Identifying Restricted Vocabulary in Literary Works

Author: Usmonaliyeva Bahora Abduvali qizi

Affiliation: Uzbekistan State World Languages University

Email: usmonaliyevabahora@gmail.com

Abstract

This article analyzes restricted lexical units utilized in literary texts, specifically focusing on the linguistic and stylistic properties of dialectisms, phraseological units, and idiosyncratic authorial expressions. The research explores the formation of phraseological units, their variation processes, and their functional roles within artistic discourse. Furthermore, through the analysis of works by Abdulla Qahhor and Tog‘ay Murod, the study demonstrates the significance of idioms in character development, psychological portrayal, and the enhancement of aesthetic impact. The findings provide valuable theoretical and practical insights into the study of literary linguistics.  

Keywords: literary work, restricted vocabulary, phraseological unit, dialectism, literary text, stylistic features, lexical layer, imagery, individual style, language and society.

INTRODUCTION

Literature serves as a complex system reflecting human psychology, societal life, and an author’s aesthetic vision through linguistic means. Within this system, the lexical layer holds a distinct position, serving as a vital tool for unfolding content, animating characters, and intensifying artistic resonance. In particular, restricted vocabulary—comprising dialectisms, professionalisms, phraseological units, and socio-lectal markers—plays a crucial role in shaping an author’s individual style and realistically depicting the portrayed environment.  

The study of the functional characteristics of lexical units in literary texts remains a prominent issue in modern linguistics. The purposeful use of diverse linguistic layers not only elevates aesthetic value but also provides a clearer illumination of a character’s social background, worldview, and emotional state. Consequently, analyzing restricted vocabulary in literary contexts is of significant scientific importance in revealing the profound link between language and society. This article examines the application, types, and artistic functions of lexical layers, specifically restricted vocabulary, supported by evidence from selected literary works.  

Historical Context and Terminological Foundations of Turkic Phraseology

While phraseology as an independent branch of Turkic linguistics emerged relatively late, its scholarly roots trace back to the early 20th century. Initially, various terms were employed in place of “phraseology,” a process influenced by the linguistic traditions of that era.  In early 20th-century grammatical works, the term “phrase” was often used to denote a sentence or clause, differing from its modern sense—a phenomenon attributed to the influence of Russian grammar.

Azerbaijani linguists B. Cho‘ponzoda and F. Og‘azoda, in their work Grammar of the Turkic Language, introduced significant terminological innovations. Alongside “Semasiology” and “Stylistics,” they utilized the term “Idiomatism,” citing Turkic expressions such as boshga solmoq (to explain/instill) and ko‘z ko‘rmoq (to witness) as primary examples.  Systematic research into Turkic phraseology gained momentum in the 1940s and 50s. Prominent scholars S.K. Kenesboyev and Sh.U. Rahmatullayev are recognized as the founders of this field, having classified Turkic idioms and established the discipline’s theoretical framework.  

Methodology

To determine the linguistic and stylistic features of phraseological units, the following scientific methods were employed:

Descriptive Method: Used to characterize the relationship between form and meaning, structural composition, and the position of idioms within literary norms. This method was particularly instrumental in detailing the variation processes of numerical components in idioms.  

Comparative-Typological Analysis: Applied to identify commonalities and differences in phraseology between the Uzbek and Karakalpak languages. For instance, the equivalent forms of the idiom ko‘zi ilindi (to doze off) were examined through this lens.

  Contextual Analysis: This served as the primary method for identifying the function of idioms within the works of Abdulla Qahhor and Tog‘ay Murod. Beyond literal meanings, the analysis focused on the specific emotional-expressive nuances (e.g., irony, sarcasm, or affection) these units acquired within the text.  

Linguostatistical Method: Employed to validate the artistic impact of repetitions in Tog‘ay Murod’s style. For example, the repetition of the phrase mo‘min-mazlum (pious-oppressed) six times within a 33-word segment was analyzed statistically.  

Literary Analysis I: Abdulla Qahhor’s Phraseological InnovationThe artistic mastery of Abdulla Qahhor is evident in his ability to create new, individualized idioms based on general phraseology. Qahhor crafts expressions so profound and ironically sharp that they often attain the status of folk aphorisms, making it difficult to distinguish his original creations from traditional idioms.  

Every phraseological unit is rooted in a specific image or action. Qahhor leverages these foundational images to develop phraseological neologisms. For example, in the idiom og‘zi qulog‘iga yetdi (his mouth reached his ears), the physical imagery of a wide smile is used to convey intense joy.

Furthermore, he adapts metaphorical proverbs, reinterpreting existing imagery to instill them with unique semantic and stylistic functions.

  Literary Analysis II: Variation and Structural RelationsAlthough phraseological units are stable, they undergo transformations in speech, leading to new variants. Substituting numerical components often intensifies the descriptive coloring without altering the core meaning.  For instance, the common idiom biri ikki bo‘ldi (doubling one’s wealth) appears as biri besh bo‘ldi (increasing fivefold) in Cho‘lpon’s novel Kecha va kunduz to exaggerate the accumulation of wealth. Similarly, numerical variations in expressions like obro‘yi bir pul bo‘ldi (his reputation became worth one cent) versus uch pul (three cents) remain semantically equivalent, both denoting a total loss of dignity.  

Literary Analysis III: Tog‘ay Murod’s Folk Mastery

Tog‘ay Murod’s novel Otamdan qolgan dalalar (Fields Left by My Father) is distinguished by its natural, folk-oriented language. The author skillfully employs idioms to reveal character traits and thematic depth, stating that he intended the work to be a linguistic monument to the spiritual identity of the Uzbek people.  Murod utilizes the Surkhandarya dialect and colloquialisms to maintain authenticity. This is seen in the character Dehqonqul, whose simple nature is mirrored in the language used by his mother; instead of harsh rebukes, she uses affectionate scolding like “Oshingni yeyin sen tentakni”. 

Repetition is another hallmark of Murod’s style, used to heighten emotional resonance. Statistical analysis shows that in one 33-word passage, the descriptor mo‘min-mazlum is repeated six times to emphasize the character’s plight. 

Conclusion

Phraseological units manifest both as common linguistic units and as restricted vocabulary bound by dialect or individual authorial style. In the works of Qahhor and Murod, these units serve as essential tools for psychological depth and vivid imagery. Ultimately, the strategic use of restricted lexis enriches the linguistic map of literature.                                                

 References

1.Rahmatullayev, Sh. (1992). Phraseological Dictionary of the Uzbek Language. Tashkent: Qomuslar.  2.Kenesbayev, S.K. (1977). Phraseological Dictionary of the Kazakh Language. Almaty: Gilim.  3.Cho‘ponzoda, B., & Og‘azoda, F. (1924). Grammar of the Turkic Language. Baku.  4.O‘rozov, A.T. (2009). On the linguistic features of Tog‘ay Murod’s “Fields Left by My Father.” Language and Literature Education Journal, (5), 45-47.  5.Sadullayeva, D. Phraseological neologisms in A. Qahhor’s works and their semantic-stylistic functions.  6.Qahhor, A. (1987-1989). Selected Works. Tashkent: G‘afur G‘ulom.  7.Murod, T. (1994). Fields Left by My Father (Novel). Tashkent: Sharq.  8.Cho‘lpon. (2014). Night and Day (Novel). Tashkent: Yangi asr avlodi.  9.Ziyonet Educational Portal: https://api.ziyonet.uz/uploads/books/47828

A Mother’s Prayer

For the sleepless nights I’ve lived through,

For the restless days I’ve carried through,

For the words I held back, unspoken and true,

Oh my God, let my child not suffer pain,

Grant healing too — for everything, my thanks remain.

I endure… I have always endured, it’s true,

Don’t frighten me — I might grow weak too,

Patience isn’t enough for all three at once, it’s true,

Oh my God, let my child not suffer pain,

I became a good mother — for that, I thank You again.

When I care for one, another begins to cry,

As I soothe this one, the other stands nearby,

I’m tired, so tired — that’s the honest truth I can’t deny,

Oh my God, give me strength, give me patience to hold,

And thanks to my mother, who bore me so strong and bold.

Gulchiroy Axmedova (born August 8, 1996) is a second-year student at Kokand State University, majoring in Primary and Technological Education.

INNOVATIVE METHODS OF WORKING WITH VOCABULARY IN MOTHER TONGUE LESSONS

Ahadova Feruzakhon

Kokand State University, Faculty of Primary and Technological Education, 1st year student of Primary Education

Annotation. This article scientifically analyzes modern and innovative methods of working with vocabulary in mother tongue lessons and their role in developing students’ communicative competence. It also highlights the effectiveness of increasing vocabulary based on interactive methods, digital technologies and creative approaches.

Annotation. This article analyzes innovative methods of working with vocabulary in mother tongue lessons and their role in developing students’ communicative competence. It also highlights the effectiveness of interactive methods, digital technologies, and creative approaches in enriching vocabulary.

Abstract. V state rassmatrivayutsya innovatsionnye metody raboty so slovarem na urokax native language and ix role v razvitii rechevoy kompetentsii uchashchihsya. The effectiveness of interactive methods, digital technology and creative approaches is clarified.

Key words: vocabulary, mother tongue, innovative methods, interactive education, speech development, lexical competence.

Keywords: vocabulary, mother tongue, innovative methods, interactive learning, speech development, lexical competence.

Key words: dictionary, native language, innovative methods, interactive learning, razvitie rechi, lexical competence.

INTRODUCTION

Today, at a time when fundamental reforms are being implemented in the education system, the use of modern approaches in teaching the mother tongue is of great importance. In particular, increasing students’ vocabulary, developing their speech activity, and forming independent thinking skills is one of the urgent pedagogical problems. Working with a dictionary is a key component of native language lessons, allowing not only to learn new words, but also to use them correctly, understand them semantically, and actively use them in speech.

According to modern pedagogical theory, it is necessary to use innovative methods in addition to traditional methods in developing students’ language skills. Because today’s student is being formed in an information technology environment, and his educational needs are also changing. Therefore, the introduction of interactive methods, multimedia tools, and creative tasks in the process of working with a dictionary increases efficiency.

Also, working with a dictionary serves as an important tool in developing not only students’ language skills, but also their thinking, logical thinking, and communicative competence. In this regard, this article studies innovative methods of working with a dictionary on a scientific basis and analyzes their practical effectiveness.

LITERATURE ANALYSIS

The issue of working on vocabulary in native language lessons has been studied by many scholars. In particular, A. Gulyamov, in his work “Methodology of Teaching the Native Language”, emphasizes that increasing vocabulary is the main factor in the speech development of students. According to him, through a deep understanding of the meaning of words and their use in speech, students learn to think independently [1].

Also, N. Mahmudov, in his work “Language and Speech Culture”, notes the need for a systematic organization of the process of working with vocabulary. In his opinion, each new word must be mastered by the student based on the context, otherwise it will not become an active vocabulary [2].

S. Matchonov, in his scientific works, specifically focuses on the importance of interactive methods in mastering vocabulary. According to him, methods such as role-playing games, clustering, and brainstorming naturally increase students’ vocabulary [3].In general, the results obtained scientifically confirm that innovative approaches in native language lessons significantly increase the effectiveness of working with a dictionary. This indicates the need to combine traditional methods with innovative approaches in the modern educational process, without completely rejecting them.

CONCLUSION

In conclusion, the process of working with a dictionary in native language lessons is one of the pedagogical areas that is of decisive importance in the formation of students’ speech development, level of thinking and communicative competence. The analysis conducted during the study showed that working with a dictionary is not just a process of teaching new words, but a complex methodological system that shapes students’ attitude to the language, develops their creative and independent thinking.

Traditional approaches – that is, methods of explaining, memorizing and translating words – although useful to a certain extent, cannot fully meet the requirements of today’s education. In a modern educational environment, it is necessary to involve students as active participants, increase their interest and direct them to independent research. In this regard, innovative methods significantly increase the effectiveness of working with a dictionary.

According to the results of the study, interactive methods (cluster, brainstorming, group work), digital technologies (electronic dictionaries, multimedia tools, mobile applications) and gamification elements contribute to the rapid and stable acquisition of vocabulary by students. In particular, these approaches increase students’ interest in the lesson, forming them as active participants and independent thinkers.

Also, the research revealed that when innovative methods are used, students develop not only their vocabulary, but also their speech literacy, level of logical thinking and creative approach. This directly affects the quality of education and the effective organization of the educational process.

In general, organizing work with vocabulary in native language lessons based on modern innovative approaches is one of the important factors in increasing educational efficiency. In the future, teachers should further improve these methods and widely apply them in the educational process. This will serve to form a high level of speech culture, independent thinking and creative approach in students.

REFERENCES

Gulamov A. Methodology of teaching the native language. – Tashkent: Teacher, 2010. – pp. 145–150.

Mahmudov N. Language and speech culture. – Tashkent: Science, 2018. – pp. 98–105.

Matchonov S. Interactive methods in native language education. – Tashkent: Innovation, 2020. – pp. 67–72.

Harmer J. How to Teach English. – London: Longman, 2007. – pp. 120–130.

I WANDERED – Tanja Vučićević, Serbia 

I set out with my heart, slowly toward the west.

I paused — I survived a heavy attack.

Where to go next: north or south?

I see no path! I am lost in an enchanted circle.

I am breaking, while my soul plows on like a field.

I ask myself: “Why does the roar of life torment me?”

I turn around and cast my gaze toward the east;

and I pray not to lose my way again.

The night is deaf! In the east I await my salvation;

I hear, I feel — the voice of God is calling me.

In general, the results obtained scientifically confirm that innovative approaches in native language lessons significantly increase the effectiveness of working with a dictionary. This indicates the need to combine traditional methods with innovative approaches in the modern educational process, without completely rejecting them.

CONCLUSION

In conclusion, the process of working with a dictionary in native language lessons is one of the pedagogical areas that is of decisive importance in the formation of students’ speech development, level of thinking and communicative competence. The analysis conducted during the study showed that working with a dictionary is not just a process of teaching new words, but a complex methodological system that shapes students’ attitude to the language, develops their creative and independent thinking.

Traditional approaches – that is, methods of explaining, memorizing and translating words – although useful to a certain extent, cannot fully meet the requirements of today’s education. In a modern educational environment, it is necessary to involve students as active participants, increase their interest and direct them to independent research. In this regard, innovative methods significantly increase the effectiveness of working with a dictionary.

According to the results of the study, interactive methods (cluster, brainstorming, group work), digital technologies (electronic dictionaries, multimedia tools, mobile applications) and gamification elements contribute to the rapid and stable acquisition of vocabulary by students. In particular, these approaches increase students’ interest in the lesson, forming them as active participants and independent thinkers.

Also, the research revealed that when innovative methods are used, students develop not only their vocabulary, but also their speech literacy, level of logical thinking and creative approach. This directly affects the quality of education and the effective organization of the educational process.

In general, organizing work with vocabulary in native language lessons based on modern innovative approaches is one of the important factors in increasing educational efficiency. In the future, teachers should further improve these methods and widely apply them in the educational process. This will serve to form a high level of speech culture, independent thinking and creative approach in students.

REFERENCES

Gulamov A. Methodology of teaching the native language. – Tashkent: Teacher, 2010. – pp. 145–150.

Mahmudov N. Language and speech culture. – Tashkent: Science, 2018. – pp. 98–105.

Matchonov S. Interactive methods in native language education. – Tashkent: Innovation, 2020. – pp. 67–72.

Harmer J. How to Teach English. – London: Longman, 2007. – pp. 120–130.

The Center of Islamic Civilization in Uzbekistan

Sometimes, an unexpected “single day” can leave an indelible mark on one’s memory for years to come. For me, one such day began as a routine university lecture but transformed into a face-to-face encounter with history.

Our first class of the day was a lecture on “Historical and Cultural Tourism,” taught by our mentor, Akbar Nurmatov. I walked into the auditorium still a bit drowsy from the morning. However, my professor’s unexpected announcement instantly jolted the entire group awake:

“We haven’t been anywhere together this semester,” he remarked.

Shortly after, another piece of news followed: we would be continuing today’s lesson at the Center of Islamic Civilization. It turned out that special permission had been secured directly from the rectorate for our subsequent classes as well. 

To be honest, I had been longing to visit this place for a long time. Hearing the news, my heart swelled with joy. One of the most heartwarming moments was when Professor Nurmatov arranged for us to enter the center free of charge. For us students, this was a wonderful opportunity.

As we reached the entrance, a wave of excitement washed over me. We were welcomed by Oktam Usmonov, the head of the center’s press service. Interestingly, he was also one of our professor’s former students. Truly, the saying “it’s a small world” felt more relevant than ever.

The moment I stepped inside, I froze in awe. At that point, Oktam Usmonov turned to our professor and asked:

“Teacher, do you have any students who are good writers or proficient in foreign languages?”

With a smile, the professor called me forward and said:

“For now, this girl is the one who truly holds her own.”

In that moment, a profound sense of pride filled my soul. A thought crossed my mind: “I wish my father could hear these words and feel proud of me…”

Our journey began in the first hall. Here, artworks crafted from colored stones delighted the eyes, seemingly transporting us into the past. As I climbed the stairs, my eyes fell upon the portraits of the Jadids. A shiver ran through my body not of fear, but of a deep sense of belonging to our national history.

The exhibitions start from the First Renaissance. The history of ancient cities like Dalvarzintepa and Sopollitepa, along with archaeological finds, felt like silent pages of a thousand-year-old history speaking to us. Every exhibit manifested the intellect and spiritual wealth of our ancestors.

The next section was dedicated to the Second Renaissance an era where science, culture, and thought flourished. Witnessing that atmosphere, the thought “If only I had lived in that time” even crossed my mind.

The section that moved me most was the one dedicated to Imam Bukhari. Tears welled up in my eyes when I saw an ancient manuscript of “Sahih al-Bukhari.” It wasn’t just a book; it is a priceless heritage for the entire Islamic world. We also learned about the manuscripts and lives of great scholars like Ahmad al-Farghani, Hakim Termizi, Ibn Sino, Abu Mansur Maturidi, and Abu Rayhon Beruni. Seeing their legacy, the wisdom “Those who serve the people remain in the hearts of the people” echoed in my mind.

Next, we entered the Holy Qur’an Hall. It is difficult to describe the atmosphere there. It felt as if time had stood still, and my soul had finally found tranquility.

During our tour, we also visited the state-of-the-art library, which is awaiting its official opening. The head of the library served as our guide. Honestly, I had never seen such a sophisticated and perfect library before. It even features a specialized disinfection system for books; once a book is read, it is sanitized to remove viruses and microbes. Seeing such care only increased my respect for this sanctuary of knowledge.

In conclusion, of all the places I have seen in my 21 years, the Center of Islamic Civilization has become one of the closest to my heart. It is more than just a museum; it is a vast temple of learning that carries the scientific and spiritual legacy of our ancestors to future generations.

At this point, it is worth highlighting the creation of such a magnificent center in our country. This sanctuary brings our people’s history to life, reaffirming the truth that “a nation that knows its past shall have a bright future.”

Our profound gratitude goes to our President, Shavkat Mirziyoyev, for reviving our nation’s heritage and for bringing back ancient historical artifacts from foreign museums so that we may truly know our roots.

And finally, a huge thank you to our mentor, Akbar Nurmatov, who, much like parents who wish only the best for their children, provided us with the very best experiences and etched these unforgettable moments into our memories.

Wombs of World War 2 

Time crawled, dates changed. August 31^st was gone, September 1, 1939, stood there, a ghost for all.

One could see the darkness spreading all around as the sun rose over the horizon, marking its arrival. This was because the Germans had attacked the Polish border. Some real screams of the dead were heard. Many silent screams were heard, not by the ears, but by the ears of the heart—a prediction of what more was to come. Everyone’s eyes saw the blue river appearing red today, in the sky of doomsday. Everyone was dead silent, expressionless with a single thought – “Whatever is to come, will we have anyone by our side to lend us shoulders?”. This thought was frightening, and it squeezed the heart out of anyone. 

Hanna lived with her only son in Toruń. She was divorced from her husband who was a famous Polish writer and journalist. She was a single mother, and she raised her son all by herself who later joined the army.  The order had come, and her son had already left to fight the war from Poland’s side, following the mobilisation and careful, strategic organisation of the Polish army which became really chaotic due to German invasion. Since Toruń was a military hub, he never knew before he left that he would be told to join a unit that will be sent to Warsaw to fight, and many of the soldiers will perish on the way. 

The day before he was going, she couldn’t think of anything else except his going. In the evening, she sat at the old armchair in her living room, keeping the lights off except for a dim bulb. She sat expressionless with tears just flowing down, and her son sat on the floor with his head on his mother’s lap and kept staring ahead. 

That night, he slept cuddled to her, and she held him like a baby. The next morning, he got dressed, ate his favourite breakfast made by his mother, and started putting on his boots to leave. She walked towards the door with trembling legs and couldn’t control her tears. She couldn’t explain how scared and uneasy she felt.

“Promise me, you’ll take good care of yourself,” he said, his wet eyes full of emotion. 

“I will,” she somehow managed to reply. She kissed his forehead and combed his hair with her hands. He left, then, and she stood there until his body disappeared from her sight. 

She went back in and lay on the bed fatigued and weak due to the immense stress had taken over. Her eyes, now wrinkled, suddenly became too tired, and her face grew pale and dull due to the tension – what would happen to her son? She was finding it too difficult to survive a few hours after he had gone, she thought about how would she manage to live all these days as he would come back after months. 

She could barely eat anything, always thinking about what condition her son would be in at that moment, and could never find herself at peace. As days crawled by, she would keep her hand on her heart as she heard the casualties from the neighbours. She also kept track of what was happening in the neighbourhood, who came and who went. She hardly ever got to listen to the radio as Toruń had been occupied by the Germans by the end of the first week of September, and this was followed by the gradual forbidding to listen to foreign BBC radio and Polish radio stations which were the main sources to get to know about the proceedings of the war. To gather information about what was really happening at the site of fighting or to learn about the real sufferings of the people, returning soldiers, local authorities passing by, and neighbours were the only sources of information about any new news and harm done. She waited daily, and asked her neighbour about who came back, and who departed to heaven. The feeling of dependency, and not knowing immediately what had happened was very difficult to tackle. 

During the Siege of Warsaw in September 1939, Civilians were being killed, and even the soldiers were dying. This news sent chills down her spine; she didn’t know where her son was. She was torn apart between negative thoughts, great worry, and a little bit of hope that everything would be all right. She used to sit all day with her eyes closed, praying for him and sending him blessings of long life. She hoped it reached him. But did this Great War care about anyone’s sufferings? Definitely not. 

She woke up one day, and was way too tired that day, and mostly lay down. She had taken an immense amount of stress which had clearly degraded her mental well-being and physical health. There were no thoughts in her mind that day, just his face going on in her head. 

The next day, while she sat on the sofa lost in her thoughts, she suddenly felt pain in her stomach. She couldn’t figure out why, but it didn’t go away. Two days later, she was told that Warsaw had been besieged and had to surrender. She felt restless, and sat every day the upcoming days at the entrance of the willing to spot her son from the very few soldiers who were returning. Sadly, she couldn’t spot him coming home. 

Many days later, in the last week of October, a gentleman knocked upon the door of her house. She didn’t recognise him but welcomed him inside the living room. 

“I must sadly tell you that your son has sacrificed his life for our country, and has departed to heaven,” he said with moist eyes as his voice trembled, his hands shook, and he couldn’t look into the eyes of the mother. 

Hanna sat there expressionless, eyes wide open, and she forgot to respond. She felt as if she had fallen into a black hole and was sinking down and down. 

“How did you come to know?”, she managed to control her emotions and ask him. 

“ You have never met me, but I live quite a few crossroads away from here. I met him on the day we were being sent to Warsaw. We were the few lucky ones who managed to go and fight in Warsaw.  There we fought bravely on the streets of the city. Some soldiers who had spent a full day fighting, used to go back to the basement of a school that had been shut down during the war. We would rest at night along with other soldiers, we were both among them. Every night we hid in the basement, and we would see who had come back. The one who hadn’t come back had gone to heaven for sure. The day your son passed away, I scanned through the entire basement, but he was nowhere to be seen, and never came back. Then two days later, all the other fellow soldiers who were most of the time seen with him, were worried about his absence. This news might look uncertain, but trust me as I am also a soldier, and I have seen many of them die, your son is dead, as the one soldier with whom he mostly fought and was mostly there with him didn’t know where your son was. This probable news is the only thing what the families get.  But very shortly, Warsaw had been besieged, and I was a captured soldier. With great difficulty and immense risk I managed to escape. I decided to disguise myself as a civilian, got rid of my uniform, and ran away with difficulty. I blended in with many Polish people who were moving around. I walked down long rural routes, moving at night and taking food and water from the kind people whose homes I passed by. I came back home yesterday”. 

She couldn’t control her tears after listening to this. She started yelling and sobbing and beating the sofa with her hands. He tried comforting her, but he knew nothing could help her except bringing her son back. 

“I can’t even see the dead body of the child I nurtured in my womb for nine months,” she said as her pain knew no bounds. 

“I live at the sixth crossroad. Tell me if you need anything. Take care,” that was all he could manage to say and he left her alone to heal herself. 

She sat at the window of her bedroom. Her eyes saw a bird chirping loudly, crying in its language and panicking, as she came back to the tree finding her egg broken and fallen on the ground. Now, she couldn’t control herself. She started weeping and moaning and cursing god. She felt as if her womb, which nurtured her son and shed blood to let him out into the world, was now being stabbed and set on fire. She cried for hours nonstop, seeing his photos and begging him to come back. Her emotional pain had now converted to physical pain. The burning sensations throughout her body and the immense weakness she experienced were nothing compared to the terrible pain one experiences while giving birth to a child. She sobbed loudly, her hand on her womb. 

“Why?”, this immensely loud cry of hers echoed through the silent neighbourhood filled with the vacuum of terror and hopelessness. It shook the souls of those who heard this haunting cry, as nobody could understand why this war had to take place. People lost their limbs, were burnt alive when bombs fell upon them, some starved and many lost their children and loved ones, but what problem in the world can be so big for the leaders of their countries to give rise to such a bloodshed, nobody could understand this. 

The next day, she couldn’t bear it and thought of committing suicide. She wanted to go back to her son. She had prepared herself to burn herself alive, and just at that moment came a voice – the last words her son had spoken to her. He wanted her to take care of herself. But how could she when she had died from the inside now? She continued to live for him, fulfilling his last wish, like an almost-dead person, until death actually came to her. 

She prayed for death to come, for days, but she knew she had to live for him. That’s when she one day stood up, and re-assembled his crate. She made soft balls of his clothes which carried a very slight scent of him into the shape of a baby, and fixed his photograph on it. That’s where she was always, singing his favourite lullaby to that baby she had made. Seeing it, she was sure that just like how this lullaby made this baby sleep, it would also reach to her son resting peacefully in heaven. 

Hanna used to learn about these events days after what had happened through the neighbours and trusted people who were a part of the tiny, secret and illegal presses who told people to pass on the course of events as they met other people; and the ones who could bring in the courage of listening to forbidden radios which was prohibited by the Germans and could bring a death sentence. Every time she learnt any horrible news, she became more and more ashamed of being a human. But there was more tragedy to follow her. 

On the night of 25^th October 1939, German officers banged her door. When she opened the door, she came to find out that they had come to capture her as she was the ex-wife of a famous Polish journalist who was actively spreading nationalism among Polish people and was caught running an illegal and secret press that informed the people, hence she was also misunderstood in being an influential nationalist. The Germans arrested anyone who could be a part of spreading Polish nationalism, or if they were linked by relation to any such elite person and were assumed to be guilty. There she was being taken away, with very few basic belongings like a few clothes. She carried her son from his crate and tried to hide it from their eyes but couldn’t. Those German soldiers quickly examined her and told her to hand over. As she handed it over to them, and they saw that photo, they threw her assembled baby on the floor and did not allow her to take it with her. 

“Please I beg you, I will do whatever you say, I will obey you and go where ever you tell me to. He is dead, this is all his memory I can have with me,” she begged them as she wept looking at the photograph of her son on her baby that had been thrown on the floor. They dragged her away to Fort VII, and there kept her with other many captured Polish people. She was always kept in extreme hunger, and in poor conditions, letting her shiver if she felt cold. That incident, when they didn’t allow her to keep her son’s clothes and photo, had made a serious impact on her. She screamed and wailed loudly, and shivered continuously murmuring. “I want him back,” she used to yell.  

But there was good news awaiting her. She was one of the many guilty nationalistic Poles were taken from the Fort VII in Poznań to the Barbarka Forest to execute them. They were killed here as these forests were away from the normal areas where people lived and getting rid of those dead bodies would be easier here in these forests. She could now go and reunite with her son in heaven – the moment for which she was yearning and tormenting for so long now. She was shot by the Germans and blessed the soul who freed her from this suffering of maternal loss as she fell down on the ground. 

Shlok Pandey is a 17-year-old Indian writer who is a student of a completely different field and practices writing and reading in the very little spare time he can manage from his studies. His stories have appeared in the Wise Owl Magazine, Setu Journal, The Drift and Dribble Miscellany and Wildflower Post and his poems have appeared in/ forthcoming in The Crossroads Review, cloudymoon lit mag, The Utrecht Pigeon Magazine, Poetic Practice and Aesterion magazine.