Summary

Grandfather Bought a Monkey

The narrator's grandfather was very fond of animals. Once he bought a little red baby
monkey from a tonga driver for 5. Grandfather named him Toto. He decided to add
Toto in his private zoo.
The unique feature of Toto was his tail which served as his third hand. Toto used his
tail to hang from branches and to pick up any dish that he was unable to reach by his
hands.
Toto's First Mischief
The narrator's grandmother did not like animals. So, the narrator and his grandfather
decided that the Toto's presence should be kept as secret. They put Toto in a little
closet opening in the narrator's bedroom.
When they returned, they saw that Toto had removed the decorative paper from the
walls. He had also pulled out the peg attached to the wall through which he was tied.
He had also torn the narrator's school blazer into shreds (pieces). Toto's mischief
delighted the grandfather. He found Toto to be a clever monkey.
Toto Transferred in Servant's Quarters
Toto was transferred into a big cage after this incident. The cage was kept in the
servant quarters where all other animals lived together.
The animals included a tortoise, a pair of rabbits, a domesticated squirrel and a pet
goat. Even here, Toto proved to be a naughty monkey. He would not let any other
animal sleep at night.
So, the grandfather, who had to go to Saharanpur to get his pension next morning
decided to take Toto along with him.
Toto's Journey to Saharanpur
A black canvas kit bag was arranged for Toto. He was put in this bag. As the bag was
closed, Toto could neither escape nor cause any mischief.
Toto was in the bag throughout his journey, but when grandfather was showing his
ticket to the ticket collector, Toto bought his head out of the bag. This sudden
appearance of an animal scared the ticket collector. He cleverly classified Toto to be
a dog and charged 3 for carrying Toto with him.
Toto's Accepted by Grandmother
Toto was accepted by the narrator's grandmother and was transferred into the stable
with Nana, the family's female donkey. From his first night, Toto started teasing Nana.
When grandfather came to see if Toto was comfortable, he found that Toto had bitten
Nana's long ears. As a result, Toto and Nana could never become friends.
Toto's Bathing Routine
On winter evenings, grandmother gave Toto a large bowl of warm water for his bath.
First, Toto would check the temperature of the water. Then he would enter the bath
until the water reached his neck. After this, he would take the soap and rub it all over
his body.
When Toto would come out of his bath he would run to the Kitchen fire to dry himself
Accident while Bathing
One day Toto almost boiled himself alive while bathing When he saw a large kitchen
kettle with warm water, he got into the kettle. He started jumping up and down when
the water came to boil. It was grandmother who found him and took him out of the
kettle.
Toto's Mischief Continues
Toto's mischief still continued. He was always damaging things. One day, as the
narrator's family entered the dining room, they saw Toto eating the pullao made for
lunch.
When his grandmother screamed at Toto, he threw a plate at her. Further, when one
of the narrator's aunts came forward, Toto threw water on her face. Later, when the
narrator's grandfather came, Toto took the dish, ran outside and sat on the branches
of the jack fruit tree. He sat there for the whole day. As soon as the pullao was
finished, Toto threw the dish down and broke it into pieces.
Toto's mischief caused much loss to the family. The narrator's family could not afford
the loss of dishes, clothes, curtains and wallpapers. So, grandfather sold Toto to the
same Tonga driver for ₹3.

Child Goes to Spring For with his Parents

It was the festival of spring. Everyone was going to the spring fair. The child was
going to the fair with his parents. The child was very happy and excited. He was
attracted by many things around him especially, the toys.
The child was also attracted by the purple dragon flies, a black bee and butterfly
fluttering over the mustard flowers. He wanted to catch one of them but his mother
called him. He was also attracted by small insects and worms along the footpath. He
also collected the petals in the grove. He also heard the cooing of doves and ran
round the banyan tree.
Entry into the Fair
The parents and the child entered the fair passing through the mustard fields. In the
fair, the child heard the sweetmeatseller selling sweets like gulab jamuns, rasgulla,
burfi, jalebi, etc.
The child was attracted towards burfi that was his favourite sweet and wanted it. But
he know that if he asked for it, his parents would call him greedy. So without waiting
for their answer, he moved on. Then, the child was attracted towards the garlands of
gulmohar and he also wanted a garland. But, this time also, he knew that his parents
would call it cheap and would refuse to buy so he moved on. Further, the child saw a
balloon seller and desired to buy all the colourful balloons. But, he knew that his
parents would call him too old to play with them, so, he walked away.
The Child is Lost
As the child walked, he saw a snake charmer. He was playing a flute to the snake.
He went towards it but then remembered that his parents had told him not to hear
such music. So, he moved away.Then he saw a roundabout. He requested his
parents to ride the roundabout. However, there was no reply. The child looked back
around to search for his parents, but couldn't find them. He, then realised that he was
separated from his parents and was lost.
The Child was in Trouble
As the child realised that he was lost, he started crying. He was filled with panic and
called out for his parents. He looked around in all directions with the hope of finding
them. However, he could not see them. His clothes were now muddy and his yellow
turban was untied. He ran quickly to a shrine which was crowded by the people.
The Kind Man helps the Child
There was a huge rush of people near the temple. The child struggled to search his
parents in the crowd but he was pushed back by the crowd.A man picked up the child
in his arms when he heard his cry in the crowd. He asked the child about his parents
and how he reached there. But the child only said that he wanted his mother and
father. The man took the child to roundabout. He asked him to have a ride but the
child continued crying for his parents.The man offered many things to the child to
divert his attention. The man took him to the place where snake-charmer was playing
the flure and asked the child to listen to the music. The man also took him near the
balloons and offered him a balloon.He also took him to the flower seller and offered
the child a garland to put round his neck. He further took the child to the sweet shop
and offered him sweets. But the child had no fascination for all these things. He only
wanted his parents and cried for them.

Summary

Diary Entry by Margie and the Real Book

Margie, a 11 year little girl wrote a diary entry dated 17th May, 2157, titled "Today
Tommy found a real book!." It was a very old book. Once Margie's grandfather had
told her about the time when all stories were printed on paper.

Tommy found the book in the attic of his house. Margie and Tommy turned the pages
of the book, which were yellow and crinkly (wrinkled). Margie found it funny to read
the book as the words in it were not moving like they moved on her telebook.
Opinion about the Book
Tommy, a 13 year old boy, called the book a waste because after one time reading, it
could be thrown away. Margie also felt the same way. They compared the book with
theit television screen which could have a million books on it and still had space for
more. Moreover, it had not to be thrown away after reading.
Margie's Hatred about her School
Tommy told Margie that the book he found was about the school, but Margie showed
no
interest as Margie hated her school and her mechanical teacher. Her mechanical
teacher was large, black and ugly and had a big screen. All the lessons were shown
on the screen and the questions were asked.
Margie hated the slot where she had to put her homework and test papers daily. She
had to write them in a punch code which she had learned when she was 6 years old.

Margie's Poor Performance in the Tests

The mechanical teacher gave Margie test continuously in geography. She had not
been doing well in the tests. Margie's mother, Mrs Jones, was worried about the poor
performance of Margie in the tests. So, she called the County Inspector to come and
find out if there was something wrong with the mechanical teacher.

The Arrival of the County Inspector

The County Inspector was a round little He carried a box of tools, dials and wires.
man, with red face.
Margie hoped that the County Inspector would not be able
to fix the mechanical teacher and would take it with him. She was hoping this as
Tommy's teacher was taken away by the Inspector for one month when there was a
problem with history sector.

The Geography Sector Set Right

The County Inspector took the mechanical teacher out. He told Margie's mother, that
it was not the fault of Margie. In fact, the geography sector was little too quick for
Margie to read and understand. He had fixed the geography sector by slowing down
the speed according to the level of a 10 year-old child. He also told that the overall
performance of Margie had been quite satisfactory.

Discussion about old Schools

Tommy had a discussion with Margie after reading the book which described the
schools of the past. The schools in the past were located in special buildings away
from the students' houses.
The students were taught by human teachers. All the kids of the same age learnt the
same thing. The teacher taught them lessons, asked questions and gave them
homework.
Margie wanted to know more about those funny schools, but it was the time for both
Tommy and Margie to go to their school. So they decided to read the book later.
Margie's Schoolroom
Margie's schoolroom was located next to her bedroom in her house. Her mechanical
teacher was turned on when her school time started. Her school was open everyday
except on Saturday and Sunday because her mother believed that little girls learned
better if they learned at regular hours.
The mechanical teacher was going to teach her a lesson on arithmetic about the
addition of proper fractions but she was not interested in studying.

Margie Thinks of Old Schools

Margie put her home work in a slot as commanded by the mechanical teacher. She
was thinking about the old schools where all the kids came laughing and shouting in
the schoolyard and sat together in the schoolroom.

They were taught by human teachers, learnt the same things and helped each other
in their homework. The mechanical teacher was flashing a question of fractions on
the screen but Margie was thinking. of the fun kids had at the school in the past.

Explanation of the Poem

Stanza 1
Two roads diverged in a yellow wood,
And sorry I could not travel both And be one traveller, long I stood And looked down
one as far as I could To where it bent in the undergrowth.

Word Meanings
Diverged - separated, Yellow wood the leaves on the trees are yellow, suggesting it is
the autumn season, Undergrowth dense growth of plants and bushes
Explanation: The poet has come to a forest in the autumn season when the leaves
have turned yellow. The poet reaches a a point where the two roads separated into
two directions. The roads symbolise the two ways of life. The poet, as a traveller,
knew that he had to make o choice as he cannot travel both the roads at the same
time. So, he stood there for a long time and looked down on both the roads. The poet
looked at the first road and found the! has a bent which was covered with small
plants and bushes. Just like the poet, we also lok decisions and make choices
everyday. Thus, we must analyse the situation to make the correct choice.

Stanza 2
Then took the other, just as fair, And having perhaps the better claim, Because it was
grassy and wanted wear, Though as for that the passing there Had worn them really
about the same.

Word Meanings
Fair- -it good/beautiful, Better claim seemed better and more impressive, Grassy full
of grass, Wanted wear looked less wom out or used. Passing on walking down,

Explanation: The poet looked at the other road and decided to travel by it. According
to him this road seemed better and more impressive as it was covered with grass. It
was not walked over by many people. However, as the poet walked on the road for
some distance he realised that both the roads have been walked over equally.

Stanza 3

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

Word Meanings

Equally lay- were equally covered, Trodden black -tumed the path by crushing the
leaves, Way leads on way one thing leads to Explanation The poet now says that
both the roads were similar on leaves were still green and fresh as they have not
been crushed by anyone while walking. The poet decides to travel the second road
and kept the first one for some other day. However, the poet had a doubt if he could
ever came back again to walk on the first road. As the poet knew that once he made
a choice, he will move and take many more decisions and would not be able to come
back to change his choice.

Stanza 4

I shall be telling this with a sigh

Somewhere ages and ages hence;
Two roads diverged in a wood and
I took the one less travelled by,
And that has made all the difference.
Word Meanings

Sigh A long deep breath here either of relief/satisfaction or regret. Ages and ages
hence many years in the future

Explanation in these lines, the poet talks about the consequences of the choice.
The poet states that sometime in future, he will remember the day he made the
choice. He would be telling about his decision with a sigh either with relief or regret
(relief of making the right choice or regret of making the wrong choice).

He would tell that from the two roads that went into the forest, he took the less
travelled one and the choice had made a significant impact on his life.

Poetic Devices Used in the Poem

• Assonance It is the repetition of vowel sounds in nearby words.

Line 1 Two roads diverged in a yellow wood.

The 'o' sound is repeated in 'roads' and 'yellow1.
Personification A figure of speech which is used to make an inanimate object or
animals/birds look or feel human.

Line 8 Because it was grassy and wanted wear. (The path 'wanted' wear, wanting is a
human need.) Imagery Imagery means to use figurative language to represent
objects, actions and ideas in such a way that it appeals to our physical senses.
Line 1 Two roads diverged in a yellow wood.
Lines 11-12 And both that morning equally lay/in leaves no step had trodden black.
In both these lines, the words create an image or picture in the minds of the reader.
• Metaphor A device which compares two things or qualities which are unlike.
The poem as a whole is a metaphor, because the poet is metaphorically comparing
the paths in the wood to the choices one must make in life.
Symbolism A figure of speech wherein symbols are used to represent ideas or
qualities.
Line 5 "Undergrowth" Undergrowth here is symbolic of the unknown and
unchartered, unexplored world.

Explanation of the Poem

Stanza 1
Wind, come softly.
Don't break the shutters of the windows.
Don't scatter the papers.
Don't throw down the books on the shelf.

Word Meanings
Shutters hinged panels used to close/open windows, Scatter-throw in different
directions.

Explanation in these lines, the poet requests the wind to blow gently and not destroy
anything with its force. He asks the wind not to break the shutters of the windows and
scatter the papers here and there. He also asks the wind not to throw down the
books from the shell. The repetition of the word don't in these lines highlight the
requests of poet for mercy.

Stanza 2
There, look what you did you threw them all down. You tore the pages of the books.
You brought rain again.

Word Meaning
Tore shred or break into pieces

Explanation in these lines, as the wind had not paid any attention to the poel's
request of not blowing strongly. The poet says that the wind has threw down the
books from the shell and it torn the pages of the books. The poet also accuses that
the wind has also bring rain with it

Stanza 3
You're very clever at poking fun at weaklings. Frail crumbling houses, crumbling
doors, crumbling rafters,crumbling wood, crumbling bodies, crumbling lives,crumbling
hearts-
the wind god winnows and crushes them all.

Word Meanings
weak bodies/persons Poking fun making fun of, Weaklings- /things Frail-weak,
Crumbling destroying, breaking, Rafters - a separating process, sloping beams
supporting roof, Winnows herein used to separate weak from strong,
Explanation in these lines, the poet seems to be a little sad as well as accusatory
(critical tone) The poet calls the wind clever as it makes fun of all weak things. The
strong wind represents all the difficulties and struggles that an individual faces the
wind destroys all weak life. The poet says that weak things such as houses,
doors,rafters and wood. It even destroys people, their live and the hearts with its
mighty power. The wind God continue destroying or separating weak until, only the
strong people (Who can go through hardships and face challenges) remain

Stanza 4
He won't do what you tell
So, come, let's build strong homes,
Let's join the doors firmly.
Practise to firm the body.
Make the heart steadfast.
Do this and the wind will be friends with us.
Word Meanings
Firm make strong, Steadfast firm and determined

Explanation: in these lines, the poet addresses the readers and asks them to make
themselves strong as the wind will not listen to them. The poet asks the readers to
build strong houses and to close/fix the doors tightly so that wind cannot harm them.
He encourages his readers to become bold and strong so as to face all the troubles
in life. The poet asks the readers to practice hard to get a firm mind as well as a
strong body so that they can face the wind and any challenge e of life. If they are
able to o do so, the wind will become their friend and will not harm them.

Stanza 5
The wind blows out weak fires.
He makes strong fires roar and flourish.
His friendship is good.
We praise him every day.

Word Meanings
Blow out to stop a fire, Flourish - grow healthy.

Explanation In these lines, the poet describes wind as both a destroyer and a
creator.
As a destroyer, the wind blows out the weak fires. As a creator, it encourages and
nurture strong fires. In other words, wind can destroy all weak things and can also
flourish a thing which is already strong. The poet states that if we are strong, then the
wind is a good friend to us and nothing can harm us. We will praise the wind God
everyday for building our strength. Thus, we should make ourselves physically and
mentally ready to accept all challenges. Once we are strong, we will easily overcome
the challenges and live our lives comfortably.

Poetic Devices Used in the Poem

• Personification A figure of speech which is used for an inanimate object or

animals/birds look or feel human.
The wind is personified throughout the poem. Some instances are:

Lines 5-8 There, look what you did you threw then all down./ You fore the pages of
the books. / You brought rain again. / You're very clever at poking fun at weaklings.
(Here the poet is talking to the wind, gently admonishing it, just like to a human
being).

Lines 12-13 The wind God winnows (separates) and crushes them all. / He won't do
what you tell him. (Here the wind is personified as a God).

Line 18 Do this and the wind will be friends with us. (Here the wind is personified as a
friend).
Line 21 He makes strong fires roar and flourish. (Here the wind ispersonified as a
human). Line 22 We praise him every day. (Here the wind is personified as aGod) .
Metaphor A device which compares two things or qualities which are unlike.
Line 12 The wind God winnows...... (Here 'winnows' is a metaphor for separating the
weak from the strong) .
• Anaphora This means repetition of the same word in successivelines. The
instances are:

Lines 2, 3 and 4 Repetition of "Don't

Lines 6, 7 and 8 Repetition of You'

Lines 9, 10 and 11 Repetition of 'crumbling'

Lines 14 and 15 Repetition of 'Let's’