Class X - First Flight - Poem - Dust of Snow by Robert Frost

 

Complete Text of the Poem | Summary | Imagery Used in the Poem | Question 1 | Question 2 | Question 3 | 

Complete Text of the Poem

The way a crow

Shook down on me

The dust of snow

From a hemlock tree

Has given my heart

A change of mood

And saved some part

Of a day I had rued.

Summary

The poem written by Robert Frost describes the speaker's observation of a crow shaking snow from a hemlock tree, which leads to a change in the speaker's mood and saves a day that the speaker had previously felt negative about. The poem is simple and short, but it describes the small, unexpected moments of beauty and wonder in life that can change our perspective. The image of the crow shaking snow from a tree is a metaphor for the way in which small things can have a big impact on our emotions and outlook.

Rhyme scheme: abab

Imagery Used in the Poem

The poem uses imagery to create a vivid picture in the reader's mind of the scene being described. The imagery is simple but evocative.

The first image is of a crow shaking snow from a hemlock tree. This image is used to convey the idea of movement and action, as well as the idea of the natural world. The image of the snow being shaken from the tree is also used to convey the idea of something being released or let go.

The second image is of the dust of snow. This image is used to convey the idea of something small, delicate, and fleeting. It also creates the sense of a magical moment that is over quickly.

The third image is of the speaker's heart, which is described as having a change of mood. This image is used to convey the idea of emotion and inner experience. It also suggests that something has affected the speaker on a personal level.

The fourth image is of a day that had been rued. This image is used to convey the idea of disappointment or regret. The idea of a day being "ruined" is a metaphor for the speaker's negative emotions and outlook, which are transformed by the sight of the crow and snow.

All of these imagery work together to create a sense of the natural world and its power to affect our emotions and outlook on life.

Thinking About the Poem

Question 1.

What is a “dust of snow”? What does the poet say has changed his mood? How has the poet’s mood changed?

Answer:

In the poem, "dust of snow" refers to small flakes of snow that have been shaken loose from a tree by a crow. The poet states that this simple action of the crow shaking down the dust of snow from a hemlock tree has given his heart a change of mood.

The poet's mood is not specifically described in the poem, but it can be inferred that it was initially negative or gloomy, as he mentions that the sight of the crow and snow has "saved some part of a day I had rued." This suggests that the sight of the crow and snow has had a positive impact on the poet's mood, lifting it from the negative state it was in before.

Therefore, the poet's mood has changed from negative or gloomy to a more positive or uplifted state after observing the crow shaking snow from a hemlock tree.

Question 2.

How does Frost present nature in this poem? The following questions may

help you to think of an answer.

(i) What are the birds that are usually named in poems? Do you think a crow is often mentioned in poems? What images come to your mind when you think of a crow?

(ii) Again, what is “a hemlock tree”? Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, or an oak, or a pine?

(iii) What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow? What does the dust of snow that the crow shakes off a hemlock tree stand for?

Answer:

In this poem, Frost presents nature as something that can have a profound impact on human emotions and outlook. He uses imagery to convey the idea that small, unexpected moments of beauty in nature can change our perspective.

A crow is not a bird that is often mentioned in poems, as it is often associated with negative connotations such as death and negativity. However, in this poem, Frost uses the image of a crow to convey the idea of movement, action, and the natural world.

The poet's choice to write about a hemlock tree rather than a more "beautiful" tree suggests that he is interested in the small, unexpected moments of beauty in nature rather than grand, striking displays.

Question 3.

Have there been times when you felt depressed or hopeless? Have you experienced a similar moment that changed your mood that day?

Answer:

As human beings, we all have our down moments. I have also been depressed and depressed in the past occasionally. Sometimes due to my performance in academics and co-curricular activities, and sometimes due to friends and family. Yes, I have experienced similar moments as that of the poet, which uplifted my mood and helped me to move on with life. Beauty in nature, birds chirping or a beautiful sunset or sunrise, and sharing time with friends and family all such things have a very positive effect on my mood and make my day.

Class XII - English Core - Flamingo -Poem 5 - Aunt Jennifer’s Tigers

Poem Text

Aunt Jennifer's tigers prance across a screen,

Bright topaz denizens of a world of green.

They do not fear the men beneath the tree;

They pace in sleek chivalric certainty.

Aunt Jennifer's finger fluttering through her wool

Find even the ivory needle hard to pull.

The massive weight of Uncle's wedding band

Sits heavily upon Aunt Jennifer's hand.

When Aunt is dead, her terrified hands will lie

Still ringed with ordeals she was mastered by.

The tigers in the panel that she made

Will go on prancing, proud and unafraid.

Introduction

The poem "Aunt Jennifer's Tigers" was written by American poet Adrienne Rich in 1951. It appeared in her first published book of poems, A Change of World. Told from the perspective of an anonymous speaker, the poem describes a woman, Aunt Jennifer, who crafts vibrant tapestry panels (depicting tigers) to escape-mentally, at least, her unhappy marriage. Written at a time when divorce was unacceptable, the poem criticises the traditional institution of marriage, suggesting that it oppresses women.

Aunt Jennifer creates a needlepoint that shows tigers leaping across the canvas. Bright and vibrant, like topaz gems, the tigers live within the green world of the canvas. They are not afraid of the men standing underneath the tree, also depicted in the image. The tigers walk with certainty, grace and courage.

Aunt Jennifer's fingers swiftly and delicately work the yarn, yet she finds it physically difficult to pull even a small needle made of ivory through the canvas. Her husband's wedding band feels huge and weighs down heavily on her hand.

When Aunt Jennifer dies one day, her frightened hands will finally be still. Yet they will still be marked by the difficulties that ruled over her while she was alive. Meanwhile, the tigers she created will continue to leap across her needlepoint without shame or fear.

Theme

'Aunt Jennifer's Tigers' by Adrienne Rich is a multi-layered poem that uses the images of sewn tigers to talk about the institution of marriage. The poet also explored the themes like Female Role in the Home, the Female Role in Marriage, Animals as Women and Nature, Patriarchal Power, Individual Freedoms, Political Issues, Art as escapism etc.

Message

This poem is a vigorous protest against male chauvinism and patriarchy which want to marginalize woman in every front. This poem offers a clear statement against the traditional marriage living relationship where women take the secondary role. Like Aunt Jennifer, millions of women still are a life of deprivation and subjugation. So this poem belongs to the feminist literary genre.

Title

The title, 'Aunt Jennifer's Tigers' is appropriate as it suggests that the poem is about Aunt Jennifer's knitted tigers. With their chivalrous, ferocious, bright and carefree attitude, she creates an alternate world for herself. These tigers are the only means of free expression in her life, which is otherwise burdened by fear and struggles of married life.

Form, Style and Literary Devices

It's a formal rhyming poem, an early example of Adrienne Rich's work. Through the short lines of the poem, the speaker embodies the struggle this woman is going through and juxtaposes it against the tigers that she's creating. Their power is contrasted against her own lack of power.

In three verses, the reader is left in no doubt that Aunt Jennifer has suffered over the years and is looking for a positive way to express her artistic talents before it's too late.

The tigers she creates will outlast her and become a symbol of freedom and independence.

Structure: The poem's structure hints at the parallel existence of freedom and fear. In the first stanza, we get a description of the tigers. In the next stanza, we find a picture of Jennifer's life. In the final stanza, Jennifer's life and the tigers' fearless movements interact. The final victory of the tigers outlives the death of the woman. The first 'stanza describes artistic freedom but the second stanza narrates patriarchal power The structural similarity between the two stanzas rather highlights the binary opposition between rebellion and repression. In the final stanza, repression and rebellion are seen together. It indicates that women can revolt if only they throw away the conventions represented by the wedding ring.

Tone: The poem's voice is distant, which is created by the third-person point of view. The third-person narrator, a third-person viewpoint and the older generation have made Aunt Jennifer more authentic. The choice of diction suggests the vigour of the animals and the lifelessness of Jennifer. The words 'prance', 'pace', 'denizen', 'bright', 'proud', unafraid', 'sleek, chivalric' are associated with tigers. However, negative words like 'massive weight, sits heavily. terrified hand', ringed', and 'ordeals' highlight the weak points of Jennifer's life. Moreover, in the case of tigers, we get references to strong verbs and active voices. On the contrary, in Jennifer's case, we get passive voices suggesting the passivity of her life. 

Poetic Devices

Rhyme Scheme

'Aunt Jennifer's Tigers' is a three-stanza poem separated into stanzas of four lines, known as quatrains. These quatrains follow a simple rhyme scheme of AABB, with the couplets changing end. sounds from stanza to stanza. While there is evidence of metrical patterns in 'Aunt Jennifer's Tigers,' it is not entirely consistent. There are sections of the poem in which Rich uses nearly perfect iambic pentameter and moments where she moves away from it and uses trochees instead.

It is a conventional rhyme scheme. However, Rich has brought the protest through this pattern. It seems that she has made the poem's structure conventional to highlight the conventionality of the protagonist's life and discuss about Critical appreciation of "Aunt Jennifer's Tigers".

Imagery

It is quite important in this poem. It can be seen through the description of the tigers, their landscape, and Aunt Jennifer's hands.

Rich has used animal imagery to inject power and vigour into the vision of Jennifer, which she terribly misses in her personal life. Tigers are the popular symbols of power and rebellion. Rich's tigers signify the vital life force that conventional society hardly allows for women. The creator of the tigers, Jennifer, lives a life of fear, depression and submission. But her tigers are fiercely uncompromising. Here the animal imagery suggests violence and energy, which women aspire to acquire but painfully lack.

Anaphora

It is a simple and helpful technique There is a good example in the first stanza with the repetition of "They” at the start of lines three and four. 

Alliteration

It helps to create a feeling of rhythm and rhyme even if one does not exist. For example, "fluttering fingers" in stanza two and "prancing, proud" in stanza three.

Symbolism

Heavy wedding band: Symbolises oppression in an unhappy marriage; Tigers: Untamed free spirit. The central symbols of the poem are the tapestry tigers and the Uncle's wedding band. The tapestry tigers are not just individual artistic expressions, and they are politically inflected, engaged in patriarchal chivalry myths. The personal and the political again meet in the intimacy of Uncle's wedding band. By the physical intimacy of a wedding band and by the familial presence conferred by 'Uncle's wedding band’, Aunt Jennifer's Tigers specify the presence of patriarchal politics. The interplay between rebellion and repression has made the poem enjoyable. This poem underscores the theme of power and social status. Aunt Jennifer is assigned the role of an aunt. She has no independent identity. In the poem, her name is mentioned four times, and on every occasion, she is an aunt. This imposition has fragmented her role.

Hyperbole

The weight of husband's wedding ring

Paradox

Here a trembling and ‘mastered’ woman creates free and confident creatures in her artistic endeavours. Fluttering fingers produce something that has ‘certainty’.

Contrast

This poem identifies the problems of women in society. The male-dominated society subordinates women. So they have nothing to do but continue the roles imposed on them by their male counterparts. Aunt Jennifer is the representative of these ill-fated women. Marriage as an institution does not support them. It instead ensures their eternal bondage. That's why the wedding ring is inseparable from Jennifer's life. The final stanza points to the contrast between the fearless tigers and the lifeless aunt. In fact, through this contrast, Rich is stressing the basic idea of feminism. According to feminism, women are deprived of equal status because of social strictures and repressions. The tigers are beyond these norms, but Jennifer is confined within them.

Summary

Aunt Jennifer is creating animals that are so different from her own character. She is perhaps working on a panel or a strip of woollen cloth. With an ivory needle, she is making the figure of tigers moving freely in the forest. They have bright yellow coats with stripes. They are fearless of the men standing under a tree. They are proud of their freedom and physical strength.

Aunt Jennifer is weak; therefore, her feeble fingers fail to pull even a light needle. She is creating mighty tigers on a panel, but her own married life has been an utter failure. Uncle has, perhaps, been much too severe and insensitive to her feelings. The tiger symbolises what she has missed in her married life. Someday, Aunt Jennifer will quit this world. She would be lowered into the grave. Her weak and terrified hand will still have the mark of her suffering. She will remain a slave in her grave. The tigers, however, created by her will go on playing merrily forever, proud and fearless.

Stanza Wise Explanation

Stanza One

Aunt Jennifer's tigers prance across a screen,

Bright topaz denizens of a world of green

They do not fear the men beneath the tree;

They pace in sleek chivalric certainty. 

In the first stanza of Aunt Jennifer's Tigers, the speaker begins by describing the movement of the tigers across the fabric canvas. They are prancing "across a screen" in a "world of green". The perfect rhymes give this poem a sing-song-like sound juxtaposed against the darker subject matter. It creates a haunting atmosphere that allows for easy contemplation of the problems of marriage. The speaker describes very clearly how the tigers do not "fear the men beneath the tree". They move without fear or trepidation. It should be noted that this is a state that the artist, Aunt Jennifer, does not know. She is not without fear as they are.

The animals are personified. Rich uses words like "chivalric" (an older term that connects to a certain respectful yet patronising treatment of women) to describe them. They are masculine, without worry, and "certain" in their actions. This makes it seem even less likely that Jennifer will find this same strength.

Stanza Two

Aunt Jennifer's finger fluttering through her wool 

Find even the ivory needle hard to pull

The massive weight of Uncle's wedding band

Sits heavily upon Aunt Jennifer's hand.

The speaker describes in the next stanza how quickly Jennifer's fingers move. They "flutter” through the movements but are without real strength. The word "flutter" evokes the image of birds' wings and gentle movements. Her hands find the "needle hard to pull". There is something weighing them down, a "wedding band". The ring that ties her to her husband keeps her from moving beyond who she is at that moment. It sits heavily on her hand, her mind, and her soul.

Stanza Three

When Aunt is dead, her terrified hands will lie 

Still ringed with ordeals she was mastered by.

The tigers in the panel that she made

Will go on prancing, proud and unafraid. 

The third stanza begins with a striking move into the future. The speaker looks towards the time in which Jennifer is going to die. These lines are enjambed, encouraging the reader to move smoothly and quickly through the stanza. She will stop eventually, as will the movement of her hands. But the ring will still be there. Even in death, she will in some ways be tied to her "ordeals".

As she struggles, suffers, and dies, the tigers will continue to prance proudly on her page. They, unlike her, are "unafraid".

Analysis

The speaker describes the tigers the aunt produced by using coloured threads on heavy cloth. They are set in motion. They are moving quickly by raising their front legs and jumping forwards on their hind legs in the green jungle. They look bright yellow and as valuable as topazes which reveals her dream of a happier life in her needlework.

There are men sitting under the tree, but the tigers do not care for them. They move on to their goal boldly and smoothly. Jennifer finds it difficult to make pictures by using the ivory needle. She is tired of doing the household work after she got married. She can't get herself involved in her artistic work. She has to do it in her leisure time. Even then she has to be sure whether her husband is watching her or not. So her hands are terrified. She will not be free from fear until she dies. She will be dominated by her husband. She will die, but her art will express her desire to move proudly and fearlessly like the tigers she has made.

Aunt Jennifer's hands are 'terrified' because of the massive weight of household duties. They are heavily pressed. They have undergone severe trials. She is dominated by her husband continuously. 'Fingers fluttering, 'ordeals', 'mastered', 'hard to pull' indicate her fear. By mentioning that it is 'Uncle's wedding band', the poet suggests that Uncle owns Jennifer too and that as a female, she is the property of her husband. The word 'massive' and 'heavily Aunt Jennifer lives a demanding sort of life in which she has to attend to her husband's needs and fulfil his commands. As a result she is somewhat worn out in her old age. Aunt Jennifer is 'ringed', trapped in her marriage and controlled like an animal. Her husband is her master. Her wish to be like the tiger, proud and unafraid' also shows her fear in real life. Tigers are fierce, courageous and independent animals. They lead the life the way they want to. But Aunt Jennifer is just opposite to tigers. She is quiet, coward, and totally dependent on her husband. She leads her life the way her husband likes for her. So tigers are an appropriate contrast to her.

Aunt Jennifer has an artistic talent. If she used it properly, she will surely become a great artist. But she has misused her ability because of cowardice. She can't go against the established pattern in life. She is pressed by 'the massive weight of household work. Instead of pleasing herself, she tries to please her dominating husband. She lives a quiet and subdued life. But the tigers she imagined are just opposite to her. They are proud, active, fearless, determined and chivalric. They move toward their goals with single-mindedness.

The tigers in the poem represent Jennifer's innermost desire. She wants to be strong like the tigers that do not fear the men. Like the beautiful animals in the jungle, she wants to create precious pieces of art. Her life has been uncertain, helpless. Her husband is strong and fearless, but he is not chivalrous. So she finds courage, justice and honour in the smooth movement of the tigers. Thus the tiger stand for her unfulfilled wishes. She can't revolt against him on her own. In order to gain freedom she must be like her tigers that prance being proud and unafraid. The word 'chivalric suggests her inner wish that is, her husband should show bravery, honour, generosity, and good manners to her like the knights in the Middle Ages did. She would like to go forward towards her aim, like the determined tigers.

Class 10 English Footprints Without Feet Chapter 6 The Making of a Scientist by ROBERT W. PETERSON

Richard Ebright has received the Searle Scholar Award and the Schering Plough Award for

Monarch Butterfly

Biochemistry and Molecular Biology. It was his fascination for butterflies that opened the world of science to him.

READ AND FIND OUT

(Page 32)

Question 1. 
How did a book become a turning point in Richard Ebright’s life?

Answer:

Richard Ebright's mother gave him a book title: "The Travels of Monarch X". This book helped young Richard develop his scientific curiosity. He got interested in the migration of Monarch butterflies which led him to other scientific experiments which established him as a great scientist. That is why the book is regarded as a turning point in Richard Ebright's life.

Question 2.
How did his mother help him?

Answer:
Richard Ebright's mother looked after him well. She ensured that Richard was busy in curricular and co-curricular activities. She spent time with him playing and helping in his studies. She took him to places and bought scientific equipment and books for him. In fact the woman behind Richard Ebright's success was her mother.

(Page 34)

Question 1.
What lesson does Ebright learn when he does not win anything at a science fair?

Answer:
When Ebright does not win anything at the science fair he realizes that the winners tried to do real experiments unlike Ebright who just showed frog tissues under the microscope.

Question 2.
 What experiments and projects does he then undertake?

Answer:
He undertook many projects and experiments. He worked on viceroy butterflies to show that they copied monarch butterflies. He studied bright spots on the monarch pupa and discovered a new hormone. Also, he found out how cells read their DNA.

Question 3.
What are the qualities that go into the making of a scientist?

Answer:
There are three qualities that go in the making of a scientist. First rate mind, curiosity and will to win. Ebright possessed all these which made him a great scientist.

THINK ABOUT IT

Question 1.
How can one become a scientist, an economist, a historian... ? Does it simply involve reading many books on the subject? Does it involve observing, thinking and doing experiments?

Answer:

Becoming a scientist typically requires a combination of education and experience. Here are some steps you can take to become a scientist:

Choose a field of study: Scientists work in a wide range of fields, including biology, physics, chemistry, and psychology. Decide which field you are interested in pursuing and focus your studies on that subject.

Earn a bachelor's degree: Most scientists have at least a bachelor's degree in their field of study. A bachelor's degree typically takes four years to complete and includes coursework in math, science, and the specific field of study you have chosen.

Gain practical experience: Many scientists gain practical experience by participating in internships or research assistantships while they are in school. These opportunities allow you to work alongside experienced scientists and learn about the day-to-day work of a scientist.

Earn a graduate degree: Many scientists pursue a graduate degree, such as a master's degree or a PhD, in order to advance their careers and conduct more advanced research. A graduate degree usually takes two to six years to complete, depending on the program.

Find a job: Scientists often work in research and development for companies, government agencies, or universities. You can find job openings by networking with other scientists, attending job fairs, or searching online job boards.

It's important to note that becoming a scientist requires a strong foundation in math and science and a passion for learning and discovery. It can be a challenging career path, but it can also be extremely rewarding for those who are interested in advancing our understanding of the world and solving complex problems.

Question 2.

You must have read about cells and DNA in your science books. Discuss Richard Ebright’s work in the light of what you have studied. If you get an opportunity to work like Richard Ebright on projects

and experiments, which field would you like to work on and why?

Answer:

Richard Ebright is a biochemist and molecular geneticist who has made significant contributions to the field of molecular biology. One of his most notable works is the discovery of the mechanism behind transcriptional regulation, which is the process by which genetic information is transcribed into proteins.

Ebright's research has focused on understanding the mechanisms behind gene expression and regulation in bacteria. He has studied the proteins and enzymes that control transcription, as well as the transcriptional activators and repressors that bind to specific DNA sequences and regulate gene expression.

Ebright has also made significant contributions to the field of antibiotic resistance. He has studied the mechanisms behind bacterial resistance to antibiotics and has developed methods for identifying new antibiotics and for improving the efficacy of existing ones.

Ebright's work has been recognized with numerous awards, including the Alan T. Waterman Award from the National Science Foundation, the ASM/AAAS Inventor of the Year Award, and the Franklin Institute's Bower Award for Achievement in Science. He is also a member of the National Academy of Sciences.

If I get a chance to work I would like to work on antibiotic resistance because mankind is suffering a lot due to this. Drugs are proving ineffective and a solution should be sought as soon as possible.

TALK ABOUT IT

Question1. 

 Children everywhere wonder about the world around them. The questions they ask are the beginning of scientific inquiry. Given below are some questions that children in India have asked Professor Yash Pal and Dr Rahul Pal as reported in their book, Discovered Questions (NCERT, 2006).

(i) What is DNA fingerprinting? What are its uses?

(ii) How do honeybees identify their own honeycombs?

(iii) Why does rain fall in drops?

Can you answer these questions? You will find Professor Yash Pal’s and

Dr Rahul Pal’s answers (as given in Discovered Questions) on page 75.

Answer (i)

DNA fingerprinting is a method used to identify an individual's unique DNA profile. It involves analyzing specific sequences of DNA called "short tandem repeats" (STRs), which are found at specific locations on a person's chromosomes. These sequences are unique to each individual, making them useful for identifying individuals through genetic testing.

There are many uses for DNA fingerprinting, including:

Criminal investigations: DNA fingerprinting is often used to identify suspects in criminal cases. It can help determine whether a suspect's DNA matches DNA found at a crime scene.

Paternity testing: DNA fingerprinting can be used to determine whether an individual is the biological parent of a child.

Identification of missing persons: DNA fingerprinting can be used to identify missing persons by comparing their DNA to DNA samples taken from family members.

Identification of human remains: DNA fingerprinting can be used to identify human remains, particularly in cases where the body has been decomposed or mutilated.

Immigration and citizenship: DNA fingerprinting can be used to verify family relationships in immigration and citizenship cases.

Medical research: DNA fingerprinting can be used to study genetic disorders and to identify genetic risk factors for certain diseases.

Answer (ii)

Honeybees use a combination of scent, shape, and location to identify their own honeycombs.

First, honeybees secrete a special scent, called the "brood scent," onto the cells of the honeycomb that contain eggs, larvae, or pupae. This scent is unique to the hive and serves as a marker for the bees to recognize their own brood cells.

Secondly, honeybees also use the shape and size of the cells on the honeycomb to identify their own. Each hive has a specific pattern of cell shapes and sizes, and the bees are able to recognize this pattern as unique to their own hive.

Finally, honeybees use the location of the honeycomb within the hive as a way to identify it. Each hive has a specific layout, with the queen's cells located in a central location, and the honey and pollen stores located in a different area. The bees are able to navigate the hive and locate their own honeycombs based on their knowledge of the hive's layout.

Answer(iii)

Rain falls in drops because of the way that water vapor condenses into liquid form in the atmosphere. When the air becomes saturated with water vapor, the excess vapor begins to condense onto tiny particles, such as dust or salt, in the air. As these particles accumulate more and more water, they become heavier and begin to fall towards the ground.

As the droplets fall, they also collide with other droplets, merging and growing in size. Eventually, the droplets become large enough to be visible as raindrops. The shape of the raindrop is influenced by the size of the droplet and the rate at which it is falling. Generally, smaller droplets fall more slowly and are more spherical in shape, while larger droplets fall more quickly and have a more tear-drop shape.

Overall, the reason rain falls in drops is due to the process of condensation and the gravitational force pulling the droplets towards the ground.

Question 2.

You also must have wondered about certain things around you. Share these questions with your class, and try and answer them.

Answer:
These are the things I wonder about:

• The way the leaves on the trees rustle in the breeze
• The intricate patterns on a butterfly's wings
• The clouds in the sky, constantly shifting and changing
• The diversity of plants and animals in my environment
• The way the sun casts shadows on objects
• The way different materials feel and look
• The sounds of nature, such as birds singing or the rush of a stream
• The technology and systems that make everyday life possible, such as electricity and transportation
• The cultural and social norms of my community
• The mysteries of the universe and the mysteries of the human mind.

Class 10 - NCERT - First Flight - The Ball Poem - Poem - John Berryman

The Ball Poem

What is the boy now, who has lost his ball,

What, what is he to do? I saw it go

Merrily bouncing, down the street, and then

Merrily over — there it is in the water!

No use to say ‘O there are other balls’:

An ultimate shaking grief fixes the boy

As he stands rigid, trembling, staring down

All his young days into the harbour where

His ball went. I would not intrude on him;

A dime, another ball, is worthless. Now

He senses first responsibility

In a world of possessions. People will take

Balls, balls will be lost always, little boy.

And no one buys a ball back. Money is external.

He is learning, well behind his desperate eyes,

The epistemology of loss, how to stand up

Knowing what every man must one day know

And most know many days, how to stand up.

JOHN BERRYMAN

Central Idea of the Poem

 "The Ball Poem' looks like a simple story of a young boy losing his ball. The boy is severely upset over the loss. Normally, it may seem like a great overreaction. Children lose things as their toys and balls quite often. Usually, no fuss should be made about such a small thing. But the ball seems to be symbolising the poet's childhood. The boy becoming an adult, loses his childhood. He was clinging onto his childhood for so long. The poet accepts the changes in his life. Although he is still suffering yet he is learning to move on from his fleeting childhood. The true theme of the poem is that we should cherish every moment of life. Life is really very short. The poet realises that it is very difficult to deal with the loss but it must be done. We should move on as there is no use in wasting precious time and life.

Main points of the poem:-

1. The young boy lost his ball.

2. He was playing and saw the ball bouncing down the street.

3. Then, in the end the ball fell down into the water and lost forever. 

4. The boy sees everything happening before his eyes but he is helpless. 

5. He only stands there helplessly moaning at the loss of the ball.

6. The loss of the ball may appear to be an ordinary incident.

7. It seems that boys lose such balls many times while they are playing.

8. The boy should not make a fuss over it. 

9. The loss of ball is symbolic. It has a deeper meaning.

Detailed Explanation

This poem by John Berryman is about a young boy who has lost his ball and is standing by the water staring at it. The poet describes the boy's reaction to the loss of his ball, which is one of "ultimate shaking grief" and "trembling." The boy is not just upset about losing his ball but also about the realization of the finality of possession. The poet emphasizes that balls are lost always and can't be bought back, and this is the boy's first experience with the reality of loss.

The poem also reflects the theme of growing up and learning to deal with the reality of loss and disappointment. The boy is learning, as the poet says, "The epistemology of loss" which means the theory and knowledge of loss, and how to stand up knowing what every man must one day know. The poem emphasizes that this knowledge is not something that can be bought with money, it's something internal and something that every man must learn.

The final lines of the poem, "how to stand up, knowing what every man must one day know, and most know many days, how to stand up," suggests that the loss of ball is not just a small event, but a significant part of growing up, and a necessary step in learning to deal with the inevitable losses in life.

Thinking About the Poem

Question 1. Why does the poet say, “I would not intrude on him”? Why doesn’t he offer him money to buy another ball?

Answer:

The poet says, "I would not intrude on him" because he recognizes that the boy is going through a personal and emotional experience and doesn't want to interrupt or disturb him. The poet is aware that the boy is standing alone, staring into the water, and feeling a deep sense of grief and loss. He doesn't want to intrude on the boy's moment of grief, and he wants to respect the boy's privacy and personal space.

The poet also doesn't offer the boy money to buy another ball because he understands that this is not a problem that can be solved with money. The loss of the ball is not just about the ball itself but about the boy's first experience with the reality of loss and the finality of possession. The poet realizes that the boy is learning a valuable lesson about life and that money cannot replace that learning experience. Offering money would not only be inadequate, but it would also trivialize the boy's emotional state. The poet wants to acknowledge the boy's emotions and the significance of this moment in his life.

Question 2. “… staring down/All his young days into the harbour where/His ball went …” Do you think the boy has had the ball for a long time? Is it linked to the memories of days when he played with it?

Answer:

The line "staring down / All his young days into the harbour where / His ball went" suggests that the boy is staring into the water for a prolonged period of time, and it implies that the loss of the ball is significant to him, but it does not specify how long he has had the ball for. The phrase "all his young days" could mean that the ball has been a part of his life for a long time and is linked to many happy memories, but it could also mean that the boy is young, and this is one of the first significant possessions he has lost in his life. The poem doesn't give us a specific time frame, but instead, it emphasizes the emotional significance of the loss to the boy.

Question 3. What does “in the world of possessions” mean?

Answer:

The phrase "in the world of possessions" refers to the idea that we live in a society where we accumulate possessions and material objects. These possessions play a significant role in our lives and are often seen as a symbol of our status, identity, and well-being. The phrase "in the world of possessions" is used to indicate that the boy is learning about the nature of material possessions and how they can be lost. The phrase emphasizes that the boy is beginning to understand that possessions are not permanent, and that he must learn to deal with the reality of loss. It implies that the boy is learning a valuable lesson about how possessions are not the most important things in life and that they can be replaced, but the emotions and memories associated with them cannot. It highlights the idea that possessions are temporary and that they are not the ultimate source of happiness.

Question 4. Do you think the boy has lost anything earlier? Pick out the words that suggest the answer.

Answer:

The poem does not delve into the boy's past experiences with loss. However, based on the words "I saw it go / Merrily bouncing, down the street, and then / Merrily over — there it is in the water!" it could imply that this is one of the first times the boy has lost something, and he is not prepared for it. The words, "An ultimate shaking grief fixes the boy / As he stands rigid, trembling, staring down" suggest that the boy is experiencing a deep sense of loss and that this is the first time he's been confronted with this kind of feeling.

Question 5. What does the poet say the boy is learning from the loss of the ball? Try to explain this in your own words.

Answer:

The poet suggests that the boy is learning a valuable lesson about loss and the nature of possessions. The boy is learning the "epistemology of loss", which refers to the study of knowledge or understanding of loss. He is learning how to deal with the reality of losing something that he valued. The poet says, "He senses first responsibility / In a world of possessions" which implies that the boy is becoming aware of the fact that possessions are not permanent and can be lost. He is learning that possessions are not the most important things in life, and that they can be replaced, but the emotions and memories associated with them cannot.

Question 6. Have you ever lost something you liked very much? Write a paragraph describing how you felt then, and saying whether — and how — you got over your loss.

Answer:

Loss is an inevitable part of human life, and it can take many forms, such as the loss of a loved one, the loss of a job, the loss of a home, the loss of a possession, and more. The sense of loss can be overwhelming and can lead to feelings of sadness, grief, and hopelessness. It can be difficult to move on from the loss and to find meaning in life again. However, it is important to understand that loss is a natural part of life, and it is possible to overcome it. One way to overcome the sense of loss is to allow yourself to feel and express your emotions. It is important to give yourself time to grieve and to process your feelings. It is also important to reach out to friends and family for support and to seek professional help if necessary. It is also important to focus on the present moment and to take small steps towards rebuilding your life. You can try to find new hobbies or activities to keep yourself occupied and to focus on the positive aspects of life. It is also important to remember that the memories and the love of the person or the thing that you lost will always remain with you. With time and patience, you will eventually learn to cope with the sense of loss and to find meaning in life again.

Class 10 - NCERT - FIRST FLIGHT - CH 1 - A letter to God - by G.L. Fuentes

Summary:-

The story, ' A Letter To God ' is written by G.L. Fuentes. This is a story of a hardworking farmer Lencho, who is expecting a good harvest this year if it rains. The most awaited rain came but it did not stop as a shower of blessings but instead turned into a hailstorm which resulted in the ruining of Lencho's crops and field. Being deeply hurt, he has no other way to fulfill his family's needs then to to hope for help from God. Apart from being a hardworking farmer Lencho also had a firm faith in God. With this firm faith and determination he writes a letter to God asking God for a hundred pesos so he could sow his field again. He posts this letter and in the adress he wrote - ' to God '. When the postman reads the letter, he has a hearty laugh and shows the letter to the postmaster. The postmaster decides to help Lencho in order not to shake his faith in God. So the postmaster gives some part of his salary and asks for help from his employees and eventually was able to collect only seventy pesos. So he sends this money to Lencho through another letter signed as God. Lencho receives the letter and is momentarily happy. As he unfolds the letter he realises that there were only seventy pesos when Lencho asked for a hundred pesos from God. He thinks, God can't deceive him, it is the work of post office employees. He writes another letter to God asking Him not to send the remaining 30 pesos by mail as post office employees are a 'bunch of crooks'. The lesson shows three things. It shows Lencho's firm faith in God. His faith is rewarded though the helpers are human beings. Secondly, it shows the utter innocence of the farmer, Lencho. Thirdly, the lesson gives a message that sometimes even your generosity is not recognised. You may not get any credit for your generosity and kindness. But on the other hand, you may be misunderstood as a 'bunch of crooks'.

Main Points of the Story:-

1. Lencho was a farmer.

2. His house was the only house in the valley and on the top of a hill.

3. Lencho's fields needed a rain for a good harvest.

4. He looked expectantly at the sky and it did rain at last.

5. The drops of rain was like the coins for him.

6. But his happiness was short lived as very

large hailstones began to fall after the rain. 

7. The hailstones destroyed all the leaves on the trees, plants and flowers.

8. There would be no crop that year.

9. There was a single hope: help from God. 

10. On the following Sunday, he wrote a letter  to God.

11. He needed a hundred pesos to sow his fields again and to live until the new crop came.

12. He wrote 'To God' on the envelope and put the letter into the mailbox.

13. The postman laughed heartily and took it to the postmaster. 

14. The postmaster laughed too but soon he became serious. 

15. He decided to reply the letter and help Lencho.

16. He collected seventy pesos only from his employees and himself contributed a part of his salary.

17. He put the money in an envelope and posted it to Lencho.

18. Lencho had an unbroken faith in God and he was not surprised when he received the money.

19. His happiness was turned into anger as there were thirty pesos short of the money. 

20. Lencho could never believe that God could

ever deceive him.

21. So, he wrote another letter to God reminding Him that he received only 70 pesos sent by Him.

22. He asked God not to send the rest of 30 pesos through the mail as the post office employees were a 'bunch of crooks'.

Character Sketch:-

1. Lencho: Lencho was a man of limited means and earned his living by farming his fields. He had an unshaken faith in God. He believed that God always helps the people with a clear conscience. Therefore, when he lost all hopes and he and his family were on the verge of starvation, he looked towards God for help. His deep faith in God even impressed the postmaster who decided to help him.

He was educated enough to write a letter. He shows his innocence by trying to have a correspondence with God directly.

While he had an unshaken faith in God, he mistrusted easily the motives of men. He could never know and nor did he ever try to know who had sent him those seventy pesos to help him.

2. Postmaster: The postmaster has all that is good in human thinking and behaviour. He has thorough understanding of a sharp, sympathetic and sensitive mind. He knows how the mind of a God-fearing rustic like Lencho works. He doesn't want to break the deep faith of Lencho in God. First, he laughed at the man who wanted to have a direct correspondence with God. After reading the letter, he was deeply moved and impressed by Lencho's faith in God. He knew that merely goodwill was not sufficient. The farmer needed financial help. So he collected a sum of 70 pesos from his employees. He also contributed a part of his salary and sent the money to Lencho.

3. The Post Office Employees: The post-office employees make every effort to help Lencho. They believed that only an innocent and foolish farmer can write a letter to God. They were considerate and full of compassion. They wondered at the faith of the man who wrote that leer. But they contributed something for an 'act of charity'. They couldn't collect the hundred pesos but sent only seventy pesos to Lencho. Only a single word was written as a signature: "God".

(Q and A will be uploaded soon)