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Autobiography Of The Moon (Essay Sample)

Autobiography of the moon.

I am the moon, my name is Luna. I have been together with sister Earth who people call their mother. Through eons of time, we have danced together, in the vastness of space, in the Father Sun’s surrender. I have been placed in the most perfect location, in order to assist the time’s transition. And now as I see, the struggle of humanity, I come into my power. Throughout history, I have witnessed thee, and saw how humans conquered. I have seen how they have slaughtered, and saw how they have faltered. And throughout time, mankind cannot deny, the sins they have committed. But now they have the time to show the change they have become. By shining my light, in these darkest nights, I wish to share the inspiration. That if every nation, hand in hand and in unison, in open communication, the unending love of this universe through Gaia’s invocation, and yours truly, Luna’s motivation.

I am the biggest of the earth’s satellite because I am the default option. Before life began, I have been in place in Gaia’s side and we have a permanent interaction. As I am placed 384,400 km away from my sister Gaia, I harmoniously influence the tide and weather of the whole planet. Any closer or farther than this average distance, my presence can be devastating rather than nurturing. From this distance, the miniscule effects of my gravitational pull have become an inseparable part of the earth’s rhythm. I bring high tide and low tide which is a balance to the fish and corals of the ocean. As I circle the planet I bring nurture to the rivers, seas and mountains. In our dance around Father sun, we have made countless possibilities for life and nurture, and yet, as we dance, death and decay has always come, but in our perception, it is but a small transition within a cycle that repeats itself and yet is somehow different with every instance. For the existence of life is but a small fraction in the perception of myself, the planet, and especially the sun and stars. For what are we all, but ancient stardust, a miniscule part of an ancient light, a primordial bang, the Big Bang. And perhaps, that is still true now in the perspective of the infinite, that we are forever that explosion of light, the small result of the “One”, the essential effect of the unfolding of fate in this vastness of space.

Throughout time, my presence in earth’s existence, especially through human history, has been a special time as humans have given me the not only the title, but also the worth and value of my service to my sister. Humans have discovered the benefits and the harmony that my presence radiates for the beings on earth. The countless species of animals and plants in the planet have incorporated my existence as an integral part and aspect of their everyday lives. Humans have used my occurrence and location as one primary object of their calendars. Different cultures have different approaches and yet when it comes to my existence, there is a unifying factor. That my phases of the moon and the orbit it produces around the earth is a cycle that is dancing with the sun, planets, and stars and that the uniform face that I present the earth is as much a mystery as my origin, or the baffling coincidence of my distance and location from the sun and earth to produce the most wonderful solar and lunar eclipses. For all my mysteries, humanity is yet to know them, all I know for now, and for the time that I have existed and will exist, is that I love the Earth so very deeply, and I want to shower it and the beings in it with my magnificence and power.

autobiography of moon in english project

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Class - XI Project on "Writing an Autobiography"

Writing an ‘Autobiography’: Project (Class – XI)

Class - XI Project on "Writing an Autobiography"

Front page-1

MEMARI V.M. INSTITUTION (UNIT -2)

HATPUKUR, MEMARI, EAST BURDWAN

Project Work

Submitted by

Name of the Student………………………………………………….

Roll No. …………………Section………………………………

Registration No………………… (201….-202...)

In partial fulfillment to class XI English Course

  Please write in a separate page

Writing an ‘Autobiography’

Writing an ‘Autobiography’: Project (Class – XI)

Please write in a separate page

Acknowledgement

This project has given me golden opportunity for learning and self-development through collaborative activities. I want to thank respected Mr. /Mrs.__________________________ to whom I owe specially for preparing this project entitled as an ‘Autobiography’.

I do want to extend my heartfelt thanks to my friends, parents and others who helped me in various ways to make a final draft of this work and submit the same to our school.

 Signature of the student

 …………………………… 

CERTIFICATE  

This is to certify that this Project Report entitled as an ‘Autobiography’, prepared by ___________________ Class XI Roll No._______ Registration No. ______________ Year 202…-2…. submitted in partial fulfillment to class XI English Course during the academic year 202…-2… is a bonafide record of project work carried out under my guidance and supervision.

…………………………………..

 (Signature of the Project Guide)

 Name: ………………………………

 Designation: Assistant teacher

 Department: English

 School: MEMARI V.M. INSTITUTION (UNIT -2)

1. Introduction  

Autobiography is one sort of biography, which tells a biography of its author, meaning it's a written account of the author’s life. Rather than being written by somebody else, an autobiography comes through the person’s own pen, in his own words. Some autobiographies are written within the sort of a fictional tale; as novels or stories that closely mirror events from the author’s real world. Such stories include Charles Dickens’ David Copperfield, and J.D Salinger’s The Catcher within the Rye. In writing about personal experience, one discovers himself. Therefore, it's not merely a set of anecdotes – it's a revelation to the readers about author’s self-discovery. In an autobiography, the author attempts to capture important elements of his life. He not only deals together with his career, and growth as an individual , he also uses emotions and facts associated with family life, relationships, education, travels, and any sorts of inner struggles.

1.1 Project in our syllabus:  

As per the new syllabus, Project work has been included as a part of the curriculum. We have made the choice according to the availability of works. 

1.2 Objectives: The main objectives of our project work are - 

(i) Finding out the structural divisions of a story.

(ii) Visualizing the story in Indian context.

(iii) Adding Indian flavor to the strong.

(iv) Taking more of the characters in Indian context.

1.3 Guiding Principle

(i) We should try to locate its difference from Indian cultures.

(ii) Then we must try to fit in the writing into Indian context.

(iii) We should use our daily life experience of Indian culture and society by adding enough Indian words. 

1.4 Limitations

(i) The duration for the entire project was only ten periods.

(ii) It took a long time to select the exact piece of writing which could be transformed.

(iii) For this particular project, group work doesn’t help much as it demands individual imagination and not a number of opinions. 

2. Procedures and Input  

For the project, entitled as an ‘Autobiography’, we worked in groups and sometimes in pairs through a systematic process. Our teacher fixed 10 interventions for carrying out the project. The details of our activities are enumerated below:

First intervention: On the first day, we discussed some of the autobiographical stories. Then we minutely listened to all the stories and decided to write our own autobiography.

Second intervention: On the second day, our teacher taught us different aspects related to the project work. We asked the teacher a number of questions related to what he taught.

Third invention: On the third day, we tried to locate the differences between biography and autobiography. Then we were divided into groups.

Fourth intervention: On the fourth day, we started to change the story so that it looks like self-biography that is called ‘autobiography’. Then we encountered some difficulties with the language that were needed to be changed.

Fifth intervention: On the fifth day, we prepared the draft of our self memoire in our life story. Then we read out our manuscripts. The teacher asked each group to make changes to the script where it was found necessary.

Sixth intervention: On the sixth day, we selected the best manuscript. Then we worked together for its further betterment. Another draft was prepared.

Seventh intervention: On the seventh day, we prepared the final manuscript .Then we read out the manuscript in the presence of our teacher.

Eighth intervention: On the eighth day, the photocopies of the final manuscript were distributed among the students for review.

Ninth intervention: On the ninth day, each group read out their reviews before of the class.

Tenth intervention: Students shared their experience with the teacher. The project report was submitted for evaluation and assessment. 

Please write in a separate page 

3. OUTPUT OF THE PROJECT  

My name is ‘ write your name ’. My friends call me ‘Ananda’. This actually started as a reaction against my own assertion about my best friend, ‘ Joy ’, whom I call ‘Pulak’ as a nickname.

I was born on write the date of your birth . I am the eldest child in our family. My family comprises of five members. These members are my mother, my father, my two sisters, and I. My father is a doctor by profession in the local government hospital. My mother is a school teacher. She teaches English and Hindi in the local government primary school. Ours is a small happy family. 

My father’s name is ‘ write your father’s name ’. He is a renowned person of the town. Some youngsters, who are not amenable to any advice or manners, even call me baap ka beta/ papa ki pari, that is, the son/ daughter of a father, renowned for his technological deeds. 

I read in Class - XI in the School named, ‘ write your school’s name ’ Barddhaman. I’m an excellent student as far as studies are concerned but I’m weak physically. Now, I’m giving attention to the present aspect and have started participating in games. My hobby is stamp-collecting. I want to be a school teacher. As I’m keen on books I would like to grow intellectually while teaching the scholars to grow physically, mentally and spiritually. My greatest attention is directed to evolution of my character and personality.

When I was six, I started attending ‘ write the name of your primary school ’, our primary School. My favourite disciplines there were drawing and literature. I participated in numerous citywide and state-wide drawing contests among children, and even won the first prize in June, 2009, for the best landscape at the Preening Contest. This fact encouraged me to develop my artistic skills, so when I was entered high school, I already knew that I wanted to enter the school where I learnt something especially on ‘Arts’. I worked hard on my skills, and attended fine art courses–at the age of 11, I entered the Institute.

But, I have an experience that I must ever remember in my life. I am speaking of the year of 2020. At the beginning of the year everything is going on smoothly. After enjoying the New Year celebration I was going to prepare myself for the final exam of the previous class. Suddenly, a new pandemic, namely COVID -19, had engulfed the whole nation throughout the world.

Most of the countries were infected with the coronavirus. To prevent this pandemic disease, the government of our country, like the other countries of the world, had announced lockdown. Everything had gone stopped in a moment. The citizen of my country got quarantined for the several months. We were encaged with a fear of getting infected with the dangerous virus.

But, during the lockdown of those days, I had undergone through many recreations just to make me free from boredom. I had created a playlist with happy songs, and sung along, browsed my cookbooks or food blogs for an easy but healthy meal. Also, I had called a supportive friend or family member. Besides, during those days I, also, reminisced by compiling a photo book of the special moments in my life. I had enjoyed myself by g rowing a small herb garden in my window box. However, at present, those fearful days have come over. But we are habituated using sanitizer while washing our hands and also wearing mask when we need to go out.

Finally, my aim is to be a successful person in life. To me, the teaching profession appears to be the noblest and best. I, therefore, shall become a lecturer and adopt teaching as my profession. The profession of a teacher is a highly honourable one. A teacher gets a chance to lead a peaceful life. 

Please write in a separate page  

4. Conclusion  

4.1 Present Value:

The project we undertook was completed within scheduled time limit. After completing the project we have learnt the following:

(i) How to transform a story rich in dramatic elements into a successful play.

(ii) How to make the play lively by adding suitable dialogues.

(iii) The utility of stage performance in learning the target language.

(iv) How to enjoy group work.

(v) How to develop essential skills such as collaboration, communication, and critical thinking.

(vi) How to use language in context

(vii) The importance of tone and modulation in speech.

(viii) The importance of body language or gesture in communication.

(ix) Importance of the setting, dialogue, music, and props in a drama

(x) How to develop our skills in a happy, non-threatening environment.

4.2 Future:

The product of this particular project will help others in the following way:

(i) They will get a ready script to be enacted.

(ii) They will be able to modify the script to make it more lively.

(iii) They can form an idea about dramatization of a story

(iv) They will be encouraged to take up other stories for dramatization

(v) They will be able to use the script in learning language effectively.

5. References/Bibliography

i) Charles Dickens’ David Copperfield

 ii) J.D Salinger’s The Catcher in the Rye.

iii) A.S. Hornby, Advanced Learner's Dictionary. Eighth Edition, OUP, 2010.

 iv) National Curriculum Framework. NCERT, 2005.

v) Naganathan, Ramanujam: Project Work to promote English Language Learning. British Council, 2011.

vi) Project book issued by the WBCHSE Board for Class – XI

vii) https://en.wikipedia.org › wiki › Autobiography

👉 Writing an Autobiography – Class XI: Project  

👉 Dramatization of a Story – Class XI: Project  

👉 Smriti Srinivas Mandhana - Class XII: Project  

👉 Theatre Script - (Class-XII) Project Work  

👉 Fictitious Interview with Sourav Ganguly – Class XII: Project  

👉 Fictitious Interview with Sunil Gangopadhyaya – Class XII: Project  

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autobiography of moon in english project

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Thank so March Sir.. Ata amar project korte amai khubi help koreche...

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Sir I am a student of class XI. My project is under 300-350 word write our autobiography Please help

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Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson

By Mr. Christopher Graney   |   17 Mar 2020

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Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson

  • Level: all audiences — younger readers. Click here for other resources for younger readers .

Reaching for the Moon was written by Katherine Johnson and published in 2019 (by Simon & Schuster: Athenium Books for Young Readers), when she was one over hundred years old.  Johnson was one of the NASA “computers” featured in the best-selling book Hidden Figures: The Untold True Story of Four African-American Women who Helped Launch Our Nation Into Space and the popular movie Hidden Figures .  The book discusses Johnson’s work at NASA, but its primary focus is on her family, her Christian faith, and how those came together to help her and other African-Americans succeed during a time when they lived under both legal segregation and a constant threat of violence.

From the publisher:

The inspiring autobiography of NASA mathematician Katherine Johnson, who helped launch Apollo 11.

As a young girl, Katherine Johnson showed an exceptional aptitude for math. In school she quickly skipped ahead several grades and was soon studying complex equations with the support of a professor who saw great promise in her. But ability and opportunity did not always go hand in hand. As an African American and a girl growing up in an era of brutal racism and sexism, Katherine faced daily challenges. Still, she lived her life with her father’s words in mind: “You are no better than anyone else, and nobody else is better than you.”

In the early 1950s, Katherine was thrilled to join the organization that would become NASA. She worked on many of NASA’s biggest projects including the Apollo 11 mission that landed the first men on the moon.

Katherine Johnson’s story was made famous in the bestselling book and Oscar-nominated film Hidden Figures. Now in Reaching for the Moon she tells her own story for the first time, in a lively autobiography that will inspire young readers everywhere.

The book contains certain factual errors, such as a reference to the Apollo 11 command module being in orbit around Earth rather than the moon, for example.  Johnson herself notes near the end of the book that by the time she was in her late nineties she had memory lapses such as forgetting her Social Security number, so these minor deviations from fact should not be seen as errors so much as imperfect memories of a person whose memory covers an exceptionally long period of time.

Click here for a preview , courtesy of Google Books.

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Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson

Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson

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A Kirkus Reviews Best Middle Grade Book of 2019 “This rich volume is a national treasure.” –Kirkus Reviews (starred review) “Captivating, informative, and inspiringâ€ĻEasy to follow and hard to put down.” –School Library Journal (starred review) The inspiring autobiography of NASA mathematician Katherine Johnson, who helped launch Apollo 11. As a young girl, Katherine Johnson showed an exceptional aptitude for math. In school she quickly skipped ahead several grades and was soon studying complex equations with the support of a professor who saw great promise in her. But ability and opportunity did not always go hand in hand. As an African American and a girl growing up in an era of brutal racism and sexism, Katherine faced daily challenges. Still, she lived her life with her father’s words in mind: “You are no better than anyone else, and nobody else is better than you.” In the early 1950s, Katherine was thrilled to join the organization that would become NASA. She worked on many of NASA’s biggest projects including the Apollo 11 mission that landed the first men on the moon. Katherine Johnson’s story was made famous in the bestselling book and Oscar-nominated film Hidden Figures. Now in Reaching for the Moon she tells her own story for the first time, in a lively autobiography that will inspire young readers everywhere.

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Autobiography Project

autobiography of moon in english project

Reasons to Write an Autobiography

This handout provides a rationale for writing an autobiography. …

autobiography of moon in english project

Grading Categories for Autobiography Project

A handout that describes and details the grading categories for the autobiography project. …

autobiography of moon in english project

Autobiography Scoresheet

A rubric for scoring the autobiography project; includes detailed descriptions of each category. …

autobiography of moon in english project

Autobiography Revision Checklist

A checklist that enables students to review, evaluate, and revise their autobiographies. …

autobiography of moon in english project

Autobiography Project Schedule

A detailed, 20-day schedule for the autobiography project, including descriptions of class activities and assignments. …

autobiography of moon in english project

Autobiography Chapter 7: Looking Forward

This writing guide prompts students to discuss their dreams, plans, and expectations for the future. …

autobiography of moon in english project

Autobiography Chapter 6: Who Are You?

This writing guide prompts students to reflect on their identity, personality, and character. …

autobiography of moon in english project

Autobiography Chapter 5: Significant Events and Developments

This writing guide prompts students to recall and record significant experiences in their adolescent and teen years. …

autobiography of moon in english project

Autobiography Chapter 4: School and Church

This writing guide prompts students to recall and record their experiences in school and church. …

autobiography of moon in english project

Autobiography Chapter 3: Early Childhood

This writing guide prompts students to recall and record significant memories from early childhood. …

autobiography of moon in english project

Autobiography Chapter 2B: My Family Tree

This handout helps students construct a four-generation family tree as part of their autobiography chapter on family. …

autobiography of moon in english project

Autobiography Chapter 2A: My Family

This writing guide prompts students to describe their family. …

autobiography of moon in english project

Autobiography Chapter 1: My Birth

This writing guide helps students gather information and write about about their birth. …

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Aldrin, Edwin E. "Buzz," and McConnell, Malcolm. Men from Earth . New York: Bantam Books, 1989. This useful recent memoir and history by one of the first two humans on the Moon and his co-author, who himself wrote a book on the Challenger disaster, discusses the Moon race, Aldrin's flight during Gemini as well as the one to the Moon, and subsequent space efforts by NASA and the Soviets.

Aldrin, Edwin E. "Buzz" with Wayne Warga. Return to Earth . New York: Random House, 1973. As the title would suggest, this book is more autobiography than account of the trip to the Moon on Apollo 11. It discusses Aldrin's bouts with alcoholism and depression following his famous voyage to a greater extent than it covers the Moon landing and his experiences in NASA. Not as well written as his later book, this one nevertheless reveals a good bit about the character of one astronaut and the perplexities that he and others faced as they became famous public figures.

"All we did was Fly to the Moon" . By the Astronauts as told to Dick Lattimer. Foreword by James A. Michener. Alachua, FL: Whispering Eagle Press, 1983. This little picture book contains photos of astronauts, insignia, and the like plus comments by astronauts. Covers Mercury through Apollo-Soyuz.

"Apollo 8, Astronauts Report on Their Flight Around the Moon." Interavia . 24 (February 1969): 186-90. An abridged version of a press conference the Apollo 8 astronauts held on 9 January 1969. Includes photos and diagrams to illustrate the mission.

Armstrong, Neil; Collins, Michael; and Aldrin, Edwin E. Jr. First on the Moon: A Voyage with Neil Armstrong, Michael Collins and Edwin E. Aldrin, Jr. Written with Gene Farmer and Dora Jane Hamblin. Epilogue by Arthur C. Clarke. Boston: Little, Brown, 1970. This is the "official" memoir of the Apollo 11 landing mission to the Moon in 1969. It was prepared by the ghost writers Farmer and Hamblin from information made available exclusively to them through a somewhat infamous Time-Life/Field Enterprises contract that excluded the rest of the media from contact with the astronauts' families. Contains much personal information about the astronauts that is not available elsewhere.

"The Astronauts--Their Own Great Stories." Life . 22 August 1969, pp. 22-29. 6 color, 3 B&W photos. The first personal accounts of the Apollo 11 lunar landing as told by the astronauts. Also, "The New Priorities in Exploring Space," p. 30, cartoon. An editorial about what the next steps in space should be. Also, "Were You an Eyewitness?" p. 49.

Atkinson, Joseph D., Jr., and Shafritz, Jay M. The Real Stuff: A History of the NASA Astronaut Requirement Program . New York: Praeger Pubs., 1985. The authors present a solid overview of the selection of the NASA astronauts and their development. It presents an overview of the selection of the first ten groups of NASA astronauts through 1984, then concentrates on covering the watershed selections of 1959, the first group; 1965, the first scientists that flew on Apollo spacecraft; and 1978, the first Shuttle selection including women and minorities. Places heavy emphasis on the criteria for selection and the procedures used in selected astronauts.

Borman, Frank. Countdown: An Autobiography . New York: William Morrow, Silver Arrow Books, 1988. With Robert J. Serling. Written to appear on the twentieth anniversary of the first lunar landing, this autobiography spans much more than the Apollo program. It recounts Borman's life in aeronautics, first as a military flier, then as a test pilot, and finally as president of Eastern Airlines.

Collins, Michael. Carrying the Fire: An Astronaut's Journeys . New York: Farrar, Straus and Giroux, 1974. This is the first candid book about life as an astronaut, written by the member of the Apollo 11 crew that remained in orbit around the Moon. The author comments on other astronauts, describes the seemingly endless preparations for flights to the Moon, and assesses the results. He also describes what he thinks of as the most important perspective that emerged from his flight, a realization of the fragility of the Earth. He wrote that "from space there is no hint of ruggedness to it; smooth as a billiard ball, it seems delicately poised on its circular journey around the Sun, and above all it seems fragile.... Is the sea water clean enough to pour over your head, or is there a glaze of oil on its surface?... Is the riverbank a delight or an obscenity? The difference between a blue-and-white planet and a black-and-brown one is delicate indeed."

Cooper, Henry S.F. Apollo on the Moon . New York: Dial Press, 1969. In this book Cooper predicts, before the landing of Apollo 11 astronauts on the Moon in July 1969, what they would encounter. More important, he follows the preparations for the mission with great skill and recounts them in his personal and scintillating style. A small work, this book is barely 140 pages and is taken almost verbatim from two of Cooper's New Yorker articles.

Cox, Donald W. America's Explorers of Space: Including a Special Report on Project Apollo . Maplewood, NJ: Hammond, 1969. This collection of popular biographical sketches of astronauts and such other "explorers of space" as Wernher von Braun and William H. Pickering also contains an overview of Project Apollo.

Cunningham, Walter, with Herskowitz, Mickey. The All-American Boys . New York: Macmillan Co., 1977. This candid memoir by a former Marine jet jockey with a Ph.D. in physics who became a civilian astronaut is critical of "the myth of the super- hero astronaut." Aided by Texas newsman Herskowitz, Cunningham says the astronauts were "all too human" in both their strengths and their weaknesses. Cunningham relates his flight on Apollo 7, which followed the Apollo 204 fire and became the first successful Earth-orbiting mission. He also provides valuable insights into "astropolitics," the way the astronaut corps functioned.

El-Baz, Farouk. Astronaut Observations from the Apollo-Soyuz Mission . Washington, DC: Smithsonian Institution Press, 1977. This volume consists partly of text, partly of extensive photographs and maps of the Earth taken by astronauts on their training flights for the mission or taken on board the spacecraft to support the Earth Observations and Photography Experiment conducted during the mission. Another portion of the text consists of verbal comments made by American astronauts regarding that experiment. The remaining 122 pages of text consists of discussions of the scientific objectives of the mission, astronaut training, flight planning, mission operations, and a summary of the scientific findings of the mission in the areas of geology, oceanography, hydrology, meteorology, and environmental science.

Farmer, G., and Hamblin, D. First on the Moon . Boston: Little, Brown, 1970. See under Armstrong, Neil.

"For the Heroes, Salute and Farewell." Life . 10 February 1967, pp. cover, 20- 31. 20 color photos depict the funerals of the Apollo 204 astronauts; also, 3 B&W photos of the burned capsule and interior.

Frank, Joseph. The Doomed Astronaut . New York: Winthrop Publishers, 1972. This book documents that flying has been a human obsession since antiquity, and that commentary on it has been notoriously pessimistic. Then the author argues that continued flights in space by astronauts are doomed to failure. He uses mythological figures, especially Icarus, to make this case repeatedly in the book, and uses transcripts from Walter Cronkite's broadcasts of the Apollo 13 near-disaster as modern evidence of his position.

Goldstein, Stanley H. Reaching for the Stars: The Story of Astronaut Training and the Lunar Landing . New York: Praeger, 1987. This is a detailed account of the development and management of the astronaut training program for Project Apollo.

Grissom, Betty, and Still, Henry. Starfall . New York: Thomas Y. Crowell, 1974. This account co-authored by the wife of Astronaut Vergil I. "Gus" Grissom with a veteran journalist and aerospace executive recounts the astronaut's career and tragic death in the Apollo 204 fire. The book naturally devotes a good deal of attention to the fire. Betty's lawsuit against North American Aviation, builder of the command and service module in which the fire occurred, for the damage to her and her children also forms part of the story, resulting in her out-of-court settlement for $350,000.

Irwin, James B[enson], with Emerson, William A., Jr. To Rule the Night: The Discovery Voyage of Astronaut Jim Irwin . Boston: G.K. Hall, 1974. Philadelphia: J.B. Lippincott Co., 1973. This readable autobiography of an Air Force pilot turned astronaut recounts his astronaut training and trip to the Moon on Apollo 15 together with his other experiences in life to that point. Stronger on impressions than details, this book nevertheless provides his personal perspective on flying in space.

Kozloski, Lillian D. U.S. Space Gear: Outfitting the Astronaut . Washington, DC: Smithsonian Institution Press, 1994. This extensively illustrated, large-format book follows the history of space suits from flying suits and the development of the pressure suit through Mercury, Gemini, Apollo, Skylab and Apollo-Soyuz, through the shuttle era, concluding with a chapter entitled "Space Suits in the National Collection." There are 11 appendices, a glossary, reference notes, a select bibliography, and an index. Much more than a coffee-table decoration, this is a valuable reference source.

Lovell, James A., et al. "The Three Astronauts Tell What Happened Aboard the Crippled Apollo 13." Life , 68 (1 May 1970): 24-33. An account in the astronauts' own words of what happened on Apollo 13, accompanied by the usual number of photos.

MacKinnon, Douglas, and Baldanza, Joseph. Footprints: The 12 Men Who Walked on the Moon Reflect on their Flights, their Lives and the Future . Washington, DC: Acropolis Books, 1989. An illustrated history, this book tells in narrative and photographs the story of Project Apollo. It emphasizes the stories of the astronauts, printing twelve interviews with those who walked on the Moon. Unfortunately, the book fails on several levels. The authors make no attempt to tie the interviews together, and the astronauts provide no revealing insights. The lode of astronaut impressions was exhausted long before this book was compiled.

Mailer, Norman. "The Psychology of Astronauts." Life . 14 November 1969, pp. 50-60, 62-63. 1 color, 1 B&W photo. Part II of Norman Mailer's "A Fire on the Moon" examines pre-flight training and astronaut philosophies. Also, "Saturn 5," p. 9. Color ad by Monogram models showing a Saturn 5 and U.S. Space Missile models.

"The Moon Men Now." Life . July 1979, pp. 76-84. 15 color and B&W photos. A good article on what many of the Apollo astronauts were doing ten years after the first Moon landing.

"The Old Pro Gets His Shot at the Moon." Life . 31 July 1970, pp. 48-56. 2 color, 5 B&W photos. A biography or Alan B. Shepard who was to be commander of the Apollo 14 mission--his life since his first flight in 1961.

"The Old Pro Goes All the Way." Life . 19 February 1971, pp. 32-35. 2 color, 4 B&W photos on the flight of Apollo 14. Highlights Alan Shepard.

O'Leary, Brian. The Making of an Ex-Astronaut . Boston: Hougton Mifflin Company, 1970. This is an acidic look at the astronaut selection process inside NASA, as well as a bitter memoir of the politics of flight assignments.

. . . On Course to the Stars: The Roger B. Chaffee Story . Grand Rapids, MI: Kregel Publications, 1968. As told to C. Donald Chrysler by Don L. Chaffee and Family. A very moving personal account of the life of Astronaut Roger Chaffee and his death in the Apollo 204 fire.

"Our Journey to the Moon." Life . 17 January 1969, pp. 26-31. 4 photos, 3 in color. Personal accounts by the three Apollo 8 astronauts.

"Put Them High on the List of Men Who Count." Life . 3 February 1967, pp. cover, 18-27. 15 B&W photo essay on astronauts Grissom, White, and Chaffee killed in the Apollo 204 fire.

Schirra, Walter M., Jr. Schirra's Space . Boston: Quinlan Press, 1988. With Richard N. Billings. Another astronaut memoir, this one is filled with practical jokes and anecdotes about mundane training. It also offers some revealing new details of the spaceflights, particularly the shakedown flight of Apollo 7 in Earth orbit in October 1968.

"Schirra's Team Carries on for Apollo." Life . 19 May 1967, pp. cover, 32-39. 21 color photos mainly of astronauts Schirra, Eisele, and Cunningham relaxing with their families.

Wilson, Andrew, and Shayler, David J. "Return to Apollo." Spaceflight . 22 (January 1980): 7-21. This article provides a retrospective look at the astronauts who flew on the Apollo lunar missions.

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Dick Higgins. The autobiography of the moon; a commentary on the hsin-hsin- ming.

Scope and contents.

This archive provides documentation for all periods of the life and work of Dick Higgins, including family photographs from his childhood and his early writing from the 1950s; extensive research notes, drafts, graphics, photographs, texts, musical notation, production materials, interviews, and correspondence related to his published and unpublished works from 1960-1998; and files and correspondence related to Fluxus events in which Higgins participated between 1991 and 1998. The archive has been organized according to the divisions Higgins himself made, and his topics and folder contents have been retained, even if there appear to be idiosyncracies. Broad categories include production materials and correspondence related to published works (1959-1997); unpublished materials (1959-1998); general correspondence and subjects (1980-1998); miscellaneous course and education files (1962-1978); Fluxevents and correspondence (1991-1998); photographs, albums, oversize graphics, broadsides, and scrapbooks (1900-1998); videotapes (1962-1992); computer diskettes (1985-1997); and his active files for projects and correspondence (1982-1998), including statements, interviews, and manifestoes. Correspondence files include letters or printed emails from: Eric Andersen, Bengt af Klintberg, John Cage, Ugo Carrega, Francesco Conz, Charles Doria, Ulrich Ernst, Wolfgang Feelisch, Ken Friedman, Al Hansen, Kenneth Goldsmith, Emily Harvey, Geoffrey Hendricks, Jon Hendricks, Ray Johnson, Alan Kaprow, Alison Knowles, Richard Kostelanetz, Estera Milman, Pauline Oliveros, Jackson Mac Low, Bryan McHugh, Yoko Ono, Ben Patterson, Jerome Rothenberg, Piotr Rypson, Mieko Shiomi, Kristine Stiles, Wolf Vostell, Larry Wendt, Emmett Willliams, Paul Woodbine, LaMonte Young, and other artists, writers and publishers. Original manuscript materials, including notes, drafts, texts, photographs, and working production files include some of these projects by Dick Higgins: Blue Cosmologies , Buster Keaton Enters into Paradise , Danger Musics , Four Men Weighing Chance (1960-1989), Graphis series #2-#202, Intermedia , Metadramas, The Natural Histories series (1991-1993), Pattern Poetry (1971-1997), Piano Album, Piano Sonata , 7.7.73 (1973-1990), Stacked Deck (scripts, various versions, information about performances and correspondence (1958-1990), The Tart or Miss America (1962-1967), The Thousand Symphonies (1967-1993), Bestiary (1990-1995), Bodies electric: arches (1981-1998), Book of George [Maciunas] (1961-1979), The Colors (1975-1995), The Erotikon (1976 contributions by many artists including Georg Brecht, Jean Dupuy, Bernard Heidsieck, Nicholas Zarbrugg, Opal L. Nations, Jill Johnston, Philip Corner, Klaus Groh, Ray Johnson, Wolf Vostell), Fluxus and Intermedia (1998), The Thousand Essays (1972-1980), Watching the Process (1977 interviews: John Cage, Laurie Anderson, Philip Corner, Alison Knowles, Geoffrey Hendricks, Meredith Monk, Nam June Paik, Jerome Rothenberg).

  • From the Collection: Higgins, Dick, 1938-1998 (Person)

Conditions Governing Access

There are no restrictions on use of the materials in the department for research; all patrons must comply with federal copyright regulations. Publication requests for materials must be approved by the Curator of Special Collections.

From the Collection: 142.00 Boxes

Language of Materials

From the Collection: English

Physical Storage Information

  • Box: 7, Item: 1 (Mixed Materials)

Library Details

Part of the Charles Deering McCormick Library of Special Collections Repository

Collection organization

Dick Higgins. The autobiography of the moon; a commentary on the hsin-hsin- ming., Item 1, Box: 7, Item: 1. Dick Higgins Archive, MS132. Charles Deering McCormick Library of Special Collections.

Cite Item Description

Dick Higgins. The autobiography of the moon; a commentary on the hsin-hsin- ming., Item 1, Box: 7, Item: 1. Dick Higgins Archive, MS132. Charles Deering McCormick Library of Special Collections. https://findingaids.library.northwestern.edu/repositories/7/archival_objects/248844 Accessed March 02, 2024.

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Autobiographical Writing in English

Article by Shirley Neuman , Susan Jackel

Published Online February 7, 2006

Last Edited December 16, 2013

Letters, journals, diaries, memoirs and autobiographies are all ways of saying to the reader, "I was there." Although differing in many ways, these forms are alike in having an authoritative "I" who recounts events and impressions experienced amid a specific social context, and a "there" that can be readily located in time and space. Because they speak in such personal tones, these records and narratives are rich in human interest. Social and intellectual historians find them especially valuable sources, and they are increasingly studied by literary historians and critics as well.

Journals, Diaries and Letters: The Lost Arts

The circumstances of colonial life particularly favoured the writing of journals, diaries and letters. Explorers, fur traders, missionaries, surveyors, government officials and army and law-enforcement officers were all obliged by their superiors to keep daily records of their work ( see Exploration Literature: Travel Literature ; Exploration and Travel Literature in French ).

Emigrants and travellers, especially women, wrote long letters home to their families and friends, and many kept diaries and journals. Although seldom written with publication in mind, these documents occasionally reached print because they contained information and commentary of use or interest to a wider readership. Written on the spot, they are a treasure trove for historians seeking to reconstruct the daily lives of private individuals.

Literary scholars recognize in them a means by which newcomers to Canada practised putting into words whatever they found new and noteworthy in the landscape, climate, inhabitants, institutions, customs or speech of British North America. Although all 3 forms are now almost lost arts, the journals, diaries and letters of earlier generations of Canadians are becoming increasingly available in modern editions and reprints.

Memoirs and Autobiographies

By contrast, memoirs and autobiographies continue to appear regularly. Unlike letters and diaries, they view events in retrospect and are often written with publication and posterity in mind. These works are more limited in historical reliability - the writer will have forgotten or suppressed a good deal - but the author has greater opportunities for achieving a shaped and finished narrative.

Memoirs are more loosely constructed than autobiographies, and reveal more of external circumstances than of inner development. Often appearing under the simple title Memoirs or a variant ( Recollections , Reminiscences , Forty Years in ... ), they are characteristically anecdotal and episodic, with the focus dispersed among the many interesting people and places the writer has known.

Autobiography, on the other hand, downplays the context and highlights the unfolding drama of self-knowledge and growth, thus drawing in the literary critic, who analyses the autobiography's projection of a narrative persona, the deployment of dramatic, descriptive and narrative skills, and the achievement of structure, pattern or design in the whole.

A cluster of books describing Upper Canada [Ontario] before 1850 shows all these forms in their characteristic 19th-century guises. Elizabeth Simcoe , wife of Lieutenant-Governor John Graves Simcoe, kept a diary from 1791 to 1796 that was published in 1911 and then re-edited in 1956 by Mary Quayle Innis as Mrs. Simcoe's Diary . Describing life in official circles at York [Toronto], it is at a far remove from Our Forest Home (1889), based on the letters and journals of Irish emigrant Frances Stewart, who settled in the 1820s on the Otonabee River near Peterborough.

Among Stewart's neighbours were Samuel Strickland, author of Twenty-Seven Years in Canada West (1853), and his more famous sisters, Catharine Parr Traill and Susanna Moodie . Traill's letters to her family in England were published as The Backwoods of Canada in 1836 for the information of intended middle-class British emigrants; it is now one of the classics of Canadian literature.

Moodie wrote autobiographically of her years of Roughing It in the Bush (1852) and her later Life in the Clearings (1853). The British author and feminist Anna Jameson visited her attorney general husband in York and then used her journals as the basis for Winter Studies and Summer Rambles in Canada (1838), giving the observations and opinions of a sophisticated and adventurous visitor.

Other times and places yield their quota of firsthand accounts. Labrador is the scene for journals by Captain George Cartwright (1911), recollections by Lambert de Boileau (1861) and Captain Nicholas Smith (1937), and autobiographies by Sir Wilfred Grenfell ( A Labrador Doctor , 1919; Forty Years for Labrador , 1932) and Elizabeth Goudie ( Woman of Labrador , 1973). Colonel William Baird recorded his Seventy Years of New Brunswick Life (1890) but was overtopped by New Brunswick Baptist minister Joshua N. Barnes in Lights and Shadows of Eighty Years (1911). Sir Andrew Macphail 's The Master's Wife (1939) is a polished and memorable vignette of Prince Edward Island life in the later part of the 19th century.

Travel Narratives

Travel and adventure in the North and West have likewise proved fertile themes. Accounts by fur traders include John McLean 's Notes of a Twenty-five Years' Service (1849) and P.H. Godsell's Arctic Trader (1934). Missionary work lies behind the letters and journal of Charlotte Selina Bompas, edited in 1929 by S.A. Archer as A Heroine of the North , and memoirs in 5 volumes by Methodist John C. McDougall , including Pathfinding on Plain and Prairie (1898) and In the Days of the Red River Rebellion (1903). Early mounted policemen of a reminiscent bent include John G. Donkin ( Trooper and Redskin in the Far Northwest , 1889) and Colonel Sam Steele , who wrote of his Mountie days and much else in Forty Years in Canada (1915). Of many Klondike books, 2 that stand out are Martha Louise Black's My Ninety Years (1976; first published in 1938 as My Seventy Years ) and Laura B. Berton's I Married the Klondike (1954).

More recent travel writing about the North includes Joanne Ronan Moore's Nahanni Trailhead (1980), one of the many about the Nahanni, and David Pelly's Expedition (1981), in which he retraces his ancestor's trip to the Arctic. David McFadden in A Trip Around Lake Erie (1980) and A Trip Around Lake Huron (1980) domesticates the travel narrative as the account of a family camping trip which makes the occasion for a meditation on Canadian identity. If personal travel narratives have all but disappeared from contemporary Canadian writing, the few that are still published tend to be about travels outside Canada and are often written by poets and novelists. This is a trend prefigured by Sara Jeanette Duncan in The Crow's Nest , her autobiographical account of travelling with her husband in the British civil service in India. More recently, George Woodcock 's South Sea Journey (1976), which emerged out of his script for a CBC documentary, takes up the theme of travel outside of Canada, while P.K. Page's Brazilian Journal records some of her years as a diplomat's wife in South America. Gwendolyn MacEwen in Mermaids and Ikons: A Greek Summer (1978), George Galt in Trailing Pythagoras (1982) and, most radically, Daphne Marlatt in ZÃŗcalo have joined to a travel account a personal quest narrative more typical of the plot of autobiography.

Homestead Accounts

Homesteading on the Prairies generated dozens of first-person settlers' accounts and memoirs. Mary Georgina Hall wrote letters home describing A Lady's Life on a Farm in Manitoba (1884), and E.A. Gill told of his days as A Manitoba Chore Boy (1912). Wheat and Woman (1914) is Georgina Binnie-Clark's self-portrait as a woman grain farmer in Saskatchewan. In his Northwest of 16 (1958) J.G. MacGregor describes growing up on the Alberta frontier; the journals and letters of Sarah Ellen Roberts, whose family also homesteaded in Alberta, were edited for publication by Latham Roberts under 2 titles, Of Us and the Oxen (1968, Canadian ed) and Alberta Homestead (1971, US ed). An unusual and striking story is contained in the letters of Hilda Rose, written from near Fort Vermilion, Alta, first published in the Atlantic Monthly in 1927 and issued as The Stump Farm a year later. Monica Storrs's letters, edited by W.L. Morton (1979), describe the settling of the Peace River district, while Susan Allison's A Pioneer Gentlewoman in British Columbia (1976) describes early ranching in the Similkameen. Gilbert Roe's Getting the Know How (1982) documents with precise detail early railroading a well as homesteading. Homesteader (1972), the title James M. Minifie chose for his recollections of a Saskatchewan boyhood, speaks for an entire genre.

The Unknown and Unsung

Although the majority of autobiographers and memoirists have some other, previously established, claim to fame, a few have written in the role of spokespersons for the unknown and unsung. G.H. Westbury published Misadventures of a Working Hobo in Canada in 1930, just as the Great Depression began to make hoboes of many men. Saints, Devils, and Ordinary Seamen (1946) were the subjects of memoirs by Lieutenant W.H. Pugsley, while Norman B. James made his mark in history with his Autobiography of a Nobody (1947). Phyllis Knight, through tape recording and editing by her son Rolf, has shown us the extraordinary dimensions of A Very Ordinary Life (1974). Maria Campbell's moving story in Halfbreed (1973) represents a side of Canadian life too little known or understood; in The Book of Jessica (1989) actress Linda Griffiths narrates the tensions and issues of racism around her theatrical performance developed from Campbell's autobiography. Jane Willis Geneish writes one of several accounts of residential schooling in An Indian Girlhood (1973). Other native writers, including Lee Maracle in Bobbi Lee: Indian Rebel (1975; extensively rev 1990) and Beverly Hungry Wolf in The Ways of My Grandmothers (1980), significantly adapt the conventions of autobiography to reflect native concepts of self in relation to the community. Much contemporary Inuit writing takes the form of autobiography, often in English: Alice French's My Name is Masak (1976) provides another account of residential schooling, Minnie Aodla Freeman writes of Life Among the Qallunaat (1978) and Lydia Campbell writes at the interface of Inuit and other settler cultures in Sketch of Labrador Life by a Labrador Woman (1984). Other Inuit autobiography, such as I, Nuligak (1966), have been translated into English and some, such as Anthony Apakark Thrasher's Skid Row Eskimo (1976) or Life Lived Like a Story (1994) - the latter recounting the life stories of 3 women elders from the Yukon and edited by anthropologist Julia Cruikshank - are the product of collaboration between journalists or anthropologists working from taped interviews.

The Political Memoir

Prime ministers occasionally write memoirs, but seldom autobiographies; their private letters and diaries are often useful correctives to their "official" selves that appear in state papers. Two volumes of Robert Borden 's Memoirs were published in 1938; John G. Diefenbaker 's One Canada appeared in 1975. Lester B. Pearson 's Mike (3 vols, 1972-75) is autobiographical, although the last 2 volumes were ghostwritten after his death. Affectionately Yours (1969), edited by J.K. Johnson, is an attractive little collection of letters by, and occasionally to, Sir John A. Macdonald .

The diaries of Prime Minister Mackenzie King , running to many volumes, have raised more questions than they answer. But the "inside story" provided by slightly lesser lights in politics and public life can entertain and inform; witness Judy LaMarsh 's Memoirs of a Bird in a Gilded Cage (1968). Politicians, civil servants and soldiers with long careers tend to ruminate over many volumes with considerable tendency to self-justification; among the most important and credible of such memoirs are Paul Martin 's A Very Public Life (1983-85) and Hugh Keenleyside 's memoirs (1981-82). Charles Ritchie proved that superb diarists are not altogether extinct: The Siren Years: A Canadian Diplomat Abroad was published in 1974, to be followed by An Appetite for Life (1977), Diplomatic Passport (1981) and Storm Signals (1983).

World War II produced a suprisingly limited number of autobiographies and memoirs and a few journal accounts; most of these are by immigrants to Canada who survived the Holocaust or by people who suffered unusual imprisonments. Exemplary among these is the diary Henry Kreisel kept as an adolescent during his internment in a Maritime camp as an "enemy alien" (1975; Another Country 1985), and 2 accounts of suviving concentration camps, Eva Brewster's Vanished in Darkness (1984) and Anita Mayer's One Who Came Back (1981). Peggy Abkhazi in A Curious Cage (1981) gives a rare acccount of internment of "enemy subjects" by the Japanese in Shanghai, while Takeao Nakano, in Within the Barbed Wire Fence (1980) tells of Canadian internment of the Japanese.

In the context of changing social concerns foregrounded by the feminist movement, recent autobiographical narratives have for the first time addressed issues of childhood sexual abuse. Sylvia Fraser traces the impact of such abuse on her life and writing in My Father's House (1987), while Liza Potvin contextualizes the abuse she experienced in terms of her family's Catholicism and her mother's refusal to see what was going on in White Lies (for my mother) (1992). Among such accounts, Elly Danica's Don't , an account of the most extreme abuse and child prostitution, has proven most compelling to survivors of sexual abuse, partly because of the intensity with which its prose conveys the child's anguish.

Insight into the Artist's Iconography

Canadian performing and creative artists have written few substantial autobiographies. Harry Adaskin has given us 2 volumes of memoirs, of which the first, A Fiddler's World (1977) contemplates his childhood and vocation as a musician. Raymond Massey has also written 2 volumes of theatre memoirs (1976, 1979) which are rather superficial in their theatrical account but are again of interest regarding his childhood and regarding other Massey family members. Among the liveliest of the memoirs of Canada's film and television personalities are those by Harry Rasky (1980) and Andrew Allen (1974). Humphrey Carver, British-educated artist turned Canadian landscape designer and urban planner, provides a detailed, analytic look at the environmental issues around his career in Compassionate Landscape (1975). Someone With Me: The Autobiography of William Kurelek (1980) documents nervous breakdown and recovery through religious conversion and provides insight into the artist's iconography; John Davenall Turner has given us a promising beginning to an autobiography he was unable to complete in Sunfield Painter (1982). Two Canadian artists turned to writing late in their careers. Emily Carr , one of Canada's best-known painters, found a style distinctively her own in her sketches The Book of Small (1942), her autobiography Growing Pains (1946) and her journal Hundreds and Thousands (1966) as she had in her painting. New England-born painter Mary Meigs personifies herself as a Virginia Woolf character in her Lily Briscoe: A Self-Portrait (1981); she would continue her autobiographical enterprise in The Medusa Head (1983) and The Box Closet , also published in the 1980s.

Literate and shapely autobiographies often rest on long years of practice in prose writing. Journalists such as James M. Minifie and Grattan O'Leary ( Recollections of People, Press, and Politics , 1977) have the fluency and wit of professionals. Florence Bird is another longtime journalist and public figure with an important story to tell; the fact that she tells it under the title Anne Francis, An Autobiography (1974) will confuse some younger Canadians until they read her book.

Knowlton Nash in History on the Run (1984) writes about his Washington years with some analytic depth; James Gray's Troublemaker! (1978) describes Canadian social history and newspaper politics; Bruce Hutchison writes a more personal memoir of his years as a journalist in The Far Side of the Street (1976). More recently, publisher and freelance writer Douglas Fetherling has written of the 1960s youth culture in Canada in Travels by Night (1994) and Globe and Mail art and architecture critic John Bentley Mays has published a revealing account of his depression (1995).

Scholars read and write a good deal, but like prime ministers they are generally too discreet to lay bare their inmost thoughts and feelings in autobiography. Notable exceptions are historian Arthur Lower, with My First Seventy-Five Years (1967) and Victoria College's Kathleen Coburn, who, while disclaiming autobiographical intent, nevertheless charts a fascinating course in In Pursuit of Coleridge (1977).

On the whole, however, Canadian scholars have not used autobiography in a way that reflects the complexity or range of their experience, with the notable exception of John Kenneth Galbraith, who in A Life in Our Times (1981) manages to convey something of his career while being wickedly funny about both his early education at the Ontario Agricultural College and about Princeton University.

There are several once-popular Canadian authors who have written autobiographies that seem more durable than their poetry and fiction. James Oliver Curwood and Ralph Connor (Charles W. Gordon ) sold millions of copies of their novels in the early 20th century; Curwood's Son of the Forests was published in 1930, Gordon's Postscript to Adventure in 1938, shortly after his death. Nellie McClung , although now best known for her early feminist activism, first made her name as a writer of stories. Her 2 volumes of autobiography, Clearing in the West (1935) and The Stream Runs Fast (1945), convey a warm and attractive personality.

Laura Goodman Salverson was an Icelandic-born novelist who won a Governor General's Award for her 1939 autobiography Confessions of an Immigrant's Daughter , and Frederick Niven 's reflections on his life in Coloured Spectacles (1938) have more artistry and interest than his long historical novels. Edna Jacque's popular verse is no longer read but her account of her trials in Uphill All the Way (1977) now interest those seeking information about Canada's working-class women.

It seems probable, however, that Stephen Leacock 's The Boy I Left Behind Me (1946) will always rank below his satiric sketches, and poet Robert Service added nothing to his fast-dimming lustre in Ploughman of the Moon (1945) and Harper of Heaven (1948). Similarly Thomas Raddall's In My Time (1976) is good deal more pedestrian than his novels, and Earle Birney's Spreading Time (1980) is an account of literary feuds that trivializes his poetic achievement. Whether Mazo de la Roche will be remembered for her novels, her autobiography, Ringing the Changes (1957), both, or neither, is for posterity to decide. These authors and hundreds more Canadians have put it on record that, like Edith Tyrrell in 1938, I Was There , and in so doing they have added imaginative texture and depth to Canadian prose writing.

The Category of Fiction

It is generally assumed that autobiographers, having chosen to tell their life stories, may write selectively and with some dramatic colouring, but will not deliberately mislead the reader as to essential facts. Thus it was something of a literary scandal when noted naturalist and conservationist Grey Owl, whose autobiographical Pilgrims of the Wild appeared in 1935 (2nd ed, 1968), was revealed at his death in 1938 as English-born Archie Belaney . Much the same excitement attended Douglas Spettigue's unmasking of novelist Frederick Philip Grove , a development that put large parts of Grove's much-admired autobiography, In Search of Myself (1946), into the category of fiction. More recently, John Glassco's tour de force in Memoirs of Montparnasse (1970), held by many to be the apex of Canadian literary autobiography, has been shown to be fictionalized in the author's account of the circumstances of its writing, and perhaps in much else.

Full-fledged men and women of letters having until recently been rare in Canada, we have few accounts of a literary life, but those few are worth seeking out, especially Glassco's memoirs (1970); Lovat Dickson's account of his Canadian youth and British publishing career in The Ante-Room (1959) and The House of Words (1963); and George Woodcock's Letter to the Past (1982), about his British childhood, and his account of his work in Canada in Beyond the Blue Mountains (1987). Dorothy Livesay narrates her childhood between the wars as a daughter of a newspaper magnate in Beginnings: A Winnipeg Childhood (1975), and the translation of Gabrielle Roy's autobiography Enchantment and Sorrow (1987) has been powerfully formulative of Canadians' sense of what it meant ot grow up French on the prairies before WWII as well as what the best of Canadian autobiography can do.

Fredelle Bruser Maynard also describes a Manitoba childhood, this time as the daughter of a Jewish shopkeeper in a series of small towns, in Raisins and Almonds (1972); she continues the account through her marriage and her coming to writing in The Tree of Life (1988). In Journeys Through Bookland (1984) Stan Dragland writes autobiography as a memoir of his reading, and in a series of essays collected in A Likely Story (1995). Robert Kroetsch writes about his experiences of childhood and youth important to his writing, then displaces the autobiographical narrative onto a fictionalized persona for the rest of his account.

Among the most analytic and engaging of the growing number of autobiographies about Canadian writers' beginnings is The Russian Album (1987), in which Michael Ignatieff narrates the story of his grandfather's service to and displacement from the Czar's court, his father's Canadian diplomatic service and eventual professional disappointment, and his own decision to live the political life differently through writing.

Ingatieff is only one of a number of writers who have recently turned to the effects of their parents' or grandparents' roots or of immigration on their own lives. The forms they develop to deal with very disparate experiences are among the most innovative in Canadian autobiographical writing. Denise Chong, for example, combines biography with autobiography in The Concubine's Children (1994), the story of 3 generations of Chinese women in Canada. Clark Blaise and Bharati Mukherjee collaborate to write something between a personal memoir and a travel book in Days and Nights in Calcutta (1977), a work that becomes the more telling when read against Blaise's own account of his early life as the child of mixed French and English, Canadian and American parentage in essays published in 1982 in The Iowa Review and Salmagundi . The tour de force among such writing, however, indeed among all the Canadian autobiographical writing in English to date, remains Michael Ondaatje's narrative of his return to Sri Lanka and his recovery of his family's stories about themselves in Running in the Family (1982).

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Further Reading

Jay Macpherson, "Autobiography," in Carl F. Klinck, ed, Literary History of Canada (2nd ed, 1976), 616-23.

Recommended

Thomas ethan wayman.

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An Autobiography of Time (English Project Class XI WBCHSE)

Titas Biswas

Posted by Titas Biswas

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Reaching for the moon: the autobiography of nasa mathematican katherine johnson, common sense media reviewers.

autobiography of moon in english project

Must-read true story of trailblazing NASA mathematician.

Reaching for the Moon: The Autobiography of NASA Mathematican Katherine Johnson Poster Image

A Lot or a Little?

What you will—and won't—find in this book.

Simply by putting her story in context of the time

Johnson's father told her to always remember, "You

While Johnson herself is strongest role model in t

While Johnson never describes anything in graphic

Johnson uses "Colored" and "Negro" to refer to Afr

Parents need to know that Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson recounts the extraordinary life of one of the three African American women whose story was told in the movie Hidden Figures . Born in 1918 and raised and educated in a segregated West Virginia,â€Ļ

Educational Value

Simply by putting her story in context of the times she lived in, Johnson (she was 101 at book's publication) gives readers an overview of pivotal events in 20th century American history but never overwhelms them with too many details. She puts a special focus on how many of these events (Great Depression, World War II, Brown vs. Board of Education, Freedom Riders, Voting Rights Acts, assassinations of JFK and MLK Jr.) affected the African American community. At several points, Johnson takes time to explain to readers why some white Americans were so violently opposed to idea of integrated schools.

Positive Messages

Johnson's father told her to always remember, "You are no better than anyone else, and nobody else is better than you."

Positive Role Models

While Johnson herself is strongest role model in the story, she greatly admired her mother and the African American women of her mother's generation. She writes movingly of the strength, real heroism of women who worked at the only jobs available to women of color: long hours cooking and cleaning for white families, taking in washing and ironing (in days before washing machines), or working as maids, babysitters, seamstresses at a hotel in her hometown.

Violence & Scariness

While Johnson never describes anything in graphic terms, she doesn't spare young readers from recounting of violence or threats of violence constantly directed toward African Americans during much of her lifetime. How people "might be hung, shot, dragged from the back of a vehicle, or burned alive for things like refusing to empty their pockets, addressing a White police officer without using the title 'mister,' or knocking on the door of a White woman's house." How a 14-year-old boy named Emmett Till was beaten, shot, thrown into a river after being accused of making "advances" to a white woman, and how she feared for the safety of her daughters if they became involved in civil rights protests and sit-ins in the 1960s.

Did you know you can flag iffy content? Adjust limits for Violence & Scariness in your kid's entertainment guide.

Johnson uses "Colored" and "Negro" to refer to African Americans at specific times in American history. Johnson cautions readers at the very beginning of the book that it's "important not to use those words today to describe people or you will certainly offend them."

Did you know you can flag iffy content? Adjust limits for Language in your kid's entertainment guide.

Parents Need to Know

Parents need to know that Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson recounts the extraordinary life of one of the three African American women whose story was told in the movie Hidden Figures . Born in 1918 and raised and educated in a segregated West Virginia, Johnson was a math prodigy at a time when women, much less women of color, rarely aspired to a career in math or science. A married mother of three when she was hired by what would become NASA, Johnson faced down both racism and sexism at her job and would go on to compute the trajectory for Alan Shepard's first space flight and work on the Apollo 11 moon landing. Johnson doesn't shy away from educating readers about the violence directed toward African Americans in her lifetime, writing (but never graphically) of people being hung, shot, and terrorized by the Ku Klux Klan. Johnson uses "Colored" and "Negro" to refer to African Americans at specific times in American history. Johnson cautions readers at the very beginning of the book that it's "important not to use those words today to describe people or you will certainly offend them." Although it's written for young readers, teens and parents are sure to be equally captivated by this warm and inspiring memoir.

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What's the Story?

Katherine Johnson spent her life quite literally REACHING FOR THE MOON. She was born in 1918 in a segregated West Virginia, but her parents were determined that Johnson and her brothers and sister would get the education they needed to dream big dreams. For a math prodigy like Johnson, that meant everything. She knew her multiplication tables at 4, started high school at 10, and graduated at 13. She majored in French and math at college and after graduating at 18, became a teacher. Her dream of becoming a mathematician seemed unattainable, as a career in math or science at that time was almost unheard of for a woman, much less an African American woman. Johnson married a fellow teacher and had three daughters. She and her husband taught during the school year and often spent their summers working as a chauffeur and maid. At a wedding in 1952, Johnson heard about NACA, a secret government project looking for African American women who were mathematicians. At NACA, Johnson ran up against racism and sexism (no surprise to her), but it wasn't long before white engineers were asking to work with the African American woman with amazing math skills. When NACA became NASA, Johnson computed the trajectory for the flight of Alan Shephard, America's first man in space. John Glenn didn't trust the computer calculations for his flight and demanded they get Johnson to calculate the numbers by hand. He wasn't going into space unless her numbers matched the computer. At the end of her career at NASA, Johnson actually did reach for the moon, working on the Apollo 11 mission. In the epilogue, she writes about her life after NASA (the agency's Katherine G. Johnson Computational Research Facility is named in her honor) and gives readers her take on the authenticity of the storyline in the movie Hidden Figures : "about 75% accurate."

Is It Any Good?

This utterly captivating memoir makes readers feel as if they're curled up in a comfortable chair listening to a favorite older relative reminisce about her life. Reaching for the Moon covers a lot of historical territory -- everything from the Dred Scott decision in 1857 to the Apollo moon landing -- but Johnson makes it easy for readers to relax and keep reading even when confronted with history that may be new to them. For girls who dream of becoming mathematicians or scientists, Johnson offers a look inside what it was like to work at NASA, computing launch windows for spacecraft and calculating the trajectory of the Lunar Lander on Apollo 11.

Talk to Your Kids About ...

Families can talk about the prejudice and racism encountered by African Americans in Reaching for the Moon . What did you learn about living in a time and place where the color of your skin meant you couldn't live in certain neighborhoods, go to certain schools, or even sit where you wanted in the movies?

Have you read an autobiography or seen a movie or TV show about a person's life that inspired you? What was it you most admired about that person?

Do you think girls are still discouraged from being interested in math and science? If girls in your school are great at math and science, what do other students think about them?

Are you interested in becoming a scientist, programmer, mathematician, or engineer? What apps or TV shows do you know about that can sharpen your science, technology, engineering, and mathematics skills?

Book Details

  • Author : Katherine Johnson
  • Genre : Autobiography
  • Topics : STEM , Book Characters , Great Girl Role Models , History , Science and Nature , Space and Aliens
  • Book type : Non-Fiction
  • Publisher : Atheneum Books For Young Readers
  • Publication date : July 2, 2019
  • Publisher's recommended age(s) : 10 - 18
  • Number of pages : 256
  • Available on : Nook, Audiobook (unabridged), Hardback, iBooks, Kindle
  • Last updated : September 28, 2021

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Study Solves

Class 11 English Project Autobiography

Photo of Rajib Chakraborty

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Dear Students, Studysolves.com āĻĒāĻ°ā§€āĻ•ā§āĻˇāĻžāĻ° āĻĒā§āĻ°āĻ¸ā§āĻ¤ā§āĻ¤āĻŋāĻ° āĻ¸ā§‡āĻ°āĻž āĻ āĻŋāĻ•āĻžāĻ¨āĻž, āĻ†āĻœ āĻ†āĻŽāĻ°āĻž āĻ†āĻĒāĻ¨āĻžāĻĻā§‡āĻ° āĻœāĻ¨ā§āĻ¯ āĻ¨āĻŋā§Ÿā§‡ āĻāĻ¸ā§‡āĻ›āĻŋ Class 11 -āĻāĻ° Project Work, Autobiography . āĻ¨āĻŋāĻšā§‡āĻ° Post āĻŸāĻŋ āĻ¯āĻ¤ā§āĻ¨āĻ¸āĻšāĻ•āĻžāĻ°ā§‡ āĻĒā§œā§āĻ¨ āĻ“ āĻœā§āĻžāĻžāĻ¨āĻ­āĻžāĻŖā§āĻĄāĻžāĻ° āĻŦā§ƒāĻĻā§āĻ§āĻŋ āĻ•āĻ°ā§āĻ¨āĨ¤ āĻ¨āĻŋā§ŸāĻŽāĻŋāĻ¤ āĻŦāĻŋāĻ¨āĻžāĻŽā§‚āĻ˛ā§āĻ¯ā§‡ āĻĒā§œāĻžāĻļā§‹āĻ¨āĻž āĻ•āĻ°āĻ¤ā§‡ āĻāĻŦāĻ‚ āĻ¨ā§‹āĻŸāĻ¸, āĻ¸āĻžāĻœā§‡āĻļāĻžāĻ¨, āĻĒā§āĻ°āĻļā§āĻ¨ āĻ‰āĻ¤ā§āĻ¤āĻ° āĻ‡āĻ¤ā§āĻ¯āĻžāĻĻāĻŋ āĻ¸ā§āĻŸāĻžāĻĄāĻŋ āĻŽā§āĻ¯āĻžāĻŸā§‡āĻ°āĻŋā§ŸāĻžāĻ˛ PDF āĻ†āĻ•āĻžāĻ°ā§‡ āĻŦāĻŋāĻ¨āĻžāĻŽā§‚āĻ˛ā§āĻ¯ā§‡ āĻĄāĻžāĻ‰āĻ¨āĻ˛ā§‹āĻĄ āĻ•āĻ°āĻ¤ā§‡ āĻāĻŦāĻ‚ āĻ­āĻŋāĻĄāĻŋāĻ“ āĻ•ā§āĻ˛āĻžāĻ¸ āĻ•āĻ°āĻ¤ā§‡ āĻ†āĻŽāĻžāĻĻā§‡āĻ° āĻ“ā§Ÿā§‡āĻŦāĻ¸āĻžāĻ‡āĻŸ www.studysolves.com āĻ­āĻŋāĻœāĻŋāĻŸ āĻ•āĻ°ā§āĻ¨āĨ¤

ABC HIGH SCHOOL

PROJECT WORK

Registration No:

A PROJECT REPORT

AUTOBIOGRAPHY OF A TREE

WEST BENGAL COUNCIL OF HIGHER SECONDARY EDUCATION

SUBMITTED BY

Name :_______________________________

Class : _______________________________

Roll : _______________________________

Registration No. :_______________________________

Date of submission : _______________________________

ACKNOWLEDGEMENTS

I convey my heartfelt gratitude to _____________________ ( Teacher-āĻāĻ° āĻ¨āĻžāĻŽ) to whom I am indebted in every sense to enable me to accomplish the task of submitting this project with his invaluable suggestions. It is his encouragement that has kindled my faculties to submit this project after careful course of investigation. I shall never forget the sincere, careful and active support given by my Teacher-in charge, group-mates and my parents to accomplish this task successfully.

Date: _____________                                                    ____________________________

(āĻ¨āĻŋāĻœā§‡āĻ° āĻ¨āĻžāĻŽ)

BONA FIDE CERTIFICATE

This is to certify that this project report entitled ‘Autobiography Of a Tree’’   by______________________ Class XI,   Roll ______________ ,  Reg. No.  _____________________, year 2023, submitted in partial fulfillment to class XI English course during the present academic year is a bona fide record of work carried out under my guidance and supervision.

________________________

                                                                                               Signature of the project guide

                                                                                                                With date

                                                                                                Name:

                                                                                                Designation: Assistant Teacher

                                                                                                Department: English

                                                                                                School: ABC High School (H.S)

1) Introduction

2) What is Autobiography

3) Aim of the project     

4) Learning aspect of the project

5) Steps to output the project

6) Out put of the project             

7) Conclusion   

                                                                                                                                                                                                                                         

INTRODUCTION

Reading an autobiography or biography provides us with insight into the real-life experiences of great individuals. It also motivates us to pursue our goals in the actual world. A good autobiography also informs us about the milieu in which that individual lived. As a result, reading an autobiography is essential for us to gain a variety of practical lessons. Many times, a great person’s life is so loaded with rich details and interesting facts that it appears to be exciting and educational and motivational to us.

WHAT IS AUTOBIOGRAPHY

An autobiography is a self-written life story. An autobiography is a literary genre that is a self-written account of a person’s life. It is often written by people who are well recognised or well-renowned in an attempt to inform the reader of their thoughts and experiences, but they can be written by anyone.    

AIM OF THE PROJECT

This project helps to develop the imaginative power, thoughts and ideas of the students in English literature. The students can write autobiographies on different objects like tree, river, road etc. in his their own way. The students can think of different situation in different background.

LEARNING ASPECT OF THE POJECT

* We should learn to develop the imaginative power, thoughts and ideas in English literature.

* We would be able to change situations constantly to make the story interesting.

* This project helps us to adopt a linking for English literature.

STEPS TO OUT PUT THE PROJECT

* Selection of Topic.

* Group discussion and final selection.

* Teacher’s information about autobiography.

* A rough draft of the autobiography prepared.

* Individual works produced.

* The final manuscript was written.

                                                   THE AUTOBIOGRAPHY OF A TREE

            I am a banyan tree I am tall and imposing. I was  sowed 200 years ago in a village of Debanandapur, Hooghly. All my neighbours call me old grandfather.

                      I have passed through many ups and downs in my life. Experienced a lot, but still survived so many years, with getting nervous and performing my duty well. I have also seen a huge spectrum of society, funny gesture of the people.

                                                 One day, a young lad of this village in his teens sowed my seed in front of his house. He used to water me every day. One fine morning, I sprouted out my head as a small sapling. The boy was overwhelmed and started taking care of me a lot. But unfortunately, he died after 50 years and could not see me growing more!

              I have seen everything of the village. Whether be it a birth of a child or funeral processions of someone who is dead. The whole village respects me a lot and thinks of me as an elderly member of the family. All the decisions and meetings of the village ‘Baroari’ are held under my shade. And in each and every occasion they pay me offerings. I readily and happily offer shelter to all the animals and the hard working people who work in the field. I still remember the time when I was young, slim and trim my desire that one day I will grow and give shelter to everybody and today that desire of me has come true.  I have out-stretched my powerful arms over many trees and cast its shadow across other small trees. When there was rain, I was in high spirits I use to feel fresh and after the rain when sun use to shine it was a pleasant sight I use enjoy it. Cows, goats and more animals rest under me. Birds make their nest on me. I feel very glad when they rest under me when they feed their cubs under my shadow in the afternoon. I feel very happy and then the cubs start playing and then they sleep under my shadow. I like all the animals and the people in the village for the care and concern they show me.

               One afternoon a little boy was playing under me with his companions. They used to come almost every afternoon after their school. I merrily watched at their play. But on that eventful day everything went wrong. Suddenly I noticed a snake lay just a few yards from them. The ignorant children were busy at their play. I became restless. I could not understand what to do. I tried to make aware them by waving my branches. But that ill-fated boy suddenly trod the snake and got a fatal bite. In a few second the rosy skin turned blue. The incident made me very sad.

                                                Then came the day of joy.  The villagers  put a two feet wall like boundary around my trunk. On month of ‘Baisakh’ they started to water me as ritual.  

                           One thing I forgot to tell you all, about my life. When people come and sit on the platform around me, I also get a lot of information about man’s world. I hear scandals, I hear about murders, thefts and what all evils that exist in this man’s world. At times I also get to hear small children saying lovely words to their mothers and, seeing the mothers cajoling them, I feel what a beautiful life men have.

                                                I too had lots of tree friends in this village but some wicked woodcutters cut them down with their axes. Some people say that they might cut me down as well but I don’t want that anything like that happens. Why should they cut me down when they regard me as the national tree of their country?

                                      Each morning I pray to god had asked him to grant these humans with some sense. I pray that they may let us live and make this earth a healthier and more beautiful space for us and them to live in.

                               People think we trees don’t have any feelings but they don’t understand that we too feel happy and miserable at times. I don’t know how many days more I will survive  but I know one thing that my village loves me a lot and they will go on respecting me as they do. I do know that I will not die a natural death. I have to prepare myself for the pain that I have to suffer at the hands of those who chop us down.

                             Thus to add to my experience of life, I have come to know a lot about human beings and their lives. Their lives are also full of pleasures and disappointments. It is not that men only enjoy as, most of us lesser beings seem to feel. Men also have their own problems. So, to add up I’d say my life is a pleasure and a rich experience.

The Autobiography of a Tree is a  fine story. The project has completed within scheduled time limit. But demands it more time and effort to make it more and appealing.

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āĻĻā§āĻŸāĻŋ āĻ…āĻ¤āĻŋāĻ°āĻ•ā§āĻ¤ Autobiography āĻĻā§‡āĻ“ā§ŸāĻž āĻšāĻ˛ āĻĒāĻ°āĻĒāĻ°

    Autobiography of a Pen

                            I am an old fountain pen now finding my place in a dark corner of a cupboard of my master Sri  Bireswar Chakraboty , who is no more. I belong to the family of ‘Black Birds’. I was manufactured in England 55 years ago. I was packed in a pretty box. Then I was put into a large box together with the other pens. We were happy together and spent a wonderful time talking to each other.

                                        Then I was shipped to Madras for sale. ‘ Messrs Simpsons ’ on the Mount Road, Madras was our wholesale dealer. From there I was sent to ‘Pen Corner’ at Esplanade, Calcutta. I was taken out of my box and placed in the display tray along with other pens of different brands.I was on display for only a short period. Mr. Chakraborty then a young boy of 16 appearing for the matriculation examination, bought me for Rs. 3/-.

                                                                    I felt happy that I got a new master, a brilliant young lad whom I am going to serve for some years. My color was black and my nib was gold-coated with a firm point. My writing was smooth and it was like sailing on calm waters. I preferred ‘Swan’ ink, blue or black. It was my master’s choice to select the ink. I enjoyed running over the soft and smooth pages of his diary, telling about all what he felt â€Ļ made me cry sometimes, reading what he wrote. And that’s why I bled, and he went berserk at that because bleed is what good pens aren’t supposed to do, only if she understood why I bled!I loved being with him. “Lucky Pen” he used to call me and I was proud of that status.

                       My master first used me to take his matriculation examination. Whether it was due to his hand writing or my beautiful flow I cannot say, but he passed his examination with distinction. That helped me to gain the love of my master who then onwards considered me as a lucky possession. I was always his companion finding my place comfortably in the pocket of his neat shirts. We both developed an inseparable intimacy and he believed that his progress in education and getting a good executive job in government through direct recruitment as a Revenue Divisional Officer was all due to me.

                                          Many pens costlier and more beautiful came his way. But I never lost my place of privilege on their account, from my master. They were also used. But for anything important or sacred, I was to be there for my master to write. I enjoyed the privilege of a Royal Queen.

                                          Then came a change in the clan of pens. Ink pens gave place to ball point pens. Everyone preferred the new variety, as it avoids the need for frequent refilling with ink. As any other young man getting attracted to things new and fashionable, my master too preferred a ball point pen. Then he started ignoring me, which I never dreamt of. Still my attachment to my master was so sentimental that he never gave up my use altogether. On ceremonial occasions and personal matters, it was I who was preferred. It was I who wrote all his letters of love to his dear wife. It was I who wrote the news of his first born and still it was I who wrote the marriage invitations of his first boy. That was my great association with my master.

                           Time rolls on and the retirement of my boss and his exit from the beautiful world followed soon. With none to take care of me and none to recognize the important events in my life. I was pushed to the corner of my master’s cupboard. Here I am living, but dead already for all purposes.

Autobiography of a Rupee Coin

I had no life earlier. I was a metal. Some more metals like silver, zinc etc., were mixed and made into an alloy. I  was  born in Mint  near  Mumbai .I  am  twelve  years  old  and  I was  sent  to Kolkata from Mumbai.

 The State mint gave me a shape, a life and a new name. I am a newly born one rupee coin and I joined the heap of my elder brothers minted earlier. Some more younger to me minted later joined me in the heap. All of us were glittering and shining, waiting without knowing our future.

One day the Manager of the mint moved us to the weighing machine. Weighing thousands of us at a time we were packed into boxes where we had no air to breathe. We were put into a train going Kolkata. After two days we reached Kolkata and got deposited in a grand building called the Reserve Bank of India. Here again it was all dark, protected on all sides with armed guards guarding us all the time. We talked to one another, how valuable we were. Boxes before us were going out at the rate of two or three every day. Then came the turn of our box. The box was lifted and handed over to the cash section. A beautiful place with a lot of light, air and sea breeze. That was the first happy day after our birth. All of us in the box stayed together all these days. But unfortunately the cashier is putting out tens and fives of us and giving to different people.

Ninety nine other brothers and I, fell into the hands of a pious businessman living in Saltlake. He took us to the prayer room, placed us before his deity, said his prayers and deposited us in his iron safe. There we found new companions – gold coins, nickel coins, copper coins, paper notes and gold and silver ornaments. It was a grand museum.

Another four of us and I were picked up on Deepavali day by our master. He gave me out to a vegetable seller all alone. My brothers were similarly given to others in exchange for other commodities. The vegetable seller gave me as an exchange. My new owner was a lady. She tied me up in a corner of her sari. She was so pleased with my new shape and brightness. Many of our clan came to her and left. But she never gave me away. In a way I can say that she fell in love with me. She carried me to market, to temple, to cinema, to beach and to all places. I was really enjoying her company seeing new men and new places.

One day when my lady boss was sleeping she lost grip over me. I was allowed to roll out of her room to be found by her naughty son. He became my new boss. He played with me hitting me up and down. Every time when I fell down, I cried with pain. My young boss laughed at my cries and repeated his acts. I was praying to God to get me out of his hands. One day he threw me into the air and I was dropped beside roadside. But one day a girl’s eyes fell on me. She  took   me in her hand  and  kept  me  in  her  pencil  box. Her name was Smita. This new place was nice, cool, safe and better   for me. I lived there very comfortably. I passed two to three days in this box . Whenever  Smita used to open  her  pencil  box  she  used  to  see  me  smiling. After seeing me she was thinking something in her mind. One day Smita   got a  five  rupees coin. She kept the coin beside me. Now  I  had  a  friend;  with  whom  I  used  to  share  my  joys , good  feelings  , bad  feelings  and my  experiences  of  my  life. It was also very happy with me. You know , what  happened , One  day  Smita  dropped me on the way when she was in  hurry to get up on  school bus . Without seeing me  she kept her  leg  on me I was  crying  with  pain. When she removed her leg. I got some relief and  took  some  breath . What bad day it was! There  was  also  Smita’s  brother ; Arun;  who  was naughty  and  never used to listen   anyone .Arun  took  me  in his  hand  and  bought  a  candy  and  gave  me  to  the shopkeeper.  He kept me in the box. There was also coins like me. Again I   got many friends and   I was   happy.  I  also told them  my  bad  days  that  I  spent.  They  were  also  sad and  were  weeping  by  hearing  my sad story (Autobiography) while  some  were  laughing  at  me. Some friends told me don’t mind at  them. I  was  happy  there  but  also  missing  my  beautiful  home

That day came soon when I was exchanged for an ice-cream. .The vendor became my new boss, who on his travel to Hyderabad took me with him. I was feeling happy that I was again travelling in a train. But midway another person who wanted change got me. He was a very rich person travelling from place to place on pilgrimage.

I was still bright and glittering. So my new master kept me with him for a month. I saw sacred places like Kalighat, Dakhsineswar, Tarakeswar  and  before I reached Puri along with my boss. From there I, along with my boss,  I reached Allahabad where he wanted to have a dip in holy Prayag. I was happy that I was joining him in the holy dip. But alas! There I was left to sink down in the holy ‘Sangam’ where I still lay buried. I am still lying there unseen, unheard and unused. I will be there as long as Ganga and Jamuna flow.

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IMAGES

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COMMENTS

  1. Project for class 11/XI

    Class 11 english projectProject on writing an autobiographyAutobiography of the moon 🌙Very easy and simple to write a project

  2. Autobiography Of The Moon, Essay Sample

    Autobiography of the Moon. I am the moon, my name is Luna. I have been together with sister Earth who people call their mother. Through eons of time, we have danced together, in the vastness of space, in the Father Sun's surrender. I have been placed in the most perfect location, in order to assist the time's transition.

  3. CLASS (XI) English school project Auto biography of a moon

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    Please write in a separate page. 1. Introduction. Autobiography is one sort of biography, which tells a biography of its author, meaning it's a written account of the author's life. Rather than being written by somebody else, an autobiography comes through the person's own pen, in his own words.

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    In the early 1950s, Katherine was thrilled to join the organization that would become NASA. She worked on many of NASA's biggest projects including the Apollo 11 mission that landed the first men on the moon. Katherine Johnson's story was made famous in the bestselling book and Oscar-nominated film Hidden Figures.

  7. Aryabhata

    Aryabhata (born 476, possibly Ashmaka or Kusumapura, India) was an astronomer and the earliest Indian mathematician whose work and history are available to modern scholars. He is also known as Aryabhata I or Aryabhata the Elder to distinguish him from a 10th-century Indian mathematician of the same name. He flourished in Kusumapura—near Patalipurta (Patna), then the capital of the Gupta ...

  8. Reaching for the Moon: The Autobioâ€Ļ

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  9. The autobiography of the moon : a commentary on the hsin-hsin-ming

    The autobiography of the moon : a commentary on the hsin-hsin-ming / by Dick Higgins, & Hsin-hsin-ming by Seng-tsĘģan as translated into English by George Brecht. Format Book Published Mentor, OH : Generator Press, 1991. Description 39 p. ; 22 cm. Other contributors Sengcan, -606. Xin xin ming. English Brecht, George. Notes

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  11. Moon

    The usual English proper name for Earth's natural satellite is simply Moon, with a capital M. The noun moon is derived from Old English mōna, which (like all its Germanic cognates) stems from Proto-Germanic *mēnōn, which in turn comes from Proto-Indo-European *mēnsis "month" (from earlier *mēnōt, genitive *mēneses) which may be related to the verb "measure" (of time).

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    Her first job out of college was as a schoolteacher. She went on to work at and retire from NASA as a mathematician. This autobiography chronicles her personal life, from growing up in a tight-knit family of six to having three children of her own, as well as her professional accomplishments and her career at NASA.

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  22. Reaching for the Moon: The Autobiography of NASA Mathematician

    Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson - Ebook written by Katherine Johnson. Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes while you read Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson.

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    English; Help and support; ... Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson by Katherine Johnson (review) Bush, Elizabeth. ... performing pre-computer calculations of the trajectories that would guide spacecraft to the Moon and back, but she has many more stories to tell, particularly about the historical ...