PERCEPTIONS – II: General English Course Book &

Comprehension for II Semester B.Com. / B.B.A. and other

PERCEPTIONS - II
General English Course Book & Comprehension
courses coming under the Faculty of Commerce and
Management, Degree Course, prepared by the Members of
the Text Book Committee, Bangalore University,
Bengaluru;; Published by Prasaranga, Bangalore
University, Bengaluru ; Pp: x +

II Semester B.Sc.,/BCA
B.Com. / B.B.A. and other courses © Bangalore University
(coming under the
First Edition 2018
Faculty of Commerce and Management
Management)

Published by :
Dr. B. Gangadhar
Director
Prasaranga and Printing Press
Bangalore University
Bengaluru - 560 056

Price : `

Prasaranga
BANGALORE UNIVERSITY
Jnanabharathi, Bengaluru – 560 056 Printed at : University Printing Press, Bangalore University, B’lore -56
-BUP-

1
 FOREWORD
The General English text book for II Semester
B.Com./B.B.A. and other courses coming under the Faculty
of Commerce and Management has been designed with the
dual objective of inducing literary sensibility and
developing linguistic skills in students. Both of these have
been combined in a single text instead of two separate texts.
This may prove a little economical to students.
I congratulate the textbook committee on its efforts in the
selection of the literary pieces and preparation of the
material for grammar and usage. I thank the Director of
Prasaranga and Printing Press, the Assistant Director of
Prasaranga and their personnel for bringing out the textbook
neatly and in time.
I hope the text will motivate the teachers and students to
make the best use of it and develop literary sensibility as
well as linguistic skills.
. 7. Dr. Rekha Kowshik P. R. Assistant Professor
Prof. Venugopal K. R.
Vice-Chancellor
2
Members of the BOS
Dr. Geetha Bhasker
Chairperson
Board of Studies in English-UG, Bangalore University, Bengaluru
1. Muralikrishna L. Associate Professor
Department of English, Govt. First Grade College, Vijayanagar,
Bengaluru
2. Dr. L.N. Seshagiri Associate Professor
Department of English,
Govt. First Grade College, Yediyur, Jayanagar, Bengaluru
3. Dr. Umarani M.C. Associate Professor
Department of English, B N M Degree College, BSK 2nd Stage, Bengaluru
4. Dr. Thammaiah R.B. Associate Professor & Head
Dept. of English, Padmashree Institute of Management and Sciences,
Kengeri, Bengaluru
5. Prof. Chetana P. Associate Professor & Head
Dept. ofEnglish Maharani Women's Arts, Commerce & Management
College Sheshadri Road, Bengaluru
6. Prof. Anila Kishore Assistant Professor
BNES College, Mahalakshmi Layout, Bengaluru
B E S Evening College of Arts & Commerce, Jayanagar, Bengaluru
8. Dr. N.S. Gundur, Professor
Department of English, Tumkur University, Tumkur
9. Prof. Kannan, Professor & Chairperson
Dept. of English Akkamahadevi Women's University Vijayapura
Co-opted Member
Prof D. Yogananda Rao, Associate Professor
Post Graduate Dept. of English, Jain University, Bengaluru
MEMBERS OF THE TEXT BOOK COMMITTEE PREFACE
Dr. M.C. Prakash The course book of General English for II Semester
Principal,Vidya Vardhaka Sangha First Grade College,
Basaveshwarnagar, Bengaluru - 560 079 B.Com./B.B.A. and other courses coming under the Faculty
of Commerce and Management ushers the learners into a
1. Prof. Girija R. pleasant literary world that presents an array of stories,
PES Degree College, Hanumanthanagar, Bengaluru
poems and prose pieces which envelope such relevant
2. Prof. Chetana P. issues as feministic sensibility, ecological concern, worldly
Maharani's Women Arts,Commerce & Management
College, Bengaluru wisdom, not to mention the undertones of humour and love.
A committed learning of these may help enrich culture and
3 Dr. Thammaiah R.B.
Padmashree Institute of Management & Sciences
literary sensibility in students. So is the case with grammar
Kengeri, Bengaluru and usage and the entailing exercises which are intended to
strengthen the linguistic skills of students and make them
4. Prof. Prasanna Udipikar
VVN Degree College, V.V.Puram, Bengaluru confident to use English, the significance of which in a
student's career can hardly be over emphasised.
5. Prof. Doreen Snehalatha Kotian
Govt. First Grade College, Hosakote The Textbook Committee has spared no efforts in selecting
6. Dr. Shankara Murthy the suitable literary pieces, giving a brief introduction as a
Govt. First Grade College, Kengeri, Bengaluru brainstorm, preparing the required glossary, suggesting
7. Prof. G.M. Murtheppa further reading and setting exhaustive questions on the
Govt. First Grade College, Yelahanka, Bengaluru selected pieces. The Committee has worked no less to
8. Dr. Indhu M. Eapen introduce useful topics of grammar and comprehension
Govt. First Grade College, Mulbagal which will, when properly used, enhance the student's
9. Prof. Jayashree K.J. linguistic skills.
Vijaya College, R.V. Road, Basavanagudi, Bengaluru
I hope that students will make use of this text through the
10. Prof. Dhareppa Konnur able guidance of their teachers and equip themselves better
Sheshadripuram Evening College, Bengaluru
for their career challenges.
11. Prof. Shiva Prasad
Kuvempu First Grade college, Hesraghatta Rd, Bengaluru Dr. Geetha Bhasker
Editor & Chairperson, Department of English,
Bangalore University
3
 NOTE TO THE TEACHER
Perceptions - II, the text on hand, is, evidently for II
Semester B.Com./B.B.A. and other courses coming under
the Faculty of Commerce and Management. The text
comprises –
a. 8 literary pieces of different genres
b. English grammar and usage
c. Extended Reading
A skeletal structure of the question paper has also been
provided at the end as a pointer to paper setters and teachers
while focusing on the examination.
The note given here, the brainstorming section, the glossary
or suggested reading are all merely indicative by nature and
their use depends on the teacher's potential and preparation.
This has been an outcome of the collective effort of all the
Members of the Committee who have slogged day and
night, have spared even their weekends and holidays to
bring it out. They deserve our acknowledgement. We
thank all the authorities of the University, BOS and the
officials concerned for making this possible.
Textbook Committee

The literary pieces are from an assortment of poetry, prose

and fiction. Every lesson begins with a pre-reading section
called brainstorming, followed by a brief introduction to the
author of the piece. Glossary has been provided for the
difficult words and this is not exhaustive. The teacher
concerned may have to prepare it according to the needs of
the class. The questions given at the end have been
classified as 'Short answer', 'Paragraph' and 'Essay Type'
based on the scope of the question and the length of the
expected answer and the pattern of the question paper. The
suggested reading is on broad similarity between the themes
and may not be very close. However, they do add to the
perception and may be handy in explaining the dimensions.

Instead of a separate text for grammar, the topics have been

integrated into the text itself. The topics have been graded
on their complexity and the nature of dealing with them.

4
 CONTENTS CHAPTER – 1
1. Money Money
- Muppala Ranganayakamma -Muppala Ranganayakamma

2. The Toys of Peace Brainstorming

- H.H. Munro (SAKI)  Imagine a day without money-----share your
experiences.
3. Alone
- Sheila Nayampalli Barua  What are your perceptions about money----- is it a means
or an end?
4. Cartooning  Dowry, an evil system, is followed by almost all
- R. K. Laxman irrespective of either rich or poor. Do you agree?
 Do the gifts which are actually given as dowry help the
5. Homeless in the ‘Global Village’
- Vandana Shiva daughters in their future? Discuss.

6. Rule Britannia
- Kamala Das The Author
Muppala Ranganayakamma is
7. Caged Bird a well-known Marxist writer
- Maya Angelou who is best known for her work
Ramayana Vishavruksham.
8. Wall
- D.S. Dadhalkar The progressive thinker and
writer was born in 1939 in the
9. Extended Reading
West Godavari district of A.P. She isn’t a product of any
10. Question Paper Pattern university and couldn’t study high school because of
adverse circumstances. As a self-made writer and critic,
she has written about 15 novels, 70 stories and many
thought-provoking essays on gender equality, narcotic
drugs and the plight of women in Indian families.

5

Her important writings are AnIntroduction to Marx’s
‘Das Kapital’ and Emancipation of Janaki. She writes in
the most lucid manner to reach the hearts of the readers.
As a Marxist writer, she opposed both governmental and
non-governmental awards.
“Money” is a short story, originally written as “Dabbu”
in Telugu and is translated by N.Usha. It was first
published in Andhra Jyothi Weekly. It addresses the
social evil of dowry and how greed for dowry subsumes
the human element in marital relationships.
A crore!
A crore!!
What’s a crore?
Money! Cash! Rupees!
One crore rupees!! Dowry!!
That highly-educated man asked for a dowry!
One crore as dowry!! Isn’t that a surprise??
It is? What’s wrong in asking for a large dowry when there
are people to give it? Why one? You may demand two
crores! Four crores! Hundred crores! Where’s the end of
greed? Do numbers have any end? What is surprising
about demanding when there are people to give? It’s no
surprise!
6
Then, what’s so surprising?
That the prospective father-in-law agreed to give a
substantial dowry! That’s a surprise! Even a crore as dowry
is not a surprise anymore! That’s another surprise!
Is even that a surprise?
Surprise!! How rich he would have been to give away a
crore of rupees in dowry! That dowry-donor would have
been worth tens of crores or hundreds of crores! So to part
with ‘One crore as a dowry’ is not a big deal. Even that is
not a real surprise!
Then what’s the real surprise?
That young woman’s attitude really surprises me. Like
him, she is also educated. Surprisingly, he has agreed to
live with her only if money is given as dowry.
Even a ‘well-educated man’ asked for a dowry!
Even a ‘well-educated woman’ has agreed to give a dowry!
If we set aside his and her ‘education’, he and she will still
exist.
He is a man! She is a woman!
Men ask for dowry and gifts. Women give them.
Even here the naked truth remains. It’s a surprise that
education has no value apart from the mere weight of
books.
‘Should I take a dowry or a share in my prospective father-
in-law’s property?’ the would-be son-in-law consulted the
elders.
‘Take whichever is more,’ quipped the intelligent ones.
Isn’t it?
‘Mama! What’s more?’ the son-in-law asked. Mama
answered, ‘A share in the property would be ten rupees
more, but…’
‘But…! Ya …. But what, mama?’
‘Dowry is our tradition.’
‘Should I forsake ten rupees for the sake of tradition?’
One clever gentleman sensed the impending danger and
warned: ‘If it is a share in the property, your wife would
inherit the property whereas the dowry will be only yours’.
‘When the wife is mine, will not her property be mine?’
was the son-in-law’s clever remark.
‘We can’t say. Times have changed!’
‘Really! Have the times changed so much that my wife may
be under my control, but her property may not be mine?’
‘Your wife too may not be under your control.’
‘Oh! Is that so? Then, what do I do?’ asked the son-in-law
in dismay.
7
‘Accept the dowry even if it’s ten rupees less. Asking for a
share in property may not be an intelligent thought for a
man.’
The son-in-law liked this idea, but how could he afford to
lose ten rupees? That was his problem. He weighed and
considered the problem and decided to use his own
intellect.
He declared, ‘I will not give up even those ten rupees.’
‘What will you do? How will you handle it?’ asked a
clever gentleman.
“Wait and see….! Mama! You better add ten extra and
give me “a crore and ten rupees” ...or else….’
‘Or else?’ asked the mama.
Look out for another match!’
‘Oh, no! Don’t disgrace me in public,’ entreated the mama
and agreed to all his conditions.
The alliance was then fixed!
‘My dear son-in-law! To see “money” in hard cash is my
pleasure. It would be a bliss to see a mound of coins worth
a crore. Have you ever seen that?’
'No, mama! Never! But why did you say a ‘crore’? It is “a
crore and ten rupees”. You better stick to your word.’
‘Take my word for it. If I deposit the cash in a bank and
give you a simple cheque, I will not have the satisfaction
of giving it nor will you have the pleasure of receiving it.
So I will give away the money in cash. Take it.’
‘Okay. That will save me from paying income tax.’
‘That’s the benefit. You need to be aware of profit and loss
at every step. I had this hobby of collecting ten-paise coins
and preserved them in gunny bags. Bags of money! I
placed them in a large shed and locked it. You must see it
to believe it.’
‘Why did you mention a crore of ten paise coins? What
about another ten? Will you show me the bags of coins,
mama? It would be a feast to my eyes’.
‘All those bags are yours. Your dowry!’
‘So many bags? Have they been counted properly?’
‘Yes, my workers counted and packed those bags.’
‘Workers! They would have pilfered half of it. We can’t
trust them. They don’t know how to count, right!”
‘It’s all right. I will give you an extra bag of coins. They
will be weighed in front of you.’
‘No. Weighing machines can’t be trusted. I will count them
myself. Shall I begin now? Will I finish it in two days?’
8
‘What! Will “you” count them? Not now. You can count
them after the wedding.’
‘But what if I get less money than assured?’
‘I’ll give you twice the difference. Is that fine?’
‘…..Fine. Give me the key to the shed immediately.’
‘It’s with my daughter.’
‘Oh no. She might lose it during the wedding. Give me the
key right now.’
‘All right. Whatever you wish! Here’s the key to the shed
that contains a crore of rupees! Careful!!’
‘Did you say a crore? Isn’t it a crore and ten?’
‘Just as you said! A crore and ten. One extra bag too.’
Immediately after the wedding ceremony, the bridegroom,
in his fine wedding clothes got up from the wooden plank
and rushed towards the shed! He started counting the
money! From that moment, he lived in the world of coins
and the real world disappeared from his sight. Sunrises,
moonrises, full moons, new moons, seasons, years and all
of nature vanished in the lustre of coins.
The wheel of time moved on!
****
As he counted the last sack of coins, twenty-four years had
passed by. He shivered with rage and shouted: ‘Forty paise
less! What a fraud! He promised me an extra bag. This is
betrayal! I will teach him a lesson. I will make him touch
my feet to apologise.’ He jumped from his seat and turned
around.
Two women stood there and watched him in wonder. The
elder woman appeared over forty-five and the young
woman resembled her mother.
The mercenary bridegroom looked at the older woman
mutely and tried to remember her!
‘I…. marriage…. You? Isn’t that you?’
‘Yes.’
‘Then, I refuse to live with you!’
‘Is it? Why?
‘Call your father. How can he cheat me? I will recover
even the interest on the sum.’
‘How did he cheat you?’
‘My dowry is less by forty paise. What else?’
‘It may be an error in counting.’
‘No. The workers must have pilfered that amount.’
9
‘No. If they wanted to, they would have grabbed more. It’s
an error in calculation.’
‘Who will bear the “mistake”? Call that father of yours!
Ask him to hurry up!’
‘It’s five years since he died.’
‘Died? Without informing me! Who will pay me the rest?’
‘Many things have happened without your knowledge. You
immersed yourself in calculation the moment we got
married. I came to meet you often in the next two years,
but you’d be engrossed in counting. Whenever I tried to
speak with you, you’d shout at me in anger to go away and
you would lose count. Sometimes when you lost count,
you’d rush to the first bag to start all over again. I realized
my mistake soon enough. I lost interest in you and felt that
death was better than living with you. Fortunately, a noble
man came into my life. When I expressed my desire to
marry him, my father was reluctant, but later agreed. We
got married without dowry. On that day I came here to
inform you, but seeing me at a distance, you shouted,
“Don’t come. Don’t come. I might lose count.”
‘I gave birth to a baby girl after two years. When I came
here to communicate it to you, you lost patience and
gesticulated frantically to go away. So I decided to wait till
you finished your count. Twenty-four years have elapsed!’
‘Twenty-four years?’
‘Yes. Twenty-four years! One-third of a man’s life! Most ‘Stubborn idiot!’ said the daughter.
of the elders who blessed us on our wedding day have
‘Half the fault is mine. I can’t understand how I agreed to
passed away. Five governments have changed in our state.
live with this man who demanded money to live with me. I
My daughter has completed her graduation. My parents
was happy that my parents gave a large dowry for my sake,
suffered a loss in business and lost their property. My
but could not think beyond that in ignorance.’
father died of grief. My husband and I lived happily
together as we never showed any interest in property. Both ‘You have realized your fault, haven’t you? Even he
of us are employed and depend on our income. If my life should realize it. But why would he? He did not give but
did not turn this way, I would be in darkness even today. I received the dowry.’
would have merely thought of giving this money as dowry
to my daughter. But today, I hate to hear that word ‘That’s why he has been “punished” for his wrong deed!
“dowry”. Dowry is as deadly as Sati, Imprisonment and He has lost a lifetime!’
Suicide. I told her about our story. She came here in order
‘As dad said, the problem lies in the accumulation of
to have a glimpse of the odd specimen who has been
wealth. Mother, how did grandpa hoard so much wealth?
counting money for twenty-four years. If my father had not
You said that one should refuse to live with a man who
given this money, if no one had given you a dowry, you
demands dowry. But one should refuse to live with a man
would have led a normal life. You still do not seem to
who has property. Dad is right when he said that the entire
realize what you have “lost” in your life on account of
problem revolves around property.’
money. I have waited for years to make you understand
and say these words! I wanted to help you and pull you out ‘What is the connection between property and dowry?’
of this adversity, but your focus remained only on the
‘The connection is quite clear. If parents have some
calculation of money. Now that you have finished
property, daughters must get a share of it. But they do not
counting, I am happy that I let you know my mind.’
give a share to daughters, unfortunately. The reason for this
‘Huh! Happy! Who is happy? Forty paise less. Your is a different matter. Instead, they discriminate against
father promised me to pay double the difference. All lies. daughters and give a little money in the name of dowry.
Who will pay me eighty paise?’ The problem of dowry implies an unjust division of
property and nothing else’.
Both the women turned to leave the place.
‘What if the parents do not have property?’
10
‘Let’s discuss that later. When parents have property and build meaning into a life. Mother, I cannot think of loving
divide that among their sons and daughters equally, the a man of property and not just a man who demands dowry.”
“dowry” issue does not come up. Even if they have
The mother looked at her daughter and smiled.
property, they give it in the form of “dowry” to their
daughters and so it has become a custom. Those who do Glossary
not have property follow the same custom. Dowry has now Substantial : of considerable substance
become a practice, a tradition.’ Quip : to remark
Impending : looming/threatening
‘If daughters continue to be mindless like me, many such
Entreat : to plead with
traditions will develop.’
Pilfer : to thieve on a small scale
‘Mother, it wouldn’t make a difference even if daughters Luster : brightness/shine
have minds of their own. Who bothers about a daughter’s Mercenary : basely commercial
identity? If parents stop giving dowry for their daughters, Gesticulate : to make signs and gestures with hand
then calculations regarding their property will begin. and eyes
Today, marriages are being arranged on the basis of Adversity : bad times
property. If dowry is abolished, “dowry” transactions Mania : irrational fear
would turn into “property” transactions. Girls who hold
Short Answer Questions
property will be able to get married. No property, no
marriage. Therefore, the “dowry problem” is in reality a 1. What did the prospective son-in-law desire in the story
“property problem”. “Money”?
2. What does the expression ‘Dowry donor’ mean and
The mother agreed with the daughter. why is “1 Crore as dowry” not a surprise?
‘What else can you expect in the lives of greedy people 3. “Education has no value apart from the mere weight”
except an obsession with calculation of property? If not means:
ten-paise coins, they count ten-rupee notes or hundred- a. Transferring knowledge from books to memory
rupee notes. If they don’t spend twenty-four years, they b. Gathering information
will spend twenty-four hours counting their money. That is c. Being mere degree-holders sans moral values
the only difference. The mania for money cannot buy love 4. What was the clever gentleman’s advice to the son-in-
and happiness. It cannot heal ruptured relationships, or law?
11
5. Mention the final deal between the father-in-law and
the son-in-law.
6. What did the son-in-law do soon after the wedding
ceremony and was he aware of the wheel of time?
7. Why was the son-in-law angry with the father-in-law?
8. The two women who approached the son-in-law
were…………and……………. .
9. Why did the woman in the story blame herself when
she met the groom after a long gap of 24 years?
10. How was the greedy son-in-law punished?
11. Greedy people are obsessed with calculation of
property. True/False
12. What, according to the author, is the connection
between property and dowry?
13. The mania for money cannot buy _____ and ________.
14. In reality, the dowry problem is a ___________ .
Paragraph Answer Questions
1. What, according to the wife, was her husband’s loss?
2. Describe the meeting between the son-in-law, and his
wife and the wife’s daughter.
3. The greedy son-in-law in the story holds a mirror to the
modern grooms who demand dowry. Discuss.
Essay Answer Questions
1. Explain the theme of Money versus Relationships as
evident in the story.
12
2. The short story, ‘Money’ highlights the social evil
“Dowry System” that degenerates the moral values.
Discuss.
3. How does the story bring out the idea that excessive
obsession with anything is unhealthy?
Suggested Reading
King Midas’ Golden Touch ---- The Greek short story
Paheli---- Bollywood movie
Language Activity
CLAUSES
A clause is a sentence which is a part of a larger sentence.
Example: The student moved away when he saw the
Principal.
There are two kinds of clauses:
Main Clause – makes a complete sense by itself and can
stand alone.
In the above example; “The student moved away” is the
Main Clause.
Subordinate Clause – depends on the main clause for
completion of meaning and cannot stand alone on its own.
“when he saw the Principal” is the Subordinate Clause.
Types of clauses:
Adjective Clause – An adjective clause is a group of words
with a subject and predicate of its own and does the work of
an adjective in a sentence. Any noun or pronoun may be
described or enlarged by an adjective clause with the help
of, “who”, “which”, “whom”, “that” etc.,
Examples:
1. A gaunt and sallow young man stood staring at her.
(the noun, ‘man’ is described by adjectives – gaunt and
sallow)
Adjective clause: The young man, who was gaunt and
sallow, stood staring at her.
The young man stood staring at her – Main Clause
who was gaunt and sallow – Subordinate Clause
(Functioning as an Adjective)
2. On my journey to Goa, I passed by a church of great
antiquity.
Adj. clause: On my journey to Goa, I passed by a
church which was of great antiquity.
3. I saw a running man recaptured.
Adj. clause: I saw a man running who was recaptured.
4. The people in glass houses should not throw stones at
others.
Adj. clause: The people who live in glass houses
should not throw stones at others.
Adverb Clause – An Adverb clause is a clause that
functions as an adverb. Notice the following sentences in
which the adverb clauses are underlined.
Examples:
1. When he arrived, I took him immediately into the
room. (adv.clause of time)
2. The teacher led the students where their parents were
awaiting them. (adv.clause of place)
3. If the sky falls we shall catch birds. (adv.clause of
condition)
4. They did as much as they could. (adv.clause of
comparison)
5. It was so dark that you could not see your hand.
(adv.clause of result)
Noun Clause: As an adjective clause does the work of an
adjective, so a noun clause does the work of a noun in a
larger sentence.
Examples:
1. They felt bad that they had been deceived.
2. He gave the leaflet to whoever attended the meeting.
3. He sold his bicycle for what he had originally paid.

13
Exercise: CHAPTER – 2
Fill in the blanks with suitable clauses:
1. He confessed that ______________________. THE TOYS OF PEACE
(Ans: that he was guilty.) -- H.H. Munro (SAKI)
2. He bought the bike ________________. Brainstorming
 What toys did you like to play with as a child? Have you
3. The truth is that _____________.
ever stopped to wonder what influenced your choice in
4. He spoke ____________________.
toys?
5. I am sure that_________________.  There is a distinct difference in the toys marketed for
6. I am worried __________________. girls and those for boys. Discuss.
7. I do not know_________________.  Did your parents ban anything that they thought would
(Ans: where I kept my bag.) have a bad influence on you? Like toys or TV shows?
8. They fought __________________________.
The Author
9. The police caught the thief
________________________. Hector Hugh Munro (Dec
10. The Principal announced ______________. 18, 1870 - Nov 14, 1916)
was a witty British author
SOURCE who published under the
Ranganayakamma, Muppala. Money.A Short Story in Andhra
pen name SAKI or H.H.
Jyothi weekly magazine. Munro. Munro was born in
Akyab, Burma (now known
as Myanmar) in 1870. He
was educated at Exmouth
and at Bedford grammar
school. At 23, Munro became a police officer in India
and was posted to Burma where he contracted malaria
before returning to England in 1895. Turning
to journalism, he wrote political satires for
the Westminster Gazette and in 1900 published The Rise
14
of the Russian Empire, a serious historical work. He took
the pen name of Saki from the boyish cupbearer to the
gods of Edward FitzGerald’s The Rubáiyát of Omar
Khayyám(1859) and continued to write all of his fiction
under this pseudonym.
He wrote many short stories and
sketches: Reginald (1904), Reginald in Russia
(1910), The Chronicles of Clovis (1912), and Beasts and
Super-Beasts (1914). Among his most frequently
anthologized works are “Tobermory,” “The Open
Window,” “SredniVashtar,” “Laura,” and “The Schartz-
Metterklume Method.” He wrote the novel The
Unbearable Bassington (1912) followed by
another, When William Came (1913). During World War
I, Munro fought in France and was killed in action on
November 14, 1916, by German sniper fire during the
Battle of Ancre.
The story "The Toys of Peace" was first published in the
1919 anthology of the same title. Set in 1914, the story
satirizes the campaign by the National Peace Council, a
coordinating committee of anti-war organizations, against
violent toys. The plot is set in motion when Eleanor asks
her brother to buy "peace toys" instead of toy soldiers for
her young sons. Presented with lead figures of notable
civilians and other non-violent toys, the boys are at first
unsure what to do. Children being resourceful, however,
they soon find a way to combine the new toys with their
history homework for entertainment.
15
"Harvey," said Eleanor Bope, handing her brother a cutting
from a London morning paper of the 19th of March, "just
read this about children's toys, please; it exactly carries out
some of our ideas about influence and upbringing."
"In the view of the National Peace Council," ran the extract,
"there are grave objections to presenting our boys with
regiments of fighting men, batteries of guns, and squadrons
of 'Dreadnoughts.' Boys, the Council admits, naturally love
fighting and all the panoply of war ... but that is no reason
for encouraging, and perhaps giving permanent form to,
their primitive instincts. At the Children's Welfare
Exhibition, which opens at Olympia in three weeks' time,
the Peace Council will make an alternative suggestion to
parents in the shape of an exhibition of 'peace toys.' In front
of a specially-painted representation of the Peace Palace at
The Hague will be grouped, not miniature soldiers but
miniature civilians, not guns but ploughs and the tools of
industry . . . It is hoped that manufacturers may take a hint
from the exhibit, which will bear fruit in the toy shops."
"The idea is certainly an interesting and very well-meaning
one," said Harvey; "whether it would succeed well in
practice--"
"We must try," interrupted his sister; "you are coming down
to us at Easter, and you always bring the boys some toys, so
that will be an excellent opportunity for you to inaugurate
the new experiment. Go about in the shops and buy any
little toys and models that have special bearing on civilian
life in its more peaceful aspects. Of course you must on horseback," he whispered; "the Albanians have got jolly
explain the toys to the children and interest them in the new uniforms, and they fight all day long, and all night, too,
idea. I regret to say that the 'Siege of Adrianople' toy, that when there's a moon, but the country's rocky, so they've got
their Aunt Susan sent them, didn't need any explanation; no cavalry."
they knew all the uniforms and flags, and even the names of
A quantity of crinkly paper shavings was the first thing that
the respective commanders, and when I heard them one day
met the view when the lid was removed; the most exciting
using what seemed to be the most objectionable language
toys always began like that. Harvey pushed back the top
they said it was Bulgarian words of command; of course
layer and drew forth a square, rather featureless, building.
it may have been, but at any rate I took the toy away from
them. Now I shall expect your Easter gifts to give quite a "It's a fort!" exclaimed Bertie.
new impulse and direction to the children's minds; Eric is
not eleven yet, and Bertie is only nine-and-a-half, so they "It isn't, it's the palace of the Mpret of Albania," said Eric,
are really at a most impressionable age." immensely proud of his knowledge of the exotic title; "it's
got no windows, you see, so that passers-by can't fire in at
"There is primitive instinct to be taken into consideration, the Royal Family."
you know," said Harvey doubtfully, "and hereditary
tendencies as well. One of their great-uncles fought in the "It's a municipal dust-bin," said Harvey hurriedly; "you see
most intolerant fashion at Inkerman--he was specially all the refuse and litter of a town is collected there, instead
mentioned in dispatches, I believe--and their great- of lying about and injuring the health of the citizens."
grandfather smashed all his Whig neighbours' hot houses
In an awful silence he disinterred a little lead figure of a
when the great Reform Bill was passed. Still, as you say,
man in black clothes.
they are at an impressionable age. I will do my best."
"That," he said, "is a distinguished civilian, John Stuart
On Easter Saturday, Harvey Bope unpacked a large,
Mill. He was an authority on political economy."
promising-looking red cardboard box under the expectant
eyes of his nephews. "Your uncle has brought you the "Why?" asked Bertie.
newest thing in toys," Eleanor had said impressively, and
"Well, he wanted to be; he thought it was a useful thing to
youthful anticipation had been anxiously divided between
be."
Albanian soldiery and a Somali camel-corps. Eric was hotly
in favour of the latter contingency. "There would be Arabs
16
Bertie gave an expressive grunt, which conveyed his
opinion that there was no accounting for tastes.
Another square building came out, this time with windows
and chimneys.
"A model of the Manchester branch of the Young Women's
Christian Association," said Harvey.
"Are there any lions?" asked Eric hopefully. He had been
reading Roman history and thought that where you found
Christians you might reasonably expect to find a few lions.
dust-bin--no, it is a model of a school of art and public
library. This little lead figure is Mrs. Hemans, a poetess,
and this is Rowland Hill, who introduced the system of
penny postage. This is Sir John Herschel, the eminent
astrologer."
"Are we to play with these civilian figures?" asked Eric.
"Of course," said Harvey, "these are toys; they are meant to
be played with."
"But how?"

"There are no lions," said Harvey. "Here is another civilian, It was rather a poser. "You might make two of them contest
Robert Raikes, the founder of Sunday schools, and here is a a seat in Parliament," said Harvey, "and have an election--"
model of a municipal wash-house. These little round things
"With rotten eggs, and free fights, and ever so many broken
are loaves baked in a sanitary bakehouse. That lead figure is
heads!" exclaimed Eric.
a sanitary inspector, this one is a district councillor, and this
one is an official of the Local Government Board." "And noses all bleeding and everybody drunk as can be,"
echoed Bertie, who had carefully studied one of Hogarth's
"What does he do?" asked Eric wearily.
pictures.
"He sees to things connected with his Department," said
"Nothing of the kind," said Harvey, "nothing in the least
Harvey. "This box with a slit in it is a ballot-box. Votes are
like that. Votes will be put in the ballot-box, and the Mayor
put into it at election times."
will count them--and he will say which has received the
"What is put into it at other times?" asked Bertie. most votes, and then the two candidates will thank him for
presiding, and each will say that the contest has been
"Nothing. And here are some tools of industry, a
conducted throughout in the pleasantest and most
wheelbarrow and a hoe, and I think these are meant for hop-
straightforward fashion, and they part with expressions of
poles. This is a model beehive, and that is a ventilator, for
mutual esteem. There's a jolly game for you boys to play. I
ventilating sewers. This seems to be another municipal
never had such toys when I was young."
17
"I don't think we'll play with them just now," said Eric, with
an entire absence of the enthusiasm that his uncle had
shown; "I think perhaps we ought to do a little of our
holiday task. It's history this time; we've got to learn up
something about the Bourbon period in France."
"The Bourbon period," said Harvey, with some disapproval
in his voice.
"We've got to know something about Louis the Fourteenth,"
continued Eric; "I've learnt the names of all the principal
battles already."
This would never do. "There were, of course, some battles
fought during his reign," said Harvey, "but I fancy the
accounts of them were much exaggerated; news was very
unreliable in those days, and there were practically no war
correspondents, so generals and commanders could
magnify every little skirmish they engaged in till they
reached the proportions of decisive battles. Louis was really
famous, now, as a landscape gardener; the way he laid out
Versailles was so much admired that it was copied all over
Europe."
"Do you know anything about Madame Du Barry?" asked
Eric; "didn't she have her head chopped off?"
"She was another great lover of gardening," said Harvey,
evasively; "in fact, I believe the well-known rose Du Barry
was named after her, and now I think you had better play
for a little and leave your lessons till later."
18
Harvey retreated to the library and spent some thirty or
forty minutes wondering whether it would be possible to
compile a history, for use in elementary schools, in which
there should be no prominent mention of battles, massacres,
murderous intrigues, and violent deaths. The York and
Lancaster period and the Napoleonic era would, he
admitted to himself, present considerable difficulties, and
the Thirty Years' War would entail something of a gap if
you left it out altogether. Still, it would be something
gained if, at a highly impressionable age, children could be
got to fix their attention on the invention of calico printing
instead of the Spanish Armada or the Battle of Waterloo.
It was time, he thought, to go back to the boys' room, and
see how they were getting on with their peace toys. As he
stood outside the door he could hear Eric's voice raised in
command; Bertie chimed in now and again with a helpful
suggestion.
"That is Louis the Fourteenth," Eric was saying, "that one in
knee-breeches, that Uncle said invented Sunday schools. It
isn't a bit like him, but it'll have to do."
"We'll give him a purple coat from my paintbox by and by,"
said Bertie.
"Yes, an' red heels. That is Madame de Maintenon, that one
he called Mrs. Hemans. She begs Louis not to go on this
expedition, but he turns a deaf ear. He takes Marshal Saxe
with him, and we must pretend that they have thousands of
men with them. The watchword is Qui vive? and the answer
is L'etatc'estmoi--that was one of his favourite remarks, you
know. They land at Manchester in the dead of the night, and
a Jacobite conspirator gives them the keys of the fortress."
Peeping in through the doorway Harvey observed that the
municipal dust-bin had been pierced with holes to
accommodate the muzzles of imaginary cannon, and now
represented the principal fortified position in Manchester;
John Stuart Mill had been dipped in red ink, and apparently
stood for Marshal Saxe.
"Louis orders his troops to surround the Young Women's
Christian Association and seize the lot of them.' Once back
at the Louvre and the girls are mine,' he exclaims. We must
use Mrs. Hemans again for one of the girls; she says
'Never,' and stabs Marshal Saxe to the heart."
"He bleeds dreadfully," exclaimed Bertie, splashing red ink
liberally over the facade of the Association building.
"The soldiers rush in and avenge his death with the utmost
savagery. A hundred girls are killed"--here Bertie emptied
the remainder of the red ink over the devoted building--
"and the surviving five hundred are dragged off to the
French ships. 'I have lost a Marshal,' says Louis, 'but I do
not go back empty-handed.'"
Harvey stole away from the room, and sought out his sister.
"Eleanor," he said, "the experiment--"
"Yes?"
"Has failed. We have begun too late."
19
Glossary
The National Peace Council: Founded in 1908, and
disbanded in 2000, acted as the coordinating body for
almost 200 groups across Britain, with a membership
ranging from small village peace groups to national trade
unions and local authorities. The groups were all united in
their interest in peace, human rights, justice and
the environment. This group originated in 1904 or 1905 as
the National Council of Peace Societies, but it was
permanently established, as the National Peace Council,
after the 17th Universal Peace Conference took place in
London in 1908.
Dreadnought: the predominant type of battleship in the
early 20th century.
The Hague: is a city on the western coast of
the Netherlands and the capital of the province of South
Holland.
Siege of Adrianople: The Battle or Siege of
Adrianople (1912-13) was fought during the First Balkan
War, beginning in mid-November 1912 and ending on 26
March 1913 with the capture of Edirne (Adrianople) by the
Bulgarian 2nd Army. The loss of Edirne delivered the final
decisive blow on the Ottoman army and brought to a close
the First Balkan War. A treaty was signed in London on 30
May. The city was re-occupied and kept by Turkey in
the Second Balkan War.
Whigs: A political faction and then a political party in the
parliaments of England, Scotland, Great Britain, Ireland and
the United Kingdom.
The Reform Bills: A series of proposals to reform voting
in the British parliament. These include the Reform Acts of
1832, 1867, and 1884. The bills reformed voting by
increasing the electorate for the House of Commons and
removing certain inequalities in representation.
The Somaliland Camel Corps (SCC): also referred to as
the Somali Camel Corps, was a unit of the British
Army based in British Somaliland. It lasted from the early
20th century until 1944.
John Stuart Mill (20 May 1806 – 8 May 1873) was a
British philosopher, political economist and civil servant.
One of the most influential thinkers in the history
of liberalism, he contributed widely to social
theory, political theory and political economy.
Inkerman: A city in the Crimean peninsula, currently
subject to a territorial dispute between the Russian
Federation and Ukraine.
Louis XIV: also popularly known as the Sun King (5
September 1638–1 September 1715) was the King of
France and King of Navarre from 14 May 1643 until his
death. He was a king for 72 years. This was the longest
recorded rule of any European monarch. He is often seen as
the typical example of absolutism.
20
Robert Raikes: (14 September 1736 – 5 April 1811) was
an English philanthropist and Anglican layman, noted for
his promotion of Sunday schools.
Felicia Dorothea Hemans: (25 September 1793 – 16 May
1835) was an English poet.
Sir Rowland Hill: (3 December 1795 – 27 August 1879)
was an English teacher, inventor and social reformer. He
campaigned for a comprehensive reform of the postal
system, based on the concept of Uniform Penny Post and
his solution of prepayment, facilitating the safe, speedy and
cheap transfer of letters. Hill later served as a government
postal official, and he is usually credited with originating
the basic concepts of the modern postal service, including
the invention of the postage stamp.
Sir John Frederick William Herschel: (7 March 1792 –
11 May 1871) was an English
polymath, mathematician, astronomer, chemist, inventor,
and experimental photographer, who also did
valuable botanical work. He was the son of Mary Baldwin
and astronomer William Herschel, nephew of
astronomer Caroline Herschel and the father of twelve
children.
William Hogarth: (10 November 1697 – 26 October 1764)
was an English painter, printmaker, pictorial satirist, social
critic, and editorial cartoonist. His work ranged
from realistic portraiture to comic strip-like series of
pictures called "modern moral subjects", perhaps best
known being his moral series.
Jeanne Bécu, Comtesse du Barry: (19 August 1743 – 8
December 1793) was the last mistress of Louis XV of
France and one of the victims of the Reign of Terror during
the French Revolution.
'L'etatc'estmoi' ('I am the state'):Louis XIV was called the
Grand Monarch or Sun King. ... Louis XIV brought France
to its peak of absolute power and his words 'L'etatc'estmoi'
('I am the state') express the spirit of a rule in which the
king held all political authority.
Short Answer Questions

The Spanish Armada: A Spanish fleet of 130 ships that 1.
sailed from La Coruña in early summer 1588, under the
command of the Duke of Medina Sidonia with the purpose 2.
of escorting an army from Flanders to invade England.
3.
Battle of Waterloo: A battle in Belgium in 1815 in which
the British and Prussians defeated the French under
Napoleon Bonaparte. Napoleon abdicated as emperor a few
days after this final defeat, and a few weeks later he was
captured and sent into exile.
4.
Françoise d'Aubigné, Marquise de Maintenon: (27
November 1635 – 15 April 1719) was the second wife of 5.
King Louis XIV of France. She was known during her first
marriage as Madame Scarron, and subsequently as Madame 6.
de Maintenon.
7.
Marshal Saxe: A French marshal who distinguished himsel
f in the War of the Austrian Succession (1696-1750).
8.
qui vive: on the alert or lookout. “duty requires the earnest
liberal to spend most of his time on the qui vive for
9.
fascism".
21
What exciting news did Eleanor want Harvey to read
from the London newspaper?
What were the views of the National Peace Council
according to the extract?
Boys, the National Peace Council admits, naturally
love
a) fighting and all the panoply of war
b) playing with dolls
c) running and jumping
Where and when would the Children's Welfare
Exhibition open?
What are the alternative suggestions suggested by the
Peace Council?
How did the Peace Council make alternative
suggestions to parents?
What suggestion does Eleanor make to Harvey
regarding the opportunity to inaugurate the new
experiment of using peace toys?
What kind of toys did Eleanor want Harvey to buy for
the children during Easter?
Which character comes up with the idea of purchasing
''peace toys'' for the boys in ''The Toys of Peace?''
 i. Harvey 3. What imaginative ways do the boys find to use the
ii. Eleanor ''peace toys'' in their war games?
iii. Bertie 4. What did Harvey see when he went back to the boys'
iv. Eric room, to check how they were getting on with their
10. What toy had Aunt Susan sent the children earlier? peace toys?
What made her take the toy away from the children? 5. Towards the end of the story, Harvey exclaims "the
11. The names of the two young boys were _________and experiment-- has failed. We have begun too late”. Why
_________.They were __________and does he say that?
___________years old. 6. Eleanor believes that it is possible to curb a boy's
12. What primitive instincts and hereditary aspects had to natural enthusiasm for violent games by giving them
be taken into consideration according to the uncle? ''peace toys.'' Did she succeed? Explain.
13. What did the boys anticipate when Eleanor announced
Essay Answer Questions
that they had “the newest things in toys” as Easter gift?
14. How did Harvey want to impress the boys with regard 1. In ''The Toys of Peace,'' Eleanor and her brother
to the municipal dustbin? What did they think about it? Harvey seem to represent the two sides of an argument
15. Name some of the peace toys bought by Harvey. that is still talked about and researched today, Nature
16. How, according to the children, could one make two vs. Nurture. Elaborate.
people contest a seat in Parliament? 2. Our environment and life experiences are responsible
17. What was the holiday task given to the children? for our behavior. Comment.
18. It was possible for Harvey to compile a history, for use 3. In Saki's story, Eleanor believes if children are given
in elementary schools, in which there should be no ''peace toys'' they will learn to prefer them to toy
prominent mention of battles, massacres, murderous soldiers and guns. Do you agree with this view?
intrigues, and violent deaths. True/False? Elaborate.
4. Do you agree with the expression “boys will be boys”?
Paragraph Answer Questions
Discuss.
1. What holiday task did the boys have to do for the
Suggested Reading
History class?
1. S.L. Bhyrappa “Bhitti” (the event in Japan)
2. Studying historic battles and playing war games go
2. Dr. Jekyll and Mr. Hyde – R.L. Stevenson
hand in hand. Did it influence the boys? Explain.
22
 Language Activity Further, these letters, being business letters, follow the
formalities of – use of a letter head, date, reference number,
LETTER WRITING
subject, salutation, inside address, courteous leave taking,
ENQUIRIES etc, typed in a specific style and at specific places.

In business, an enquiry or a letter of enquiry implies: The details to be mentioned in a letter are:

a) A letter written to a supplier/manufacturer to know Printed Name of the Organisation/Address

about the price of a product with details of the terms Phone:
and conditions of sale. Fax/Email:
b) A letter written to a businessman or an agency to know
The address of the concern to
about the financial status/business status of another
whom the letter is being written
businessman.
Salutation Sir/ Madam,
Here the letters of enquiry have been used in the former Sub:
sense. Body
---------------------------------------------------------------
A businessman writes an enquiry to another for the ---------------------------------------------------------------
following reasons: ---------------------------------------------------------------
a) To know about the prices and the terms of conditions Thank You.
of sale or service one needs. Yours faithfully
b) To be aware of the up-to-date market conditions with For _____________
regard to certain products/services _____________ (Signature)
c) To tap new sources of supply _____________ (Designation)

Such an enquiry generally has the following contents: Or a seal is used

a) A sentence or two of self-introduction. In the present context, we are dealing with such letters as
b) The details of the commodity/service required. may be normally written by educational institutions to
c) Concluding with a request for an early reply. business organisations to enquire after the services they
may need. Such issues may be:

23
a) Workshops/ Trainings / Services
b) Picnics/ Tours/ Industrial Visits
c) Items needed for labs/office etc.
Let your letter be brief yet complete with the necessary
details so that time need not be wasted on further enquiries
subsequently. Let it be courteous and let it suggest the
intention to continue the transaction of the terms and
conditions/service are satisfactory.
a) An enquiry about conducted tours.
SMS Degree College
22, 6th Main, 2nd Phase, PMC Layout
Somanapura- 560070
Ref. No:22/SMS/2017-18 Date: 7 March 2018
covered, the number of students in a batch, the number of
staff members permitted and offer your best quotation as
our students belong to the middle class income group. We
will be happy to conduct more such picnics if the terms and
service are satisfactory.
We look forward to an early reply as we intend to conduct
this before the semester closes i.e. May 2018.
Thank you.
Yours faithfully
Signature
(Student Secretary)

The Manager Exercises

Goodwill Tours
1. Write an enquiry to “Samarth Enterprises” asking the
16, 3rd Cross
details for installation of UPS in your office.
Market Road
Somanapura 2. Write an enquiry to ‘Akshara Prints’ requesting them
for details of printing your annual magazine. Provide
Sir,
details of the approximate number of pages, photos,
Sub: Enquiry about one-day picnic. cover page, the number of copies needed emphasizing
on the need for supply in time.
Ours is a ten-year old college offering degree courses to
more than thousand students from the middle class. We are QUOTATIONS
organizing a day’s picnic for a few batches of students to
Quotations are normally written in response to enquiries.
nearby places of historical interest. Please send us your
But quotations may be sent voluntarily by a dealer to
detailed catalogue for one-day picnics to such places of
prospective customers. Quotations furnish the details of
interest. Give us the details of the schedule, the places
24
commodities, their quality, their prices, the terms and S.R. Stationers
conditions of sale like – the discount offered, the validity No. 22, Avenue Road, Bangalore
period of the quotation and, eventually, seek the customer’s Ph. No. : .................. Email:
patronage that is order.
Date:
When a quotation is written in response to an enquiry
asking for some specific commodities then it offers the The Principal
details of any of those items. Or some concerns which deal RBNS College
in a wide range of commodities – like books – they send Bangalore.
printed catalogues which provide exhaustive details. In the
case of furniture, gadgets or vehicles, pictures are included.
Sir,
They are called illustrated catalogues.
Sub: Quotation
The typical format of a quotation is the same as that of an Thank you very much for your enquiry dated
enquiry. The contents are as follows: .......................... We are happy to offer our best prices in
response to your inquiry.
Acknowledging the customer’s enquiry and thanking him
for it. a. White Sheet 60 gsm 1 ream - 120.00
b. Rolled sheets 80 gsm 1 ream - 260.00
Furnishing certain salient features of sale – like quality, GST is as per the government sector.
prompt of service, after sale service, guarantee (wherever
A discount of 10% is offered on all orders and for orders
applicable), the validity period of the quotation, details of
above Rs. 5000/-. Delivery will be free of cost. Payment
the items, price details, terms of sale (like advance
should be made on delivery either in cheque or card.
payment, final settlement), the time needed to execute the
Please note that the quotation is valid for a fortnight and we
order etc.
appreciate an early order.
Concluding with a request for placing the order. We look forward to your valuable order and an opportunity
A format is given below: to serve you.
Thank you,
Yours faithfully,
For S.R. Stationers
25
The contents vary according to the type of commodity for
which the quotation is being sent.
Exercises
1. Write a quotation on behalf of Goodwill Travels to
Sarvodaya First Grade College for Management about
the educational tours you conduct. Draw attention to
the reasonable price, good facilities given and the
educational value as well as security arrangements.
2. Send a voluntary quotation to Suvarna Institution,
Tumkur, offering event management services for
various programmes assuring of decent, refined and
cultured expression as also creative imaginations.
Source
The Complete Works of Saki - H.H. Munro, Dorset Press – New
York.
26
CHAPTER – 3
Alone
-Sheila Nayampalli Barua
Brainstorming
 Have you tried keeping silent for a whole day?
 Have you come across old people living alone in your
colony? Have you interacted with them?
 Do you feel sorry for the old and frail?
 Are old age homes a good option for lonely/old
people?
 Should neighbors have responsibilities towards their
lonely neighbors?
The Author
Sheila Nayampalli Barua
On completing her MA in English from Madras University,
Sheila worked for two years as a copywriter with J Walter
Thompson.
After her marriage to an Assamese tea planter, she lived in
the tea gardens of Assam. She is now settled in Guwahati.
She taught English at a local college for twelve years till
1991, when she retired.
A grandmother of three, she started writing three years ago,
at the age of sixty.
7:30 am.
Anasuya carefully put the rice, dal and red pumpkin bharta
into the hot case. She cooked early, to avoid the heat that
turned her kitchen into an oven. She waited for the familiar
sounds to begin.
8:00 am.
Time for the children next door to say their hurricane
goodbyes and catch the school bus. Yes, it had started, the
last minute tumult heard through the thin walls of her flat.
‘You’ve forgotten your water bottle’.
‘Have you taken your library book?’
The excited clash of the collapsible lift gates and the ‘Bye,’
drifting up through the well of the lift, the front door
closing and silence again.
8:30 am.
She could smell the agarbatti Mr. Hedge in the opposite flat
used for his pooja. It would be another half hour before he
left for his office. ‘I may be late coming back today,’ and
then, the quick impatient clash of the lift gates.
9:30 am.
Her neighbour, on her left, was on her way to office.
Nandita, the unmarried eldest daughter, had assumed the
role of breadwinner of the family. Her retired father was ill
with chronic asthma. They had a younger daughter Moon
Moon, who had a ‘friend’. The walls were so thin that
Anasuya could hear the heated arguments over the
27
unsuitable lover, the sobbing, the roars of rage, the
obstinacy. ‘You can’t ruin my life. I will marry him’.
There went Nandita, her quiet footsteps passing Anasuya’s
door, opening and closing the lift gates in her careful,
meticulous manner. Each of them had a characteristic way
of opening the lift, and Anasuya could recognize all of
them.
The absentminded housewife Sarala, down the corridor to
her right, always needed to close the gate twice and Mrs.
Bose, her neighbour went through a hesitant, painstaking
closing, while her children used a loud jarring note and Mr.
Bose had a steady, deliberate finality. Anasuya wondered
how she sounded to the others, or did anybody bother to
listen?
Ah, the smell of fish frying, the Bose family must have
brought in their weekly quota of fish. They cooked in
mustard oil and she loved the sharp tangy smell. Anasuya
tried to stretch her housework to fit the endless that awaited
her. She could hardly afford the salary of her part-time
maid, who came in at 5 pm. But she looked forward to the
cheerful chatter of Ramabai, who did all her heavy
housework and now did her shopping as well.
Ever since her cataract problem started, she had found it
difficult to walk down the street, on her own. The cherished
outings to the bank every alternate day; the few words
exchanged with the kind girl behind the savings counter;
the couple of mittais shared together, once in a while; all
these had become pleasures of the past. The milk, bread and
provisions were delivered at the door. Bombay living was
conveniently structured to suit the busy lives of its citizens,
but no one had the time to exchange letters once a month.
Mr. Bose’s asthma was getting worse; he was getting up
every night in a fit of coughing. She could hear him clearly
through the thin bedroom wall, the poor man. How he
suffered. Sometimes, she felt like telling him about the
cough remedies her mother used, but then Mrs. Bose was
not very amenable to suggestions. Perhaps she felt like she
was being criticized, if she was given suggestions.
Ah, the sharp, shiny shower of the first rain, it was the
beginning of the monsoon. She would stand at the window
and breathe in the moist, earth-soaked smell that drenched
the air. But with pleasure came pain. Anasuya smiled at the
thought. Now, her clothes would take two days to dry and
her little flat would smell damp and dank. Even then, she
enjoyed the rain. It cleansed the city of its hot dust and the
green emerged refreshed. It was her annual milestone, the
feverish anticipation of the monsoon and then its noisy
arrival. It was something to look forward to every year.
3:30 pm.
It was time for the children to come home. The excited
collision of the gates, the vigorous ringing of the doorbells
and then the doors, banging shut.
4:30 pm.
The happy clamour of youth and their full-throated
enjoyment of the moment, wafted towards her. ‘Ready?
28
Ready!’ ‘Smita, Smita, here, here’ ‘I’m first, I’m first’
‘Arun, you cheat!’
The repeated summons for homework would stop all play
in an hour.
5:00 pm.
Ramabai blew in with her usual chatter, her umbrella,
dripping rain. ‘Aayi, you should see the dirt on the streets.
Look at the bhindi I brought you, so tender and fresh. Hear
them snap?’
She rushed through her work and left with some money, to
buy potatoes and a couple of tender green mangoes for the
next day.
7:00 pm.
It was time for Nandita to come home. Yes, there was the
careful closing of the lift gates.
7:30 pm.
Anasuya’s testy neighbour returns. Bad mood again.
A curse accompanies the angry clash of the gates.
It was silent again in her little flat.
Anasuya’s story was a common enough, middle-class story.
She remembered the time when, as a young girl, in her first
year of college, she had fallen in love with Santanu. Oh
those heady days of youth – the heart-stopping excitement
of anticipation, the lingering look, touch, smile.
On the brink of their marriage and of a life together, her
father fell ill with a kidney problem. Long years of
drudgery followed – of evening classes, working to bring in
the extra income while her father’s medical bills had
mounted and exceeded his meagre pension. Santanu’s brief
visits had dwindled as Anasuya was always tired, always
busy. Inevitably, they had drifted apart.
She had struggled alone and the worry lines had deepened
on her face.
After her father died, she had nursed her mother, by then
old and frail. Santanu had long since disappeared from her
life. Marriage had become an impossible illusion. When her
ailing mother died, Anusuya was middle-aged and life had
sucked her dry of hope and dreams, replacing them with the
weight of a resigned inured acceptance.
In the vacuum of her life, the days passed by silently. She
found vicarious pleasure in the happy coming home of
others, even though there were none to come into her own.
Once in a while, Anasuya would open her front door to
coincide with the striking of the lift gates, so that she could
exchange a greeting with Nandita or with Sarala.
4:30 am.
When the muezzin called Allah hu Akbar the next day,
Anasuya woke up completely. Further sleep eluded her. The
empty hours stretched ahead like a road without milestones.
Would her life have been any different with Santanu? The
‘might have beens’ were especially heart-rending at night.
6:00 am.
There was the swish of the mop again the floor. The cleaner
was doing his morning chore. One day, she thought, she
would just crumble to dust and no one would know or care.
She would be swept away like dirt and disappear forever,
unremembered and unwept.
9:00 am.
It was Monday. She would go to the Post Office and post
her letter to America.
Tuesday. She took out the money to pay her electricity bill
and her Corporation tax. The Apartment Supervisor would
come and collect it and pay it. Another Bombay
convenience, you could get things done without moving
from your apartment. Anasuya counted the amount
carefully and placed it on the table in two separate piles.
When the doorbell rang at 2 pm, Anasuya hurried to greet
the Supervisor, but the door was thrust open with brute
force that flung her against the wall.
Two men, their faces covered, entered. The taller of the two
shook her roughly and pulled the gold chain violently from
her neck, breaking the clasp and leaving a long bleeding
scratch behind. Anasuya was paralysed with terror.
‘Take her keys,’ said the other one.
The tall one took her keys, tucked in at her waist and went
towards her old grey steel cupboard. All of a sudden, a
blood-red rage filled her.

29
‘No! You will not take my mother’s jewels. You bastards. I There was the swish of the mop against the door. The
will not give you my hard-earned money.’ cleaner was doing his morning chore.
She flung herself ferociously at them. Bit. Scratched. Hit. 8:00 am.
Shrieked. The children shouted their hurried goodbyes.
They hit her again and again. 8:30 am.
She screamed for the last time. Her revolt and rage pierced Mr. Hedge lit the agarbatti for his morning puja.
the thin walls and reached her neighbours – Mr. Hedge who
9:30 am.
had returned home early, Mr. and Mrs. Bose who had come
to the door to see off a visitor. They sounded the alarm and Nandita was on her way to office.
rushed to the door. When they broke open the door, the two
Glossary
men were still inside with Anasuya’s lifeless body. Her
brief moment of rebellion would never be known, she Meticulous : showing great attention to detail;
would become another statistics in the police records. very careful and precise.
Amenable : open and responsive to suggestions;
The next day, the flat was full of people. All her neighbours
easily persuaded or controlled.
wanted to help. Her impatient neighbour on her right, now
subdued and concerned, offered to inform Radha. Nandita Summons : an order to appear before a judge or
and her sister offered to wash and dress the body. The magistrate, or the writ containing such an
Apartment Owners’ Association said that they would order.
organize the funeral. Everyone was there to help and Testy : easily irritated; impatient and somewhat
commiserate. All those in the apartment block, some who bad tempered.
had never seen Anasuya even once, were all there, appalled Dwindle : diminish gradually in size, amount or
by the tragedy. strength.
Anasuya lay in her flat, dressed in her best sari, covered Inure : accustom someone to something,
with garlands of marigolds and rose petals. Her small flat especially something unpleasant.
was full of people and the sounds of recorded bhajans. She Vicarious : experienced in the imagination through
would have been happy. Finally, she was not alone. the feelings or actions of another person.
6:00 am.

30
Elude : escape from or avoid Paragraph Answer Questions
(a danger, enemy or pursuer) 1. Anasuya was very accurate in knowing what her
Commiserate : express or feel sympathy or pity. neighbors in the apartment were upto. Discuss.
Appalled : greatly dismayed or horrified. 2. Describe the various ways the neighbor closed the
Muezzin : person appointed at a mosque to recite the gates of the lift. Was it characteristic of their nature?
call to prayer. 3. Why did marriage become a faraway dream to her?
4. Why did Anasuya wait for monsoon?
Short Answer Questions
5. Did the burglars break into her house with the intention
1. After cooking in the morning, Anasuya would wait
of killing her?
for__________(Complete the sentence)
2. Anasuya hired a part-time maid mainly because: Essay Answer Questions
a. she had enough money 1. “People’s visits matter when a person is alive”.
b. she was sick Comment with regard to Anasuya’s funeral.
c. she looked forward to the interaction 2. “A road without milestones” is a metaphor for
3. Mention one or two routine outings Anasuya enjoyed Anasuya’s life. Elaborate.
before her cataract problem. 3. Describe the itinerary of one day in Anasuya’s life.
4. She refrained from giving suggestions about cough
remedies to Bose family because_________________ Suggested Reading
(Complete the sentence)
Great Expectations - Charles Dickens –
5. Why did Anasuya enjoy the rain? (Miss. Havisham’s character)
6. What thought came across her mind when Anasuya
heard the cleaners mop against the door?
7. In what way did she revolt against the burglars?

31
 Language Activity
SYNTHESIS OF SENTENCES
Synthesis is the process by which two or more sentences are
combined into one. This new sentence may be a simple,
complex or compound sentence. Synthesis is the opposite
of analysis which means the breaking up of a sentence into
its components.
COMBINING SIMPLE SENTENCES INTO A for sale.
SIMPLE SENTENCE
A simple sentence has only one finite verb. To make one
simple sentence out of two or more separate simple
sentences, we should retain only one finite verb (which
conveys the main idea) and remove all the verbs by the use
of any of the methods illustrated below:
1) By using participles
a) He took to his heels. He had seen the enemy
coming.
Seeing the enemy (or having seen the enemy)
coming, he took to his heels.
b) We were overtaken by a thunderstorm. We took
shelter in a cave.
Overtaken by a thunderstorm, we took shelter in a
cave.
32
2) By using absolute phrases
An absolute phrase is a combination of a noun and a
participle standing independently in a sentence and
equal to an adverb clause of condition, time or reason.
e.g. a) The articles are good. We will publish them.
The articles being good, we will publish them.
b) The artist painted the picture. He put it up for
sale.
The artist, having painted the picture, put it up
c) The sun had set. Darkness came.
The sun having set, darkness came.
3) By using prepositions with nouns or gerunds
a) You helped me. Otherwise, I would have been
ruined.
Without (or but for) your help, I would have been
ruined.
b) Sher Khan was murdered. Noor Jahan heard the
news. She fainted.
On hearing the news of Sher Khan’s murder, Noor
Jahan fainted.
4) By using infinitives
a) There are some religious ceremonies. I must
perform them.
I have some religious ceremonies to perform.
5) By using nouns or phrases in apposition
a) Milton was the author of Paradise Lost. He was a
puritan.
Milton, the author of Paradise Lost, was a puritan.
6) By using adverbs or adverbial phrases
a) He was ignorant of his powers. His ignorance was
entire.
He was entirely ignorant of his power.
An examination of the examples given below shows how
several of the methods provided above may be used
together in the same sentence.
a) The peasants were rich. They lived in a village.
The village was near Hyderabad. They used to
assemble at Thana to discuss matters.
The rich peasants living in a village near
Hyderabad, used to assemble at Thana to discuss
matters.
b) I was in bad health. A long sea voyage was
recommended. My doctor had recommended it.
Therefore, I obtained leave of absence from my
Principal. This was in 1923.
In 1923, being in bad health, I obtained leave of
absence from my Principal for a long sea voyage,
recommended by my doctor.
33
Exercise 1
Combine the following sentences into a simple sentence
using a participle or an absolute phrase or a preposition or
an infinitive with an object or an adverb:
1) The father was poor. He could not send his children to
school.
2) I came down from the tree. I was half dead with fear.
3) I heard of the accident. It happened to my friend. I
hurried at once to the hospital.
4) Clive founded the British empire in India. He was a
clerk in the East India Company.
5) He made a great effort. He tried to break open the
door.
6) He caught fish. In this way, he made a living.
7) The policeman was excited. He began to write. He
wrote in a notebook. It was small and black.
8) We are punished for our evil deeds. The punishment
is mysterious.
COMPLEX SENTENCE
A complex sentence is a combination of a main clause and
a subordinate clause (More than one subordinate clause)
joined by a subordinating conjunction. Examples: because,
since, though, although, as, in spite of, as soon as, which,
when etc.
Example:
1) The harvest truly is abundant. The labourers are few.
Ans: Though the harvest is abundant, the labourers are
few.
2) He won the cup. He had worked hard for it.
Ans:He won the cup because he had worked hard for it.
Exercise 2
Combine the following simple sentences into complex
sentences:
1) The MCC started their tour in Bombay yesterday.
They will play the second test match there.
2) Fools build houses. Wise men live in them.
3) He works hard. He must be careful not to overdo this.
4) He is a wealthy man. He did not earn his wealth.
He does not know the value of money.
5) The dog bayed at the moon. The moon sailed on
calmly.
6) He will not submit easily to anyone. He declared this.
7) A cricketer should possess self-command. My friend
does not possess it.
8) He was guilty. The judge pardoned him, all the same.
9) He did much for them. They are grateful for that.
10) He was dismissed from office. The reason was not
given to him.
COMPOUND SENTENCE
A compound sentence is a combination of two or more
main clauses joined by coordinating conjunctions.
Example: and, so, therefore, but, yet, still etc.
34
1) As a boy he learned many things. He remembers them.
Ans: As a boy he learned many things and he
remembers them.
2) Robert Clive was defeated six times. He did not give
up all hopes of success.
Ans: Robert Clive was defeated six times but (yet/still)
he did not give up all hopes of success.
Exercise 3
Combine the following into simple, or complex, or
compound sentences as directed in brackets:
1) Robert Bruce was the King of Scotland. He was
defeated by the English. (simple sentence)
2) It would be useless to continue my pursuit. I resolved
to return. (compound sentence)
3) Humayun grew stronger. Babar grew weaker. (complex
sentence)
4) Warren Hastings was sent to India. There he became
well known. (complex sentence)
Source
Varma Meenakshi Ed. a cup of chai and other stories.
Bangalore, Unisun Publications, 2007.
 CHAPTER – 4
CARTOONING
- Rasipuram Krishnaswami Laxman
Brainstorming
 Creativity is a spark which can be ignited by a small
strike.
 The creative spurt gushes out as a fountain when turned
on at the right time.
 It takes a sensitive mind to spot creativity in children and
an encouraging remark will set the creativity in the right
direction.
The Author
Rasipuram Krishnaswami Laxman, well known as R.
K. Laxman, was a cartoonist who created the comic strip
‘You Said It’, featuring the “Common Man”. The comic
strip chronicled the life of the average Indian, his hopes,
aspirations, and hardships. The character is a much loved
one among the Indian masses and has entertained
generations of Indians over the past several decades.
Laxman’s fascination with drawing began early on and
35
he loved to look at the illustrations in magazines and
newspapers even before he could read. He began drawing
as soon as he could and filled the floors and walls of his
house with doodles. It did not take him long to realize
that drawing was his life’s calling and set about to make a
career for himself as an artist. He applied to study at the
J. J. School of Art, Bombay, but his application was
rejected. He did not dwell in disappointment and began
taking up freelance projects with newspapers, eventually
landing his first full-time job as a political cartoonist. It
was only later that he joined ‘The Times of India’ where
he created the “Common Man”, the character that every
Indian would come to identify with. In addition to being a
cartoonist he was also a writer and had published
numerous short stories, essays and travel articles. This is
an excerpt taken from R.K. Laxman’s autobiography
“Tunnel of Time”.
Our teacher’s appearance conformed to the classic
stereotype. He was lean and dark, with untrimmed mossy
clumps of hair cascading from his upper lip. One could
never see his mouth fully, only his front two teeth which
jutted out like a rabbit’s when he smiled or grimaced. He
wore a turban, a tight coat and what was called a cycle-
dhoti – it was wound round in a manner that made the legs
resemble narrow drainpipes. A stale smell of beedi hung
about him permanently.
When the urge to have a smoke came over him he left the
class in charge of his appointee who told us stories to keep
us engaged, while the monitor maintained order. The boy
narrated the same story, always about the crow and the
princes or the crocodile and the monkey or the donkey and
the court jester. We did not pay attention as we already
knew the stories; we carried on our private gossip in
whispers. When the monitor saw a paper dart suddenly
hurtle towards him from nowhere, or a piece of chalk fly
past like a bullet, he took down the names of the suspects.
Later he submitted the list to the teacher, who meanwhile
relaxed quietly and satisfied his need behind the toilet
block, out of sight of the headmaster, peons and boys. He
returned to class trailing the pungent odour of beedi.
One day, instead of leaving the class in charge of the
monitor before stepping out to have a couple of puffs, he set
us a task: we were ordered to draw a leaf, any leaf.
This was something new and exciting and all the boys at
once set about it enthusiastically. We were soon absorbed
in the creative task. Some boys sat wondering trying to
imagine a leaf. One fellow drew a banana leaf that was so
big it went out of the wooden frame of the slate. Another
boy, after pondering for a while and failing to visualize a
leaf, announced loudly. ‘I am going to draw an elephant
instead!’ Thus we were so busily engaged that we had not
even noticed the teacher either leaving or returning. A
couple of loud thumps on the table with the cane brought us
back to reality.
36
He asked us to queue up and began to critically examine
our efforts one by one, murmuring comments and giving
marks. Sometimes he twisted a boy’s ear or brought the
cane down on the leg of another. When it was my turn, he
stared at the drawing for an alarmingly long time and asked
me, ‘Did you draw it yourself, Laxman?’ I was frightened
and stepped back, expecting a shower of blows. I replied,
‘You asked us to draw, sir.... I sat there and drew....’
fumbling for a safe excuse. But to my great surprise and
joy, he held my slate up before the class and announced,
‘Attention! Look how nicely Laxman has drawn the leaf!’
He turned to me and said. ‘You will be an artist one day.
Keep it up.’ He gave me ten marks out of ten. He was very
impressed by the perfect shape of my peepal leaf and the
details of the veins branching out along the midrib. I had
seen these leaves countless times strewn on the road under
the peepal tree, and I could draw them effortlessly. I was
inspired by this unexpected encouragement. I began to
think of myself as an artist in the making, never doubting
that this was my destiny.
My drawings on the floors, walls and doors of my house
began to proliferate. Once I saw Father sitting in a chair
and reading a newspaper. His profile, like that of a Roman
senator, stood out clearly and the fringe of gray hair circling
his bald head like a wreath added to his imposing
appearance.
I sketched him on the floor with chalk. My mother who
was passing by recognized the caricature. She began to
laugh and invited my father to have a look at it! He
furiously ordered me to wipe it off at once. Mother insisted
it should remain till others came home and saw it too.
Finally she prevailed, and the caricature remained on the
floor for a long time till it faded and disappeared in the
course of time.
School began to be less and less a place of fun, gossip and
playing games as I moved year after year from class to
class. The lessons became tough and complicated and the
teachers were increasingly demanding. I was especially
weak in arithmetic. It was a nightmare to have to distribute
fifteen mangoes equally among three people. But I was
good in history and could name villains and heroes and
warriors and identify civilizations and centuries. Similarly
I could remember the names of mountains and oceans and
rivers in geography.
We read prose which taught us moral values such as
truthfulness, honesty, showing respect to elders and so on,
expressed through characters in folklore and mythology.
The themes of the poems we were taught also urged us to
internalize the principles of noble conduct. One of the most
powerful poems was about a cow called Punyakoti, grazing
along with others of its herd. But Punyakoti somehow
strayed on the way back home in the evening. A huge
hungry tiger accosted the cow and demanded that she
become his meal. Not losing her calm, Punyakoti promised
to come back and offer herself as his dinner after suckling
her hungry calf. The tiger let her go, but to his utter
37
surprise she was true to her promise and returned after some
time. The tiger was so moved by Punyakoti’s honesty that
he cried bitterly and threw himself from the edge of the
cliff.
The other equally unforgettable poem known to all
educated Kannadigas of that era was about a woodcutter.
One day he accidentally dropped his iron axe into a pond.
God wanted to test his honesty. Disguised as a fisherman,
God retrieved the axe from the bottom of the pool and gave
it back to the woodcutter. But upon finding that the axe
was made of gold, the man returned it, saying it was not his.
God again plunged into the pool and came up with another
axe, this time made of silver, which also was refused by the
woodcutter. Finally, when the old iron axe was retrieved
and offered, he accepted it with delight. God was pleased
with his honesty. Revealing his divine identity, he blessed
the woodcutter and rewarded him suitably.
I listened to the teacher and paid unflagging attention to the
text, meaning and moral content of the lessons. But I
disliked the arithmetic class. I used to choose a seat at the
back during this period. The arithmetic teacher matched his
dreaded subject in appearance; the vertical white-red-white
caste mark on his forehead gave him a permanent frown. I
could not help thinking that he resembled a tiger cub I had
seen in the zoo.
One day I was listening to the drone of his voice without
paying attention to what he was saying. He had covered the
blackboard with numbers, along with several plus, minus
and equal signs and multiplication and division symbols.
He had asked us to copy down the whole problem and solve
it. The class was busy tackling it and so was I, supposedly.
I could not make head or tail of it but I pretended to be
engaged in the task too. Actually I was doodling and
sketching figures in the margin of my exercise book!
Silence reigned except for the rustle of paper, clearing of
throats and an occasional thump of the cane on the table as
the teacher asserted his presence. He was prowling quietly
between the desks, inspecting our work.
Suddenly I felt a piercing pain in my left ear. The teacher
was twisting it and at the same time pulling me up by it!
‘You rascal,’ he shouted, ‘making fun of me! You will
answer for this mischief!’ ‘Where have I made fun of you,
sir!’ I moaned, ‘Here!’ he shouted shoving the exercise
book in my face and pointing to a creature like a tiger cub I
had drawn. He slapped my cheek and asked in a dangerous
low tone, ‘Who is it you are making fun of, if it is not me?’
of caricature. Behind the mask of the teacher’s public face,
a person like a tiger cub could be discerned. There were
other teachers whose looks could be associated with those
of animals and birds. An active imagination, fuelled by a
keen sense of absurdity, could even see the human
resemblance to inanimate objects such as old buildings, the
shape of bottles in a drugstore, or to certain models of
automobiles.
This observation would certainly seem crazy to those with
normal vision and thinking habits. A cartoonist born with a
cock-eyed vision manipulates a face or a human situation
and distorts it without losing the essence of humour.
Some cartoons by R.K.Laxman

Somehow the crisis subsided after arguments on both sides,

with the teacher insisting it was his distorted image while I
pleaded in tears that it was only a harmless doodle of a tiger
cub.

It was no doubt a very unpleasant incident. But many years

later I realized, as I matured in my profession, that the
confrontation with the teacher was indeed beneficial. It was
a moment of discovery vital to my understanding of the art
38
 Glossary
Stereotype : a standardized idea or concept
Cascading : to fall like a waterfall
Grimaced : an ugly facial expression
Pungent : sharply affecting the taste – strong taste
Proliferate : to disperse
Caricature : a picture exaggerating the peculiarities of
persons or things
Folklore : traditional beliefs, stories, songs of
common man

Short Answer Questions

1. Why did the teacher leave the classroom at times?
2. How was the class in the teacher’s absence?
3. What was the task given by the teacher?
4. What was the father’s
’s reaction to the caricature?
5. Mention one thing the writer hated and enjoyed the
most in school.

39
Paragraph Answer Questions
1. Describe the first teacher’s appearance.
2. Explain the monitor’s function in class.
3. Explain how the writer felt encouraged by the teacher’s
appreciation.
Essay Answer Questions
1. Recount the two stories mentioned in the lesson. What
morals do the stories teach children?
2. The moral stories had a great impact on the writer’s
creativity. Explain.
Suggested Reading
1. Indiaculture.nic.in
2. Times of India.indiatimes.com
3. Phadnis Gallery: Journey of his Cartoons
Language Activity
REPORTED SPEECH
Quoting another’s words as they are to some other person is
called the direct speech. It is indicated by writing the
quoted words within inverted commas. Reporting someone
else’s words in the reporter’s words i.e., not exactly as
stated by the original speaker, is called indirect speech or
reported speech. For instance,
Gandhiji said, “Truth is God” - Direct Speech
40
Gandhiji said that truth is God - Indirect Speech
While the direct speech is simple and expects sound
retentiveness (memory power), the reported speech follows
certain rules so that the correct meaning is conveyed and
not distorted. The rules are as follows:
(a) Physical Changes: In indirect speech, the initial
comma and the inverted commas at both ends are
deleted. Such punctuation marks as question mark,
exclamatory mark are not used as all kinds of sentences
become mere statements in the reported speech.
(b) Distance of Time: For our convenience – the words
outside the inverted commas may be called the
reporting part/report verbs and the words within the
inverted commas may be called the report. Though the
reporting part is generally untouched, a few changes
are made when required. For instance, if the report is a
question, then the outside verb (reporting verb) is
modified as – asked/enquired; if it is a request then
asked/requested; if it is an order – instructed, told
him/her; in the case of an exclamation –
exclaimed/wondered and so on.
If the reporting verb is in the past tense, then while being
reported the verbs in the report (within the inverted
commas) change as follows:
Present tense (goes/go) - past tense (went)
Future tense (will go) - past tense (would go)
Past tense (went) - past perfect tense (had gone etc.)
This rule does not apply if the report (the statement within Thus, words like ‘this’ etc., change in the following
the inverted commas) is a universal truth – like ‘Man dies’, manners:
‘The sunrises in the East’ etc. this - that
Eg: The teacher said, ‘I will be on leave’. now - then
The teacher said that he/she would be on leave. today - that day
The teacher said, ‘The earth moves round the Sun’. tomorrow - the next day
The teacher said that the Earth moves round the Sun. yesterday - the previous day
these - those
If the reporting verb (outside the inverted commas) is either
tonight - that night
in the present tense or the future tense, then the verbs within
here - there
the inverted commas remain the same.
Eg: My father says, ‘I do not know philosophy’, (d) Use or omission of ‘that’. When the initial inverted
My father says that he does not know philosophy. commas are deleted, the reporting portion and the
report get mixed up. To demarcate them the following
(c) Distance of relationship: The pronouns in the report
steps are followed:
undergo changes relatively to the reporting person.
Whatever in the first person (I, we, me, mine, my, us (i) If the report is a statement then ‘that’ should
etc.) in the report has to change according to the replace the inverted commas.
speaker of the dialogue. Vanaja said, ‘I wrote the correct answer’.
Sandhya said, ‘I know the thief’. Vanaja said that she had written the correct
Sandhya said that she knew the thief. answer.
Bheema said, ‘I don’t like this’.
(ii) If the report is an order or a request, then ‘to’
Bheema said that he did not like that.
replaces the inverted commas:
Likewise, anything in the second person (you, your etc.) has The teacher said to the monitor, ‘Bring a few
to be referred to the listener of the dialogue. pieces of chalk’.
The teacher told the monitor to bring a few pieces
Eg: Rama said to Sita, ‘I don’t want you to come with me’.
of chalk.
Rama said to Sita that he did not want her to go with
him.

41
 (iii) If the report is a question then (e) There are other ways too of preparing the reported
a) for questions that expect the answer either yes speech like expressing the summary / the meaning of
or no – replace the inverted commas with ‘if’ the report.
or ‘whether’ Eg: Sudha said to Suma, ‘Please have a cup of coffee.’
b) for questions that expect descriptive answers Sudha offered Suma a cup of coffee.
(wh-questions), begin (replace) with the same
Exercises
questioning word.
Eg: The teacher asked Manu, ‘Do you like sweets?’ I. Rewrite the following sentences in indirect/reported
The teacher asked Manu whether / if he/she liked speech:
sweets.
1. Our professor said, “Bring your texts tomorrow”.
The teacher said to Manu, ‘How many jamoons can
2. Sudhir said to his friend, “Get me a cup of water”.
you eat?’
The teacher asked Manu how many jamoons he/she 3. The Principal announced, “The valedictory
could eat. function will be tomorrow”.
4. The candidate pleaded with the examiner, “I have
Please note the questions turn into statements in the forgotten my hall ticket but allow me to write”.
reported speech.
5. The guide explained, “All these sculptures belong
(iv) If the report is an exclamatory remark than the to the Hoysala period”.
reporting verb may be changed as ‘wondered’ or 6. The father asked the son, “Do you know how I
‘exclaimed’ and an adjective may be added instead brought you up?”
of an interjection-like- ‘oh!’, ‘alas!’ etc. The 7. The mechanic explained to the customer, “Your
inverted commas are substituted by ‘that’. car needs to be repaired thoroughly”.
Eg: Arjuna said, ‘What a great sight!’ 8. The customer said, “How much will it cost?”
Arjuna exclaimed that it was a great sight. 9. Newton declared, “All things attract each other”.
10. The board says, “Anyone who enters this place
should buy something”.

42
II. Rewrite the following paragraphs in
indirect/reported speech:
1. In the dining hall of a hotel, a lady met a stranger and
became friendly with him. On being asked about
herself, the lady said, “I came in the train from Chennai
to Bangalore. I have no idea of Bangalore. This is the
first time.” The stranger offered to help. He said, “I
will help you.” And continued, “Where do you exactly
want to go?” She replied, “I want to visit my aunt who
lives in Rajajinagar.” He said, “I will book an Ola cab
for you. You will be there soon.” The lady thanked the
stranger for the help.
2. Suddenly I felt a piercing pain in my left ear. The
teacher was twisting it and at the same time pulling me
up by it! “You rascal,” he shouted, “making fun of me!
You will answer for this mischief!” “Where have I
made fun of you, sir!” I moaned, “Here!” He shouted
shoving the exercise book in my face and pointing to a
creature like a tiger cub I had drawn.
3. My mother wanted to buy potatoes. She asked the
shopkeeper, “How much is one kilogram of potatoes?”
The shopkeeper replied, “Fifty rupees a kilogram,
madam.” My mother was slightly taken aback. She
said, “I bought potatoes for just 30 rupees a kilogram
last week!” The shopkeeper explained, “The rains have
spoilt the crop madam, so the prices have gone high.”
43
4. The child pleaded with his mother, “Mother, please buy
me a bicycle.” The mother said, “I will buy you a
bicycle after your exams.” The child was not so happy.
Looking at the dejected son, the mother’s heart melted
and she said, “Ok, come, let’s go to the nearest bicycle
shop and buy a bicycle for you.” The child became
very happy and said, “You are the best mother in the
world.”
5. “There are several means to make people happy”, said
the Guruji. The disciple, however, wanted to know the
means and he asked the Guruji, “Can you specify
Guruji?” The Guruji replied, “Kindness and
compassion is one way. Doing things for others
wholeheartedly is another. Being unselfish is also a
way.” The disciple understood the message and said to
the Guruji, “Thank you so much, Guruji.”
Source
Laxman R.K. The Tunnel of Time: An Autobiography. Penguin
India. 2015.
 CHAPTER – 5
Homeless in the ‘Global Village’
-Vandana Shiva
Brainstorming
 Can development and nature go hand in hand?
 What makes farmers protest against development?
 Which environmental movement are you familiar
with? Discuss.
The Author
Vandana Shiva, born on 5th
November, 1952 in Dehradun, is
an Indian philosopher, environ -
mentalist, author, professional
speaker, anti-globalization author
and social activist. She is one of
the leaders, board members of the
International Forum on Globalization and has authored
more than twenty books. She has received the Right
Livelihood Award in 1993, an honour known as an
"Alternative Nobel Prize”. Vandana Shiva developed an
interest in environmentalism during a visit home, where
she discovered that a favourite childhood forest had been
cleared and a stream drained so that an apple orchard
could be planted. The present essay is taken from the
book Ecofeminism jointly authored by Maria Mies and
Vandana Shiva. She argues how developmental activities
uproot the ecological and cultural bonds with nature.
44
Global market integration and the creation of the 'level
playing field' for transnational capital, creates conditions of
homelessness in real and imaginary ways. The transnational
corporation executive who finds a home in every Holiday
Inn and Hilton, is homeless in terms of deeper cultural
sense of rootedness. But the culturally-rooted tribal is made
physically homeless by being uprooted from the soil of
her/his ancestors.
Two classes of the homeless seem to be emerging in this
'global village'. One group is mobile on a world scale, with
no country as home, but the whole world as its property; the
other has lost even the mobility within rootedness, and lived
in refugee camps, resettlement colonies and reserves. The
cumulative displacement caused by colonialism,
development and the marketplace has made homelessness a
cultural characteristic of the late twentieth century.
Development as uprooting
Dams, mines, energy plants, military basis -- these are the
temples of the new religion called 'development', a religion
that provides rationale for the modernizing state, its
bureaucracies and technocracies. What is sacrificed at the
altar of this religion is nature's life and people's life. The
sacraments of development are made of the ruins and
desecration of other sacreds, especially sacred soils. They
are based on the dismantling of society and community, on
the uprooting of people and cultures. Since soil is the sacred
mother, the womb of life in nature and society, its
inviolability has been the organising principle for societies
which 'development' has declared backward and primitive.
But these people are our contemporaries. They differ from
us not in belonging to a bygone age but in having a
different concept of what is sacred, what must be preserved.
The sacred is the bond that connects the part of the whole.
The sanctity of the soil must be sustained; limits must be set
on human action. From the point of view of the managers of
development, the high priests of the new religion, sacred
bonds with the soil are impediments and hindrances to be
shifted and sacrificed. Because people who hold soil as
sacred will not voluntarily allow themselves to be uprooted,
'development' requires a police state and terrorist tactics to
wrench them away from their homes and homelands, and
consign them as ecological and cultural refugees into the
wasteland of industrial society. Bullets, as well as
bulldozers, are often necessary to execute the development
project.
In India, the magnitude of this sacrifice is only now
becoming evident. Victims of progress have, of course,
experienced their own uprooting and have resisted it. But
both the victim and the state perceived each sacrifice as a
small one for the larger 'national interest'. Over 40 years of
planned development, the planned destruction of nature and
society no longer appears negligible; and the larger 'national
interest' turns out to be embodied in an elite minority
without roots. Fifteen million people have been uprooted
from their homelands in India during the past four
development decades1. They, and their links with the soil,
45
have been sacrificed to accommodate mines, dams,
factories, and wildlife parks.
One word echoes and reverberates in the songs and slogans
of Indian people struggling against 'development': 'mati'
used ---- soil. For these people soil is not simply a
resource, it provides the very essence of their being. For
large segments of Indian society the soil is still a sacred
mother.
'Development' has meant the ecological and cultural rupture
of bonds with nature, and within society, it has meant the
transformation of organic communities into groups of
uprooted and alienated individuals searching for abstract
identities. What today are called ecological movements in
the South are actually movements for rootedness,
movements to resist uprooting before it begins. And what
are generally perceived as ethnic struggles are also, in their
own way, movements of uprooted people seeking social
and cultural rootedness. These are the struggles of people
taking place in the ruins wrought by development to regain
a sense of selfhood and control over their destinies.
Soil as a sacred mother
Wherever development projects are introduced, they tear
apart the soil and sever the bonds between people and the
soil:
'Mati Devata, Dharma Devata' ------ The soil is our
Goddess; it is our religion. 'These are the words of adivasi
women of the 'Save Gandmardhan’2 movement as they
embraced the earth while being dragged away by the police
from the blockade sites in the Gandmardhan hills in Orissa.
Dhanmati, a 70-year-old woman of the movement had said,
'We will sacrifice our lives, but not Gandmardhan. We want
to save this hill which gives us all we need'.
The forests of Gandmardhan are a source of rich plant
diversity and water resources. They feed 22 perennial
streams which in turn feed major rivers such as the
Mahanadi. According to Indian mythology, Gandmardhan
is the sacred hill where Hanuman gathered medicinal herbs
to save Laxman's life in the epic Ramayana; the saviour has
now to be destroyed for 'development'. It has to be
desecrated by the Bharat Aluminium Company (BALCO)
to mine for bauxite. BALCO had come to Gandmardhan
after having destroyed the sanctity and ecology of another
important mountain, Amarkantak ---- the source of the
rivers Narmada, Sone, and Mahanadi. The destruction of
Amarkantak was a high cost to pay for reserves which, in
any case, turned out to be much smaller than originally
estimated. To feed its 100,000 tonne aluminium plant at
Korba in Madhya Pradesh, BALCO has now moved to
Orissa to begin the rape of the Gandmardhan hills.
Since 1985, the trials of the region have obstructed the
work of the company and refused to be tempted by its
offers of employment. Even police help has failed to stop
the determined protest.
46
The conflict and destruction were unnecessary because
India does not need so much aluminium, it already has a
surplus. The mining activity however, is dictated not by the
needs of the Indian people but by the demands of
industrialized countries which are closing their own
aluminium plants and encouraging imports from countries
like India. Japan has reduced its aluminium smelting
capacity from 1,200,000 tones to 140,000 tonnes and now
imports 90 percent of its aluminium requirements. The
same Japanese companies have proposed setting up joint
ventures in Indian export processing zones to manufacture
aluminium products with buy-back arrangements3. The
survival of the trials of Gandmardhan is thus under threat
because the rich countries want to preserve their
environment, their economies and their luxurious lifestyle.
In Bihar, the homelands of tribals in the Chotanagpur
plateau are being destroyed to mine coal and ironore and to
build dams on its rivers. The World Bank-financed
Suvarnarekha dam is being built, with a US$127 million
loan, primarily to provide industrial water for the expanding
steel city of Jamshedpur. These dams will displace 80,000
tribals. In 1982, Ganga Ram Kalundia, the leader of the
tribal anti-dam movement was shot dead by the police.
Seven years later, his fellow tribals continue to resist the
building of the dam because it will tear them away from the
soil of their birth, the soil which has provided them
sustenance which links them to their ancestors. As Surendra
Biruli of the movement against Suvarnarekha dam says:
"Our links with our ancestors are the basis of our society have adorned your dusty soil
and of the reproduction of our society. Our children grow evergreen.
up playing around the stones which mark the burial sites of They have given the people
our ancestors. They learn the ways of our ancestors. a high hope for
Without relating to our ancestors, our lives lose all a long, prosperous life,
meaning. They talk of compensation. How can they infused into hearts
compensate us for the loss of the very meaning of our lives of working people
if they bury these burial stones under the dam? They talk of
an eternal hope to live.
rehabilitation. Can they ever rehabilitate the sacred sites
But, today, suddenly,
they have violated?"4
covetous eyes of a power-mad hunter
In coastal Orissa, the people of Balliapal are resisting the have fallen on your green body
setting up of the national rocket test range which will To cut it to pieces,
displace 70,000 people from their fertile homeland. The to drink to heart's content
protesters repeatedly assert their bonds with the soil as the fresh red blood. A damned hunter
basis of their resistance to the test range. 'The land and the has indiscreetly taken aim
sea is ours. We shall sacrifice our lives but not our mother at your heart
earth'. They have rejected compensation offers because cash
To launch a fiery missile.
cannot compensate for the broken links with the soil which
has nurtured and sustained generations of Balliapal farmers. For communities who derive their sustenance from the soil
As the Oriya poet Brajnath Rai writes: it is not merely a physical property situated in Cartesian
Miles of cocoa space; for them, the soil is the source of all meaning. As an
and cashew plantation Australian aborigine said, 'My land is my backbone. My
countless, luxuriant land is my foundation'. Soil and society, the earth and its
betel-vines people are intimately interconnected. In tribal and peasant
draw green artistic designs societies, cultural and religious identity derives from the
soil, which is perceived not as a mere 'factor of production'
on the carpet of brown sand.
but as the very soul of society. Soil has embodied the
Sweet-potato, ground -nut
ecological and spiritual home for most cultures. It is the
musk-melon vines
womb not only for the reproduction of biological life but
47
also of cultural and spiritual life; it epitomizes all the 3. Bandyopadhyay, J. 'Havoc'. Illustrated Weekly of
sources of sustenance and is 'home' in the deepest sense. India.13 December 1987.
4. As told to the author during a field trip to Suvarnarekha
The Hill Maris tribe in Bastar see 'bhum', or soil, as their
submergence area in September 1989.
home. 'Shringar Bhum' is the universe of plants, animals,
trees, and human beings. It is the cultural spiritual space 5. Savyasaachi, in Frederique Marglin and Tariq
which constitutes memory, myths, stories and songs that Banuri, Dominating Knowledge. Zed Books, forth-
make the life of the community. 'Jagha Bhum' is the name coming.
for the concrete location of social activities in a village. Glossary
Savyasaachi reports a village elder as saying:
Transnational capital: it is the social stratum that controls
"The sun, the moon, the air, the trees are signs of my the supranational
continuity. Social life will continue as long as these Global village : shrinking of the world into a village
continue to live. I was born as a part of the 'bhum'. I will die due to developed technology
when this 'bhum' dies... I was born with all others in this Colonialism : the act of one country controlling
'bhum'; I go with them. He who has created us all will give the another for economic growth
us food. If there is so much variety and abundance in Sacraments : an important religious ceremony in
'bhum', there is no reason for me to worry about food and the Christian church such as
continuity"5 baptism, etc.
The soil is thus the condition for the regeneration of nature's Desecration : to damage
and society's life. The renewal of society therefore involves Sanctity : the state or quality of being holy,
preserving the soil's integrity; it involves treating the soil as sacred or saintly
sacred. Consign : assign, allocate, entrust
Aborigine : a person, animal or plant that has
Notes:
been in a country or region from
1. Fernandes, Walter and Enakshi GangulyThukral. earliest times
Development, Displacement and Rehabilitation. Indian
Hill Maris : a tribe
Social Institute, 1989, p.80.
2. Bahuguna, Sunderlal in Chipco News. Mimeo,
Navjeevan Ashram, Dollars, 1986.
48
Short Answer Questions
1) Who is culturally homeless?
2) How are the tribal people made physically homeless?
3) What has made homelessness a cultural characteristic
of the late 20th century?
4) Name the temples of new religion.
5) What is sacrificed at the altar of the new religion?
6) The victims of progress and state perceived each
sacrifice as not a big one for the larger national interest.
True/False?
7) The victims of progress have sacrificed their links with
the soil to accommodate ____________.
8) The forests of Gandmardhan are known for
a) a source of plant diversity
b) a source of water resources
c) a source of development projects
d) a source of Gandmardhan movement
(i) a and b (ii) b and c (iii) a and c (iv) a and d
9) Who desecrated Gandmardhan? Why?
10) What is the geological significance of Amarkantak
mountain?
11) Why are the tribal’s homelands in the Chotanagpur
plateau being destroyed?
11) Give one reason for building Suvarnarekha dam.
12) Why did the Balliapal farmers reject compensation
offers?
49
Paragraph Answer Questions
1) Which are the two classes of homeless emerging in the
‘global village’?
2) 'Bullets, as well as bulldozers, are often necessary to
execute the development project.’ Why?
3) Why do we see the word 'mati' used in songs and
slogans of protesters against development?
4) Write a note on Gandmardhan movement.
5) Discuss the geographical and mythological significance
of Gandmardhan forests.
Essay Answer Questions
1) How has development destroyed the bonding between
man and nature?
2) 'Though the destruction of natural resources is not
necessary, yet in India it continues'. Discuss with
examples narrated by the author.
3) How are "the soil and society, the earth and its people"
intimately connected?
4) Ecological destruction and industrial development are a
threat to everyday life. Elaborate.
Suggested Reading
1. i the citizen - Dr. R. Balasubramanyam, Grassroots.
2. Chief Seattle’s Speech
 LANGUAGE ACTIVITY
Transformation of Sentences
Transforming a sentence refers to changing a sentence in
one grammatical form to another without altering its
meaning.
Let us learn to transform an Assertive sentence in to an
Interrogative sentence.
Examples:
a) Assertive: The student is listening to the music.
Interrogative: Isn't the student listening to the music?
b) Assertive: The child was playing with the dog.
Interrogative: Wasn't the child playing with the dog?
c) Assertive: Honesty is the best policy.
Interrogative: Isn't honesty the best policy?
Now let us transform Interrogative sentences to Assertive
sentences.
Examples:
a) Interrogative: Shall I ever forget those happy days?
Assertive: I shall never forget those happy days.
b) Interrogative: Isn't China the largest populated
country?
Assertive: China is the largest populated country.
c) Interrogative: Should we not have freedom of speech?
Assertive: We should have freedom of speech.
50
Miscellaneous examples:
1) Interrogative: When can she recover from her illness?
Assertive: She can never recover from her illness.
2) Interrogative: Who does not wish to live long?
Assertive: Everyone wishes to live long.
3) Assertive: A poor man can become rich.
Interrogative: Can't a poor man become rich?
4) Assertive: No one can bear such a humiliation.
Interrogative: Can anyone bear such a humiliation?
5) Interrogative: When can her glory fade?
Assertive: Her glory can never fade.
Exercises
I. Change the following Assertive sentences into
Interrogative sentences:
1) February is the shortest month of the year.
2) We shall have some food in the hotel.
3) He is going to tell the barber to cut his hair.
4) The tale was too dull and long.
5) Prevention is better than cure.
6) That is not the way to talk to your parents.
7) Everyone realizes the worth of character.
8) An honest man can become rich.
9) The leopard cannot change his spots.
10) Blood is thicker than water.
II. Change the following Interrogative sentences into CHAPTER - 6
Assertive sentences:
RULE BRITANNIA
1) Are we born simply to eat?
- Kamala Das
2) Can you gather grapes from thorns?
Brainstorming
3) Who does not love his country?
 Have you ever come across discrimination among
4) Who can become rich by adopting dishonest children based on their looks?
means?  When did the idea that white (fair complexion) is
5) Can a tiger change his nature? beautiful and black is ugly develop in India?
6) Was he not a rogue to do such a deed?  How do you connect to your siblings?
7) Shall I ever forget those happy days?
8) Are we going to submit like this? The Author
9) Can we ever forget her kindness to us?
Kamala Das (1934-2009) was
10) Shall we see her like again?
recognized as one of India's
Source foremost poets. She wrote
Maria Mies and Vandana Shiva. Ecofeminism. Jaipur. Rawat novels, collections of poems
Publications, 1993. and short stories in both
Malayalam and English. Her
name in her writings in
Malayalam was Madhavi Kutty.
Her works in English include Alphabet of Lust (1977), a
collection of short stories, Summer in Calcutta (1965),
The Descendants(1967), The Old Playhouse and Other
Poems (1973) and Only the Soul Knows How to Sing
(1996) – collections of poems. She was honoured with
the Sahitya Academy Award and many more awards.
She was also nominated for the Nobel Prize for literature
in1984. Her books have been translated into various
languages including French, Spanish, Russian, German

51
When I was a little child growing up in Calcutta, the British
still ruled India. But in good society they behaved like our
equals. It was normal for a British family to have one or
two close friends among the Indians with whom they were
on visiting terms.
My father's superior at that time was a balding, red-faced
gentleman named Ross who called my father ‘my good
friend Nair' whenever he came to our house, thrilling all of
us to our very bones.
When we went once to Malabar for a month's stay with my
grandmother, we lent our cook to Mrs.Ross so that she
might teach him the rudiments of European cookery. With
every vacation that we took, our cook advanced more and
more in the culinary arts until our eating habits had to be
altered to suit this sophistication.
Instead of the rice and curry, he served us soups, cutlets and
a stew. For my mother he cooked a plate of rice and lentils
because he felt that it was too late to change her tastes. My
father ate with a fork and knife. The children, my elder
brother and I, eating early and unsupervised, ate Western
meals with our little brown fingers, licking our hands,
enjoying all that was served on our plates while the cook
stood by, frowning. He thought us savages.
My father was always busy with his work at the automobile
firm where he was employed, selling Rolls Royces,
Humbers and Bentleys to the Indian princes and their
relatives. My mother, vague and indifferent, spent her time
52
lying on her belly on a large four-poster bed, composing
poems in Malayalam. We had no full-time maid at that
time. The cook took us to the European school a furlong
away and brought us back in the afternoon.
He was not of an affectionate nature. So we grew up more
or less neglected, and because we were aware of ourselves
as neglected children in a social circle that pampered the
young, there developed between us a strong relationship of
love, the kind a leper may feel for his mate who pushed him
on a hand cart when they went on their begging rounds.
My brother was plump and dark. His eyes were bright and
circular. Although he was the cleverest in his class, the
white boys made fun of him and tortured him by pushing a
pointed pencil up his nostril. One day his shirt front was
covered with blood. He was stunned by the cruelty but even
the tears seemed inhibited, staying suspended on his lashes
while William the bully exclaimed, 'Blackie, your blood is
red.' I scratched his face in a mad rage, but was soon
overpowered by the tough Anglo-Indians who were always
on the other side, fighting for the white man's rights. We
did not tell our parents of tortures we underwent at school
for wearing, under the school uniform of white twill, a nut-
brown skin.
Occasionally the school would get a distinguished visitor, a
bird of bright plumage alighting for a short while, a
governor's wife, a white-moustached admiral or a lady in
grey silks claiming relationship with the family at kept them company. None of us looked too pretty in those
Buckingham Palace. days. There were six in all, counting Louis the black Anglo-
Indian who would not make up his mind which side to take.
I do not know how our lady Principal, whom we called
If we were hated by the white children, poor Louis was
Madam, managed to lure such august personages in. Ours
hated more but he followed them about, clowning to put
was not a big school. Perhaps it was because we sang the
them in good humour, barking like a dog and braying like
National Anthem, Rule Britannia, louder than the others. In
an ass...
the morning while Madam sat at the grand piano on which
stood the tinted photograph of the British royal family and GLOSSARY
we raised our voices in song, singing 'Britains never shall Rudiments : basics
be slaves', even the postman slowed his walk to listen. King Culinary : related to cookery
George the Sixth (God save his soul) used to wink at us Sophistication : refinement/modernization
from the gilt frame, as though he knew that the British were
Stew : food made of boiled meat
singing in India their swan song.
Lentils : CªÀgÉÃPÁ½£ÀAvÀºÀ ¸À¸Àå/J¯É
Shirley Temple was the range then with her golden ringlets Twill : woven cloth
and her toothy smile. All the little girls copied her. Our Plumage : feathers
school hung her picture on the wall behind the piano. We
Alight : get down
had in my class another Shirley. A Scot with pink cheeks
Lure : attract/draw
and yellow ringlets. When the dignitaries arrived, it was
always Shirley who carried up the bouquet. Swansong : the last song/death
Rage : a fashion
Once she was asked to read a poem that I had composed Ringlets : hair (curly) falling on the forehead
and when the visitor asked who wrote it, our Principal said,
Shirley Temple : a Hollywood actress
Shirley of course, she is a combination of beauty and
Moppet : a pet word for a child – ¥ÀÅlÖªÀÄj
brains, and then there was from the governor's wife a
special kiss. What a bright little moppet, she said. In good humor : to keep one pleased
August personages : respectable persons
When the visitors came, the brown children were always
discreetly hidden away, swept under the carpet, told to wait
in the corridor behind the lavatories where the school ayahs
53
Short Answer Questions Essay Answer Questions
1. What was normal for the British families in those 1. Explain the colonial atmosphere that had set in school as
times? well as at home.
2. What did her father's superior call him? 2. Describe the Principal's prejudice for the Europeans.
3. Who taught their cook the basics of European cookery?
Suggested Reading
4. How did the children enjoy their food? Telephone Conversation –Wole Soyinka
5. The cook's reaction to their style of eating was: The Bench – Richard Reve
a) smile b) frown c) stiff face I am proud of being Dark and Beautiful – Catherine
6. What kind of visitors came to their school? Benitha
7. Which song did the children sing? Beauty and Skin Colour – Ram Manohar Lohia
8. The people walking in the street ignored the song being
sung. True/False?
9. Did the song really signify the strength of Britain? LANGUAGE ACTIVITY
10. Who was the model for the girls of the school? PRECIS WRITING
11. What was done to the brown children when visitors
arrived? Precis writing is a creative skill of summarising a discourse
i.e., speech or writing. The word ‘Precis’ is derived from
12. How did Louis behave?
the French word ‘Precis’, literally which means ‘accurate’.
13. Who had composed the poem? Who got the credit for It helps us to comprehend a discourse. It is an act of
it? summarising a given discourse and putting it in a nutshell.
14. What did the other boys call her brother? It helps the students to comprehend any subject and prepare
for examination in a short span. While summarising a given
Paragraph Answer Questions
write-up or a paragraph, the mood and tone of the speaker
1. What was the atmosphere in the author's house?
or the author of the passage have to be retained. At the
2. What did the cook learn? How did he behave? same time, one must take care to avoid the subjective
3. How did the other children torture her brother? interpretation or comments to the précis and should try to
4. What steps did the Principal take when foreign retain the original author’s voice and opinions. As far as the
dignitaries visited the school? writing style is concerned, one must ensure to write clear
54
and effective sentences. Meanwhile, the judicious use of  Before writing final draft, glance over the original to
cohesive devices/linkers to link the sentences make the make sure the main idea of the passage is not missed.
precis more comprehensive. In a nutshell, precis writing  Count the number of words in the draft precis and make
should make a sense of the main passage. sure that it should not exceed one third of the original
passage.
The following steps may be considered while writing a
précis:  Then provide an apt title to the précis.
 Read the passage closely, and identify the central idea of MODULE – 1
the passage.
SOME BRAINSTORMING EXERCISES BEFORE
 In order to understand the passage clearly, make sure
WRITING PRECIS:
that close reading of the passage twice or thrice is quite
essential before writing the précis. Let us begin with how one can learn to write precis.
 Highlight the most important points in the passage, and
make notes. Leave out all non-essential information from (No. of words in each sentence is given in brackets)
the passage. Eg: 1. My wife saw Violet, Indigo, Blue, Green, Yellow,
Orange and Red flowers in the Garden. (15)
 Identify the topic and supportive sentences in the
The above sentence may be precised as given below:
passage, which help to precise the passage.
My wife saw Vibgyor flowers in the garden. (8)
 Note making is an essential task for writing a precis. Try
to arrange the points in a logical order and ensure the Or
order of thought is the same as the original.
My wife saw different coloured flowers in the
 The grammatical rules one needs to follow while writing
garden. (9)
a précis are: write it in the third person, use indirect
form/speech and use appropriate tense form. 2. My teacher loves Physics, Mathematics, Chemistry,
 It is advisable to use the designations of officials rather Botany, Zoology and Bio-chemistry. (10)
than their names and titles. In case the official
This may be precised as given below:
designation is not provided, personal names may be
used. My teacher loves science subjects. (5)
 Review the rough draft, remove the chinks and ensure
that no language-related errors appear.
55
 3. I always adore my mother, father, wife, son, daughter
and daughter-in-law very much. (14)
The precis of the above sentence is:
I always adore my family very much. (7)
4. A literature student must read Poetry, Prose, Drama,
Novel, Essays, Short stories, Biography, Auto-
biography, Folklore, Criticism and Travelogues. (18)
Sentence 4 may be precised as given below:
A literature student must read different genres of
literature.(9)
5. The Chairpersons and the Members of the BA, BSc,
BCom and BBA Textbook Committee have
unanimously taken the decision to modify, upgrade
and modernise teaching materials and evaluation
system for under-graduate students of Bangalore
University. (36)
The above discourse may be precised as given below:
The different Textbook Committees of various UG courses
have unanimously taken the decision to revamp the
curriculum for UG students of Bangalore University. (23)
MODULE – 2
An old man came to Bombay for the first time. His son was
employed in Bombay but his son did not come to the station
56
to receive him. The old man came out of the station. He
talked to a taxi-driver and gave him the address. He got into
the taxi; the taxi started and travelled at such a speed and on
such an erratic course that it nearly collided with a car; after
some time, it was about to knock down a policeman and
collide with a lorry. The old man got frightened. ‘Take
care,’ cried the terrified passenger, tapping on the driver’s
shoulder to attract his attention. ‘You are frightening me by
going fast. I am afraid I will be in hospital instead of my
son’s house. I want you to be more careful. This is the first
time I have travelled in a car. I am very nervous.’
The driver who was sweating, said, ‘I understand your fear;
I sympathize with you. This is the first time I am driving
one!’ (174)
Method
Read the above passage carefully till you understand it.
Then, identify the central idea in the given passage. Once
you are familiar with the thought and the theme of the
passage, start compressing it. For example, read the
following lines below:
An old man came to Bombay for the first time. His son
was employed in Bombay but his son did not come to
the station to receive him. The old man came out of the
station. He talked to a taxi-driver and gave him the
address. He got into the taxi; the taxi started and
travelled at such a speed and on such an erratic course
that it nearly collided with a car; after some time, it was
about to knock down a policeman and collide with a The driver who was sweating, said, ‘I understand your
lorry….. fear; I sympathize with you. This is the first time I am
driving one!’
The above lines from the passage may be precised as
below: The compression of the above lines may be as follows:

A taxi hired by an old man who arrived in Bombay The sweating driver expressed his sympathy and added
travelled at a great speed and narrowly avoided several that it was the first time he was driving a car!
accidents with a car, a policeman and a lorry.
Now you can complete precis writing of the above given
Then read the following lines from the passage and passage as below with a suitable title.
compress.
Their First Experience
The old man got frightened. ‘Take care,’ cried the
A taxi hired by an old man who arrived in Bombay
terrified passenger, tapping on the driver’s shoulder to
travelled at great speed and narrowly avoided several
attract his attention. ‘You are frightening me by going
accidents with a car, a policeman and a lorry. The
fast. I am afraid I will be in hospital instead of my son’s
passenger told the driver that it was the first time he had
house. I want you to be more careful. This is the first
travelled in a car and requested the driver to be more
time I have travelled in a car. I am very nervous.
careful because he wanted to be in his son’s house rather
Again, the above lines from the passage are compressed as than in hospital! The sweating driver expressed his
below: sympathy and added that it was the first time he was
driving a car! (85)
The passenger told the driver that it was the first time he
had travelled in a car and requested the driver to be more (Source: Modern English by N. Krishnaswamy)
careful because he wanted to be in his son’s house rather
Note: Faculty may make use of paragraphs from the
than in hospital!
prescribed lessons as teaching materials.
Further read the remaining lines from the same passage and
compress.

57
MODULE-3
There is an enemy beneath our feet – an enemy more
deadly for his complete impartiality. He recognizes no
national boundaries, no political parties. Everyone in the
world is threatened by him. The enemy is the earth itself.
When an earthquake strikes, the world trembles. The power
of a quake is greater than anything man himself can
produce. But today scientists are directing a great deal of
their effort into finding some way of combating
earthquakes, and it is possible that at some time in the near
future mankind will have discovered a means of protecting
itself from earthquakes. An earthquake strikes without
warning. When it does, its power is immense. If it strikes a
modern city, the damage it causes is as great as if it has
struck a primitive village. Gas mains burst, explosions are
caused and fires are started. Underground railways are
wrecked. Buildings collapse, bridges fall, dams burst, and
gaping crevices appear in busy streets. If the quake strikes
at sea, huge tidal waves sweep inland. If it strikes in
mountain regions, avalanches roar down into the valley.
Consider the terrifying statistics from the past 1755:
Lisbon, capital of Portugal – the city destroyed entirely and
450 killed. 1970: Peru: 50,000 killed. In 1968 an earthquake
struck Alaska. As this is a relatively unpopulated part, only
a few people were killed. But it is likely that this was one of
the most powerful quakes ever to have hit the world.
Geologists estimate that during the tremors, the whole of
the state moved over 80 feet farther west into the Pacific
Ocean. Imagine the power of something that can move an
58
entire subcontinent! This is the problem that the scientists
face. They are dealing with forces so immense that man
cannot hope to resist them. All that can be done is to try to
pinpoint just where the earthquake will strike and work
from there. At least some precautionary measures can then
be taken to save lives and some of the property. (335
Words)
The above paragraph may be outlined as below:
 Earthquake - the deadly enemy of mankind.
 Damage caused by an earthquake in general.
 Damage caused by an earthquake – in particular,
 What can the scientists do?
 Earthquake - the deadly enemy of mankind.
o Earthquake strikes all without a distinction of
national boundary or political affiliation.
o The power of a quake is greater than that of a man-
made weapon of destruction.
o Scientists are trying to find out means to combat
earthquakes; they will find some way to protect
themselves from earthquakes.
 Damage caused by an earthquake in general.
o Strikes without warning.
o Modern city when struck reduced to a primitive
village.
 Damage caused by an earthquake in particular.
o Quake strikes plains, seas and mountains causing
all-round destruction.
o In 1755, Lisbon destroyed, 450 killed.
 o In 1970, Peru struck, 50,000 killed.
o In 1968, Alaska hit, subcontinent moved 80 feet
into the Pacific Ocean.
 What can the scientists do?
o Scientists cannot resist the powerful earthquake.
o They can predict the place of origin of the quake so
that precautions can be taken to save man and
property.
Based on the above outline, a rough draft may be prepared
as below:
Earthquake – The Great Destroyer
Earthquake is the deadly enemy of mankind. Earthquake
strikes all without a distinction of nationality or political
affiliation. The power of a quake is greater than that of any
man-made weapon of destruction. An earthquake strikes
mankind without a warning. A modern city when struck is
reduced to a rubble. A quake strikes plains, seas and
mountains causing all round destruction. The quake struck
Lisbon in 1755 killing 450; Peru in 1970 killing 50,000;
Alaska in 1968 moving it 80 feet into the Pacific Ocean.
Scientists are trying to find out means to combat
earthquakes and they are able to predict at least where the
earthquake will hit so that precautions can be taken to save
man and property from destruction.
59
As the number of words in the rough draft is more than
required we shall have to reduce it further without reducing
the ideas.
The final Precis is given below:
Earthquake – The Great Destroyer
Earthquake is the mankind's deadly enemy. Earthquake
strikes all without a distinction of nationality or political
affiliation. The power of a quake is greater than that of
any man-made weapon of destruction. An earthquake
strikes mankind without a warning. A modern city
when struck is reduced to a rubble. A quake strikes
plains, seas and mountains causing all-round
destruction. The quake struck Lisbon in 1755 killing
450; Peru in 1970 killing 50,000; Alaska in 1968 moving
it 80 feet into the Pacific Ocean. Scientists are trying to
find out means to combat earthquakes, and to predict
the origin of the quake so that precautions can be taken
to save man and property from destruction. (114 words)
Sources
1. htpp://gdpi.hitbullseye.com/interpersonal skills
2. My Story. Kamala Das, Harper Collins Publishers.
 CHAPTER – 7
own emotions about freedom and isolation. The reader can
CAGED BIRD extend this feeling of being ‘caged in’ to the human
-Maya Angelou condition as well.
Brainstorming
 Everybody loves freedom. Then why are birds caged? The poet describes a bird with clipped wings. Its feet have
 What are the emotional and psychological effects of been tied, and it has been placed in a cage that prevents it
being oppressed? from flying away. Despite its fear, the caged bird
continues to sing of freedom.
• Angelou describes the joy that a free bird takes in
The Author soaring through the sky.
Maya Angelou, born Marguerite • Angelou then describes a bird that has been caged, its
Annie Johnson (4th April 1928 – feet tied and wings clipped.
28th May 2014) was an American • The caged bird rails against its imprisonment. In spite
poet, memoirist, and civil rights of its fear, it sings of freedom.
activist. She published seven
autobiographies, three books of
essays, several books of poetry, and
was credited with a list of plays, movies, and television
shows spanning over 50 years. She received dozens of
awards and more than 50 honorary degrees. Angelou is
best known for her series of seven autobiographies, which
focus on her childhood and early adult experiences. The
first, I Know Why the Caged Bird Sings (1969), which
brought her international recognition and acclaim, is
about her life up to the age of 17.
A free bird leaps
She was respected as a spokesperson for black people and on the back of the wind
women, and her works have been considered a defense of and floats downstream
black culture. “Caged Bird” is a poem which considers the till the current ends
conditions of the ‘free bird’ and the ‘caged bird’. Actually and dips his wing
this contrast between the birds enables her to express her
in the orange sun rays
and dares to claim the sky.
60
But a bird that stalks The caged bird sings
down his narrow cage with a fearful trill
can seldom see through of things unknown
his bars of rage but longed for still
his wings are clipped and and his tune is heard
his feet are tied on the distant hill
so he opens his throat to sing. for the caged bird
sings of freedom.
The caged bird sings
Glossary
with a fearful trill
of things unknown Current : a large movement of water in one
but longed for still direction
and his tune is heard
Stalks down : to move persistently up and down
on the distant hill
for the caged bird Bars of rage : the bird’s pent up frustration and anger
sings of freedom. at its situation

Fearful trill : a vibratory or quavering sound which

The free bird thinks of another breeze
and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn bright lawn
and he names the sky his own
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing.
suggests that there is an uncertainty
within its song
Grave of dreams: a death image, the hopes and dreams of
a whole race of people are dead
Shadow shouts on a nightmare scream :
the scream due to a frightening dream is coming from the
shadow instead of the bird; suggestive of the fact that no
one pays heed to the desperate cry of the bird confined in
the cage.

61
Short Answer Questions
1. How does the poet describe the flight of the free bird?
2. Who is the speaker and what is the subject of the
poem?
3. Who/what does the free bird symbolize?
a. The people who live in this world unconstrained by
prejudice of any type
b. The shackled feet of the oppressed
c. The unheard cries of the suppressed
4. What does “bars of rage” refer to in the second stanza?
5. The word “clipped” in the poem means
______________ literally and _____________
metaphorically.
6. “And his shadow shouts on a nightmare scream”
suggests that
a. the bird does not concede defeat and sit silent in the
cage, instead it sings in support of freedom
b. the bird has no hope for freedom and shouts out loud
c. the bird is scared of its nightmares and it shouts at
the top of its voice
7. What is the tone of the poem?
8. Mention two examples of imagery in the poem.
9. The poetic devices used in the poem are
a. Alliteration
b. Personification
c. Imagery
d. All the above
62
Paragraph Answer Questions
1. What are the fears of the caged bird as described in the
poem?
2. Explain the figures of speech used in the poem.
3. Why does the caged bird stand on the “grave of
dreams”?
4. Describe the free bird’s surroundings and the effects
the surroundings have in the poem.
Essay Answer Questions
1. Explain in your words the message conveyed by the
poem.
2. Discuss how the theme of self-awareness is brought out
in the poem.
3. Why do you think the metaphor of a caged bird holds
so much meaning for Angelou? Do you think the
metaphor applies to her life? Elaborate.
Suggested Reading
Huckleberry Finn – Mark Twain
I have a Dream –Martin Luther King
Twelve Years a Slave – Hollywood Movie (2013)
 LANGUAGE ACTIVITY
TRANSFORMATION OF SENTENCES – PART II
ASSERTIVE TO EXCLAMATORY
An Assertive sentence merely makes a statement. You can
change it into an Exclamatory sentence in the following
ways:
• Use ‘what a/an’ before an adjective + noun.
Example: Assertive: New York is a very big city.
Exclamatory: What a big city New York is!
• Use ‘how’ before an adjective without a noun.
Example: Assertive: He is very obedient.
Exclamatory: How obedient he is!
• You can change an Assertive sentence into an
Exclamatory sentence even without using a verb.
Example: Assertive: It is a huge gathering.
Exclamatory: What a huge gathering!
• You must end the sentence with an exclamatory mark.
More examples:
• Assertive: You sing very well.
Exclamatory: How well you sing!
• Assertive: It was a splendid performance.
Exclamatory: What a splendid performance it was!
• Assertive: He is very brave.
Exclamatory: How brave he is!
63
• Assertive: You are very fortunate.
Exclamatory: How fortunate you are!
• Assertive: She is a brilliant actor.
Exclamatory: What a brilliant actor she is!
• If there is a wish/desire being expressed, you can
begin the exclamatory sentence with “Had…..” or
“If I were….” or “Oh that I were…..” and end the
sentence with an exclamatory mark.
Examples:
• Assertive: I wish I had the wings of a bird.
Exclamatory: Had I the wings of a bird! Or, If I had
the wings of a bird!
• Assertive: I wish I were a king.
Exclamatory: If I were a king!
• Assertive: I wish I were a player.
Exclamatory: If I were a player!
• Assertive: I desire I were young again.
Exclamatory: Oh that I were young again!
• Assertive: I wish I were rich.
Exclamatory: Oh that I were rich!
• Interjections are often used to punch the emotions in
exclamatory sentences.
Example:
Assertive: We lost the match again.
Exclamatory: Alas! We lost the match.
Exercise 13. Rama sent Sita to the forest again.
______________________________________________
Convert the following Assertive sentences into
14. He hit a six again.
Exclamatory sentences:
______________________________________________
1. She is a brilliant actor.
15. It was a very tall tree.
____________________________________
______________________________________________
2. You are very kind.
________________________________________ Sources
3. Iron is very useful. • https://www.englishpractice.com/learning/change-
_________________________________________ declarative-sentences-exclamatory-sentences/
4. Sophia is a gorgeous young lady. • http://www.english-
_________________________________________ bangla.com/grammar/transformation_asser_excl
5. You have a lovely smile. • https://www.poetryfoundation.org/poems/48989/caged-bird
__________________________________________
6. He is very generous.
__________________________________________
7. She is very knowledgeable.
___________________________________________
8. I wish I had a pet dog.
____________________________________________
9. It was a pleasant surprise.
____________________________________________
10. I wish I could drive a car.
_____________________________________________
11. It is a lovely rose.
_____________________________________________
12. I was very foolish.
_____________________________________________

64
 CHAPTER – 8 I recently took a contract
to demolish the walls of buildings.
WALL
It’s not only buildings
- D.S. Dadhalkar
that have walls ; villages do, too.
Brainstorming And we’ve heard of world wars
 Name a few walls recently built between borders. fought for the walls of nations.
 Name famous walls built and demolished. What is the For the time being, I’m just demolishing walls.
necessity of building walls? I don’t know how many generations have gone by
 Don’t you think the division of the world on the basis But these walls
of caste, creed, religion, gender, race, language, built by grandpas
nationalism etc. is worthless? Discuss in groups.
of that time
 Wall signifies barriers too. Comment.
are really tough.
Did they need to be so hardened
The Author
to protect human beings?
D.S. Dadhalkar is a well known Marathi poet. He has Many people on many occasions
published many poems on dalits and women. raised their hands against them
For some, their hands
“Wall” is originally in Marathi, translated to English by become bloodied.
Priya Adarkar and Ashok Chakravathi. “Wall” has both
literal and metaphoric significance. The world has been While the flags of others
divided on the basis of caste, creed, religion, race, colour succeeded in fluttering.
etc. Man has erected artificial walls. In the name of Just the other day
walls, there are violence, discrimination, bloodshed and reading history
death. The rational thinkers are against walls between
I realized my eyes
human beings and have tried to demolish but the
conservatives try to retain them. So, it takes revolt and had been entombed in walls.
revolution to demolish the walls in order to bring the And my organs of sense
world peace and harmony. lay mutely by those walls
like motionless refugees.

65
On enquiring, I found out Glossary
the walls themselves Wall : Continuous right structure forming one
had drugged them with opium side of a build/barrier
Maybe that’s why I see Walls of nations : Barriers between countries/ man-made
even today, obstacles
machinations in walls. Generation : Single stage in descent
What does one say to these people Flutter : Move fast and horridly
engrossed in politely hiding Entomb : Keep in a tomb
that they’re slaves of the age! Refugees : Person who has left home and seeks
I myself Refuge
should break down these walls Compass : A magnetic device showing directions
and become Gallop : Run away/Horse’s fastest pace
a compass to them.
Machination : Clever scheming
That’s why, with a special purpose,
I’ve taken this job: Short Answer Questions
It won’t be finished right away 1) What is the contract taken by the poet?
But I too don’t wish 2) The poet wants to demolish the walls of ___________
to finish right away. also.
Once I’ve smashed these walls- 3) According to Dadhalkar, the world wars were fought
new houses will take birth for _________ .
spacious and lovely. 4) Walls are built by
Only those who can endure 1. Kings 2. Grandpas 3. Grandmothers
space wide enough to gallop in 5) Why were the walls hardened?
should live – or else 6) The people had raised their hands against these walls
they’re welcome to die. before. (True/False)
I’ll offer a memorial prayer, 7) What does the poet want to learn from history?
and be done with it.

66
8) Mention the figure of speech in the line, ‘like Suggested Reading
motionless refugees’. 1. Mending Wall- Robert Frost
9) What should the wall be replaced with? 2. Fire and Ice-Robert Frost
1. Walls 2. New house 3. Gardens 3. UÉÆÃqÉ ¨ÉÃPÉ UÉÆÃqÉ? - J£ï.gÀvÀß (£ÁlPÀ)
10) Who are eligible to live in the new house?
11) What is the prayer of the poet?
12) The “Compass” stands for Language Activity
1. Right direction 2. Wrong direction
Context-based Dialogues
3. A geometrical instrument
Developing dialogues based on the context and practicing
Paragraph Answer Questions
them will help in improving your speaking skill. For
1) How does the speaker wish to demolish the walls? instance, look at the following:
2) What happened to those who raised their hands against
the walls? A person approaches the Principal of a college.
3) What is the picture of the wall the poet had before Person : Good morning, Sir
reading history?
4) What will happen after the walls are demolished? Principal: Good morning. Please take your seat. What can I
do for you?

Essay Answer Questions Person : Thank you. I am Shankar (shakes hands). I wish
1) Explain the metaphoric significance of wall in the to admit my daughter Suma in your college next
poem. year.
2) Do you think the poet is optimistic at the end of the
Principal: That’s good. .... which course ?
poem? Substantiate your view.
3) The walls are usually built but here in the poem the Person : B.Com. She has taken up her II PU exam now
speaker is demolishing the ‘walls’? Explain the from SSV College. What about her chances?
paradox.
Principal: She stands a pretty good chance if she scores at
4) What are the reflections of the poet about ‘walls’? least a first class.
5) What does the Wall signify? Explain.
67
Person : That’s no problem. She has never scored below
85%. What about the fees?
Principal: That’s good merit. The fees structure is yet to be
finalized and will be announced next week.
Please apply immediately after the results are out.
Person : Ok. Thank you.
You may develop dialogues for various contexts. Moreover
you should be able to fill up dialogues if queries are given.
Eg:
Suma : My wedding is next week.
Sowmya : I know. Congrats ...................... ?
Suma : Just a few more of my friends have to be invited.
Sowmya : Sure will I ever miss your wedding?
............................. ?
Suma : All arrangements are over. Only some jewellery
has to be bought .......... ?
Sowmya : Sure, I’ll accompany you ...................... ?
Suma : Tomorrow evening. I will call you.
Exercises
1. Develop a dialogue between two friends on their
preparation for the final exam.
2. Develop a dialogue between a candidate and an
industrialist on the fixation of the former’s salary.
68
3. Develop a dialogue between a green-grocer and a
housewife bargaining over a few vegetables.
Source
Dangle, Arjun. Poisoned Bread. Orient Black Swan. 2009.
EXTENDED READING
M. K. GANDHI
AN AUTOBIOGRAPHY OR THE STORY OF
MY EXPERIMENTS WITH TRUTH
Translated from the Gujarati By Mahadev Desai
(An Excerpt)
On the seventh or eighth day after my arrival, I left Durban.
A first class seat was booked for me. It was usual there to
pay five shillings extra, if one needed a bedding. Abdulla
Sheth insisted that I should book one bedding but, out of
obstinacy and pride and with a view to saving five shillings,
I declined. Abdulla Sheth warned me. 'Look, now,' said he,
'this is a different country from India. Thank God, we have
enough and to spare. Please do not stint yourself in
anything that you may need.' I thanked him and asked him
not to be anxious. The train reached Maritzburg, the capital
of Natal, at about 9 p.m. Beddings used to be provided at
this station. A railway servant came and asked me if I
wanted one. 'No,' said I, 'I have one with me.' He went
away. But a passenger came next, and looked me up and
down. He saw that I was a 'coloured' man. This disturbed
him. Out he went and came in again with one or two
officials. They all kept quiet, when another official came to
me and said, 'Come along, you must go to the van
compartment.' 'But I have a first class ticket,' said I. 'That
doesn't matter,' rejoined the other. 'I tell you, you must go to
the van compartment.' 'I tell you, I was permitted to travel
in this compartment at Durban, and I insist on going on in
it.' 'No, you won't,' said the official. 'You must leave this
compartment, or else I shall have to call a police constable
to push you out.'
'Yes, you may. I refuse to get out voluntarily.' The
constable came. He took me by the hand and pushed me
out. My luggage was also taken out. I refused to go to the
other compartment and the train steamed away. I went and
sat in the waiting room, keeping my hand-bag with me, and
leaving the other luggage where it was. The railway
authorities had taken charge of it. It was winter, and winter
in the higher regions of South Africa is severely cold.
Maritzburg being at a high altitude, the cold was extremely
bitter. My over-coat was in my luggage, but I did not dare
to ask for it lest I should be insulted again, so I sat and
shivered. There was no light in the room. A passenger came
in at about midnight and possibly wanted to talk to me. But
I was in no mood to talk.
I began to think of my duty. Should I fight for my rights or
go back to India, or should I go on to Pretoria without
minding the insults, and return to India after finishing the
69
case? It would be cowardice to run back to India without
fulfilling my obligation. The hardship to which I was
subjected was superficial only a symptom of the deep
disease of colour prejudice. I should try, if possible, to root
out the disease and suffer hardships in the process. Redress
for wrongs I should seek only to the extent that would be
necessary for the removal of the colour prejudice. So I
decided to take the next available train to Pretoria. The
following morning I sent a long telegram to the General
manager of the Railway and also informed Abdulla Sheth,
who immediately met the General Manager. The Manager
justified the conduct of the railway authorities, but
informed him that he had already instructed the Station
Master to see that I reached my destination safely. Abdulla
Sheth wired to the Indian merchants in Maritzburg and to
friends in other places to meet me and look after me. The
merchants came to see me at the station and tried to comfort
me by narrating their own hardships and explaining that
what had happened to me was nothing unusual. They also
said that Indians travelling first or second class had to
expect trouble from railway officials and white passengers.
The day was thus spent in listening to these tales of woe.
The evening train arrived. There was a reserved berth for
me. I now purchased at Maritzburg the bedding ticket I had
refused to book at Durban. The train took me to
Charlestown.
The train reached Charlestown in the morning. There was
no railway, in those days, between Charlestown and
Johannesburg, but only a stage-coach, which halted at
Standerton for the night en route. I possessed a ticket for the
coach, which was not cancelled by the break of the journey
at Maritzburg for a day; besides, Abdulla Sheth had sent a
wire to the coach agent at Charlestown. But the agent only
needed a pretext for putting me off, and so, when he
discovered me to be a stranger, he said, 'Your ticket is
cancelled.' I gave him the proper reply. The reason at the
back of his mind was not want of accommodation, but quite
another. Passengers had to be accommodated inside the
coach, but as I was regarded as a 'coolie' and looked a
stranger, it would be proper, thought the 'leader', as the
white man in charge of the coach was called, not to seat me
with the white passengers. There were seats on either side
of the coachbox. The leader sat on one of these as a rule.
Today he sat inside and gave me his seat. I knew it was
sheer injustice and an insult, but I thought it better to pocket
it, I could not have forced myself inside, and if I had raised
a protest, the coach would have gone off without me. This
would have meant the loss of another day, and Heaven only
knows what would have happened the next day. So, much
as I fretted within myself, I prudently sat next the
coachman.
At about three o'clock the coach reached Pardekoph. Now
the leader desired to sit where I was seated, as he wanted to
smoke and possibly to have some fresh air. So he took a
piece of dirty sack-cloth from the driver, spread it on the
footboard and, addressing me said, 'Sami, you sit on this, I
want to sit near the driver.' The insult was more than I could
bear. In fear and trembling I said to him, 'It was you who
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seated me here, though I should have been accommodated
inside. I put up with the insult. Now that you want to sit
outside and smoke, you would have me sit at your feet. I
will not do so, but I am prepared to sit inside.' As I was
struggling through these sentences, the man came down
upon me and began heavily to box my ears. He seized me
by the arm and tried to drag me down. I clung to the brass
rails of the coachbox and was determined to keep my hold
even at the risk of breaking my wrist bones. The passengers
were witnessing the scene – the man swearing at me,
dragging and belabouring me, and I remaining still. He was
strong and I was weak. Some of the passengers were moved
to pity and exclaimed: 'Man, let him alone. Don't beat him.
He is not to blame. He is right. If he can't stay there, let him
come and sit with us.' 'No fear,' cried the man, but he
seemed somewhat crestfallen and stopped beating me. He
let go my arm, swore at me a little more, and asking the
Hottentot servant who was sitting on the other side of the
coachbox to sit on the footboard, took the seat so vacated.
The passengers took their seats and, the whistle given, the
coach rattled away. My heart was beating fast within my
breast, and I was wondering whether I should ever reach
my destination alive. The man cast an angry look at me now
and then and, pointing his finger at me, growled: 'Take care,
let me once get to Standerton and I shall show you what I
do.' I sat speechless and prayed to God to help me.
After dark we reached Standerton and I heaved a sigh of
relief on seeing some Indian faces. As soon as I got down,
these friends said: 'We are here to receive you and take you
to Isa Sheth's shop. We have had a telegram from Dada Question Paper Pattern
Abdulla.' I was very glad, and we went to Sheth Isa Haji II Semester B.Com/B.B.A.and other courses coming
under the Faculty of Commerce and Management
Sumar's shop. The Sheth and his clerks gathered round me.
Time : 3Hrs Marks :70
I told them all that I had gone through. They were very
SECTION-A
sorry to hear it and comforted me by relating to me their
(Course Book - 40 marks)
own bitter experiences. I wanted to inform the agent of the
(Questions to be set on both prose and poetry)
Coach Company of the whole affair. So I wrote him a letter,
I. Answer in two or three sentences (5 questions out of 8)
narrating everything that had happened, and drawing his
5X2=10
attention to the threat his man had held out. I also asked for
II. Answer in about 80 to 100 words /a page each
an assurance that he would accommodate me with the other
(4 questions out of 7) 4X5=20
passengers inside the coach when we started the next
III. Answer in about 200 to 250 words / 2 pages
morning. To which the agent replied to this effect: 'From
(1 out of 3) 1X10=10
Standerton we have a bigger coach with different men in
charge. The man complained of will not be there tomorrow, SECTION-B
and you will have a seat with the other passengers.' This (Grammar and Composition - 30 marks)
somewhat relieved me. I had, of course, no intention of IV. 1. Combining simple sentences into a complex
proceeding against the man who had assaulted me, and so Sentence 2
the chapter of the assault closed there. 2. Combining simple sentences into a compound
Source: Sentence 2
http://www.arvindguptatoys.com/arvindgupta/gandhiexperiments 3. A declarative into an interrogative sentence 1
.pdf 4. Reported speech – a short paragraph 3
5. Filling up with clauses 2
V. Context-based dialogue 5
VI. Writing a business letter on a given issue 5
VII. Making a précis of a passage and suggesting a title 5
VIII. Unseen passage - 4 – factual questions 5
1 – Inferential question.

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