The Thief’s Story

Read and Find Out (Answers to the questions given on Page 8)

1. Who does ‘I’ refer to in this story?

‘I’ refers to Hari Singh, the narrator of the story who is a 15-year-old experienced thief.

2. What is he “a fairly successful hand” at?

He is a fairly successful hand at stealing. He is an experienced thief. He is so clean and swift in his work that he robs people without being caught.

3. What does he get from Anil in return for his work?

In return for Hari Singh’s work, Anil gives him food and a place to live in.

Read and Find Out (Answers to the questions given on Page 10)

4. How does the thief think Anil will react to the theft?

According to the thief, Anil would be sad not because of the loss of money but because of the loss of trust he had. Anil had trust in Hari.

5. What does he say about the different reactions of people when they are robbed?

Hari’s experience as a thief had made him aware of differences in reactions of people when they’re robbed. According to him, a greedy man shows fear; the rich, anger, and a poor man, acceptance.

6. Does Anil realize that he has been robbed?

Yes, Anil realized that he had been robbed, as he gave a fifty rupee note to Hari which was still damp. The currency notes became wet the night before. 

Think About It (Answers to the questions given on Page 13)

1. What are Hari Singh’s reactions at the prospect of receiving an education? Do they change overtime? {Hint: compare, for example, the thought: ‘I knew that once I could write like an educated man there would be no limit to what I could achieve’ with these later thoughts:

‘Whole sentences, I knew, could one day bring me more than a few hundred rupees. It was a simple matter to steal and sometimes just as simple to be caught. But to be a really big man, a clever and respected man, was something else.’) What makes him return to Anil?

Hari was very happy and grateful when he learned to write his name. He was very excited when Anil promised to teach him to write whole sentences as well. He knew that being an educated man will add to his abilities and he could achieve anything. But when he left Anil’s house, he realised that stealing was simply a crime to indulge himself but being educated was an entirely different thing. He knew the respect, reputation and possibilities that would come to him once he was educated. And so his urge to receive education compelled him to return to Anil.

2. Why does Anil not hand the thief over to the police? Do you think most people would have done so? In what ways is Anil different from such employers?

Any other employer would have handed over the thief to the police. But, Anil was not among such employers. He Unlike others, Anil did not handover Hari to the police on theft charges. He knew about the theft but he did not thrash him nor even mentioned it in front of Hari. He was glad that Hari had realised his mistake and the importance of education in life. Anil wanted Hari to become a literate man and lead a respectful life. He is different from other such employers because he is very understanding. Hari’s return gave him the hope of a change in him. He came to know that the trust he had in Hari was not wasted.

Talk About It (Answers to the questions given on Page 13)

1. Do you think people like Anil and Hari Singh are found only in fiction, or are there such people in real life?

People like Anil and Hari Singh are found only in fiction. Though exceptions might be there, these people are rarely found. Anil was a kind and considerate person who was concerned, about Hari’s education and future. And Hari was a thief whose heart changes after realising the importance of education for his future. People like these are imaginary in today’s world.

2. Do you think it is a significant detail in the story that Anil is a struggling writer? Does this explain his behaviour in any way?

Yes, it is a significant detail that Anil is a struggling writer. His lifestyle was simple and used to spend according to his pocket. His struggle sometimes gave him a lot of income while at other times he used to worry about the next payment. Hari’s observation about the discontinuation in his work justifies his behave regarding money.

3. Have you met anyone like Hari Singh? Can you think and imagine the circumstances that can turn a fifteen-year-old boy into a thief?

No, I haven’t met anyone like Hari Singh but the existence of such people is certain. A fifteen-year-old boy can be forced by circumstances to become a thief. It may be the need to feed the stomach, to satisfy illegal addiction, to maintain health, to fulfill luxurious demands, etc

4. Where is the story set? (You can get clues from the names of the persons and places mentioned in it). Which language or languages are spoken in these places? Do you think the characters in the story spoke to each other in English?

The story is set somewhere in Uttar Pradesh near Lucknow. We can say so because the story mentions that there is a railway station for Express train to Lucknow. The presence of sweet shops and bazaars also indicate it to be a decent-sized town. No, the characters in the story do not speak to each other in English but probably in Hindi.

 

Amanda - Answers to Textual Questions

Thinking about the Poem. Answers to the questions given on Page 62.

1. How old do you think Amanda is? How do you know this?

I think Amanda is around 12 or 13. It is clear from the ‘acnes’ she has. Usually, boys or girls at this age have them on their faces.

2. Who do you think is speaking to her?

One of her parents is speaking to her. Maybe, it is her mother. The range of instructions suggests that the speaker is Amanda’s mother.

3. Why are stanzas 2, 4, and 6 given in parenthesis?

Stanzas 2, 4, and 6 are given in parenthesis because they reflect the inner thoughts of Amanda. They can be taken as the reaction of the child to the instructions given in other stanzas.

4. Who is the speaker in stanzas 2, 4, and 6? Do you think this speaker is listening to the speaker in stanzas 1, 3, 5, and 7?

Speaker of the stanzas 2, 4 and 6 is the child, Amanda. No, she is not paying any attention to the speaker of stanzas 1, 3, and 5 as she is lost in a world of her own.

5. What could Amanda do if she were a mermaid?

Amanda could swim in the calm emerald sea blissfully if she were a mermaid.

6. Is Amanda an orphan? Why does she say so?

No, Amanda is not an orphan, though she wishes to be one. She is so much stressed with the continuous nagging of her parents that she imagines herself to be better without them. She wishes to roam around the streets and draw patterns with her bare feet.

7. Do you know the story of Rapunzel? Why does she want to be Rapunzel?

Rapunzel is a character in a fairy tale. She lives on a high tower.  She is happy and satisfied. She has long golden hair, using which a prince comes to meet her.  Amanda wants to live lonely like Rapunzel. So, she would never let her hair down for anyone to climb to her.

8. What does the girl yearn for? What does this poem tell you about Amanda?

The girl wants freedom. She wants to lead her life the way she likes. She has certain natural habits. Everyone has these at that age. But her parents do not like these to be there in her.

Amanda has these habits. But she is an obedient and understanding girl. There are certain restrictions in her life as in every household.

9. Read the last stanza. Do you think Amanda is sulking and is moody?

Amanda is sulking as it is given in the last stanza. But it is ‘sulking’ for the speaker only. Amanda herself is not sulking. It is clear in the sentence “Anyone would think … at you”. It means the speaker is conscious that the girl is ‘nagged’ unnecessarily.

A Tiger in the Zoo

Thinking About the Poem (Page 30)

1.Read the poem again and work in pairs or groups to do the following tasks.

1. Find the words that describe the movements and actions of the tiger in the cage and in the wild. Arrange them in two columns.

2. Find the words that describe the two places and arrange them in two columns.

Now try to share ideas about how the poet uses words and images to contrast the two situations.

Here are the words that describe the movements and actions of the tiger in the cage and in the wild arranged in two columns.

Tiger in the Cage	Tiger in the Wild
Stalks, Few steps of his cage, Quiet rage Locked in concrete cell, Stalking-the length of his cage Ignoring visitors. He hears the last voice Stares at the brilliant stars.	Lurking in shadow, Sliding through long grass, Snarling around houses, Baring his white fangs, his claws, Terrorising the village

Here are the words that describe the two places arranged in two columns.

Cage	Wild
Few steps of his cage.	Shadow, Long grass, Water
Locked, Concrete cell	hole, Plump deer
Behind bars, Visitors,	Houses at jungle’s edge
Patrolling cars	Village

The poet uses these words to create an apt contrast. This contrast is between the cage and the jungle. He is able to create apt pictures of these places in a real sense. These words clearly show the life of the tiger in a cage and in a jungle.

2. Notice the use of a word repeated in lines such as these:

1. On pads of velvet quiet, In his quiet rage.

2. And stares with his brilliant eyes At the brilliant stars.

What do you think is the effect of this repetition?

 This repetition is a poetic device used by the poet to describe the intensity of the tiger’s rage and his helpless silence. ‘Velvet quiet’ refers to the quiet velvet pads of the tiger, which cannot run or leap. They can only walk around the limited space in the cage. ‘Quiet rage’ tells about the anger of the tiger as he wants to run out into the forest and hunt, but the rage is quiet because he is locked in the cage. ‘Brilliant is used to describe the tiger’s eyes and the stars. The tiger stares at the brilliant stars with his brilliant eyes dreaming about how beautiful his life could be in the forest. The repetition gives a wonderful effect to the poem. (123 words)

 3. Read the following two poems one about a tiger and the other about a panther. Then discuss:

Are zoos necessary for the protection or conservation of some species of animals?

Are they useful for educating the public?

Are there alternatives to zoos?

 The Tiger

The tiger behind the bars of his cage growls,

The tiger behind the bars of his cage snarls,

The tiger behind the bars of his cage roars,

Then he thinks.

It would be nice not to be behind bars all

The time

Because they spoil my view

I wish I were wild, not on show.

But if I were wild, hunters might shoot me,

But if I were wild, food might poison me,

But if I were wild, water might drown me.

Then he stops thinking

And…

The tiger behind the bars of his cage growls,

The tiger behind the bars of his cage snarls,

The tiger behind the bars of his cage roars.

                                                             – Peter Niblett

 The Panther

His vision, from the constantly passing bars,

has grown so weary that it cannot hold

anything else. It seems to him there are

a thousand bars; and behind the bars, no world.

As he paces in cramped circles, over and over,

the movement of his p0werful soft strides

is like a ritual dance around a centre

in which a mighty will stands paralysed.

Only at times, the curtain of the pupils

lifts, quietly. An image enters in,

rushes down through the tensed, arrested muscles,

plunges into the heart and is gone.

                                           – Rainer Maria Rilke

 It is a sad fact that several species of animals are on the verge of extinction. Even ferocious and powerful animals like tigers and lions are not safe in the forest due to poaching and encroachment of forests. So zoos are necessary for the protection or conservation of these species. Zoos can also be used to bring awareness in the public about the importance of wild animals and their role in maintaining the ecological balance. Yes. There are alternatives to zoos. Wildlife sanctuaries, reserves, and national parks are some alternatives to zoos. They offer protection and conserve these species. They provide animals with natural habitat. Just like humans, animals have also a right to live on the earth. (119 words)

Nelson Mandela - Answers to Textual Questions

 

Oral Comprehension Check - Page 18,19

1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstones?

The ceremonies took place on the campus of the Union Building of Pretoria, which was attended by dignitaries and leaders of many nations. In India; Rashtrapati Bhavan and Red Fort are buildings made of red sandstone.

2. Can you say how 10th May is an ‘autumn day’ in South Africa?

Autumn season is the harvest season. It is symbolic of prosperity and new begging. May 10 is the beginning of the new chapter as the first democratic non-racial government is installed on the day.

3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious human achievement” he speaks of at the end?

By ‘an extraordinary human disaster’ Mandela means to state the practice of apartheid in South Africa. During this, there was racial segregation based on colour and the blacks suffered a lot. They were not allowed to demand freedom or any right. Mandela himself did spend many years on the infamous ‘Robben Island’ as a prisoner where he was beaten mercilessly. He considered it as a great glorious human achievement that a black person became the President of a country where the blacks were not even considered human beings and were treated badly.

4. What does Mandela thank the international leaders for?

Mandela felt very privileged to welcome the international leaders at the swearing-in ceremony because not too long ago, the South Africans were considered outlaws. He thus thanks all of them for having come to witness the historical ceremony. This was a gesture of international recognition to a newly born free democratic nation and it could be considered as a common victory for justice, peace, and human dignity.

5. What ideals does Nelson Mandela set for the future of South Africa?

Nelson Mandela set the ideals of liberating people from the bondage of poverty, deprivation, and suffering. He also set the ideal for a society where there would be no discrimination based on gender or racial origins.

Oral Comprehension Check - Page 21

1. What did the military generals do? How did their attitude change and why?

The highest military generals of the South African defense force saluted Mandela and pledged their loyalty which was of great significance as during the apartheid era they would have arrested him. The change in their attitude was because of the struggle and sacrifices put in by many heroes of South Africa. This struggle not only ensured the freedom of a nation struggling with apartheid, but also brought a change in mindsets of many. He believed that love can also be taught and human being is naturally inclined towards love rather than hate.

2. Why were two national anthems sung?

One the auspicious occasion of the inauguration two national anthems: one by the Whites and the other by the Blacks symbolising the equality of the Blacks and the Whites were sung.

3. How does Mandela describe the systems of government in his country

(i) in the first decade, and

(ii) in the final decade, of the twentieth century?

(i) In the first decade of the century, the whites erected a system of racial domination against the blacks, thus creating the basis of one of the harshest and most inhumane societies the world had ever known.

(ii) In the final decade of the 20th century, the previous system had been overturned and replaced by one which recognised rights and freedom of all people regardless of color of their skin.

4. What does courage mean to Mandela?

For Mandela courage does not mean the absence of fear but a victory over fear. According to him brave men need not be fearless but should be able to conquer fear.

5. Which does Mandela think is natural, to love or to hate?

For Mandela, love comes more naturally to the human heart than hate.

Oral Comprehension Check -  Page 24

1. What “twin obligations” does Mandela mention?

Mandela mentions that every man has twin obligations. The first is to his family, parents, wife and children; the second obligation is to his people, his community and his country.

2. What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?

Like any other kid, for Mandela freedom meant to make merry and enjoy the blissful life. Once one becomes an adult, antics of childhood looks like transitory because most of the childish activities are wasteful from an adult’s perspective. Once you are adult, you have to earn a livelihood to bring the bacon home. Its only then when you get an honourable existence in the family and in the society.

Thinking about the Text

1. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?

To be the part of the inauguration, international leaders showed a gesture of solidarity from international community to the idea of end of apartheid. It was the significance of the victory of good over evil and triumph of a tolerant society without any discrimination.

2. What does Mandela mean when he says he is “simply the sum of all those African patriots”, who had gone before him?

By saying that he is simply the sum of all those African patriots, Mandela wants to pay his tribute to all the people who have sacrificed their lives for the sake of freedom. He says that he is grateful to those who had gone before him because those heroes of past had paved the path of co-operation and unity for him. Therefore, he could try to come to power to bring equality for his people with their support.

3. Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?

I agree with the statement that depths of oppression create heights of character. Nelson Mandela illustrates this by giving examples of great heroes of South Africa like Oliver Tambo, Walter Sisulu, and others who were inspired to sacrifice their lives in the long freedom struggle.

India is full of such examples, during our freedom struggle there was a galaxy of leaders of great characters and the oppression of the British rule created and encouraged people of noble characters like Mahatma Gandhi, Lala Lajpat Rai, JL Nehru, Chandra Shekhar Azad, Sardar Bhagat Singh, and many more. If we compare them with the quality of political leaders India is having today, then Nelson Mandela seems to be absolutely right;

4. How did Mandela’s understanding of freedom change with age and experience?

With age and experience, Mandela understood the real meaning of freedom. As a young boy, he thought that he was born free and believed that as long as he obeyed his father and abided by the customs of his tribe, he was free in every possible manner. As he grew older, freedom to raise a family and freedom to earn livelihood started dominating his thoughts. Gradually he realised that he was selfish during his boyhood. He slowly understood that it was not just his freedom that was being curtailed, but the freedom of all blacks. It was the freedom from fear and prejudice. Age and experience widened his perspective of freedom.

5. How did Mandela’s ‘hunger for freedom’ change his life?

Mandela realised in his youth that it was not just his freedom that was being curtailed, but the freedom of all blacks. This changed the fearful man into a fearless rebel.

He sacrificed the comforts of settled family life to fight for a greater cause. He joined the African National Congress and this changed him from a frightened young man into a bold one who fought against racial prejudice.

Textual Questions - The Dust of Snow - Fire and Ice

 The Dust of Snow

Q1. What is a “dust of snow”? What does the poet say has changed his mood? How has the poet’s mood changed?

A. “Dust of snow” means tiny particles of snow. The poet was in a bad mood when particles of snow had fallen on him. This changed the poet’s mood immediately. His day got better.

 Q 2. How does Frost present nature in this poem? The following questions may help you to think of an answer.

(i) What are the birds that are usually named in poems? Do you think a crow is often mentioned in poems? What images come to your mind when you think of a crow?

A. Birds like sparrow, nightingale, and peacock are often named in poems. I don’t think that a crow is often mentioned in poems. Crows are often seen as indicators of doom and fear. I get negative images when I think of a crow.

 (ii) Again, what is “a hemlock tree”? Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, or an oak, or a pine?

A. A hemlock tree is a poisonous tree. The poet does not mention a more ‘beautiful’ tree such as maple, oak, or pine because he wants to indicate a sad scene. As a hemlock tree is considered bad the poet refers to it.

 (iii) What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow? What does the dust of snow that the crow shakes off a hemlock tree stand for?

A. Both crow and the hemlock tree represent sorrow. Frost has used both the negative creatures as the carriers of positivism and strength that transformed his day for the better. The dust of snow shaken by the crow stands of positivity and hope.

Fire and Ice

1. There are many ideas about how the world will ‘end’. Do you think the world will end someday? Have you ever thought about what would happen if the sun got so hot that it ‘burst’, or grew colder and colder?

 A. The world is going to end one day. There are many ideas as to how it will end. Life exists only on Earth because of the favorable environment and heat. If the sun gets hotter and hotter, one day there would be fire everywhere. Conversely, if it grows colder and colder, there will be ice everywhere on Earth and everything would freeze.

  2. For Frost, what do ‘fire’ and ‘ice’ stand for?

 Here are some ideas:

greed	avarice	cruelty	lust	conflict	fury
intolerance	rigidity	insensitivity	coldness	indifference	hatred

 A. According to Frost, ‘fire’ stands for greed, conflict, fury, cruelty, lust, and avarice whereas ‘Ice’ stands for insensitivity, coldness, intolerance, indifference, rigidity, and hatred.

  3. What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem?

 A. The rhyme scheme of the poem is “aba abc bcb”. The poet used the two beliefs that the world would come to an end either as a result of fire or ice. He compares fire and ice to desire and hatred. Desires and hatred can damage an individual. 

The Tale of Custard the Dragon

 

About the Poet:

This poem is written by an American poet, Ogden Nash (1902-1971). He was famous for his light verse and humorous poetry.

Introduction:

This poem is about a little girl Belinda. Belinda has a black kitten named ink, a grey mouse named blink, a yellow dog named mustard, and a coward dragon named custard. All the pets and Belinda are described as brave except the dragon. Custard, the dragon is a coward. Their true character is revealed when a pirate attacks Belinda’s house. No one dares to face the pirate. It is the dragon that kills the pirate. All the characters are relieved and happy because they are saved by the dragon. However, they soon change their minds and convince themselves to be more daring and stronger. They blame the situation and say that it confused them.

Summary:

This poem tells us the tale of custard the dragon is a ballad. It is a humorous poem about a cowardly dragon named custard. Custard is a pet of Belinda, a little girl who lives in a little white house with her other pets. She had a black kitten named ink, a grey mouse named blink, a yellow dog mustard, and a cowardly dragon custard.

The poet says that all of them are very brave except the dragon. Others are described as brave. They are compared with animals like bear, tiger or lion. The dragon is very timid. He always asks for a safe place for himself. All the other characters make fun of him for his cowardice.

But one night they are shocked by the entry of a pirate in the house. All of them are afraid and start hiding here and there. But to everyone’s surprise, the dragon not only tackles the pirate but also eats him up. As all of them are saved by custard, they thank him. Soon they realized that till now, they are making fun of the dragon. So, they start saying that they are braver and could have handled the situation in a much better way. Here the poet has tried to say that sometimes a timid person is the actual hero in the toughest situations of life.

Meanings:

Wagon: a vehicle used for transporting goods or another specified purpose

Mustard: a yellow coloured flower

Coward: weakling

Spikes: thin pointed surfaces

Scales: Thin bony plates protecting the skin of fish and reptiles

Underneath: situated directly below

Fire place: a structure of brick, stone or metal for an open fire

Dagger: A sharp knife

Barrel: drum

Chased: hunt, follow

Rage: anger

Tickled: stroke, here it means to tease

Unmerciful: cruel, without mercy

Percival: A knight in King Arthur’s court

Giggled: to laugh

Weeck: a sound made by a mouse

Nasty: bad or unpleasant

Growled: bark

Pirate: A person who robs ship in the sea

Winda: a term for window

Pistol: a handgun

Cutlass: a short sword with a curved blade.

Paled: turn yellow due to fear

Yelp: a short sharp cry

Trickle: to flow, to run

Strategically: planned

Mouseholed:  here it is the hole where the mouse lives

Snorting: make a sudden explosive sound through one’s nose

Clashed: fought

Dungeon: underground prison

Clatter Clank, Jangling squirm: the sound of hard objects falling on each other

Robin: A bird

Gaped: stared with mouth wide open

Gulped: swallowed

Grog: a drink

Flagon: a container made of silver in which drink is stored, a flask

Gobbled: swallowed hurriedly

Embraced: to hug

Mourned: feel sorrow for the death of someone

Victim: sufferer

Glee: delight

Gyrate: danced

Flustered: upset or confused

Stanza	Meaning/Literary Devices
Stanza 1 Belinda lived in a little white house,                           With a little black kitten and a little grey mouse, And a little yellow dog and a little red wagon, And a realio, trulio, little pet dragon.	A girl named Belinda lived in a little white house. She lived with some creatures who were her pets. They were a black kitten, a grey mouse, a yellow dog, a little red wagon, and a dragon.   Literary Devices: Rhyme scheme: aabb (house-mouse, wagon-dragon) Repetition: use of the word ‘little’ oxymoron: use of two words with opposite meanings “pet dragon” Anaphora: repeated use of word at the start of two consecutive lines. (And a little ….And a realio) Refrain: Repetition of a sentence again and again (And a realio, trulio,) poetic license: realio, trulio for real, true. The spellings have been changed to create a musical effect.
Stanza 2 Now the name of the little black kitten was Ink, And the little grey mouse, she called him Blink, And the little yellow dog was sharp as Mustard, But the dragon was a coward, and she called him Custard.	The name of all the animals that are tamed by Belinda. He says that the name of black kitten is ink. The name of grey mouse is blink. The little yellow dog had yellow colour and so she calls him mustard and the dragon, a coward was called custard. Literary Devices: Rhyme scheme: aabb (ink-blink, mustard-custard) simile: dog compared to mustard “And the little yellow dog was sharp as Mustard” Alliteration: “coward, and she called him Custard” - “c” sound Anaphora: repeated use of word at the start of two consecutive lines (And the little grey…And the little yellow) Repetition: use of word little
Stanza 3 Custard the dragon had big sharp teeth, And spikes on top of him and scales underneath, Mouth like a fireplace, chimney for a nose, And realio, trulio daggers on his toes.	The dragon had big sharp teeth and spikes on top. On the lower part it had scales. His mouth was compared to a fireplace and his nose was compared to a chimney.  His feet were like sharp knives.  Literary Devices: Rhyme scheme: aabb (teeth-underneath, nose-toes) Simile: Dragon’s mouth is compared with fireplace (mouth like a fireplace) Refrain: Repetition of a sentence again and again (And a realio, trulio,) Metaphor: “chimney for a nose”. The nose is like a chimney.
Stanza 4 Belinda was as brave as a barrel full of bears, And Ink and Blink chased lions down the stairs, Mustard was as brave as a tiger in a rage, But Custard cried for a nice safe cage.	Belinda was as brave as a group of bears and ink and blink were so brave that they could hunt lions. The dog was also very brave just like an angry tiger. Custard, the dragon was not brave. He was so afraid of everything that he always demanded a safe cage.  Literary Devices: Rhyme scheme: aabb (bears-stairs, rage-cage) Alliteration: Belinda was as brave as a barrel full of bears “b” sound is repeated Simile: Belinda’s bravery is compared to that of a barrel full of bears (as a barrel full of bears), Mustard’s bravery is compared to that of an angry tiger (Mustard was as brave as a tiger in a rage) Assonance: use of vowel sound ‘a’ (Belinda was as brave as a barrel full of bears)
Stanza 5 Belinda tickled him, she tickled him unmerciful, Ink, Blink and Mustard, they rudely called him Percival, They all sat laughing in the little red wagon      At the realio, trulio, cowardly dragon.	Belinda used to tease the dragon without mercy.  Ink, blink and mustard made fun of him by comparing him to a knight named Percival who was thought to be brave but ran away due to lack of courage. They used to tease the dragon while sitting in their little red wagon.  Literary Devices: Rhyme scheme: aabb (unmerciful-Percival, wagon-dragon) Refrain: Repetition of a sentence again and again (And a realio, trulio,) Repetition: use of the word ‘tickled him’ Allusion: reference to any person or place (Percival) Personification: Ink, Blink and Mustard, they rudely called him Percival
Stanza 6 Belinda giggled till she shook the house, And Blink said Weeck! which is giggling for a mouse, Ink and Mustard rudely asked his age,            When Custard cried for a nice safe cage.	The poet says that Belinda used to laugh so loudly that her voice echoed in the house. Blink, the mouse used to laugh and make a sound of weeck. On the other hand, ink and mustard would tease him by asking the dragon his age whenever he used to demand for a nice safe cage.  Literary Devices: Rhyme scheme: aabb (house-mouse, rage-cage) Onomatopoeia:  usage of sound words to create a dramatic effect (giggled, weeck) Repetition: Custard cried for a nice safe cage (used in stanza 4)
Stanza 7 Suddenly, suddenly they heard a nasty sound, And Mustard growled, and they all looked around. Meowch! cried Ink, and ooh! cried Belinda, For there was a pirate, climbing in the winda	Suddenly, they heard a sound of someone entering the house. They saw a pirate climbing up the wall. The dog barked at him and the kitten meowed to him. Belinda cried ‘ooh’ because all of them were scared of the pirate.  Literary Devices: Rhyme scheme: aabb (sound-around, Belinda-winda) Consonance: use of consonant sound ‘s’ (Suddenly, suddenly they heard a nasty sound) Onomatopoeia:  usage of sound words to create a dramatic effect (Mustard growled, Meowch, cried ink) Poetic license: window is written as ‘winda’ to create rhyme. Repetition: suddenly
Stanza 8 Pistol in his left hand, pistol in his right, And he held in his teeth a cutlass bright,              His beard was black, one leg was wood; It was clear that the pirate meant no good   .	The pirate was holding handguns in both his hands and had a little sword too. He was holding his sword with his teeth. He had a black beard and his one leg was made of wood. It was clear that his intentions were not good.  Literary Devices: Rhyme scheme: aabb (right- bright, wood- good) Alliteration: beard was black “b”, he held his “h” Imagery: An image is created about the appearance of the pirate.
Stanza 9 Belinda paled, and she cried Help! Help! But Mustard fled with a terrified yelp, Ink trickled down to the bottom of the household, And little mouse Blink strategically mouseholed	All of them were frightened. Belinda was so frightened that she turned yellow due to fear and started crying for help. Mustard the dog started crying for help too. The kitten ink ran down towards the bottom of the house. The mouse Bink ran into his little mouse hole.  Literary Devices: Rhyme scheme: aabb (help-yelp, household – mousehold) transferred epithet: terrified yelp Repetition: help help Poetic license: use of the word mousehold to rhyme with household
Stanza 10 But up jumped Custard, snorting like an engine, dragon Clashed his tail like irons in a dungeon, With a clatter and a clank and a jangling squirm, He went at the pirate like a robin at a worm.	The dragon jumped onto the pirate and made such a strong sound with his nose as if an engine was producing a sound. He hit his tail on the ground with great force that it made a heavy metallic sound made in an underground prison. He attacked the pirate just like robin bird that attacks the worms.  Literary Devices: Rhyme scheme: aabb (engine-dungeon, squirm-worm) Simile: sound of dragon is compared with sound of engine (snorting like an engine), Clashed his tail like irons in a dungeon, dragon’s attack on pirate is compared to robin bird (like a robin at a worm) Onomatopoeia:  usage of sound words to create a dramatic effect (clatter, clank, jangling) Imagery: The attack by the dragon is expressed in a way to make an image in our minds.
Stanza 11 The pirate gaped at Belinda’s dragon, And gulped some grog from his pocket flagon, He fired two bullets, but they didn’t hit, And Custard gobbled him, every bit.	The pirate opened his mouth wide with shock. To gather some strength, he drank some alcohol from a container in his pocket. After gathering some courage, he fired two bullets on the dragon but missed it. Custard the dragon ate every bit of this fierce looking pirate.  Literary Devices: Rhyme scheme: aabb (dragon-flagon, hit-bit) alliteration: gulped some grog “g” Imagery: They have shown the reaction and actions made by the pirate on seeing the dragon.
Stanza 12 Belinda embraced him, Mustard licked him, No one mourned for his pirate victim. Ink and Blink in glee did gyrate Around the dragon that ate the pirate.	When the pirate was dead, Belinda hugged the dragon and mustard licked him. No one was sad for the death of the pirate, they all were happy. Both ink and blink were running around the dragon in happiness.  Literary Devices: Rhyme scheme: aabb (him-victim, gyrate-pirate) alliteration: glee did gyrate “g” Assonance: use of vowel sound ‘o’ (no one mourned for), use of vowel sound ‘I’ (ink and blink in glee did), use of vowel sound ‘a’ (that ate the pirate)
Stanza 13 But presently up spoke little dog Mustard, I’d have been twice as brave if I hadn’t been flustered. And up spoke Ink and up spoke Blink, We’d have been three times as brave, we think, And Custard said, I quite agree That everybody is braver than me.	After they thanked and showed their love towards the dragon, they changed their mind. Soon, the dog said that it was just because of some confusion that he wasn’t able to do anything otherwise he would have been twice as brave as custard. Both ink and blink also said that they would have been three times braver than custard. To this, the dragon said that he fully agreed to this that all of them were more powerful and braver than him.  Literary Devices: Rhyme scheme: aabb (mustard-flustered, blink-ink, agree-me)
Stanza 14 Belinda still lives in her little white house, With her little black kitten and her little grey mouse, And her little yellow dog and her little red wagon, And her realio, trulio little pet dragon. Belinda is as brave as a barrel full of bears, And Ink and Blink chase lions down the stairs, Mustard is as brave as a tiger in a rage, But Custard keeps crying for a nice safe cage	At last, the poet used the same lines again to show that after this terrific episode in which the dragon was the hero where all the other characters still undermined him by saying that they were more powerful than him and could have handled the situation in a much better way. Belinda still lives in that little white house with ink, blink, mustard and custard and all of them are very brave whereas the dragon is still a coward who always wants to stay safe in his cage.  Literary Devices Refrain: Repetition of a sentence again and again (And a realio, trulio) Repetition: stanza has been repeated

Thinking about the poem (132)

1. Who are the characters in this poem? List them with their pet names.

The characters in this poem are Belinda, a little girl, and her pets: a little black kitten, a little grey mouse, a little yellow dog, a little pet dragon and a pirate. The names are as follow: kitten - Ink, mouse - Blink, dog - Mustard and dragon - Custard.

2. Why did Custard cry for a nice safe cage? Why is the dragon called “cowardly dragon”?

Custard cried for a nice safe cage he wanted to be safe. He was a coward and was scared very easily. He was called “cowardly dragon” as everyone else in the house was very brave and he was the only one, who feared a lot. Belinda is as brave as a barrel full of bears, Ink and Blink can chase lions and Mustard is as brave as an angry tiger.

3. “Belinda tickled him, she tickled him unmerciful…” Why?

Tickling always works on people, who are a little softer. So, Belinda tickled the dragon unmerciful as it worked a lot on him. Despite being a dragon, a tickling could disturb him and this showed his cowardice on which everyone laughed.

4. The poet has employed many poetic devices in the poem. For example, “Clashed his tail like iron in a dungeon” – the poetic device here is a simile. Can you, with your partner, list some more such poetic devices used in the poem?

In the poem, ‘The tale of Custard, the Dragon’, the poet has used a lot of poetic devices. Following are the devices used

1. Simile: mouth like a fireplace

2. Repetition: the repetitive use of the word ‘little’ in stanza 1.

5. Read stanza three again to know how the poet describes the appearance of the dragon.

Custard the dragon had big sharp teeth,

And spikes on top of him and scales underneath,

Mouth like a fireplace, chimney for a nose,

And realio, trulio daggers on his toes.

6. Can you find out the rhyme scheme of two or three stanzas of the poem?

The rhyme scheme of the poem is ‘aabb’.

7. Writers use words to give us a picture or image without actually saying what they mean. Can you trace some images used in the poem?

Writers always use such phrases and words that do not tell us directly about what they mean but always give us an indication of the meaning. Such words or phrases are used to trigger our own imagination in painting the picture that they mean. Use of such images in the poem is the following: ‘mouth like a fireplace’, ‘chimney for a nose’, ‘brave as a barrel full of bears’, ‘brave as a tiger in a rage’, ‘went at the pirate like a robin at a worm’, etc.

8. Do you find ‘The Tale of Custard the Dragon’ to be a serious or a light-hearted poem? Give reasons to support your answer.

‘The Tale of Custard the Dragon’ is a very light and funny poem meant to be enjoyed by everyone. The way the poem has been written with a fix rhyme scheme, makes it very easy and enjoyable to read. The poet has even used wrong spelling to maintain the rhyme scheme. The features of Belinda and her pets described in the poem make it quite funny. All the tiny creatures such as the kitten and the mouse have been shown as brave. The biggest of them all, the dragon is the only one, who has been shown as a coward and soft being, who looks for a cage for himself. It is very ironic and makes the poem funny.