Language & Literature

Do Earwigs Really Live in Our Ears?

do earwigs really live in our ears

There has long been a myth that earwigs use human ears either to lay their eggs or to live in and feed off our ear wax, or other similar things. It sounds pretty gruesome, doesn’t it? After all, who would actually like the idea of an insect living inside their ear? But do earwigs really live in our ears?

Fortunately for us, it is not true. Despite their name, earwigs don’t actually live in our ears and neither do they use them to lay eggs. They much prefer their normal habitat of nests under rocks and logs or in flowerbeds. So where does the earwig get its name?

 

Old English Origins

Yet the name itself suggests that this has been a myth for a long time, so let’s examine the name. It can easily be split into two parts: ear and wig. These two parts both come from Old English; which is what we call the language as it was spoken when it was first written down, right up to the tenth century. So this would include the period of Kind Alfred the Great; he of the burning cakes.

In Old English, the words were eare and wicga. The first part, which you can recognise quite easily, meant ‘ear’. But the second part, wicga, meant ‘insect, beetle, worm’. The interesting thing is that it came from a root that did not have anything to do with insects at all, but instead meant ‘wiggle’.

Think about how even today we say ‘wiggly worm’; or think about how you would describe the movement of a caterpillar. You can see how this word came to be associated with insects. So if we put the two parts of our word together again, we have ‘ear-insect’. It seems that our very early linguistic forebears did indeed believe that earwigs lived in the ear.

Blame it on the Romans

But where did this myth that they dwell in our ears come from? It is not unique to English; in German it is known as Ohrwurm, or ‘earworm’, and it is the same in Welsh with pryf clustiog; while in French it is perce-oreille, or ‘ear-piercer’.

To find the origins of the myth, we have to go back in time all the way to the days of the Romans. In around 77 CE, Roman naval commander and writer Pliny the Elder published his work Historia Naturalis, or Natural History.

In it he writes about a great deal of the natural world, including insects. It is here that the myth may have begun, as he writes about earwigs getting into the ear. Perhaps he saw one that had happened to go into the ear by chance, much as a fly or a spider might, and jumped to the wrong conclusions.

The Pincer Insect

Other languages have taken the name from the apearance of the insect; in Italian it is known as forbicina, and in Spanish it is tijereta, while Greek has ψαλίδα [psalida] All three of these translate as ‘little scissors’, deriving from the pincers that the earwig uses to catch its prey.

 

Featured Image by Tom Bullock / Flickr 

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School & Career

A Day In the Life Of…a Biologist

 

Ever wondered what being a biologist might be like? No two scientists work days are the same but I’m going to take you through my typical day to give you an idea

7 AM: I get up and eat breakfast (toast and a cup of tea) before travelling to work.

8 AM: I arrive at work (this is early for scientists, most of my workmates arrive at about 9 AM but I like to get up early!) After checking my email the first job of the day is to turn on the microscope above.

 

Screenshot 2013-11-03 at 17.50.47

The plant root surface is covered in root hairs. This is what they look like under a microscope.To get an idea of the cells, les than 1mm of plant root can be seen in this image

It is similar to microscopes you may have used at school but with a few added features including a special camera. I am fascinated by plants and in my research I am trying to find out more about how some plants (including peas and beans) can form a friendly relationship (known as symbiosis) with soil bacteria, which provide nutrients that the plants need to grow. I use the microscope and camera to study living cells in plant seedling roots (where the symbiosis is set up).

 

 

 

 

10:30 AM: Tea break and seminar. I have a tea break with some of my workmates and then go to a seminar where other scientists talk about their research and we discuss it afterwards. Seminars are a great way to find out what experiments other scientists are doing, and to get ideas for new experiments to try.

 

12:30 PM: I have lunch with my friends.

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1:15 PM: More experiments. For some of my experiments I have to grow plants in greenhouses. Today I visit to check on my plants and collect some to take measurements. This involves digging up the plants and cleaning them to look at their roots. This is fun, but messy! 

3:30 PM: Afternoon tea break.

3:45 PM: Data analysis. I spend the last part of the afternoon drawing graphs of the data I have collected today and thinking about what it shows (does it answer the research question? Do I need to do further experiments?). I also spend some time reading research articles to find out about experiments other scientists have been doing.

 

5:30 PM: Hometime! Once I am home I have dinner and then relax.

One of the things I love about being a scientist is the feeling of discovering the “unknown”. The experiments I carry out reveal little details that when combined with other scientist’s data can help us build up a picture of how the plant-bacteria symbiosis is set up so that pea and bean plants can get the nutrients they need to grow. We hope that this knowledge might be able to help improve farming in the future.

 

About the Author

Sarah Shailes is a plant scientist working at the John Innes Centre, Norwich, UK. She studies how some plants can form a friendly relationship (symbiosis) with soil bacteria, which help the plants gain nutrients they need to grow. When she isn’t in the laboratory she enjoys knitting and hiking, and helps run a local Brownie Guide unit.

 

 

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School & Career

What is The Point in Learning … History

Have you ever sat in a Maths class wondering if you will ever have to do long division without a calculator once you leave school? Or silently cursed your Geography teacher while learning about the formation of oxbow lakes?
And History? That’s all in the past and irrelevant, isn’t it? In this series of articles, we will look at some of the subjects we learn at school, and try and answer the question: What’s the point in learning this?

Last time we looked at uses of Physics, both in day to day life, and in careers. Today we will focus on History – the study of the past and how our society came to be as it is. Here are some ways in which studying History is useful to us:

 

Critical Thinking

Thinking by Elisabeth Haslam

Thinking by Elisabeth Haslam

When we study history we don’t just learn lists of facts and dates off by heart. We read lots of opinions about what happened and why, and come to our own conclusion. We base these opinions on two types of material, primary sources which are texts and drawings created at the time of the history we are studying, and secondary sources which were written after the event.

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Art & History, Language & Literature

What is a Malapropism?

You may not have had the term ‘malapropism’, but I am sure you know what a malapropism is when you hear it!  It is when you get one word mixed up for another and as a result change the meaning of a sentence completely.  

For example you might mean to say to your friend, “I’m bored, let’s go watch telly”, but what you actually say is, “I’m bored, let’s go eat telly”. 🙂 

What is a malapropism, and why does it have such a funny name?

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