Unit Six: Dreams || Textbook page 104, 105, 106, 106 & 108 || Class eleven and twelve || Lesson 2 :Dreams in Literature || English first paper || Bangla meaning, line by line Bangla meaning, text questions and solution , short questions and summary ||
D.H. Lawrence (1885–1930) was a renowned English novelist, poet, essayist, and playwright. While he wrote in multiple genres, he is best known for his novels, which explored themes of industrialization, human relationships, sexuality, and emotional depth.
Answer Question No. A
Here are five of his most famous novels:
- Sons and Lovers (1913) – A semi-autobiographical novel depicting a young man’s struggles with love, family, and personal ambitions in a working-class environment.
- The Rainbow (1915) – A controversial novel that was banned for its explicit themes, focusing on three generations of the Brangwen family.
- Women in Love (1920) – A sequel to The Rainbow, exploring complex relationships between two sisters and their lovers.
- Lady Chatterley’s Lover (1928) – Perhaps his most famous novel, it was banned for many years due to its explicit content and themes of class and passion.
- The White Peacock (1911) – His debut novel, which deals with themes of love, class struggles, and industrialization (D. H. Lawrence - Wikipedia) (D.H. Lawrence - Book Series In Order).
Line by line Bangla meaning
Summary and Analysis in Bangla:
এই কবিতায়, ডি. এইচ. লরেন্স দুটি ধরণের স্বপ্নদর্শীর মধ্যে পার্থক্য দেখিয়েছেন।
-
"All people dream, but not equally."
(সব মানুষই স্বপ্ন দেখে, কিন্তু সবাই একভাবে নয়।) -
"Those who dream by night in the dusty recesses of their mind,"
(যারা রাতে তাদের মনের ধুলো জমা কোণে স্বপ্ন দেখে,) -
"Wake in the morning to find that it was vanity."
(সকালে জেগে দেখে যে তা ছিল মূল্যহীন।) -
"But the dreamers of the day are dangerous people,"
(কিন্তু দিনের স্বপ্নদর্শীরা বিপজ্জনক মানুষ।) -
"For they dream their dreams with open eyes."
(কারণ তারা খোলা চোখে স্বপ্ন দেখে।) -
"And make them come true."
(এবং সেই স্বপ্নকে বাস্তবে পরিণত করে।)
এই কবিতায় লরেন্স বোঝাতে চেয়েছেন যে যারা শুধু কল্পনার জগতে স্বপ্ন দেখে, তারা বাস্তব জীবনে কোনো পরিবর্তন আনতে পারে না। কিন্তু যারা জেগে স্বপ্ন দেখে, তারা তাদের স্বপ্ন বাস্তবায়নের জন্য কাজ করে এবং সমাজে পরিবর্তন আনে।
Summary in Bangla:
ল্যাংস্টন হিউজ তার কবিতায় স্বপ্নকে জীবনের অপরিহার্য অংশ হিসেবে চিত্রিত করেছেন। তিনি বলেন, স্বপ্ন যদি হারিয়ে যায়, তবে জীবন হয়ে ওঠে দুর্বল ও শূন্য, যেন ভাঙা ডানা নিয়ে একটি পাখি, যা আর উড়তে পারে না। স্বপ্ন ছাড়া জীবন একটি শুষ্ক, বরফে ঢাকা মাঠের মতো, যেখানে কোনো সম্ভাবনা নেই।
Line-by-Line Meaning in Bangla:
-
"Hold fast to dreams"
(স্বপ্নকে দৃঢ়ভাবে আকড়ে ধরো।) -
"For if dreams die"
(কারণ যদি স্বপ্ন মরে যায়,) -
"Life is a broken-winged bird"
(জীবন হয়ে যায় একটি ভাঙা-ডানার পাখি,) -
"That cannot fly."
(যা উড়তে পারে না।) -
"For when dreams go"
(কারণ যখন স্বপ্ন চলে যায়,) -
"Life is a barren field"
(জীবন হয়ে যায় এক নিষ্ফলা মাঠ,) -
"Frozen with snow."
(যা বরফে জমে রয়েছে।)
এই কবিতায় কবি আমাদের স্বপ্ন ধরে রাখার গুরুত্ব বোঝাতে চেয়েছেন, কারণ স্বপ্নই আমাদের জীবনের শক্তি ও গতি দেয়।
Here are the meanings of the given words and phrases from the poems by D.H. Lawrence and Langston Hughes:
a. Recesses of the mind – The deepest, most hidden, or subconscious parts of the mind where thoughts, memories, and dreams reside.
b. Dusty – Covered with dust, often symbolizing neglect, age, or lack of relevance. In the poem, it refers to dreams that are not actively pursued and are left forgotten.
c. Make something come true – To turn an idea, plan, or dream into reality through effort and determination.
d. Vanity – Something that is pointless, worthless, or lacking true value. In the poem, it suggests that dreams without action are meaningless.
e. A broken-winged bird – A metaphor for a person or life that has lost its potential or purpose, unable to move forward or achieve success.
f. Barren field – A lifeless, infertile piece of land, used metaphorically to represent a life without dreams, which lacks growth, hope, or fulfillment.
g. Frozen – Stiffened or stopped due to extreme cold, symbolizing stagnation, lack of warmth, or absence of life and movement in the context of lost dreams.
a. fast – Adverb (in "Hold fast to dreams", "fast" means firmly) or Adjective (meaning quick or rapid in other contexts).
b. winged – Adjective (describes "bird" in "broken-winged bird").
c. snow – Noun (refers to a substance in "Frozen with snow").
d. equally – Adverb (modifies "dream" in "All people dream, but not equally.").
e. vanity – Noun (refers to something meaningless in "find that it was vanity.").
f. true – Adjective (describes something real in "make them come true.").
Answer Question No. E
Here is the correct matching of Column A with Column B:
- All people dream but not equally → (c) We all dream though our dreams are different.
- Those who dream by night in the dusty recesses of their mind → (d) They are like most of us, who dream at night while asleep.
- Wake in the morning to find that it was vanity → (a) They wake up in the morning and find out that their dream was unreal and was just a vision.
- But the dreamers of the day are dangerous people → (f) Daydreamers cannot be trusted.
- For they dream with open eyes → (b) They are aware of what they are dreaming which they want to materialize.
- And make them come true → (e) They materialize their dream.
a. What type of dreams is Lawrence referring to in his poem?
Lawrence differentiates between two types of dreams: passive dreams (dreaming at night) and active dreams (dreaming in the day with open eyes). He emphasizes the importance of the latter, which are purposeful and can lead to real change.
b. Why does he consider them dangerous?
He calls daytime dreamers "dangerous" because they actively work to turn their dreams into reality. These people challenge the status quo and bring about transformation, which can disrupt society.
c. What is the meaning of 'dreaming with open eyes'?
It means being fully aware and conscious of one's dreams and working towards them with determination, rather than just fantasizing without action.
d. What is Hughes telling his readers to do?
Hughes is encouraging his readers to hold on tightly to their dreams because they give life purpose and direction.
e. Why does he want his readers to hold fast to their dreams?
He warns that without dreams, life becomes empty and meaningless, like a "broken-winged bird" that can no longer fly. Dreams provide motivation and hope.
f. Why, according to Hughes, are dreams so important in our lives?
Dreams are essential because they give life meaning, direction, and fulfillment. Without them, life becomes barren and lifeless, symbolized by "a frozen field."
g. What type of dreams do the two poets highlight?
Both poets emphasize the importance of dreams in shaping one's life. Lawrence highlights active, ambitious dreams that lead to change, while Hughes focuses on dreams as a source of hope and meaning, warning against losing them.
Summary of "Dreams" by D.H. Lawrence
In D.H. Lawrence's "Dreams," the poet explores two distinct types of dreamers. The first type, "dreamers of the night," indulges in fleeting fantasies that fade upon waking, ultimately amounting to nothing but "vanity." These dreams, born from the subconscious, do not bring change or transformation. On the other hand, "dreamers of the day" are portrayed as more powerful and dangerous because they dream with open eyes, turning their visions into reality. Lawrence highlights the idea that daydreamers, those who actively pursue their dreams, can make a significant impact on the world. The poem suggests that it is not enough to merely dream passively; one must act on those dreams to bring them to life and make them meaningful.
Summary of "Dreams" by Langston Hughes
Langston Hughes' "Dreams" reflects on the crucial role dreams play in a person’s life. He emphasizes the necessity of holding onto one's dreams, using vivid metaphors to illustrate their importance. If dreams die, life becomes "a broken-winged bird," incapable of soaring or fulfilling its potential. Similarly, a life without dreams is compared to "a barren field, frozen with snow," signifying stagnation and emptiness. Hughes’ poem encourages readers to persist in nurturing their dreams, no matter how difficult the journey may be, because dreams are the essence that gives life direction and purpose. The poet underscores that the loss of dreams leads to hopelessness, while dreams provide the vitality and energy needed to move forward in life.
Here is the line-by-line translation of the excerpt from Naguib Mahfouz’s "Dream #6" in Bengali:
1. The TELEPHONE RANG and the voice at the other end said, "Shaykh Muharram, your teacher, speaking."
ফোনটি বাজল এবং অপর প্রান্তে এক কণ্ঠস্বরে বলল, "শাইখ মুহাররম, আপনার শিক্ষক, কথা বলছেন।"
2. I answered politely with a reverent air, "My mentor is most welcome."
আমি সম্মানপূর্ণভাবে উত্তর দিলাম, "আমার গুরুকে আন্তরিক অভ্যর্থনা।"
3. "I'm coming to visit you," he said.
"আমি আপনাকে দেখতে আসছি," তিনি বললেন।
4. "Looking forward to receiving you," I replied.
"আপনার আগমন প্রত্যাশা করছি," আমি উত্তর দিলাম।
5. I felt not the slightest astonishment though I had walked in his funeral procession some sixty years before.
আমি তেমন কোনো বিস্ময় অনুভব করলাম না, যদিও আমি ষাট বছর আগে তাঁর অন্ত্যেষ্টিক্রিয়া মিছিলে হাঁটেছিলাম।
6. A host of indelible memories came back to me about my old instructor.
আমার প্রাচীন শিক্ষক সম্পর্কে অসংখ্য অবিচ্ছেদ্য স্মৃতি আমার মনে ফিরে এল।
7. I remembered his handsome face and his elegant clothes and the extreme harshness with which he treated his pupils.
আমি তাঁর সুদর্শন মুখ, তার মার্জিত পোশাক এবং তাঁর ছাত্রদের প্রতি যে তীব্র কঠোরতা দেখাতেন তা স্মরণ করলাম।
8. The shaykh showed up with his lustrous jubba and caftan, and his spiraling turban, saying without prologue, "Over there, I have dwelt with many reciters of ancient verse, as well as experts on religion.
শাইখ তাঁর দীপ্ত জুব্বা এবং কাফতান পরিহিত হয়ে, তার মোচড়া টুপি মাথায় নিয়ে উপস্থিত হলেন, এবং কোনো ভূমিকা না দিয়েই বললেন, "ওখানে, আমি অনেক প্রাচীন শ্লোক পাঠক এবং ধর্মের বিশেষজ্ঞদের সঙ্গে ছিলাম।
9. After talking with them, I realized that some of the lessons I used to give you were in need of correction.
তাদের সঙ্গে আলোচনা করার পর, আমি বুঝতে পারলাম যে, আমি আপনাকে যে কিছু পাঠ দিয়েছিলাম, সেগুলোর কিছু সংশোধনের প্রয়োজন ছিল।
10. I have written the corrections on this paper I have brought you."
"আমি এই কাগজে সংশোধনগুলি লিখে এনেছি।"
11. Having said this, he laid a folder on the table, and left.
এটি বলে, তিনি একটি ফোল্ডার টেবিলের উপর রেখে চলে গেলেন।
Here is a list of potential difficult words from the text:
- Shaykh: A title used for a religious leader or teacher in Arabic-speaking countries.
- Jubba: A long, loose-fitting garment, typically worn by men in the Middle East.
- Caftan: A long, flowing robe, often worn in Middle Eastern countries.
- Indelible: Impossible to forget or remove; permanent.
- Reciters: People who recite or read aloud, especially in the context of religious or literary works.
- Prologue: An introductory part of a speech, book, or play, setting the stage for what is to come.
- Lustrous: Shiny, radiant, or reflecting light.
i. The caller mentioned at the beginning of the text is Shaykh Muharram, the narrator's former teacher. The unusual aspect of this call is that the narrator had attended his funeral about sixty years prior, suggesting the call is happening in a dream, as it would be impossible for the deceased to call.
ii. Several clues indicate that the story is a dream. The first is the call from the deceased Shaykh, which defies logic. Additionally, the narrator's lack of surprise and the surreal conversation about corrections to past lessons further suggest a dreamlike atmosphere where time and reality don't follow normal rules.
iii. The narrator holds their visitor, Shaykh Muharram, in a respectful and polite manner. The reverence with which they greet him reflects admiration for the teacher, despite the harshness the Shaykh once exhibited in his treatment of students.
iv. The visitor brought a folder containing written corrections to the lessons he had previously taught the narrator, implying that even after death, the Shaykh felt the need to address perceived mistakes in his teachings.
v. There is an indication of a clash between the older and younger generations, as the Shaykh mentions that some of the lessons he taught were in need of correction. This reflects an evolving perspective that might not align with the strict or traditional beliefs held by the older generation.
vi. The older generation might need to reconsider certain rigid views, especially when it comes to education and openness to change. Three lessons they could reconsider are:
- The Harshness in Teaching: The Shaykh's extreme harshness towards his pupils is likely to be reconsidered, as modern education values empathy and encouragement rather than strict discipline.
- The Inflexibility of Old Beliefs: The corrections made by the Shaykh suggest that old teachings may need updating in light of new understanding or knowledge.
- Openness to Dialogue: The absence of dialogue or reconsideration in earlier generations' educational approaches could be seen as something the older generation should unlearn, fostering more open exchanges of ideas.
Group Presentation Activity: Creating a Visual Representation of the Teacher
This activity is a fun and creative way to bring a character to life! Your group will work together to illustrate the teacher described in the text using drawings, paintings, or a wardrobe display. After completing the visual, you will present it to the class and explain how the teacher’s appearance reflects their personality.
Step 1: Understanding the Description
- Read the text carefully and highlight words or phrases that describe the teacher’s clothes, hairstyle, facial features, and overall appearance.
- Take note of any personality traits mentioned, as appearance often reflects character.
- Discuss in your group: What kind of person do you think the teacher is based on their appearance?
Your group can choose one of the following ways to represent the teacher:
-
Drawing or Painting
- Use paper, colored pencils, paints, or digital tools to create an illustration of the teacher.
- Pay attention to details like clothing style, accessories, posture, and facial expressions.
- Make sure your drawing reflects the teacher’s personality and role in the story.
-
Wardrobe Display
- Instead of drawing, you can create a fashion collage showing clothes and accessories that match the teacher’s description.
- Collect pictures from magazines, print images from the internet, or even use real clothing items to assemble a display.
- Explain how the clothing choices reflect the teacher’s status, mood, or attitude.
- Each group will stand in front of the class and explain their visual.
- Some key points to discuss:
- Why did you choose these colors, styles, or expressions?
- How does the teacher’s look match their personality in the story?
- Did you find any interesting details that others might have missed?
- If your teacher agrees, you can add a lighthearted comparison between the fictional teacher and your real teacher.
- Ask your teacher about their favorite clothing styles or how they would describe their own appearance.
- Create a second drawing or wardrobe display to compare the two teachers.
- Have fun discussing the similarities and differences!
This group presentation is not only about drawing but also about understanding how appearance can reflect personality and emotions. By working together, you will improve your observation, creativity, and teamwork skills. Enjoy the activity, and don’t forget to make your presentation fun and engaging!
Keeping a dream journal is a great way to remember and understand your dreams better. Many people forget their dreams within minutes of waking up, but writing them down right away helps keep them fresh in your memory.
How to Keep a Dream Journal
- Keep a Notebook by Your Bed – As soon as you wake up, write down whatever you remember about your dream, even small details.
- Write Quickly – Dreams fade fast, so don’t wait too long before writing them down.
- Describe Everything – Include details like people, places, colors, emotions, and any strange or exciting events.
- Look for Patterns – After a few weeks, check if there are common themes or symbols in your dreams.
- Give Your Dream a Title – This makes it easier to remember later.
Why Keep a Dream Journal?
- Improves Memory – Writing dreams helps train your brain to remember them better.
- Helps with Self-Understanding – Dreams can reflect your thoughts, worries, or hopes.
- Boosts Creativity – Many writers, artists, and inventors get new ideas from dreams!
- Fun to Share with Friends – Comparing dreams can be an exciting way to see how different and unique they are.
Your Dream Journal Challenge
For the next month, try writing down your dreams every morning. At the end of the month, gather with friends and read some of the most interesting ones. You can even vote on whose dream was the most exciting, funny, or mysterious!
This challenge can help you understand your dreams better and make you more aware of your subconscious thoughts. Plus, it’s a fun and creative activity!
"Khwabnama" is a term commonly used in South Asian culture, particularly in Urdu and Persian-speaking communities, to refer to books that interpret dreams. The word "Khwabnama" is derived from two Persian words: "Khwab" (خواب), meaning "dream," and "Nama" (نامہ), meaning "book" or "letter." These books provide insights into the meanings of various dreams and are often influenced by Islamic teachings, cultural beliefs, and psychological interpretations.
Historical Background
The interpretation of dreams has been a subject of interest for centuries. In Islamic tradition, dream interpretation is considered significant, and it is believed that some dreams can carry divine messages. The most famous historical book on dream interpretation is "Tafsir al-Ahlam" (Interpretation of Dreams) by Ibn Sirin, an 8th-century Muslim scholar. His work is still widely referenced today in many Khwabnama books.
Common Themes in Khwabnama
Khwabnama books typically categorize dreams based on symbols, objects, and emotions experienced in dreams. Some common interpretations include:
- Seeing water: Signifies purity, blessings, or sometimes emotional turbulence.
- Flying in a dream: Often represents freedom, success, or spiritual elevation.
- Snakes: Can symbolize enemies, hidden fears, or transformation.
- Seeing prophets or religious figures: Considered a good omen and a sign of divine guidance.
Cultural Importance
In South Asian households, elders often refer to Khwabnama books to interpret their dreams. Many people believe that dreams can offer warnings, guidance, or glimpses into future events. Some also consult religious scholars for interpretations.
Conclusion
Khwabnama is more than just a book of dream meanings; it reflects cultural, religious, and psychological perspectives. Whether one believes in dream interpretation or not, it remains a fascinating part of our heritage. If you want to learn more, ask elders or religious scholars for deeper insights.
Yes! There is a famous novel titled "Khwabnama", written by Akhtaruzzaman Elias, a well-known Bangladeshi writer. This novel is considered one of the greatest works in Bengali literature. It tells the story of the struggles of poor farmers and ordinary people during the turbulent times of the 1940s in Bengal, when India was about to be divided into two countries—India and Pakistan.
About the Author: Akhtaruzzaman Elias
Akhtaruzzaman Elias (1943–1997) was a famous Bengali novelist, short story writer, and professor from Bangladesh. He is known for writing about the lives of ordinary people, especially the poor and working-class, and their struggles against oppression. Although he wrote only two novels and a few short stories, his works are considered masterpieces. His writing style is powerful, realistic, and full of deep emotions.
Some of his other famous works include:
- "Chilekothar Sepai" (The Soldier in the Attic) – another famous novel about political movements in Bangladesh.
- Several short stories that focus on social and political issues.
Even though he did not write many books, he is considered one of the best modern Bengali writers because of the depth and truthfulness in his storytelling.
About the Novel: "Khwabnama"
"Khwabnama" is a novel that blends history, politics, and dreams to tell a powerful story. The word "Khwabnama" means "Book of Dreams," and dreams play an important role in this novel.
The novel is set in the 1940s, during the time of the Tebhaga movement, which was a farmers' struggle in Bengal for fair land rights. The story follows a young man named Fazlu and the people in his village as they deal with British rule, the partition of India, and their own hopes and dreams for a better life.
One unique thing about "Khwabnama" is how it mixes reality with dreams, legends, and folk tales. Many characters have dreams that reveal their desires, fears, and even the history of their land. The novel also talks about ghosts and spirits that symbolize the past struggles of the people.
Why is "Khwabnama" Important?
- It beautifully captures the history of Bengal and its people’s fight for justice.
- It mixes dreams with reality, making the story very deep and meaningful.
- It shows the pain of partition, when Bengal was divided into India and Pakistan, affecting millions of people.
Conclusion
"Khwabnama" is a novel that is not just about history, but also about dreams, struggles, and the lives of ordinary people. Akhtaruzzaman Elias wrote this book with great detail, making it one of the most important novels in Bengali literature. Even though the story is serious, it is written in a way that makes the reader feel connected to the characters and their dreams.
If you are interested in history, politics, and stories about real people, "Khwabnama" is a must-read!
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