Thursday, June 23, 2011

Night of the scorpion

Night of the Scorpion


"Night of the Scorpion" is a poem by Nissim Ezekiel.
It tells the story of a boy whose mother was stung by a scorpion, which had retreated underneath a sack of rice. The poem describes the attempts by the boy's father, the local peasants and the holy man to cure her, far away from Western medicine. The conflict between the peasants "buzzing the name of God" and the father, "sceptic, rationalist, trying every curse and blessing" because he is willing to try anything to save his wife, is the centre of the poem. At the end, the poison's effect subsides by itself "After twenty hours it lost its sting". His mother then thanked God that the scorpion had spared her children and had stung her instead. (Although some people do say that his mother died and at that point she was on God's 'right hand side' and was looking down at her children).




] Structure

The poem is written in free verse with varying line lengths and no rhyme. The first part is long and full of activity - the scorpion's bite and the reaction of the villagers. The second part - the mother's reaction - is just three lines long. It was written in his early age and is hence like a child reading out a diary note.

[ Summary

 

"Night of the scorpion" is a poem that can be understood at two levels. At one level, the poet describes how, on a rainy day the narrator's mother is bitten by a scorpion and what are the chain reactions to it. At another level, it depicts the Indian ethos, superstitions and cultured richness through a simple incident and epitomizes the typical Indian motherhood which depicts sacrifice and affection.
The narrator remembers the night when the scorpion had bitten his mother. The heavy rain had driven the scorpion to crawl under a sack of rice and unexpectedly had bitten his mother's toe; flashing its devilish tail and parting with its poison.
The peasants or villagers came into their hut "like swarms of flies" to sympathize with the family. The neighbours buzzed the name of god hoping to paralyse the scorpion as they believed that if the scorpion moved the poison would spread. They searched for the scorpion with candles and lanterns. They clicked their tongues that the mother's sufferings may decrease "the misfortunes of her next birth". They also prayed that the sum of evil may be balanced in this unreal world against the sum of good that she had done. They prayed that the poison would purify her of her desires and ambitions.
All the people sat around, the mother in the centre, while she continued to groan and twist with pain, on the mat.
The narrator's father who was normally a rationalist and a practical man, also gave in to the superstitious beliefs of the villages and joined them in their cursing and praying then putting a mixture of powders and herbs on her toe, a little paraffin on the bite and lit it with a match - hoping to burn the poison away. The narrator saw his mother's toe on fire and must have felt afraid. A holy man, the priest, performed some rites to probably tame the poison. Only after twenty (20) hours did the poison subside the mother was relieved of the pain, and thanked god that the scorpion bit her and spared her children.
The poem thus brings out the mother's love and sacrificial thoughts - the maternal instinct, as well as beautifully describes the superstitions and ignorant practices followed by the villagers. The title of the poem thus is very deceptive, as it does not focus on the scorpion at all.

Imagery

Poet communicates an experience. The poet's communication is received by our senses. The senses consist of seeing, hearing, smelling, feeling and touching. The poet has to create an image to stimulate any of these senses. This is called imagery. It can be defined as the representation of an experience through language.
Though visual imagery is most often used in poetry, an image may also represent a sound, a smell, a touch or a feeling or sensation. In this poem, the poet has made use of various types of imagery:
Smell imagery

  • smell of candles
  • smell of burning oil in the lanterns as well as the burning of flesh; "flame feeding on my mother"
Tactile experience

  • scorpion biting the mother
  • father pouring paraffin on the toe.
Internal sensation

  • fear
  • pain
  • anxiety
  • concern
  • relief (in the end)
Sound imagery

  • buzzed the name of god a hundred times
  • they clicked their tongues

Other figures of speech

Personification

  • "diabolic tail"(tail has been described as diabolic)
Simile

  • "The peasants came like swarms of flies"(peasants have been compared to swarm of flies)


Tuesday, June 21, 2011

Sunday, June 19, 2011

para 7
Write an instance when you disobeyed your father to exercise your independence.

para 8
Have you tried to provoke your teacher? write  a  paragraph  about  the experience you had then. 

para10
 desolate - left alone
desperate - reckless from despair

suspicion - distrust

resume - begin again or continue after an interruption

Friday, June 17, 2011

. The more he thought of
Samuel, the more he grieved for him—the dark face, his
small red-streaked eyes, his thin line of moustache, his
unshaven cheek and chin, his yellow coat; everything
filled Swami with sorrow.
para 5


perjurer - wilfully telling a lie when on oath


conscience - moral sense of right and wrong


accurate - conforming exactly with the truth


genial - jovial, sociable, kindly


persist - continue firmly or obstinately ( in an opinion or action)


deserve - be worthy of


allegatiions - assertion, esp. unproved


impulse - sudden urg


obstinate - firmly continuing in one's action or opinion despite advice

DISCOURSE
1. Write a paragraph on 'a bitter experience you had at school'.
 2. Do teachers generally punish students without any reason? Write your experiences




Sunday, May 29, 2011

Para  4 

Sentences  and  expressions  that need explanation 

  •  And then Swami gave a lurid account of Samuel’s violence 
        lurid - sensational, shocking

Ravi gave a lurid account of the strange happenings at school, to his mother.

  • press to his forehead like a vermilion marking


vermilion  marking  means  something like  a 'bindi'  which married Indian women (especially, Hindus) wear permanently on their forehead  
 
  • But Father’s behaviour  took an unexpected turn.


The  teacher's comment made an unexpected turn in his life

  • No amount of protest from Swami was of any avail.

The students protested against the increase in bus-fare.
  • Swaminathan asked  apprehensively. 
apprehensive  -  uneasily fearful
Sam asked a doubt to the teacher apprehensively.

  • You must bring an acknowledgement from him in the evening
acknowledge -  confirm the receipt of (a letter etc.)

Tuesday, May 17, 2011

STD X - UNIT I FATHER'S HELP

Para 1
1. Lying in bed, Swami realised with a shudder that it was
Monday morning. It looked as though only a moment ago
it had been the last period on Friday. Already Monday was
here. He hoped that an earthquake would reduce the school
building to dust, but that good building—Albert Mission
School—had withstood similar prayers for over a hundred
years now. At nine o’clock Swaminathan wailed, ‘I have a
headache.’ His mother said, ‘Why don’t you go to school
in a jutka*?’
‘So that I may be completely dead at the other end? Have
you any idea what it means to be jolted in a jutka?’
‘Have you many important lessons today

‘Important! That geography teacher has been teaching the
same lesson for over a year now. And we have arithmetic,
which means for a whole period we are going to be beaten
by the teacher… important lessons!’
And Mother generously suggested that Swami might stay
at home.


Discourse
Write a paragraph on the video on earthquakes.

 Para  2

New  words

stubborn -  obstinate, inflexible
tactics      -  short-term procedure adopted in carrying out                   a  scheme or achieving an end
violent     -  involving or using great physical force


Discourse

Write a conversation between Swami and his father about  not going to school

Friday, May 6, 2011

STD X - NEW ENGLISH TEXT BOOK

PAST SIMPLE

Fill in the blanks using the correct form of the verbs given in brackets
1. Mozart ..........(write) more than 600 pieces of music.
2. 'How did you learn to drive?' 'My father ..............(teach) me.'
3. I was very thirsty, I .............(drink)the water very quickly.
4. Jim ...........(throw)  the ball to Sam.
5. Ravi ...........(fall) down the stairs  this morning.