A Different History by Sujata Bhatt Notes
THEME
The poet explores the relationship between cultural identity and language. When you speak a language you also learn its culture. Lines 19 and 20 sum up the theme. Which language has not been the oppressor’s tongue? When another country is the conquerer, that country brings its language and culture to those who are conquered.
SUMMARY
‘A Different History’ is in two linked parts: lines 1-18, then lines 19-29. The first stanza draws the link between western and Indian culture as Pan, the Greek god also exists through Indian gods and goddesses that roam freely. She points out the difference as well in the way Indians treat books with much respect, in order not to disturb or offend Sarasvati or the tree from which the paper comes.
Stanza 2 returns to the idea of a foreign language; all languages, it says, have once been the language of an invader or an oppressor, but despite this there always comes a time when younger and newer generations not only speak the oppressor’s language but they actually come to love it.
TONE (Tone means the attitude of the poet)
At first the tone is critical of the culture of the west (e.g. the way the west does not show respect for books).
Later the tone is accepting. She says that once people have assimilated the new culture, the later generations love the language and culture.
STRUCTURE
The poem is divided into two stanzas with each dealing with a different idea on language and culture. The visual arrangement of lines differ in the two stanzas. In stanza 1, the different indented lines give a wavy appearance to suggest perhaps the idea of gods roaming freely and to match the humour in the stanza.
The second stanza has all the lines indented similarly as the author conveys the serious message that all languages are imposed by the oppressor.
RHYTHM
The rhythm matches the content. The enjambment (run-on lines) in stanza 1 gives a light-hearted, tripping rhythm.
In stanza 2, the rhythm is
The poet explores the relationship between cultural identity and language. When you speak a language you also learn its culture. Lines 19 and 20 sum up the theme. Which language has not been the oppressor’s tongue? When another country is the conquerer, that country brings its language and culture to those who are conquered.
SUMMARY
‘A Different History’ is in two linked parts: lines 1-18, then lines 19-29. The first stanza draws the link between western and Indian culture as Pan, the Greek god also exists through Indian gods and goddesses that roam freely. She points out the difference as well in the way Indians treat books with much respect, in order not to disturb or offend Sarasvati or the tree from which the paper comes.
Stanza 2 returns to the idea of a foreign language; all languages, it says, have once been the language of an invader or an oppressor, but despite this there always comes a time when younger and newer generations not only speak the oppressor’s language but they actually come to love it.
TONE (Tone means the attitude of the poet)
At first the tone is critical of the culture of the west (e.g. the way the west does not show respect for books).
Later the tone is accepting. She says that once people have assimilated the new culture, the later generations love the language and culture.
STRUCTURE
The poem is divided into two stanzas with each dealing with a different idea on language and culture. The visual arrangement of lines differ in the two stanzas. In stanza 1, the different indented lines give a wavy appearance to suggest perhaps the idea of gods roaming freely and to match the humour in the stanza.
The second stanza has all the lines indented similarly as the author conveys the serious message that all languages are imposed by the oppressor.
RHYTHM
The rhythm matches the content. The enjambment (run-on lines) in stanza 1 gives a light-hearted, tripping rhythm.
In stanza 2, the rhythm is