Your first step in approaching this poem is to check out a different poem of hers, the poem that has made her famous - 'Search for my Tongue.' It's a wonderful poem – all about identity, language and the struggle between conforming to your new culture as an immigrant and remaining true to your past and your history: in her imagistic parlance, the clash between the mother and foreign tongues.
It’s a great poem. The same idea is at the core of “A Different History” but the poem (perhaps purposefully) feels less coherent. Bhatt focuses on the dilemma of identity and belonging in “ADH”: however, where the issue is microcosmic and personal in “Search for My Tongue” (relevant to the issues of language for a very specific first-generation immigrant), “ADH” looks at the issue from a more macrocosmic, conceptual, historical perspective (the place of language in literature, history and in the face of colonisation – when one race forcibly occupies another and institutes their own alien culture over the one that previously existed: ie, British Empire colonising India) . If “Search…” was close up, “ADH” is wide angle panoramic.
The two stanzas of the poem are relatively coherent in and of themselves. Stanza 1 begins by transplanting the Greek god of Nature, Pan, to India. It could be a purposeful choice of God by linking the god of nature and fauna to the animalistic polytheism of Hinduism, or a sly pun linking Pan to Pantheism (ie God all around us) and making this literal in the world and beliefs of Hinduism. At any rate, the fundamental idea in Stanza 1 is an appreciation of language and literature and how in some cultures, it is appreciated to the point of veneration and adoration. The Indian example Bhatt gives suggests that part of the reason of this respect for language comes through a belief that language is linked to everything around it: the words of language are written on paper, which came from trees, which links to Pan; the words of language written on paper are considered as art, which is deified through Sarasvati, the Hindu goddess of the arts. Words are not just words: words are religious; words are linked indelibly to the world around us; we do not treat words (and in the poem, symbolised through books) with due care and reverence. Words are important; literature is important. Be more mindful and caring, believes Bhatt. The tone is gently chastising – some might consider slightly mocking to her own culture, but I don’t think I agree – I like the respect that she describes so I tend to err to the side of appreciation rather than cynicism.
The second stanza is more of an awkward rupture, and seems to implicitly take issue with language not as art but as a weapon – and thinking about the British colonising India, there is a real bitterness compared to stanza 1 about how the language that seemed to emblematise everything negative – the language of their oppressors, these alien invaders, taking over everything – has come to be accepted and, worse still, loved. Culturally, we see this not just through art (think about the number of very famous Indian writers who are famous for writing in English, not their Indian dialects: Salman Rushdie, Rohinton Mistry, Vikram Seth, Anita Desai) but also through areas such as sport.The key image in the centre of this stanza absolutely emphasises the negativity at the heart of this stanza, compared to the seeming positivity at the heart of the first: that language can be used to undo, destroy and potentially deceive new generations of others.
So. Language can be artistic and can be something that should be cared for and respected (stanza 1), or language can be something brutal, oppressive and deceitful (stanza 2). Or is it? The positivity of language in stanza 1 could be undermined by the nature of “sin” and its heavy handed and repressive judgement on how we treat language (you won’t get much freedom of speech or freedom of the press if every bit of language has to be treated with a religious reverence). The negativity of language in stanza 2 could be undermined by the provocative rhetorical questions in the first two sentences. Hasn’t every language, historically, been the language of the oppressor at some stage? Is it really words that have this brutalising effect on people, or is it really something else?
What is the point of this poem? There are, as ever, loads of completely feasible alternative interpretations. To me, however, Bhatt is drawing our attention to the ironies of language. My interpretation of this poem is that it is political, and it is angry. The first stanza to me could be interpreted to be the equivalent of the “mother tongue” – the ancient Hindu texts (referenced by Sarasvati, etc). The language of her origins is treated with reverence and respect. In comes the British with their colonialist oppression in the second stanza. The ferociousness of the imagery reflects the aggression of their enforced colonialism and the sadness at its unshakeable deep rootedness – even generations later, the “wrong”/foreign/alien language will not only be present still but, worse yet, “loved” by her grandchildren. There is a terrible irony that the writing of the poem itself is in English – Bhatt is one of those grandchildren, communicating in the “wrong” language. Amid the changes and dynamism of language, and how the language itself changes identity (from unacceptable language of the oppressors to accepted language of the youth), the nature of one’s identity starts slipping away. Who are we? Are we our words, our language, our dialect; our histories, our religions, our beliefs? These ontological questions (ontology is the philosophical branch dealing with the nature of being and existence) are the complex foundations, I think, of this poem.
Some interpretations of the poem:
ReplyDeleteThe poem ‘A Different History’ is set in India. In the first stanza the poet describes how the world is developing at a fast pace and leaving behind culture, morals, value, spirituality etc. But India on the other hand has managed to sustain its tradition and modernity.
“Great Pan is not dead;
he simply emigrated
to India
Here, the gods roam freely
Disguised as snakes or monkeys;
every tree is sacred”
Pan is the Greek god of nature. This reference to Greece and Pan could refer to two things. One of the possible interpretations is that- Rome, Greece and India are considered the hubs of spirituality and they have their own set of gods and goddesses. But over the years Greece has developed. Consequently its people have lost faith in god. On the contrary, India continues to be highly spiritual and god fearing and the ‘Great Pan’ emigrating to India could connote how India continues to have faith and believe in god.
Another explanation could be the love for nature and respect for the natural environment in India. Legend has it that Pan died due to the depletion of nature and animals in Greece. At the time this poem was written India was not a shade of what it is now and was known for its natural beauty and its people’s dependence and respect for Nature. The next three lines seem to be mocking the Indian mindset of turning everything and everyone to god and creating a god for everything. The stereotypical Indian has a habit of using god’s name to get things done; associating every minute detail in his life to god and this is what I feel the poet is mocking.
“And it is a sin to be rude to a book
It is a sin to shove a book aside
with your foot,
a sin to slam books down
hard on a table,
a sin to toss one carelessly across a room.”
“You must learn how to turn the pages gently
without disturbing Sarasvati,
without offending the tree
from whose wood the paper was made.”
These lines describe the Indian culture, traditions and the values that are inculcated into kids at a young age. Sarasvati, who is considered the goddess of arts and knowledge, is, according to Hindu beliefs, resides in books. So books are respected (reference to mockery of Indian psyche) but in this case she is admiring this aspect of Indian culture. Books are considered an equivalent of god and touching god with your feet, slamming him et cetera is profanity. What the poet is trying to say in the first part of the poem is that India is probably the only country in the world that has maintained its values, morals, culture and tradition and these have gone hand in hand with development. She also talks about the element of god being added to an array of things. Some of which, she thinks, are completely bizarre and others that she truly respects.
(continued below...)
...
ReplyDelete“Which language
has not been the oppressor’s tongue?
Which language
truly meant to murder someone?
And how does it happen
that after the torture,
after the soul has been cropped
with a long scythe swooping out
of the conqueror’s face-
the unborn grandchildren
grow to love that strange language.”
I feel that the transition from the first stanza to the second is not very smooth as the connection between the two themes is not evident. In my opinion the connection is that she is drawing a parallel between the pre- British India and the colonised India. She is using the English language as a representation of the colonised India and how it forgot or was made to forget its culture in the name of a ‘better future’ and ‘development’.
Here, she refers to them as ‘oppressors’, ‘murderers’, but murderers of what? In my opinion murder in this context refers not just to taking lives but also the murder of spirits, souls and more relevantly cultures and customs. She seems to be blaming the British for the loss of the culture, customs, values, morals and in this case language as well. She questions how despite all the damage done by the British Indians continue to speak the English language and have stopped speaking their mother tongue. This is the same language that was spoken by the people who destroyed Indian heritage and culture. This is not only in reference to language but love for anything ‘foreign.'
But a poem is open to interpretation and the tone and the way it is said can change the meaning completely. While reading a poem it is important to analyse what background the poem has, the life of the poet and how it is connected to her life.
Sujata Bhatt was born in Ahmedabad to a Gujarati family. She was brought up in Pune and then in 1968 at the age of twelve she shifted to the US. Currently she lives in Germany.
Suajata Bhatt’s life is a complete contrast to the poem. In the poem she keeps talking about how Indians are forgetting their culture, how they have been influenced by the ‘Conquerors’ et cetera.
My first reaction to this was that she was a hypocrite. But then I realised that many times in life there are things that bother you, things that eat your insides but it is completely different and much harder to change or work against these things. I got to thinking that maybe Sujata Bhatt considers herself an example of the ‘unborn grandchildren’, maybe while writing this poem she had herself and her whole life in mind. Maybe she realised how she was losing contact with her motherland how she was losing the Indian in her. This poem could be a poem to reach out to the masses and try to make them understand the value of being in touch with your motherland and not commit the same mistake she had committed.
This poem was written in the post colonial period. It was a time when India was still hung over from the British rule but at the same time it played the rebellious teen and tried to fight the natural course of things. When your country has been ruled by foreigners, colonisers for as many as three hundred years there are bound to be an influence on the country. The British ruled over many generations of Indians and after a point of time the British way of living and approach in general started seeming normal to the Indians and they began to follow it. When the British left India in 1947 the youth were in an awkward predicament while they wanted to revive their culture and their lifestyle they continued to be westernised.
Sujata Bhatt continuously emphasises the importance of a national identity not only in this poem but throughout. A national identity is what defines you globally. On the world map it is not the people who are visible it is the countries. Outside your territory your country plays a major part in your identity. The poet says that if you lose your native habits, morals, values and culture your identity is effaced.
Dear Mod, Pim, Peach and Eye,
ReplyDeleteYour homework task (for next Thursday) is to write your own, unguided analysis of this poem.
In your analysis, comment on theme, use of language, ideas and attitudes and structure.
750 words (approx).
Mr Griffiths
But remember to research the poet, the poem and the context of the poem.
ReplyDeleteWhen you find useful websites, copy and paste key ideas here to this blog, or simply publish hyperlinks for those sites :)
A Different History- by Sujata Bhatt
ReplyDeleteThe poetess Sujata Bhatt, while writing this poem has given importance to the culture and various religions in India. She has emphasized in her poem by repeating words and questions and thereby making her poem stronger. She writes about Indian traditions, lost identities, importance of language, cultural difference to create different moods and themes. In the first part of the poem, she concentrates on respect for education and learning. She claims that in Indian religion every
object is sacred. There is God in trees. You should treat your books as the goddess of knowledge. You should be gentle when turning the pages of the book that you read for knowledge of religion.
She has written this poem describing the British colonization days when the British oppressed the Indians. They force them to learn the English language though in India various languages were spoken. She is angry at this attitude of the British. She also explains how British tried to change the identities of the people of India with a scythe. She claims that the future generation will love this strange language like they love their mother tongue. According to her language had been used as a weapon to target its victims in a figurative sense.
The poem appeals to the reader because it is full of culture of a different country. In the initial stage it is descriptive and then changes to interrogative. The cultural background of Sujata is reflected in the first part of the poem. She has referred to God and books to talk about Indian culture. As you read the poem further you realize that she is talking about learning a new language. She admits
that, in spite of having to learn 4 languages she had to adapt herself to the English language. She compares herself with any one, who would feel scared to learn a new language because of ending up in making mistakes.
She is of the opinion that when you learn a new language, its start dominating you especially when it is the linga Franca of a particular country. It is just like the British forced upon India to adapt to the English language. She also suggest in her line ‘languages kills’, she is against this forced learning. But she claims that after a few years, they all speak the language which they are forced to, sacrificing
their culture. In this way the children grow up forgetting their mother tongue and learn a foreign language and even adapt to their culture.
There are some readers who feel that ‘A Different History’ is a poem that tells us about a different language. It also tells how a change of culture affects the people of a country. This is when a foreign rule forces you to adapt to their life style, learn their language and inculcate their culture in you. She makes references to Indian gods and goddesses. This makes the poem appealing as the reader
wants to gain knowledge and learn about Indian culture. But as you read further it is about learning a new language. She claims that she found it very hard and had to go through great difficulties in learning the Indian traditional language and the English language. She calls this language as a strange language because at that time she was very young. She refers to this foreign language as an oppressor language. It affects not only the mother tongue of the people but also changes their
culture, way of living and many adapt to new religion.
Sujata Bhatt was born in Pune in the year 1956. At the age of 12 she migrated with her parents to the US. She completed her education and received a Master’s in Fine Arts from the University of Iowa. Later in Canada she went on to be a resident writer at the University of Victoria in Canada. In recent years she was in Pennsylvania at Dickinson College as a visiting fellow. She is a well known
ReplyDeletepoetess at present and resides in Bremen, Germany with her daughter and husband. She has won accolades and awards for her poems not only in Asia but also in other parts of the world. In 1991 she receives a Cholmondeley.
Sujata considers language as a physical act of speaking, which is synonymous with the tongue. She considers her mother tongue Gujarati and her childhood in India as the deepest layer of her identity. Then ironically she claims that she has chosen English as the language she speaks in. She uses the same in her daily life and by large chooses to right her poems in English. In most of her works she depicts repercussions of this divided heritage. She explains the complex status of English.
She has the art to convey ironically the beauties of English and colonial implications in her poem in a different history.
She informs about her grandfather being in prison during the British days who in order to comfort himself during his time in prison read Tennyson. She has written wonderful poems but all of them had some or the other relation with Indian and Western culture. Sujata acknowledges that language splits you from experience but through the strength of her writing she brings you closer to it.
In conclusion Sujata Bhatt expresses to the generation of today by giving example of the British rule in India. How many Indians had to give up their culture, their mother tongue and forced to do everything English. Of course today such type of an oppressive rule is impossible. You cannot force someone to change his religion or culture and learn a foreign language under duress. The British not only brought about a change in India but also in all its colonies spread over the world. Today English has become an international language. But if you ask anyone who is not a British how he feels about the language, most of them will be proud to tell you like the poetess herself that they have been educated in English. And this is the language in which they freely converse and they are comfortable with.
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ReplyDeleteA Different History Analysis
ReplyDeleteA Different History is written by Sujata Bhatt. Sujata Bhatt is very famous for writing poems about identity, culture and language as shown in “Search for my tongue”. Here, she also suggests the importance of language, especially the mother tongue.
In “A Different History”, Bhatt focuses on India’s rich culture and beliefs. She then, introduces the antagonistic effects of a new immerging culture forced upon India during and after the British’s colonisation.
The first stanza of the poem contains many indentations to emphasise the contents in the line. Bhatt begins the poem with “Great Pan is not dead; he simply immigrated to India.” Great Pan, in Greek religion and mythology, is the god of the wild and nature. He is also connected to fertility and the season of spring. Pan’s hindquarter and horns are of a goat. The poet suggests that Pan has immigrated to India because, similar to the many gods in Greek mythology, India’s beliefs consist of many gods and goddesses to represent nature as well. Bhatt may also be referring her life to the Great Pan through the idea of “emigrating” to a new place or a new country.
Furthermore, she makes a comparison between Hindu gods and Pan- stating; “Here the gods roam freely.” Unlike Pan who disguises himself to seduce the moon goddess Selene, the gods in India are free to take in any form of nature.
Following from her introduction of the gods, Bhatt explains about the beliefs in India. She uses repetition at the beginning of each line to emphasise her points. I can see this when she says “It is a sin to…..” This repetition gives a close resemblance to when an adult is trying to teach a child. I can feel the small hint of irritation that is conveyed through these lines from the poet. It is as if, Bhatt and many children in India, have been repeatedly told that it is a sin to do almost everything without disturbing the gods. Therefore, repetition is used to exaggerate the teachings.
Bhatt then uses imperative in “You must learn how to turn the pages gently without disturbing Sarasvati,” The word “must” signifies how important it is not to disturb Sarasvati, who is the goddess of knowledge, art and science. Because Sarasvati is highly considered and honoured, Bhatt may be using the word “book” as a metaphor for knowledge and language in general. After all, I believe, tossing and using language carelessly, especially your mother tongue can also be considered as a sin.
The use of imperative connotes that the poet is trying to teach the audience how books or language should be handled. This attention and respect given to god, books, literature and knowledge in general is emphasised many times in the upbringing of children. It is clear that this teaching is rooted deep within the soul of every Indian child and is a significant part of India’s rich values and culture.
The second stanza of the poem starts off with an indentation and the use of shorter sentences. However, the dramatic change in tone and the mood of the poem is what attracts the audience. Bhatt changes the mood of the poem from politely explaining India’s culture to using a more aggressive and powerful voice. I think this sudden change in mood may be a representation of the change in India’s history during the colonial period.
ReplyDeleteBhatt uses rhetorical question to portray her curiosity and questioning voice. This is shown from the line; “Which language has not been the opressor’s tongue?” Bhatt gives away
a sense of irony to portray that the sacred and loved language of India is being oppressed by the conqueror.
She asks with anger and irritation; “Which language truly meant to murder someone?” The word “murder” makes the reader cringe and feel alarmed that language can sometimes be as powerful and as deadly as humans. Again, the importance of language is conveyed here, similar to the sin of being rude to a book.
Imagery language can also be seen from this stanza. It is shown from the line; “after the soul has been cropped with a long scythe swooping out,” A scythe is a sharp agricultural tool used for mowing grass and reaping crops. This line creates a strong and vivid picture in the reader’s mind as the human soul and identity has been ripped off like crops. This is a symbol of how India’s language and culture is being torn away from its people, thus changing the history of the country, as seen from the poem’s title.
Bhatt ends the poem with frustration. She questions how is it possible that the future grandchildren of the country learns to love the language that is not their mother tongue, and even worse, a new language that is brought in by oppressors. The last two lines of the poem; “….the unborn grandchildren grow to love that strange language” is very shocking. It is similar to the effects of a volta. Her ending of the poem is also like a rhetorical question, despite not using a question mark.
Bhatt leaves the reader thinking about the effects upon language after a country has been conquered. She also points out how one’s identity can change after their language, values and customs have slowly been torn away.
Dear Mod,
DeleteThis is a fabulous, unguided response to this political and difficult poem, which I have thoroughly enjoyed reading! :)
Your introduction is succinct, introducing common themes in Bhatt's writing with a reference to her most famous poem: SFMT.
You have clearly researched the poet and the content of this poem (such as the Indian gods) to acquire detailed knowledge of 'ADH.'
You make a succession of intelligent, probing points, digging deep to explore beyond the surface to expose the writer's true intentions - her ideas and attitudes. Your comments on tonal shifts in voice show that you have really embraced Bhatt's message, with structure being used to show this shift in tone.
Your close analysis of language (individual words and phrases) is astute, as you confidently deconsruct the connotations and word-pictures she creates.
A thoughtful, intelligent and insightful reading of this text.
You are demonstrating all four AOBs here.
I look forward to reading your next response.
Excellent. Well done, Mod!
Your teacher,
Mr Griffiths
:)
Sujata Bhatt is a poetress, born in India but spends most of her life in the United States. Her writing style mostly embraces the theme of love, conflict and violence. In ‘A Different History’ she uses her own experience as a multi-cultured child to look into different aspects of how foreign invaders effect the original people’s belief, culture and religions. Bhatt expresses her views on how the Indian culture was mutating while it was being colonised by the British invaders.
ReplyDeleteThis poem is in free form but you could briefly break them into two chunks; the start of the second part starts at ‘Which language..’ .In the first part Bhatt depicts about the original belief of the Indian people, how every animal and every natural thing should be respected. This reflects her own respect on nature and religions in India, even though she stayed in the United States; she never forgets her home land. However in the second part, or stanza of the poem, Bhatt conveys that a change had occurred; tradition was being destroyed. This part of the poem compared to real life would be when the British started to invade; they forced their beliefs into the Indians and in return they disrespected the Indians’ culture and religion.
The first stanza is filled with the long embedded beliefs and cultures of the Indian people. This first stanza is what identifies the Indian people. ‘Great Pan is not dead; he simply immigrated to India.’ This shows that India was originally multi-cultured in a way; ‘Great Pan’ is believed to be the Greek god of nature. But this also shows that the Indian people is very prideful in their own country, because they infer that a Greek god chose to move into India instead of staying in the god’s home land: Indian people believe that their country and religion is absolute, nothing is higher than them.
Bhatt depicts India as a land of heaven in ‘Here the god roams freely,… every tree is sacred.’. She describes India as a land where all the gods live in, which could also be symbolised as heaven. ‘every tree is sacred’ makes the reader feel overwhelmed by the mightiness of the nature, which makes them feel inferior to India.
Although Bhatt had portrayed India earlier as a mighty and sacred place, she then uses several repetitions of the phrase ‘It is a sin’. By using this repetition it highlights the importance that even though India was proud to have gods manifesting all over it but the Indian people still highly respects the gods, they are humble people. Overall the Indian people teach their children to be grateful of the nature protecting them and to be respectful of it.
Emphasising about India’s belief in god more Bhatt writes ‘You must learn how to turn the pages gently without disturbing Sarasvati.’ .You could immediately see that Sarasvati, the goddess of knowledge is highly respected, honored and glorified.
ReplyDeleteIn conclusion the first stanza of the poem relays the Indian people’s teachings, beliefs and tradition. The stanza signifies Indian people’s loyalty and respect to the nature and knowledge.
Bhatt changes the tone of the poem in ‘Which language has…oppressor’s tongue? Which language…murder someone?’ by suddenly using two rhetorical questions back to back creates a sense of alarm. This makes the changing point of the poem stand out, from before which has a traditional atmosphere changes into a more complicated and critical view of the situation.
In the second stanza Bhatt expresses her personal feelings as a bystander of frustration and disbelief of how her home land had forgave the sinners; who had ruthlessly killed their culture and souls in ‘And how does it happen that after the torture,.. grow to love the strange language.’ Even until the end Bhatt calls the invaders ‘strange’, as if it was misplaced and not meant to be there.
Bhatt includes a kind of volta in the last two sentences of the poem, ‘the unborn grandchildren grow to love that strange language. ’.This creates a shocking feeling and a lasting effect to the reader, because throughout the poem Bhatt has been continuously criticising the foreign invaders but suddenly she was describing how the present generation and the near coming future generation are starting to embrace this foreign thing, starting to love and nurture it even.
The lasting effect is this poem makes the reader reflect on their own culture. She points out the importance of the uniqueness of each culture and reminds the rest of us how lucky we are to be able to maintain that. Even though India still has a rich culture and religion running throughout the country, but it would never be the same as it was originally was. Somehow, it had been permanently scarred by the foreign invasion.
Dear Pim,
DeleteThis is a detailed, intelligent and unguided response to the poem.
You have a lovely control of language, using this to express your ideas articulately and persuasively.
It is obvious that you have spent time researching the context of the poem, while also critically deconstructing it, to elicit the poet's ideas and attitudes. You have certainly delved beneath surface meanings, instead making a number of significant points about language and identity. You also support points skilfully, using textual evidence as you probe and explore.
I am impressed by your ability to independently analyse this difficult text. You have demonstrated all four of the assessment objectives here.
I enjoy reading your perceptive responses to literary texts (what a shame that you leave at the end of term!).
Excellent effort.
Well done Pim!
Your teacher,
Mr Griffiths
:)
A Different History is a poem written by Sujata Bhatt, a poet that moves from place to place. This poem is another poem she present her view on languages.
ReplyDeleteFrom the first stanza, it says that “Great Pan” the Greek’s god of nature moved to India. To me this kind of hinting that even though the belief of gods and goddess in Greece had ended, India still have the. Simply, it means that India is still a holy place for gods and goddess.
Throughout the later verses and stanza, the frequent repetition of the word “sin” effects the readers, creating a somber and powerful feeling of guilt by this negative word. This may make the readers to think about what themselves done to books with references to another goddess: Sarasvati, Hindu goddess of knowledge, music, arts and science.
With two rhetorical questions: “which language has not been the oppressor’s tongue?” and “which language truly meant to murder someone?” the tone of the writing immediately changes. From telling something that the readers may think that it meant nothing to some words with deep meaning that some readers may don’t understand.
To think that what language is an identity and forcing someone or some people to completely changes language and throw their mother language away. This is what there two question wanted us to think about, this first one ask us which languages the enemy didn’t use or basically which one is the language we use and the second one ask us which language that kill our identity. These two questions made us confused at first and think, think what it meant, think what it truly wanted to say.
Then the poet then ask us again, a question that confused us even more: “And how does it happen that after the torture, after the soul had been cropped with long scythe swooping out of the conqueror’s face the unborn grandchildren grow to love that strange language” even though it doesn’t have question marks like the first two, it still make us think again. “Conqueror’s face” refer to India history, meant to be the British that invaded Indian for spices and set up their root there, they treated Indians as labors or even slaves, forcing their language on to them, this is what “torture” meant.
“After the soul had been cropped with long scythe swooping out of the conqueror’s face” may refer to when India gain their freedom and chase British away from their country. The word “long scythe” makes us imagine something bad like the grim reaper or dead, the poet might intended to present war or life that are loss during that time.
The final verse, “the unborn grandchildren grow to love that strange language.” during my first reading I don’t understand what it meant at all but after the second and third times, I finally found what it might means. My first thought is that even if the Britain had left, refers to the previous paragraph, the Indian couldn’t return to use only their native language anymore, they have to use English in their life now because it had spread it roots in to the next generations. Another thought is that nothing is the same after the invaders left, more understandable word is saying about the damage the invaders had done.
ReplyDeleteThis poem had a strange yet funny structure. This ways of arranging words give readers the chance of pauses to make them think. It can emphasise some words or phrase like the indent before the two rhetorical questions or begin a new line with “a sin…” to focus on the word “sin”.
After reading the whole poem for many times, I started to think of an idea about the first section of the poem that tell about books, gods etc. I think that the poet might be irony about languages or books. In Indian, they must treat books gently with respects but in western, we didn’t do anything like that. The writer may tried to say that even thought she is an Indian and didn’t want to be rude to all the books like what she is raise the be like, but sometimes she wanted to be rude to foreign books or languages since they are not nice to their books they why should she be nice. Maybe she wanted it to present that she didn’t like the invader’s language.
Dear Eye,
DeleteA positive response - you independently interpret the poet's ideas and messages (this is a difficult poem too, remember). You are also beginning to support your points with some aptly chosen textual detail (quotations).
I like your point about the next generations, how the country's identity has been changed forever, despite the invaders leaving. It is good to see that you read this part of the poem several times, not giving up, to find its meaning. This is what good literature students do :)
Remember to name it a 'stanza' not a paragraph, Eye :)
And get in the habit of checking your work through carefully for grammatical errors before you press 'publish.'
A pleasing effort.
Target: you found this a difficult poem to analyse. I suggest you read your peers' responses and the notes I posted at the top of this blog. These should help widen your understanding of the poem.
Well done Eye.
Your teacher,
Mr Griffiths
:)
“A Different History” poem by Sujata Bhatt is a very powerful poem, using strong metaphors and personification to create a clear image in our heads.
ReplyDeleteSujata Bhatt is an Indian poet who was born on 6th May 1956 in the city of Ahmedabad, but was raised in Pune. At the age of 12, she and her family moved to the United States of America. While studying English Literature, she began to forget Gujarati, her native language of India. She describes the feeling as a part of her dying out; that a part of her identity, of what makes up her existence disappeared. The feeling of losing her native language, her “mother tongue” is what inspires her to write her most famous poem “Search for My Tongue”. “A Different History” shares the same themes and concepts, but on a larger scale instead of a more personal issue.
The poem talks about how the languages we speak and the culture we belonged to are part of our identity, and when a foreigner forced us to use another language and eventually forgetting the old language, it feels like a part of us disappeared from existence. This is especially true in the days when India was colonized by the British, where they were forced to adapt to British cultures and tongue. Over the course of time, India began losing pieces of its identity: its rules, traditions and rituals, their beliefs on nature and gods and respects in sacred objects such as books and statues. The love for their home country and cultures slowly fade away from the natives’ subconscious, and they began familiarizing themselves with the foreign, invading identity.
The ideas and contexts of this poem are similar to the “Search for My tongue” poem, but the tones and attitudes are more towards a dark and negative atmosphere. In the first part of the poem, the poet compares the difference between the western culture and the Indian (and some other Eastern countries) cultures. To the Westerners, books are just books; nothing more, nothing less. But in India, books are considered a sacred object. Not only is it a source of knowledge that makes you wiser, it is made from trees, a very symbolic manifestation of nature, which was a much respected force of Earth. Indian people believe that a god exists in every natural being, such as humans, animals and mountains - trees are no exception. Therefore books are treated with care and it is a sin – not just rude or inappropriate – but a sin to toss it around like a useless object.
In the second part of the poem, the tone of the poet starts to sound bitter and angry. The poet explains that forcing a language or a culture on another person is not different from killing a part of a person’s identity and forcing a foreign, unfamiliar one to him/her. And as time passes on, the old language disappeared gradually, and ironically the later generations are brought up learning the language that invaded their true ancestral language.
The language used in this poem is very sophisticated and precise, creating a clear image in our minds which helps conveying the poet’s message in a very powerful way. Many evidences to support this statement can be found throughout the poem. For example, “…after the torture, after the soul has been cropped with a long scythe…” from the second stanza gives off a very sinister feeling to the readers, which is caused by the use of negative words such as “torture”, “soul cropped” and “scythe”. Torture is a very brutal and inhuman action, a soul being damaged usually signifies a dying person and a scythe is the infamous weapon of the grim reaper. These words help the readers create a dark, disturbing image very easily.
ReplyDeleteThe structure of the poem also improves the readers’ attention to each word. Whenever there is a repetition, the lines of the poem are indented so the repeated parts stood out from the rest of the poem, such as “It is a sin… a sin… a sin…” and “Which language…? Which language…” This makes the contents imprinted on the readers’ minds even after finished reading the poem.
To conclude with, “A Different History” poem is a very unique poem due to its historical contents and creative use of poetic devices. The poem can be interpreted from many perspectives, each with its own distinct meanings and morals. It is a darker, more serious alternative of the “Search for My Tongue” poem.
Dear Peach,
ReplyDeleteYour introduction is well written, as you make appropriate reference to 'SFMT' on a personal, micro level, linking this to 'ADH' on a macro level.
You make a number of perceptive points about language, connected to culture and identity, but discuss the poem in a generalised way, without close engagement of the text in your first half response.
Remember, Peach, to use PEE consistently in your response, to show close analysis skills and where exactly you got your ideas from (look closely at the nuances of individual words/phrases).
Next time, start by annotating the poem carefully. Look critically at individual words - use a dictionary or thesaurus, perhaps - and select these as part of your interpretation. Use the PEE framework sheet I gave you, as this will help you write 3-point analystical sentences.
Focus too on literary devices - how has the poet exploited the poetic form to convey her messages?
Clearly, you have good understanding of the context and meanings of the poem and you write clearly and with perception.
Target: spend more time reading and annotating the text, preparing key notes before you write the essay response.
Pleasing effort. Let me see your true potential in your next response, Peach.
Your teacher,
Mr Griffiths
:)