Study Guide

1. Spoken English and Broken English- G. B.Shaw

PART A

1. The essay “SpokenEnglish and Broken English” was written by-----------

[a] M. K. Gandhi [b]G. B. Shaw [c] Stephen Leacock [d] C. E. M. Joad

2. Shaw was --------man.

[a]an Irish [b] a Scot[c] an English [d] a Welsh

3. Broken English isEnglish without --------

[a]grammar [b]stress [c] intonation [d] none

4. Sir JohnstonForbes was------

[a] an actor [b] aphotographer [c] poet [d] dramatist

5. Charring Cross is in-------

[a] London [b] Dublin[c] Manchester [d] Birmingham

6. “Spoken English and Broken English” is a gramophonerecording Shaw made for--------

[a] LinguaphoneInstitute [b] BBC [c] Fabian Society [d] none

7. ‘Yes’ and ‘no’ are the two simplest wordsin--------

[a] English [b] anylanguage [c] French [d] none

8. Shaw was themember of a committee established by------

[a] BBC [b] UNO [c] CNN [d] none

9. -------was thechairman of the committee established by BBC.

[a] The Poet Laureate[b] An actor [c] a dramatist [d] none

10. The Poet Laureatewas------

[a] Tennyson [b] JohnMasefield [c] Alfred Austin [d] Robert Bridges

PART B

Explain with reference to the context

1. No doubt I ought to speak to my wife ascarefully as I should speak to queen, and she to me as carefully as she shouldspeak to a king. We ought to; but we don’t.

Context: This passage is an extract from, “SpokenEnglish and Broken English” by G. B. Shaw. It was a speech made by Shaw for a gramophonerecording for the Linguaphone Institute in 1924.

G. B. Shaw in “Spoken English and Broken English”deals with how English should be spoken and how it is spoken.

Explanation: In this passage Shaw says how he is careless in his private conversationwhile speaking with his wife. He says that he has to be careful but admits thathe is not so.

Comment: Of course, we tend to be reckless, attimes as Shaw does.

PART CHow does Shaw privilege Broken English over Spoken English?

Shavian wit and hissparky tongue have given a ray of hope for the foreign speakers of English.Shaw’s “Spoken English and Broken English” provides solace for the foreignspeakers who wish to speak English to the natives and get them understand.

G. B. Shaw suggeststhe foreign speakers of English the kind of English they should speak so thattheir language is understood by the native speakers.

The contention ofShaw is that the speakers of English from several parts of the world useEnglish differently. Shaw further states that it is true even to the eruditescholars who speak English. As far as the native speakers are concerned theytoo differ in speaking their language. In this regard Shaw says that no twonative speakers of English speak English alike.

Shaw says that acommittee was set up by the British Broadcasting Corporation to set a modellanguage for its employees. Shaw is one of the members in the committee. Theother speakers are from different parts of the English speaking world. Themembers are learned people and one can recognize their language as better thanthe others. . But, their language is not the same. If it is the case then whosemodel will the speakers follow, questions Shaw.

G. B. Shaw says aboutdifferent varieties of English. Shaw says his speech is different in private.In public meeting Shaw would use the language carefully. But in privateconversation he is careless. He does not care to pronounce all the syllables.His language often becomes unintelligible. Shaw further states that thelanguage of the natives in private is different that of in public.

Shaw says that thereis no such thing as correct English. But, there is good English. The Englishwhich is presentable is good English.

Shaw advisesforeigners not to use perfect English. If one tries to use perfect language hewill be misunderstood for a trickster. Native speakers never use perfectEnglish.

Shaw advocates theuse of broken English. If one asks the way to Charing Cross in a more politemanner he will be mistaken for a cunning person. Polished language maynot find favour with the natives as it may plant a suspicion on the minds ofthe natives. Instead, if he uses broken English people will rush to help him.

Shaw’spreference for broken English gives the foreign speakers of English a comfort.

2. VoluntaryPoverty - M. K. Gandhi

PART A

1. “VoluntaryPoverty” is an address delivered at-------- in London.

[a] Guild Hall [b]Queen’s Court [c] House of Commons [d] none

2. ------seems to be a crime.

[a] possession [b]murder [c] stealing [d] none

3. Gandhi wanted tobe untouched by immorality, untruth and------

[a] political gain[b] wealth [c] evil [d] none

4. The possession of anything then became atroublesome thing and -------

[a] a burden [b] aboon [c] a blessing [d] none

5. The only thingthat can be possessed by all is -------

[a] non-possession[b] food [c] shelter [d] basic needs

6. -------is the hardest task master I haveknown on this earth.

[a] God [b] king [c]father [d] none

7. ------ is alwaysat your beck and call.

[a] Gandhi [b] God[c] people [d] none

8. Non-possession is----------

[a] a willingsurrender [b] leaving possession [c]possessing nothing [d] none

9. “Voluntary Poverty” is written by-------

[a] M. K. Gandhi [b]G. B. Shaw [c] C. E. M. Joad [d] Stephen Leacock

10. In order to servethe people Gandhi had to discard all----

[a] wealth and possession [b] greed[c] happiness [d] none

PART BExplain with reference to the context.

1. I can say a great burden fell off my shoulders,and I felt that I could now walk with ease and do my work also in the serviceof my fellow men with great comfort and still greater joy.

Context: This passage is an extract from, “VoluntaryPoverty” by M. K. Gandhi. It is an address delivered at the Guild Hall, London.

In, “Voluntary Poverty” M. K. Gandhi talks aboutthe value and sacredness of poverty especially for a politician and publicworker.

Explanation: This passage reveals Gandhi’s sense of reliefover giving up all his possession. It helpedhim serve the humanity around him with great joy.

Comment: A great soul, indeed.

PART C

How does Gandhi advocate voluntary poverty?

Simplicity is thehallmark of Gandhi’s life and so is his language. His ideas are simple ashis language. But, the impact of his ideas is great. In this article titled“Voluntary Poverty” Gandhi presents how he accepted poverty willingly. Forcedpoverty can be tolerated. But, imposing poverty on oneself willingly is amatter of greatness.

At the time whenpolitics is seen doubtful and considered as the breeding ground of immorality,untruth and political gain, Gandhi entered politics. After entering politicsGandhi wished to be free from immorality, untruth and political gain. To befree from these things one should shun prosperity pondered Gandhi. So, hedecided to discard all his wealth. His thought did not augur well in hisfamily.

Gandhi put histhought of discarding wealth in to action. In the start it was not a cakewalk.But, gradually he adapted to it. Amazingly it even gave pleasure toGandhi. Defending is the difficulty in possession but when the possessionis willingly surrendered then the burden of defending it will not arise. Thisway Gandhi felt pleasure after giving up treasure.

To Gandhi possessionseemed to be a crime. Only thing which can be possessed by all isnon-possession. It is a willing surrender.

Gandhi says that thespirit behind non-possession is important. One can live with essentials such asclothes, food and shelter and anything beyond these basic needs, is a luxury.

‘To multiply wants iscivilization’, is a wrong notion. On the other hand when your wantsdiminish your joy gets multiplied feels Gandhi. He says about the state ofbliss which is a desirable state. It is bliss to serve your fellow humanbeings. By diminishing your wants you serve your fellow beings. Bliss is thededication of body, soul and mind. Body is given to you as a temporarypossession by God. So, it must be used for service. Those who follow giving allwill be never in want contend Gandhi.

The God is thehardest task master in the view of Gandhi. He puts one in task in everyway. In the experience of Gandhi trying is God’s nature but forsaking is not.Gandhi feels that he has never forsaken Gandhi though he tested him in everyway.

Gandhi thus driveshome the message that voluntarily accepting poverty is the best way to be freefrom the clutches of immorality.

3. A Snake in theGrass – R. K. Narayan

PART A

1. -----became thehero of the day.

[a] snake [b] Dasa [c] college boy [d] none

2. Dasa was a------inthe house.

[a] servant [b] master [c] cook [d] security

3. According to theAmerican paper------people die of snake bite every year.

[a] 10000 [b] 20000 [c]30000 [d] 40000

4. Every------minutes some-one is dying of cobra-bite.

[a] 20 minutes[b] 30 minutes [c] 40 minutes [d] 10 minutes

5. -----persons werekilled due to snake bite in a day.

[a] 56 [b] 78 [c] 87 [d]83

6. The inmates of thebungalow were ----- when the snake came.

[a] asleep[b] eating [c] playing [d] none

7. The snake came inthe------

[a] morning [b]afternoon [c] evening [d] night

8. Dasa has beenasking for a ------for months.

[a] grass-cutter[b] knife [c] sickle [d] none

9. ------promised tosend down a snake-charmer

[a] Dasa [b] A neighbor[c] An old beggar [d] The mother

10. “A Snake in theGrass” was written by----

[a] R. K. Narayan[b] R. K. Laxman [c] K. R. Narayanan [d] R. K. Dhawan

PART B

Explain with reference to the context

1. At five in the evening, they threw away theirsticks and implements and repaired to the Veranda to rest.

Context: This passage is an extract from R. K.Narayan’s short story titled, “ A Snake in the Grass” which presents an entryof a snake in to a household.

Explanation: This passage hilariously presents ascene where the people search for the snake turning inside out of the garden.In their search of the snake they have made the garden neat and tidy.

Comment: A snake can do wonders in maintaining thehousehold.

PART C

How does Narayan convert an ordinary act in to a social extravaganza in 'A Snake in the Grass'?

An entry of snake into a household and its aftermath is portrayed by R.K. Narayan in a captivatingmanner in “A Snake in the Grass”. In anafternoon in a bungalow the inmates are sleeping. A cyclist rings the bell of hiscycle and warns the family of the bungalow of the entry of a snake and leaves.

The mother of thehouse wakes their servant Dasa. He is reluctant to get up. Anyhow he is wokenby the inmates of the house forcefully. The neighbours gather. All accuse Dasa for not keeping the gardentidy. Dasa says he is not provided with adequate implements for cleaning thegarden. The second son of the house gives a statistics regarding snake bite andthe people killed by snake.

A beggar woman comesthere. She says to the mother in the house not to kill the snake as it is GodSubramanya. She also says that she will bring a snake charmer. The snakecharmer arrives. He makes a great show. He boasts himself. He says he can catchthe snake if they show them. The snake charmer asks them to inform him afterthey see the snake. He leaves giving his address. All people search for thesnake. They get rid of unwanted plants and stones and the place is totallycleared. It has become tidy in no matter of time. But they could not find thesnake.

Dasa claims that hehas caught the snake. He has a pot in his hand with its mouth sealed. He saysthat the snake is inside the pot. He walks away saying he will live the potwith a snake charmer living nearby. Dasa has become a hero in a moment.

Dasa has gone. The youngestboy shouted on seeing a snake. All watch the snake crawling under the gate andleaving through the drain. They are shocked. They think that there are twosnakes. The college going son thinks if he had taken the risk of breaking thepot he would have known the truth.

The lazy Dasa getsthe credit of catching the snake as well as the garden becomes clean relievingDasa of a great work.

4. The Civilizationof Today – C. E. M. Joad

PART A

1. The prose piece “ The Civilization of Today” is taken from-----

[a] A Guide to Philosophy[b] The Story of Mankind[c] The Story of Civilization [d]A Guide to Modern Thought

2. The theme of C. E.M. Joad’s “The Civilization of Today” is--------

[a] human advancement[b] science [c] culture [d] civilization

3. ------protects mefrom robbery and violence.

[a] civilization [b]law [c] order and safety [d] none

4. ------were like anoasis in the surrounding desert.

[a] ancientcivilization [b] modern civilization [c] law [d]none

5. National income isreceived by-------of the population in England.

[a] one-tenth [b]one-fifteenth [c] one-seventeenth [d] one-sixteenth

6. The most destructivewar took place between the great nations of -------.

[a] North America [b]East Europe [c] Western Europe [d] South Asia

7. ------was like ahayrick waiting for its match.

[a] England [b]Europe [c] Asia [d] Africa

8. King Amanullahof---- paid a visit to London.

[a] Persia [b]Algeria [c] Armenia [d] Afganisthan

9. The tworevolutions refer to….

[a] industrialrevolution and agrarian revolution [b] Industrial and French Revolution [c]Russian Revolution and French Revolution [d] none

10. Science has givenpowers fit for the------

[a] gods[b] kings [c] demons [d] none

PART B

Explain with reference to the context

1. We do not know how to manage our machines.Machines, as I have already explained were made to be man’s servants; yet hehas grown so dependent on them that they are in fair way to become his masters.

Context: This passage is an extract from, “The Civilizationof To-day” by C. E. M. Joad. This prose piece is taken from C. E. M. Joad’sbook titled, The Story of Civilization. Joad desires to make full use of the advantages given by the presentcivilization.

Explanation: This passage observes the man’s over dependenceon machines. It further warns that man may become slaves to machines.

Comment: Too much of anything is good for nothing.

PART CDevelopment of mankind is the prime concern of C. E. M. Joad. Discuss this idea with reference to 'The Civilization of Today'.

Joad in “TheCivilization of Today” presents the merits of modern civilization as well asdemerits of it. He also presents how to utilize the gains made by it.

In the view of Joadcivilization has made the world safer. People are free from the fear of pain.The modern civilization is wide spread. The world has become one in terms oftrade and commerce. Joad also warns against the dangers of civilization such asinequality in sharing the resources, dangers of war and machines.

The presentcivilization has achieved order and safety. As a result people can have legalremedy. It has brought peace which is conducive for creative acts andscientific inventions.

People are free fromthe fear of pain thanks to the invention of anesthetics.

The present daycivilization has a wide reach when compared to the ancient civilizations. It hasbrought people closer and they are one in terms of trade and commerce.

But, on the otherhand there is a wide disparity in the sharing of the resources. The danger ofwar is still there. It may break out anytime. It is a great defect of ourcivilization. The danger from machines is a great threat to our civilization.Machines are meant to serve man. But man of late is becoming slaves tomachines. This trend may lead to great destruction.

The machines havesaved more time for mankind. Joad suggests the ways to make use of the timesaved by machine. They are making more beautiful things, finding more about theuniverse, removing the causes of quarrels between nations, discovering how toprevent poverty.

Joad further statesthat if the above mentioned things happen then our civilization will be thegreatest and the most lasting.

5. With the Photographer - Stephen Leacock

PART A

1. “To me it is aworthless bauble”. What does “it” referto?

[a] The photograph[b] The Photographer [c] Sulphide [d] Oxide

2. Stephen Leacock isthe author of-----

[a] “With thePhotographer” [b] “A Snake in the Grass” [c] “TheCivilization of

Today” [d] “VoluntaryPoverty”

3. The photographerwas a ------man in a grey suit.

[a] drooping[b] up straight [c] lazy [d] none

4. When does thephotographer ask Leacock to come?

[a] Monday [b] Friday[c] Saturday [d] Sunday

5. Pick out the oddone.

[a]sulphide [b]bromide [c] oxide [d] cowhide

6. The age of theperson in “With the Photographer” is-----

[a] 40[b] 50 [c] 60 [d] 30

7. -----is theprocess for removing the ears entirely.

[a] bromide [b]delphide [c] chloride [d] sulphide

8. The photographerhad the dim eye of a -------

[a] natural scientist[b] philosopher [c] physician [d] none

9. The photographerdrew a little----cloth over himself.

[a] grey [b] black[c] white [d] red

10. Leacock waitedfor------for the photographer to come.

[a] an hour[b] two hours [c] half an hour [d] none

PART B

Explain with reference to the context

1. We have a process, now- the delphide forputting in the new ones. You’ll notice here where we’ve applied it to carryaway the hair from the brow.

Context: This passage is an extract from, “Withthe Photographer” by Stephen Leacock. This story was originally written in 1909and published in 1913 in the collection Beyond the Behind. This prosepiece deals with the fun and plight involved in being taken a photograph.

Explanation: Leacock or the persona goes to aphotographer for his photograph being taken. He gets his photograph taken. But,the photographer makes alterations in the photograph using various chemicalprocesses to the dismay of the photographed.

Comment: A photographic nightmare, indeed.

PART CWrite an essay on the plight of the photographed person in Stephen Leacock's story.

Desire to have a photograph of one’s own is natural. In having oneselfphotographed a great deal of things one has to endure. Stephen Leacock drivesthis idea home through a comic sequence of actions in “With the Photographer”.This story was originally written in 1909 and published in 1913 in thecollection Beyond the Behind.
“With the Photographer” begins with a person going to a photographer with theaim of having him photographed. He meets the photographer who makes him waitfor an hour. The photographer emerging from the studio makes his apparatusready for the shoot.
Taking photograph in a single click would have made this writing impossible.But, presenting oneself before a camera is not as simple as opening a pot ofjam. It makes the person who wants to have his image in the photographexasperated.
The shoot begins with the photographer hiding his head behind a machine and hedraws a little cloth behind himself. The photographer too often comes to theperson and suggests several things. He says the person’s face is wrong. Thenthe person’s ear is adjusted. It goes on like this for long. Total irritationconquers the person and in a fit of rage the person to be photographed shoutsthat he had been having the face for forty years and the face is his own. Thephotographer says that he has captured the person’s image in a moment ofanimation. The person asks for his photograph and the latter says that he hasto develop the negative. The photographer asks the person to come on Saturday.
On the appointed day the person goes to the photographer. He sees the picture.But, he cannot believe that it is his photograph. The photographer explainswhat he has done to improvise this person’s photograph. The brows, mouth, eyes,ears and everything looks different in the photograph. The photographer saysdifferent processes such as delphide and sulphide. The person is very muchirritated. The person says in anger to take his negative and dip it insulphide, bromide, oxide and cowhide.
The person is totally upset with the photographer as the latter totallyreplaced his identity.

1. The Gateman’sGift - R. K. Narayan

PART A

0. The colour of the uniform dress given to the gateman was----

[a] brown [b] green [c] khaki [d] red

1. How many partsdoes the story “The Gateman’s Gift “contain?

[a] one [b] two [c]three [d] four

2. Who suggested takingthe envelope to X-ray Institute?

[a] an ex-compounder[b] a doctor [c] a pedestrian [d] none

3. Govind Singhbecame the gate keeper at------

[a] Englandia’s [b]Glindya’s [c] Brittania [d] Malgudia

4. Govind Singhworked as a gateman for -----years.

[a] 25 years [b] 20years [c] 30 years [d] 35 years

5. How many staff didwork in the Govind Singh’s office?

[a] over a 100 [b]above 50 [c] over 200 [d] none

6. Govind Singh wasgiven a pension of ------rupees per month.

[a] 12 [b] 20 [c] 15[d] 18

7. ------was enclosedin the envelope.

[a] a cheque for onehundred rupees [b] a cheque for 200 rupees [c] a cheque for 300 rupees [d] a cheque for 400rupees

8. The City X-ray Institute is situated at---

[a] Race Course Road[b] Promenade Road [c] Bird’s Road [d] James Road

9. Govind Singhreceived a-------

[a] registered envelope [b] telegram [c] post card[d] money order

10. Govind Singhreceived------letters in his lifetime.

[a] less than three[b] less than two [c] less than four [d] less than five

PART C

Write an essay on the strange behaviour of Govind Singh in 'The Gateman's Gift'.

How a small thing attimes plays havoc in a man’s life is presented in 'The Gateman’s Gift'. R.K. Narayan’s 'The Gateman’s Gift' deals with a person who becomesfrenzy after receiving a registered postal envelope. Narayan narrates a storyinvolving a gateman who becomes abnormal when he receives a registeredenvelope.

Sending and receivingenvelops are normal acts. But in 'The Gateman’s Gift' receiving anenvelope plays a spoil sport in the life of an ex-gateman.

Govind Singh works ina company as a gateman. He retires. His days are idle except for thepension day. One day he comes to know that he can make a doll when a childbrings a doll for repair. He decides to utilize his idle hours in making dolls.Out of clay and wood dust he can make beautiful models. Whatever he saw becamemodels. Doll making act of his makes him popular around.

On the day of hispension he will give a doll as a gift to his master. Often, it disturbs theworking of the company for some time. One day he receives an envelope from hisoffice. It makes him panic. He becomes frenzy. He is scared of the cover. Hewanted to know what is inside without opening the cover.

Singh goes onshouting asking for the content of the cover. He is scared to open the cover.He thinks there is something amiss. He goes to X-ray institute to find what isinside the cover. The man in the institute thinks he is insane. This suggestionmakes the gateman frenzy. He rolls down. He jumps. He laughs. He weeps. Hereturns home and destroys all the models. He goes to the road. He stops thetraffic. A cop has to intervene. In this condition the accountant of hiscompany finds Singh with a cover in his hand. The accountant tear opens thecover. He reads the letter which states that Govind Singh is rewarded with acheque of hundred rupees in appreciation of his doll making. After hearing thisSingh becomes normal.

Govind Singh gives updoll making thinking that it is not a sane person’s job.

2. The Open Window-H.H. Munro

PART A

1. What is the penname of H. H. Munro?

[a] Saki[b] Boz [c] Bard [d] none

2. Vera is-----yearsold.

[a] fifteen[b] sixteen [c] seventeen [d] eighteen

3. The great tragedyhappened-------years ago.

[a] three[b] two [c] four [d] five

4. -----is theyoungest brother of Mrs. Sappleton.

[a] Ronnie[b] Bertie [c] Tom [d] George

5. ------gave theletter of introduction to Nuttel.

[a] Nuttel’s sister[b] a stranger [c] a friend [d] a nun

6. Bertie refersto-----

[a] Mrs. Sappleton[b] Ronnie [c] Vera [d] none

7. ------had thehorror of dogs according to Vera.

[a] Mr. Sappleton [b]Ronnie [c] Mr. Nuttel [d] Mrs. Sappleton

8. Mrs. Sappleton’shusband and her two brothers went off for their day’s-----

[a] shooting[b] riding [c] wall [d] none

9. The shooting partywas engulfed in a piece of-----

[a] bog[b] hog [c] fog [d] none

10. They went forshooting with a----

[a] spaniel[b] Dalmatian [c] Pekinese [d] none

PART C

Discuss the convincing nature of Vera's story making ability.

Munro’s “Open Window”comes out with stories within a story. Vera a young girl in the short story iscapable of concocting stories spontaneously. She concocts two stories oneinvolving an opened French window and another involving a Spaniel.

Vera puts a story ofhers in to the heart of a stranger who is scared to the core and leaves thehouse of his host sparing no civilities. Framton Nuttel, a stranger is sent byan acquaintance of his to a house for finding solace as the former isdepressed. Nuttel waits with a letter of introduction in the house of Mrs.Sappleton.

Vera entertains Nuttel,who waits for the meeting with Mrs Sappleton. Meanwhile Vera, the niece of Mrs.Sappleton implants a story in the mind of the stranger.

Nuttel listens to thenarration of Vera. Her account makes Nuttel believe the story. Nuttel is verymuch drawn to the story. Vera’s story involves Mrs. Sappleton’s husband and hertwo younger brothers. They go on a shooting errand along with theirSpaniel. They get trapped on a bog andnever return. This tragedy has left indelible scar on Mrs. Sappleton. Yet, shebelieves they will return. So, the French window is kept opened. Vera also says that the day is the firstanniversary of the tragic incident. This story occupies the mind of Nuttel.

The shooting partyreturns to the bewilderment of Nuttel. The showing of dead people leaves Nuttelin utter confusion. He closes the opened window and runs away without informingany one. The inmates of the house are totally left puzzled. Vera comes again concoctsanother story explaining the conduct of Nuttel.

The story statesNuttel’s fear for dogs as once he is chased by a pack of dogs in a cemetery.Her story convinces the inmates of the house.

3. Some Words witha Mummy - Edgar Allan Poe

PART A

1. -----was the nameof the mummy.

[a] Count [b] Mount[c] Tom [d] Allamistakeo

2. What was the lifespan of ancient Egyptians?

[a] 100yrs [b]1000yrs [c] 150 yrs [d] 2000 yrs

3. The mummywas------years old.

[a] 700[b] 800 [c] 500 [d] 900

4. The mummy wasburied----years ago.

[a] 5050[b] 4050 [c] 4000 [d] 5000

5. The large box inwhich the mummy is kept was made of---

[a] wood [b] pastefrom papyrus reeds [c] bamboo [d] none

6. The eyes had beenreplaced by-----ones.

[a] glass[b] clay [c] plastic [d] ceramic

7. The mummygave----a very heavy kick.

[a] Ponnonner[b] Buckingham [c] Gliddon [d] Narrator

8. -----was the titleof the mummy.

[a] Count[b] Duke [c] Lord [d] Noble

9. ------couldunderstand the ancient Egyptian writing.

[a] Giddon[b] Buckingham [c] Doctor [d] none

10. “Some Words witha Mummy” was written in---

[a] 1845[b] 1945 [c] 1890 [d] 1920

PART C

Discuss Poe's creative genius with reference to “Some Words with a Mummy”.

Mummies are integralpart of Egyptian civilization. A mummy comes to life again after severalcenturies. Modern day people encounter mummy and they are so baffled with thequality of life Egyptians have lived. The ideas mentioned above form the theme of Edgar Allan Poe’s shortstory titled, “Some Words with a Mummy”. In this story Poe brings a mummy tolife and imaginatively presents a conversation between mummy and the doctors ofseventeenth century.

The narrator of thestory falls asleep after the supper after consuming five bottles of beer. He isdisturbed by a heavy knock at the door and a letter is thrust under the nose ofthe narrator. It is from doctorPonnonner. He states that permission is granted for dissecting a mummy kept inthe museum. So, he wants the narrator to be in his house shortly. The narratorrushes to the doctor’s house.

They get ready fordissection. They are accompanied by Mr. Gliddon and Mr. Buckingham. They removethe three cases which covered the mummy. The doctor gets ready with theinstruments and as t is two’o clock in the morning. They decide to leave. But aperson suggests an electric experiment. All agree. Electricity is passedthrough the body of mummy and the mummy comes to life. They are shocked. They discusswith mummy. Mummy says that he was buried alive five thousand and five hundredyears ago. At that time he was seven hundred years old. The mummy adds that the Egyptians evenpreserved the living people in order to prevent the spread of wrong ideas on Egyptiancivilization. The mummy says about the breakthroughs made in medicine andscience at the time of his living. The lively discussion continued. All askabout development in various fields. Mummy’s reply surprises them. The Egyptians had known glass making, workingof brain and nervous system. They had excelled in cloth making. The doctorasked whether the mummy knows “Punnonner Pills”. The mummy replied n thenegative. As the narrator could not bear the sight of the defeated mummy, hereturns home. The narrator writes thisstory for his family and mankind though his wife has left him. The narratorwants himself to be preserved for 200 more years so he would know who will bethe president then.

Edgar Allan Poe hascleverly put his creative genius at workto present an amusing story.

4. The Ant and theGrasshopper - Somerset Maugham

PART A

1. The two brothersin the story “The Ant and the Grasshopper” are------

[a] Tom and Jerry [b]Tom and George [c] Robert and George [d] Tom and Harry

2. Where was Tom’shouse?

[a] London [b]Mayfair [c] Cambridge [d] Massachusetts

3. “The Ant and theGrasshopper” is the fable written by --------

[a] La Fontaine[b] Longinus [c] Montaigne [d] none

4. How many childrendid Tom have?

[a] one [b] two[c] three [d] none

5. ------spent twohappy years in the various capitals of Europe.

[a] Tom[b] George [c] Cronshaw [d] none

6. How much didGeorge spend to settle the affair of Cronshaw?

[a] 500 pounds[b] 600 pounds [c] 400 pounds [d] none

7. Georgehad------daughters.

[a] four[b] three [c] two [d] five

8. Tom was------yearsold.

[a] forty [b] fifty[c] sixty [d] forty six

9. Tom and Cronshawwent to----

[a] London [b]Monte Carlo [c] Port Louis [d] Paris

10. Tom was engagedto a woman old enough to be his------

[a] aunt [b]mother [c] daughter [d] none

PART CMaugham is the master of Irony. Discuss this trait in 'The Ant and the Grasshopper'.

Turning a fable intoirony is not a mean business. Maugham does it with élan in his story “The Antand the Grasshopper”. The moral of La Fontaine’s fable by the same name isinverted by Maugham through a story involving two brothers. The moral of thefable is that industry is rewarded and being inert is punished. But the storyof the brothers goes the other way round.
Tom the younger of the Ramsays is an easy going personality who leads aluxurious life and never bothers about his future. He indulges in all theextravagant and epicurean acts. He borrows money from others without hesitationand makes his brother pay. George the elder of the Ramsays unlike Tom leads aserious life and more careful in his future plans. Tom is always a thorn inGeorge’s flesh. George has to come in whenever Tom gets into trouble.
Once, Tom got into a situation of landing in prison. George’s timelyintervention saved Tom. Tom had cheated a person named Cronshaw. Cronshawbecame vengeful and decided to take the matter into court. George paid him fivehundred pounds and settled the affair. But, George was more humiliated when Tomand Cronshaw joined hands together to spend a happy time.
George feels that Tom would suffer when he becomes old as Tom has not got anysavings and also George feels that he has made his future secure with soundinvestments by saving one third of his income.
On the contrary to the expectations of the George Tom becomes wealthiermultifold in comparison to George. This sudden reversal has its roots in themarriage of Tom to a wealthy lady who is old enough to be his mother. The deathof that lady has brought more wealth to Tom. The inventory includes: half amillion pounds, a yacht, a house in London and a house in the country.

GRAMMAR III AND IV

1. A ------ is a group of words that make completesense.

[a] sentence [b] phrase [c] clause [d] syntax

2. -----sentences give commands, requests,instructions or advice.

[a] imperative [b] exclamatory [c] interrogative[d] affirmative.

3. The words which stand for complete sentencesare called------

[a] fragments [b] particles [c] morphemes [d]phonemes

4. The head or ruler of a sentence is -------

[a] object [b] verb [c] subject [d] complement

5. Supply a suitable preposition.

The book is -----the bag.

[a] in [b] at [c] up [d] of

6. Fill in the blanks with the suitable questionword.

------old are you?

[a] who [b] how [c] what [d] whose

7. The plural of ox is----

[a] oxen [b] bison [c] oxes [d] oxum

8. Add suitable question tag.

I had my house clean, ----

[a] had I [b] hadn’t I [c] have I [d] didn’t I

9. Interjections are words which express sudden----

[a] emotions [b] changes [c] expressions [d]images

10. One should abstain--------creating problems.

[a] from [b] with [c] on [d] about

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PART B and PART C

Put the following sentences into negative.

1. You must consult a doctor.

You must not consult a doctor

2. We attended all the meetings.

We did not attend all the meetings.

3. India was a maritime nation.

India was not a maritime nation

4. She had a bicycle last year.

She did not have a bicycle last year.

5. They will come tomorrow.

They will not come tomorrow.

Rewrite the following sentences in the plural

1. A baby drinks milk

Babies drink milk.

2. A child goes to school every morning.

Children go to school every morning.

3. A mouse eats a lot of grain.

Mice eat a lot of grain.

4. An aircraft was damaged in an accident.

Aircraft were damaged in an accident.

5. A potato is heavier than a tomato.

Potatoes are heavier than tomato.

Fill in the blanks with feminine form given in thebrackets

1. The farmer had a couple of----[bulls]

The farmer had a couple of cows.

2. The ----is dressed in a blue sari. [bridegroom]

The bride is dressed in a blue sari.

3. My---- comes every Wednesday. [landlord]

My landlady comes every Wednesday.

4. My father’s-------is a doctor. [nephew]

My father’s niece is a doctor.

5. She is an---to a great fortune. [heir]

She is an heiress to a great fortune.

Fill in the blanks with suitable relativepronouns.

1. The book-----I borrowed yesterday is veryinteresting.

It’s big enough for people to see, in my experience. We’ll have a PowerPoint that goes through something, and I can show it to them right there. What I do is e-mail the document to myself at my regular e-mail. Office suite pro.

The book which I borrowed yesterday is veryinteresting.

2. This is the boy----bicycle was stolen.

This is the boy whose bicycle was stolen.

3. The man---we met this morning is a pilot.

The man whom we met this morning is a pilot.

4. The man-----spoke just now is a politician.

The man who spoke just now is a politician.

5. The Fire Force,-----arrived soon, put out thefire.

The Fire Force, that arrived soon, put out thefire.

Rewrite as directed:

1. She sings sweetly. [change into the negativeform]

She does not sing sweetly.

2. He isnt well. [put apostrophe where necessary]

He isn’t well.

3. This is the boy. I met him yesterday. [join thesentence using a relative pronoun]

This is the boy whom I met yesterday.

4. He is more intelligent than any other boys inthe class. [write in the superlative degree]

He is the most intelligent boy in the class.

5. Put on the garments. [change into passivevoice]

Let the garments be put on.

6. He reads clearly. [quite] [put the given adverbin the proper place]

He reads quite clearly.

7. I have-----more letters for you to write [add ‘some’or ‘any’ as required]

I have more letters for you to write.

8. It rains heavily. [pick out the adverb]

Heavily

9. To swim is a good exercise. [change into gerundform]

Swimming is a good exercise.

10. The prizes were distributed by the collector.[change into active voice]

The collected distributed the prizes.

11. The elephant is bigger than the tiger. [givethe positive degree]

The tiger is not as big as the elephant.

12. The tea is very hot. I can’t drink it. [jointhe sentences using too…to]

The tea is too hot to drink.

13. The coffee is hot. He cannot drink. [combinethe sentence using so.that]

The coffee is so hot that he cannot drink.

14. Gold is a precious thing. [pick out the nounand also the type of noun]

Gold. Material noun.

15. She is not active. [change in to affirmativesentence]

She is active

16. My father is a doctor. [frame a question]

What is your father?

17. He---go for walking every morning. [use theappropriate form of verb]

He goes for walking every morning.

18. He loves his children much. [add a questiontag]

Doesn’t he?

19. He is the most patriotic man in the village.[givethe positive degree]

No other man in the village is as patriotic ashim.

20. The dog looked------the well.[supply suitablepreposition]

The dog looked in to the well.

21. I failed in the examination------[put thecorrect adverb]

I failed in the examination badly.

22. Please put-----sugar. [fill with ‘some’ ormany’]

Please put some sugar.

23. He is ---European. [fill with a suitablearticle]

He is a European.

24. When we reached the bus stop thebus-----[leave] already. [put the correct form of the verb.

When we reached the bus stop the bus had leftalready.

25. This is the book----I asked you. [supply arelative pronoun]

This is the book which I asked you.

26. She---have missed the book in the bus.[can/might] [use the most appropriateword]

She might have missed the book in the bus.

27. Bread and Butter-----[is/are] good for health.[fill with the correct verb]

Bread and Butter is good for health.

28. Everyone in the street-----[know] him. [fillwith the suitable form of verb]

Everyone in the street knows him.

29. He is one of the best-----[student orstudents] in the class. [choose the correct one]

He is one of the best students.

30. My father----is a doctor is met with anaccident. [supply a suitable relative pronoun]

My father who is a doctor is met with an accident.

31. He worked hard. He failed. [join using asuitable conjunction]

He worked hard but he failed.

32. It rains. The match will be cancelled. [jointhe sentences by beginning the sentence with ‘if’]

If it rains the match will be cancelled.

33. They are white washing the house. [give thepassive voice]

The house is being white washed by them.

34. Mathematics-----[is/are] difficult for manystudents.[identify the correct forms]

Mathematics is difficult for many students.

35. Neither Ram nor Balu----[study] well. [fillwith correct form of the verb]

Neither Ram nor Balu studies well.

36. I was watching the movie. [change in topassive voice]

The movie was being watched by me.

37. Every student----[work] hard duringexaminations. [fill with the correct form of verb]

Every student works hard during examinations.

38. He is one of the best students in the class.[write the comparative degree]

He is better than many other students in theclass.

39. He is poor. He is honest. [Join the twosentences using although]

Although he is poor he is honest.

40. ------Ganges is the longest river in India.[supply suitable article]

The Ganges is the longest river in India.

Caricature of Joad (1945)
Born	12 August 1891
Died	9 April 1953 (aged 61) Hampstead, England
Nationality	British
Alma mater	Balliol College, Oxford
Era	Early/Mid-twentieth century
Region	Western philosophy
G. D. H. Cole, H. G. Wells and George Bernard Shaw

Cyril Edwin Mitchinson Joad (12 August 1891 – 9 April 1953) was an English philosopher and broadcasting personality. He appeared on The Brains Trust, a BBC Radio wartime discussion programme. He popularised philosophy and became a celebrity, before his downfall in a scandal over an unpaid train fare in 1948.^[1]

• 1Early life

Early life[edit]

Joad was born in Durham, the only son of Edwin and Mary Joad (née Smith). In 1892 his father became an Inspector of Schools and the family moved to Southampton, where he received a very strict Christian upbringing. Joad started school at the age of five in 1896, attending Oxford Preparatory School (later called the Dragon School) until 1906, and then Blundell's School, Tiverton, Devon, until 1910.

Balliol College[edit]

In 1910 Joad went up to Balliol College, Oxford. Here he developed his skills as a philosopher and debater. By 1912 he was a first class sportsman and Oxford Union debater. He also became a Syndicalist, a Guild Socialist and then a Fabian. In 1913 he heard about George Bernard Shaw through the newly-founded magazine the New Statesman. This developed his study of philosophy, one of the building blocks for his career as a teacher and broadcaster. After completing his course at Balliol, achieving a first in Honour Moderations in Literae Humaniores (1912),^[2] a first in Greats (a combination of philosophy and ancient history, 1914) and John Locke scholarship in mental philosophy (1914), Joad entered the civil service.^[3]

Civil service[edit]

Joad began at the Board of Trade in 1914 after attending a Fabian Summer School. His aim was to infuse the civil service with a socialist ethos. He worked in the Labour Exchanges Department of the Board of Trade, the department becoming the new Ministry of Labour in 1916. In the months leading up to the First World War he displayed 'ardent' pacifism, which resulted in political controversy.^[4] Joad, along with George Bernard Shaw and Bertrand Russell, became unpopular with many who were trying to encourage men to enlist as soldiers to fight for their country.

Marriage[edit]

In May 1915 Joad married Mary White, and they bought a home in Westhumble, near Dorking, in Surrey. The village, formerly home to Fanny Burney, was near to the founder of the Fabian Society, Beatrice Webb. Joad was so fearful of conscription that he fled to Snowdonia, Wales, until it was safe to return. After the birth of three children, Joad's marriage ended in separation in 1921. Joad later caused some controversy by stating his separation had caused him to abandon his feminism and instead adopt a belief in the 'inferior mind' of women.^[4]

Life after separation[edit]

After the separation Joad moved to Hampstead in London with a student teacher, Marjorie Thomson. She was the first of many mistresses, all of whom were introduced as 'Mrs Joad'. He described sexual desire as 'a buzzing bluebottle that needed to be swatted promptly before it distracted a man of intellect from higher things.' He believed that female minds lacked objectivity, and he had no interest in talking to women who would not go to bed with him. By now Joad was 'short and rotund, with bright little eyes, round, rosy cheeks, and a stiff, bristly beard.'^{[citation needed]} He dressed in shabby clothing as a test: if people sneered at this they were too petty to merit acquaintance.

Job interviews proved a great difficulty for Joad, due to his flippancy. In 1930, however, he left the civil service to become Head of the Department of Philosophy and Psychology at Birkbeck College, University of London. Although the department was small, he made full use of his great teaching skills. He popularised philosophy, and many other philosophers were beginning to take him seriously. With his two books, Guide to Modern Thought (1933) and Guide to Philosophy (1936), he became a well-known figure in public society.

1930s-40s[edit]

In his early life Joad very much shared the desire for the destruction of the Capitalist system. He was expelled from the Fabian Society in 1925 because of sexual misbehaviour at its summer school, and did not rejoin until 1943. In 1931, disenchanted with Labour in office, Joad became Director of Propaganda for the New Party. Owing to the rise of Oswald Mosley's pro-Fascist sympathies, Joad resigned, along with John Strachey. Soon afterwards he became bitterly opposed to Nazism, but he continued to oppose militarism and gave his support to pacifist organisations, including the No More War Movement and the Peace Pledge Union.

While at Birkbeck College Joad played a leading role in The King and Country debate. The motion, devised by David Graham and debated on Thursday 9 February 1933, was 'that this House will in no circumstances fight for its King and Country.” The debate was often interpreted as illustrating both the attitude of Oxford undergraduates and the state of Europe at the time; Adolf Hitler had become Chancellor of Germany just ten days prior to the debate. Joad was the principal speaker in favour of the proposition, which passed by a vote of 275 to 153. Joad’s speech was described as “well-organized and well-received, and probably the single most important reason for the outcome of the debate.”^[5] Joad's part in the debate caused him to gain a public reputation as an absolute pacifist.^[4] Joad was also involved in the National Peace Council, which he chaired, 1937-38.

Joad was an outspoken controversialist; he declared his main intellectual influences were George Bernard Shaw andH. G. Wells.^[4] He was strongly critical of contemporary philosophical trends such as Marxism, Behaviorism and Psychoanalysis.^[4] He was also repeatedly referred to as'the Mencken of England', although, as Kunitz and Haycraft pointed out, Joad and Mencken 'would be at sword's point on most issues'.^[4]

Joad crusaded to preserve the English countryside against industrial exploitation, ribbon development, overhead cables and destructive tourism. He wrote letters and articles in protest against decisions being made to increase Britain's wealth and status, as he believed the short term status would bring long term problems. He organised rambles and rode recklessly through the countryside. Joad was also associated with the fledgling naturist movement in England.^[6][7][8] He also had a passion for hunting.

Hating the idea of nothing to do, Joad organised on average nine lectures per week and two books per year. His popularity soared and he was invited to give many lectures and lead discussions. He also involved himself in sporting activities such as tennis and hockey, and recreational activities such as bridge, chess and the player piano. He was a great conversationalist, and enjoyed entertaining distinguished members of society.

After the outbreak of the Second World War he became disgusted at the lack of liberty being shown (he was a founding vice-president of the National Council for Civil Liberties from 1934). He went as far as to beg the Ministry of Information to make use of him. In January 1940 Joad was selected for a BBC Home Service wartime discussion programme, The Brains Trust, which was an immediate success, attracting millions of listeners. Shortly afterwards Joad abandoned his pacifism and placed his support behind the British war effort. ^[9] Although Joad never reverted to pacifism, he actively supported at least one conscientious objector during the war, leading to a pamphlet, The Present Position of Conscientious Objection, published by the Central Board for Conscientious Objectors, 1944. Joad also opposed the continuation of conscription into peacetime, writing the pamphlet The Rational Approach to Conscription, published by the No Conscription Council, 1947.

Psychical research[edit]

Joad was interested in the paranormal, and partnered Harry Price on a number of ghost-hunting expeditions, also joining the Ghost Club, of which Price became the president. He involved himself in psychical research, travelling to the Harz Mountains to help Price to test whether the 'Bloksberg Tryst' would turn a male goat into a handsome prince at the behest of a maiden pure in heart; it did not.^[10] In 1934 he became Chairman of the University of London Council for Psychical Investigation, an unofficial committee formed by Price as a successor body to his National Laboratory of Psychical Research.^[11] In 1939, Joad's publications on psychical research were severely criticised in the Proceedings of the Society for Psychical Research. It was discovered that Joad was not present at séances he had claimed to have attended.^[12] Price later suspended the operations of the Council.^[13]

Joad opposed the spiritualist hypothesis of mediumship. He debated the psychical researcher Shaw Desmond on spiritualism. He argued against immortality and spirit communication, preferring his 'mindlet' hypothesis which held that bundle of ideas which were formerly regarded as the mind of the dead person may survive death for a temporal period of time.^[14][15] During the later years of his life he published articles on how extrasensory perception may fit into a Christian framework.^[16]

The Brains Trust[edit]

Joad's prominence came from The Brains Trust, which featured a small group including Commander A. B. Campbell and Julian Huxley. His developed and matured discussion techniques, his fund of anecdotes and mild humour brought him to the attention of the general public.

The programme came to deal with difficult questions posed by listeners, and the panellists would discuss the question in great detail, and render a philosophical opinion. Examples of the questions ranged from 'What is the meaning of life?' to 'How can a fly land upside-down on the ceiling?' Joad became a star of the show, his voice being the most heard on radio except for the news. Joad nearly always opened with the catchphrase 'It all depends on what you mean by…' when responding to a question. Although there was opposition from Conservatives, who complained about political bias, the general public considered him the greatest British philosopher of the day and celebrity status followed.

Rise and fall[edit]

As Joad had become so well known, he was invited to give after-dinner speeches, open bazaars, even advertise tea, and his book sales soared. He stood as a Labour candidate at a by-election in November 1946 for the Combined Scottish Universities constituency but lost.

Joad once boasted in print, 'I cheat the railway company whenever I can.'^[17] On 12 April 1948 Joad was caught travelling on a Waterloo to Exeter train without a valid ticket.^[18] When he failed to give a satisfactory explanation, he was convicted of fare dodging and fined £2 (£71 as of 2019). This made front-page headlines in the national newspapers, destroyed his hopes of a peerage and resulted in his dismissal from the BBC.^[19] The humiliation of this had a severe effect on Joad's health, and he soon became bed-confined at his home in Hampstead.^{[citation needed]} Joad renounced his agnosticism and returned to the Christianity of the Church of England, which he detailed in his book The Recovery of Belief, published in 1952.^[20]

Death[edit]

After the bed-confining thrombosis following his dismissal from the BBC in 1948, Joad developed terminal cancer. He died on 9 April 1953 at his home, 4 East Heath Road, Hampstead, aged 61, and was buried at Saint John's-at-Hampstead Church in London.

Legacy[edit]

Joad was one of the best known British intellectuals of his time, as well known as George Bernard Shaw and Bertrand Russell in his lifetime. He popularised philosophy, both in his books and by the spoken word.

Quotes from Joad appear in Virginia Woolf's novel Three Guineas.For example:

'If it is, then the sooner they give up the pretence of playing with public affairs and return to private life the better. If they cannot make a job of the House of Commons, let them at least make something of their own houses. If they cannot learn to save men from the destruction which incurable male mischievousness bids fair to bring upon them, let women at least learn to feed them, before they destroy themselves.'^[21]

Joad was invited to appear at the Socratic Club, an undergraduate society at Oxford University, where he spoke on 24 January 1944, on the subject 'On Being Reviewed by Christians', an event attended by more than 250 students. This was a stepping-stone in Joad's life, particularly at a time when he was re-examining his convictions. This re-examination eventually led to his return to the Christian faith of his youth, an event he mentioned in The Recovery of Belief. C. S. Lewis, President of the Socratic Club, is mentioned twice in this book, once as an influence on Joad through Lewis' book The Abolition of Man. Part of his legacy, then, was to return to the faith that he had set aside as an Oxford undergraduate and to defend that faith in his writings.

Joad is also mentioned in Stephen Potter's book Gamesmanship, as his partner in a tennis match in which the two men were up against two younger and fitter players who were outplaying them fairly comfortably, until Joad asked his opponent whether a ball that had clearly landed way behind the line was in or out; an event which Potter says made him start thinking about the concept of gamesmanship.

Selected publications[edit]

Joad wrote, introduced or edited over 100 books, pamphlets, articles and essays including:

• 'Monism in the Light of Recent Developments in Philosophy', Proceedings of the Aristotelian Society, N.S. 17 (1916–17)
• 'Robert Owen, Idealist', London : Fabian Society [Tract 182] (1917)
• The Diary of a Dead Officer, Being the Posthumous papers of A.G. West, ed. with intro, London : George Allen & Unwin (1918)
• Essays in Common-Sense Philosophy, London : George Allen & Unwin (1919, 2nd ed., London : GA & U (1933))
• Common Sense Ethics, London : Methuen (1921)
• Common Sense Theology, London : T. Fisher Unwin (1922)
• The Highbrows, A Novel, London : Jonathan Cape (1922)
• Introduction to Modern Political Theory, Oxford : The Clarendon Press (1924)
• Priscilla and Charybdis, and Other Stories, London : Herbert Jenkins (1924)
• Samuel Butler (1835–1902), London : Leonard Parson (1924)
• 'A Realist Philosophy of Life', Contemporary British Philosophy, Second Series, ed. J.H. Muirhead, London : George Allen & Unwin (1925)
• ‘The Mind and Its Place in Nature’, London (1925), Kegan Paul, Trench, Tubner and Co.,Ltd
• Mind and Matter : The Philosophical Introduction to Modern Science, London : Nisbet (1925)
• The Babbitt Warren [A Satire on the United States], London : Kegan Paul (1926)
• The Bookmark, London : The Labour Publishing Company (1926, repr. London : Westhouse (1945))
• Diogenes, The Future of Leisure, London : Kegan, Paul, Trench, Trubner (To-day and To-morrow) (1928)
• Thrasymachus, The Future of Morals, London : Kegan, Paul, Trench, Trubner (1928, rev. ed., London : Kegan Paul (To-day and To-morrow) (1936))
• The Future of Life : A Philosophy of Vitalism, New York : G.P. Putnam's Sons (1928)
• The Meaning of Life As Shown in the Process of Evolution, London : Watts & Co. (1928)
• Great Philosophies of the World, London : Ernest Benn (1928, repr.& rev., London : Thomas Nelson (1937))
• Matter, Life and Value, London : Oxford University Press (1929)
• 'Philosophy and Aldous Huxley', The Realist, 1: 4 (1929)
• The Present and Future of Religion, London : Ernest Benn (1930)
• Unorthodox Dialogies on Education and Art, London : Ernest Benn (1930)
• The Case for the New Party, London : New Party (c. 1931)
• The Story of Civilization, London : A. & C. Black (1931)
• The Horrors of the Countryside, London: The Hogarth Press (Day to Day Pamphlets, No. 3) (1931)
• What Fighting Means, London : No More War Movement (1932)
• Philosophical Aspects of Modern Science, London : George Allen & Unwin (1932, repr. London : GA&U (1963))
• Under the Fifth Rib, London : Faber & Faber (1932), retitled The Book of Joad (1935)
• Guide to Modern Thought, London : Faber & Faber (1933, rev. & enlarged, London : Pan (1948))
• 'The Advocacy of Peace', The Twentieth Century, Vol 5, No 39, (July 1933)
• Counter Attack from the East : The Philosophy of Radhakrishnan, London : George Allen & Unwin (1933)
• 'Insecurity in Arms', London : National Peace Council, No 8 rev (1934)
• Liberty Today, London : Watts (1934)
• Manifesto : Being the Book of the federation of Progressive Societies and Individuals, ed., London : George Allen & Unwin (1934)
• 'The End of an Epoch', New Statesman & Nation, London (8 December 1934)
• Return to Philosophy, London : Faber & Faber (1935)
• 'Science and Human Freedom', London : Haldane Memorial Lecture (1935)
• 'The Challenge to Reason', The Rationalist Annual, London : The Rationalist Press (1935)
• Guide to Philosophy, London : Victor Gollancz (1936)
• The Dictator Resigns, London : Methuen (1936)
• 'The Return of Dogma', The Rationalist Annual, London : The Rationalist Press (1936)
• The Story of Indian Civilisation, London : Macmillan (1936)
• 'Defence' is No Defence', London : National Peace Council (1937)
• 'On Pain, Death, and the Goodness of God', The Rationalist Annual, London : The Rationalist Press (1937)
• The Testament of Joad, London : Faber & Faber (1937)
• Guide to the Philosophy of Morals and Politics (1938)
• How to Write, Think and Speak Correctly, ed., London : Odhams (1939)
• 'On Useless Education',The Rationalist Annual, London : The Rationalist Press (1939)
• Why War?, Harmondsworth : Penguin (1939)
• For Civilization, London : Macmillan (1940)
• Journey Through the War Mind, London : Faber & Faber (1940)
• Philosophy For Our Times, London : Thomas Nelson & Sons (1940)
• 'Principles of Peace', The Spectator, London (16 August 1940; repr. Articles of War : The Spectator Book of World War II, ed. F. Glass & P. Marsden-Smedley, London : Paladin Grafton Books, 1989, 119–22)
• The Philosophy of Federal Union, London : Macmillan (1941)
• What Is at Stake, and Why Not Say So ?, London : Victor Gollancz (1941)
• An Old Countryside for New People, London : J. M. Dent & Sons (1942)
• God and Evil, London : Faber & Faber (1942)
• Pieces of Mind, London : Faber & Faber (1942)
• 'The Face of England', Horizon, V, London (29 May 1942)
• The Adventures of the Young Soldier in Search of the Better World, London : Faber & Faber (1943)
• 'Man's Superiority to the Beasts : Liberty Versus Security in the Modern State', Freedom of Expression, ed. H. Ould, London : Hutchinson, International Authors Ltd (1944)
• 'On Thirty Years of Going to the Lakes', Countrygoer Book, ed. C. Moore, London : Countrygoer Books (1944)
• Teach Yourself Philosophy, London : English Universities Press (1944)
• 'The Virtue of Examinations', New Statesman & Nation, London (11 March 1944; reply to objections, 25 March)
• The Present Position of Conscientious Objection, London : Central Board for Conscientious Objectors (May 1944)
• About Education, London : Faber & Faber (1945)
• Joad's Opinions, London : Westhouse (1945)
• Conditions of Survival, London : Federal Union (1946)
• 'Fewer and Better' [Population], London Forum, I : 1, London (1946)
• How Our Minds Work, London : Westhouse (1946)
• 'On No Longer Being A Rationalist', The Rationalist Annual, London : C.A. Watts & Co. (1946)
• The Untutored Townsman's Invasion of the Country, London : Faber & Faber (1946)
• 'Introduction', J.C. Flugel, Population, Psychology, and Peace, London : Watts & Co. (1947)
• The Rational Approach to Conscription, London : No Conscription Council, Pamphlet No. 7 (1947)
• A Year More or Less, London : Victor Gollancz (1948)
• Decadence – A Philosophical Inquiry, London : Faber & Faber (1948)
• 'Foreword', Clare & Marshall Brown, Fell Walking from Wasdale, London : The Saint Catherine Press (1948)
• The English Counties, London : Odhams (1948)
• 'Turning-Points', The Saturday Book, ed. L. Russell, London : Hutchinson (1948)
• Shaw, London : Victor Gollancz (1949)
• The Principles of Parliamentary Democracy, London : Falcon Press (1949)
• A Critique of Logical Positivism, London : Gollancz (1950)
• The Pleasure of Being Oneself, London : George Weidenfeld & Nicolson (1951)
• A First Encounter with Philosophy, London : James Blackwood (1952)
• The Recovery of Belief London: Faber & Faber (1952)
• Shaw and Society (Anthology and a Symposium), London : Odhams (1953)
• Folly Farm [posthumous], London : Faber & Faber (1954)

Articles and essays

• 'The Idea of Public Right', The Idea of Public Right, Being the First Four Essays .. of The Nation Essay Competition, intro. H.H. Asquith, London : George Allen & Unwin, 1918, 95–140 [Written under the pseudonym of 'Crambe Repetita' derived from Juvenal, Satire VI.154 : occidit miseros crambe repetita magistros – (roughly and freely, tr. Geoffrey Thomas) 'Rehashed cabbage – crambe repetita – is wretchedness for poor teachers'. In context, 'The poor teachers have to listen to their pupils regurgitate the same dismal exercises day after day'. It's like perpetually eating the same dull meal.). Joad's authorship is identified on p. vii.)]

References[edit]

1. ^'C. E. M. Joad'. Open University. Retrieved 14 February 2014.
2. ^This corrects an error in Geoffrey Thomas, Cyril Joad, p. 8, in which Joad is credited with a first in classical moderations.
3. ^John Simkin (13 October 2007). 'C. E. M. Joad'. Spartacus Educational. Retrieved 15 February 2014.
4. ^ ^abcdefStanley J. Kunitz and Howard Haycraft, Twentieth Century Authors, A Biographical Dictionary of Modern Literature, (Third Edition). New York, The H.W. Wilson Company, 1950, (p.p. 726-7)
5. ^Martin Ceadel, “The ‘King and Country’ Debate, 1933: Student Politics, Pacifism and the Dictators.” The Historical Journal, June 1979, 404.
6. ^Hill 2011, p. 17.
7. ^Connell 2011, p. 21.
8. ^Turton 2007, p. 91.
9. ^'In May 1940..other leading pacifists, including Joad, Macaulay and A. A. Milne, made highly publicized recantations..' Martin Ceadel, Semi-Detached Idealists : the British Peace Movement and international relations, 1854-1945 Oxford: Oxford University Press, 2000.ISBN9780199241170 (p.406).
10. ^Trevor Hall (October 1978). Search for Harry Price. Gerald Duckworth and Company. pp. 160–170. ISBN0-7156-1143-7.
11. ^Harry Price (2003). Fifty Years of Psychical Research (reprint ed.). Kessinger Publishing. p. 64. ISBN0-7661-4242-6.
12. ^Salter, W. H. (1939). Adventures in Psychical Research by C. E. M. Joad. Proceedings of the Society for Psychical Research 45: 217-222.
13. ^Hall, op. cit., pp. 170–173
14. ^Desmond, Shawl; Joad, C. E. M. (1946). Spiritualism. By S. Desmond-for- & C.E.M. Joad-against. Muse Arts
15. ^Joad, C. E. M. Returning to the Church. p. 16
16. ^Gudas, Fabian. (1985). Extrasensory Perception. Arno Press. p. 105
17. ^C.E.M. Joad, The Testament of Joad, 54
18. ^Cyril Edwin Mitchinson 'C.E.M.' Joad (1891–1953) – Find A Grave Memorial
19. ^Sean Street (2009). The A to Z of British Radio. Scarecrow Press. p. 150. ISBN0-8108-6847-4.
20. ^The Recovery of Belief (work by Joad) – Britannica Online Encyclopedia
21. ^Virginia Woolf, Three Guineas, p43.

Further reading[edit]

• Connell, John (2011). Medical Tourism. CABI. ISBN978-1-84593-660-0.
• Turton, K. (2007). Forgotten Lives: The Role of Lenin's Sisters in the Russian Revolution, 1864-1937. Palgrave Macmillan. ISBN978-0-230-59220-9.
• Hill, Jane (2011). The Sculpture of Gertrude Hermes. Ashgate Publishing. ISBN978-0-85331-865-1.
• Hill, Robert, Philosophy for All: C.E.M. Joad, The Philosopher and the General Public, The Philosopher, Volume LXXXIV, No. 2, Autumn 1995.
• Judge, Tony, Radio Philosopher: The Radical Life of Cyril Joad, (2012)
• Martin, Kingsley, 'Cyril Joad', New Statesman and Nation, London : 18 April 1953
• Martin, Kingsley Editor : A Volume of Autobiography 1931–1945, (London: Hutchinson 1968), esp. pp. 135–9
• Plant, Kathryn. L, 'Joad, Cyril Edwin Mitchinson (1891–1953)', in The Dictionary of Twentieth-Century British Philosophers, ed. Stuart Brown, (Thoemmes Continuum, Bristol 2005), vol. I, pp. 480–482
• Symonds, Richard, C. E. M. Joad: Philosophical Treasure – or Third-Class Socrates?, The Philosopher, Volume CIII, No. 1, 2015.
• Thomas, Geoffrey Cyril Joad, (Birkbeck College Publication 1992)

External links[edit]

• Works by or about C. E. M. Joad at Internet Archive
• C. E. M. Joad at Find a Grave