UNIT V
GUNS AND ROSES
'Guernica' by Pablo Picasso
Discuss
Does this famous painting by Picasso evoke any feeling in you?
What do you see in the painting above?
Does it show a calamity/tragedy?
What details support your view?
How does the calamity/tragedy affect the lives of innocent people?
English IX
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132
AN OCCURRENCE A
TO
WL CREEK BRIDGE
AT
OWL
SHOR
T SST
TOR
Y
SHORT
ORY
AN OCCURRENCE A
TO
WL CREEK
AT
OWL
BRIDGE
The American Civil War was fought between the Northern and the Southern
States (1861-1865) over the issue of slavery. The Northern States under
the leadership of Abraham Lincoln stood for abolishing slavery. The
plantation owners of the South were opposed to this.
The story by Ambrose Bierce is written against the backdrop of the
American Civil War. It highlights how at the moment of imminent death
one intensely longs for life and safety.
A man stood upon a railroad bridge in northern
Alabama, looking down into the swift water twenty feet
below. The man’s hands were behind his back, and wrists
bound with a cord. A rope closely encircled his neck. Yes,
he was waiting - a most agonizing wait for being hanged.
At a short distance upon the same temporary platform
was an officer in the uniform of his rank, armed. He was
a captain. A sentinel at each end of the bridge stood with
his rifle. The captain in charge of the execution stood with
folded arms, silent. Death is a dignitary in the code of
military etiquette. Silence and fixity are forms of respect.
1.
The man who was engaged in being hanged was
apparently about thirty-five years of age. He was a
civilian, if one might judge from his habit, which was
that of a planter. His features were good — a straight
nose, firm mouth, broad forehead, from which his long
dark hair was combed straight back, falling behind his
ears to the collar of his well-fitting frock-coat. He wore a
moustache and pointed beard, but no whiskers; his eyes
were large and dark gray*, and had a kindly expression.
2.
3. The preparations for execution being complete, the two
private soldiers, his executioners, stepped aside. The
sergeant was waiting for the signal from the captain. At
a signal the sergeant would step aside and the plank upon
which he had been standing would tilt and the
condemned man would go down between two ties. His
Ambrose Bierce (1842–
c.1914)known for his sharp,
satirical wit was born in Ohio.
He grew up in a large, poor
family. After spending a year
at a military academy, Bierce
joined the Union Army and
participated in several major
battles. His war experiences
provided material for some of
his best stories, including 'An
Occurrence at Owl Creek
Bridge'. In 1913, Bierce
travelled to Mexico during the
civil
war
there
and
disappeared without a trace.
1. Describe the opening scene
of the story in your own words.
(Para-1)
2. What impression of the man
do you get from the
description? (Para-2)
After reading a section,
write down the word you
would like to add to your
personal wordlist.
Word: .............................
Meaning: .........................
....................................................
....................................................
Sentence: .......................
.........................................................
....................................................
* American spelling for 'grey'
English IX
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133
AN OCCURRENCE A
TO
WL CREEK BRIDGE
AT
OWL
face had not been covered nor his eyes bandaged. He
looked down for a moment and let his gaze wander to
the swirling water of the stream rising madly beneath
his feet. His eyes flowed down the current. How slowly
it appeared to move! What a sluggish stream!
3. Why did the river appear to
be moving slowly? (Para-3)
4. He closed his eyes in order to fix his last thoughts upon
4. What is referred to as 'the
stroke of a blacksmith's
hammer' and as 'the tolling of
the death knell'? Why? (Para-4)
his wife and children. The water, touched to gold by the
early sun, the brooding mists under the banks at some
distance down the stream, the fort, the soldiers, the piece
of drift — all had distracted him. And now he became
conscious of a new disturbance. Striking through the
thought of his dear ones was a sound which he could
neither ignore nor understand, a sharp, distinct, metallic
percussion like the stroke of a blacksmith’s hammer upon
the anvil; it had the same ringing quality. He wondered
what it was, and whether immeasurably distant or near
by — it seemed both. Its recurrence was regular, but as
slow as the tolling of a death knell. He awaited each
stroke with impatience and — he knew not why —
apprehension. The intervals of silence grew progressively
longer; the delays became maddening. With their greater
infrequency the sounds increased in strength and
sharpness. They hurt his ear like the thrust of a knife;
he feared he would shriek. What he heard was
the ticking of his watch.
KEEP TRACK OF YOUR READING
As you read you can use the
following marks to keep track
of your understanding.
9 .... I understand this.
?.... I don't understand this.
!... Interesting/ surprising idea
He opened his eyes and saw again
the water below him. 'If I could
free my hands,' he thought.
'I might throw off the
noose and spring
into the stream.
By diving I could
evade the bullets
and swimming
vigorously, reach
the bank, take to
the woods and get
5.
English IX
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134
AN OCCURRENCE A
TO
WL CREEK BRIDGE
AT
OWL
away home. My home, thank God, is as yet outside their
lines; my wife and little ones are still beyond
the invaders’ farthest advance.'
5. The flowing water reminds
him of his family. How is the
flowing water contrasted with
his state? (Para-5)
As these thoughts were flashed into the
doomed man’s brain, the captain nodded to
the sergeant. The sergeant stepped aside.
6.
Pause & Reflect
II
Peyton Farquhar was a well-to-do
planter, of an old and highly respected
Alabama family. Being a slave owner
he was naturally a secessionist and
ardently devoted to the Southern
cause. One evening while Farquhar
and his wife were sitting on a rustic
bench near the entrance to his
grounds, a gray-clad soldier rode up
to the gate and asked for a drink of
water. Mrs Farquhar was only too
happy to serve him with her own
white hands. While she was
fetching the water, her husband
approached
the
dusty
horseman and inquired
eagerly for news from the
front.
Pause & Reflect
What do you think is likely to
happen next? Make a guess
reflecting on what you have
read so far.
7.
'The Yanks* are repairing the
railroads,' said the man, 'and are getting
ready for another advance. They have
reached the Owl Creek Bridge. The commandant
has issued an order, which is posted everywhere,
8.
*Yanks (Yankees) were inhabitants of New England (USA). Here, the
Northern soldiers in the American Civil War are referred to as Yanks.
ASSE
SS YYOUR
OUR
SELF
ASSESS
OURSELF
READING
Have I read the passage on my
own and marked what I
understood with a '9'?
Have I marked words/
expressions that I didn't
understand with a '?'?
Have I picked out words/
expressions for my personal
wordlist?
Have I shared the ideas I
gathered with my friends during
the group reading process?
Have I tried to get clarification
for the words/ expressions I
didn't understand?
Have I been able to answer the
questions posed by the
teacher?
What improvement should I
make in my reading?
English IX
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135
AN OCCURRENCE A
TO
WL CREEK BRIDGE
AT
OWL
declaring that any civilian caught interfering with the
railroad, its bridges, tunnels or trains will be summarily
hanged. I saw the order.'
6. Why did Peyton Farquhar
mistake the young soldier to be
a Southerner? Do you think he
actually came to betray
Peyton? (Para-8)
'How far is it to the Owl Creek Bridge?' Farquhar asked.
'About thirty miles.'
'Is there no force on this side of the creek?'
'Only a picket post half a mile out, on the railroad and a
single sentinel at this end of the bridge.'
The soldier was actually a Northerner. His sole intention
was to trick Farquhar into revealing his secessionist zeal.
7. Why were the Northerners
building a railroad to the
South? (Para-8)
8. Do you think Peyton
Farquhar had interfered with
the railroad built by the
Northerners? Why do you think
so? (Para-8)
Pause & Reflect
III
As Peyton Farquhar fell straight downward through
the bridge he lost consciousness and was as one already
dead. From this state he was awakened by the pain of a
sharp pressure upon his throat. He had already lost his
power to think. Now he could only feel. But suddenly the
power of thought was restored; he knew that the rope
had broken and he had fallen into the stream. The noose
about his neck was already suffocating and kept the
water from his lungs. To die of hanging at the bottom of
a river!—the idea seemed to him ludicrous. He opened
his eyes in the darkness and saw above him a gleam of
light, but how distant, how inaccessible! He was still
sinking, for the light became fainter and fainter until it
was a mere glimmer. Then it began to grow and brighten,
and he knew that he was rising toward the surface —
knew it with reluctance, for he was now very
comfortable. 'To be hanged and drowned,' he thought,
9.
Pause & Reflect
Were your guesses regarding
the part appropriate? What
actually happened in Part II?
9. 'He lost consciousness and
was as one already dead.’ What
does this sentence tell you
about Farquhar?(Para-9)
English IX
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136
AN OCCURRENCE A
TO
WL CREEK BRIDGE
AT
OWL
'that was not so bad; but I do not wish to be shot. No; I
will not be shot; that is not fair.'
10. ‘But I do not wish to be shot.
No; I will not be shot...’ Why
does he say so? (Para-9)
10. He was not conscious of an effort, but a sharp pain in
his wrist apprised him that he was trying to free his
hands. What splendid effort! What magnificent, what
superhuman strength! The cord fell away; his arms
parted and floated upward. He pounced upon the noose
at his neck, tore it away and thrust it fiercely aside. His
hands beat the water vigorously with quick, downward
strokes, forcing him to the surface. He felt his head emerge
and with a supreme and crowning agony his lungs
engulfed a great draught of air, which instantly he
expelled in a shriek!
11. In a moment, the visible world seemed to wheel slowly
round. He saw the bridge, the fort, the soldiers upon the
bridge, the captain, the sergeant, and his executioners.
They looked like shadows. They shouted pointing at him.
The captain had drawn his pistol but did not fire; the
others were unarmed. Their movements were horrible.
Suddenly he heard a sharp report. Something struck
the water within a few inches of his head, spattering his
face with spray. He heard a second report. Nevertheless
the bullets missed the target.
12.
After reading a section,
write down the word you
would like to add to your
personal wordlist.
Word: .............................
Meaning: .........................
....................................................
....................................................
Sentence: .......................
.........................................................
....................................................
11. Pick out the words and
phrases that describe the
struggle of the man to free
himself. (Para-10)
'Attention, company!... Shoulder arms!... Ready!...
Aim!... Fire!' the captain shouted.
13.
Farquhar dived — dived as deeply as he could. The
water roared in his ears like the voice of Niagara. As he
rose to the surface, gasping for breath, he saw that he
had been a long time under water. He was farther
downstream – nearer to safety. The soldiers continued to
fire ineffectually. The hunted man saw all this over his
shoulder; he was now swimming vigorously with the
current. His brain was as energetic as his arms and legs;
he thought with the rapidity of lightning.
14.
Suddenly he felt himself whirling round and round
spinning like a top. The water, the banks, the forest, the
now distant bridge, fort and men - all were blurred. In a
15.
English IX
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137
AN OCCURRENCE A
TO
WL CREEK BRIDGE
AT
OWL
few moments he was flung upon the gravel at the foot of
the left bank of the stream. The bank concealed him from
his enemies. He wept with delight. He dug his fingers
into the sand, threw it over himself in handfuls. It looked
like diamonds, rubies, and emeralds. His head roused.
The trees and the branches above his head roused him
from his dream. He sprang to his feet, rushed up to the
sloping bank, and plunged into the forest. All that day
he travelled. The forest seemed endless. By nightfall he
was fatigued. The thought of his wife and children urged
him on. At last he found a road which led him in the
right direction.
12.The soldiers began to fire
at the man when he appeared
above the surface of the
stream. What feeling does it
evoke in you? (Para-14)
13. 'He was now swimming
vigorously with the current.'
The word 'vigorously' is
modifying the verb 'swimming'.
Now, find similar words in
paragraph 14 and use them in
sentences of your own.
14. 'It looked like diamonds,
rubies, and emeralds....’ What
does 'it' refer to? Why does it
appear so? (Para-15)
After reading a section,
write down the word you
would like to add to your
personal wordlist.
His neck was in pain. His tongue was swollen with
thirst. He could no longer feel the roadway beneath his
feet. He stands at the gate of his own home. All is as he
left it, all bright and beautiful in the morning sunshine.
He must have travelled the entire night. As he pushes
open the gate, he sees a flutter of female garments. His
wife, looking fresh and cool and sweet, steps down from
the veranda to meet him. At the bottom of the steps she
stands waiting with a smile of matchless joy. Ah, how
16.
Word: .............................
Meaning: .........................
....................................................
....................................................
Sentence: .......................
.........................................................
....................................................
English IX
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138
AN OCCURRENCE A
TO
WL CREEK BRIDGE
AT
OWL
beautiful she is! He springs forward with extended arms.
As he is about to clasp her he feels a stunning blow upon
the back of the neck – then all is darkness and silence!
15. Identify the lines that
describe Farquhar's home
coming. (Para-16)
Peyton Farquhar was dead; his body, with a broken
neck, swung gently from side to side beneath the timbers
of the Owl Creek Bridge.
17.
AMBROSE BIERCE
Slightly adapted
READY REFERENCE
anvil (n): an iron block on which pieces of hot metal are shaped
using a hammer
Pause & Reflect
‘...then all is darkness and
silence!’ Do you think the story
ended as it began? Why? What
happened in between?
condemn /j?m!cdl /(v): to sentence to a punishment, especially
death
doomed(adj): something certain to fail or die
draught/cq@9es/(n): an act of drinking or inhaling
engulf(v): to surround or cover something completely
etiquette/!dsHjds/(n): the rules of correct or polite behaviour
evade(v): to avoid, to escape from
execution/$djrH!jit9R?m/(n): killing somebody as a legal punishment
gravel.!fqzu?k.(n): a loose mixture of small stones
percussion(n): sound of two things hitting each other with great force
After reading a section,
write down the word you
would like to add to your
personal wordlist.
report
report(n): a loud sound of an explosion
Word: .............................
inaccessible/$Hm?j!rdr?ak/(adj): difficult or impossible to reach
secessionist(n): someone who wants their country or state to be
Meaning: .........................
independent from another country
sluggish(adj): moving more slowly than normal
suffocat
e/rUe?jdHs/(v): to feel uncomfortable due to lack of fresh air
suffocate
summarily (adv): immediately
....................................................
....................................................
Sentence: .......................
.........................................................
....................................................
English IX
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139
TEXTU
AL A
CTIVITIE
TEXTUAL
AC
TIVITIESS
Activity 1
Identify the events of the story in the order you have read them. List the
events in the proper order. How does the flashback in this story advance
the plot?
Events as in the story
Chronological order of events
ASSE
SS YYOUR
OUR
SELF
ASSESS
OURSELF
DIARY
Have I been able to express the
thoughts and feelings of the
character?
Activity 2
Have I used first person
narrative in the diary?
Imagine that you are the captain in the story. Write a diary entry on what
Have I linked the sentences of
the diary properly?
happened at the Owl Creek Bridge that day.
How apt are the words and
expressions used in the diary?
What improvement should I
make when I write a diary next
time?
English IX
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140
TEXTU
AL A
CTIVITIE
TEXTUAL
AC
TIVITIESS
Activity 3
Sit in pairs and prepare a sensory details chart from Part III of the story.
Reread the part of the story and fill in the appropriate columns of the
chart. Share your findings with your friends.
Sight
Sound
Touch
Activity 4
Screenplay
Write a screenplay for Part III of the story. Describe Farquhar’s actions.
You may add details of special effects you would like to use in the film,
such as light and music, to suggest a dreamlike sequence.
ASSE
SS YYOUR
OUR
SELF
ASSESS
OURSELF
SCREENPLAY
Have I fixed the characters and
setting?
Has the setting of the scene
been noted down?
How well have I been able to
visualise the scenes?
Have I detailed actions,
costumes of the characters,
music and lighting?
Have I been able to write apt
dialogues ?
How well should I improve next
time I write a screenplay?
Now, read the story 'The Colonel's Ideas' given in the Extended Reading
section of this unit on Page 146.
English IX
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141
VOCABULARY ACTIVITIES
Activity 1
Given below are fifteen words from the story.They belong to five different categories of related meanings.
Each category has three words. Classify them.
rope
thrust
agony
spin
string
stroke
whirl
cord
swirl
anguish
ache
gleam
beat
glimmer
ray
Activity 2
Pick out sentences from the story in which the following phrases are used.
i. in charge of ___________________________________________________________________
ii. fix (somebody’s) thoughts on (something) _____________________________________________
iii. trick (someone) into (doing something) ______________________________________________
iv. give heed to _____________________________________________________________________
v. from side to side _______________________________________________________________
Activity 2a
Use the phrases listed above in sentences of your own.
i.
ii.
iii.
iv.
v.
Activity 3
Read the following sentence from the story.
The preparations for execution being complete, the two private soldiers, his
executioners, stepped aside.
‘Execution’ is an action and ‘executioner’ is the person who does it.
English IX
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142
VOCABULARY ACTIVITIES
Here are a few other actions from the story.
Name the doer of each action.
plant
swim
command
idle
wander
own
shoot
watch
dive
hear
Activity 4
Read the following sentence.
What splendid effort! What magnificent, what superhuman strength!
The prefix 'super-' when added to 'human' gives the meaning ‘beyond human powers’. Similarly there are
words beginning with ‘super-’ which give the following meanings.
Find out the words with the help of a dictionary.
• faster than the speed of sound _________________________________________________________
• a powerful computer with an enormous amount of memory ____________________________________
• an extremely popular performer in films or music ____________________________________________
• a country that has great military and economic strength _______________________________________
• matters connected with unknown forces and spirits __________________________________________
English IX
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143
GENERAL
OUR TTANK
ANK IS A PO
WERFUL VEHICLE
GENERAL,, YYOUR
POWERFUL
POETRY
GENERAL, YOUR TANK IS A
POWERFUL VEHICLE
No machine, however powerful it is, can substitute human power of
thinking. We think; therefore we are....
Bertolt Brecht (1898–1956),
German dramatist and poet is
an influential literary figure of
the twentieth century. 'Life of
Galileo', 'Mother Courage and
Her Children', and 'The Good
Person of Szechwan' are some
of his notable works.
1. Pick out the words indicating
the destructive power of the
tank.
General, Your Tank is a Powerful Vehicle
It smashes down forests and crushes a hundred men.
But it has one defect:
It needs a driver.
2. We know vehicles need
drivers. Yet, the poet says that
the defect of vehicles is that
they need drivers. What does
he mean by that?
3. How powerful is the
bomber? What is its defect?
General, your bomber is powerful.
It flies faster than a storm and carries more than an elephant.
But it has one defect:
It needs a mechanic.
4. Why does the poet use the
word 'useful' for man? What
does the tone suggest?
General, man is very useful.
He can fly and he can kill.
5. When does ‘thinking’
become a 'defect'?
But he has one defect:
He can think.
BER
TOL
T BRE
CHT
BERT
OLT
BRECHT
English IX
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144
TEXTU
AL A
CTIVITIE
TEXTUAL
AC
TIVITIESS
Activity 1
'War is fought not between machines but between minds.' Explain the
significance of the statement in the light of the poem.
Activity 2
Is there any word/ line repeated in the poem? What effect does this
repetition create?
Activity 3
Would you call this poem ironical, witty, humourous, funny or serious?
Give a reason for your answer.
Now, read the poem 'Mass' by Cesar Vallejo given in the Extended Reading
section of this unit on Page 151.
English IX
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145
THE COLONEL'S IDEAS
EXTENDED RE
ADING - STOR
Y
READING
ORY
THE COL
ONEL
’S IDE
AS
COLONEL
ONEL’S
IDEAS
The Franco - Prussian War (1870-71) was going on. The French soldiers
were so exhausted that they could not even move. Then something
happened that charged them with a new spirit.
'I remember a little anecdote,' said Colonel Laporte, 'of
the war which proves that we are capable of everything
in the presence of a woman.
'I was a captain, a simple captain, at the time and I was
in command of a detachment of scouts, who were
retreating through a district which swarmed with
Prussians. We were surrounded, pursued, tired out and
half-dead with fatigue and hunger, but we were bound
to reach Bar-sur-Tain before the morrow, otherwise we
should be shot, cut down, massacred. I do not know how
we managed to escape so far. However, we had ten
leagues to go during the night, ten leagues through the
snow and with empty stomachs,' and I thought to myself:
Guy de Maupassant (1850–93),
is a French author who is
generally considered the
greatest French short story
writer. The themes of his
stories and novels centered
around the aristocratic
families, the Franco-Prussian
War, and the fashionable life
of Paris.
1. The French soldiers were
retreating. What would be the
reasons?
2. What were the problems
faced by the retreating
soldiers?
'It is all over; my poor devils of fellows will never be able
to do it.’
'We had eaten nothing since the day before and the whole
day long we remained hidden in a barn, huddled close
together, so as not to feel the cold so much, unable to
speak or even move, and sleeping by fits and starts, as
one does when worn out with fatigue.
'It was dark by five o’clock, that wan darkness of the snow
and I shook my men. Some of them would not get up;
they were almost incapable of moving or of standing
upright; their joints were stiff from cold and hunger.
'Before us there was a large expanse of flat, bare country;
the snow was still falling like a curtain, in large, white
flakes, which concealed everything under a thick, frozen
coverlet, a coverlet of frozen wool. One might have
thought that it was the end of the world.
3. 'One might have thought that
it was the end of the world.'
What made the colonel think
so?
English IX
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146
THE COLONEL'S IDEAS
'Come, my lads, let us start.'
'They looked at the thick white flakes that were coming
down and they seemed to think: ‘We have had enough of
this; we may just as well die here!’ Then I took out my
revolver and said:
‘I will shoot the first man who flinches.’ And so they set
off, but very slowly, like men whose legs were of very
little use to them.
'All at once a shrill cry, a woman’s cry, pierced through
the heavy silence of the snow and in a few minutes they
brought back two prisoners, an old man and a girl, whom
I questioned in a low voice. They were escaping from the
Prussians, who had occupied their house during the
evening. The father was alarmed on his daughter’s
account, and, they had made their escape in the darkness.
I invited them to accompany us. We started off together
and as the old man knew the road, he acted as our guide.
4. 'I will shoot the first man
who flinches.’ What was the
effect of the colonel's
statement on the soldiers?
5. The colonel stamped his
foot. What does this suggest?
'It had ceased snowing, the stars appeared and the cold
became intense. The girl, who was leaning on her father’s
arm, walked unsteadily as though in pain.
She stopped suddenly and said:
'Father, I am so tired that I cannot go any further.’
'The old man wanted to carry her, but he could not even
lift her up and she sank to the ground with a deep sigh.
We all gathered round her and, as for me, I stamped my
foot in perplexity, not knowing what to do and being
unwilling to abandon that man and girl like that, when
suddenly one of the soldiers, a Parisian whom they had
nicknamed Pratique, said:
6. What changed the attitude
of the soldiers?
'Come, comrades, we must carry the young lady,
otherwise we shall not show ourselves Frenchmen,
confound it!’
English IX
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147
THE COLONEL'S IDEAS
I really believe that I swore with pleasure. 'That is very
good of you, my children,’ I said; ‘and I will take my share
of the burden.’
7. Pick out phrases and
sentences that suggest the
colonel's goodwill.
'Who will lend his cape? It is for a pretty girl, comrades,’
Pratique said and ten cloaks were thrown to him. In a
moment the girl was lying, warm and comfortable,
among them and was raised upon six shoulders.
'We went on, almost without stopping, until three o’clock
in the morning, when suddenly our scouts fell back once
more, and I saw a dozen lancers at full gallop, one behind
the other. They had lost their way and were trying to
find it.
After reading a section,
write down the word you
would like to add to your
personal wordlist.
'They were so near by that time that I could hear the loud
breathing of their horses, the clinking of their swords and
the creaking of their saddles and cried: ‘Fire!’
....................................................
'Fifty rifle shots broke the stillness of the night, then there
were four or five reports and at last one single shot was
heard and when the smoke had cleared away, we saw
that the twelve men and nine horses had fallen.
.........................................................
Word: .............................
Meaning: .........................
....................................................
Sentence: .......................
....................................................
8. It seemed an easy victory
for the French soldiers. In what
sense was it so?
A head emerged from the litter.
'What is the matter?’ she asked; ‘are you fighting?’
'It is nothing, mademoiselle*,’ I replied; ‘we have got rid
of a dozen Prussians!’
'Poor fellows!’ she said. But as she was cold, she quickly
disappeared beneath the cloaks again and we started off
once more. We marched on for a long time and at last
the sky began to grow lighter. The snow became quite
clear, luminous and glistening, and a rosy tint appeared
in the east.
9. 'A rosy tint appeared in the
east.' What does this suggest?
'It seemed to me as if we had just saved the whole of
France and had done something that other men could
* mademoiselle .$l`c?lv?!ydk. - a form of address for an unmarried
English IX
French woman
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148
THE COLONEL'S IDEAS
not have done, something simple and really patriotic. I
shall never forget that little face, you may be sure; and if
I had to give my opinion about abolishing drums,
trumpets and bugles, I should propose to replace them
in every regiment by a pretty girl, and that would be even
better than playing the ‘Marseillaise'. By Jove! It would
put some spirit into a trooper to have a Madonna like
that, a live Madonna, by the colonel’s side.'
GUY DE MA
UP
ASS
ANT
MAUP
UPASS
ASSANT
10. What is described as 'really
pariotic'? Why is it called so?
11. Why is the girl compared
to Madonna? Comment on the
appropriateness of the
comparison.
Slightly adapted
TEXTU
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Collection
Collect pictures, photographs, articles and news items related to war
from newspapers, magazines, internet etc. Classify them into those
portraying the pity and horror of war and those celebrating success and
heroism.
Discuss in groups
• If you are asked to prepare a class magazine on war, which war will you
select?
Iraq war
Indo-Pak war
• Where can you find details of the war?
After reading a section,
write down the word you
would like to add to your
personal wordlist.
Word: .............................
Meaning: .........................
• What type of creative pieces will you include in your magazine?
poems
short stories
essays
anecdotes
....................................................
....................................................
Sentence: .......................
.........................................................
....................................................
English IX
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• Will you include pieces that support or oppose war in the magazine?
• If you write an essay or article on war, what will you say in support of
your viewpoint?
• What explanations can you offer in favour of your viewpoint?
• How will you introduce your write-up/ essay?
• How will you structure the write-up/ essay?
• How will you conclude your write-up/ essay?
Class Magazine
As an end product of this unit, prepare creative writings and produce a
class magazine on ‘War: Causes and Consequences’.
Now, read the poem 'General, Your Tank is a Powerful Vehicle' by Bertolt
Brecht given on Page 144.
English IX
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150
MASS
EXTENDED READING - POETRY
MASS
When war kills people indiscriminately, will anyone remain on earth to
say 'Stop killing!'? The poet hopes there will always be one.
At the end of the battle, the combatant dead, a man
approached him
and said to him: 'Don’t die; I love you so much!'
but the corpse, alas!, kept on dying.
Two more came up to him and repeated:
'Don’t leave us! Be brave! Come back to life!'
Cesar Vallejo (1892–1938), a
Peruvian poet, published three
books of poems during his
lifetime. He is considered one
of the great poetic innovators
of the 20th century in any
language. The poem 'Mass' is
taken from 'The Complete
Posthumous Poetry of César
Vallejo'.
1. The same line – 'but the
corpse, alas! kept on dying-'
recurs in almost all stanzas of
the poem. What effect does it
create?
but the corpse, alas!, kept on dying.
Twenty, a hundred, a thousand, five hundred thousand
appeared,
crying out: 'So much love, and no power against death!'
but the corpse, alas!, kept on dying.
2. In the first line ‘a man’
approached
the
dead
combatant and in the last
stanza ‘all the inhabitants of
the earth’ surrounded him.
Comment on the progress from
‘one to all.’
Millions of individuals surrounded him
with a common plea: 'Don’t leave us brother!'
but the corpse, alas!, kept on dying.
3. 'He got up and embraced
the first man.’ Why is the first
man so special?
Then all the inhabitants of the earth
surrounded him; the corpse looked at them sadly, deeply
moved;
he got up slowly
4. Can you cite examples of
great persons who have
initiated mass movements to
save humanity?
embraced the first man; started to walk…
CESAR VALLEJO
English IX
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151
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Activity 1
Read the following sentences from’ An Occurrence at Owl Creek Bridge’.
(a) A man stood upon the railroad bridge in Northern Alabama, looking down
into the swift water twenty feet below.
(b) By diving, I could evade the bullets.
(c) They shouted pointing at him.
Discussion points
1. Can the bold italicised words be split into look+ing, dive + ing etc.?
2. Do they act as verbs in the sentences above?
3. What is their function in each of the sentences given above?
Let's sum up
• The italicised words above are formed by adding ‘-ing’ to the root verb.
• In the first sentence it is used to show one of the two actions performed by the same person at the
same time.
• In the second sentence it shows one of the two actions performed by the same person, one
resulting from the other. It is used after the preposition 'by'.
• In the third sentence it is used to show one of the two actions performed by the same group of
persons simultaneously.
• The italicised words in the above sentences are the present participle forms of the verbs.
Activity 2
Combine each of the following pairs of sentences using the present participle.
e.g.
He crossed the river. He entered the forest.
Crossing the river, he entered the forest.
1. He looked down for a moment. He let his gaze wander to the swirling water of the stream.
English IX
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152
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2.
He closed his eyes. He fixed his lost thoughts upon his wife and children.
3.
He opened his eyes. He saw again the water below him.
4.
He opened his eyes in the darkness. He saw a gleam of light above him.
5.
The sun shone above the waters. It blinded him when he came out.
Activity 3
Look at the following sentences from ‘An Occurrence at Owl Creek Bridge’.
a) He looked down for a moment and let his gaze wander to the swirling water of the stream.
b) The man’s hands were behind his back and wrists bound with a cord.
c) While she was fetching the water, her husband approached the dusty horseman.
d) As Peyton Farquhar fell straight downward through the bridge, he lost consciousness.
Split each of the above sentences into two. Identify the words that link these sentences.
English IX
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153
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Discussion points:
1. Can each of the two parts of the sentences above stand independently?
2. Does each of them have an independent meaning?
3. What do you call these parts of a sentence?
4. Which of the above parts lose their independent existence when a joining word is added to
them? Which do not lose their independent existence?
5. What do we call the words we use to combine two parts of a sentence?
Let's sum up
• Each of the sentences in Activity 3 can be split into two meaningful sentences.
• They have independent meanings and have independent status when joined by words like ‘and’,
‘but’ and ‘or’.
• The parts of sentences to which words like 'because', 'when‘, 'that', 'which’ and ‘as’ are
added cannot stand independently. They depend on the other part of the sentence to have a
complete meaning.
• Each of the parts of the sentences is a clause. A clause contains a subject and a verb.
• Clauses are usually joined to the rest of the sentence by words like ‘and’, ‘but’, 'or', 'because',
'when‘, 'that', which’ and ‘as’. These words which can be used to combine clauses are
conjunctions.
Activity 4
Identify the independent clauses in the following sentences.
1. When the World War ended, the U.N. was formed.
2. This is the place, where the festival will be held.
3. Though she is highly qualified, she is not employed.
4. She must study hard or she will not pass the examination.
5. Although he is young, he talks like an old man.
English IX
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154
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Activity 5
Read the following passage carefully. There are a few errors in it. Edit and rewrite the passage.
During the war, extensive damage was did to the environment. Many people
suffers health problems from weapons applied to destroy enemy targets.
Destructed the environments war goes on and on. Denies drinking water it
torments people. The available water resources are be contaminated. The
forest areas in the border are also being destruct. Bombs threatens the wildlife
too. Kill thousands of birds, bombs explode in the wilderness. Soldiers and
war refugees captures leopards and other large animals and trade them for
safe passage across the border. Pollution air, soil and water explosives cause
illness to millions. Cause deaths of men, women and children numerous
landmines still burst out.
English IX
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155