Top 5 Best Analyses of "Hai cây phong" by Aimatov

Question 1

- Based on the narrative pronouns (I or we), identify the two intertwined narrative threads:

▪ From the beginning… the green magic mirror: the first-person narration (I)

▪ From the school year… the deep blue: the first-person plural (we)

▪ The rest: first-person (I)

In the "I" narration, the narrator speaks on behalf of the author, introducing themselves as a "painter". In the "we" narration, the storyteller represents the collective voice of "the boys of the past".

- Between these two narratives, the first-person narration (I) is more prominent in the text, as all observations and feelings are from the perspective of the character "I".

Question 2

In the "we" narration, what captures the storyteller and the children’s attention, making them feel mesmerized are:

- The maple tree on the hill during the final school year before summer vacation, when the children rush to destroy a bird's nest.

- “The boundless world of vast space and light” opens up before the children as they sit on the high branches of the two maple trees.

It can be said that the narrator describes the scene and the two maple trees with a painter’s brushstroke:

- Lines:

▪ The vast earth

▪ The expansive steppe: disappearing in the mist

▪ The rivers stretching to the horizon: a thin silver thread

▪ The maple trees: giant, swaying, towering as high as a bird’s wing, with branches soaring high...

- Colors:

▪ The white misty color

▪ The deep blue of the faraway steppe

▪ The silver glint of the rivers.

→ The scenery and the two maple trees are described by the author with a vivid and artistic brushstroke. Bold lines and harmonious colors create a lively, soulful nature painting.

Question 3

- In the first-person (I) narration, the two maple trees play a central role, evoking deep emotions for the storyteller:

▪ The two maple trees have been present since the storyteller "first knew them when I first knew myself", and they serve as the village’s lighthouse, with their own "voice" and "soul".

▪ The image of the two maple trees is tied to "childhood impressions", school memories, and the sentiment that "my youth has left there… like shards of a green magic mirror…"

▪ The two maple trees are emotional witnesses of the teacher-student bond between the girl Antu-nai and Teacher Duisen.

- The two maple trees, like two human beings, with their own voice and soul, are vividly described as such by a painter who is also a son far from home:

▪ A rich imagination helps the storyteller capture the emotional tones, with varying shades of feelings emanating from the trees.

▪ Using personification to make the world of the two maple trees come alive.

→ The two maple trees, thus, are not only symbols of the narrator’s homeland but also reflect the deep love for the narrator’s homeland.

Question 4:
Choose a passage you like to memorize. You can choose:
- Above the village, my familiar two maple trees.
- In my village, no fire burns… raging fire.
- In the final years of school… boundless space and light.
- I listen to the voices of the two maple trees… at Duisen School.

Conclusion

In the excerpt from Aimatov's story "The First Teacher", the two maple trees are depicted vividly through a painter’s brushstroke. The narrator conveys a deep love for their homeland, especially since these two maple trees are tied to the story of Teacher Duisen, who nurtured dreams and hopes for his little students.

I. Brief Introduction to the Author Aimatov

- Aimatov (1928-2008), full name Chyngyz Torekulovich Aytmatov

- Birthplace: He was a writer from Kyrgyzstan, a republic in Central Asia that was part of the former Soviet Union.

- Life and Literary Career:

+ He became widely known for many works depicting his homeland.

+ He started his literary career in 1952.

+ His first well-known work, the short story collection *Mountains and Steppes*, won the Lenin Prize for literature in 1963.

+ Several of his works became very familiar to Vietnamese readers, such as *The White Ship* and *The Young Maple Trees with Red Scarves*.

- Writing Style:

+ Aimatov’s short stories often focus on the harsh yet romantic life of the people in the hilly and mountainous regions of Kyrgyzstan, exploring themes of love, friendship, and the courage to overcome challenges and sacrifices during wartime.

II. Brief Introduction to the Work *Two Maple Trees*

1. Creation Context

- The text is the first part of the story *The First Teacher*, written in 1957.

2. Structure

- Section 1: (From the beginning to 'everyone can clearly see'): Introduction of the village of Ku-ku-rêu and the two maple trees.

- Section 2: (Up to 'the green spirit'): The narrator’s personal reflections on the two maple trees during each visit to the hometown.

- Section 3: (Up to 'the deep green'): The two maple trees in the narrator’s childhood memories.

- Section 4: (Remaining part): The narrator recalls the person who planted the two maple trees and connects it with Teacher Duysen.

3. Content Value

- The excerpt vividly describes the two maple trees with a sharp and artistic eye, filled with deep emotions. Through this, it conveys the deep love for the homeland and the special sentimental attachment to the trees, which symbolize the relationship between the teacher and his students, nurturing their dreams.

4. Artistic Value

- The choice of narrative voice, blending two intertwined storytelling strands.

- The combination of description and expression with an artistic narrative style creates an emotional resonance with the reader.

- The use of personification and poetic imagery gives the narrative a unique appeal.

Question 1:
* Based on the narrator’s use of pronouns, the two intertwined narrative threads in *Two Maple Trees* are:
“I” is the narrator, an artist in the present telling the story of the two maple trees.
“We” represents the group of children from the past, of whom the narrator was once a part.
* The “I” narrator is more significant because they appear in both narrative threads, at both the beginning and end of the text. The entire natural scene is drawn through the eyes and soul of “I.”

Question 2:
In the first-person narrative, the most captivating memory that the narrator and the children recall is:
The memory of the children rushing up to destroy a bird's nest, barefoot, clinging to branches, shaking the whole bird kingdom. Sitting beneath the tree, reflecting and listening to the wind.
The two giant maple trees swaying as if inviting them to seek shade and hear the gentle rustling of leaves.
The narrator (an artist) describes the two maple trees and the surrounding scene with a vivid, painterly style, capturing the colors and lines of the land, river, and sky.
=> The natural scene described in the narrative is lively, filled with vibrant colors and textures, brought to life by the skillful observation and vivid description of the writer.

Question 3:
In the first-person narrative, the reason the two maple trees hold a central and emotional place for the narrator is that they have been with the narrator since childhood, symbolizing their homeland, the place where they were born. Furthermore, the trees serve as witnesses to the poignant teacher-student relationship between An-tu-nai and Teacher Duysen.
It can be said that the two maple trees are described not just through the eyes of an artist, but with the narrator's empathy for the trees' spirits, making them come alive as characters rather than mere observations.

Question 4:
Choose a passage of about 10 lines from the text to memorize, focusing on the two maple trees.

1. Summary:

The village of Ku-ku-rêu is nestled at the base of a mountain. Above the village, atop a hill, stand two mighty maple trees. These trees stand as monumental symbols, like lighthouses towering over the mountain, representing the unique voice and soul of the village. During their final year of school, the children race up the hill to break bird nests and climb the towering maples to witness lands they had never known and rivers they had never heard of. At that time, the narrator could only feel a deep connection to these two maples, referred to as “Teacher Duysen’s Trees.”

2. Structure:

- Part 1 (from the beginning to “the green mirror”): the two maples as perceived by the narrator.

- Part 2 (the rest): childhood memories of the two maples.

Question 1: (page 100, Literature 8, Volume 1):

The two narrative threads, using the pronouns “I” and “we,” intertwine:

- “I” is the storyteller, a present-day painter recounting the tale of the two maples.

- “We” is the voice representing “all the boys” from the past, with the storyteller also being one of those children.

* The “I” narrative is more prominent because “I” appears in both narrative strands and at both the beginning and the end of the text. The entire natural landscape is portrayed through the eyes and soul of “I.”

Question 2: (page 100, Literature 8, Volume 1):

- What captivates the narrator and the children:

+ The memory of the children rushing to destroy the bird’s nests, barefoot, clinging to the tree branches… shaking the entire bird kingdom. Sitting under the tree branches, thinking and listening to the wind.

+ The immense maples, swaying gently, as if beckoning them to enjoy their shade and the soft rustling of leaves.

- The painterly style:

+ Bold strokes: the earth, the meadow, the river, the clouds, the grasslands.

+ Colors that are both vibrant and ethereal: the misty white fog, the deep emerald green, the sparkling silver river.

Question 3: (page 101, Literature 8, Volume 1):

- In the “I” narrative, the two maples take center stage and stir deep emotions because they have been tied to “I” since childhood, symbolizing a deep love for the homeland. The maples are placed in such a way that no matter which direction you approach the village, they appear as lighthouses guiding the way.

- In this narrative style, the two maples are described with such vividness that they seem like human beings, as the narrator has become one with the trees, understanding their essence rather than simply observing them as an ordinary artist.

Question 4: (page 101, Literature 8, Volume 1):

Choose a passage to memorize. You may select:

- Above my village… those familiar maples.

- In my village, there is no shortage… the forest blazing fiercely.

- In my final years of school… the vastness and the light.

- I listen to the sounds of the two maples… Teacher Duysen’s Trees.

Answer to Question 1 (Page 100, Literature 8, Volume 1):

Based on the pronouns used by the narrator, identify the two distinct narrative threads that intertwine in the story "Two Pine Trees". How does the narrator position themselves in relation to each narrative thread? Why can it be said that the thread narrated in the first-person "I" is more significant?

Detailed answer:

- Based on the personal pronouns used by the narrator ("I" or "we"), the two narrative threads can be distinguished:

+ From the beginning… the shattered pieces of the magical green mirror: first-person narration "I"

+ From the school year… beyond the endless blue horizon: collective narration "we"

+ The remaining part: first-person narration "I" returns.

In the first-person narration "I", the narrator identifies themselves as the storyteller. "I" introduces themselves as the artist. In the collective "we" narration, the narrator speaks on behalf of a group of boys from the past. The narrator is one of the boys from that time. Among these two narrative threads, the first-person "I" narration plays a more central role in the text.

Answer to Question 2 (Page 100, Literature 8, Volume 1):

What attracts the narrator and the boys in the "we"-narrated thread, causing them to be in awe? Why can it be said that the narrator describes the two pine trees and the surrounding scenery in a way that reflects the painter's perspective?

Detailed answer:

- In the "we"-narrated thread, there are two segments describing the boys' experiences related to the large pine trees on the hill in Ku-ku-rêu village:

+ The first segment: In the final school year before the summer break, the boys, barefoot, would carry each other up the tree to destroy bird nests, shaking the entire bird kingdom;

+ The second segment: The "vast and beautiful world of infinite space and light" opens up before the boys when they climb higher and sit on the branches, at the same height as the birds flying. This later segment left the narrator and his companions in awe.

- It can be said that the narrator blends description with narration, portraying the two pine trees and the scenery in a way that resembles a painter's brushwork. This is because:

+ With just a few masterful strokes, the narrator vividly describes the two giant pine trees, their twisted trunks, their branches reaching skyward, "high enough for the birds to fly" and the shade beneath them, "swaying as if to beckon." This rough sketch is further embellished with the image of "a flock of birds flitting back and forth".

+ Particularly in the latter segment, the painting of the village in Ku-ku-rêu is filled with "endless distant skies", "vast plains", "glistening rivers", "misty haze", and the image of a tiny horse stable nestled amidst the expansive landscape. Especially striking is the mysterious allure of this land, described as "the faraway azure expanse of the plain", "the faraway sky blue horizon", and "the glistening rivers... like strands of silver thread...".

Answer to Question 3 (Page 101, Literature 8, Volume 1):

In the "I"-narrated thread, what makes the two pine trees occupy a central position and evoke deep emotions in the narrator? Why can it be said that in this descriptive narrative, the two pine trees are vividly brought to life, almost like human beings, and not just through the eyes of the artist?

Detailed answer:

- In the "I"-narrated thread, the two pine trees take center stage, evoking numerous impressions and deep emotions.

+ The image of the two pine trees is connected to memories of the narrator's school days: "my youth was left there… like pieces of a shattered green mirror…"

+ Particularly, the two pine trees serve as emotional witnesses to the relationship between the young An-tư-nai and her teacher Đuy-sen.

- The brilliant combination of an artist's and poet's touch creates a magical allure around the two pine trees.

+ The way the two pine trees are portrayed: they appear alive, their trunks bending, their branches swaying…

- The two pine trees resemble human beings, each with its own voice and soul.

+ The narrator's rich imagination allows them to hear the pine trees' varied emotions, expressed through different tones and nuances.

+ The use of personification brings the world of the two pine trees to life.

⟹ The two pine trees are depicted as vivid, soulful beings, evoking strong emotions and leaving a lingering impression on the reader.

Answer to Question 4 (Page 101, Literature 8, Volume 1):

Select one of the following excerpts of about ten lines related to the two pine trees to memorize.

Detailed answer:

Students may choose one of the following excerpts to memorize:

a) “In my heart... a fire burning bright and intense.”

b) “In the last school year... the vast space and light” to memorize.

1. About the author:

Ai-ma-tốp is a writer from the Kyrgyz Republic, a country in Central Asia that was once part of the Soviet Union. Ai-ma-tốp's literary career began in 1952 when he was a student at the Kyrgyz Agricultural University. From 1956 to 1958, he studied at the M. Gorky Literary Institute in Moscow. After graduating in 1959, Ai-ma-tốp worked as a reporter for the Pravda newspaper in Kyrgyzstan. His debut work that brought him fame was the short story collection "Mountains, Hills, and Steppes" (1963), which won the Lenin Prize for Literature. Some of his other major works include: "Mother's Field" (1963), "Farewell to Gun-xar" (1967), and "The White Train" (1970). The central themes in Ai-ma-tốp's short stories are the harsh yet romantic life of the people in the mountains of Kyrgyzstan, love, friendship, courage in the face of wartime sacrifice, and the positive struggles of the youth, especially young women, to escape outdated traditions.

Many of his works are well-known to Vietnamese readers, such as "The Little Pine Tree in the Red Scarf", "The First Teacher", and "The White Train".

2. About the work:

- The excerpt "Two Pine Trees" in the textbook was selected by the compiler. The story is set in a remote village in Kyrgyzstan during the 1920s when feudal and patriarchal ideologies were still strong, and women and orphans were often disregarded and disrespected.

- The two pine trees are described with the narrator's emotional attachment. They bring the reader back to forty years ago, showcasing the deep bond between teacher Đuy-sen and his young student An-tư-nai. The narrator, referred to as "I" (sometimes as "we"), is closely connected with the village of Ku-ku-rêu, home to the two familiar pine trees tied to the narrator's childhood memories.

3. Summary:

The village of Ku-ku-rêu lies at the foot of a mountain. Above the village, on a hill, stand two towering pine trees. These majestic trees resemble lighthouses on the mountain, symbolizing the unique voices and souls of the village. In the final school year, the boys run up the hill barefoot, climb the trees, destroy bird nests, and gaze at the unfamiliar landscapes below. At that time, the narrator, as a child, felt a deep connection to the two pine trees, calling them "Teacher Đuy-sen's School".

4. Structure: 2 parts

- Part 1 (from the beginning… to the shattered green mirror): the two pine trees as seen through the eyes of the narrator "I".

- Part 2 (the remaining part): the childhood memories of the two pine trees.

5. Main content: A deep love for the homeland and a poignant reflection on the teacher who nurtured the dreams and hopes of his small students.

I. Author

- Ai-ma-tốp (1928 – 2008) was a writer from Kyrgyzstan, a country in Central Asia, which was previously part of the Soviet Union.

- He came from a family of civil servants.

- In 1961, he was awarded the Lenin Prize.

- He wrote in both his native language and Russian.

- Many of his works are familiar to Vietnamese readers, such as "The Young Maple Tree Covered in a Red Scarf", "The First Teacher", and "The White Ship".

II. Work

1. Origin

- "Two Maple Trees" is the first part of the story "The First Teacher" from the collection "Mountains and Steppes".

2. Main Content

In the excerpt from Ai-ma-tốp's story "The First Teacher", the two maple trees are vividly described with a highly artistic narrative. The storyteller conveys a deep love for the homeland and a special emotional connection, as the trees are linked to the story of teacher Duysen, who nurtured the dreams and hopes of his young students.

3. Structure

▪ Part 1 (from the beginning to "the mirror of the green spirit"): the two maple trees are connected to the culture of the Ku-ku-rêw village through the narration of the character "I".

▪ Part 2 (the remaining section): A slow-motion recollection of childhood memories associated with the two maple trees.

4. Summary of Two Maple Trees

The story is set in a remote village in Kyrgyzstan during the early 20th century, where development was slow, and feudal, patriarchal thinking was prevalent. Women were disrespected, and orphans were despised. The orphaned girl Antunai lived with her uncle and aunt in the village of Ku-ku-rêw, where she received no education and endured harsh supervision. Duysen, sent by the Communist Youth League to open a school in the village, saved her and allowed her to attend school. Her cruel aunt forced her into a marriage with an older man. Once again, Duysen rescued Antunai, enabling her to continue her education in the provincial capital, and later in Moscow, where she became the famous female scholar Antunai Sulaimanova. Duysen, now an old man, worked as a mail carrier. When Antunai was still a student at the village school, Duysen brought two young maple trees to the school and said, "These two maple trees are for you. We will plant them together. As they grow stronger, you will mature, and you will become a good person... You are now as young as these saplings, just like these young maple trees...".

Question 1 - Page 100 Textbook

Based on the pronouns used by the storyteller, identify the two intertwined narrative threads in "Two Maple Trees". What is the storyteller's position in each narrative thread? Why is it important to say that the narrative in the first person is more significant?

Answer:

- Based on the pronouns ("I" or "we"), the two narrative threads can be distinguished:

▪ From the beginning to "the broken pieces of the green spirit's mirror": the first-person narrative ("I").

▪ From "the school year" to "beyond the blue horizon": the third-person narrative ("we").

▪ The rest of the narrative: returns to the first-person perspective ("I").

- "I" is the voice entrusted by the author to narrate the story and guide the events. Everything is observed and perceived through the perspective of "I".

- Even though the third-person narrative occurs in the sections where "we" represent the boys of the past, the childhood memories remain vivid and clear.

- The first-person narrative thread is the main one, while the third-person perspective is used for lyrical narration.

Question 2 - Page 100 Textbook

In the third-person narrative of the storyteller, what attracts the storyteller and the children, causing them to be enchanted? Why can we say that the storyteller describes the two maple trees and the surrounding landscape with a painterly touch?

Answer:

The image of the two maple trees is linked to the childhood memories of the children, introduced through the third-person narrative of "we".

- There are two sections describing the children's memories:

▪ The first section describes mischievous games before the last summer vacation.

▪ The second section reveals beautiful, vast horizons before the children.

- What attracts the storyteller and the children, causing them to be enchanted, is the vibrant, magical world of faraway places they had not yet explored.

- The scene with the two maple trees is described in vivid detail through a painter's eye:

▪ The two maple trees are gigantic, leaning, providing ample shade, with branches reaching the level of flying birds, the gentle rustling of leaves, and the towering branches.

▪ The surroundings are vast, with the wilderness disappearing into a misty haze, and a river sparkling in the distance...

➜ The landscape, as described, is full of color and dynamic lines, captured with the author's exceptional observational skills and expressive writing.

Question 3 - Page 101 Textbook

In the first-person narrative of the storyteller, what makes the two maple trees central and emotionally impactful to the storyteller? Why can we say that in this mixed narrative, the two maple trees are depicted so vividly, almost like people, and not merely through the eyes of an artist?

Answer:

- In the first-person narrative, the image of the two maple trees takes center stage, evoking deep impressions and emotions.

▪ The trees are connected to memories of school life, "my youth left there... like broken pieces of the green spirit's mirror..."

▪ The two maple trees are especially poignant as witnesses to the emotional bond between Antunai and teacher Duysen.

- The combination of artistic and poetic narration creates a fascinating and unique portrayal of the trees.

▪ The two maple trees are depicted as animated, with tilted trunks and swaying branches...

- The trees are described as if they were people, with their own voices and souls.

▪ The storyteller's imagination allows them to hear the trees' various emotional tones, giving them depth and life.

▪ The use of personification brings the trees to life, making them moving and memorable for the reader.

Question 4 - Page 101 Textbook

Select a passage of about ten lines from the story "Two Maple Trees" to memorize.