of the Italian characters.
 Howards End - a subtle study of English class distinctions and the uneasy relationship between aesthetic and materialistic outlooks on life. )

Gerald Gould's "BEYOND the East the Sunrise: beyond the West the Sea;" : Stating the Process of Conscious Discovery by Human Beings in the World around them


Geographic Exploration is the process of conscious discovery by human beings of the world around them. The human species is highly mobile, migrating and traveling to every corner of the globe. In this, we are not unique. What sets human beings apart from other living creatures is our ability to discover. Many other creatures share humankind’s curiosity, but we alone can communicate our discoveries. Human societies acquire a collective awareness of their known world, and the most adventurous have the urge to discover what lies beyond and to return to describe their findings.


Taking that philosophy, Gerald Gould’s ‘Wander-Thirst’, like that of Tennyson’s ‘Ulysses’ the intense longing for travel does not allow the poet to remain at home. The sun is the friend and the Pole Star is the guide of a man on his voyage. The voice referred to here is the call of every object of Nature that tempts the poet to set out for a journey. Actually the poet’s inner urge is reflected in this call.

In ‘Wander-Thirst’, Gerald Gould speaks about his love for travel in general. This is a sentiment that most of us readers can relate to. However, the world he wants to travel belongs to an earlier time than the present. It is a world of porous borders. As we know, nations with fixed boundaries only started to come up at the beginning of the 20th century. 

Hence, the world that the poet speaks of belongs to a time before the 20th century, when travelers could simply wander through territories without having to bother about passports and visas. Travel was not only simpler, but also cheaper. Most importantly, though, travel by sea was preferred over travel by land. This was of course because locomotives had not yet been invented. Perhaps the poet is harking back to the age before the Renaissance of the 16th  century, when even compasses had not been invented. That is why he says that he can use the sun and the stars as his guide. In the days of antiquity, man would look at the position of these celestial bodies in order to detect his location. Hence, traveling was also adventurous in those days. Man had not mapped out the entire world yet, and of every voyage was rife with the possibility of discovering new lands. That is why the poet says that he does not know where exactly every road leads. 

All these form the surface interpretation of the poem. However, there is a deeper layer of meaning beneath the words on the page. The poet compares human life with a journey. Towards the end of the poem, he says that one cannot ever stop traveling. In the same way, one cannot ever turn away from life. One must embrace everything that life has to offer, and live life to the fullest. Though it is not clearly mentioned, the poet seems to be saying that life is short, and we should use our limited time on earth to explore all of its beautiful landscapes.

Despite its simple rhyme scheme and diction, and its supposedly uncomplicated subject matter, the underlying message of this poem is very profound. Gerald Gould knows that life is short, and that we often take life for granted, so he tells all his readers to live every day like it is their last day on earth and that there will be no tomorrow. Gould tells them to travel and to explore, but more importantly, he tells them never to lose the spirit of wonder that makes one appreciate the sights of the earth. Gould tells them to embrace life with all their hearts, so that they never have to look back with regret on any lost opportunities.
 

Jim Corbett’s 'Life at Mokameh Ghat' in 'My India': Splendid Story that Reinforces the Notion that People must Learn to Live together in Harmony


Jim Corbett’s My India is a splendid story that reinforces the notion that people must learn to live together in harmony where actually the seed of communal discomfort at pre independence is fermenting. Here is well documented and written at the British India when the peoples of the India looked forward to a time of freedom fight through Gandhian peace and prosperity. The story of the coming of the new railroads, to live among the Indian populace  symbolizes the optimism of these years. Jim Corbett does not, however, allow the development of his theme to rest on sentimentality and false hope. In fact, Jim Corbett become a trans-shipment Inspector for the Bengal and Northwestern Railway where he spent 21 years, working with hundreds of simple, loyal and hardworking labourers. Most of the stories in My India revolve around this period he spent in Mokameh Ghat. The book includes twelve dashing description of Jim’s motherland and Life at Mokameh Ghat is his 12th or the last piece of the book. Will will now reflect after Jim Corbett his days at Mokameh Ghat.

 Jim Corbett's 'Life at Mokameh Ghat' is a chapter in his book 'My India,' which describes his experiences living near the Mokameh Ghat in Bihar, India. The chapter provides a glimpse into the culture, wildlife, and daily life of the people living in the area.  Mokameh Ghat is situated on the south bank of the Ganges, about ninety KM away from Patna in Bihar. At Mokameh Ghat Corbett handled million tons of goods and reached them to Samaria Ghat. At the very beginning the work was very oil some for the author and his men. The phrase means got accustomed or habituated with the work. The common object of the author and his men was to provide better service to those dependent on them. One of the author’s first undertakings was to start a school for the sons of his workmen and lower paid railway staff. Ram Saran was the station master of Mokameh Ghat station and a keen educationist. Caste prejudices were the first sang they ram up against. The school started with a membership of twenty boys. The title ‘Rai Sahib’ was conferred on Ram Saran by the government for his contribution to the school. Ram Saran and his band of willing helpers decorated the office and it surroundings with red and green signal flags and also with the strings of marigold and jasmine flowers. The real business of the day was the distribution of cash bonus the Ram Saran to the staffs and to the laborers. 

The author Jim Corbett was responsible for the running of the steamers at Mokameh Ghat. Jim Corbett’s hobby was to study the mankind. Crosthwaite was a young man from England who had come to Indian to serve in the railway was Jim's companion . The crossing of the Ganges gave him enough opportunity to come in contact with the large number of people who used the crossing to cross the river. The journey was between Mokameh Ghat and Samaria Ghat, just opposite to the Mokameh Ghat .The three Brahmins were carrying the water of the Ganges in their copper vessels. A dhunia is a person who cleans fluffs the old cotton with harp like instrument. There are two Tibetan lamas. The four pilgrims will sell the Ganges water drop by drop in their own and neighboring villages for the religious ceremonies. The man was a Mohammedan gentleman who was traveling from Gaya to Muzaffarpur. The Mohammedan gentleman deals in tobacco. Christmas was the only festival which was observed at Mokameh Ghat.

Jim Corbett

Corbett and his workers had to handle million tons goods at Mokameh Ghat. This works was very toil some at the very beginning. Later, they become habituated with the passage of time. At Mokameh Ghat Corbett handled million tons of goods and kept the traffic always moving. His workers were very cooperative and commuted. Thus, they earned a great reputation which was the result of combined efforts. The three Brahmins at the lower deck are the servants of a well-known maharaja in their big copper vessels. They are carrying Ganges water, drawn from the right bank from the personal use of Maharaja. On
Christmas day Ram Saran and his willing helpers had given the office and its surroundings a colorful festival appearance by decorating with red and green signal flags and also with the strings of Mari gold and jasmine. Here the day referred to the Christmas day and the business was the distribution of cash bonus to Ram Saran, to the staff and to the laborers. This was appreciated greatly. The contract of transshipping million tons of goods from Mokameh Ghat to Samaria Ghat was so carefully done by Corbett and his men that they earned a great reputation which was a result of combined efforts. All of them not only took pride in this reputation but also were determined to retain it. 

As Corbett describes to the third class passengers at the lower deck, there are three Brahmins, the servants of a well-known Maharaja. After them there was a Mohammedan dhunia. Next to him there are two Tibetan lamas, returning from pilgrimage. After them are a group of four men, also returning from a pilgrimage to Benares. The last man on the left was an old friend of Corbett. Christmas day was the only festival which was celebrated at Mokameh Ghat. On this occasion Ram Saran and his willing helpers decorated the office and its surrounding with red and green signal flags and strings of Marigold and jasmine, later Ram Saran garlanded the author and delivered a long speech, followed by a short one by the author. Finally sweets were distributed among the children and distribution of bonus also started. At the end of  Life at Mokameh Ghat  Corbett felts relived as he had not to face the wades spread labor unrest, strikes and communal disorders of today’s India. India is his time was totally different because, at that time the interest of one was the interest of all and the people irrespective their class and religion could live work and play together in perfect harmony. When Jim Corbett was describing the passengers on the lower deck a Mohammedan gentleman was sitting near to them and was listening the description of Corbett. Then Corbett told his friend that the gentleman was a hide merchant, going to Muzaffarpur from Gaya. Immediately the man replayed in perfect English which made Corbett blushed with embarrassment he told them that he was a tobacco merchant.

'Life at Mokameh Ghat' is a fascinating and insightful chapter that provides a unique perspective on life in rural India. Corbett's love for the people, wildlife, and landscape of the area shines through in his writing, making it a must-read for anyone interested in Indian culture, wildlife, or history.

Some important interests in the book as well as the chapter include:

👉Wildlife: Corbett was an avid hunter turned conservationist, and he wrote extensively about the wildlife in the area, including tigers, leopards, and crocodiles. He also discussed the importance of preserving these animals and their habitats.

👉People: Corbett also wrote about the people living near Mokameh Ghat and their way of life, including their customs and traditions. He described their resilience and adaptability in the face of adversity.

👉Landscape: Corbett's descriptions of the landscape were vivid and detailed, giving readers a sense of the beauty and ruggedness of the area.

👉Personal experiences: Corbett shared his own experiences living near Mokameh Ghat, including his interactions with the local people and his encounters with wildlife.

(Extra Note: 
👀Jim Corbett was born in Naini Tal, India on 25th July 1875 to British parents and his family had been living in India for three generations.
👀He had to leave school at the age of 16 to find work and support his family.
👀He worked as a trans-shipment Inspector for the Bengal and Northwestern Railway for 21 years and worked with many hardworking labourers.
👀'My India' includes twelve stories about his experiences in India, with a focus on his time at Mokameh Ghat.
👀The twelve stories are titled:
  1. The Queen of the Village
  2. Kunwar Singh
  3. Mothi
  4. Pre-Red-Tape Days
  5. The Law of the Jungles
  6. The Brothers
  7. Sultana: India's Robin Hood
  8. Loyalty
  9. Budhu
  10. Lala jee
  11. Chamari
  12. Life at Mokameh Ghat
👀Corbett's love for his motherland is evident in his writing, and his stories provide a unique perspective on life in rural India.
👀Corbett became an authority on wildlife conservation and played a leading role in campaigning for the establishment of Corbett National Park.
👀In 1973, the park became the first designated reserve of Project Tiger, a nationwide campaign to save the tiger from extinction.)
Ref: My India. (n.d.). My India - Jim Corbett - Oxford University Press. https://global.oup.com/academic/product/my-india-9780195623413

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