Sunday, 16 July 2017

At the opening of the last chapter I was premised that, as the novel great deal of what would be said about the former would be found equally applicable to the latter. We are now in a position to realise the force of this statement. The general principle of criticism which we have laid down for the study of plot, characterisation, dialogue, local  and temporal sitting, and interpretation of life, in prose fiction hold good, for most part, a will be seen, in respect of the same constituents in a play. I talking up the study of the drama, therefore, we shall discover that ground is all already broken, and that many question of valuation, have been answered by anticipation. But it was future pointed out that, though their elements are identical, the novelist and dramatist work under very dissimilar condition, and for this reason have to manipulate their material dissimilar ways. Hence the immense difference between novel and play in everything that pertains to technique. This difference is starting pointed of our present inquiry. Other matters will be dealt whit later, which, though involved in the analysis of the novel no less than in that of the play, have been held over tell now because they can more easily considered in this part of our study. But our first business will be whit some of the elementary characteristic of the drama, as in the phrase is already used –a specific form of literary art.
                   It is important at the outset to understand that what we call the principle of dramatic construction and the law of dramatic technique arise out of and are imposed by the requirement, which, owing to the very circumstances of its existence, the drama is compelled to meet. The ancient epic was composed for recitation the modern novel is written to be read; the drama is designed for representation by actors who impersonate the characters of its story, and among whom the narrative and dialogue are distributed. While, when, the epic and novel relate and report, the drama imitates by action and action and speech; and it is by reference to the fundamental necessities entailed by such imitation that the structural features of the drama have to be examined and examined and explained. Because its serves to remind us that to literary art of drama is organically bound up whit its histrionic condition – there is to be much said in favour of the good old name for drama –stage play.
                    It may of course be assumed that the essential difference in technique between the novel and the drama is commonly recognized in theory by every reader of the one or other. But its practical bearing for the student of literature are, I believe, very seldom appreciated to the full, and to these, therefore, some attention should be given.
                   The novel is contained; that is, it provides whiten its own compass everything that the writer deemed necessary for the comprehension and enjoyment of his work. The drama, on the other hand, when it reaches us in the form of print, and when we read it as literature, in the same way as we read a novel, is not in this sense self-contained. It implies everywhere the 1111co-operation of elements outside itself, and for the moment these elements are lacking. What we read is, in fact, little more than a bare outline which the playwright intended to filled I by art of actors and the business of the boards a literary basic for the stage representation opon which he calculated for the full execution of his design. In there mere perusal of the play as a play, therefor, labour under certain drawbacks and difficulties, for want of its effect is likely to be lost upon us foe want of those continual appeals to the imagination those description, explanation, and personal commentaries, which in a novel help us to visualise scenes, understand people, estimate motives, grasp the ethical import of action. For this reason, the comprehension and enjoyment of a play as piece of litrerature.



 r

Tuesday, 4 July 2017

what is english?

English is a language—originally the language of the people of England. Today, English is the main language of the United Kingdom, Ireland, the United States of America, Canada, Australia, New Zealand and more than fifty other countries. (Interestingly, English is NOT the official language of the USA, though it is the official language of some US states.) Worldwide, there are over 400 million native speakers of English, and over one billion more people speak it as a second language. English is probably the third language in terms of number of native speakers (after Mandarin and Spanish); and probably the most widely spoken language on the planet taking into account native and non-native speakers. Consequently English is sometimes described as a "world language" or a "global lingua franca". It is the world's most widely-used language in international business and telecommunications, newspaper and book publishing, scientific publishing, mass entertainment and diplomacy. English uses a writing system based on the classical
Latin or Roman alphabet—the English alphabet with twenty-six letters that have: small or lowercase forms a b c d e f g h i j k l m n o p q r s t u v w x y z and capital or uppercase forms A B C D E F G H I J K L M N O P Q R S T U V W X Y Z English belongs to the West Germanic group of Indo-European languages. Much of its vocabulary is Germanic, heavily influenced by Latin and French, though it has also borrowed many loanwords from other languages all over the world, for example: mattress, algebra (from Arabic) tulip, jackal (from Turkish) bazaar, caravan (from Persian) shampoo, dungarees (from Hindi) fjord, ski (from Norwegian) kayak, igloo (from Eskimo) mosquito, siesta (from Spanish) soprano, casino (from Italian)

Monday, 3 July 2017

Children

124 Million Children and Teens Around the World Are Not In School War, natural disaster, illness and poverty keep children from learning everyday. One in four young people living in poor countries is unable to read a single sentence. But with your help, we can break this cycle of poverty and illiteracy: $1 invested in education and skills = $10 in economic growth. What a return on investment! Your donations to IOCC improve the general welfare of children now and into their adulthood. Your support gives them the knowledge to protect themselves from disease, be more productive in society and go on to raise children who also attend school.
Global Outreach - Where You're Helping Children Learn Syria Before civil war broke out in 2011, nearly every child was enrolled in primary school. By 2013, about 1.8 million Syrian children were out of school. One in four schools have been damaged, destroyed or occupied as shelter by families who lost their homes. Thanks to donors like you, IOCC has been in Syria working to preserve education for children—providing school uniforms and rehabilitating damaged schools. School kits packed with notebooks, pencils and other supplies have also been distributed to more than 40,000 Syrian children. Balkans In May 2014, Bosnia and Serbia experienced the worst floods in 120 years. Many schools shut down because of the destruction. Desks, books, computers and lab equipment were swept away or buried in mud. Your gifts helped IOCC: Replace the roof and heating system for the only primary school in the Serbian village of Tekija Provide new furniture and computers for primary students in Šamac, Bosnia Give nearby Nikola Tesla High School’s future pharmacists and chemists a newly equipped chemistry lab. More than 30,000 children also received school kits to replace supplies lost in the floods.
Lebanon The influx of Syrian refugee children into Lebanon has severely strained the country’s ability to educate so many new students in its existing schools. IOCC is rehabilitating 110 public schools in disrepair to improve the learning environment for the local children and their Syrian classmates. Plumbing, electrical systems and playgrounds are being upgraded to meet safety standards, while classrooms are getting new paint, windows and doors. IOCC is also providing tuition support for Assyrian refugee children driven from their homes in a raid of minority Christian villages in northern Syria. Uganda The country’s AIDS pandemic compounded by two decades of civil war and economic upheaval have left an entire generation of children orphaned and uneducated. Donors like you – along with support from St. Nektarios Education Fund – are why nearly 1,000 students have brighter futures. You helped IOCC build three new schools to give Uganda’s youth better access to an education -- gaining the knowledge and skills needed to face the challenges of adulthood.

At the opening of the last chapter I was premised that, as the novel great deal of what would be said about the former would be found equa...