HSC Theme Writing Suggestion আপনাকে আত্মবিশ্বাসী করে তুলবে। HSC লেভেলে Theme Writing প্রথম দেখায় জটিল মনে হলেও , প্রকৃতপক্ষে ততটা কঠিন না। একটু মনযোগ সহকারে পড়াশুনা করলেই খুব সহজে এই প্রশ্নে ভাল নম্বর তোলা সম্ভব। আজ অলোচনা করবো HSC Theme Writing Suggestion
2.‘Blow, blow thou winter wind’
By William Shakespeare(Unit-4 Lesson-2)
By William Shakespeare(Unit-4 Lesson-2)
Blow, blow, thou winter wind,
Thou art not so unkind
As man’s ingratitude;
Thy tooth is not so keen,
Because thou art not seen,
Although thy breath be rude.
Heigh-ho! sing, heigh-ho! unto the green holly:
Most friendship is feigning, most loving mere folly:
Then, heigh-ho, the holly!
This life is most jolly.
Thou art not so unkind
As man’s ingratitude;
Thy tooth is not so keen,
Because thou art not seen,
Although thy breath be rude.
Heigh-ho! sing, heigh-ho! unto the green holly:
Most friendship is feigning, most loving mere folly:
Then, heigh-ho, the holly!
This life is most jolly.
Freeze, freeze, thou bitter sky,
That dost not bite so nigh
As benefits forgot:
Though thou the waters warp,
Thy sting is not so sharp
As friend remembered not.
Heigh-ho! sing, heigh-ho! unto the green holly…
That dost not bite so nigh
As benefits forgot:
Though thou the waters warp,
Thy sting is not so sharp
As friend remembered not.
Heigh-ho! sing, heigh-ho! unto the green holly…
Read More: The Schoolboy- HSC Theme Writing
fvevbyev`
k‡Zi nvIqv eI, †Rv‡i eI,
Zywg †Zv wb©`q bI
AK…ZÁ gvb‡li g‡Zv;
†Zvgvvi `skb †eu‡a bv,
‡h‡nZz `©kb †g‡j bv,
hw`I wbtk^v‡mi mgb †n|
Zywg †Zv wb©`q bI
AK…ZÁ gvb‡li g‡Zv;
†Zvgvvi `skb †eu‡a bv,
‡h‡nZz `©kb †g‡j bv,
hw`I wbtk^v‡mi mgb †n|
‰n †nv †Quvov Mvb A‡kv‡K cj‡k;
wgZvwj kyay fvb, g~©‡L fv‡jvev‡m;
wgZvwj kyay fvb, g~©‡L fv‡jvev‡m;
I‡i I cjvk, A‡kvK †i!
Rxe‡b A‡Sv‡i ga~ S‡i|
wbVyi nvIqv wn‡g wn‡g Xv‡Kv,
‡hgb †eu‡a †fvjvi DcKvi
‡hgb weuua‡Z cvi bv‡Kv;
hw`I Rjaviv wn‡g evu‡av,
ZeyI ZZ Zzwg †eu‡av bv †Zv
‡hgb eÜzi we¯§„wZfvi|
‰n †nv †Quvov Mvb A‡kv‡K cjv‡k…
HSC Theme Writing Suggestion
mswÿcÍ e¨vL¨v: MvbwU DBwjqvg †k·wcqv‡ii ‘As You Like It’bvgK Uª¨wR-K‡gwW (bvUK) †_‡K †bqv n‡q‡Q| G MvbwU‡Z mwZ¨Kvi fvjevmv I AK…wÎg gbyl¨ m¤ú©‡Ki Afv‡ei Rb¨ `ytL‡eva cÖKvk Kiv n‡q‡Q| MxwZKv‡ii fvlvq, gvbe PwiÎ cÖK„wZi †P‡q A‡bK †ewk wbôi | wZwb mwZ¨v‡ii fv‡jvevmvi Afv‡ei Rb¨ `ytL cÖKvk K‡i‡Qb, hv gvbe mgv‡R mvaviYZ weij| GLv‡b ‰kZ¨ cÖevn‡K gvbe ü`‡qi cÖZviYvg~jK Ae¯’v †evSv‡Z e¨envi Kiv n‡q‡Q| kx‡Zi evZvm Kó`vqK n‡Z cv‡i wKš‘ K…wÎg fv‡jvevmv I eÜzZ¡ AviI †ewk Kó`vqK| GRb¨ hLb K…wÎgAbyf’wZ cÖKvwkZ nq, †mUv mwZ¨ `ytL †`q| Kwei e¨_vZzi Abye‡ei cÖKvk GLv‡bB †h †ewkifvM eÜzZ¡ I fv‡jvevmvB AmZ¨ | gvbyl cÖvq †ewkifvM †ÿ‡ÎB Zvi wbKUR‡bi wek^¯Í bq| cÖK„wZi ¸Y Ges cweÎZv wPiRxex ev wPimeyR| K_KZv n‡jv, mwZ¨vKi meyR e„ÿ Zvi ¯^vZš¿ a‡i iv‡L Zvi Pvicv‡ki K‡VviZvi g‡a¨| gvbyl mvaviYZ fzj Ki‡Z cv‡i| wKš‘ MxwZKv‡ii cÖZ¨vkv †kvfbZv I m‡Z¨iI Aw¯ÍZ¡ eRvq _vK‡e| GUvB Rxeb‡KAvb›`gq K‡i Zzj‡e| kx‡Zi evq~ †h AvNvZ †`q Zvi †P‡qI †ewk AvNvZ †`q hw` †Kv‡bv eÜz fz‡j hvq| cÖK…wZ wek^vmNvZKZv K‡i bv wKš‘ gvbyl K‡i| GB wel‡qB MxwZKv‡ii ˆbivk¨ AZ¨šÍ ¯úó|
HSC Theme Writing Suggestion
Theme: The above short song chosen from ‘As You Like It’ by William Shakespeare signifies the agony of not having true love and authentic relationship. According to the poet, nature itself is not as cruel as human nature. Though the winter wind might be destructive and painful, false love and friendship is much more horrible. The poet laments here that people are not true to their dearest one often. Nature does not betray but human does. On this very point the poet’s melancholy is evident.
3.‘The Schoolboy’ by William Blake (Unit-5 Lesson-3)
I love to rise in a summer morn,
When the birds sing on every tree;
The distant huntsman winds his horn,
And the sky-lark sings with me.
O! what sweet company.
When the birds sing on every tree;
The distant huntsman winds his horn,
And the sky-lark sings with me.
O! what sweet company.
But to go to school in a summer morn,
O! it drives all joy away;
Under a cruel eye outworn.
O! it drives all joy away;
Under a cruel eye outworn.
HSC Theme Writing Suggestion
The little ones spend the day,
In sighing and dismay.
Ah! then at times I drooping sit,
And spend many an anxious hour,
Nor in my book can I take delight,
Nor sit in learnings bower,
Worn thro’ with the dreary shower.
And spend many an anxious hour,
Nor in my book can I take delight,
Nor sit in learnings bower,
Worn thro’ with the dreary shower.
How can the bird that is born for joy,
Sit in a cage and sing.
How can a child when fears annoy.
But droop his tender wing.
And forget his youthful spring.
Sit in a cage and sing.
How can a child when fears annoy.
But droop his tender wing.
And forget his youthful spring.
O! father & mother. if buds are nip’d,
And blossoms blown away,
And if the tender plants are strip’d
Of their joy in the springing day,
By sorrow and care’s dismay.
And blossoms blown away,
And if the tender plants are strip’d
Of their joy in the springing day,
By sorrow and care’s dismay.
How shall the summer arise in joy.
Or the summer fruits appear.
Or how shall we gather what griefs destroy
Or the summer fruits appear.
Or how shall we gather what griefs destroy
HSC Theme Writing Suggestion
Abyev`:
Avwg M¨x‡®§i mK‡j DV‡Z fv‡jvevwm.
hLb Mv‡Qi Wv‡j cvwLiv Mvq;
`~‡ii wkKvix Zvi evuwk evRvq,
Ges fiZ cvwL Avgvi mv‡_ Mvq;
I wK wgwó eÜz!
Avwg M¨x‡®§i mK‡j DV‡Z fv‡jvevwm.
hLb Mv‡Qi Wv‡j cvwLiv Mvq;
`~‡ii wkKvix Zvi evuwk evRvq,
Ges fiZ cvwL Avgvi mv‡_ Mvq;
I wK wgwó eÜz!
wKš‘ MÖx‡®§i mKv‡j ¯‹z‡j hvIqvÕ-
In, me Avb›` Zvwo‡q †`Iqv|
wbôzi †Pv‡Li kvm‡b K¬všÍ n‡q,
‡QvÆ †Q‡jwU w`b KvUvq
`x©Nk^vm I nZvkvq|
In, me Avb›` Zvwo‡q †`Iqv|
wbôzi †Pv‡Li kvm‡b K¬všÍ n‡q,
‡QvÆ †Q‡jwU w`b KvUvq
`x©Nk^vm I nZvkvq|
HSC Theme Writing Suggestion
Avn ZLb KLbI KLbI Avwg K¬všÍ n‡q ewm,
Ges A‡bK¸‡jv DwØMœ NÈv KvUvB;
bv Avwg Avgvi eB‡q Avb›` cvB,
bv covi K‡ÿ e‡m,
welbœ el‡Y© K¬všÍ Avwg|
Avb‡›`i Rb¨ Rb¥ ‡bqv †mB cvwL Kxfv‡e
LvuPvq e‡m _vK‡Z cv‡i Avi MvB‡Z cv‡i Mvb?
Kxfv‡e GKwU wkï, hLb fq wei³ K‡i,
cv‡i Zvi KwU Wvbv ¸wU‡X ivL‡Z|
Avi fz‡j †h‡Z Zvi ZviæY©`xß emšÍ!
Ges A‡bK¸‡jv DwØMœ NÈv KvUvB;
bv Avwg Avgvi eB‡q Avb›` cvB,
bv covi K‡ÿ e‡m,
welbœ el‡Y© K¬všÍ Avwg|
Avb‡›`i Rb¨ Rb¥ ‡bqv †mB cvwL Kxfv‡e
LvuPvq e‡m _vK‡Z cv‡i Avi MvB‡Z cv‡i Mvb?
Kxfv‡e GKwU wkï, hLb fq wei³ K‡i,
cv‡i Zvi KwU Wvbv ¸wU‡X ivL‡Z|
Avi fz‡j †h‡Z Zvi ZviæY©`xß emšÍ!
I evev-gv hw` Kuywo¸‡jv bó Kiv nq;
Avi dzj¸‡jv me Dwo‡q †bqv nq:
Ges KwP Pviv¸‡jv‡K Dc‡o †djv nq,
Zv‡`i emšÍ w`‡bi Avb‡›`i mg‡q,
`ytL Avi h‡Zœi Ae‡njvq,-
Avi dzj¸‡jv me Dwo‡q †bqv nq:
Ges KwP Pviv¸‡jv‡K Dc‡o †djv nq,
Zv‡`i emšÍ w`‡bi Avb‡›`i mg‡q,
`ytL Avi h‡Zœi Ae‡njvq,-
Z‡e Kxfv‡e Mªx®§ Avb‡›` fvm‡e,
A_ev M¨x‡®§i dj Avm‡e?
A_ev `ytL hv webvk K‡i Kxfv‡e Avgiv Zv Moe,
A_ev M¨x‡®§i dj Avm‡e?
A_ev `ytL hv webvk K‡i Kxfv‡e Avgiv Zv Moe,
HSC Theme Writing Suggestion
mswÿß e¨vL¨v: DBwjhvg †eøBK iwPZ GB KweZvwU‡Z GKwU ¯‹zj co–qv †Q‡j ¯‹zj, cov‡kvbv I wkÿK‡`i wb‡q Zvi AZ„wß cÖKvk K‡i| KweZvwU‡Z ‡Q‡jwU Rvbvq, Mªx‡®§i mKvj Zvi cQ›`| cvwL, MvQ, wkKvwi I fiZcvwL Zvi eÜz| wKš‘ Zvi mKj Avb›` gvwU n‡q hvq hvLb Zv‡K ¯‹z‡j †h‡Z ejv nq| †Kbbv, ¯‹z‡j KvUv‡bv mgq Zvi Rb¨ weiw³Ki| †m Zvi cov‡kvbvh †Kvb Avb›` cvq bv| †m weiw³Ki cv‡V KøvšÍ| ZvB †m Zv‡K ¯‹z‡j bv cvVv‡bvi c‡ÿ hyw³ †`h| †m wb‡R‡K gy³ cvwL g‡b K‡i, †h cvwL wmgvnxb Avb›` Dc‡fvM K‡i| GKRb wkï Avb›` Qvov evPu‡Z cv‡i bv| ‡m Zvi gv-evev‡K GB K¬vwšÍ †_‡K D×vi Ki‡Z Aby‡iva Rvbvq| †m e‡j KwP Kuzwo I MvQ‡K LvuPvi b¨vq ¯‹zi Øviv aŸsk Kiv DwPZ bq, †hL‡b †Kv‡bv hZœ †bB| ‡klw`‡K †Q‡jwU e‡j †h, Mªx®§ †hgb dj Qvov evuP‡Z cv‡ibv, †Zgwb Zv‡`i hw` †Rvi K‡i ¯‹z‡j ivLv nq Z‡e, Zviv hv nvwi‡q‡Q Zv AR©‡Y e¨_© n‡e| A_ev Zviv Rxe‡bi wbôiZvi mv‡_ Zvj wgwj‡q Pjvi g‡Zv h‡_ó eo n‡Z mÿg n‡e bv|
HSC Theme Writing Suggestion
Theme: The above poem ‘The School Boy’ by William Blake is an excellent criticism of existing unpleasant schooling system where there is no delight but spending weary hours. The child likes sweet companies of birds, trees, huntsmen and skylark’s songs. Like a bird or tender bud, his feelings should not be destroyed by cage-like school where care is absent. He pleads his parents if he is not treated like nature’s free agents, he can’t be adult enough to fight against the harsh realities of life.
HSC Theme Writing Suggestion
4.‘Out, out’ by Robert Frost (Unit-7 Lesson-4)
The buzz saw snarled and rattled in the yard
And made dust and dropped stove-length sticks of wood,
Sweet-scented stuff when the breeze drew across it.
And from there those that lifted eyes could count
Five mountain ranges one behind the other
Under the sunset far into Vermont.
And the saw snarled and rattled, snarled and rattled,
As it ran light, or had to bear a load.
And nothing happened: day was all but done.
Call it a day, I wish they might have said
To please the boy by giving him the half hour
That a boy counts so much when saved from work.
His sister stood beside him in her apron
To tell them ‘Supper.’ At the word, the saw,
As if to prove saws knew what supper meant,
HSC Theme Writing Suggestion
Leaped out at the boy’s hand, or seemed to leap—
He must have given the hand. However it was,
Neither refused the meeting. But the hand!
The boy’s first outcry was a rueful laugh,
As he swung toward them holding up the hand
Half in appeal, but half as if to keep
The life from spilling. Then the boy saw all—
Since he was old enough to know, big boy
Doing a man’s work, though a child at heart—
He saw all spoiled. ‘Don’t let him cut my hand off—
The doctor, when he comes. Don’t let him, sister!’
So. But the hand was gone already.
The doctor put him in the dark of ether.
He lay and puffed his lips out with his breath.
And then—the watcher at his pulse took fright.
No one believed. They listened at his heart.
Little—less—nothing!—and that ended it.
No more to build on there. And they, since they
Were not the one dead, turned to their affairs.
HSC Theme Writing Suggestion
Abyev`
DVv‡b Kiv‡Zi µz× M©R‡b Avi LUigUi K‡i Pj‡Q
Avi ayjv Dovq I R¦vjvwb Kv‡Vi UzKiv evbvq
evZvm e‡q †M‡j wgwó myevm †f‡m A‡m|
Ges †mLvb †_‡K hviv †PvL Zzj‡Z cv‡e
Zviv GKwUi c‡i Av‡iKwUcvuvPwU c©eZmvwi
fvig‡›U `~‡e m~©hv‡¯Íi Av‡jvq |
Avi KivZwU µz×M©Rb I LigUi
µz× MM©R I LUigUi K‡iB Pj‡Q,
Avi ayjv Dovq I R¦vjvwb Kv‡Vi UzKiv evbvq
evZvm e‡q †M‡j wgwó myevm †f‡m A‡m|
Ges †mLvb †_‡K hviv †PvL Zzj‡Z cv‡e
Zviv GKwUi c‡i Av‡iKwUcvuvPwU c©eZmvwi
fvig‡›U `~‡e m~©hv‡¯Íi Av‡jvq |
Avi KivZwU µz×M©Rb I LigUi
µz× MM©R I LUigUi K‡iB Pj‡Q,
Kg ev †ewk A_ev fvi en‡bi|
Ai wKQzB N‡Uwb; w`bwU cÖvq †kl|
GUv GKwU w`b n‡j, Zviv ej‡Z cviZ
‡Q‡jwU‡K Lywk Kivi Rb¨ Ava NÈv w`‡q
hv GKwU evj‡Ki Kv‡Q KvR †_‡K †eu‡Q hvIqv LyeB Kvw•ÿZ|
A¨v‡cÖvb Mv‡q Zvi †evb cv‡kB wQj
Õiv‡Zi LveviÕ Zv‡`i WvK‡Z GUv k‡bB, KivZwU,
‡hb KivZ Rv‡b iv‡Zi Lvevi gv‡b Kx Zv cÖgv‡Y,
‡Q‡jwUi nv‡Z jvwd‡q I‡V; A_ev g‡b n‡jv †hb jvd w`j
Ai wKQzB N‡Uwb; w`bwU cÖvq †kl|
GUv GKwU w`b n‡j, Zviv ej‡Z cviZ
‡Q‡jwU‡K Lywk Kivi Rb¨ Ava NÈv w`‡q
hv GKwU evj‡Ki Kv‡Q KvR †_‡K †eu‡Q hvIqv LyeB Kvw•ÿZ|
A¨v‡cÖvb Mv‡q Zvi †evb cv‡kB wQj
Õiv‡Zi LveviÕ Zv‡`i WvK‡Z GUv k‡bB, KivZwU,
‡hb KivZ Rv‡b iv‡Zi Lvevi gv‡b Kx Zv cÖgv‡Y,
‡Q‡jwUi nv‡Z jvwd‡q I‡V; A_ev g‡b n‡jv †hb jvd w`j
HSC Theme Writing Suggestion
Zv‡K nvZwU w`‡ZB n‡jv| A_ev GUv †hb
‡KD GB wgj wdwi‡q w`jbv| wKš‘ nvZwU
‡Q‡jwUi cÖ_g wPrKvi wQj AbyZvcc~©Y nvwm,
hLb †m nvZ DwP‡q Zv‡`i w`‡K ax‡i G‡Mvj
A‡©aK wQj Abybq, evwK A©‡aK ‡hb wQj
Rxe‡b‡K evuwP‡q Zv‡`i w`‡K ivLv| ZLb †Q‡jwU me †`L‡Z ‡cj
‡hb †m †evSvi Rb¨ h‡_ó cwiYZ eo evjK
cÖvcÍeq‡¯‹i KvR K‡i, hw`I AšÍ‡i wK‡kvi|
‡m me bó †`Lj|Zv‡K Avgvi nvZ KvU‡Z w`I bv|
Wv³vi‡K, hLb †m Avm‡e| Zv‡K w`I bv, Avcy|
wKš‘ nvZwU †Zv B‡Zvg‡a¨B †kl|
Wv³vi Zv‡K †PZbvYvkK Ilya w`j|
‡m ï‡q coj Ges wbtk^v‡mi mv‡_ Zvi †VuvUMy‡jv †evwi‡q G‡jv|
Avi Zvici Zvi ü`¯ú›`‡b `©kKiv fq †cj|
‡KD wek^vm Kij bv| Zviv Zvi ü`¯ú›`‡b Kvb †c‡Z iBj|
mvgvb¨ AwZ mvgvb¨- G‡Kev‡iB bvB Ges †kl
‡mLv‡b †_‡K Avi jvf bvB| AZtci Zviv, †h‡nZz Zviv
‡KvD g‡iwb, wb‡R‡`i Kv‡R wd‡i †Mj&
HSC Theme Writing Suggestion
mswÿß e¨vL¨v: G KweZvwU‡Z Kv‡Vi K‡j KvR K‡i Ggb GK †QvU evj‡Ki KiæY Kvwnbx eY©xZ n‡q‡Q| KweZvwU Av‡gwiKvb Kwe ievU© d«‡÷i †jLv| Kwe Zvui KweZv mg~n DËi-c~e© Av‡gwiKvi MÖvg¨ wbD Bsj¨vÛ‡K wfwË K‡i wj‡L‡Qb| wZwb G KweZvq eY©bv K‡i‡Qb Kxfv‡e hvwš¿K AvaywbK wek^ GKRb wkï kÖwg‡Ki Rxe‡b KiæY cwiYwZ ‡W‡K Av‡b| KweZvwU KvV K‡ji ¸Äb w`q ïiæ nq| Ges ‡mB Kv‡Vi K‡j A‡bK kÖwgK KvR K‡i, hviv cÖK…wZK ‡mŠ›`©h¨ †`Lvi gZ mgq cvq bv ej‡jB P‡j| GB KvV K‡j GKwU †QvU †Q‡jI KvR K‡i Ges †m eo‡`i gZB KvR K‡i| †m Ava NÈ †Ljvi mgq cvIqvi Rb¨ e¨vKzj wQj| hLb Zvi †evb Zv‡K iv‡Zi Lvev‡ii Rb¨ WvK †`q, ZLbB KweZvwU Pig gyn~‡Z© †cuŠ‡Q| g‡b nq †hb KivZwU iv‡Zi Lvev‡ii A_© Rv‡b Ges †mwU †Q‡jwUi nvZ †L‡q †d‡j| ‡Q‡jwU hvwš¿K we‡k^ nvZnxb Rxe‡bi AmviZv eyS‡Z cv‡i| †m Zvi †evb †K Abybq K‡i, Wv³vi †hb Zvi nvZwU bv Kv‡U| wKš‘ nvZwU B‡Zvg‡a¨ ‡K‡U wM‡q‡Q| Ae‡k‡l †Q‡jwU g„Zz¨i †Kv‡j X‡j c‡o| †Q‡jwUi wb©gg cwiYwZ †`Lvi Rb¨ A‡bK †jv‡Ki mgvMg n‡qwQj| wKš‘ hLb †Q‡jwU g‡i hvq ZLbB mevB hvi hvi Kv‡R P‡j hvq| KviY †Q‡jwU Zv‡`i †KD bv|
HSC Theme Writing Suggestion
Theme: The above poem ‘Out, out’ by Robert Frost depicts how this cruel mechanical modern world brings about tragedy of a working boy, a man’s job doer. A boy working in a saw mill eagerly expects to have at least half an hour to play and enjoy natural beauties. While responding to his sister’s call for ‘supper’, he feeds the saw his hand. His imploring (wgbwZ) to his sister not let the doctor cut off his hand gone already unveils the futility of his life without hand in this mechanical world. How much heartless, self-centered and mechanical we, the modern people, are is presented/ vibrant (aŸwbZ nIqv) clearly when we see many people gathering to know what happened and go back to their respective works with the last breath of the boy as if nothing happened.
HSC Theme Writing Suggestion
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1.‘Bangla’s Face’ by Jiabanananda Das(Unit-9 Lesson-1)
Because I have seen Bengal face I will seek no more;
The world has not anything more beautiful to show me.
Waking up in darkness, gazing at the fig-tree, I behold
Dawn swallows roosting under huge umbrella-like leaves. I look around me
And discover a leafy dome-Jam, Kanthal, Bat, Hijol and Aswatha trees
All in a hush, shadowing clumps of cactus and zedoary bushes.
When long, long ago, Chand came in his honeycombed boat
To a blue Hijal, Bat and Tamal shade near the Champa, he too sighted
Bengal incomparable beauty. One day, alas. In the Ganguri,
On a raft, as the waning moon sank on the river sandbanks,
Behula too saw countless aswaths bats besides golden rice fields
And heard the thrush soft song. One day, arriving in Amara,
Where gods held court, when she danced like a desolate wagtail,
Benga rivers, fields, flowers, wailed like strings of bells on her feet
HSC Theme Writing Suggestion
Abyev`: বাংলার মুখ আমি দেখিয়াছি, তাই আমি পৃথিবীর রূপ
খুঁজিতে যাই না আর : অন্ধকারে জেগে উঠে ডুমুরের গাছে
চেয়ে দেখি ছাতার মতন বড়ো পাতাটির নিচে ব‘সে আছে
ভোরের দোয়েল পাখি– চারিদিকে চেয়ে দেখি পল্লবের স্তূপ
জাম–বট–কাঁঠালের–হিজলের–অশ্বত্থের ক‘রে আছে চুপ;
ফণীমনসার ঝোপে শটিবনে তাহাদের ছায়া পড়িয়াছে;
মধুকর ডিঙা থেকে না জানি সে কবে চাঁদ চম্পার কাছে
এমনই হিজল–বট–তমালের নীল ছায়া বাংলার অপরূপ রূপ
খুঁজিতে যাই না আর : অন্ধকারে জেগে উঠে ডুমুরের গাছে
চেয়ে দেখি ছাতার মতন বড়ো পাতাটির নিচে ব‘সে আছে
ভোরের দোয়েল পাখি– চারিদিকে চেয়ে দেখি পল্লবের স্তূপ
জাম–বট–কাঁঠালের–হিজলের–অশ্বত্থের ক‘রে আছে চুপ;
ফণীমনসার ঝোপে শটিবনে তাহাদের ছায়া পড়িয়াছে;
মধুকর ডিঙা থেকে না জানি সে কবে চাঁদ চম্পার কাছে
এমনই হিজল–বট–তমালের নীল ছায়া বাংলার অপরূপ রূপ
দেখেছিলো; বেহুলাও একদিন গাঙুড়ের জলে ভেলা নিয়ে–
কৃষ্ণা দ্বাদশীর জ্যোৎস্না যখন মরিয়া গেছে নদীর চড়ায়–
সোনালি ধানের পাশে অসংখ্য অশ্বত্থ বট দেখেছিল, হায়,
শ্যামার নরম গান শুনেছিলো– একদিন অমরায় গিয়ে
ছিন্ন খঞ্জনার মতো যখন সে নেচেছিল ইন্দ্রের সভায়
বাংলার নদী মাঠ ভাঁটফুল ঘুঙুরের মতো তার কেঁদেছিলো পায়
কৃষ্ণা দ্বাদশীর জ্যোৎস্না যখন মরিয়া গেছে নদীর চড়ায়–
সোনালি ধানের পাশে অসংখ্য অশ্বত্থ বট দেখেছিল, হায়,
শ্যামার নরম গান শুনেছিলো– একদিন অমরায় গিয়ে
ছিন্ন খঞ্জনার মতো যখন সে নেচেছিল ইন্দ্রের সভায়
বাংলার নদী মাঠ ভাঁটফুল ঘুঙুরের মতো তার কেঁদেছিলো পায়
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Theme: This moving (gg©¯úkx©)poem is written by the great Bengali poet, Jibanananda Das in Bangla. The poem is the mirror of the incomparable (AZzjbxq/Abycg)natural beauty of Bangladesh. The poet asserts here that his country is so immensely replete with (ficyi) natural bliss that he is never inclined to enjoy the rest of the world. There he enjoys watching magpie sitting under fig leaves. All trees lie in calm and peace. They spread shade all around. With reference to the land’s own mythology, Behula, the poet affirms nature here is not merely beauty but obviously the counter-parts (cÖwZiƒc/Abyiƒc e¨w³ ev e¯‘) of their sorrow and suffering. And their union, thus, surpasses (Qvwo‡q hvIqv) even eternally.
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2.‘Dreams’ by D. H. Lawrence(Unit- 10 Lesson-2)
All people dream, but not equally.
Those who dream by night in the dusty recesses of their mind,
Wake in the morning to find that it was vanity.
But the dreamers of the day are dangerous people,
For they dream their dreams with open eyes,
And make them come true.
Those who dream by night in the dusty recesses of their mind,
Wake in the morning to find that it was vanity.
But the dreamers of the day are dangerous people,
For they dream their dreams with open eyes,
And make them come true.
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Abyev`: mi gvbyl ¯^cœ †`‡L, wKš‘ GK iKg bh,
hviv iv‡Zi †ejvq ¯^cb& †`‡l Zv‡`i wb®úÖY g‡b wbf…‡Z
mKv‡j †R‡M D‡V Zviv †`‡L Zv wQj wg‡_¨ |
wKš‘ w`ev ¯^cœ`k©xiv wec¾bK gvbyq,
‡h‡nZz †Lvjv †Pv‡L Zviv Zv‡`i ¯^cœ †`‡L,
Ges †m¸‡jv‡K ev¯Íi K‡i †Zv‡j|
hviv iv‡Zi †ejvq ¯^cb& †`‡l Zv‡`i wb®úÖY g‡b wbf…‡Z
mKv‡j †R‡M D‡V Zviv †`‡L Zv wQj wg‡_¨ |
wKš‘ w`ev ¯^cœ`k©xiv wec¾bK gvbyq,
‡h‡nZz †Lvjv †Pv‡L Zviv Zv‡`i ¯^cœ †`‡L,
Ges †m¸‡jv‡K ev¯Íi K‡i †Zv‡j|
Theme: The poem ‘Dream’ written by D. H. Lawrence tells the difference between night dreams and day dreams. When people dream at night unconsciously and forget those dreams as the get up in the morning. But those who dream consciously at day time with open eyes are dangerous. They make their dreams real.
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3.‘Dreams’ By Langston Hughes(Unit-10 Lesson-2)
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
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Abyev`: ¯^c¦‡K `„p AvuK‡o a‡iv
KviY hw` ¯^c¦ g‡i hvq
Rxeb nq Wvbv fv½v cvwLi g‡Zv|
hv Do‡Z cv‡i bv|
¯^cœ‡K `„pfv‡e AvuK‡o a‡iv
mviY hLb ¯^cœ P‡j hvq
Rxeb nq Eli f’wg
Zzlv‡m XvKv RgvUev‡a
KviY hw` ¯^c¦ g‡i hvq
Rxeb nq Wvbv fv½v cvwLi g‡Zv|
hv Do‡Z cv‡i bv|
¯^cœ‡K `„pfv‡e AvuK‡o a‡iv
mviY hLb ¯^cœ P‡j hvq
Rxeb nq Eli f’wg
Zzlv‡m XvKv RgvUev‡a
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Theme: The poem ‘Dreams’ written by Langston Hughes suggests to grab dreams tightly for if we lose out dreams , out life will be like a bird with broken wings, and them it can’t fly. It also asserts that people should hold their dreams strongly; otherwise, they may flee away. It so happens, life will become a sterile field covered with snow. Thus, dreams play a vital role in human life.
4.‘The Lake Isle of Innisfree’ by W. B. Yeats (Unit-12 Lesson-1)
I will arise and go now, and go to Innisfree,
And a small cabin build there, of clay and wattles made:
Nine bean-rows will I have there, a hive for the honey-bee;
And live alone in the bee-loud glade.
And I shall have some peace there, for peace comes dropping slow,
Dropping from the veils of the morning to where the cricket sings;
There midnight’s all a glimmer, and noon a purple glow,
And evening full of the linnet’s wings.
I will arise and go now, for always night and day
I hear lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart’s core.
And a small cabin build there, of clay and wattles made:
Nine bean-rows will I have there, a hive for the honey-bee;
And live alone in the bee-loud glade.
And I shall have some peace there, for peace comes dropping slow,
Dropping from the veils of the morning to where the cricket sings;
There midnight’s all a glimmer, and noon a purple glow,
And evening full of the linnet’s wings.
I will arise and go now, for always night and day
I hear lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart’s core.
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Abyev`: Avwg †R‡M DV‡ev Avi GLb hv‡ev, Ges hv‡ev Bwbmwdí,
Ges †mLv‡b GKwU †QvvU Ni evbv‡e, gvwU I ‡e‡Zi; Agvi †mLv‡b _vK‡e bqwU wk‡gi mvwii evMvb; gayi †kgvwQ‡`I R‡b¨ wgŠPvK
Ges †gŠgvwQ ¸ÄwiZ e‡b Agvi GKvKx evm|
†mLv‡b Avwg GKUz kvwšÍ cv‡ev, KviY kvwšÍ Av‡m ax‡i ax‡I †dvuUvq †dvuUvh
‡fv‡ii c`©v n‡Z †dvuUvq †dvuUvq S‡I †hLv‡b wSuwS Mvb Mvq;
‡mLv‡b ga¨ ivwZ wbey wbey R¦‡j, Avi `ycyi nq †Mvjvcx Avfv,
Avi mܨv nq cvwLi Wvbvq c~Y©|
Ges †mLv‡b GKwU †QvvU Ni evbv‡e, gvwU I ‡e‡Zi; Agvi †mLv‡b _vK‡e bqwU wk‡gi mvwii evMvb; gayi †kgvwQ‡`I R‡b¨ wgŠPvK
Ges †gŠgvwQ ¸ÄwiZ e‡b Agvi GKvKx evm|
†mLv‡b Avwg GKUz kvwšÍ cv‡ev, KviY kvwšÍ Av‡m ax‡i ax‡I †dvuUvq †dvuUvh
‡fv‡ii c`©v n‡Z †dvuUvq †dvuUvq S‡I †hLv‡b wSuwS Mvb Mvq;
‡mLv‡b ga¨ ivwZ wbey wbey R¦‡j, Avi `ycyi nq †Mvjvcx Avfv,
Avi mܨv nq cvwLi Wvbvq c~Y©|
Theme: The poem ‘The Lake Isle of Innisfree’ written by W.B. Yeats depicts the man’s desire for peace and escaping from cruelties of war. The poet will build a small cabin with wooden fence and clay, going away from the noisy city life. He will live in glade with the sound of bees and crickets’ singing. The poet wants to go there every night and day to enjoy the ever changing beauty of the lake where water laps a sweet tune. The poet tries to build his own peace-land in touch of nature.
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5. From ‘September 1, 1939’ by W.H. Auden(Unit-12 Lesson-1)
I sit on one of the dives
On Fifty-second Street
Uncertain and afraid
As the clever hopes expire.
Of a low dishonest decade:
Waves of anger and fear
Circulate over the bright
And darkened lands of the earth,
Obsessing our private lives;
The unmentionable odour of death
Offends the September night.
Abyev`: Avwg cvbkvjvi GKwU‡Z e‡m AvwQ
evqvbœ bs w÷ª‡U
AwbwðZ Ges kw¼Z
‡h‡nZz PZzi Avkv¸‡jvi †gqv`Kvj wbt‡kwlZ|
GKwU nxb Amr `k‡Ki:
‡µva Ges AvZ‡¼I †XD¸‡jv
Qwo‡h c‡o‡Q D¾¡‡ji Dci
Ges AÜKvi Ki‡Q c„w_exi f’wg‡K,
Avgv‡`i e¨w³MZ Rxeb‡K Av”Qbœ Ki‡Q;
g„Zz¨I Aby”PvwiZ MÜ
‡m‡Þ¤^I ivZ‡K Acivax Ki‡Q|
evqvbœ bs w÷ª‡U
AwbwðZ Ges kw¼Z
‡h‡nZz PZzi Avkv¸‡jvi †gqv`Kvj wbt‡kwlZ|
GKwU nxb Amr `k‡Ki:
‡µva Ges AvZ‡¼I †XD¸‡jv
Qwo‡h c‡o‡Q D¾¡‡ji Dci
Ges AÜKvi Ki‡Q c„w_exi f’wg‡K,
Avgv‡`i e¨w³MZ Rxeb‡K Av”Qbœ Ki‡Q;
g„Zz¨I Aby”PvwiZ MÜ
‡m‡Þ¤^I ivZ‡K Acivax Ki‡Q|
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Theme: The poem ‘September 1, 1939’, written by W.H. Auden at the beginning of World War ІІ, describes the poet’s speculation over the factors of war. Uncertainty and fear abolished the good hopes from the world. The dishonest decade of war (1930-39) created anger and hatred and washed away the bright light. Due to the darkness of war, private lives were hampered. The September night was upset with the unmentionable smell of death and destruction. In the poem the poet sketched the real picture of contemporary happiness as well as ensuing dangers.
6.‘The Charge of the Light Brigade by Lord Alfred Tennyson(Unit-12 Lesson-4)
Half a league, half a league,
Half a league onward,
All in the valley of Death,
Rode the six hundred.
Forward, the Light Brigade!
Charge for the guns
he said:
Into the valley of Death
Rode the six hundred
Forward, the Light Brigade!
Was there a man dismay’d?
Not tho’
Forward, the Light Brigade!
Was there a man dismay’d?
Not tho’
the soldiers knew
Some one had blunder
Theirs not to make reply,
Theirs not to reason why,
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Theme: The poem ‘The Charge of the Light Brigade’ written by Lord Alfred Tennyson speaks of the cruelties of conflict and glorification of soldiership. In this poem, Tennyson glorifies the attack made by a group of British Soldiers of six hundred in the war of Crimes. He highlights the bravery and patriotism of the soldiers terming the battle field as valley of death. The cruelty of conflict is evident in the war with swords against the gunners. That a commander’s misleading may bring about a terrible outcome is also evident as the soldiers are not allowed to raise voice. And here lies the glorification of soldiership. Thus, Tennyson asserts that their glory will never fade away.
7.She Walks In Beauty by Lord Byron
She walks in beauty, like the night
Of cloudless climes and starry skies;
And all that’s best of dark and bright
Meet in her aspect and her eyes:
Thus mellowed to that tender light
Which heaven to gaudy day denies.
One shade the more, one ray the less,
Had half impaired the nameless grace
Which waves in every raven tress,
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Or softly lightens o’er her face;
Where thoughts serenely sweet express,
How pure, how dear their dwelling-place.
And on that cheek, and o’er that brow,
So soft, so calm, yet eloquent,
The smiles that win, the tints that glow,
But tell of days in goodness spent,
A mind at peace with all below,
A heart whose love is innocent!
Theme: The theme of the poem is an unnamed woman’s exceptional beauty, internal as well as external. The speaker expresses his feeling within he saw the striking beauty and grace of the extraordinary beautiful woman. The poet describes her as so innocent and pure and heavenly. She is simple yet perfect. He r mind is at peace and does not have troubles in her life.
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8.I Died For Beauty by Emily Dickinson
I died for beauty, but was scarce
Adjusted in the tomb,
When one who died for truth was lain
In an adjoining room.
He questioned softly why I failed?
And I for truth – the two are one;
We brethren are,
he said.
And so, as kinsmen met a-night,
We talked between the rooms,
Until the moss had reached our lips,
And covered up our names.
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Theme: The themes of the poem are beauty and truth. Heath is also the theme of this poem. The speaker says that she died or Beauty, but she was hardly adjusted to her tomb before a man who died for Truth was laid in a tomb next to her . when the two softly told each other why they died, the man declared that Truth and Beauty are same, so that he and the speaker were “Breathern.” They met a night, “as kinsmen,” and talked between their tombs until the moss reached their lips and covered up the names on their tombstones. Their deaths for noble causes make them spiritually akin. In fact, the poem gives an aesthetic impression of beauty.
9.‘The Solitary Reaper’ by William Wordsworth
Behold her, single in the field,
Yon solitary Highland Lass!
Reaping and singing by herself;
Stop here, or gently pass!
Alone she cuts and binds the grain,
And sings a melancholy strain;
O listen! for the Vale profound
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Is overflowing with the sound.
No Nightingale did ever chaun
t
More welcome notes to weary bands
More welcome notes to weary bands
Of travellers in some shady haunt,
Among Arabian sands:
A voice so thrilling ne’er was heard
In spring-time from the Cuckoo-bird,
Breaking the silence of the seas
Among the farthest Hebrides.
Will no one tell me what she sings?
Perhaps the plaintive numbers flow
For old, unhappy, far-off things,
And battles long ago
Or is it some more humble lay,
Familiar matter of to-day?
Some natural sorrow, loss, or pain,
That has been, and may be again?
Whate’er the theme, the Maiden sang
As if her song could have no ending;
I saw her singing at her work,
And o’er the sickle bending;—
I listened, motionless and still;
And, as I mounted up the hill,
The music in my heart I bore,
Long after it was heard no more.
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Theme: ‘The Solitary Reaper’ is one of the most representative poems of Wordsworth’s work. It’s about a humble village girl, reaping and singing by herself in a field. This implies that she is more closely attached to nature than somebody from a city. Her appealing song is a testimony to her uncorrupted mind and purity of soul in touch of nature. Actually, the poem represents that one can get a glimpse of absolute perfection; only if one is close to nature.
