Thank you, Ma’am (HSSC-1) - Lesson No. 4

“Thank you, Ma’am” 

 By Langston Hughes 

Q1. What was the time when Roger tried to snatch the purse of the women? 
Ans. It was about 11 O’ Clock, dark, when the boy came across her to snatch her purse.

Q2. What did happen to the boy when he tried to snatch the purse? 
Ans. When the boy (Roger) tried to snatch the woman’s purse, the strap of the purse was broken with the single tug, but Roger was not able to run away because his weight and the weight of the purse combined caused him to lose his balance. Instead of, moving away successfully he fell on his back on the sidewalk (Foot path).

Q3. What was the reaction of the woman? 
Ans. After the incident, the woman simply turned around and kicked the boy right square in his blue jeaned sitter. She bended down, picked up the boy up by his shirt front, and shook him until his teeth rattled. But later, she became as polite and kind as a mother.

Q4. What was the conduct/reaction of the people who saw the incident? 
Ans. The passer by or the people had not shown any particular reaction or attitude. They just stopped for a moment to know the matter. Q5. How did the boy look physically? Ans. He seems to be of fourteen or fifteen years, weak and was wearing tennis shoes and blue jeans.

Q6. What was the condition of the boy when the woman gave him few jerks? 
Ans. He was nervous and frightened. Sweat popped out on the boy’s face and he began to struggle. He was sure that the woman would certainly send him to jail.

Q7. Why did the woman ask the boy to wash his face? 
Ans . She wanted to make him clean and wanted to reform him as if he were her son

Q8. Why didn’t the boy run from the house of the woman? 
Ans. The boy did not run away because he didn’t want to be mistrusted again as the behaviour of the lady became polite and motherly.

Q9. Why didn’t the woman watch the boy while preparing dish? 
Ans. She was sure that the boy must have been reformed by her polite treatment, would not betray her again, that’s why she didn’t pay any attention to the boy while preparing dish.

Q10. What was the nature of the woman’s job? 
Ans. Mrs. Jones worked in a hotel beauty shop, which stayed open late and was often visited by blondes, red-heads, and Spanish women.

Friendships and Enemies - Quotable Quotes

Short Sayings

 Good Things, Bad Things, Friendships, Enemies

1. Write the bad things that are done to you in sand, but write the good things that happens to you on a piece of marble. (Arabic Parable)

2. To accomplice great things, we must not only act but also dream; not only plan, but also believe. (Anatole France)

3. Shoot for the moon. Even if you miss, you will land amongst the stars. (Les Brown)

4. Friendship without self-interest is one of the rare and beautiful things of life. (James F. Byrnes)

5. The glory of friendship is not the outstretched hand, nor the kindly smile, nor the joy of companionship; it is the spiritual inspiration that comes to one when he discovers that someone else believes in him and is willing to trust him. (Ralph Waldo Emerson)

6. Friendship is always a sweet responsibility, never an opportunity. (Khalil Gibran)

7. Never explain - your friends do not need it and your enemies will not believe it anyway. (Elbert Hubbard)

8. Am I not destoying my enemies when I make friends of them. (Abraham Lincoln)

9. If we would build on a sure foundation in friendship, we must lovefriends for their sake rather for our own. (Chariotte Bronte)

10. Friends may come and go, but enemies accumulate. (Thomas Jones)

What is Meant by Leg Pulling in Different Context

What is the meaning of leg pulling? According to google it means for those who aren't familiar with the phrase, when someone says, “You must be pulling my leg!” they usually mean, “You must be joking/teasing/making something up.” Extremely popular in the 20th century, the origin of this phrase is still something of an enigma to etymologists. According to different dictionaries it means the act of attempting to make somebody believe something that is not true, done as a joke. Its synonyms are bilk, deceive, defraud, delude, dupe, fleece, hoodwink, mislead, swindle, trick, victimize, bamboozle, beguile, bleed, bunco, burn, scam, double-cross, double-deal, pull one's leg, take in 

In Indian and Pakistani context it means to pull the legs of other group or party so as it may not go ahead or make progress. For example, "the Prime Minister urged political rivals to avoid leg pulling and let the government function smoothly." 

Words 

Language 

English 

Meanings

Can You Control Your Destiny

Yes If you are a puppet in the hands of destiny. It is like losing your spirit and courage in the face of will power. Life is the name of non-stop change. It is continuous process of struggles, cause and effect. Whatever we do produces some results in one form or the other. May cause was from our fore-fore fathers or long ago something was done by our predecessors but we may reap the result now. 
I don't mean to say that we are totally free but whatever we decide is in our hands and can determine the future of our coming generations. My point of view is that we are independent to certain limits and to some extent we are governed by by some invisible forces, for example, our birth, our parents, our country where we live by birth. But in all other matters of life we are free to make decisions and use our determination. We cannot wait for long to get some supernatural assistance. What we need is to stand on our own feet and eradicate the lame excuses of not doing or completing the task because I was not in my destiny.

We must not be slaves to our fate. We must not surrender to destiny. We must shatter the shackles of slavery to destiny and bring about such a revolution which is beneficial for the mankind as whole. Mankind needs fat, not fate. They need scrutiny and not destiny.

Life
Determination
Destiny

Clearing in the Sky - Lesson No. 2 -

Clearing in the Sky 

Written by Jess Stuart

Written and Compiled by M. Shaheen

M.A English, B. Ed., Dip. In TEFL, C.T

Lecturer at GIK College Topi Swabi

Words’ Meanings

S. No	Words	Meanings
1	Clearing	Land made cleared of trees
2	Stream of sweat	Continuous flow of sweat
3	Made up his mind	Decided
4	Pasture	Grassland with plants
5	Meadow	A wide area of grassland
6	Protest	Oppose
7	Bragged	Boasted; talked highly of himself
8	Woods	Land with growth of trees
9	Rugged	Rough; uneven
10	A wisp of alfalfa	A thin stem of leafy green hay, used to feed horses and cows
11	Cliffs	Pointed rocks
12	Steep	Difficult to climb
13	Sapling	A young tree
14	Braced	supported
15	Herb	Plant with pleasant smell
16	Fence	Wooden or wired barrier
17	Curtly	Rudely
18	Fertile	Highly productive
19	Loam	A mixture of clay, silt and sand
20	Whiffed	Inhaled
21	Whispered	Spoke softly
22	Patch	A small area of land
23	Oak	An evergreen tree
24	Stump	Short part of tree
25	Weed	Wild plant
26	Bandana	A large handkerchief
27	Motioning	Signaling
28	Vines	Climbing plants
29	Sift	Pass through
30	Bluff	Cliff
31	Wound	Was in a round manner
32	Black gum	A tree having light but black gum
33	Mess of fox	A quantity of fox squirrel enough to cook for a meal

Questions and Answers

Lesson No. 2

Clearing in the Sky

SHORT QUESTIONS

English BOOK I - Inter Part 1

Written and Compiled by M. Shaheen

M.A English, B. Ed., Dip. In TEFL, C.T

Assistant Director at GIK College Topi Swabi

Q1.      Why did not the old man follow the advice of the doctors?

Ans.     The old man did not follow the advice of the doctors because he was very strong-willed, courageous and hard working. It was his habit and nature to make the things possible. He wanted to support his family and wanted to live like a healthy man. He didn’t want to die on bed.

Q2.      What had the doctors told the old man?

Ans.     The doctors had told the old man that the rest of his life was very short. He was suffering from severe heart disease. He badly needed rest because, according to them, he could die any moment.

Q3.      Where did the old man take his son?

Ans.     The old man took his son, Jess, to his farm which was on the top of the mountain where he had cleared that land as a result of his great labour.

Q4.      Had the son been there before?

Ans.     Yes, he had been there for many times.

Q5.      What were the names of the vegetables the old man grew on his farm?

Ans:     The old man grew a number of vegetables on his farm. These vegetables were potatoes, tomatoes and yams.

Q6.      Why did the old man take the steep paths?

Ans:     The old man was very hard working. It was his habit and nature to work hard. He took steep paths to know his physical condition and strength. It gave him surety that he was getting better and better.

Q7.      Why did the son at the age of six cried?

Ans:     When Jess was at the age of six, his father had made a wooden plough for him. It was lost. That is why he had cried. His father made another plough for him but he didn’t love this one.

Q8.      What were the feelings of the old man at the age of seventy?

Ans:     At the age of seventy, the old man was very happy and satisfied about his life. He felt more powerful and wanted to work more hard. He would recall the exciting memories of his past.

Q9.      Why did the old man plant his secret garden?

Ans:     The old man had planted his secret garden because he wanted to grow new things on the new soil and also he wanted to cheat death by thickly involving himself in hard work.

Lesson No. 2

Clearing in the Sky

Long Questions

Written and Compiled by M. Shaheen

M.A English, B. Ed., Dip. In TEFL, C.T

Assistant Director at GIK College Topi Swabi

Q1.      Describe the physical appearance of the old man.

Ans:     Though the old man is seventy years old, he is smart and active even at that age.  He is a heart patient but he never loses his courage. He has a stick in hand to support himself up climbing different paths. Physically he is thin. He has a red wrinkled face and pale blue eyes. He used to wear a bandana to wipe his sweat.

Q2.      How did the old man feel about his hand?

Ans:     He extremely loved his land which he had cleared on the top of mountain. He had also fenced it. In clearing and fencing this piece of land he was greatly helped by his wife. Because of working hard on this farmland, he had a great attachment to it. The soil of this land was very fertile and he used to enjoy its smell. He was a strong believer in the great productive power of his land. 

Q3,      What did the son remember from his childhood? Were these good memories?

Ans:     Jess, the son of the old farmer, remembered how he spent the time of his early childhood on his father’s land. The very story has been written by him. S he remembered most of the events about his early life. He remembered the time when his father had found a coffee tree in the woods. This had made him and Jess very happy as it was the only tree of its kind growing there. When he was six years old, hi father made him a little wooden plough.

Q4.      Write the story in your own words.

Ans:     “Clearing in the Sky” is story which shows the great struggle and strong determination of a man who was the father of the story writer. His father never lost his courage in spite of the fact that he was a heart patient. Forty years ago, the doctors had told him to stop all activities and live the few days at home he had left with him. But in spite of the doctor’s advice, he worked hard because he had to support the family of five children. The old man tells his son how he cleared the land, and grown the best ever plants. He had grown alfalfa, hickory, and pines, tall up to sixty feet high. He hunted rabbits and fox squirrels for their meals. He had coffee trees on his land.  He cleared three to four acres of land where which he had fenced to protect it from animals. He knew that this new soil had a better flavor. He would climb up the steep path to reach this farm. The reason is that climbing makes him fit and smart man in spite of his age and heart disease. Following the old man, we should never sit idle to waste our precious time.

Q5.      What is the moral theme of the story?

Ans:     The story “Clearing in the Sky” teaches an exemplary lesson. It teaches us that a person who exercises his body regularly and works actively remains healthy until his very old age. One who avoids physical exertion and chooses to rest most of the time grows weaker and weaker, and even dies early. In the story, Jess’s father was in the habit of walking long distances and doing work physically, even against the advice of his doctors, and he remained healthy and happy.

Unit-1 - Education in Pakistan in Historical Perspectives

1.1 Continuation of the Inherited System from the British 

For finding the beginning of the educational progress, we will have to go back to the historical background of the subcontinent The seventh period of the new education in South Asia started from 1929 A.D and lasted up to 1947. i.e. till the creation of Pakistan. In 1929 A.D, the Aid Committee of the Indian Statutory Commission, for the first time, surveyed the whole structure of the Indian in South Asia. The committee recommended the reconstruction of the primary education system on sound footing. The committee opposed the holding of separate examinations for professional and general subjects. But in view of the circumstances prevailing in South Asia then, the Indian Statutory Commission was boycotted. Therefore in 1938 and then in 1939 A.D, the Zakir Hussain Committee was constituted to review the possibility of a general free education programme up to class 8th. This committee submitted its recommendations regarding the end of illiteracy in south Asia. In 1944, the Advisory Board of Education included these recommendations into its report. 

Philosophy of Education

Philosophy of Education
Behind every school and every teacher is a set of related beliefs--a philosophy of education--that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher's role, and what should be taught and by what methods.

What is a philosophy of education, and why should it be important to you?

Behind every school and every teacher is a set of related beliefs--a philosophy of education--that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher's role, and what should be taught and by what methods.

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How do teacher-centered philosophies of education differ from student-centered philosophies of education?

Teacher-centered philosophies tend to be more authoritarian and conservative, and emphasize the values and knowledge that have survived through time. The major teacher-centered philosophies of education are essentialism and perennialism.

Student-centered philosophies are more focused on individual needs, contemporary relevance, and preparing students for a changing future. School is seen as an institution that works with youth to improve society or help students realize their individuality. Progressivism, social reconstructionism, and existentialism place the learner at the center of the educational process: Students and teachers work together on determining what should be learned and how best to learn it.

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What are some major philosophies of education in the United States today?

Essentialism focuses on teaching the essential elements of academic and moral knowledge. Essentialists urge that schools get back to the basics; they believe in a strong core curriculum and high academic standards.

Perennialism focuses on the universal truths that have withstood the test of time. Perennialists urge that students read the Great Books and develop their understanding of the philosophical concepts that underlie human knowledge.

Progressivism is based largely on the belief that lessons must be relevant to the students in order for them to learn. The curriculum of a progressivist school is built around the personal experiences, interests, and needs of the students.

Social reconstructionists separated from progressivism because they desired more direct and immediate attention to societal ills. They are interested in combining study and social action, and believe that education can and should go hand in hand with ameliorating social problems.

Existentialism is derived from a powerful belief in human free will, and the need for individuals to shape their own futures. Students in existentialist classrooms control their own education. Students are encouraged to understand and appreciate their uniqueness and to assume responsibility for their actions.

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How are these philosophies reflected in school practices?

Essentialism and perennialism give teachers the power to choose the curriculum, organize the school day, and construct classroom activities. The curriculum reinforces a predominantly Western heritage while viewing the students as vessels to be filled and disciplined in the proven strategies of the past. Essentialists focus on cultural literacy, while perennialists work from the Great Books.

Progressivism, social reconstructionism, and existentialism view the learner as the central focus of classroom activities. Working with student interests and needs, teachers serve as guides and facilitators in assisting students to reach their goals. The emphasis is on the future, and on preparing students to be independent-thinking adults. Progressivists strive for relevant, hands-on learning. Social reconstructionists want students to actively work to improve society. Existentialists give students complete freedom, and complete responsibility, with regard to their education.

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What are some of the psychological and cultural factors influencing education?

Constructivism has its roots in cognitive psychology, and is based on the idea that people construct their understanding of the world. Constructivist teachers gauge a student's prior knowledge, then carefully orchestrate cues, classroom activities, and penetrating questions to push students to higher levels of understanding.

B. F. Skinner advocated behaviorism as an effective teaching strategy. According to Skinner, rewards motivate students to learn material even if they do not fully understand why it will have value in their futures. Behavior modification is a system of gradually lessening extrinsic rewards.

The practices and beliefs of peoples in other parts of the world, such as informal and oral education, offer useful insights for enhancing our own educational practices, but they are insights too rarely considered, much less implemented.

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What were the contributions of Socrates, Plato, and Aristotle to Western philosophy, and how are their legacies reflected in education today?

Socrates, Plato, and Aristotle are the three most legendary ancient Greek philosophers. Socrates is hailed today as the personification of wisdom and the philosophical life. He gave rise to what is now called the Socratic method, in which the teacher repeatedly questions students to help them clarify their own deepest thoughts.

Plato, Socrates's pupil, crafted eloquent dialogues that present different philosophical positions on a number of profound questions. Plato believed that a realm of externally existing"ideas," or"forms," underlies the physical world.

Aristotle, Plato's pupil, was remarkable for the breadth as well as the depth of his knowledge. He provided a synthesis of Plato's belief in the universal, spiritual forms and a scientist's belief in the physical world we observe through our senses. He taught that the virtuous life consists of controlling desires by reason and by choosing the moderate path between extremes.

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How do metaphysics, epistemology, ethics, political philosophy, aesthetics, and logic factor into a philosophy of education?

Metaphysics deals with the nature of reality, its origin, and its structure. Metaphysical beliefs are reflected in curricular choices: Should we study the natural world, or focus on spiritual or ideal forms?

Epistemology examines the nature and origin of human knowledge. Epistemological beliefs influence teaching methods."How we know" is closely related to how we learn and therefore, how we should teach.

Ethics is the study of what is"good" or"bad" in human behavior, thoughts, and feelings. What should we teach about"good" and"bad," and should we teach that directly, or by modeling?

Political philosophy analyzes how past and present societies are arranged and governed and proposes ways to create better societies in the future. How will a classroom be organized, and what will that say about who wields power? How will social institutions and national governments be analyzed?

Aesthetics is concerned with the nature of beauty. What is of worth? What works are deemed of value to be studied or emulated?

Essentialism in Education is a movement started by William C. Bagley. The reason for the movement was to emphasize the teacher's authority in the classroom. The advocates of this movement condemn all styles of teaching that are not in line with essentialism.

Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world.

They are Perennialism, Essentialism, Progressivism, and Reconstructionism. These educational philosophies focus heavily on WHAT we should teach, the curriculum aspect. Perennialism. For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization.

Existentialism
The nature of reality for Existentialists is subjective, and lies within the individual. The physical world has no inherent meaning outside of human existence. Individual choice and individual standards rather than external standards are central. Existence comes before any definition of what we are. We define ourselves in relationship to that existence by the choices we make. We should not accept anyone else's predetermined philosophical system; rather, we must take responsibility for deciding who we are. The focus is on freedom, the development of authentic individuals, as we make meaning of our lives.

Pragmatism (Experientialism)
For pragmatists, only those things that are experienced or observed are real. In this late 19th century American philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise. The universe is dynamic and evolving, a "becoming" view of the world. There is no absolute and unchanging truth, but rather, truth is what works. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who believed that thought must produce action, rather than linger in the mind and lead to indecisiveness.

Realism
Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is called the father of both Realism and the scientific method. In this metaphysical view, the aim is to understand objective reality through "the diligent and unsparing scrutiny of all observable data." Aristotle believed that to understand an object, its ultimate form had to be understood, which does not change. For example, a rose exists whether or not a person is aware of it. A rose can exist in the mind without being physically present, but ultimately, the rose shares properties with all other roses and flowers (its form), although one rose may be red and another peach colored. Aristotle also was the first to teach logic as a formal discipline in order to be able to reason about physical events and aspects. The exercise of rational thought is viewed as the ultimate purpose for humankind. The Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics. The teacher organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions. Teaching methods focus on mastery of facts and basic skills through demonstration and recitation. Students must also demonstrate the ability to think critically and scientifically, using observation and experimentation. Curriculum should be scientifically approached, standardized, and distinct-discipline based. Character is developed through training in the rules of conduct.

Humanism
The roots of humanism are found in the thinking of Erasmus (1466-1536), who attacked the religious teaching and thought prevalent in his time to focus on free inquiry and rediscovery of the classical roots from Greece and Rome. Erasmus believed in the essential goodness of children, that humans have free will, moral conscience, the ability to reason, aesthetic sensibility, and religious instinct. He advocated that the young should be treated kindly and that learning should not be forced or rushed, as it proceeds in stages. Humanism was developed as an educational philosophy by Rousseau (1712-1778) and Pestalozzi, who emphasized nature and the basic goodness of humans, understanding through the senses, and education as a gradual and unhurried process in which the development of human character follows the unfolding of nature. Humanists believe that the learner should be in control of his or her own destiny. Since the learner should become a fully autonomous person, personal freedom, choice, and responsibility are the focus. The learner is self-motivated to achieve towards the highest level possible. Motivation to learn is intrinsic in humanism.

1. Which of these educational philosophies would you describe as authoritarian? Which as non-authoritarian? Why?
   
2. Each of the educational philosophies relates to one or more of the metaphysical world view philosophies. What connections do you see?
   
3. Which educational philosophy is most compatible with your beliefs? Why?