DIRECT AND INDIRECT SPEECH

 (Statements, Commands, Requests, and Questions) The words spoken by a person can be reported in two ways—Direct and Indirect. When we quote the exact words spoken by a person, we call it Direct Speech. Sohan said to Mohan, “I am going to school.” The exact words spoken by Sohan are put within inverted commas. But when we give the substance of what Sohan said, it is called the Indirect Speech. Sohan told to Mohan that he (Sohan) was going to school.  1. Reporting Clause and Reported Speech: Sohan told Mohan that he was going to school. The words which generally come before the inverted commas are called the reporting clause, i.e. Sohan said to Mohan and the verb ‘said’, is called the reporting verb. The words spoken by Sohan and put within inverted commas are called the reported speech, i.e. “I am going to school.” 2. Rules for Changing Direct Speech into Indirect Speech: In the Indirect speech, no inverted commas are used. The conjunctions that, if, whether, are generally used after the reporting verb. The first word of the reported speech begins with a capital letter. The tense of the reporting verb is never changed. The reporting verb changes according to sense: it may be told, asked, inquired Question for Direct & Indirect Speech Try yourself: What is the purpose of using inverted commas in direct speech? a. To indicate the reporting verb. b. To separate the reporting clause from the reported speech. c. To show that the words are spoken by a person. d. To highlight the tense of the reporting verb. View Solution   3. Rules for the Change of Pronouns: The first person pronouns (I, me, my, we, us, our) in the reported speech change according to the subject of the reporting verb. The pronouns of the second person (you, your, yourself) in the reported speech change according to the object of the reporting verb. The pronouns of the third person do not change. For example: (i). He said, “I like the book.” He said that he liked the book. (ii). He said to me, “Do you like the book?” He asked me if I liked the book. (iii). He said, “He likes the book.” He said that he liked the book. 4. Changes in words expressing nearness, time, auxiliaries, etc.  this  Changes into  that  there  Changes into  those  now  Changes into  then  here  Changes into  there  today  Changes into  that day  tomorrow  Changes into  the next day  yesterday  Changes into  the previous day  last night  Changes into  the previous night  can  Changes into  could  may  Changes into  might   shall  Changes into  should  will  Changes into  would  ago  Changes into  before  just  Changes into  then  come  Changes into  go  thus  Changes into  so 5. Change in Tenses: If the reporting verb is in the present or the future tense, the tense of the reported speech is not changed: Satish says, “I am flying a kite.” Satish says that he is flying a kite. Satish will say, “I want a glass of milk.” Satish will say that he wants a glass of milk. If the reporting verb is in the past tense, then the tense of the reported speech will change as follows: Direct Indirect  Simple Present  changes into Simple Past  write wrote  Present Progressive  changes into Past Progressive  am/ is/ are writing was/ were writing  Present Perfect  changes into  Past Perfect  has written  had written  Simple Past  changes into   Past Perfect  wrote had written  Past Progressive  changes into  Past perfect progressive was/ were writing had been writing If the direct speech expresses a historical fact, a universal truth or a habitual fact, then the tense of the direct speech will not change: Direct : He said, “Honesty is the best policy.” Indirect : He said that honesty is the best policy. Direct : He said, “The sun rises in the east.” Indirect : He said that the sun rises in the east. Direct : Rakesh said, “I am an early riser.” Indirect : Rakesh said that he was an early riser. Direct : She said, “God is omnipresent.” Indirect : She said that God is omnipresent. Direct : The teacher said, “The First World War started in 1914.” Indirect : The teacher said that the First World War started in 1914. 6. Changing Statements into Indirect Speech: The reporting verb ‘said to’ is changed-to ‘told’, ‘replied’, ‘remarked’, The reporting verb is not followed by an object, it is not changed. The inverted commas are removed. The conjunction that is used to connect the reporting clause with the reported speech. The rules for the change of pronouns, tenses, etc. are followed. Direct : Ramu said, “I saw a lion in the forest.” Indirect: Ramu said that he had seen a lion in the forest. Direct : Satish said to me, “I am very happy here.” Indirect: Satish told me that he was very happy there. Direct : He said, “I can do this work.” Indirect: He said that he could do that work. Direct : Renu said to me, “I was washing the clothes.” Indirect: Renu told me that she had been washing the clothes. Direct : She said, “I am not well.” Indirect: She said that she was not well. Direct : He said to Sita, “I have passed the test.” Indirect: He told Sita that he had passed the test. Direct : I said to my friend, “He has been working very hard.” Indirect: I told my friend that he had been working very hard. Direct : My friend said to me, “I shall go to Delhi tomorrow.” Indirect : My friend told me that he would go to Delhi the next day. Direct : I said, “I agree to what he said.” Indirect : I said that I agreed to what he had said. Direct : The student said to the teacher, “I am sorry that I am late.” Indirect : The student told the teacher that he was sorry that he was late. 7. Rules for the Change of Interrogative (Questions) sentences: The reporting verb “say’ is changed into ask, inquire, The interrogative sentence is changed into a statement by placing the subject before the verb and the full stop is put at the end of the sentence. If the interrogative sentence has a wh-word (who, when, where, how, why, etc) the wh-word is repeated in the sentence. It serves as a conjunction. If the interrogative sentence is a yes-no answer type sentence (with auxiliary verbs am, are, was, were, do, did, have, shall, etc), then ‘if or ‘whether’ is used as a conjunction. The auxiliaries do, does, did in a positive question in the reported speech are dropped. The conjunction that is not used after the reporting clause. Direct : I said to him, “Where are you going?” Indirect: I asked him where he was going. Direct : He said to me, “Will you go there?” Indirect : He asked me if I would go there. Direct : My friend said to Deepak, “Have you ever been to Agra?” Indirect: My friend asked Deepak if he had ever been to Agra. Direct : I said to him, “Did you enjoy the movie?” Indirect : I asked him if he had enjoyed the movie. Direct : I said to her, “Do you know him?” Indirect : I asked her if she knew him. Direct : He said to me, “Will you listen to me?” Indirect: He asked me if I would listen to him. Direct : I said to him, “When will you go there?” Indirect : I asked him when he would go there. Direct : He said to me, “How is your father?” Indirect : He asked me how my father was. Direct : I said to him, “Are you happy?” Indirect : I asked him if he was happy. Direct : He said to her, “Do you like apples?” Indirect : He asked her if she liked apples. [Intext Question]   8. Changing Commands and Requests into Indirect Speech: In imperative sentences having commands, the reporting verb is changed into command, order, tell, allow, request,etc. The imperative mood is changed into the infinitive mood by putting ‘to’, before the verb. In case of negative sentences, the auxiliary ‘do’ is dropped and ‘to’ is placed after ‘not’: Direct : She said to me, “Open the window.” Indirect : She ordered me to open the window. Direct : The captain said to the soldiers, “Attack the enemy.” Indirect : The captain commanded the soldiers to attack the enemy. Direct : I said to him, “Leave this place at once.” Indirect : I told him to leave that place at once. Direct : The teacher said to the students, “Listen to me attentively.” Indirect : The teacher instructed the students to listen to him attentively. Direct : The Principal said to the peon, “Ring the bell.” Indirect : The Principal ordered the peon to ring the bell. Direct : The master said to the servant, “Fetch me a glass of water.” Indirect : The master ordered the servant to fetch him a glass of water. Direct : I said to him, “Please bring me a glass of water.” Indirect : I requested him to bring me a glass of water. Direct : I said to my friend, “Please lend me your book.” Indirect : I requested my friend to lend me his book. 9. Sentences with ‘Let’. ‘Let’ is used in various meanings. (i) ‘Let’ is used to make a proposal. First change the reporting verb into ‘proposed’ or ‘suggested’. Use ‘should’ instead of ‘let’. Example: Direct    : He said to me, “Let us go home.” Indirect: He suggested to me that we should go home. (ii) ‘Let’ is used as ‘to allow’. In Indirect Speech, we change the reporting verb to ‘requested’ or ‘ordered’. We start Reported Speech with ‘to’. Direct : Ram said to Mohan, “Let him do it.” Indirect : Ram ordered Mohan to let him do that. Or Ram told Mohan that he might be allowed to do that. 10. Sentences with Question Tags (i) In the indirect speech the question-tag is usually left. (ii) In indirect speech these words are removed and the word ‘respectfully’ is used in the reporting clause. Direct : Mahesh said, “Sir, may I go home?” Indirect: Mahesh respectfully asked his sir if he might go home. 11. Sentences with ‘Yes’ or ‘No’ Direct : He said, “Can you dance?” And I said, “No.” Indirect : He asked me if I could dance and I replied that I couldn’t. Direct : My mother said, “Will you come home on time?” And I said, “Yes.” Indirect : My mother asked me if I would come home on time and I replied that I would. Note : ‘Yes’ of ‘No’ hides a complete sentence. Therefore, change yes/no into a short answer. Direct : She said to me, “You didn’t break the window, did you?” Indirect : She asked me if/whether I had broken the window. Direct : He said to Geeta, “You are going to the station, aren’t you?” Indirect : He asked Geeta if/ whether she was going to the station. 12. Sentences with ‘have to’ or ‘had to’ (i) Change ‘have to’ according to the rules. (ii) But change ‘had to’ into ‘had had to’ in the indirect speech. Direct    : Hari said, “I have to work a lot.” Indirect : Hari said that he had to work a lot. Direct    : Hari said, “I had to work a lot.” Indirect : Hari said that he had had to work a lot. 13. Sentences with ‘Sir’, ‘Madam’ or ‘Your Honour’ etc. Generally such words are used to show respect to the person concerned. 14. Exclamations and Wishes Sometimes Exclamatory sentences contain exclamations like Hurrah!, Alas!, Oh!, Heavens!, Bravo, etc. Such exclamatory words are removed in the indirect speech and we use ‘exclaimed with sorrow’, exclaimed with joy, exclaimed with surprise, etc. instead of ‘said’. Examples: Direct : Rohan said, “Hurrah! We won the match.” Indirect : Rohan exclaimed with joy that they had won the match. Direct : Reema said, “Alas! Karina’s mother is suffering from cancer.” Indirect : Reema exclaimed with sorrow that Karina’s mother was suffering from cancer. Direct : The captain said to Kapil, “Bravo! You scored 89 runs.” Indirect : The captain exclaimed with praise that he (Kapil) had scored 89 runs. (a) Look at these sentences. Direct : My mother said, “May God bless you!” Indirect : My mother prayed to God for my well being. Direct : She said, “May God save the country!” Indirect : She prayed to God to save the country. Direct : They said to the king, “Long live!” Indirect : They blessed the king for his long life. (b) Look at these sentences. Direct : Mohan said, “What a pity!” Indirect : Mohan exclaimed that it was a great pity. Direct : I said, “How stupid he is!” Indirect : I exclaimed that he was very stupid. Direct : “What a terrible sight it is!” said the traveller. Indirect : The traveller exclaimed that it was a very terrible sight. All the sentences in inverted commas are exclamatory sentences. (i)  Use ‘exclaimed’ in place of ‘said’ in the reporting verb in the indirect speech. (ii) In Indirect sentences, we use exclamatory sentences as statements. (iii) Indirect speech begins with that and full stop (•) is used instead of the exclamation mark (!). Exercise (Solved) Change the following sentences into Indirect Speech: (i) He said, “I will do it now.” Answer: He said that he would do it then. (ii) He says, “Honesty is the best policy.” Answer: He says that honesty is the best policy. (iii) Ramesh says, “I have written a letter.” Answer: Ramesh says that he has written a letter. (iv) She said, “Mahesh will be reading a book.” Answer: She said that Mahesh would be reading a book. (v) She said, “Where is your father?” Answer: She inquired where his father was. (vi) He said to me, “Please take your book.” Answer: He requested me to take my book. (vii) The Principal said to the peon, “Let this boy go out.” Answer: The Principal ordered the peon to let that boy go out. (viii) He said to me, “May you live long!” Answer: He prayed that I might live long. (ix) She said, “Goodbye friends!” Answer: She bade goodbye to her friends. (ix) The student said, “Alas! I wasted my time last year.” Answer: The student regretted that he had wasted his time the previous year. The document Direct & Indirect Speech | English Grammar (Communicative) Interact In English Class 10 is a part of the Class 10 Course English Grammar (Communicative) Interact In English Class 10. All you need of Class 10 at this link: Class 10 English Grammar (Communicative) Interact In English Class 10 3 videos|65 docs|5 tests Join Course for Free FAQs on Direct & Indirect Speech - English Grammar (Communicative) Interact In English Class 10 1. What is the difference between direct and indirect speech? 2. How do you change tenses from direct to indirect speech? 3. What are some common reporting verbs used in indirect speech? 4. Are there any punctuation changes when converting to indirect speech? 5. How do you handle questions and commands in indirect speech? Related Exams Class 10 About this Document 4.8K Views 4.98/5 Rating Feb 24, 2025 Last updated Document Description: Direct & Indirect Speech for Class 10 2025 is part of English Grammar (Communicative) Interact In English Class 10 preparation. The notes and questions for Direct & Indirect Speech have been prepared according to the Class 10 exam syllabus. Information about Direct & Indirect Speech covers topics like and Direct & Indirect Speech Example, for Class 10 2025 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for Direct & Indirect Speech. Introduction of Direct & Indirect Speech in English is available as part of our English Grammar (Communicative) Interact In English Class 10 for Class 10 & Direct & Indirect Speech in Hindi for English Grammar (Communicative) Interact In English Class 10 course. 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 DIRECT AND INDIRECT SPEECH

 (Statements, Commands, Requests, and Questions) The words spoken by a person can be reported in two ways—Direct and Indirect. When we quote the exact words spoken by a person, we call it Direct Speech. Sohan said to Mohan, “I am going to school.” The exact words spoken by Sohan are put within inverted commas. But when we give the substance of what Sohan said, it is called the Indirect Speech. Sohan told to Mohan that he (Sohan) was going to school. 1. Reporting Clause and Reported Speech: Sohan told Mohan that he was going to school. The words which generally come before the inverted commas are called the reporting clause, i.e. Sohan said to Mohan and the verb ‘said’, is called the reporting verb. The words spoken by Sohan and put within inverted commas are called the reported speech, i.e. “I am going to school.” 2. Rules for Changing Direct Speech into Indirect Speech: In the Indirect speech, no inverted commas are used. The conjunctions that, if, whether, are generally used after the reporting verb. The first word of the reported speech begins with a capital letter. The tense of the reporting verb is never changed. The reporting verb changes according to sense: it may be told, asked, inquired Question for Direct & Indirect Speech Try yourself: What is the purpose of using inverted commas in direct speech? a. To indicate the reporting verb. b. To separate the reporting clause from the reported speech. c. To show that the words are spoken by a person. d. To highlight the tense of the reporting verb. View Solution 3. Rules for the Change of Pronouns: The first person pronouns (I, me, my, we, us, our) in the reported speech change according to the subject of the reporting verb. The pronouns of the second person (you, your, yourself) in the reported speech change according to the object of the reporting verb. The pronouns of the third person do not change. For example: (i). He said, “I like the book.” He said that he liked the book. (ii). He said to me, “Do you like the book?” He asked me if I liked the book. (iii). He said, “He likes the book.” He said that he liked the book. 4. Changes in words expressing nearness, time, auxiliaries, etc. this Changes into that there Changes into those now Changes into then here Changes into there today Changes into that day tomorrow Changes into the next day yesterday Changes into the previous day last night Changes into the previous night can Changes into could may Changes into might shall Changes into should will Changes into would ago Changes into before just Changes into then come Changes into go thus Changes into so 5. Change in Tenses: If the reporting verb is in the present or the future tense, the tense of the reported speech is not changed: Satish says, “I am flying a kite.” Satish says that he is flying a kite. Satish will say, “I want a glass of milk.” Satish will say that he wants a glass of milk. If the reporting verb is in the past tense, then the tense of the reported speech will change as follows: Direct Indirect Simple Present changes into Simple Past write wrote Present Progressive changes into Past Progressive am/ is/ are writing was/ were writing Present Perfect changes into Past Perfect has written had written Simple Past changes into Past Perfect wrote had written Past Progressive changes into Past perfect progressive was/ were writing had been writing If the direct speech expresses a historical fact, a universal truth or a habitual fact, then the tense of the direct speech will not change: Direct : He said, “Honesty is the best policy.” Indirect : He said that honesty is the best policy. Direct : He said, “The sun rises in the east.” Indirect : He said that the sun rises in the east. Direct : Rakesh said, “I am an early riser.” Indirect : Rakesh said that he was an early riser. Direct : She said, “God is omnipresent.” Indirect : She said that God is omnipresent. Direct : The teacher said, “The First World War started in 1914.” Indirect : The teacher said that the First World War started in 1914. 6. Changing Statements into Indirect Speech: The reporting verb ‘said to’ is changed-to ‘told’, ‘replied’, ‘remarked’, The reporting verb is not followed by an object, it is not changed. The inverted commas are removed. The conjunction that is used to connect the reporting clause with the reported speech. The rules for the change of pronouns, tenses, etc. are followed. Direct : Ramu said, “I saw a lion in the forest.” Indirect: Ramu said that he had seen a lion in the forest. Direct : Satish said to me, “I am very happy here.” Indirect: Satish told me that he was very happy there. Direct : He said, “I can do this work.” Indirect: He said that he could do that work. Direct : Renu said to me, “I was washing the clothes.” Indirect: Renu told me that she had been washing the clothes. Direct : She said, “I am not well.” Indirect: She said that she was not well. Direct : He said to Sita, “I have passed the test.” Indirect: He told Sita that he had passed the test. Direct : I said to my friend, “He has been working very hard.” Indirect: I told my friend that he had been working very hard. Direct : My friend said to me, “I shall go to Delhi tomorrow.” Indirect : My friend told me that he would go to Delhi the next day. Direct : I said, “I agree to what he said.” Indirect : I said that I agreed to what he had said. Direct : The student said to the teacher, “I am sorry that I am late.” Indirect : The student told the teacher that he was sorry that he was late. 7. Rules for the Change of Interrogative (Questions) sentences: The reporting verb “say’ is changed into ask, inquire, The interrogative sentence is changed into a statement by placing the subject before the verb and the full stop is put at the end of the sentence. If the interrogative sentence has a wh-word (who, when, where, how, why, etc) the wh-word is repeated in the sentence. It serves as a conjunction. If the interrogative sentence is a yes-no answer type sentence (with auxiliary verbs am, are, was, were, do, did, have, shall, etc), then ‘if or ‘whether’ is used as a conjunction. The auxiliaries do, does, did in a positive question in the reported speech are dropped. The conjunction that is not used after the reporting clause. Direct : I said to him, “Where are you going?” Indirect: I asked him where he was going. Direct : He said to me, “Will you go there?” Indirect : He asked me if I would go there. Direct : My friend said to Deepak, “Have you ever been to Agra?” Indirect: My friend asked Deepak if he had ever been to Agra. Direct : I said to him, “Did you enjoy the movie?” Indirect : I asked him if he had enjoyed the movie. Direct : I said to her, “Do you know him?” Indirect : I asked her if she knew him. Direct : He said to me, “Will you listen to me?” Indirect: He asked me if I would listen to him. Direct : I said to him, “When will you go there?” Indirect : I asked him when he would go there. Direct : He said to me, “How is your father?” Indirect : He asked me how my father was. Direct : I said to him, “Are you happy?” Indirect : I asked him if he was happy. Direct : He said to her, “Do you like apples?” Indirect : He asked her if she liked apples. [Intext Question] 8. Changing Commands and Requests into Indirect Speech: In imperative sentences having commands, the reporting verb is changed into command, order, tell, allow, request,etc. The imperative mood is changed into the infinitive mood by putting ‘to’, before the verb. In case of negative sentences, the auxiliary ‘do’ is dropped and ‘to’ is placed after ‘not’: Direct : She said to me, “Open the window.” Indirect : She ordered me to open the window. Direct : The captain said to the soldiers, “Attack the enemy.” Indirect : The captain commanded the soldiers to attack the enemy. Direct : I said to him, “Leave this place at once.” Indirect : I told him to leave that place at once. Direct : The teacher said to the students, “Listen to me attentively.” Indirect : The teacher instructed the students to listen to him attentively. Direct : The Principal said to the peon, “Ring the bell.” Indirect : The Principal ordered the peon to ring the bell. Direct : The master said to the servant, “Fetch me a glass of water.” Indirect : The master ordered the servant to fetch him a glass of water. Direct : I said to him, “Please bring me a glass of water.” Indirect : I requested him to bring me a glass of water. Direct : I said to my friend, “Please lend me your book.” Indirect : I requested my friend to lend me his book. 9. Sentences with ‘Let’. ‘Let’ is used in various meanings. (i) ‘Let’ is used to make a proposal. First change the reporting verb into ‘proposed’ or ‘suggested’. Use ‘should’ instead of ‘let’. Example: Direct : He said to me, “Let us go home.” Indirect: He suggested to me that we should go home. (ii) ‘Let’ is used as ‘to allow’. In Indirect Speech, we change the reporting verb to ‘requested’ or ‘ordered’. We start Reported Speech with ‘to’. Direct : Ram said to Mohan, “Let him do it.” Indirect : Ram ordered Mohan to let him do that. Or Ram told Mohan that he might be allowed to do that. 10. Sentences with Question Tags (i) In the indirect speech the question-tag is usually left. (ii) In indirect speech these words are removed and the word ‘respectfully’ is used in the reporting clause. Direct : Mahesh said, “Sir, may I go home?” Indirect: Mahesh respectfully asked his sir if he might go home. 11. Sentences with ‘Yes’ or ‘No’ Direct : He said, “Can you dance?” And I said, “No.” Indirect : He asked me if I could dance and I replied that I couldn’t. Direct : My mother said, “Will you come home on time?” And I said, “Yes.” Indirect : My mother asked me if I would come home on time and I replied that I would. Note : ‘Yes’ of ‘No’ hides a complete sentence. Therefore, change yes/no into a short answer. Direct : She said to me, “You didn’t break the window, did you?” Indirect : She asked me if/whether I had broken the window. Direct : He said to Geeta, “You are going to the station, aren’t you?” Indirect : He asked Geeta if/ whether she was going to the station. 12. Sentences with ‘have to’ or ‘had to’ (i) Change ‘have to’ according to the rules. (ii) But change ‘had to’ into ‘had had to’ in the indirect speech. Direct : Hari said, “I have to work a lot.” Indirect : Hari said that he had to work a lot. Direct : Hari said, “I had to work a lot.” Indirect : Hari said that he had had to work a lot. 13. Sentences with ‘Sir’, ‘Madam’ or ‘Your Honour’ etc. Generally such words are used to show respect to the person concerned. 14. Exclamations and Wishes Sometimes Exclamatory sentences contain exclamations like Hurrah!, Alas!, Oh!, Heavens!, Bravo, etc. Such exclamatory words are removed in the indirect speech and we use ‘exclaimed with sorrow’, exclaimed with joy, exclaimed with surprise, etc. instead of ‘said’. Examples: Direct : Rohan said, “Hurrah! We won the match.” Indirect : Rohan exclaimed with joy that they had won the match. Direct : Reema said, “Alas! Karina’s mother is suffering from cancer.” Indirect : Reema exclaimed with sorrow that Karina’s mother was suffering from cancer. Direct : The captain said to Kapil, “Bravo! You scored 89 runs.” Indirect : The captain exclaimed with praise that he (Kapil) had scored 89 runs. (a) Look at these sentences. Direct : My mother said, “May God bless you!” Indirect : My mother prayed to God for my well being. Direct : She said, “May God save the country!” Indirect : She prayed to God to save the country. Direct : They said to the king, “Long live!” Indirect : They blessed the king for his long life. (b) Look at these sentences. Direct : Mohan said, “What a pity!” Indirect : Mohan exclaimed that it was a great pity. Direct : I said, “How stupid he is!” Indirect : I exclaimed that he was very stupid. Direct : “What a terrible sight it is!” said the traveller. Indirect : The traveller exclaimed that it was a very terrible sight. All the sentences in inverted commas are exclamatory sentences. (i) Use ‘exclaimed’ in place of ‘said’ in the reporting verb in the indirect speech. (ii) In Indirect sentences, we use exclamatory sentences as statements. (iii) Indirect speech begins with that and full stop (•) is used instead of the exclamation mark (!). Exercise (Solved) Change the following sentences into Indirect Speech: (i) He said, “I will do it now.” Answer: He said that he would do it then. (ii) He says, “Honesty is the best policy.” Answer: He says that honesty is the best policy. (iii) Ramesh says, “I have written a letter.” Answer: Ramesh says that he has written a letter. (iv) She said, “Mahesh will be reading a book.” Answer: She said that Mahesh would be reading a book. (v) She said, “Where is your father?” Answer: She inquired where his father was. (vi) He said to me, “Please take your book.” Answer: He requested me to take my book. (vii) The Principal said to the peon, “Let this boy go out.” Answer: The Principal ordered the peon to let that boy go out. (viii) He said to me, “May you live long!” Answer: He prayed that I might live long. (ix) She said, “Goodbye friends!” Answer: She bade goodbye to her friends. (ix) The student said, “Alas! I wasted my time last year.” Answer: The student regretted that he had wasted his time the previous year. The document Direct & Indirect Speech | English Grammar (Communicative) Interact In English Class 10 is a part of the Class 10 Course English Grammar (Communicative) Interact In English Class 10. All you need of Class 10 at this link: Class 10 English Grammar (Communicative) Interact In English Class 10 3 videos|65 docs|5 tests Join Course for Free FAQs on Direct & Indirect Speech - English Grammar (Communicative) Interact In English Class 10 1. What is the difference between direct and indirect speech? 2. How do you change tenses from direct to indirect speech? 3. What are some common reporting verbs used in indirect speech? 4. Are there any punctuation changes when converting to indirect speech? 5. How do you handle questions and commands in indirect speech? Related Exams Class 10 About this Document 4.8K Views 4.98/5 Rating Feb 24, 2025 Last updated Document Description: Direct & Indirect Speech for Class 10 2025 is part of English Grammar (Communicative) Interact In English Class 10 preparation. The notes and questions for Direct & Indirect Speech have been prepared according to the Class 10 exam syllabus. Information about Direct & Indirect Speech covers topics like and Direct & Indirect Speech Example, for Class 10 2025 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for Direct & Indirect Speech. Introduction of Direct & Indirect Speech in English is available as part of our English Grammar (Communicative) Interact In English Class 10 for Class 10 & Direct & Indirect Speech in Hindi for English Grammar (Communicative) Interact In English Class 10 course. Download more important topics related with notes, lectures and mock test series for Class 10 Exam by signing up for free. 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the planners

 

 

Boey Kim Cheng's poem "The Planners" provides a thought-provoking exploration of the relentless nature of urban development and its impact on society. Through vivid imagery, powerful metaphors, and a nuanced use of language, the poem delves into themes of power, conformity, loss of cultural heritage, and individual resistance. It raises crucial questions about the consequences of unchecked progress, the erasure of history, and the struggle to maintain identity in the face of a homogenized and sanitized landscape. With its evocative portrayal of the planners' dominance and the powerlessness of individuals, "The Planners" invites readers to reflect on the complex relationship between development, heritage, and the human experience.

The Planners Poem Text

They plan. They build. All spaces are gridded,

filled with permutations of possibilities.

The buildings are in alignment with the roads

which meet at desired points

linked by bridges all hang

in the grace of mathematics.

They build and will not stop.

Even the sea draws back

and the skies surrender.

They erase the flaws,

the blemishes of the past, knock off

useless blocks with dental dexterity.

All gaps are plugged

with gleaming gold.

The country wears perfect rows

of shining teeth.

Anaesthesia, amnesia, hypnosis.

They have the means.

They have it all so it will not hurt,

so history is new again.

The piling will not stop.

The drilling goes right through

the fossils of last century.

But my heart would not bleed

poetry. Not a single drop

to stain the blueprint

of our past’s tomorrow.

Critical Analysis of the Planners

The analysis offers a thoughtful examination of various elements in Boey Kim Cheng's poem "The Planners."

Use of Third Person Collective Pronoun "They":

The choice of the third person collective pronoun "they" emphasizes the speaker's disavowal of the planners' project. It creates a sense of detachment and highlights the speaker's distance from the planners and their actions.

Perfect:

The term "perfect" signifies the planners' achievement of their desired outcome, but it also carries a connotation of coldness and soullessness. It suggests that while the city may appear flawless and meticulously planned, it lacks the warmth and human touch that come with organic growth and historical significance.

Gridded:

The term "gridded" not only conveys the idea of fitting into confined spaces but also implies the imposition of conformity. It suggests that the planners' approach turns vibrant and diverse spaces into rigid, box-like structures, stifling individuality and creativity.

Permutations of Possibilities:

The phrase "permutations of possibilities" carries irony by juxtaposing the open-ended nature of possibilities with their confinement into predetermined sets. It suggests that the planners' actions restrict the potential outcomes and limit the scope of imagination and innovation.

Dental Braces Imagery:

The comparison of buildings to dental braces evokes a sense of forced alignment and rigidity. It symbolizes the planners' desire to control and manipulate the environment, imposing their will upon the cityscape and shaping it according to their predetermined vision.

Sea Draws Back and Skies Surrender:

These lines employ vivid imagery to depict the planners' tyrannical drive. The reference to the sea drawing back alludes to land reclamation, where even natural elements are coerced into submission. Similarly, the phrase "skies surrender" implies the overpowering dominance of skyscrapers, which block out the sky and diminish the vastness and freedom associated with nature.

Blemishes and Dental Dexterity:

The word "blemishes" carries a negative connotation, associating the past with imperfections or flaws that need to be eradicated. The metaphor of "dental dexterity" further emphasizes the harshness of urban renewal, likening the demolishing of old buildings to the extraction of unwanted teeth. This portrayal challenges the notion of urban development as a pleasant or positive process.

Gleaming Gold and Wears:

The phrase "gleaming gold" suggests an artificial and superficial beauty, lacking warmth or authenticity. The word "wears" conveys the idea of dressing up or masking something, implying that the perfect exteriors presented by the planners may hide a lack of depth or soul.

Anaesthesia, Amnesia, Hypnosis:

The progression of these words from "anaesthesia" to "amnesia" and finally to "hypnosis" signifies an increasing level of control exerted by the planners. It suggests that the initial stages of urban renewal may numb or desensitize individuals, leading to forgetfulness and eventually a state of indoctrination. This transformation erases historical memory and distorts the true narrative of the past.

Piling:

The metaphorical depiction of a dentist piling on teeth and jaws intensifies the brutality and violence associated with the process of urban renewal. It conveys a sense of aggression, bloodshed, and anguish, underscoring the destructive and painful nature of the planners' actions.

Fossils of Last Century:

The word "piling" evokes a sense of brutality and violence, likening the construction process to an aggressive act. The imagery of "fossils of last century" reinforces the idea that the buildings of the past are treated as relics to be destroyed and discarded, erasing the tangible connections to history and heritage.

Change in Pronouns (My and Our):

The shift in pronouns from "my" to "our" highlights the speaker's transition from a personal perspective to a collective one. It signifies the significance of the planners' actions, affecting not only the speaker but also the entire community. The use of "our" underscores the powerlessness of individuals in the face of overwhelming urban development.

Past's Tomorrow and Blueprint:

The phrase "past's tomorrow" implies the potential future of the past, which the planners seek to destroy. The reference to the blueprint represents the detailed plan laid out for the eradication of history and heritage. The speaker's desire to "bleed poetry" and disrupt the blueprint reflects their longing to resist the systematic destruction of the past, even though they recognize the futility of their efforts.

Means:

The word "means" carries a pun, indicating both the ability and the financial resources possessed by the planners. They have the means to execute their plans, both in terms of capability and monetary power, further solidifying their dominance over the urban landscape.

So history is new:

The phrase "so history is new" employs irony, as history, by its nature, is rooted in the past. However, in the context of the poem, the planners' actions aim to recreate history in a new and fabricated form. The line underscores the paradoxical notion of reconstructing the past, distorting its authenticity, and presenting it as something fresh and novel.

By delving deeper into these aspects, the analysis gains more nuance and elucidates the poem's themes of powerlessness, conformity, and the erasure of history in the face of relentless urban development.

Summary of the Planners

About how 'the planners' built perfected and precisely calculated man-made structures. How manmade structures erase nature's flaws by being so perfect and also don't care about damages caused to nature.

Setting: No setting - generalized

Split into three parts according to stanzas

Part 1 = Stanza 1 (Perfection of structures & retreating of nature)

Part 2 = Stanza 2 (Replacing nature with man-made. Continue to build/plan without mercy)

Part 3 = Stanza 3 (Persona's feelings towards planners- in favor of planners)

Stanza 1: The planners methodically devise their schemes and construct, imposing a grid-like structure upon all spaces. These spaces become filled with endless permutations of possibilities, meticulously planned and executed. The buildings align precisely with the roads, converging at desired intersections, and united by graceful bridges. The planners persistently continue their work, even compelling the sea to retreat and the skies to yield to their dominion.

Stanza 2: The planners erase any imperfections and blemishes of the past, skillfully removing any blocks deemed unnecessary. With dental precision, they fill all gaps and voids with gleaming gold, transforming the landscape into a symphony of perfected aesthetics. The country adorns itself with flawlessly aligned rows of shining teeth-like structures, leaving no room for deviations. The processes of anesthesia, amnesia, and hypnosis are employed to ensure a painless and oblivious transition. The planners possess both the means and the resources to carry out their vision, recreating history in a new form.

Stanza 3: The relentless piling of construction materials continues unabated, relentless in its pursuit of progress. The drilling machinery penetrates through the fossils of the past century, mercilessly destroying remnants of bygone eras. However, despite this tumultuous transformation, the speaker's heart remains untouched, devoid of poetic inspiration. Not a single drop of metaphorical blood stains the blueprint of the future, where the past is erased and reimagined. The speaker's yearning to disrupt the planners' vision and inject poetic resistance goes unfulfilled, echoing their powerlessness in the face of overwhelming change.

Themes of Boey Kim Cheng's The Planners

"The Planners" by Boey Kim Cheng explores several prominent themes:

Power and Control: The poem delves into the theme of power and control through the depiction of planners who meticulously design and construct the urban landscape. The planners exert authority over spaces, nature, and history, enforcing conformity and erasing flaws and imperfections.

Conformity and Uniformity: The poem highlights the theme of conformity as the planners impose a rigid grid structure and perfect alignment upon the city. The buildings and roads adhere strictly to predetermined patterns, resulting in a landscape that lacks individuality and diversity.

Loss of Cultural Heritage: Through the imagery of dental surgery and the erasure of the past, the poem explores the loss of cultural heritage. The demolition of old buildings and the construction of new, uniform structures contribute to the erasure of historical identity, leading to a sanitized and soulless environment.

Resistance and Powerlessness: The speaker's yearning to "bleed poetry" and disrupt the planners' blueprint signifies a desire for resistance and individual expression. However, the poem also highlights the powerlessness of the speaker and individuals in general against the unstoppable force of urban development. The contrast between "they" and "my/our" pronouns emphasizes the collective powerlessness in the face of overwhelming progress.

Transformation and Progress: The poem contemplates the notion of progress and transformation in urban development. It explores the consequences of relentless construction, the erasure of the past, and the imposition of a new, artificial version of history. It raises questions about the cost and impact of uncontrolled development on both the physical environment and cultural identity.

Stylistic Analysis

Boey Kim Cheng's poem "The Planners" exhibits a rich array of stylistic devices that enhance its thematic exploration. Through precise and evocative imagery, the poem captures the mechanical and calculated nature of urban development. The skillful use of metaphors, such as dental surgery and dental dexterity, creates a vivid and unsettling juxtaposition between the destruction of the past and the cold, artificial perfection of the present. The strategic repetition of pronouns, shifting from the collective "they" to the personal "my" and collective "our," reinforces the powerlessness of individuals in the face of relentless progress. Additionally, the progression of words like "anaesthesia, amnesia, hypnosis" emphasizes the incremental numbing and erasure of history. Boey Kim Cheng's masterful employment of these stylistic choices serves to heighten the impact of the poem, allowing readers to delve deeper into the themes of control, conformity, and the loss of cultural heritage in the face of unchecked development.

Language

A mixture of literal and figurative language used - mostly figurative

Semantic field of perfection: 'mathematics', 'gridded', 'plan', 'alignment'

Metaphor: 'The country wears perfect rows of shinning teeth'

Hyperbole: 'perfect rows', 'shinning teeth'

Constant Repetition: 'They'

Structure

Constant enjambment throughout poem.

No rhyme scheme

Dramatic pause: 'not bleed poetry.'

Sound devices:

Alliteration: 'gleaming gold', 'permutations of possibilities', 'dental dexterity', 'Anaesthesia, amnesia'

Sibilance: 'skies surrender'

Attitudes/feelings:

Awe-full: 'bridges all hang in the grace of mathematics'

Power of Planners: 'They have it all', 'They have the means', 'The piling will not stop'

Planners fix nature's inconsistencies: 'erase the flaws', 'history is new again', 'gaps are plugged', 'through fossils of last century'

Nature is weak, 'sea draws back', 'skies surrender'

Persona will not try to stop the planners: 'not a single drop to stain the blueprint' of our today

Linking poems:

The City Planners, Where I come from: all have Man vs Nature

The City planners: Industry and Technology

Horses, Pike: Constant awe

Post Image Art

How to Write a Summary

 

Proficient students understand that summarizing, identifying what is most important and restating the text (or other media) in your own words, is an important tool for college success.

After all, if you really know a subject, you will be able to summarize it. If you cannot summarize a subject, even if you have memorized all the facts about it, you can be absolutely sure that you have not learned it. And, if you truly learn the subject, you will still be able to summarize it months or years from now.

Proficient students may monitor their understanding of a text by summarizing as they read. They understand that if they can write a one- or two-sentence summary of each paragraph after reading it, then that is a good sign that they have correctly understood it. If they can not summarize the main idea of the paragraph, they know that comprehension has broken down and they need to use fix-up strategies to repair understanding.

Summary Writing Format

When writing a summary, remember that it should be in the form of a paragraph.

A summary begins with an introductory sentence that states the text’s title, author and main point of the text as you see it.

A summary is written in your own words.

A summary contains only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions or comments into a summary.

Identify in order the significant sub-claims the author uses to defend the main point.

Copy word-for-word three separate passages from the essay that you think support and/or defend the main point of the essay as you see it.

Cite each passage by first signaling the work and the author, put “quotation marks” around the passage you chose, and put the number of the paragraph where the passages can be found immediately after the passage.

Using source material from the essay is important. Why? Because defending claims with source material is what you will be asked to do when writing papers for your college professors.

Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.

Example Summary Writing Format

In the essay Santa Ana, author Joan Didion’s main point is (state main point). According to Didion “…passage 1…” (para.3). Didion also writes “…passage 2…” (para.8). Finally, she states “…passage 3…” (para. 12) Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.

There is Another Sky

 

There is Another Sky

Explanation

Line 1-4

There is another sky,

Ever serene and fair,

And there is another sunshine,

Though it be darkness there;

In the first four lines of ‘There is another sky,’ the speaker suggests that there is “another sky” in addition to the sky that the listener is already familiar with. Under this sky, everything is serene and fair.

Another sunshine even though it’s darkness there. While writing, she can create her world where everything stays as she originally depicted it and is not subject to the ravages (damages and destructions) of time.

Line 5-8

Never mind faded forests, Austin,

Never mind silent fields -

Here is a little forest,

Whose leaf is ever green;1¹

In the next four lines, she addresses her brother, Austin. She asks him to ignore the faded forests and the silent fields of the physical world. Rather, he should come to the little forest that she has created under the new sky. There, the leaf is evergreen. This is an indication that life is endless in this other world, nothing can touch it. This is emphasized further in the next paragraph.

Line 9-14

Here is a brighter garden,

Where not a frost has been;

In its unfading flowers

I hear the bright bee hum:

Prithee, my brother,

Into my garden come!

The speaker continues to describe her garden in these lines, she uses the word brighter to compare the world she has created to the one that everyone lives in physically. It is a place where there never has been, nor will there be a frost.

The flowers are unfading they live forever without ever losing their beauty. There are other forms of life as well, such as the bright bee.

The poet asks her brother Austin and calls her by his nickname “Prithee”, to come to her garden. There he won’t have to be concerned with the dangers of the real world that is aging, or change.

Conclusion

The poem ends with “Into my garden come!” sending out an invitation to her brother and reminding him that their home will always be his home. It is an invitation sent to her brother, Austin, to come back home.

Critical Appreciation

⁸89

About the Poem, Poet and Title :- 

The name of the poem is “There is another sky”. It is written by a famous American poetess Emily Dickinson. Her poems are very motivational and highly philosophical about life. Her poems are characterized by simple and short lines.

The poem is highly motivational and philosophical about life. In the poem, the poet is communicating with her brother Austin and pleads with him come to home back. She encourages her brother that there are always other opportunities, options, places, and choices in your life so; don’t be get depressed in your life if you face any difficulties or failures. She pleads to return home. Here are so many things to do in your life. There is another sky the title of the poem is a metaphor itself. The sky is indirectly compared with choices, opportunities, places, etc. it means in our life there are always other (second) options to do.

Theme / Summary / Gist of the Poem : -

There is another Sky is an inspirational poem. Poet motivates her brother to not get depressed under any worst situation because there is always another option in your life, there is another opportunity to take, there is another place to go where you feel the peaceful and fair atmosphere ever. Poet suggests that always be optimistic in our lives.

Poetic Style / Language, Poetic devices :-

It is a Petrarchan sonnet that consists of fourteen lines with octave and sestet. The language of the poem is simple and short. It has only two stanzas, the first stanza consists of eight lines and the second stanza consists of six lines. In the poem, the poet has used a number of devices to express her inner feelings as well as poetic effects with Alliteration, metaphor, personification, antithesis, onomatopoeia, hyperbole, inversion, etc.

Message / values / Morals of the Poem : –

The poem has an optimistic tone. Poet suggests that always be optimistic in life. Life is full of challenges; one should face the challenges with a positive attitude. Don’t be upset or regret under any worst situation, there is another good option to choose, there is another opportunity in your life and there is another sky.

Your opinion about the poem: -

I am really impressed and inspired by reading this poem. I understood the importance of life and always being optimistic in our life, whether any difficulty, problem, or worst situation will come in our life do not get depressed, upset, or regret. We should live in hopefulness that there is another opportunity, choice, or place in our life. There is another sky in our life.

Global Understanding

What are the sad and gloomy aspects of life in the poem?

Faded forests, silent fields,darkness

The poet is addressing to whom?

Her younger brother named Austin.

Vocabulary/Poetic Devices

Write the antonyms of the following words.

Turbulent – serene

Bright – faded

 

Give a pair of rhyming words from the poem.

Fair-there

 

Write down the similar meaning proverbs :

Every cloud has a silver lining.

Ans.  All’s well that ends well.

He who falls today may rise tomorrow.

Blessings in disguise.

​

​

Interpretation/Analysis

Make a list of expressions in the poem that mean encouragement.

Brighter garden, not a frost has been, bright bee hum, unfading flowers.

 

Use the following words to make meaningful sentences.

1. Unfading  2. Prithee

 

Personal Opinion

Suggest some ways that will help your younger sibling to concentrate on his/her studies and overcome his/her bad habit of wasting time playing games on her cell phone.

Ans. Some ways to help concentrate on studies and overcome bad habits.

Make a time schedule for studying, for how many hours you will study in a day and what will be those study hours

While studying make sure you will not touch your mobile phone, keep it away. It is a big distraction.

Take a break of 10-15 minutes in between long study hours or it will be tiring and monotonous.

Resolute in your mind that you will complete a particular topic on that very day and will not keep it for the next day.

“There is Another Sky”

 “There is Another Sky” is a sonnet that illustrates the beauty of nature itself. The poem was written in conjunction with a letter the writer sent to her brother pleading him to come back home. She would give anything for him to come back.

The lines are short, only 3 to 5 metric feet, and with Dickinson’s characteristic slant rhyme, the rhyme scheme is rough, ABCBCDECFCGHIH. This innovative sonnet sections itself into two quatrains and a sestet, making it a gentle melding of the English and Italian sonnets.

In the first four lines of ‘There is another sky,’ the speaker begins by making use of the line that later came to be used as the title. Dickinson’s poetry more often than not went without titles. They are usually known by the first line or by a number. The speaker suggests that there is “another sky” in addition to the sky that the listener is already familiar with. Under this sky, everything is serene and fair.

Another sunshine even though it’s darkness there. While it is not entirely clear at this point what these lines refer to, as the speaker progresses it becomes clear that she is describing her writing through an elaborate metaphysical conceit. While writing, she can create her world where everything stays as she originally depicted it and is not subject to the ravages of time.

In the next four lines, she addresses her brother, Austin. She asks this man to ignore the faded forests and the silent fields of the physical world. Rather, he should come to the little forest that she has created under the new sky. There, the leaf is evergreen. This is an indication that life is endless in this other world, nothing can touch it. This is emphasized further in the next paragraph.

The speaker continues to describe her garden in these lines, she uses the word brighter to compare the world she has created to the one that everyone lives in physically. It is a place where there never has been, nor will there be a frost. This is an allusion to death, change, and anything negative that in the real world is a true risk.

The flowers are unfading they live forever without ever losing their beauty. There are other forms of life as well, such as the bright bee. These warm and bright images are concluded with the final couplet, or set of two lines at the end of a Shakespearean sonnet.

The poet asks her brother Austin and calls her by his nickname “Prithee”, to come to her garden. There he won’t have to be concerned with the dangers of the real world that is aging, or change.

Conclusion

The poem ends with “Into my garden come!” sending out an invitation to her brother and reminding him that their home will always be his home. However, the nature of the poem allows it to be interpreted in another manner where Emily is describing herself to her brother. But, regardless of interpretation, it is still an invitation sent to her brother, Austin, to come back home.

There is Another Sky

 

The title ‘There is another sky’ is the very first line of this piece. It is a reference to the sky of an imaginative world, a metaphorical reference to her poetry. Besides, the term “another” adds an out-worldly effect to this poem. It seems as if the poet is talking about a world that does not have a physical existence. Readers are aware of the world in which everyone lives. So, through the title, Dickinson refers to her poetry and compares it to an evergreen garden. She requests her brother Austin to come there and spend a few happy moments together.

Structure

Dickinson’s ‘There is another sky’ is a fourteen-line sonnet that is contained within a single stanza of text. These lines do not follow either of the two most famous sonnet rhyme schemes, those belonging to the Shakespearean sonnet and the Petrarchan sonnet. Rather, Dickinson uses a combination of half-rhymes and perfect rhymes in order to create a feeling of rhyme that runs throughout the text. They follow a loose pattern ABCBCDECFCGHIH. In regards to meter, the lines are closely related, with three to five metrical feet per line. 

There is Another Sky is a poem sent by the poet, Emily Dickinson, along with a letter to her brother,Austin,who was staying away from home. He might have faced some sadness or confusion and was unable to handle it alone. So, Emily's poem was intended to support him by presenting a brighter side of life. This poem is a sonnet comprising of two stanzas, one of eight lines called octave and another of six lines called sestet. In its presentation of nature and its glorification of the beauties of nature it resembles Shakespearean Sonnets. The tone of the poem is very encouraging as the poet compares two places, there and here and suggests her brother to shift from 'there' to here' to get solace. According to the poet, there' it might the darkness and gloom all around since that is the worldly place. She invites her brother to come 'here' which is a heavenly place with evergreen forests, unfading flowers and humming bees. There is positivity everywhere and that can easily help the brother to come out of the miseries he is troubled with. This ever-lasting appeal of the heavenly place that is, one's own home, gives the poem a hymn-like quality Emily Dickinson deliberately creates an image of a warm and peaceful garden in the second stanza, where there is no existence of forest that represents darkness and pain. This is to convince her brother the possible solution of his suffering and it is not difficult to achieve if he comes back from Boston to Amherst, their hometown, where they have spent a lot of happy times together At the end, she requested her brother to come back to her garden' of bliss. With short lines, bright images, she presented an ideal world where everything appeared favourable. There lied the appeal of the poem which could boost the morale of a person, by circumstances. Sad moments might happen in life, but remedies for them did exist. Emily, the loving sister, wanted to make her brother realise that with the help of this toshort hut beautiful poem, having an inspiring and hopeful tone. She invites her brother to come to her garden and that is a clear hint that this world she creates in her imagination.

Dickinson makes use of several poetic techniques in ‘There is another sky’. These include but are not limited to alliteration, enjambment, and metaphor.

Metaphor: The latter is the most important technique at work. It is seen throughout the entire poem. Dickinson constructed it as one long extended metaphor that compares her writing, and the world she creates with her pen, to a garden.

Metonymy: The “unfading flowers” are a metonym (or symbol) of an allusion to the way that time has no power over her written creations. 

Alliteration: occurs when words are used in succession, or at least appear close together, and begin with the same sound. For example, “faded forests” and “fields” in lines five and six.

Enjambment: Another important technique commonly used in poetry is enjambment. It occurs when a line is cut off before its natural stopping point. Enjambment forces a reader down to the next line, and the next, quickly. One has to move forward in order to comfortably resolve a phrase or sentence; For example, the transition between lines eleven and twelve: “In its unfading flowers/ I hear the bright bee hum”.

In the first four lines of ‘There is another sky,’ the speaker begins by making use of the line that later came to be used as the title. Dickinson’s poetry more often than not went without titles. They are usually known by the first line or by a number. The speaker suggests that there is “another sky” in addition to the sky that the listener is already familiar with. Under this sky, everything is “serene and fair”. Another sun shines there despite the fact that it’s “darkness there”. 

While it is not entirely clear at this point what these lines refer to, as the speaker progresses it becomes clear that she is describing her writing through an elaborate metaphysical conceit. While writing, she is able to create her own world where everything stays as she originally depicted it and is not subject to the ravages of time.

In the next quatrain, she addresses her brother, Austin. She asks this man to ignore the “faded forests” and the “silent fields” of the physical world. Rather, he should come to the little forest that she has created under the new sky. There, the “leaf is ever green”. This is an allusion to the way that life is sustained in this other world, nothing can touch it. This is emphasized further in the third quatrain.

The speaker continues to describe her garden in the third and final quatrain. In these lines, she uses the word “brighter” to compare the world she has created to the one that everyone lives in physically. It is a place where there never has been, nor will there be, “a frost”. This is an allusion to death, change, and anything negative that in the real world is a true risk.  The flowers are “unfading,” they live forever without ever losing their beauty. There are other forms of life as well, such as the “bright bee”.

These warm and bright images are concluded with the final couplet, or set of two lines at the end of a Shakespearean sonnet. They ask Austin, the poet’s brother, to again “come” to her garden. There, within her writing, he won’t have to be concerned with the dangers of the real world, aging, or change.

Critical Appreciation

Dickinson’s ‘There is another sky’ is a sonnet that taps on to several interpretations. Firstly, the tone of the poem guides readers to imagine a fairy-tale-like world. One has to imagine this place as it does not have any physical existence. The poet welcomes her brother to that place. Besides, to look at this poem from a different perspective one has to focus on the theme, timelessness of poetry. Through this poem, the poet metaphorically compares her literary world to an evergreen garden. So, the poem is in the form of a request to her brother to dive into her creation. Besides, the description of the garden is an allusion to the “Garden of Eden”, a biblical paradise described in Genesis 2-3.

Historical Context

The poem ‘There is another sky’ was first published in “Poems by Emily Dickinson, First Series”. It came to print in November 1890. This poem belongs to the pre-1861 writings of Dickinson. During that period, she mostly wrote on sentimental themes. Two of her earlier poetry are conventional lyrics and one is addressed to Austin. In this poem, she misses her brother and prays him to return to her. She refers to a metaphorical garden of which her brother is also aware. This poem also contains some Christian symbols that hint at the poet’s religious belief.