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1. I don't know Telugu. (my wife)
2. My sister doesn't like films. (I)
3. He won't leave tomorrow. (We)
4. I didn't do the homework, (others)
5. He didn't thank me. (she)
6. I didn't know the way. (my friend)
CHAPTER 32
MORE STRUCTURES
(1) Preparatory There + be + subject.
There + be -- Subject, etc.
1. There is -- a book on the desk.
2. There is -- a hotel near the station.
3. There is -- a lamp beside the bed.
4. There was -- someone at the door.
5. There are -- twelve months in a year.
6. There are -- plenty of pins in a drawer.
The structure “There + be –“ is generally used when the subject is indefinite, i.e., when
the subject is preceded by a, an, some, much, many, a few, etc.
(2) to-infinitive after adjectives expressing emotion or desire.
Subject + verb -- Adjective -- to-infinitive etc.
1. We were -- glad -- to see him.
2. She is -- afraid -- to go alone.
3. My brother is -- eager -- to join the army.
4. I shall be -- happy -- to accept your invitation.
5. He was -- anxious -- to meet you.
6. They are -- impatient -- to start.
(3) It + be + adjective + of+ noun/pronoun + to-infinitive.
It + be -- Adjective -- Of+ noun/ pronoun -- to-infinitive etc.
1. It is -- kind -- of you -- to help us.
2. It was -- clever -- of Mohan -- to find his way here.
3. It was -- careless -- of her -- to make a mistake.
4. It was -- unwise -- of me -- to lend him money.
5. It was -- foolish -- of Mr. Ramesh -- to accept the offer.
6. It is -- wicked -- of him -- to say such things.
The following adjectives can be used in this pattern: kind, good, generous, considerate,
foolish, stupid, unwise, clever, wise, nice, wrong, polite, brave, cowardly, silly, wicked,
cruel, careless, etc.
(4) to-infinitive after easy, difficult, hard, impossible, etc.
Subject + verb -- Adjective -- to-infinitive, etc.
1. This book is -- easy -- to read
2. This rug is -- difficult -- to wash
3. His actions are -- impossible -- to justify
4. The subject is -- hard -- to understand
5. His speech was -- difficult -- to follow
6. The food is -- difficult -- to digest.
7. This medicine is -- pleasant -- to take.
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(5) It + be + adjective + to-infinitive
It + be – Adjective -- to-infinitive, etc.
1. It is -- easy -- to learn Hindi.
2. It will be -- difficult -- to give up smoking.
3. It may be -- difficult -- to get the job.
4. It is -- bad -- to borrow money.
5. It is -- cruel -- to treat animals in that way.
6. It was -- impossible -- to lift the box.
(6) It + be + no good, etc. + gerundial phrase.
It + be -- Gerundial Phrase
1. It is no good -- asking him for help.
2. It was no good -- talking to her.
3. It's no use -- worrying about it.
4. It is worth -- seeing the film.
5. It was worthwhile -- seeing the exhibition
6. It is amusing -- watching monkeys.
7. It has been a pleasure -- meeting you.
(7) It + be + adjective/noun + noun clause
It + be -- Adjective/ Noun -- Noun Clause
1. It is -- strange -- that he should have behaved like that.
2. It is -- likely -- that there will be rain this afternoon.
3. It is -- possible -- that he doesn't understand Hindi.
4. It is -- doubtful -- whether he will be able to come.
5. It is -- a pity -- that you didn't try harder.
6. It was -- fortunate -- that you escaped the accident.
7. It is -- a mystery -- who can have taken my book.
(8) It + to take + me, him, etc. + time phrase + to-infinitive.
It + to take -- Time phrase -- to-infinitive etc.
1. It took me -- fifteen minutes -- to reach the stadium.
2. It will take you -- only five minutes -- to walk to the park.
3. It took him -- two months -- to recover from his illness.
4. It will take us -- ten minutes -- to get there.
5. It took me -- one year -- to learn Kannnada.
6. It has taken me -- one hour -- to write my composition.
(9) too + adjective/adverb + to-infinitive,
Subject + verb -- too + Adjective/ Adverb -- to-infinitive, etc.
1. She is -- too weak -- to carry the box.
2. I am -- too busy -- to attend the party.
3. He talks -- too fast -- to be understood.
4. My sister is -- too young -- to go to school.
5. She is -- too proud -- to Listen to me.
6. The boy is -- too lazy -- to work.
7. He worked -- too slowly -- to be of much use to me.
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(10) Adjective/Adverb + enough + to-infinitive
Subject + verb -- Adjective/ Adverb + enough -- to-infinitive etc.
1. She is -- strong enough -- to carry the box.
2. He is -- clever enough -- to understand it.
3. The police ran -- fast enough -- to catch the burglar.
4. You are -- old enough -- to know better.
5. She was hit -- hard enough -- to be knocked down.
6. He is -- tall enough -- to reach the picture.
7. She is -- stupid enough -- to believe us.
(11) So + adjective/Adverb + that-clause
Subject + Verb -- so + adjective/ adverb -- that-clause
1. It is --so dark -- that I can see nothing.
2. He talks -- so fast -- that you can hardly follow him.
3. The box fell -- so heavily -- that it was broken.
4. It was -- so hot -- that we had to postpone our trip.
5. He was -- so furious -- that he couldn't speak.
6. He walked -- so quickly -- that we couldn't catch him up.
7. I was -- so tired -- that I couldn't walk any further.
(12) Patterns of exclamatory sentences
(i) What + (adjective +) noun (+ subject + verb)
What(+Adjective+) Noun -- (Subject +Verb)
1. What a charming girl -- (she is) !
2. What a lovely garden -- (it is) !
3. What a good idea !
4. What a terrible noise !
5. What a fool -- you are !,
6. What a (large) nose -- he has !
7. What beautiful music -- they are playing !
8. What a pity !
(ii) HOW + Adjective/Adverb + Subject + Verb
How +Adjective/Adverb -- Subject +Verb
1. How charming -- she is !
2. How lovely -- the garden is !
3. How clever -- you are !
4. How sweet -- the song is 1
5. How tall -- you have grown !
6. How well -- she dances !
7. How quickly -- the holiday has passed !
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(13) Conditionals : type 1 (open condition)
If-clause Simple Present -- Main clause Will shall can may +plain infinitive
1. If you study hard -- you will get a first class.
2. If it rains -- we shall postpone our picnic.
3. If I find the pen -- I shall give it to you.
4. If he runs all the time -- he can - get there in time.
5. If her uncle arrives -- she may not come with you.
6. If you hit the dog -- it will bite you.
Conditionals of this type tell us that something will happen if a certain condition is
fulfilled. The condition may or may not be fulfilled.
(14) Conditionals : Type 2 (Improbable or imaginary condition)
If-clause Simple Past (Subjunctive) -- Main clause would/shauld/could/might + plain
infinitive
1. If you studied hard -- you would get a first class.
2. If I were you -- I should not do that
3. If we started now -- we could be in time
4. If you were a millionaire -- how would you spend your time ?
5. If he stopped smoking -- he might get fat
6. If I had a degree -- I could get a job easily.
Conditionals of this type are used when we talk about something which we don't expect
to happen or which is purely imaginary.
(15) Conditionals : Type 3 (Unfulfilled condition)
If-clause Past perfect Main clause would/should/could/might + perfect infinitive ,
1. If you had studied hard -- you would have got a first class.
2. If I had tried again -- I should have succeeded.
3. If I had seen him -- I could have saved him from drowning,
4. If you had left that wasp alone -- it might not have stung you.
5. If you had come to me -- I would not have got into trouble.
Conditionals of this type say that something did not happen because a certain condition
was not fulfilled.
Exercise 131
Make up five sentences on each of the patterns.
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PART IV
WRITTEN COMPOSITION
CHAPTER 33
PARAGRAPH WRITING
If you look at any printed prose book, you will see that each chapter is divided up into
sections, the first line of each being usually indented slightly to the right. These sections
are called Paragraphs. Chapters, essays and other prose compositions are broken up into
paragraphs, to make the reading of them easier, for the beginning of a new paragraph
marks a change of topic, or a step in the development of an argument or of a story. In
writing essays or other compositions, it is important to know how to divide them properly
into paragraphs; for an essay not so broken up, looks uninteresting and is not easy to read.
Definition:- A paragraph is a number of sentences grouped together and relating to one
topic; or, a group of related sentences that develop a single point.
These definitions show that the paragraphs of a composition are not mere arbitrary
divisions. The division of a chapter into paragraphs must be made according to the
changes of ideas introduced.
There is, therefore, no rule as to the length of paragraphs. They may be short or long
according to the necessity of the case. A paragraph may consist of a single sentence, or of
many sentences.
(Note.-In. this respect, the paragraphs of a piece of prose differ from the stanzas or verses
of a poem. The stanzas of a poem are usually of the same length and pattern; but
paragraphs are long or short according to the amount of matter to be expressed under
each head).
PRINCIPLES OF PARAGRAPH STRUCTURE
1. UNITY:- The first and most important principle to be observed in constructing a
paragraph is that of Unity. Just as each sentence deals with one thought, each paragraph
must deal with one topic or idea- and with no more than one. In writing an essay, for
example, every head, and every sub-head, should have its own paragraph to itself. And
every sentence in the paragraph must be closely connected with the main topic of the
paragraph. The paragraph and every part of it must be the expression of one theme or
topic.
(Note:- A good practice is to read a chapter in a book, and give a short heading or title to
each paragraph, which will express in a word or brief phrase the subject of the
paragraph).
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The topic, theme or subject of a paragraph is very often expressed in one sentence of the
paragraph - generally the first. This sentence is called the topical sentence (because it
states the topic), or the key-sentence (because it unlocks or opens the subject to be dealt
with in the paragraph).
2.ORDER:- The second principle of paragraph construction is Order - that is, logical
sequence of thought or development of the subject. Events must be related in the order of
their occurrence, and all ideas should be connected with the leading idea and arranged
according to their importance or order.
(Note:- The two most important sentences in the paragraph are the first and the last. The
first, which should as a rule be the topical sentence, should arouse the interest of the
reader; and the last should satisfy it. The first, or topical, sentence states the topic - a fact,
a statement, or a proposition; the last should bring the whole paragraph on this topic to a
conclusion, or summing up).
3.VARIETY:- A third principle of paragraph construction is Variety; by which is meant
that, to avoid monotony, the paragraph of composition should be of different lengths, and
not always of the same sentence construction.
To sum up:- the essentials of good paragraph construction are - (1) Unity. (2) A good
topical sentence. (3) Logical sequence of thought. (4) Variety. (5) A full and rounded
final sentence in conclusion.
EXAMPLES
Now let us examine a few paragraphs by standard authors, in illustration of these
principles of paragraph construction.
1. “Hence it is that it is almost a definition of a gentleman to say he is one who never
inflicts pain. This description is both refined and, as far as it goes, accurate. He is mainly
occupied in merely removing the obstacles which hinder the free and unembarrassed
action of those about him; and he concurs with their movements rather than takes the
initiative himself. His benefits may be considered as a parallel to what are called
comforts or conveniences in arrangements of a personal nature, like an easy chair or good
fire, which do their part in dispelling cold and fatigue, though nature provides both means
of rest and animal heat without them.” - J.E. Newman.
This is a paragraph from Cardinal Newman's famous description of a “Gentleman” in his
The Idea of a University, Notice that the paragraph is confined to one point in the
character of a gentleman, which is clearly stated in the first, or topical sentence viz., that
"he is one who never inflicts pain." The rest of the paragraph is simply a development
and illustration of the topical sentence. And the concluding sentence drives home the
statement of the subject with its similies of the easy chair and the good fire.
2. "The Road is one of the great fundamental institutions of mankind. Not only is
the Road one of the great human institutions because it is fundamental to social existence,
bin also because its varied effects appear in every department of the State, It is the Road
which determines the sites of many cities and the growth and nourishment of all. It is the
Road which controls the development of strategies and fixes the sites of battles. It is the
Road that gives framework to all economic development. It is the Road which is the
channel of all trade, and, what is more important, of all ideas, In its most humble function
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it is a necessary guide without which progress from place to place would be a ceaseless
experiment; it is a sustenance without which organised society would be impossible, thus
the Road moves and controls all history." - Hilaire Belloc.
In this paragraph, the first sentence states the subject. It is the topical sentence. The body
of the paragraph consists of examples which prove the statement in the first sentence. The
final sentence sums up the whole.
3. "Poetry is the language of the imagination and the passions. It relates to whatever gives
immediate pleasure or pain to the human mind. It comes home to the bosoms and
businesses of men; for nothing but what comes home to them in the most general and
intelligible shape can be a subject for poetry. Poetry is the universal language which the
heart holds with nature and itself. He who has a contempt for poetry cannot have much
respect for himself, or for anything else. Wherever there is a sense of beauty, or power, or
harmony, as in the motion of a wave of the sea, in the growth of a flower, there is poetry
in its birth." - William Hazjitt.
Here again, the first sentence is the topical sentence. The sentences that follow enforce or
restate the statement that "poetry is the language of the imagination and the passions";
and the concluding sentence reinforces it by showing that poetry exists wherever men
feel a sense of beauty, power or harmony.
In all these paragraphs, the principles of Unity and Order are observed, and also the
general rules about the place of the topical sentences and the rounding off the whole with
a good conclusion.
THE WRITING OF SINGLE PARAGRAPHS
So far we have been treating of paragraphs which are sections of a more or less lengthy
composition, like an essay or the chapter of a book. But students are often asked in
examinations to write short separate paragraphs, instead of essays, on subjects of ordinary
interest. Such single paragraphs are really miniature essays; but the same principles as we
have discussed above (except the principle of variety), must be followed in their
construction. Each paragraph must be a unity, treating of one definite subject, and must
follow a logical order of thought. In most cases, too, the rules about the topical sentences
and the conclusion should be borne in mind.
A few examples should make this clear. Suppose, for example, you are asked to write a
paragraph on “The Cat.” It is obvious that you cannot treat this subject fully, as you
might in a long essay. And yet you must, according to the principle of unity, confine your
paragraph to one definite topic. You must, therefore, choose one thing to say about a cat,
and stick to it throughout. You might, for example, write of one characteristic of the cat,
say, its love of comfort and attachment to its home. In that case, you might write a
paragraph something like this:-
The Cat
There is some truth in the common saying that while dogs become attached to persons,
cats are generally attached to places. A dog will follow his master anywhere, but a cat
keeps to the house it is used to; and even when the house changes hand, the cat will
remain there, so long as it is kindly treated by the new owners. A cat does not seem to be
capable of the personal devotion often shown by a dog. It thinks most of its own comfort
and its love is only cupboard love.
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Notice the construction of this paragraph. It begins with the topical sentence, which
clearly states the subject. The following sentence explains the statement by expanding it;
and the last sentence, by giving a reason for the attachment of a cat to a particular house
forms a fitting conclusion. The paragraph is therefore a Unity, treating of one
characteristic of cat character: and it follows an orderly plan.
The paragraph on the cat is descriptive. Now take an example of a narrative paragraph, in
which you are required to tell a story. Suppose the subject is to be a motor-car accident;
you might treat it in this way:-
A Motor-Car Accident
It is the mad craze for speed that is responsible for many motor accidents. Only last year I
witnessed what might have been a fatal accident on the Kashmir Road. I was motoring
down from Srinagar; and as I was nearing Kohala, I came upon the wreckage of two cars
on the road. The smash had been caused by a car coming down, which swept round a
sharp comer at forty mites an hour and crashed into a car coming up. Happily no one was
killed; but several were badly injured, and the two cars were wrecked. To drive at such a
speed down a twisting mountain road is simply to court disaster.
In this paragraph, the topical sentence is again first; the narrative that follows is simply an
illustration of the statement in the topical sentence that many accidents are caused by a
mad craze for speed; and the concluding sentence sums the paragraph up by a restatement
of the topical sentence in other words.
The following is an example of a reflective paragraph; that is, one that expresses some
reflection or thought on an abstract subject:-
Mercy
To forgive an injury is often considered to be a sign of weakness; it is really a
sign of strength. It is easy to allow oneself to be carried away by resentment and hate
into an act of vengeance; but it takes a strong character to restrain those natural passions.
The man who forgives an injury proves himself to be the superior of the man who
wronged him, and puts the wrong-doer to shame. Forgiveness may even turn a
foe into a friend. So mercy is the noblest form of revenge.
The topical sentence of a paragraph is usually the first, or at latest the second; and this is
the best place for it. But for the sake of variety it may be placed in a different position. In
this paragraph, it comes last - "So mercy is the noblest form of revenge". But the opening
sentence is also a good introduction to the subject, and is calculated to arouse interest by
stating an apparent paradox.
To sum up:- In writing single paragraphs, the principles of Unity and Order must be kept
in mind, and also the rules of the topical and concluding sentences. The language should
be simple, the style direct, and the sentences short; and, as a paragraph is limited, all
diffuseness must be avoided.
Exercise 132.
Write short paragraphs on the following subjects:-
1. A Rainy Day.
2. A Walk.
3. The Cow.
4. Trees.
5. Politeness.
6. Anger.
7. A picnic.
8. A Fire.
9. A Flood.
10. Some Pet Animal.
11. Rivers.
12. Cricket.
13. Contentment.
14. Gymnastics.
15. Gratitude.
16. A Holiday.
17. The Elephant.
18. The Cobra.
19. The Tailor.
20. The Astronaut.
21. Revenge.
22. Thrift.
23. Stars.
24. The Crow
25. Robots
26. To-day’s Weather.
27. Your hobby.
28. Humility.
29. The Mango.
30. Examination.
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CHAPTER 34
STORY-WRITING
To tell even a simple story well requires some practice. An uneducated person generally
tells a tale badly. He does not mentally look ahead as he tells it and plans it out. So he
repeats himself, omits important items, which he drags in afterwards out of place, and
dwells too long on minor details and fails to emphasise the leading points. To write a
good story, you must have the whole plot clear in your mind, and the main points
arranged in their proper order.
In this exercise you are not asked to make up a story. The plot of each story is given to
you, more or less fully, in the outlines provided. But an outline is only a skeleton; it is
your work to clothe the skeleton with flesh and breathe life into it. You must try to
produce a connected narrative, and to make it as interesting as you can.
HINTS
1. As has been already said, see that you have a clear idea of the plot of the story in your
mind before you begin to write.
2. Follow the outline given; i.e., do not omit any point, and keep to the order in which the
points are given in the out line.
3. Be careful to connect the points given in the outline naturally, so that the whole will
read well as a connected piece of good composition. Otherwise the whole will be
disconnected and jerky. You must use your imagination in filling in the details of action,
gesture and conversation that should connect one point with the next.
4. Where possible, introduce dialogue or conversation; but be careful to make it natural
and interesting.
5. The conclusion of a story is important. The whole story should be made to lead up to it
naturally, and then it should come as a bit of surprise.
6. If you are asked to supply a heading or title to the story, you may choose the main
character, object or incident of the story (e.g.,"The Barber of Baghdad," or "The Pot of
Olives,"or "An Accident"); or, a proverb or well-known quotation that suits the story
(e.g.,"No pains, no gains," "Sorrow's Crown of Sorrow", etc.)
7. See that your composition is grammatical and idiomatic and in good simple English.
Revise your work, and if necessary rewrite it, until it is as good as you can make it.
Specimen Outline
Boy set to guard sheep-told to cry “Wolf!” if he sees a wolf near the flock- watches the
sheep for several days-gets tired of the monotonous work-so one day shouts "Wolf !" as a
joke-all the villagers hasten to his help-they find no wolf- boy laughs at them-villagers
angry-plays the same joke a few days later-some villagers take no notice-some come
runing-finding nothing, they beat the boy-at last wolf really comes-boy is terrified and
shouts "Wolf ! Wolf-villagers take no notice-wolf kills several sheep.
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Complete Story
THE BOY WHO CRIED "WOLF !"
One of the boys in a village was sent out into fields to look after the sheep.
“Mind you take care of them and don't let them stray,” said the villagers to him. “And
keep a good look out for wolves. Don't go far away: and if you see a wolf coming near
the sheep, shout out 'Wolf!' as loudly as you can, and we will come at once to help you.”
"All right !" said the boy, "I will be careful."
So every morning he drove his sheep out to the hillside and watched them all day. And
when evening came, he drove them home again.
But after a few days he got rather tired of this lonely life. Nothing happened and no
wolves came. So one afternoon he said to himself: "These villagers have given me a very
stupid job. I think I will play a trick on them just for fun."
So he got up and began shouting as loudly as he could, "Wolf ! Wolf !"
The people in the village heard him, and at once they came running with sticks.
"Wolf ! Wolf !" shouted the boy; and they ran faster. At last they came up to him. out of
breath.
"Where is the wolf ?" they panted. But the boy only laughed and said: '"There is no wolf.
I only shouted in fun. And it was fun to see you all running as hard as you could !"
The men were very angry.
"You young rascal !" they said. "If you play a trick like that again, we will beat you
instead of the wolf."
And they went back to their work in the village.
For some days the boy kept quiet. But he got restless again, and said to himself: "I
wonder if they will come running again if I cry 'Wolf !' once more. It was such fun the
last time."
So once more he began shouting , "Wolf ! Wolf !"
The villagers heard him. Some said. "That boy is up to his tricks again." But others said,
"It may be true this time; and if there really is a wolf, we shall lose some of our sheep."
So they seized their sticks, and ran out of the village to the hillside.
"Where is the wolf ?" they cried, as they came up.
"Nowhere !" said the boy laughing. "It was fun to see you running up the hill as fast you
could."
"We will teach you to play jokes," shouted the angry men; and they seized the boy and
gave him a good beating, and left him crying instead of laughing.
A few days later a wolf really did come. When the boy saw it, he was very frightened and
began shouting "Wolf ! Wolf ! Help ! Help !" as loudly as he could.
The villagers heard him, but they took no notice.
"He is playing his tricks again," they said. "We won't be made fools for a third time. You
can't believe a boy after you have caught him lying twice."
So no one went to his help, and the wolf killed several sheep and frightened the boy
nearly out of his wits.
Exercise 133.
Construct readable stories from the following outlines
1. An old lady becomes blind – call in a doctor – aggress to pay large fee if
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cured, but nothing if not-doctor calls daily-covets lady's furniture- delays the cure-every
day takes away some of her furniture-at last cures her-demands his fees-lady refuses to
pay, saying cure is not complete-doctor brings a court case-judge asks lady why she will
not pay-she says sight not properly restored-she cannot see all her furniture-judge gives
verdict in her favour-moral.
2. A jackal wants crabs on the other side of a river-wonders how to get across-tells camel
there is sugarcane the other side-camel agrees to carry him across in return for the
information-they cross-jackal finishes his meal-plays trick on camel-runs round the fields
howling- villagers rush out-see camel in sugarcane-beat him with sticks-camel runs to
river-jackal jumps on his back-while crossing, camel asks jackal why he played him such
a trick-jackal says he always howls after a good meal-camel replies he always takes a
bath after a good meal-rolls in the river-jackal nearly drowned-tit-for-tat.
3. A son is born to a Rajah-the mother dies in childbirth-a young mother with a baby is
chosen as nurse-she nurses both babies together-enemies of the Rajah plot to kill his son-
they bribe the guards and get into the palace-the nurse is warned just in time-quickly
changes the children's dresses-leaves her own child dressed as prince and flies with real
prince-murderers enter room and kill the child left behind-so prince is saved-Rajah offers
nurse rewards-she refuses them and kills herself-Rajah grieved-erects splendid tomb for
the faithful nurse.
4. A miser loses a purse of a hundred pieces of gold-in great distress-goes to town crier-
crier says he must offer a reward-offers reward of ten pieces of gold--the crier announces
this -a few days later a farmer comes to the miser-he has picked up the purse-returns it to
miser-miser counts the money-a hundred pieces of gold-thanks the farmer-the farmer
asks for the reward-miser says there were a hundred and ten pieces in the purse, so the
farmer has already taken his reward of ten pieces-they quarrel-farmer appeals to the
judge---the judge hears the case, and asks for the purse-sees that it only just holds a
hundred pieces-decides it cannot be the miser's purse-so gives the purse to farmer-the
miser had overreached himself.
5. A king distressed-his people lazy-to teach them a lesson he had a big stone put in the
middle of the road one night-next day merchants pass and go round it-an officer driving
in his carriage did the same-a young soldier came riding, did the same-all cursed the
stone and blamed the government for not removing it-then the king had the stone
removed- under it was an iron box, marked, “For the man who moves away the stone”-
inside a purse full of money-the people were ashamed.
6. Tiger kills an Indian lady travelling through the jungle-as he eats her body, he notices
her gold bangle-keeps it as he thinks it may be useful-later he hides himself by a pool-
traveller comes to pool, dusty and tired-strips and bathes in cool water-sees the tiger in
bushes watching him-terrified-tiger greets him-with a mild voice-says he is pious and
spends time in prayer-as a sign of goodwill, offers the traveller the gold bangle-traveller's
greed overcomes his fear-crossed pool to take bangle-tiger springs on him and kills him.
7. A young man setting out on a journey-accompanied part way by an old man-they part
under a pipal tree-young man asks old man to keep Rs. 100 for him till he returns-old
man agrees and takes money-old man says he never gave him any to keep-young man
takes him before judge- judge sends young man to summon tree to court--a long time
away- judge asks old man, "Why?"-old man says tree is long way off-judge sees that the
old man knows which tree it is-when young man returns, judge gives verdict in his
favour.
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8. A poor Brahmin travelling through forests-comes across a tiger caught in a trap-tiger
begs him to let him out-Brahmin in pity does so-tiger knocks him down-Brahmin pleads
for his life and says the tiger is ungrateful-tiger agrees that he may appeal to three things
against tiger- '. Brahmin first asks a pipal tree-tree says all men are ungrateful-tree gives
them shade and they cut its branches-Brahmin next asks the road- the road says that in
return for its services men trample on it with heavy boots-Brahmin then asks a buffalo-
buffalo says her, master beats her and makes her turn a Persian wheel-Brahmin in
despair-consults a jackal-jackal asks how tiger got into cage-tiger jumps in to show him-
jackal shuts cage and walks away with Brahmin.
9. Baghdad merchant, about to go with a caravan to Damascus, suddenly falls ill-entrusts
his bales of silk to a camel-driver-says he will go to Damascus as soon as he is well-will
pay camel-driver when he arrives- camel-driver waits in Damascus--merchant does not
come-camel-driver sells the silk for a large sum--shaves his beard, dyes his hair and
dresses in fine clothes-Baghdad merchant at last arrives-searches all Damascus for camel-
driver-one day recognises him-camel-driver pretends to be a merchant of Samarkand-
Baghdad merchant brings him before the judge-judge decides he can do nothing, as there
are no witnesses- as camel-driver leaves court, judge suddenly calls out "Camel !"- driver
-he stops and turns round-judge puts him in prison, and makes him pay money to
Baghdad merchant.
10. A slave in ancient Carthage-cruel master-slave runs away into desert-sleeps that night
in a cave-waked up by terrible roar-sees lion coming into cave-terrified-but lion quite
gentle-holds up wounded paw-slave takes out a big thorn-lion grateful and wags his tail--
slave and lion live together as friends-at last slave homesick-goes back to Carthage-is
caught by his master-condemned by judge to be thrown to lions-thousands go to
amphitheatre to see man fight lion- slave brought out-lion rushes to attack him-but when
he sees slave lies down and licks his feet-same lion-great astonishment-governor sends
for slave-hears his story-frees slave and gives him the lion.
11. King Solomon noted for his wisdom-Queen of Sheba heard of his fame-came to visit
him-impressed by his wealth and grandeur-wanted to test his power of solving puzzles-
showed him two garlands of flowers, one in right hand and one in left-one real, the other
artificial-asks, “Which is which?”-courtiers puzzled-both garlands look the same-
Solomon silent-Queen feels triumphant-Solomon ordered windows to be opened-bees
flew in from garden-buzzed about the Queen-all settled on garland in her right hand-
Solomon said the flowers in right hand real, in left hand artificial-Queen impressed with
his wisdom.
12. Ship of pirate becalmed near rocky coast-pirate sees bell fastened to dangerous
submerged rock-asks what it is-is told it was placed there to warn sailors in storms-thinks
it would be a joke to take the bell-rows across in boat to rock-they cut the chain and sink
the bell-wind rises and they sail away-years after pirate returns to same coast-sea covered
with fog and storm rising-pirate does not know where he is-a terrible crash-ship strikes on
