HAMID OLIMJON – A MULTIFACETED PERSONALITY

Madina A’zamjon qizi Turg‘unpo‘latova

2nd-year Master’s student, Namangan State Pedagogical Institute, Namangan region

Abstract

This article analyzes the multifaceted creative activity of one of the prominent representatives of Uzbek literature — Hamid Olimjon. It highlights the poet’s contributions to literature, drama, translation, and public affairs. The paper discusses his poetic mastery, his skillful use of folk oral traditions in artistic works, and his role in the development of Uzbek literature. Moreover, Hamid Olimjon’s works are evaluated as the beginning of a new stage in the history of national literature and as bright examples of the harmony between humanism and artistry.

Keywords: Hamid Olimjon, Uzbek literature, poetry, dramaturgy, epic, translation, literary community, social activity, artistry, literary heritage, creativity, literary criticism, folklore, lyricism.

Introduction

The ocean of poetry is full of pearls and gems, and one of the finest divers who gathered these treasures was Hamid Olimjon — the “singer of happiness.” Despite his short life, he left a remarkable mark in literature through his poems, dramas, epics, and translations, as well as his masterful adaptation of folk epics. Whether he wrote about homeland, freedom, or love, his artistic words carried deep beauty and emotion, making him one of the most beloved poets of Uzbekistan. His works continue to serve as an example and a “school of mastery” for literary scholars and young writers alike.

Epics

Hamid Olimjon’s poetry is characterized by national spirit, sincerity, and purity. His “Zaynab va Omon” (Zaynab and Omon) develops traditional Uzbek epic themes in a new poetic form. Another of his famous epics, “Oygul bilan Baxtiyor” (Oygul and Baxtiyor), written in 1930, is among the finest romantic and modern Uzbek epics. It not only tells the story of pure love and devotion but also conveys the ideals of humanity, patriotism, and justice of that era. The poet’s epics promote love for the homeland, admiration for beauty, and respect for the working people.

Poems and Collections

His poetry collections — “Tong nafasi” (Breath of Dawn), “Sevgi haqida qo’shiq” (Song About Love), and “O‘zbekiston” (Uzbekistan) — stand out for their artistic depth, emotional sincerity, and lyrical richness. Through his heartfelt lines, Hamid Olimjon captured the sorrows and joys of the people, earning the title of a “true national poet.” His language is simple yet expressive, filled with vivid imagery and musical rhythm. He skillfully used proverbs, idioms, and poetic metaphors.

> “Na bo‘lg‘ay bir nafas men ham yanog‘ing uzra xol bo‘lsam,

Labing yaprog‘idan tomgan ki go‘yo qatra bol bo‘lsam.”

These lines from his “Ghazal” demonstrate his poetic craftsmanship, expressing the lover’s willingness to become even a tiny beauty mark on the beloved’s cheek. Such lines reflect the elegance of classical Eastern poetic tradition — the metaphor of the nightingale and the rose, the imagery of nature expressing human feelings, and the personification of wind as a symbol of longing.

Dramaturgy

Hamid Olimjon also made valuable contributions to Uzbek dramaturgy. His plays “Zebuniso”, “Semurg‘”, and “Parizod va Bunyod” were major successes in their time. In “Zebuniso” (1938), the poet depicted the life of the 17th-century scholar and poetess Zebuniso Begim, portraying her struggle for freedom and justice. The play emphasizes themes of women’s liberation, intellectual freedom, and moral integrity.

> “Meni zanjirga soling, ammo fikrimni emas,

So‘zimni bo‘g‘ing, ammo yuragimni emas.”

These powerful lines evoke the spirit of freedom and courage. Through Zebuniso, Hamid Olimjon expressed the voice of the enlightened, free-minded Uzbek woman of his time — a fighter against ignorance and oppression.

Translations

Hamid Olimjon also enriched Uzbek literature by translating masterpieces of world literature. During a politically restrictive period when free thought was dangerous, he found a creative way to express himself through translation. He translated excerpts from A. S. Pushkin’s “Dubrovsky”, “The Captain’s Daughter”, “The Bronze Horseman”, and “Ruslan and Lyudmila”; M. Yu. Lermontov’s “The Demon” and “The Singer”; and N. A. Nekrasov’s socially themed poems. He also translated revolutionary works by Maxim Gorky.

Olimjon’s translations are remarkable for preserving artistic beauty while adapting the rhythm and emotion of the originals into the Uzbek poetic tone. His translation of Pushkin’s “Eugene Onegin” exemplifies his mastery of language and poetic style. Through his translations, he connected Uzbek literature with world culture and broadened the intellectual horizons of his people.

Literary Community and Social Activity

In the 1930s–1940s, Hamid Olimjon was one of the central figures in Uzbekistan’s literary scene. He was active in literary gatherings, discussions, and critical meetings. He worked for “Sharq Yulduzi” (Star of the East) magazine and played a key role in founding the Union of Writers of Uzbekistan. Under his initiative, literary contests were organized in journals such as “Yosh Gvardiya”, “Guliston”, and “O‘zbekiston adabiyoti va san’ati”.

He also supported young writers and promoted the growth of Uzbek-language literature, inspiring others to express national pride through their creative works.

Conclusion

Although Hamid Olimjon’s life ended at the peak of his creativity, his literary heritage brought a new era to Uzbek literature. In his short life, he made significant contributions as a poet, playwright, translator, and public figure. After Uzbekistan gained independence, his name was immortalized — streets, schools, and literary awards were named in his honor. This is a reflection of the deep respect and love the Uzbek people have for their national poet. His name and spirit live on in the hearts of future generations.

Turg‘unpo‘latova Madina A’zamjon qizi — born on March 25, 2002, in Uychi district, Namangan region. She graduated from School No. 26 in Uychi and later earned her bachelor’s degree in Uzbek Language from Namangan State University. She is currently a 2nd-year Master’s student at Namangan State Pedagogical Institute. Madina is passionate about literature, and her articles have been featured in mass media. Her goal is to become a highly qualified professional and share her knowledge with future generations.

The Educational Significance of Uzbek Folk Tales

Annotation:

Uzbek folk oral literature, with its vast scope and ancient history, continues to inspire many researchers today. Among the genres of this creative tradition, the folk tale occupies a special place, reflecting the people’s historical experience, love for children, and worldview. Through tales, concepts such as good and evil, diligence and laziness, honesty and deceit are conveyed to children in an easy and comprehensible way. The main purpose is to enhance their educational and moral significance. This article analyzes the nature of Uzbek folk tales and their role in children’s upbringing and education.

Keywords: Uzbek folk tales, educational significance, moral value, characterization, spiritual upbringing, ethical values.

The Uzbek people have long been known for their love and care for children. Therefore, the genre of the fairy tale, which plays an important role in child upbringing, holds a significant place in Uzbek oral literature. Uzbek folk tales, with their rich culture and traditions, are not only entertaining stories but also an important source of education and moral development. Passed down from generation to generation, these tales teach children life lessons, moral values, and social culture. Thus, folk tales serve not only as entertainment but also as an essential educational and moral tool.

Folk tales reflect the culture, spiritual worldview, and traditions of the Uzbek people. Through them, children learn about their nation’s history, customs, and values, and grow up in that spirit. For example, in the tale Alpomish, the ideas of heroism, bravery, and patriotism are instilled in children, fostering national pride and a spirit of selflessness.

Tales not only broaden children’s imagination but also develop their creative thinking skills. Filled with fantastic events, interesting characters, and unique worlds, they help children generate new ideas and enhance their creativity. This plays an important role in nurturing imaginative and inventive individuals in the future.

In conclusion, Uzbek folk tales are not just entertaining stories for children but also an essential genre that plays a key role in their upbringing. They help children learn moral culture and traditions, develop imagination and creativity, and acquire social skills. Therefore, reading and learning from folk tales is of great importance for every child.

References:

1. Uzbek Folk Tales, two-volume collection. Compiled by M.I. Afzalov, H. Rasulov, Z. Husainova. Tashkent: G‘afur G‘ulom Literature and Art Publishing House, 1995–1996.

2. Golden Cradle. Tales. Prepared for publication by M. Afzalov, K. Imomov. Tashkent: G‘afur G‘ulom Literature and Art Publishing House, 1985.

3. Afzalov, M. About Uzbek Folk Tales. Tashkent: Fan, 1964.

4. Jalolov, G‘. The Poetics of Uzbek Folk Tales. Tashkent: Fan, 1976.

Rahmataliyeva Aidakhon Umidjon qizi was born on July 10, 2003, in Pop District, Namangan Region. She graduated from Secondary School No. 32 in her district and later completed her studies at the Faculty of Philology of Namangan State University. Aida has participated in various events organized by the Youth Affairs Agency, as well as in Zakovat intellectual competitions, and has been awarded several certificates. Her goal is to demonstrate her knowledge on the international stage and become a true professional in her field.

Summer Jobs

While at Portland State College, I got summer jobs with the Oregon Highway Department as an engineer aide in 1964 and 1965.  I qualified by taking an exam that was made up of simple math problems.  I was a math major.  The jobs had nothing to do with math.

The first job was on the southern Oregon coast in Gold Beach.  This was mostly being a part of the survey team.  We aides would hold the transit while the department employee would check the location thereof.  The survey would take a circuit ending and beginning in the same place.  The calculations of the ends of the circuit were required to match for proof of accuracy.  They were checking for new highway routes.  The work continued in good and bad weather and we were required to clear a path with a tool called a brush hook – a long handle with a vicious blade at the end.  First rule – a transit was more valuable than we were.  

I lived in four different locations while in Gold Beach, one of which appeared to be condemned migrant labor housing.  My meals were simple fare where I stayed or a hamburger stand.  I mostly wore the same clothes, but did go to a laundromat a few times.  When the boss thought we had gotten too shaggy, we were sent for bad haircuts.

We three summer workers mostly hung out.  The locals were not particularly friendly with the  outsiders from more urban Oregon.  Gold Beach had maybe two thousand people.  No car, so I couldn’t do much outside of town.  The only significant breaks were from a visit with my then girlfriend, and my college roommate with a car who had a similar job a little to the north.

Most of my off the job time was wasted wandering around the small town or the surrounding woods.   The town wasn’t really a beach or tourist town.  A highlight of the summer was a stinky dead beached seal.

On the plus side, I spent so little money that the minimum wage we received ($1.61) left me with what was at the time plenty of cash for the next school year.  At that time multiple students in the Portland State neighborhood could rent a room together for around $100.

The next year I qualified to stay in the Portland area.  The job was to check the density of the new road bed before paving for Highway 26 which split into two two-lane roads, one going east, and one west through Sandy Oregon east of Portland.  I’d pick up a panel truck and pick a site to test.  The test was done two ways while I was there.  The old tedious way was to dig a hole in the road bed, weigh the contents in scales in the panel truck and then check the volume with an instrument which dropped a balloon into the hole.  As we know weight/volume =density.  I did that some of the time, but one time I had to go back to the shop because the balloon broke.  The other was much simpler to perform, but came with a serious downside.  The method used an atomic counter.  Just put the machine on the road bed.  This required that the user of the counter had to wear a film which would change if exposed to radiation.  The density checking with radiation led to jokes about certain body parts glowing, but there was no problem.

There was one memorable day.  Normally temperate Portland hit 107F, a record at the time.  Due to climate change, that record has been obliterated, but then it was incredibly hot.  I normally closed the panel truck to keep the wind from affecting the scales, but I tried it with the van open that day to keep from being knocked out by the heat.

Despite being happier in the Portland area with friends and family around, something much worse happened in the area than happened around Gold Beach.  We spent some time in a quarry that produced rock for the roadbed.  The rock crusher broke up big rocks into various sized stones which were separated by various filters.  A crane operator hit one of the high voltage lines powering the crushers and was electrocuted.

I’d stop at a Dairy Queen in those days that is still there today.  We frequently drive this route to get to my Boring cousin’s place.  He thinks that he lives in Sandy, but the post office says it is Boring.

During those days I masqueraded as a working man. I lived in the basement of a friend’s house and would drink a lot after work and sometimes urinated in an empty garage as I stumbled home.

As I left Portland State for graduate work at the University of Oregon, my neighborhood was being demolished for Portland State expansion, urban renewal, and I-405.  Summer jobs were behind me.

TEACHING METHODOLOGY OF THE UZBEK LANGUAGE FOR FOREIGN STUDENTS

Abdusalimova Zukhraxon Bakhtiyor qizi
1st-year student, Faculty of Philology, Andijan State University
E-mail: zuxraxon2603@gmail.com

Abstract
This article explores the specific features of teaching the Uzbek language to foreign students and analyzes effective methods and approaches used in the process. Since Uzbek is taught as a second or foreign language, communicative methodology and the use of modern teaching materials play a crucial role in the classroom. The study focuses on developing foreign learners’ speech competence, pronunciation, and gradual acquisition of lexical units. Furthermore, it discusses the implementation of innovative technologies in Uzbek language teaching and examines the changing role of the teacher in the modern educational environment.

Introduction

In the current era of globalization, as the international prestige of the Republic of Uzbekistan continues to grow, the number of foreign students studying in our country is steadily increasing. This naturally makes the teaching of Uzbek to foreigners one of the most pressing issues. In higher educational institutions, the need to teach the Uzbek language effectively, using modern and innovative methods, has become increasingly important.
Teaching Uzbek to foreigners is not merely the process of imparting grammatical and lexical knowledge; it is also an educational and cultural process aimed at helping learners understand the rich history, national culture, customs, and values of the Uzbek people.

Therefore, teachers of Uzbek as a foreign language must possess high professional competence, methodological expertise, communicative competence, and a thorough understanding of modern teaching technologies.
Language is the main mirror of human thought, worldview, and national identity. From this perspective, teaching Uzbek to foreigners involves developing their linguistic, communicative, cultural, and sociolinguistic competencies. In turn, this contributes to raising the international status of the Uzbek language and expanding intercultural communication among nations.

The main goal of this research is to help foreign learners communicate fluently in Uzbek, develop a culture of speech, think independently, and foster respect and interest toward Uzbek culture. Furthermore, using modern information and communication technologies, interactive methods, and multimedia tools in teaching Uzbek to foreigners significantly increases the effectiveness of the learning process.
In conclusion, teaching Uzbek to foreigners is one of the most important directions of today’s education system. It serves not only as a linguistic process but also as a vital cultural and spiritual bridge that strengthens Uzbekistan’s international cooperation and promotes national values worldwide. Therefore, scientifically studying this topic, developing effective teaching methods, and applying them in practice are among the priority tasks of the modern education system.

Main Part
For many years, the Uzbek language has been taught as a foreign language in numerous higher educational institutions, and this process continues to develop gradually. Currently, the number of foreign students in our country’s universities is steadily increasing. According to official sources, there are 34,767 foreign students studying in higher education institutions in Uzbekistan.
In his congratulatory message on the 35th anniversary of the Uzbek Language Day, President Shavkat Mirziyoyev stated: “There are still many tasks ahead to reveal the unique potential of the Uzbek language and to enhance its prestige and attractiveness on a global scale.” These words emphasize the need for new approaches in the process of teaching and developing the Uzbek language.

Today, many studies and practical experiences are being conducted on teaching Uzbek to foreigners. Positive changes can especially be seen in the development of methodological foundations, modern textbooks, and educational materials. Among them, the textbook “Uzbek Language for Foreigners (A2 Level)”, published on the TSUULL website, stands out for its methodological excellence.
This textbook consists of 12 topics, with grammatical materials arranged logically based on national and cultural texts. Each lesson includes exercises, QR codes linking to video clips and audio materials, as well as explanations translated into English, French, Korean, Turkish, and Russian. The topics are adapted to real Uzbek communicative situations, and special attention is given to lexical units and expressions. These features make the textbook an effective tool for learners transitioning from the A1 to the A2 level.

However, foreign students face several challenges in learning Uzbek. The most common ones include:

•Lack of language environment,
•Errors in listening comprehension and pronunciation,
•Differences in intonation and vocabulary,
•Limited opportunities for real communication.

To overcome these issues, teachers should actively engage students in communication, consider their individual characteristics, and make extensive use of multimedia technologies to improve learning outcomes.

The following methodological directions are particularly significant in this process:

1. Phonetic and Phonological Training
Studying the vowel and consonant system of the Uzbek language, mastering stress and intonation patterns, and developing correct speech through pronunciation exercises.
2. Lexical and Phraseological Approach
Gradually expanding vocabulary, teaching phrases and idiomatic expressions in context, and encouraging their active use in communication.
3. Integrative Approach and Use of ICT Tools
Developing students’ independent learning skills through the use of QR codes, video lessons, audio materials, and online platforms (forums, chats, Zoom, Google Classroom).
4. Cultural Approach
Organizing lessons based on Uzbek folklore, literature, customs, and national holidays, thereby familiarizing students with Uzbek communication culture and traditional values.
These approaches make learning Uzbek both effective and engaging for foreign students. As a result, learners not only master the language but also gain insight into the cultural world of the Uzbek people.

Conclusion
Teaching the Uzbek language to foreign students today has become not only an educational process but also an important form of cultural cooperation. The Uzbek language opens new doors of opportunity for foreigners — through it, they can learn not only the language but also the rich culture, values, and spiritual heritage of our people.

Therefore, in teaching Uzbek to foreign audiences, it is essential to apply modern pedagogical technologies, interactive methods, and digital learning resources. Each teacher should choose an individual approach that takes into account the psychological, cultural, and social characteristics of the learners to ensure a more effective learning process.
In the future, it is necessary to further improve educational materials, electronic platforms, and audio-visual resources designed for foreign learners, as well as to continuously enhance teachers’ methodological training. This will help increase the global prestige of the Uzbek language and strengthen the interest in learning it worldwide.

References
1. Shavkat Mirziyoyev. Congratulatory message on the 35th anniversary of the Uzbek
Language Day. https://president.uz/oz/lists/view/7628
2. Article: “Innovative approaches in teaching Uzbek to foreigners.”
https://zenodo.org/records/15206498/files/209-212.pdf?download=1
3. Official website of Tashkent State University of Uzbek Language and Literature. “Uzbek
Language for Foreigners (A2 Level)” textbook.
https://tsuull.uz/uz/content/xorijliklar-uchun-ozbek-tili-a2-daraja-uchun-darsligi-yaratildi
4. Inlibrary.uz — “Methodology of teaching Uzbek to foreigners.”
https://inlibrary.uz/index.php/archive/article/download/45332/45780
5. Rasulov Namoz Murodullayevich. “Some features of presenting lexical and grammatical knowledge in teaching Uzbek to foreign students.” National University of Uzbekistan.

The Lonely Warrior: In the Wings of the Condor, the new novel by Alexandros Stamatoulakis, has been released by Adrahti Publications. This is the second novel in the saga of the Lonely Warrior, Alex Kosmatos. (In the first novel, Alex turns from a young kid, scared and isolated, into a winner of life in the hands of Akira, a descendant of the Samurai).

In the luminous city of New York, the Lonely Warrior continues his initiation in the high Art of Living after having infiltrated the colorful world of advertising, under the guidance of his boss, Peter Drakos, and Laura the beautiful director. At his side is Akira, the incomparable mentor.

The love of his life, Sogia Aguile, is stressed out at work in the women’s magazine of the bossy and perfectionist Maggy Smith. Sofia’s grandfather, Don Giovanni, is the target of lethal threats.

At the same time, in the shadow of the defeat in Vietnam and the big economic interests, a conspiracy is brewing.

But then, a shocking event sends Alex away to Peru, where he encounters the samans of the Andes and meets his spirit animal, the condor.

The footnotes in the final section of the book constitute a valuable guide to survival and everyday life.

For My Mother

Anora’s life did not start easily. Her father abandoned her from infancy. Her mother, Yulduz, had also lost her parents early in life. Instead of comforting them, her only brother blamed her for everything: “It’s all your fault; if you had given birth to a son, not a daughter, he wouldn’t have thrown you out of the house. You shamed him in front of his friends, that’s why he kicked you out,” he said, refusing to let her into his home, as if Yulduz was to blame for bringing a daughter into the world.

The poor woman was left on the street with her little daughter. Life seemed to be utterly dark, yet a light appeared within that darkness. A kind person gave them shelter and even gifted Yulduz a sewing machine. She spent her days cleaning and her nights sewing, managing to enroll her daughter in kindergarten. Every morning, holding her daughter’s hand, she would say, “Behind every dark day, there is light.” Anora was still young then and didn’t fully grasp the meaning of those words, but she etched them into her heart.

Time passed, and Anora turned 5. Although she was not yet school-aged, her mother, wishing for her daughter to be educated, sent her to school. Despite being smaller than her classmates, Anora amazed everyone with her intelligence, shrewdness, and diligence. Every day after returning from school, she would run to her mother and proudly announce, “They praised me at school today.”

As the mother and daughter were living happily, God sent them another trial, and this trial was harder than any before. Anora was 14 years old, studying in the 10th grade, when her mother suddenly fell gravely ill. Doctors said that her heart function had significantly weakened and that a large sum of money was needed for treatment. Anora studied during the day, worked at night, and borrowed money from friends to spend on her mother’s health. Crying, she pleaded with the doctors, “Please save my mother’s life; I have no one else but her.” They comforted her, saying, “Your mother will surely recover, just pray.”

But her mother did not recover; she departed from this bright world. Her last words to her daughter were, “My daughter, I will die, but you will live. You will surely achieve your dreams. Be patient, bright days are still ahead.”

Unable to bear her mother’s death, the poor girl fell gravely ill herself. The kind person who had given them shelter and the girl’s teachers treated her. They told her, “If you want your mother’s spirit to rest in peace, you must pull yourself together and continue your education. We will never leave you alone.” She diligently strived to be the daughter her mother had dreamed of, achieving several great successes. Each time she received an award, she would think, “If my mother were alive, I would share this pride with her.” Her teachers had become like a second mother to her. But still, she missed her mother every single moment.

Years passed, and she fulfilled her mother’s biggest dream… she became a doctor. Now, every day, standing by her patients, she sees hope in their eyes. She treats every patient with kindness, as if she were saving her mother’s life.

Now people refer to her as “Doctor Anora.” And the young doctor hears a voice in her heart every time… “I am proud of you…”

My name is Zarina Oʻrinboyeva. I  was born in 2011 in Oqdaryo district, Samarkand region. In 2018, l went to school No. 43 in Oqdaryo district to begin my education. I am currently an 8th grade student at this school, and I am 14 years old.
My favorite subjects are English, Russian, chemistry, Uzbek, literature, and law. In my free time, l enjoy reading books and writing stories. With my knowledge and hard work, l have won several high places in various republican competitions.
I still have many dreams ahead of me, and insha’ Allah, l will achieve them one by one.

Timothee Bordenave – Paris, France.

India – Haryana State University – Dr. Dalip Khetarpal

THE ELECTRICITY FAIRY

Dear friends, let’s begin by presenting these ideas, which may seem to have come to you relatively randomly, because they reflect what I’ve published online over the months…

The first concepts I’m going to develop relate to electricity, and I’ll list them here one after the other.

First of all, a note about electrical insulation in the transmission of electricity from one point to another. Yes, because while this energy can very easily be transported by cable, an electric wire, a metal wire that carries the precious electricity through its conductive properties, we have never yet, for technical reasons related to the difficulty of insulating the current, succeeded in distributing it otherwise than by using an overhead network of suspended electrical wires.

However, this is very expensive to maintain, it’s dangerous and fragile, and it also costs a lot in terms of energy loss because air is not a good insulator. Therefore, this system, which is still poor and unsightly for the natural environment of the facilities, is ultimately only a last resort, which satisfies no one.

My proposal is to use ceramic insulation to design tubes of what is called “technical ceramic” in chemistry, surrounded, for example, by rubber, an elastic material that is very resistant to temperature variations, to bury electrical cables rather than suspending them.

“Technical ceramic electrical insulation” is becoming increasingly cheaper to produce, thanks to advances in our chemistry. It is a material that is already well known today for other uses.

The rubber-like material surrounding the tube will be easy for experts to define, produce, and install, and this solution for burying wired cables, long sought after by everyone in the sector, would thus be within our reach.

I had this idea as a child, observing the insulating properties of ceramic and reflecting that its production costs would soon, and increasingly, decrease. Today, burying electrical installations thus insulated would undoubtedly cost much less than maintaining our suspended cables.

And the electricity fairy certainly still has much to offer us; we still have so much to discover! One of my development ideas, which I will present to you now, relates to this again: the photovoltaic-powered lamp.

Wouldn’t it be possible for us to design a lamp that, connected to a rechargeable battery and a photovoltaic cell capable of transforming its light into electricity, would be virtually perpetual?

You probably understand well that with a dedicated photovoltaic cell, which would serve as its main power supply in a short circuit, such a lamp would provide light almost in perpetuity.

And the answer to the question of whether it would be possible with our current technology to design and then manufacture such a tool is simply: yes!

It would even be very easy for us, apparently, since most modern photovoltaic cells react to the electric light emitted by a light bulb.

The battery that would serve as the lamp’s switch and for the eventual replacement of the cell could be recharged through the same circuit, making the device particularly durable.

It’s a brilliant idea, isn’t it? I urge my contemporaries to implement it.

One last remark concerning electricity, which I can make here, would be to consider increasing the radiation of light bulbs by covering them with mirrors.

This is what we do for flashlights and headlights.

I therefore urge you to consider that it would be very easy to design “nightlights” that, by simply covering them with one or more light-emitting diodes, would provide satisfactory supplemental lighting equal to or better than that of a current, bare light bulb, for example, with a single diode.

One or two diodes, powered by small batteries, for example, or by the mains, would then undoubtedly demonstrate great longevity and cost their users almost nothing in terms of energy consumption or maintenance.

This idea, which I myself have already seen developed at the artisanal level, would make it possible to provide electric lighting to populations that are either disadvantaged or deprived of access to distribution networks.

It would undoubtedly also prove very practical for anyone who needs outdoor lighting, and I’m thinking here in particular of the military, who would see the advantages of a mirror-clad LED lamp in terms of portability and ease of powering or repair.

Mirror-clad light sources have been used since ancient times. It was already mentioned at the legendary lighthouse of Alexandria.

As for LED bulbs, they are booming today, becoming increasingly cheaper and more efficient!

(…)

A text by Timothee Bordenave in Paris, France.

Autumn 2025. For Dr. Khetarpal at the Afflatus Creations Peer Review, in India.