This is a modern-English version of Précis writing for beginners, originally written by Pocock, Guy Noel. It has been thoroughly updated, including changes to sentence structure, words, spelling, and grammar—to ensure clarity for contemporary readers, while preserving the original spirit and nuance. If you click on a paragraph, you will see the original text that we modified, and you can toggle between the two versions.

Scroll to the bottom of this page and you will find a free ePUB download link for this book.

PRÉCIS WRITING
FOR BEGINNERS

GUY N. POCOCK, M.A.

Royal Naval College, Dartmouth
Late Head of the History and English Department, Military Side,
Cheltenham College

Royal Naval College, Dartmouth
Former Head of the History and English Department, Military Side,
Cheltenham College

BLACKIE AND SON LIMITED
50 OLD BAILEY LONDON
GLASGOW AND BOMBAY

[2]

[3]

FOREWORD

The object of this little book is to teach précis writing from the very start. It has been found from experience that the average boy who in the Lower Fifth Form starts making précis of Government Blue Books and Collected Correspondence, will flounder about for a whole term without understanding what he is really expected to do.

The purpose of this short book is to teach how to write summaries right from the beginning. Experience shows that the typical student who starts summarizing Government Blue Books and Collected Correspondence in the Lower Fifth Form will struggle for an entire term without really understanding what is expected of him.

The following exercises are progressive and the rules of strict précis writing are learnt one by one. The exercises are really very simple parodies of Government Reports, &c., such as a boy will have to deal with in the higher forms and the Army Examinations. They are arranged in groups, e.g. Reports, Correspondence, Trials, Ships’ Logs, and so forth. After working through the series a boy should be perfectly competent to tackle the real thing.

The following exercises are progressive, and the rules of strict précis writing are learned step by step. The exercises are simple parodies of Government Reports, etc., that a student will encounter in higher grades and Army Examinations. They are organized into groups, such as Reports, Correspondence, Trials, Ships’ Logs, and so on. After completing the series, a student should be fully capable of handling the real thing.

Incidentally, there is no better training than précis writing for concentration of thought and expression.

Incidentally, there's no better training than writing summaries for focusing your thoughts and expressing them clearly.

G. N. P.

GNP

Royal Naval College, Dartmouth.
April, 1917.

Royal Naval College, Dartmouth.
April 1917.

[4]

EXERCISES

		Page
1.	Direct Speech	10
2.	George Oakes	13
3.	The Cobra	15
4.	The Two Lieutenants	19
5.	The Black Republic	23
6.	The Professor and the Monkeys	27
7.	The Island	31
8.	A 17th-Century Witch Trial	35
9.	The Greedy	39
10.	Scouts	43
11.	Child Labor in 1836	47
12.	The Museum, 300 BCE.	51
13.	The Alert	55
14.	Science as taught during our great-grandfathers' school days	59
15.	The Hut Tax	63
16.	The Mandarin Orange	69
17.	Isaac Newton	73
18.	The Battle of the Nile	77

[5]

PRÉCIS WRITING

What Précis Means

A précis is the essence of a longer story of any kind. You take your story and ‘boil it down’, so as to get rid of all the parts that do not really matter; you then collect what is left, and put these points together in a short concise ‘summary’. But the result must not be a ‘list’ of important points, or a series of ‘jottings’. It must be the same story told clearly and readably, in a very much condensed form.

A précis captures the essence of a longer story of any kind. You take your story and condense it to remove everything that isn't essential; then you gather what's left and present these points in a short, concise summary. However, the result shouldn’t just be a list of key points or a series of notes. It needs to tell the same story clearly and readably, but in a much more condensed format.

For instance, you may have to make a précis of a long pile of letters dealing with some particular subject; or perhaps the account of a trial; or a long report written by one individual. It doesn’t matter what the longer ‘story’ is. What you have to do is to read it through, extract all the parts that matter, and put them down in readable form.

For example, you might need to summarize a lengthy stack of letters about a specific topic; or maybe the details of a trial; or a lengthy report written by one person. It doesn’t matter what the longer ‘story’ is. What you need to do is read it all the way through, pull out the important parts, and present them in a clear format.

The Object of these Exercises

Now précis writing is unlike free English composition. It is much more exact and scientific; and it must be written according to certain definite rules. It is no use trying to learn all the rules at once; you will learn them one by one, and without trouble, as you work through the following exercises.

Now, précis writing is different from free English composition. It's much more precise and systematic; it must be written following specific rules. There's no point in trying to learn all the rules at once; you'll pick them up one by one, effortlessly, as you work through the following exercises.

These exercises are not the real Government Blue[6] Books, reports, trials, &c., that you will have to tackle later on. They are all ‘made up’. But they are exactly like the real thing. The only difference is that they are much easier and shorter—and they are not so dull. And as they are the same sort of thing on a small scale, you should be able to deal with the real ones later on when you meet them.

These exercises aren’t the real Government Blue[6] Books, reports, trials, etc., that you’ll have to handle later. They’re all ‘made up’. But they’re just like the real thing. The only difference is that they’re much easier and shorter—and they’re not as boring. Since they’re the same type of thing on a smaller scale, you should be able to tackle the real ones later on when you encounter them.

How to tackle a Précis

All précis, whether easy or difficult, should be tackled in the same way. First read the whole thing through very carefully without writing any notes or underlining any passages.

All summaries, whether simple or complex, should be approached in the same manner. First, read the entire piece thoroughly without taking any notes or underlining any sections.

All depends on this first reading. For if you once get into the way of writing your précis or even making notes ‘as you go along’, you will never grasp the subject as a whole. And the result will be that your précis will lack balance. Either you will write too much about the first half and skimp the rest, or you will write a great deal about the picturesque points that appeal to you, and leave out things that really matter.

It all hinges on this initial reading. If you start writing your summary or even taking notes while you read, you'll never fully understand the subject as a whole. This will result in a summary that lacks balance. You might end up focusing too much on the first half and neglecting the rest, or you might highlight the interesting details that catch your attention while overlooking the important elements.

When you have read it carefully through, and got the whole story in your mind, run through it quickly a second time marking the passages you mean to use. For the purposes of this book the best plan will be to underline in pencil those passages which will have to be used with little alteration, and to put a wavy line against those which cannot be left out altogether, but must be greatly condensed.

When you've read it thoroughly and have the entire story in your head, go through it quickly a second time, marking the parts you intend to use. For this book, the best approach is to underline in pencil the passages that you'll use with minimal changes, and to put a wavy line next to those that can't be omitted entirely but need to be significantly condensed.

Last, work up all the marked passages into a short continuous ‘story’.

Last, compile all the highlighted sections into a brief, continuous 'story'.

Rule I.—Start your Précis with a title.

Rule 1.—Begin your summary with a title.

This title must not be of the imaginative kind that would suit a story, such as ‘A Misunderstanding’,[7] or ‘The Adventures of a Red Cross Man’. It must be a clear and concise statement of what the précis is about. Thus: “Précis of the correspondence between the British Government and Dr. Wilson, President of the United States, concerning contraband of war”. And if dates are given you should add, “between Feb. 18, 1915, and Oct., 1916”.

This title shouldn't be something creative that fits a story, like ‘A Misunderstanding’[7] or ‘The Adventures of a Red Cross Man’. It needs to be a straightforward and clear summary of what the précis covers. So: “Summary of the correspondence between the British Government and Dr. Wilson, President of the United States, about war contraband.” And if dates are provided, you should include, “from Feb. 18, 1915, to Oct. 1916.”

Rule II.—Every Précis must be written in the form of REPORTED SPEECH.

Rule 2.—Every summary must be written in the form of REPORTING SPEECH.

This rule is so important that it is impossible to write a précis till it is thoroughly understood. It will be necessary to explain what is meant by ‘reported speech’, and to practise a few examples.

This rule is so important that you can’t write a summary until you fully understand it. It will be necessary to explain what 'reported speech' means and to practice a few examples.

“Reported Speech”

Suppose you say to somebody, “I can’t be bothered, as I am busy writing a précis!” you are using a form which is called Direct speech. And suppose the person you were addressing goes away and says to somebody else, “So-and-so said he couldn’t be bothered, as he was busy writing a précis”, he is reporting what you said. In other words, he has turned your ‘direct speech’ into ‘reported speech’.

Suppose you say to someone, “I can’t be bothered, as I’m busy writing a summary!” you are using a form called direct speech. And suppose the person you are talking to walks away and tells someone else, “So-and-so said he couldn’t be bothered because he was busy writing a summary,” he is reporting what you said. In other words, he has turned your ‘direct speech’ into ‘reported speech’.

Notice what has happened. You are no longer the person speaking, but the person spoken about: therefore ‘I’ becomes ‘he’. Also you are no longer speaking: what you said is now ‘in the past’; therefore ‘can’t’ becomes ‘could not’ and ‘am’ becomes ‘was’.

Notice what has happened. You are no longer the person speaking, but the person being talked about: therefore ‘I’ becomes ‘he’. Also, you are no longer speaking: what you said is now ‘in the past’; therefore ‘can’t’ becomes ‘could not’ and ‘am’ becomes ‘was’.

This is quite straightforward. The difficulty arises when you are dealing with words that imply future time. Without going into the syntax, one may just explain that in Reported speech the ‘future’ must be referred back to the time at which the Direct statement was spoken. Thus: “I will write when I get[8] home”, becomes “He said that he would write when he got home”.

This is pretty simple. The challenge comes when you're working with words that suggest future time. Without diving into the syntax, you can simply explain that in reported speech, the 'future' must be referred back to the time when the direct statement was made. So: “I will write when I get[8] home” becomes “He said that he would write when he got home.”

Thus for the purposes of simple précis writing the following rules must be observed:—

Thus, for the sake of writing a simple summary, the following rules must be followed:—

(a) Never use the First or Second persons: always the Third.

(a) Never use the first or second person: always use the third.

(b) Never use the Present tense: always the Past.

(b) Never use the present tense: always the past.

(c) Never use the Future tense: always refer it back to the past. Even a verb such as ‘must’, which usually implies the future, should be changed to ‘would have to’, or some such phrase.

(c) Never use the future tense: always relate it back to the past. Even a verb like 'must', which typically suggests the future, should be changed to 'would have to', or a similar phrase.

(d) Possessive adjectives, my, your, our, must be changed to the Third person.

(d) Possessive adjectives, my, your, our, must be changed to the third person.

(e) Adverbs and adverbial phrases must be changed in the same way. ‘Now’ becomes ‘then’; ‘at the present time’ becomes ‘at that time’; ‘here’ becomes ‘there’, and so on.

(e) Adverbs and adverbial phrases need to be changed in the same way. ‘Now’ becomes ‘then’; ‘at the present time’ becomes ‘at that time’; ‘here’ becomes ‘there’, and so on.

Take one more example. You know this familiar quotation: “I will arise and go to my Father, and say unto Him, ‘Father, I have sinned against Heaven and before Thee, and am no more worthy to be called Thy son’”.

Take one more example. You know this familiar quotation: “I will get up and go to my Father and say to Him, ‘Father, I have sinned against Heaven and in Your sight, and I am no longer worthy to be called Your son.’”

Now suppose you were telling the story of the Prodigal Son to a Japanese gentleman, or somebody who had not heard it before, and you wished to keep pretty close to the original, you might put it in this way: “The prodigal son then determined that he would arise and go to his Father, and confess that he had sinned before Him and against Heaven, and was no more worthy to be called His son”.

Now imagine you’re sharing the story of the Prodigal Son with a Japanese gentleman or someone who hasn’t heard it before, and you want to stick pretty close to the original. You might say it like this: “The prodigal son decided he would get up and go to his Father, admitting that he had sinned against Him and against Heaven, and that he no longer deserved to be called His son.”

Compare these two forms, and note all the differences.

Compare these two versions and note all the differences.

[9]

[10]

No. 1.—Exercises in “Reported Speech”

(1.) The following are written in the form of Direct speech. Rewrite them in Reported speech:—

(1.) The following are written as Direct speech. Rewrite them in Reported speech:—

(a) “Sister Anne, sister Anne, do you see anyone coming?” asked the poor wife again.

(a) “Sister Anne, sister Anne, do you see anyone coming?” the distressed wife asked once more.

“I see nothing but a cloud of dust,” her sister replied.

(b) “I cannot speak to you here and now; but after the match is over I shall take the first opportunity of telling you exactly what I think of you.”

(b) “I can't talk to you right now; but after the match, I'll find the first chance to tell you exactly what I think of you.”

(c) “I don’t know whether I shall be able to come. I will if I can, but that must depend on how things turn out. At this moment I cannot say definitely that I will come.”

(c) “I’m not sure if I’ll be able to come. I’ll definitely go if I can, but that depends on how things work out. Right now, I can’t say for sure that I’ll be there.”

[11]

(2.) Report the following speech, beginning thus:—

(2.) Report the following speech, starting like this:—

“On rising to introduce Mr. Elijah Timmins, the mayor elect, the retiring mayor said that.…”

“Upon standing to introduce Mr. Elijah Timmins, the newly elected mayor, the outgoing mayor stated that.…”

“Gentlemen, I have the honour to bring to your notice Mr. Elijah Timmins, who is to be your mayor for the coming year. Mr. Timmins, gentlemen, has had—not the experience I have had, of course, for my experience has been exceptional. I have had a hard struggle, gentlemen, but by solid work and honest dealing—and you will bear me out when I say that my pork sausages are always of the highest order—I raised myself to the top of the tree. Modesty forbids me to speak of myself, gentlemen; but I have felt that in these times of war and stress it is very important to have at the helm a mayor of real tact and business capacity; and I cannot help thinking that I have been the right man in the right place. With Lord Nelson I may say, ‘Thank God I have done my duty’.

“Gentlemen, I'm honored to introduce Mr. Elijah Timmins, who will be your mayor for the upcoming year. Mr. Timmins, gentlemen, doesn’t have the same experience I do, of course, as my experience has been exceptional. I've faced a tough struggle, gentlemen, but through hard work and honesty—and you’ll agree when I say that my pork sausages are always top-notch—I’ve climbed to the top. Modesty stops me from saying too much about myself, gentlemen; however, I believe it’s crucial during these times of war and stress to have a mayor with real skill and business sense at the helm; and I truly think I’ve been the right person for the job. With Lord Nelson, I can say, ‘Thank God I have done my duty’.

“Mr. Timmins, gentlemen, is about to step into my shoes; and I only trust he will not undo the good work that I have done.”

“Mr. Timmins, gentlemen, is about to take my place; and I can only hope he won’t undo the good work I’ve done.”

[12]

We are now in a position to write précis in its simplest form. We will try a few very easy examples first, such as “George Oakes” and the “Cobra”; after that the exercises will become more difficult.

We are now ready to write summaries in the simplest way. We'll start with a few very easy examples like “George Oakes” and the “Cobra”; after that, the exercises will get tougher.

Notes

The following is a letter written by an old cottager to the Squire of his Parish. Condense it to half the length, correcting the spelling and grammar. It is very simple, as there is only one ‘subject’, and therefore only one paragraph. But it will serve to introduce this most important rule of Précis writing:

The following is a letter from a local cottager to the Squire of his Parish. Please shorten it to half its length while fixing any spelling and grammar issues. It's straightforward since there's only one 'subject,' resulting in just one paragraph. However, it will help illustrate this essential rule of Précis writing:

Rule III.—All points essential to the subject MUST be put in; while all unessential points, repetitions, &c., should be left out.

Rule 3.—All key points related to the subject MUST be included; while all non-essential points, repetitions, &c., should be omitted.

(We may modify the second half of this rule later on.)

(We might change the second half of this rule later.)

Remember that it must be written as ‘reported speech’.

Remember that it has to be written as 'reported speech'.

[13]

No. 2.—George Oakes

Ivy Cottage,
Bourton-on-the-Water.

Dear Sir,

I ope you are quite well as this leaves me at present which my wife as the swolen glans something bitter but I do not complain it being the Will of God, which my wife do so most monotinous. Dear Sir I ave been out of work Severn weeks come Toosdy and the price of coals is rose something crool which I cannot afford them nohow, and my wife havin the swolen glans and wot not. Dear Sir if you could give me a job of work in the garden or the fowlouse I should take it most grateful bein bread and born in the fowlouse in a manner of speakin sixty years man and boy I ave ad truck with fowls. Dear Sir you ave the oner to know me so long there is no need of Referances, which perraps you might not ave heard my experance in the foulouse which believe me sir I understands all manner of Fowls, poultry and wot not, and my wife as ad truck with ducks but she bein laid aside with the swolen glans she cannot come out which bein the Will of God I do not complain. Dear Sir perraps you would like to give me a trial seein as how I do not live far a way bein strong in the Legs. Dear Sir if you will give me a Trial I will take it most kind.

I hope you are doing well, as I am at the moment, although my wife has swollen glands, which is a bit concerning, but I don’t complain since it’s the Will of God, something my wife does often. Dear Sir, I have been out of work for seven weeks as of Tuesday, and the price of coal has gone up quite a bit, which I can’t afford at all, especially with my wife dealing with swollen glands and other issues. Dear Sir, if you could give me a job in the garden or in the poultry house, I would be very grateful, having been raised in the poultry house, so to speak, and having dealt with chickens for sixty years, man and boy. Dear Sir, as you have known me for a long time, there’s no need for references. You may not have heard about my experience in the poultry house, but believe me, I understand all kinds of fowl and poultry, and my wife has experience with ducks too, but since she is laid up with swollen glands, she can’t help, which is the Will of God, and I don’t complain. Dear Sir, perhaps you would consider giving me a trial, seeing as I don’t live far away and I am strong on my feet. Dear Sir, if you will give me a trial, I would greatly appreciate it.

Dear Sir God bless you and trousers you give me are fine and warm as everso which they are a bit narrer but not to mention.

Dear Sir, God bless you, and the trousers you gave me are nice and warm as always, though they are a bit tighter, but that’s not a problem.

Yours umble Dear Sir

Yours truly, Dear Sir

George Oakes.

[14]

Notes

The following is also very simple, and may be done in one paragraph of ten or twelve lines.

The following is also very straightforward and can be done in one paragraph of ten or twelve lines.

Make up your mind what the real subject of this paragraph should be; and notice that the colonel is not really of the slightest importance to the story—except that he tells it.

Decide what the main focus of this paragraph should be; and note that the colonel isn’t really important to the story—other than the fact that he tells it.

Don’t forget the title, beginning “Précis of …”.

Don’t forget the title, starting with “Précis of …”.

[15]

No. 3.—The Cobra

“Talking of snakes,” said the colonel, pushing back his chair and lighting another cheroot, “reminds me of a curious incident that happened when I was stationed at Ghurrapore, in the early ’eighties. Ghurrapore was an infernal bad place for snakes, and the worst of the lot was the cobra or hooded snake. These cobras, or hooded snakes, turned up everywhere—in your bath, under the verandah, anywhere. Now, one day one of my officers, Lieutenant Simpson, went into the officers’ changing-room to get a pair of tennis shoes. There were a dozen pairs in a wooden box; and not seeing his own on the top he put his hand in to fish out the bottom ones. Now you must know that there had been a regular plague of cobras, or hooded snakes, in the lines, and we were all a bit panicky; so when Simpson suddenly felt something pricking him, and drew out his hand to find two drops of blood on his little finger, he at once concluded it was a cobra, or hooded snake.

“Speaking of snakes,” said the colonel, pushing back his chair and lighting another cigar, “reminds me of a strange incident that happened when I was stationed in Ghurrapore in the early ’80s. Ghurrapore was a terrible place for snakes, and the worst of them was the cobra. These cobras showed up everywhere—in your bath, under the porch, you name it. One day, one of my officers, Lieutenant Simpson, went into the officers’ changing room to get a pair of tennis shoes. There were a dozen pairs in a wooden box, and not seeing his on top, he reached in to grab the ones at the bottom. You should know that there had been a real plague of cobras in the area, and we were all a bit jumpy; so when Simpson suddenly felt something prick him and pulled his hand out to find two drops of blood on his little finger, he immediately assumed it was a cobra."

“I was sitting in the club at the time drinking some of that excellent 7 star whisky—you remember it, Major? And when I saw young Simpson running across the compound holding his little finger, I at once said to myself, ‘That’s a hooded snake or cobra!’

“I was sitting in the club at the time drinking some of that excellent 7 star whisky—you remember it, Major? And when I saw young Simpson running across the compound holding his little finger, I immediately thought to myself, ‘That’s a hooded snake or cobra!’”

“I then followed him to the carpenter’s shop; but by the time I got there the thing was done. He had taken a heavy chisel, and cut his little finger right off! I helped him back to the club, sent for the doctor, and gave Simpson a dose of that 7 star whisky—you remember it, Major? I then sent four men to the changing-room armed with sticks. We upset the box and beat those shoes unmercifully—but no cobra[16] or hooded snake! When I felt that the situation was quite safe, I myself examined the box. And there sticking up through the bottom boards were two little nails, sharp and close together! And so young Simpson had cut his finger off for nothing! Infernal bad luck I call it. Infernal bad luck. For anyone—even I myself—would easily have mistaken the ‘bite’ for that of a cobra, or hooded snake.”

“I then followed him to the carpenter’s shop, but by the time I arrived, it was all over. He had taken a heavy chisel and cut his little finger clean off! I helped him back to the club, called for the doctor, and gave Simpson a shot of that 7 star whisky—you remember it, Major? I then sent four guys to the changing room with sticks. We tipped the box over and hit those shoes without mercy—but there was no cobra[16] or hooded snake! Once I felt the situation was safe, I examined the box myself. Sticking up through the bottom boards were two little nails, sharp and close together! And so young Simpson had cut his finger off for nothing! I call that terrible bad luck. Terrible bad luck. Because anyone—even I myself—could have easily mistaken the ‘bite’ for that of a cobra or a hooded snake.”

[17]

[18]

Notes

The following is a study in contrasts. The rest is really quite subsidiary. Bring out this point by means of contrasting paragraphs.

The following is a study in contrasts. The rest is actually pretty secondary. Highlight this point through contrasting paragraphs.

Condense the descriptions of the characters as much as you can, without leaving out more points than you can help.

Condense the character descriptions as much as possible, without leaving out more details than necessary.

[19]

No. 4.—The Two Lieutenants

Extract from the Autobiography of Admiral Sir Hercules Prout, K.C.B.

“… The sphere of influence of the British Navy comprising as it does the waters of the entire globe, it follows that the average naval officer comes into contact with all sorts and conditions of men; and if he uses his opportunities he will inevitably become a rare judge of human character. He will tend to range men in groups whether they be his own officers or men, or persons of every race and grade of society with whom he comes into contact.

“… The reach of the British Navy covers the waters of the whole world, so it's natural that the average naval officer interacts with all kinds of people. If he takes advantage of these experiences, he'll likely become an exceptional judge of human character. He will tend to categorize people into groups, whether they are his own officers or crew, or individuals from various races and social classes he encounters.”

“Captains of H.M. Ships are often called upon to use powers of selection and discrimination. I recall one particular instance in which I was called upon to select from among my junior officers one who could carry through a difficult and dangerous business, the success or failure of which would be attended with far-reaching consequences. No matter now what the business was. Suffice to say that it was connected with gun-running on the part of certain unfriendly chiefs, and indirectly with the influence of a so-called friendly European power. A delicate business requiring rare qualities of daring and tact, and an aptitude for diplomacy and espionage.

“Captains of H.M. Ships often need to make tough choices. I remember one specific situation where I had to choose one of my junior officers to handle a challenging and risky operation, the outcome of which would have significant consequences. It doesn’t matter what the operation was. Let’s just say it involved gun-running by some unfriendly leaders and was indirectly related to the influence of a so-called friendly European power. It was a sensitive task that required a unique combination of bravery, skill, and a knack for diplomacy and espionage.”

“I retired to my cabin and went through the list of all officers above the rank of midshipman, crossing out the unsuitable till I had reduced my choice to two. These I will call Lieutenant X and Lieutenant Z.

“I went back to my cabin and reviewed the list of all officers ranked above midshipman, eliminating the ones who weren't suitable until I narrowed it down to two. I'll refer to them as Lieutenant X and Lieutenant Z.”

“Lieutenant X was a very large and powerful fellow, with fair hair and blue-grey eyes—a typical Saxon. He was a magnificent athlete and had played back for the Navy. He was a clever fellow too—I had[20] noticed that—though he pretended not to be. His manner was boisterous and frank, and sometimes he used this as bluff. (I recall several instances—but that is neither here nor there.) He was very popular, for he ‘had a way with him’, and often made people tell him things when they had had no intention of doing so. His manner was so pleasant that most people failed to realize how masterful he was. As a boy on the Britannia he had been a strong chief cadet captain, and yet contrived to be very popular. Add to this he was a capital seaman, and could turn his hand to anything, especially in emergency; and in those days and that part of the world emergencies were frequent.

“Lieutenant X was a big, strong guy with light hair and blue-grey eyes—a typical Saxon. He was an excellent athlete and had played back for the Navy. He was also pretty smart—I’d seen that—though he acted like he wasn’t. He had a loud and straightforward way about him, which he sometimes used as a bluff. (I remember several times, but that’s not the point.) He was very popular because he ‘had a way with him’ and often got people to share things they hadn’t planned to. His friendly manner made it easy for most people to overlook how commanding he was. As a kid on the Britannia, he had been a strong chief cadet captain and still managed to be well-liked. On top of that, he was a great sailor and could handle anything, especially in emergencies; and back then in that part of the world, emergencies were common.”

“Lieutenant Z was the very antithesis of Lieutenant X both in appearance and manner. He was small and dark and wiry; his features were very clean-cut, and his thin lips pressed tightly together in a perfectly straight line gave an impression of immense determination. He was then quite one of the cleverest lieutenants in the Navy, and as shrewd as he was clever. He was very reticent, and he possessed a ‘biting’ tongue, if one may be allowed a queer metaphor; no one ever knew what he was thinking about unless he told them, and then he often told them what he did not really think. And so he was feared but not liked. I had never known him to be taken by surprise; and he was an absolutely dead shot with a revolver.

“Lieutenant Z was the complete opposite of Lieutenant X in both looks and demeanor. He was small, dark, and wiry; his features were sharp, and his thin lips pressed tightly together in a perfectly straight line gave off an impression of great determination. He was one of the sharpest lieutenants in the Navy and just as shrewd as he was clever. He was very reserved and had a sharp tongue, if one may allow for an odd metaphor; no one ever knew what he was thinking unless he said so, and even then he often told them what he didn’t actually believe. Because of this, he was feared but not liked. I had never seen him caught off guard, and he was an incredible shot with a revolver."

“After taking into consideration all the possible circumstances with which my emissary was likely to be faced, I made my decision, and sent for Lieutenant Z. I need hardly say that I had every ground for satisfaction with my choice; but Z’s adventures must be told in another chapter.”

“After considering all the possible situations my representative might encounter, I made my decision and called for Lieutenant Z. I don’t need to mention that I was completely satisfied with my choice; however, Z’s adventures will be discussed in another chapter.”

[21]

[22]

Notes

The following exercise is again a study in contrasts, but in this case there are more than two.

The following exercise is once again a study in contrasts, but this time there are more than two.

You will have seen from the last exercise that the way to make your précis clear is to arrange all the topics in separate paragraphs.

You probably noticed from the last exercise that to make your summary clear, you should organize all the topics into separate paragraphs.

We may put it in the form of a Rule:

We can put it as a rule:

Rule IV.—After you have stated your main subject in the ‘title’, arrange all the different topics in SEPARATE PARAGRAPHS; and whenever you can, make the ‘state of affairs’ clear in your first paragraph.

Rule 4.—Once you’ve introduced your main topic in the ‘title,’ organize all the different points into SEPARATE PARAGRAPHS; and whenever possible, clarify the ‘state of affairs’ in your first paragraph.

This rule applies to every précis you write. The best plan is to jot down in pencil Headings for all your paragraphs before you start writing your précis (three in short précis; four, five, or six, in longer précis). The length of each paragraph depends on the importance of the topic.

This rule applies to every summary you write. The best approach is to write down headings in pencil for all your paragraphs before you start writing your summary (three for short summaries; four, five, or six for longer ones). The length of each paragraph depends on how important the topic is.

[23]

No. 5.—The Black Republic

Extract from the reminiscences of Commander Brown, R.N.

Extract from the memories of Commander Brown, R.N.

I have only once visited the Black Republic, and that was some years ago, when I was still a midshipman. I was in the Argo then, a curious old tub that has long since been scrapped. We had been cruising about the islands and enjoying ourselves hugely, when the captain received orders to bring certain pressure to bear upon the Black Republicans. I don’t know what the fuss was about; that didn’t concern me. What did interest me was the fact that we—myself and four other “snotties”—were allowed shore-leave for the afternoon.

I visited the Black Republic just once, and that was several years ago when I was still a midshipman. I was on the Argo then, an old ship that has long since been scrapped. We had been cruising around the islands and having a great time when the captain got orders to apply some pressure on the Black Republicans. I don't know what the deal was; it didn't matter to me. What interested me was that my fellow “snotties” and I were granted shore leave for the afternoon.

A strange wild place the island looked as we approached it in the picket-boat: a huge tumbled mass of bare mountain peaks, for all the world like a crumpled newspaper thrown down on a blue carpet. It was beautiful too in this glare of the tropical sun, with its gleaming grey rocks and dark forest belt, and the straggling lines of white houses that backed the harbour.

A strange wild place the island looked as we approached it in the picket-boat: a huge jumbled mass of bare mountain peaks, like a crumpled newspaper tossed onto a blue carpet. It was beautiful too in the bright tropical sun, with its shiny grey rocks, dark forest line, and the scattered rows of white houses lining the harbor.

As we drew nearer we could see the yellow lateen sails of little fruit-boats that crowded round the quay, the green sun-blinds of houses, and the white dresses and brilliant red and blue parasols of the ladies who thronged the promenade—a regular kaleidoscope of dazzling colour points. And we promised ourselves a jolly afternoon of exploration and ramble.

As we got closer, we could see the yellow lateen sails of small fruit boats clustered around the dock, the green awnings of houses, and the white dresses and bright red and blue parasols of the women filling the promenade—a true kaleidoscope of stunning colors. We were looking forward to a fun afternoon of exploring and wandering.

But no sooner had we rounded the mole and entered the harbour than the whole aspect changed. It is difficult to convey a true impression of the extreme shabbiness and tawdriness of the scene. It fell like a[24] blight upon us, and our spirits sank down into our boots. The whole surface of the harbour was covered with a scum of dirt and oil in which floated banana skins, bits of orange-peel, matches, and dead flies, while the quay was pervaded by an indescribable stench, heavy and sweet, like an old dust-bin.

But as soon as we rounded the breakwater and entered the harbor, everything changed. It's hard to really express how shabby and tacky the scene looked. It felt like a[24] curse on us, and our spirits plummeted. The entire surface of the harbor was coated in a layer of dirt and oil, littered with banana peels, bits of orange rind, matches, and dead flies, while the quay was filled with an indescribable stench, thick and sweet, like a rotting trash can.

We came alongside and walked up the steps, slipping on fishes’ heads and fruit skins; and everywhere we were met by the same dirty finery and pretentious tawdriness. Crowds of ladies walked up and down the parade—black ladies, dressed in dirty white frocks and darned canvas shoes. Their brilliant parasols were torn, and their hat-feathers dishevelled like those of a scare-crow.

We walked up the steps, slipping on fish heads and fruit peels; and everywhere we were greeted by the same dirty showiness and fake glamour. Crowds of women strolled up and down the promenade—Black women, dressed in soiled white dresses and patched canvas shoes. Their colorful parasols were ripped, and their hat feathers were messy like those of a scarecrow.

Innumerable soldiers—black men, of course—thronged the streets, strutting with indescribable self-satisfaction. But they were as shabby as the “ladies”, in their dirty cocked-hats, their concertina-like trousers, and tunics stuck all over with medals and orders like Christmas-trees. We discovered from the Commander afterwards that the whole army consists of officers, very few of them below the rank of Major-general. They are inordinately proud of their medals, and quite amazingly inefficient.

Innumerable soldiers—black men, of course—crowded the streets, walking around with an indescribable sense of pride. But they looked just as shabby as the “ladies,” in their dirty cocked hats, their accordion-like trousers, and tunics covered with medals and badges like Christmas trees. We later found out from the Commander that the whole army is made up of officers, with very few below the rank of Major-general. They are extremely proud of their medals and surprisingly inefficient.

It was really beastly—there is no other word to describe it—so beastly that we snotties walked along in silence, unable at first to realize how funny it all was. Presently a huge black major-general, decked with gold tinsel epaulets and as many orders as the Lord High Executioner, came across to us and saluted with magnificent gusto.

It was truly horrible—there's no other way to put it—so horrific that we kids walked along in silence, initially unable to grasp how amusing it all was. Eventually, a large black major-general, adorned with flashy gold epaulets and as many medals as the Lord High Executioner, approached us and saluted with great enthusiasm.

“What the deuce does the old buffer want?” whispered Jones to me.

“What the heck does that old guy want?” whispered Jones to me.

“Me speak Englees,” said the major-general, and paused.

“Me speak English,” said the major-general, and paused.

[25]

“Well, out with it, old son; what do you want?” asked Jones disrespectfully.

“Well, spit it out, buddy; what do you want?” asked Jones rudely.

And then at last we saw the humour of the whole ramshackle system; for what in the world should this affected old turkey-cock of a major-general want, but to carry the bag which contained our towels and tea for the modest sum of half a crown! We roared with laughter; and at that moment our 1st Lieutenant came along.

And then finally we realized how ridiculous the whole messed-up system was; because what in the world did this arrogant old major-general want, except to carry the bag with our towels and tea for the small fee of two and a half shillings! We burst out laughing; and at that moment our 1st Lieutenant walked by.

“Get out! no want!” he said; and the disconcerted major-general slunk away with the most humorous expression of offended pride and grovelling servility.

“Get out! I don’t want you!” he said; and the confused major-general walked away with the funniest look of hurt pride and submissive obedience.

“I shouldn’t stay in the town,” said the lieutenant; “it stinks. If you carry on down the road, you will come to a first-rate bathing-place.”

“I shouldn’t stick around this town,” said the lieutenant; “it smells bad. If you keep going down the road, you’ll find a great place to swim.”

And so we did.

And that's what we did.

[26]

Notes

A short paragraph of explanation is needed. The different lines of investigation fit very easily into different paragraphs.

A brief explanation is needed. The various lines of inquiry fit well into separate paragraphs.

[27]

No. 6.—The Professor and the Monkeys

Translation of a letter written by Herr Professor Otto von Pumpenstein to the München Philological Society.

Translation of a letter written by Professor Otto von Pumpenstein to the Munich Philological Society.

Wilhelmstrasse, Hamburg.
June 1.

Gentlemen,

Guys,

I regret that distance prohibits me from attending the summer meeting of the Philological Society in person; more especially as I have been making certain investigations which, I venture to think, will have far-reaching consequences. Allow me to enclose the report of my experiments.

I regret that the distance keeps me from attending the summer meeting of the Philological Society in person, especially since I've been conducting some investigations that I believe will have significant consequences. Please find attached the report of my experiments.

ihr ergebenst

yours sincerely

Otto von Pumpenstein.

Enclosure

Report of certain experiments carried out in the Monkey-house of the Hamburg Zoological Gardens.

Report of some experiments conducted in the Monkey House of the Hamburg Zoological Gardens.

The following experiments were made by me by kind permission of the Herr Vorsteher of the Zoological Gardens, with the object of ascertaining whether monkeys actually converse in language. I was drawn to make these experiments by a consideration of the extraordinary similarity between the structure of the mouth and vocal chords in Man and the Anthropoid Apes, and by the amazing correspondence between their brain-charts. I accordingly had a small travelling cage fitted up with table, ink-stand, and so forth, and placed inside the large cage of the chimpanzees, which happened to be next that[28] of the spider monkeys, in such a position that I could enter it without fear of attack.

The following experiments were conducted by me with the kind permission of the manager of the Zoological Gardens, aiming to determine whether monkeys actually communicate using language. I was motivated to carry out these experiments by the remarkable similarity between the structure of the mouth and vocal cords in humans and anthropoid apes, as well as the astonishing likeness in their brain structures. I therefore had a small travel cage set up with a table, an inkwell, and so on, and placed it inside the large cage of the chimpanzees, which happened to be next to that of the spider monkeys, in a position that allowed me to enter without fear of being attacked.

In this cage I spent my holiday, arriving at the Monkey-house at 10 every morning, and leaving at 6 p.m. My meals I took when the chimpanzees were fed, to avoid arousing jealousy. During the first week I filled five notebooks with the noises made by these animals (spelt phonetically), but without being able to attach any particular thought to any of them. My first success was the result of flashing a mirror in the eyes of the old male chimpanzee. He invariably showed signs of distress, beat the wires of my cage, and said, “Kee—kee—r-r-r-t!” which would seem to mean, “This I can no longer stand!” I tried this experiment on 105 occasions, and always with the same result.

In this cage, I spent my holiday, getting to the Monkey House at 10 every morning and leaving at 6 p.m. I had my meals when the chimpanzees were fed to avoid stirring up jealousy. During the first week, I filled five notebooks with the sounds made by these animals (spelled phonetically), but I couldn’t connect any specific thought to any of them. My first breakthrough came when I flashed a mirror in the eyes of the old male chimpanzee. He always showed signs of distress, beat against the wires of my cage, and said, “Kee—kee—r-r-r-t!” which seemed to mean, “I can't take this anymore!” I tried this experiment 105 times, and each time I got the same result.

My next success was with regard to the spider monkeys. I discovered that by singing a particular note I could induce these monkeys to imitate me in a very shrill strident tone, but always in perfect pitch. In a few days’ time they could sing up and down the scale, but without any articulation. I next sang them “Deutschland, Deutschland über alles” in a loud voice. They received the first few lines in silence, and were then seized with a wild enthusiasm, gathering handfuls of bran and flinging them into my cage. Since that experiment I have so far been unable to induce them to sing.

My next success was with the spider monkeys. I found out that by singing a specific note, I could get these monkeys to imitate me in a very sharp, loud tone, but always in perfect pitch. Within a few days, they could sing up and down the scale, but without any words. Then I sang “Deutschland, Deutschland über alles” loudly. They listened quietly to the first few lines and then got really excited, tossing handfuls of bran into my cage. Since that experiment, I haven't been able to get them to sing again.

I next carried out a series of important experiments with the aid of a gramophone. Observing that an old fierce chimpanzee was kept in a cage by himself, I induced his keeper to deprive him of water for several hours. I then approached a basin of water to the outside of the beast’s cage, placing the gramophone close to his mouth as he hung by one foot[29] from the ceiling. I took a record of his remarks, which appeared to consist of a repetition of the word “G-r-r-ump”. I then carried the record to my original cage and turned it on. My first trials were unsuccessful, but on the fifteenth repetition I observed that an old female chimpanzee pushed her saucer of water in my direction. From this I concluded that the meaning of the old ape’s remark was, “I a drink of water want”. I have made a great number of experiments with the gramophone, and am inclined to believe that the chimpanzee for “nut” is “warra-yak”; “banana” is “kee-e” (very shrill), and so forth.

I then conducted a series of important experiments using a gramophone. Noticing that a fierce old chimpanzee was kept alone in a cage, I convinced his keeper to withhold water from him for several hours. I then brought a basin of water to the outside of the chimp's cage, placing the gramophone close to his mouth while he hung by one foot[29] from the ceiling. I recorded his sounds, which seemed to repeat the word “G-r-r-ump.” I then took the recording to my original cage and played it. My initial attempts failed, but after the fifteenth repetition, I noticed that an old female chimpanzee pushed her saucer of water toward me. From this, I concluded that the old ape's remark meant, “I want a drink of water.” I have carried out many experiments with the gramophone and I believe that the chimpanzee's word for “nut” is “warra-yak”; “banana” is “kee-e” (very shrill), and so on.

I shall spend another fortnight in my cage, and I confidently hope for still more startling and far-reaching results. I have attempted to reproduce these noises, or phrases, myself; but so far they have not been received in a friendly spirit.

I will spend another two weeks in my cage, and I really hope for even more surprising and significant outcomes. I’ve tried to replicate these noises or phrases myself, but so far they haven’t been met with a warm response.

[30]

[31]

No. 7.—The Island

Report of Captain H. Cardew, R.N., on the condition of the Island of Ingelos.

Report of Captain H. Cardew, R.N., on the condition of Ingelos Island.

H.M.S. Dundonald, off St. Helena.
June 1.

H.M.S. Dundonald, near St. Helena.
June 1.

To the Colonial Secretary.

To the Secretary of State.

Sir,

Mr.

I have the honour to inform you that I have just returned from a visit to the island of Ingelos, and I herewith submit my report.

I’m honored to let you know that I’ve just returned from a visit to the island of Ingelos, and I’m submitting my report here.

The Dundonald was the first ship to visit this island since October, 1910, though an Italian brigantine was wrecked there a year ago. (All the crew were drowned with the exception of the cook, one Antonio Posillippo, who has since married and settled down, and has no intention of leaving.)

The Dundonald was the first ship to visit this island since October 1910, although an Italian brigantine had wrecked there a year ago. (All the crew drowned except for the cook, Antonio Posillippo, who has since married and settled down, and has no plans to leave.)

The inhabitants consist of 38 men, 30 women, and 23 children. Their Head-man is John Brown, grandson of the original John Brown who was wrecked there in 1848. They appear to be happy and contented, and there has never been any illness on the island, barring a virulent cold in the head started by Posillippo a few days after his rescue. The original flock of goats does exceedingly well on the mountain, providing the community with milk, cheese, and goats’ flesh; while the islanders have developed a wonderful capacity for fishing under difficult conditions. Potatoes do very well, and the yearly wheat crop is most carefully looked after.

The population includes 38 men, 30 women, and 23 children. Their leader is John Brown, the grandson of the original John Brown who was shipwrecked there in 1848. They seem to be happy and satisfied, and there has never been any illness on the island, except for a bad cold that started with Posillippo a few days after his rescue. The original group of goats thrives on the mountain, providing the community with milk, cheese, and goat meat; meanwhile, the islanders have developed a great skill for fishing in challenging conditions. Potatoes grow very well, and they take great care of the annual wheat crop.

The Head-man told me that the community had suffered very seriously for many months from a plague of rats, the ancestors of which had swum ashore from the wrecked brigantine. They swarm in prodigious[32] numbers, spoiling crops and even killing kids. The ship’s terrier wrought great havoc during our three days’ stay, and I have left several tins of rat-poison. Under the direction of the ship’s carpenter some 50 rat-traps were constructed, and the people are setting to work to make many more.

The Head-man told me that the community has been suffering badly for months due to a huge rat problem, which originated from the ancestors that swam ashore from the wrecked brigantine. They are everywhere, ruining crops and even attacking children. The ship’s terrier caused a lot of chaos during our three-day stay, and I’ve left behind several cans of rat poison. With the ship’s carpenter's help, about 50 rat traps were made, and the people are getting started on making even more.

The Head-man is deeply religious and possesses the Bible that belonged to the original John Brown. He conducts a service on the day after every new moon—for there are no “days of the week”. We attended one of these services, and found it to consist of a strange mixture of traditions, very crude, but reverent. The Chaplain has given the Head-man a prayer-book.

The Head-man is very religious and owns the Bible that used to belong to the original John Brown. He holds a service the day after each new moon—since there aren’t any “days of the week.” We went to one of these services and found it to be an unusual mix of traditions, quite basic but respectful. The Chaplain has given the Head-man a prayer book.

All the inhabitants talk and read English, but their language is interspersed with a large number of Italian and Spanish words imported by wrecked mariners. There are a certain number of words that appear to be indigenous, such as “skat” and “glob”—the names of certain fish; “latté” for porridge, and “lootoos” for the long goat-skin waders that the fishers wear to protect their legs from stinging fish.

All the inhabitants speak and read English, but their language includes a lot of Italian and Spanish words brought in by shipwrecked sailors. There are also a few words that seem to be native, like “skat” and “glob”—the names of certain fish; “latté” for porridge, and “lootoos” for the long goat-skin waders that fishermen wear to protect their legs from stinging fish.

The island is quite self-supporting; but the Head-man is anxious to have a telescope, and knives of all sorts would be exceedingly useful. The people are very grateful for the illuminated texts and pocket-handkerchiefs sent out in the Dundonald, and they are wearing both upon their persons.

The island is pretty self-sufficient, but the Head-man really wants a telescope, and various types of knives would be super helpful. The people are very thankful for the illuminated texts and pocket handkerchiefs sent out in the Dundonald, and they are wearing both of those items.

The education of the children is entirely in the hands of the Head-man Brown.

The education of the children is completely under the control of Head-man Brown.

I have the honour to be,

I'm honored to be,

Your obt. Servt.

Your obedient servant.

H. Cardew,
Captain R.N.

H. Cardew,
Captain, Royal Navy

[33]

[34]

Notes

The following three exercises are short accounts of trials and investigations.

The following three exercises are brief descriptions of trials and investigations.

Rule V.—In making a précis of the evidence of various witnesses DO NOT PROCEED BY QUESTION AND ANSWER. It is often convenient to keep the evidence of different witnesses in separate paragraphs, but do not repeat the same points. Just tell the story in your own words, and as far as possible in the order in which events happened.

Rule 5.—When summarizing the evidence from different witnesses, DO NOT USE A QUESTION AND ANSWER FORMAT. It's often helpful to keep each witness's evidence in separate paragraphs, but avoid repeating the same points. Just narrate the story in your own words, and as much as possible, in the sequence that the events occurred.

In making a précis of the Witch Trial be careful to write in modern English.

In summarizing the Witch Trial, be sure to write in contemporary English.

[35]

No. 8.—A Seventeenth-Century Witch Trial

The fourteenth day of the third month in the year of Grace 1616, His most gracious, learned, and religious Majesty King James I being on throne, was brought to trial at Quarter Sessions one Mistress Banbury, charged with having correspondence with the Prince of Darkness, and of practising the detestable rites of witchcraft, whereby sundry persons suffered grievous harm. Whereof the evidence of witnesses was thus and thus.

The 14th day of the 3rd month in the year 1616, during the reign of His most gracious, knowledgeable, and devout Majesty King James I, a woman named Mistress Banbury was brought to trial at Quarter Sessions. She was accused of having connections with the Prince of Darkness and practicing the abhorrent rituals of witchcraft, which caused serious harm to several individuals. The evidence from the witnesses was as follows.

Master Mark Rubbleyard duly sworn. May it please your worship, on Wednesday last at high noon I and my servants, having felled certain trees in Bishop’s copse, and having tied them upon a wain, did drive by the cottage of Mistress Banbury. Now the trees being large and the branches thereof stretching athwartwise, they catched upon the fence of Mistress Banbury’s garden. And thereupon, incontinent looked forth Mistress Banbury, and in a loud voice put a curse upon me, upon my horses, and upon my wain. And the curse was of such power that the wain did fall into the ditch ere reaching my farm; moreover, my horses are fallen sick and eat not their oats, and I myself am stricken with a grievous colic.

Master Mark Rubbleyard, duly sworn. May it please your honor, last Wednesday at noon, my servants and I cut down some trees in Bishop’s copse, and loaded them onto a wagon, driving by Mistress Banbury’s cottage. The trees were large, and their branches got caught on Mistress Banbury’s garden fence. Immediately, Mistress Banbury came out and loudly cursed me, my horses, and my wagon. The curse was so powerful that the wagon fell into a ditch before I got to my farm; furthermore, my horses have gotten sick and aren’t eating their oats, and I myself am suffering from a serious colic.

Mistress Kate Brokedish duly sworn. May it please your worship. Not long since came Mistress Banbury to my house selling simples and charms. And may it please your worship, I did purchase certain snails stewed in milk as a cure for my goodman’s warts. And as I made my purchase she did maliciously cast her eyes upon my son Nicholas, he being two years old. And before the day was out my son[36] Nicholas was smitten with a cough and did spit pins until the evening.

Mistress Kate Brokedish, I swear. Your honor. Not long ago, Mistress Banbury came to my house selling herbs and charms. I bought some snails cooked in milk as a remedy for my partner’s warts. While I was making my purchase, she looked at my son Nicholas, who is two years old, with bad intentions. By the end of the day, my son Nicholas started coughing and was spitting up pins until the evening.

Master Noak, Beadle, duly sworn. May it please your worship. Yesternight three lads of the village passing by the house of Mistress Banbury, she cast an evil eye upon them; and they being affrighted threw sundry stones. Whereupon did Mistress Banbury curse them roundly, debeasting herself with detestable oaths. And incontinent the lads have become crossed-eyed, and do hourly vomit forth needles.

Master Noak, the Beadle, duly sworn. May it please your honor. Last night, three boys from the village passed by Mistress Banbury's house, and she gave them a nasty look; they, feeling scared, threw some stones. In response, Mistress Banbury cursed them fiercely, using awful language. Immediately, the boys became cross-eyed and now, every hour, they vomit needles.

Questioned as to whether she were in league with the Devil, Mistress Banbury answered, Yea; howsoever, not with the Prince of Darkness, but with three demons. On being questioned as to their names, she replied, “Pluck, Catch, and Chitabob.” On being questioned as to which had forced her to do these things, she replied, “Chitabob did this thing.” Then said the judge unto her that was accused: Mistress Banbury, you are accused of the most heinous crime of witchcraft before God and man. Whereof to make an ensample, and to insure right judgement, I hereby give order that your thumbs and your great toes be tied together as it were in the form of a cross, and that you be cast into Tiddler’s Pond. And if the sacred element receive you, and mercifully you shall be drowned, then is your innocence approved. But if the sacred element cast you upon its surface and you swim, then is your guilt proven; your body shall be burnt unto death, and your soul shall enter into torment.

Questioned about whether she was working with the Devil, Mistress Banbury replied, "Yes; however, not with the Prince of Darkness, but with three demons." When asked their names, she said, "Pluck, Catch, and Chitabob." When pressed on which one had forced her to commit these acts, she answered, "Chitabob did this." The judge then said to her, "Mistress Banbury, you are accused of the serious crime of witchcraft before God and man. To set an example and ensure rightful judgment, I hereby order that your thumbs and big toes be tied together in the shape of a cross, and that you be thrown into Tiddler’s Pond. If the water accepts you and you are mercifully drowned, then your innocence is proven. But if the water rejects you and you float, then your guilt is established; your body will be burned to death, and your soul will be sent to torment."

[37]

[38]

Notes

The following exercise will obviously work out at five paragraphs:—In the first tell the ‘state of affairs’; in the others give the evidence of the various witnesses without repeating or overlapping more than is necessary.

The following exercise will clearly consist of five paragraphs:—In the first, describe the ‘state of affairs’; in the others, present the evidence from the different witnesses without repeating or overlapping more than is necessary.

Remember that the story must be told in good English, not in the language of the witnesses.

Remember that the story has to be told in proper English, not in the words of the witnesses.

[39]

No. 9.—The Miser

Evidence concerning the death of Mr. Timothy Keek, of No. 215A Tapley Street, Bristol; before Mr. Jules Curtis.

Evidence about the death of Mr. Timothy Keek, of No. 215A Tapley Street, Bristol; before Mr. Jules Curtis.

Evidence of 1st witness in answer to questions.

Testimony from the first witness in response to questions.

My name is Clara Cloggs. I am a charwoman and charred for Mr. Keek regular. Once a fortnight, Fridays, I done his room out with soap and soda and opened the winders and made the bed. No, he never had no fires. I was charring on the 3rd floor at 11 o’clock Friday, leaving Mr. Keek’s room to the last, as per usual. I knocks at his door with the broom-’andle, which there was no answer. Mrs. ’Uggins from 2nd floor calls up, “He ain’t been down for his walk yet, Mrs. Cloggs!” I tries the door, which it were no good; so I calls to Mrs. ’Uggins, “Mrs. ’Uggins!” I sez, “we better fetch the perlice,” I sez; “and I for one don’t want to be mixed up with no locked doors and suchlike!” I sez. So me and Mrs. ’Uggins fetched the perlice sergeant; and me, I goes ’ome to mind the children’s dinner.

My name is Clara Cloggs. I work as a cleaning lady and clean for Mr. Keek regularly. Every other Friday, I clean his room with soap and soda, open the windows, and make the bed. No, he never had any fires. I was cleaning on the 3rd floor at 11 o’clock on Friday, leaving Mr. Keek’s room for last, like usual. I knocked on his door with the broom handle, but there was no answer. Mrs. Huggins from the 2nd floor called up, “He hasn’t come down for his walk yet, Mrs. Cloggs!” I tried the door, but it wouldn’t budge; so I called to Mrs. Huggins, “Mrs. Huggins!” I said, “We’d better get the police,” I said; “and I for one don’t want to get involved with any locked doors and stuff!” I said. So Mrs. Huggins and I went to get the police sergeant; and I went home to take care of the kids' dinner.

Evidence of 2nd witness.

Proof from second witness.

I am Police Constable Blades, 7X. On Friday, 11.20 a.m. precise, I was on my beat between Tapley Street and the King’s Arms, when I was met by Mrs. Cloggs and Mrs. ’Uggins, which they are both well known to me. They told me of the business in ’and, and me and Mrs. ’Uggins proceeds to the apartment of Mr. Keek, which we reached it at 11.32 a.m. I then knocked smartly on the door with the knuckles of the left ’and. Receiving no reply I continued the process, at the same time sending Mrs. ’Uggins for the poker.[40] I then broke open the door, and discovered the deceased Mr. Keek at the table with his ’ead on his arms, and his arms on a pile of golden sovereigns. Two or three thousand at a rough estimate. I then whistled for assistance, and sent Mrs. ’Uggins for the doctor. This was at 11.53 a.m. precise.

I am Police Constable Blades, 7X. On Friday, at exactly 11:20 a.m., I was on my beat between Tapley Street and the King’s Arms when I was approached by Mrs. Cloggs and Mrs. Huggins, who are both well known to me. They informed me about the situation at hand, and Mrs. Huggins and I proceeded to Mr. Keek's apartment, which we reached at 11:32 a.m. I then knocked firmly on the door with my left hand. When I received no response, I continued knocking, while sending Mrs. Huggins to get the poker.[40] I then broke open the door and found the deceased Mr. Keek at the table with his head on his arms and his arms resting on a pile of gold sovereigns—two or three thousand, roughly estimated. I then whistled for assistance and sent Mrs. Huggins to fetch the doctor. This was at exactly 11:53 a.m.

Evidence of 3rd witness.

Evidence from a 3rd witness.

Mrs. Jane ’Uggins I am. Yes I knew Mr. Keek, five years I knew ’im. Very quiet regular old gentleman he was. Went out the same time every day, and took his meals out. Couldn’t say what his business was—nobody didn’t know. I went with Mrs. Cloggs to fetch the perlice. I ’elped Sergeant Blades open Mr. Keek’s door, and I see him lying on the sovereigns.

Mrs. Jane Uggins, that's who I am. Yes, I knew Mr. Keek, I knew him for five years. He was a very quiet, regular old gentleman. He left the house at the same time every day and ate out. I couldn't say what his job was—nobody knew. I went with Mrs. Cloggs to get the police. I helped Sergeant Blades open Mr. Keek’s door, and I saw him lying on the sovereigns.

Evidence of 4th witness.

Evidence from 4th witness.

I am Doctor Theodore Simpson. I was fetched to No. 215A Tapley Street at noon on Friday. I found the police in possession of Mr. Keek’s room, and Mr. Keek lying across a great pile of gold, as the sergeant told in his evidence. Upon making an examination I found that the deceased had literally died of starvation. He must have been starving himself more or less for years; and for the last few days I should say he had eaten nothing at all.

I am Dr. Theodore Simpson. I was called to 215A Tapley Street at noon on Friday. I found the police in Mr. Keek’s room, with Mr. Keek lying on a huge pile of gold, as the sergeant mentioned in his statement. Upon examination, I discovered that the deceased had literally died of starvation. He must have been limiting his food intake for years; and in the last few days, I would say he hadn’t eaten anything at all.

[41]

[42]

Notes

Remember that you must not proceed by question and answer. Just tell the story shortly in the order in which events took place.

Remember that you shouldn't move forward by asking and answering questions. Just tell the story briefly in the order that the events happened.

You will see that it is of no importance whatever to know the names of the persons concerned. (If mentioned, they should be enclosed in brackets.) But perhaps it is important to know the ages of the boys, as this affects the story.

You’ll find that it doesn't matter at all to know the names of the people involved. (If mentioned, they should be in brackets.) However, it might be important to know the ages of the boys, as this impacts the story.

[43]

No. 10.—The Boy Scouts

Part of the evidence taken in the Police Court, in the trial of two boys, Albert Home (16) and James Hopkins (16).

Part of the evidence presented in the Police Court during the trial of two boys, Albert Home (16) and James Hopkins (16).

Mr. Carter, J.P. “Your name?”

Mr. Carter, J.P. “What’s your name?”

1st Witness—a boy scout. “Tom Appleby, sir.”

1st Witness—a boy scout. “I’m Tom Appleby, sir.”

Mr. C. “Age?”

“I’m curious about your age?”

1st W. “Fourteen-a-half, sir.”

“Fourteen and a half, sir.”

Mr. C. “Tell the Court exactly what you were doing on Thursday afternoon.”

Mr. C. “Please tell the Court exactly what you were doing on Thursday afternoon.”

1st W. “Me and my patrol were doing Spider and Fly—that’s a scout game, sir—down below Barley’s Farm, and I was creeping through the trees so as not to make no noise when I heard somebody laugh, and when I crawls nearer I sees the—the prisoners sitting on the bank of Barley’s duck pond.”

1st W. “My patrol and I were playing Spider and Fly—that's a scout game, sir—down by Barley’s Farm, and I was sneaking through the trees to keep quiet when I heard someone laugh. As I crawled closer, I saw the prisoners sitting on the bank of Barley’s duck pond.”

Mr. C. “Could you see exactly what they were doing?”

Mr. C. “Could you tell exactly what they were doing?”

1st W. “Yes, sir. The short one had hold of a frog by the back legs, and the tall one had a bicycle pump, and he put the connection down the frog’s throat, and was blowin’ him up with the bicycle pump.”

1st W. “Yeah, sir. The short one was holding a frog by its back legs, and the tall one had a bicycle pump. He shoved the pump down the frog’s throat and was blowing it up with the pump.”

Mr. C. “Are you quite certain of this?”

Mr. C. “Are you absolutely sure about this?”

1st W. “Yes, sir; and here’s the body all busted.” (Frog’s body produced.)

1st W. “Yes, sir; and here’s the body all messed up.” (Frog’s body shown.)

Mr. C. “And then what did you do?”

Mr. C. “What happened next?”

1st W. “Crawled back through the wood and signalled instructions to my patrol, sir. And when we got back they was starting in on another frog.”

1st W. “Crawled back through the woods and signaled instructions to my patrol, sir. And when we got back, they were starting in on another frog.”

Mr. C. “And how did you manage to catch these boys? They seem to be much bigger and stronger than any of you.”

Mr. C. “How did you manage to catch these guys? They look much bigger and stronger than any of you.”

[44]

1st W. “We lassooed ’em with ropes, sir, and pulled ’em backwards, sir, and then all ten of us set on ’em, sir, and tied ’em up, sir!” (Laughter.)

1st W. “We roped them, sir, and pulled them backwards, sir, and then all ten of us jumped on them, sir, and tied them up, sir!” (Laughter.)

Mr. C. “And how did you get them to the camp?”

Mr. C. “So, how did you get them to the camp?”

1st W. “Semaphored for the ’and-cart, sir.” (Laughter.)

1st W. "Signaled for the hand cart, sir." (Laughter.)

2nd Witness called.

Second witness called.

Mr. C. “Your name?”

Mr. C. “What’s your name?”

2nd W. “My name is George Collinson.”

"I'm George Collinson."

Mr. C. “You are scoutmaster in charge of the scouts’ summer camp, I believe?”

Mr. C. “You’re the scoutmaster responsible for the scouts' summer camp, right?”

2nd W. “That is so.”

"That's true."

Mr. C. “Kindly tell the Court what you saw in connection with this business.”

Mr. C. “Please tell the Court what you saw regarding this matter.”

2nd W. “At 3.30 on Thursday afternoon I was returning from the railway station with a newly arrived patrol when I saw a party of scouts coming from the direction of Barley’s Farm. They were pulling the small hand-cart in which two boys appeared to be lying. Fearing an accident I ran to meet them, and found these two lads tied securely hand and foot and fastened into the cart by means of the luggage-straps.”

2nd W. “At 3:30 PM on Thursday, I was coming back from the train station with a newly arrived patrol when I spotted a group of scouts coming from the direction of Barley’s Farm. They were pulling a small hand-cart with two boys apparently lying inside. Worried there had been an accident, I hurried over to them and discovered that the two boys were tightly bound hand and foot and strapped into the cart with luggage straps.”

Mr. C. “And what orders did you give?”

Mr. C. "What instructions did you give?"

2nd W. “After hearing the whole story from Tom Appleby, I gave directions that the two lads should be taken to my tent. I also sent into Crickley for the police.”

2nd W. “After hearing the whole story from Tom Appleby, I instructed that the two boys be taken to my tent. I also called for the police from Crickley.”

Several scouts were then heard as witnesses; and the two lads, having admitted their cruelty, were sentenced to receive six strokes each with the cane.

Several scouts were then heard as witnesses; and the two boys, having admitted their wrongdoing, were sentenced to receive six strokes each with the cane.

[45]

[46]

Notes

Remember that the evidence concerning the treatment of children is the subject of the following letter. The personal feelings of the clergyman are of secondary importance.

Remember that the evidence regarding the treatment of children is the focus of the following letter. The personal feelings of the clergyman are less important.

Rule VI.—Proper Names and Titles must be mentioned when it increases the value of the evidence, or report, or whatever it is, to know WHO IS WRITING OR SPEAKING AND WHOM HE IS ADDRESSING. Otherwise do as you like.

Rule 6.—Proper names and titles should be included when it enhances the value of the evidence, report, or whatever it is, to know WHO IS WRITING OR SPEAKING AND WHO THEY ARE ADDRESSING. Otherwise, you can do as you please.

In the following précis it is obviously important to know both.

In the following summary, it's obviously important to know both.

[47]

No. 11.—Child Labourers in 1836

To the Rt. Rev. the Lord Bishop of Lancaster.

To the Right Reverend the Lord Bishop of Lancaster.

The Vicarage,
Aug. 10, 1836.

The Vicarage,
Aug 10, 1836.

My Lord,

Having the welfare of my crowded and poverty-stricken parish at heart, and being very greatly exercised in my mind as to the condition of the children living therein, I have thought it well to write to you giving you a brief outline of certain investigations I have made—of which I am now preparing full reports—in the hope that you will interest yourself in the matter, and bring the question of child labour before the Upper House.

Having the wellbeing of my densely populated and impoverished community in mind, and being deeply concerned about the situation of the children living there, I've decided to write to you with a brief overview of some investigations I’ve conducted—of which I am now preparing detailed reports—in the hope that you will take an interest in the issue and raise the topic of child labor in the Upper House.

My Lord, to say that I am appalled is to use a euphemism. I am shocked beyond all power of expression. Few of the horrors recounted of the African Slave-trade—now so happily abolished—can surpass the callous cruelties inflicted upon children of our own race, living in our own towns—not only by their task-masters and slave-drivers (for one can use no other term), but by their parents even, who, though not altogether dead to feelings of affection, are so ignorant and so harassed that they cannot grasp the idea that any better system is possible.

My Lord, saying that I’m appalled is an understatement. I’m shocked beyond words. Few of the horrors described about the African slave trade—now thankfully abolished—can surpass the cruel treatment inflicted on children of our own race, living in our own towns—not just by their taskmasters and slave drivers (there really is no other term), but even by their parents, who, though not completely devoid of feelings, are so ignorant and overwhelmed that they can’t even imagine that a better system is possible.

Let me cite two or three cases, my Lord, in general terms. (Detailed evidence I reserve for my report.)

Let me mention a couple of examples, Your Honor, in broad terms. (I'll save the detailed evidence for my report.)

First there are the boy chimney-sweepers. Orphan boys of eight, nine, and ten, are given away or even sold by the town authorities—who are only too thankful to be rid of the encumbrance—to abandoned ruffians, who, quite dead to all feelings of pity, treat them worse than they treat their half-starved asses.[48] The boys are flogged incessantly, kicked, and starved; they spend their lives climbing about the chimneys of the district in an atmosphere of soot and filth; and if the work is not done soon enough to suit the slave-drivers, as often as not a fire is lit below, and the boy falls burnt and struggling, half-suffocated with the smoke. And the only excuse that the town authorities bring forward for their connivance at this horrible cruelty, is the fact that “many chimneys in the district are built in the old style, and it is absurd to allow these new-fangled ideas of humanity to interfere with the comfort of the home.”

First, there are the boy chimney sweeps. Orphan boys aged eight, nine, and ten are given away or even sold by the town authorities—who are all too happy to be rid of the burden—to neglectful thugs, who, completely lacking any sense of compassion, treat them worse than their half-starved donkeys.[48] The boys are constantly whipped, kicked, and starved; they spend their lives crawling through the chimneys of the area in a haze of soot and grime; and if the work isn't finished quickly enough to satisfy the overseers, more often than not a fire is lit below, causing the boy to fall, burned and struggling, half-suffocated by the smoke. The only justification the town authorities offer for their complicity in this terrible abuse is that “many chimneys in the district are built in the old style, and it’s ridiculous to let these new-fangled ideas of humanity get in the way of people’s comfort at home.”

My parish, as you are aware, my Lord, is in the mining area; and I have found by personal investigations that the condition of the children in the pits is worse even than that of the chimney boys. For a miserable wage of one shilling a week, and an occasional extra penny for several hours’ work overtime, hundreds of little boys are kept working down in the pits for from twelve to sixteen hours a day. Often the children are so young—very many of them are not more than six or seven years old—and so feeble that they are carried to the pit’s mouth by their fathers, and this at four o’clock in the morning. They are then taken down to work all day, even during “meals”, and only return to the surface after daylight is over.

My parish, as you know, my Lord, is in the mining area; and I’ve found through personal investigations that the situation for the children in the pits is worse even than for the chimney boys. For a pitiful wage of one shilling a week, and sometimes an extra penny for a few hours of overtime, hundreds of young boys are forced to work in the pits for twelve to sixteen hours a day. Many of these children are very young—some are not more than six or seven years old—and so weak that their fathers carry them to the pit’s entrance, and this is at four o’clock in the morning. They are then taken down to work all day, even during “meals,” and only come back to the surface after it’s dark.

I myself have been down the shafts many times, and the sights I have seen there are pitiful in the extreme. The galleries in deep mines are provided with doors and traps, “to prevent inflammable drafts”, and children of six are trained to sit by themselves all day long, in the dark, opening and shutting these doors as the trucks pass and repass. Can it be wondered at that these infants often become feeble-minded?

I have gone down the shafts many times, and what I’ve seen there is incredibly sad. The tunnels in deep mines have doors and traps “to stop flammable drafts,” and kids as young as six are taught to sit alone all day in the dark, opening and closing these doors as the trucks go by. Is it any surprise that these children often become mentally impaired?

But the lot of the older children is even worse.[49] Little boys of eight and nine are harnessed by chains round the hips to small flat trucks, and these they pull on hands and knees through passages only a couple or two and a half feet high. The mines are very wet, and often these narrow pipes through which the children drag their loads are more than half full of water.

But the situation for the older kids is even worse.[49] Little boys, just eight or nine years old, are chained at the hips to small flat carts, pulling them on their hands and knees through passages that are only about two to two and a half feet high. The mines are really muddy, and often these narrow tunnels where the kids drag their loads are more than half filled with water.

Their food is wretchedly inadequate; they are beaten incessantly to keep them awake, for, as the men have often told me, the boys “will fall asleep over their work”; and their home life, such as it is, is wretched and demoralizing beyond words.

Their food is terribly insufficient; they are constantly beaten to keep them awake, because, as the men have often told me, the boys “will fall asleep on the job”; and their home life, as bad as it is, is miserable and demoralizing beyond description.

In this letter, my Lord, I can do no more than touch upon the surface of things. But for the sake of countless children’s lives, I beg you will interest yourself in this matter, that you will read the full report which I have prepared, and use your great influence towards causing these horrors to cease.

In this letter, my Lord, I can only skim the surface of things. But for the sake of countless children's lives, I urge you to take an interest in this issue, read the full report I’ve prepared, and use your significant influence to help put an end to these horrors.

Believe me, my Lord,

Trust me, my Lord,

Your humble and obedient servant,

Your loyal and dedicated servant,

H. Stokes.

H. Stokes

[50]

Notes

In this précis the curator and the Nizam should occupy a very small place. The Museum is the real subject—not the curator.

In this summary, the curator and the Nizam should play a minimal role. The Museum is the main focus—not the curator.

Arrange the points of interest, and group them in separate paragraphs.

Arrange the points of interest and group them into separate paragraphs.

Remember that Euclid was the best-known figure the Museum produced; and treat him accordingly.

Remember that Euclid was the most famous figure the Museum produced; so treat him with the respect he deserves.

[51]

No. 12.—The Museum, 300 B.C.

(The Nizam Ramayana Gosh, from the Ganges Valley, is shown over the Museum at Alexandria by the chief Curator.)

(The Nizam Ramayana Gosh, from the Ganges Valley, is displayed at the Museum in Alexandria by the head Curator.)

If the great Nizam will deign to step through the portico, I will conduct his Mightiness at once to the two great libraries.

If the great Nizam is willing to step through the entrance, I will take him straight to the two major libraries.

Here beneath these two great domes is gathered all the literature and learning of the world. These shelves that you see are loaded with books in papyrus or parchment by the hundred thousand, many of them dispatched from Babylon by the great Alexander himself. This door upon our right leads to the amphitheatre where sages and philosophers debate, while upon our left is the hall of banquets.

Here under these two massive domes is collected all the literature and knowledge of the world. These shelves you see are filled with hundreds of thousands of books on papyrus or parchment, many of which were sent from Babylon by the great Alexander himself. This door on our right leads to the amphitheater where scholars and philosophers discuss and debate, while on our left is the banquet hall.

As your Mightiness will observe—permit me to throw open the door—it is the hour of the afternoon meal. Here you can see some two thousand students reclining at the feast. (Slave! wine for his Mightiness the Nizam!) We cultivate the luxury of our tables and the subtlety of our cooking to the fullest extent. The dignity and splendour of our dinners is beyond belief. I myself spend many hours a day in quiet mastication and enjoyment.

As you can see—let me open the door—it’s time for lunch. Here, you can see about two thousand students enjoying the meal. (Servant! Bring wine for His Mightiness the Nizam!) We indulge in lavish meals and refined cooking to the max. The elegance and grandeur of our dinners are unbelievable. I personally spend many hours each day in peaceful eating and enjoyment.

This door opens straight upon the Porch or Colonnade where the Walking philosophers discuss the Cosmos and digest their dinner. These gardens beyond are set apart for the study of botany. Every species of plant and tree has been collected, from the Pillars of Hercules to the shores of the Euxine, from Mesopotamia to the lands of the Ganges, which your Mightiness honours by his gracious rule.

This door leads directly to the Porch or Colonnade where the philosophers take walks and talk about the universe while enjoying their meals. The gardens beyond are reserved for studying plants. Every type of plant and tree has been gathered from the Pillars of Hercules to the shores of the Black Sea, from Mesopotamia to the banks of the Ganges, which your greatness rules over so kindly.

We have now reached the Zoological Gardens.[52] (The collection of these animals was begun by the great philosopher Aristotle.) Here are wolves from the Northern Isles far beyond the Pillars of Hercules; there are monkeys from Northern Africa; tigers from India; river-horses from the far south; and this—I marvel not that your Mightiness is astonished; but have no fear, they harm neither man nor beast!—here is the camelopard, tallest known of beasts. The neck of this specimen measures seven cubits! Those are the bird-houses, and these are ponds and tanks containing all manner of fish. And here are innumerable pheasants, bred for the philosophers’ table.

We have now arrived at the Zoo.[52] (The collection of these animals started with the great philosopher Aristotle.) Here are wolves from the Northern Isles far beyond the Pillars of Hercules; there are monkeys from North Africa; tigers from India; hippos from the far south; and this—I can see why you’re surprised, but don’t worry, they’re harmless to both people and animals!—here is the giraffe, the tallest creature known. The neck of this one measures seven cubits! Those are the birdhouses, and these are ponds and tanks filled with all kinds of fish. And here are countless pheasants, raised for the philosophers’ meals.

We now reach the lecture-theatre, and I must lower my voice, for lectures are now in progress. Observe, your Mightiness, this old philosopher with the grey whiskers. That is Euclid, professor of Geometry and Conic Sections. It is he who refuted the Sceptics. The Sceptics, your Mightiness? They are philosophers who say that they know nothing at all, not even that they know nothing at all—and even that they do not know that they do not know. But Euclid has discovered certain Truths that all must admit. Observe him now, demonstrating upon the screen. I have attended his lectures, and I understand. He is now demonstrating that the two angles at the base of an isosceles triangle are equal. Listen to the cries of enthusiasm and delight with which the students hail his proof! Those cries from the farther room? Your Mightiness is right—those are not screams of enthusiasm and enjoyment, for that is the dissecting-room where students learn anatomy and all the wonders of the human frame. The city authorities allow us three criminals a week upon whom we may experiment for the advancement of science. The criminal whose screams you hear is a Nile boatman[53] who stole three measures of meal from the public market. They are now operating upon his stomach, and I am told it is like to be a most entertaining and instructive lecture. Your Mightiness would prefer not to attend? It is as your Mightiness wishes; though I cannot but feel that much instruction and enjoyment will be missed.

We now arrive at the lecture hall, and I need to lower my voice because classes are currently in session. Look, Your Mightiness, at this old philosopher with gray whiskers. That’s Euclid, the professor of Geometry and Conic Sections. He’s the one who challenged the Sceptics. The Sceptics, Your Mightiness? They’re philosophers who claim they know nothing at all, not even that they know nothing— and even that they don’t know that they don’t know. But Euclid has discovered certain truths that everyone must acknowledge. Watch him now, demonstrating on the screen. I’ve attended his lectures, and I understand. He is currently demonstrating that the two angles at the base of an isosceles triangle are equal. Listen to the cheers of enthusiasm and excitement from the students celebrating his proof! Those sounds from the other room? You’re right, Your Mightiness—those aren’t cheers of enthusiasm; that’s the dissecting room where students study anatomy and all the wonders of the human body. The city officials allow us three criminals a week on whom we can experiment for the sake of science. The criminal you hear screaming is a Nile boatman[53] who stole three measures of grain from the public market. They are currently operating on his stomach, and I’ve heard it’s going to be a very entertaining and informative lecture. Would Your Mightiness prefer not to attend? It’s entirely up to you; however, I can’t help but feel you’d miss out on a lot of valuable lessons and fun.

These are the instruments of the Astronomers—armils, astrolabes, and the like; these are the halls for light reading and discussion of general topics. And these padded cells, marked ‘Silence’, are reserved for poets. Here also theologians sit in contemplation, for in the Museum six hundred different religions are represented. No, we have no trouble with them at all, except occasionally with the devil-worshippers.

These are the tools of the astronomers—armils, astrolabes, and similar devices; these are the rooms for casual reading and discussions on various subjects. And these soundproof rooms, labeled ‘Silence’, are set aside for poets. Here, theologians also sit in reflection because the Museum represents six hundred different religions. No, we don't have any issues with them at all, except occasionally with the devil-worshippers.

And now we reach our original starting-point, and I have done. I humbly thank your Mightiness for your courtesy and attention, for the honour which you have done us by gracing the Museum with your kingly presence, and for the brace of panthers which you have so generously presented.

And now we’ve come back to where we began, and I’m done. I sincerely thank you for your kindness and attention, for the honor you've given us by visiting the Museum with your royal presence, and for the pair of panthers that you’ve so generously gifted us.

[54]

Notes

The following précis is quite straightforward. Start with Mr. Hunt’s reasons for writing the letter, and then proceed with the events in the order in which they happened, leaving out all unessential talk.

The following summary is pretty simple. Start with Mr. Hunt's reasons for writing the letter, and then go through the events in the order they occurred, skipping all unnecessary conversation.

This exercise will afford a good example of the following important rule:

This exercise will provide a good example of the following important rule:

Rule VII.—Never put in any critical or explanatory remarks of your own.

Rule 7.—Never add any of your own critical or explanatory comments.

In this précis, for instance, one is tempted to point out that Mr. Hunt was not in a normal state, that on his own showing he was dreadfully depressed and lonely, and that this would affect the value of his evidence. But one must do nothing of the sort. One’s business in this, as in every précis, is to write a concise summary of the story as it stands, and leave all criticism to the reader’s common sense.

In this summary, for example, it’s easy to note that Mr. Hunt was not in a normal state, that he was clearly very depressed and lonely, and that this would impact the reliability of his testimony. However, one shouldn't do that. Our job in this, as in any summary, is to provide a brief overview of the narrative as it is and let the reader use their own judgment for any critique.

[55]

No. 13.—The Warning

Letter to the Secretary of the Psychical Research Society.

Sportsman’s Hotel,
Alberta, Canada.

Sportsman’s Hotel, Alberta, Canada.

Dear Sir,

I should be glad if you would allow me to bring before the notice of the Society an amazing case of Forewarning which I myself have experienced. To my mind this extraordinary event carries with it its own evidence; for, had it not been for this premonition, I should not now be here to write the story. These are the facts, to which, if necessary, I am prepared to set my oath.

I would be happy if you would let me share an incredible case of forewarning that I experienced myself with the Society. To me, this remarkable event speaks for itself; if it weren't for this premonition, I wouldn't be here now to tell the story. Here are the facts, which I am ready to swear to if needed.

In the summer of the present year, 1910, I and my friend Colonel Symes arranged a grizzly-bear-shooting expedition in the Rocky Mountains. We wished to be entirely alone, and so we pushed off into the wilder country, eventually building our little hut just within the upper limits of the tree-line at a place marked on the enclosed map, a spot so remote that it has as yet no name.

In the summer of 1910, my friend Colonel Symes and I planned a grizzly bear hunting trip in the Rocky Mountains. We wanted to be completely isolated, so we ventured into the backcountry and eventually built a small cabin just below the tree line at a location shown on the enclosed map, a place so remote that it still doesn't have a name.

Three weeks of excellent sport followed, and then calamity overtook us. While rounding a precipice path in Indian file we were met and attacked by a bear, and, before I could do anything to help, both the colonel and the bear had fallen over the cliff and were dashed onto the rocks below.

Three weeks of great adventures went by, and then disaster struck. As we were walking in a single line around a cliff path, we were confronted and attacked by a bear. Before I could react to assist, both the colonel and the bear tumbled over the edge and crashed onto the rocks below.

There was nothing to be done. Thirty seconds had sufficed to close our expedition in appalling disaster. I returned alone to the hut. For the rest of the day I wandered aimlessly round the clearing,[56] trying in vain to make up my mind to return home to civilization. But I was numbed by the disaster, and after much barren thought I decided to put a double boarding onto the hut and stay where I was.

There was nothing to be done. Thirty seconds was all it took to end our expedition in terrible disaster. I went back to the hut alone. For the rest of the day, I aimlessly wandered around the clearing,[56] trying unsuccessfully to decide whether to go back to civilization. But I was shocked by the disaster, and after a lot of pointless thinking, I decided to put a double layer of boards on the hut and stay where I was.

For the next five weeks I spent a solitary existence, living on what I shot and on the provisions which the Indian pack-horses had brought up when we first arrived. And then began the snow. It started little at first, and I cleared it away from the door of the hut. But soon the storms grew in violence, and before long all hunting was out of the question, and I spent my days in clearing a path from the hut door, and in reading over the camp stove.

For the next five weeks, I lived alone, surviving on what I hunted and the supplies that the Indian pack-horses had brought when we first got here. Then the snow began to fall. At first, it was just a little, and I cleared it away from the hut door. But soon the storms got stronger, and before long, hunting became impossible. I spent my days clearing a path from the hut door and reading by the camp stove.

On the fourth day of the blizzard the wind got up, and blew very hard with a most melancholy and dispiriting noise through the pine-trees above my hut. I felt wretchedly lonely; and, though I managed to pass the day in cooking meals and putting the finishing stitches to a heavy sleeping-suit of bear-skin, by the time darkness came on I was in the depths of depression.

On the fourth day of the blizzard, the wind picked up and howled loudly with a really sad and discouraging sound through the pine trees above my cabin. I felt extremely lonely; and even though I kept myself busy cooking meals and finishing a heavy bear-skin sleeping suit, by the time night fell, I was feeling deeply depressed.

At ten o’clock I turned in—that is, I rolled myself up on my bear-skin couch—and for half an hour I read in my copy of Shakespeare: showing that my mind was in a perfectly normal condition. At 10.30 I shut the stove, blew out the lantern, and went to sleep, the blizzard still raging with great violence outside.

At ten o’clock I went to bed—that is, I curled up on my bear-skin couch—and for half an hour I read my copy of Shakespeare: proving that my mind was completely normal. At 10:30 I turned off the stove, blew out the lantern, and went to sleep, while the blizzard was still howling violently outside.

It must have been about five hours later that I woke with a feeling of oppression and horror such as I had never before experienced. At first I was at a loss to understand the cause of my fright. I sat up, on one elbow, and shivered. Then I realized what it was—there was someone else in the room! Now the door was barred against wild animals; moreover I was full fifty miles from the nearest encampment. And[57] the horror of this unseen presence made the hair crawl upon my scalp. I sat bolt upright and held my breath. It was then that a full perception of the Horror flooded in upon me like a wave—the Thing was lying on the couch by my side! It was pitch dark of course, and I could see nothing. I merely “sensed” this presence on the couch. With a leap I was across the room and lighting my lantern with trembling fingers. Then I returned to the couch.

It must've been about five hours later when I woke up feeling an overwhelming sense of dread and terror like I had never felt before. At first, I couldn't figure out what was causing my fear. I propped myself up on one elbow and shivered. Then I realized what it was—someone else was in the room! The door was locked against wild animals, and I was over fifty miles away from the nearest campsite. And[57] the dread of this unseen presence made the hair on my neck stand up. I sat straight up and held my breath. It was then that the full weight of the horror hit me like a wave—the Thing was lying on the couch next to me! It was pitch dark, so I couldn’t see anything. I just "sensed" this presence on the couch. In a flash, I dashed across the room and lit my lantern with shaking hands. Then I went back to the couch.

I cannot attempt to express the horror of what I saw. My breathing stopped with a jerk and my heart stood still. For there was myself lying dead upon the couch, crushed across the body by some unseen and appalling weight!

I can't even begin to describe the horror of what I saw. My breath caught suddenly and my heart froze. There was me lying dead on the couch, crushed by some invisible and terrifying weight!

I dropped the lamp, leapt to the door, and in a frenzy of terror staggered out into the storm. Twenty seconds passed—it can hardly have been more—when with a rending noise like an avalanche one of the great pine-trees fell clean across the centre of the hut, crushing it into matchwood!

I dropped the lamp, jumped to the door, and in a panic ran out into the storm. Twenty seconds went by—it couldn’t have been more—when with a deafening crash like an avalanche, one of the huge pine trees came crashing down right in the middle of the hut, turning it into kindling!

As soon as it was day I pushed off for the lowlands (luckily my ski and gun were in the outhouse, and so escaped).

As soon as it was daylight, I set off for the lowlands (thankfully, my ski and gun were in the outhouse, so they were safe).

I have no evidence beyond the word of a gentleman to prove the truth of what I have narrated; I can only assure you of the absolute and literal truth of the premonition; though whether the apparition was an objective reality or a figment of my own imagination I must leave to the opinion of the Psychical Research Society.

I have no proof beyond the word of a gentleman to confirm the truth of what I’ve shared; I can only assure you that the premonition was completely and literally true. As for whether the apparition was a real experience or just a product of my imagination, I’ll leave that up to the judgment of the Psychical Research Society.

Believe me, Sir,

Trust me, Sir,

Yours very truly,

Sincerely,

Nimrod Hunt.

[58]

Notes

In the following précis do not proceed by question and answer. Arrange the subjects in definite groups as you think best.

In the following summary, do not use a question and answer format. Organize the topics into clear groups as you see fit.

The main point to remember is that you must not criticize this wonderful medley of nonsense. All you have to do is to give a concise idea of the kind of pseudo-science that boys had to learn by heart a hundred and fifty years ago. (The original is largely taken from old school-books.) You must not use a single phrase such as ‘this absurd idea’. Your title should imply that such stuff is very much out-of-date.

The key thing to remember is that you must not criticize this amazing mix of nonsense. All you need to do is provide a brief overview of the type of pseudo-science that boys had to memorize one hundred and fifty years ago. (The original content is largely drawn from old textbooks.) You can't use any phrases like "this ridiculous idea." Your title should suggest that such material is completely outdated.

[59]

No. 14.—Science as taught in our Great-grandfathers’ School-days

Preceptor. What is Science?

Mentor. What is Science?

Child. Science is the investigation and proper appreciation of the phenomena of the Universe in which it has pleased the Creator to place us. This investigation is applied to the Elements and to the Immutable Laws which govern them.

Child. Science is the exploration and understanding of the phenomena of the Universe that the Creator has put us in. This exploration focuses on the Elements and the Unchanging Laws that govern them.

Preceptor. How many Elements are there?

Teacher. How many elements are there?

Child. Four: Fire, Water, Earth, and Air—the Igneous element, the Aqueous element, the Earthy, and the Aerial elements.

Child. Four: Fire, Water, Earth, and Air—the Fire element, the Water element, the Earth element, and the Air element.

Preceptor. What is Fire?

Preceptor. What is a Fire?

Child. Fire, or the Igneous element, is the element of destruction. It consists of flame, which devours materials, and imparts a comfortable warmth to man and beast. The sun is the primary source of heat; the interior of the Earth consists of Fire; combustion can be produced artificially by man; and the Lightning is its most terrific manifestation.

Child. Fire, or the element of Fire, is the element of destruction. It consists of flames that consume materials and provide warmth to both humans and animals. The sun is the main source of heat; the Earth's core is made of Fire; humans can create combustion artificially; and Lightning is its most powerful display.

Preceptor. What is Lightning?

Mentor. What is Lightning?

Child. Lightning is a large bright flame darting through the air to a considerable distance, of momentary duration, and usually accompanied by thunder.

Child. Lightning is a large, bright flash that moves quickly through the air for a short time and is usually followed by thunder.

Preceptor. What is Thunder?

Mentor. What is Thunder?

Child. Thunder is a loud rattling noise accompanied by Lightning, caused by the sudden clashing or rushing together of several clouds which are filled with sulphurous and nitrous exhalations. Its reverberations fill the hearer with awe, and turn the mind to thoughts of piety and submission.

Child. Thunder is a loud rumbling sound that comes with lightning, caused by the sudden collision or rushing together of multiple clouds filled with sulfur and nitrogen gases. Its echoes instill a sense of awe and lead one to thoughts of reverence and acceptance.

Preceptor. What is the Earthy element?

Preceptor. What is the Earth element?

Child. The Earthy element is the solid ground upon[60] which we live. It is divided into mountains, hills, valleys, and plains, in a variety pleasing to the eye, and adapted to all sorts and conditions of men.

Child. The earthly element is the solid ground upon[60] which we live. It is divided into mountains, hills, valleys, and plains, in a variety that is pleasing to the eye and suited to all kinds of people.

Preceptor. Of what is the Earthy element composed?

Preceptor. What is the Earthy element made of?

Child. The Earth is composed of rocks, sand, metals, and mud, in which are also to be found the more precious stones, such as the diamond, the jacynth, the topaz, and the chrysoprasus.

Child. The Earth is made up of rocks, sand, metals, and mud, which also contain valuable stones like diamonds, jacinth, topaz, and chrysoprase.

Preceptor. When was the Earth created?

Preceptor. When was Earth created?

Child. The Earth was created by the Divine Will in the year 4004 B.C., the sun, moon, and stars, being created shortly afterwards for the use and benefit of man.

Child. The Earth was created by Divine Will in 4004 BCE, with the sun, moon, and stars being created shortly after for the use and benefit of humanity.

Preceptor. How were the Mountains formed?

Instructor. How were the mountains formed?

Child. For the first few thousand years it would seem that the Earth was subjected to occasional violent catastrophes, both by fire and water. In these catastrophes great mountain chains were sometimes flung up; at other times the waters swept over the tops of the hills, and the shells of sea creatures may be found there to this day.

Child. For the first few thousand years, it seems that the Earth went through occasional violent disasters, both from fire and water. In these disasters, massive mountain ranges were sometimes pushed up; at other times, waters flooded the tops of hills, and the shells of sea creatures can still be found there today.

Preceptor. Have these catastrophes ceased?

Mentor. Have these disasters stopped?

Child. They have become less violent in their nature, though the recent Earthquake and Wave at Lisbon and the Eruption of Mount Hecla in Iceland attest their continued activity.

Child. They've become less violent in their nature, though the recent earthquake and tsunami in Lisbon and the eruption of Mount Hecla in Iceland prove their ongoing activity.

Preceptor. What is the Aerial Element?

Instructor. What is the Air Element?

Child. It is that elastic fluid with which the Earth is surrounded. It is generally called Air. It partakes of all the motions of the earth.

Child. It is that flexible substance that surrounds the Earth. It's commonly known as Air. It is involved in all the movements of the earth.

Preceptor. What is the cause of the Wind?

Instructor. What causes the Wind?

Child. The cause of the Wind has never been ascertained.

Child. The reason for the Wind has never been determined.

Preceptor. Then are the Winds of no benefit to us?

Preceptor. So, the Winds are useless to us?

Child. Yes, the benefits arising from them are[61] innumerable: they dry the damp, they chase vile humours, they bring us the rain in due season, and waft our ships from every corner of the Earth.

Child. Yes, the benefits of them are[61] countless: they dry up moisture, they drive away bad spirits, they provide us with rain at the right time, and they guide our ships from every part of the world.

Preceptor. What is the Aqueous element?

Advisor. What is the Water element?

Child. The Aqueous element is generally called Water. It is the fluid which covers half the surface of the Globe, and it is divided into seas and oceans. It is also manifested in rivers, streams, springs, rain, and mist.

Child. The Water element is usually called Water. It is the liquid that covers half of the Earth's surface, and it's divided into seas and oceans. It can also be found in rivers, streams, springs, rain, and mist.

Preceptor. Why is the sea salt?

Instructor. Why is the sea salty?

Child. The saltness of the sea is due to certain saline properties in water when brought together in very large quantities.

Child. The saltiness of the sea comes from specific salty properties in the water when they're combined in very large amounts.

Preceptor. Do we derive any advantage from the study of Science and Natural Philosophy?

Preceptor. Do we gain any benefits from studying Science and Natural Philosophy?

Child. Yes; for without a competent knowledge of Natural Philosophy we cannot form a true conception of the Purpose of Creation; nor can we adapt our daily lives in accordance with the Law by which all things work together for the benefit and improvement of Mankind.

Child. Yes; because without a solid understanding of Natural Philosophy, we can't grasp the true purpose of Creation. We also can't organize our daily lives according to the law that governs how everything works together for the benefit and progress of humanity.

[62]

Notes

It is very important to be able to make a précis of a number of letters or telegrams.

It is very important to be able to summarize several letters or messages.

Rule VIII.—In making a précis of a number of letters DO NOT PROCEED LETTER BY LETTER. Get the gist of the whole story; then pick out the important points and arrange them in the order in which the events happened. Several letters or telegrams may be combined in one paragraph, if they are on the same topic, but the topics must be kept separate.

Rule 8.—When summarizing several letters, DO NOT GO THROUGH THEM ONE BY ONE. Understand the overall message; then identify the key points and organize them in the order the events occurred. You can combine multiple letters or telegrams into one paragraph if they relate to the same topic, but make sure to keep the topics distinct.

Rule IX.—Never omit the principal DATES AND TIMES.

Rule 9.—Always include the main DATES AND TIMES.

[63]

No. 15—The Hut-Tax

Correspondence between the Administrator of British Bongoland, the Commissioner of the M’Gobi District, and the Colonial Secretary.

1. To Mr. Commissioner Philips:—

To Commissioner Philips:—

From Government House, Bongoland.
June 1.

There has been a serious falling off in the income from your district, for which it is difficult to account. You will therefore kindly increase the Hut-tax to the extent of 2 pounds of rubber and 10 brass rods per hut. Kindly acquaint me when this has been done.

There has been a significant drop in the income from your district, and it's hard to explain why. Please increase the Hut-tax by 2 pounds of rubber and 10 brass rods per hut. Let me know when this has been done.

O. F. Administrator.

O.F. Admin.

2. To the Administrator:—

To the Admin:—

From Commissioner’s Hut, M’Gobi District.
June 14.

From Commissioner’s Hut, M’Gobi District. June 14.

Sir,

I have the honour to report that the utmost possible has been done in the matter of collecting taxes. The people have suffered great hardship this year owing to sleeping-sickness, and though the disease has been stamped out, labour has been scarce, and I do not feel justified in advising H.M. Government to increase the tax.

I’m honored to report that we’ve done everything possible to collect taxes. The people have faced significant hardships this year due to sleeping sickness, and although the disease has been eliminated, there has been a shortage of labor. I don’t feel it’s right to recommend that H.M. Government raise the tax.

I have the honour to be,

I'm honored to be,

Your Obedient Servant,

Your Faithful Servant,

H. Philips.

H. Philips

[64]

3. To Mr. Commissioner Philips:—

To Mr. Commissioner Philips:—

From Government House.
July 1.

You are not expected to advise H.M. Government. Kindly collect the tax as I order, and report to me later.

You don’t need to give advice to the government. Please collect the taxes as I instructed and update me later.

O. F. Administrator.

Admin.

4. To the Administrator:—

To the Admin:—

From Commissioner’s Hut, M’Gobi District.
July 11.

From Commissioner's Hut, M'Gobi District.
July 11.

Sir,

I have the honour to inform you, from evidence obtained on the spot, that any attempt to levy an extra tax will be attended with serious consequences—disorder and probable loss of life. I therefore cannot hold myself responsible for the lives of missionaries and other white men in the district in case the tax is levied.

I am honored to inform you, based on evidence gathered on the ground, that any attempt to impose an additional tax will lead to serious consequences—chaos and potential loss of life. Therefore, I cannot take responsibility for the safety of missionaries and other white individuals in the area if the tax is imposed.

I have the honour to be,

I'm honored to be,

Your Obedient Servant,

Sincerely yours,

H. Philips.

H. Philips

5. To Mr. Commissioner Philips:—

To Mr. Commissioner Philips:—

From Government House.
July 20.

You may take what steps you like with regard to missionaries; but the tax must be collected.

You can take whatever actions you want regarding the missionaries, but the tax has to be collected.

O. F. Administrator.

Admin.

[65]

(For Précis. Paper 2.)

6. (By telegram.)

6. (Via telegram.)

To the Administrator, British Bongoland:—

From Colonial Office, Whitehall.
July 30.

Sir,

Roman Catholic and Protestant missionaries in M’Gobi district report having been removed to coast by order of Mr. Commissioner Philips. Danger apprehended from levy of extra Hut-tax. H.M. Government is very averse to the imposition of harsh taxes, and I must therefore ask you to delay collection and furnish information without delay.

Roman Catholic and Protestant missionaries in the M’Gobi district report that they were moved to the coast by order of Mr. Commissioner Philips. There is concern about the risk from the additional Hut-tax. The government is strongly against imposing severe taxes, so I have to ask you to hold off on collections and provide information as soon as possible.

Hedley: Assist. Sec.

Hedley: Asst. Secretary

7. (By telegram.)

7. (By text message.)

To the Colonial Office:—

From British Bongoland.
Aug. 1.

Sir,

Sir

I am not accustomed to having my actions criticized. You may leave this matter entirely in my hands.

I’m not used to having my actions criticized. You can leave this matter completely in my hands.

I have the honour to be,

I'm honored to be,

Your Obedient Servant,

Your loyal servant,

Obadiah FitzBlank,
Administrator.

[66]

8. (By telegram.)

8. (Via telegram.)

To Sir Obadiah FitzBlank:—

From Colonial Office, Whitehall.
Aug. 2, 1 p.m.

You will inform Mr. Commissioner Philips that H.M. Government are of opinion, in agreement with him, that the new tax should not be imposed. You will also resign your office immediately and return by the boat that leaves to-morrow night. Your successor has already left.

You will let Mr. Commissioner Philips know that H.M. Government agrees with him that the new tax shouldn't be implemented. You will also resign from your position right away and take the boat that leaves tomorrow night. Your replacement has already left.

Joseph Chamberlain.

[67]

[68]

Notes

Remember Rule VIII and Rule IX.

Also, it is often convenient to use a general term instead of names: such as ‘The Naval Authorities’ or ‘The British Government’.

Also, it’s often easier to use a general term instead of names, like ‘The Naval Authorities’ or ‘The British Government’.

[69]

No. 16.—The Mandarin

Correspondence concerning the bastinadoing of a British subject in the village of Ching-Wang, 30 miles from Shang-Hai.

Correspondence regarding the beating of a British citizen in the village of Ching-Wang, 30 miles from Shanghai.

1. To the British Consul at Shang-Hai:—

1. To the British Consul in Shanghai:—

From Ching-Wang.
April 2.

Sir,

I write to say as how I have been bastinadoed on both feet. My feet is swole something cruel. This was done by the Mandarin Lu-Chu. He says as how I stole his cherries, which I never done it. Please investigate. I am a British subjick, which my mother was a Chinee.

I’m writing to let you know that I’ve been beaten on both feet. My feet are really swollen. This was done by the Mandarin Lu-Chu. He claims that I stole his cherries, which I absolutely did not. Please look into this. I am a British subject, and my mother was Chinese.

Yours truly,

Sincerely,

Fu-ling Thompson.

2. To His Complacency the Mandarin Lu-Chu:—

From Consul’s House, Shang-Hai.
April 8.

From Consul's House, Shanghai.
April 8.

Having been informed by the half-caste Fu-Ling Thompson, a British subject, that corporal punishment had been unjustly inflicted upon him by your orders, I sent my agent to investigate the matter. He informs me that Thompson speaks the truth, and that you yourself are perfectly aware of the man’s innocence. I therefore suggest that, to avoid complications with H.M. Government, you compensate Mr. Thompson to the extent of £50 or 100,000 sens.

Having been told by Fu-Ling Thompson, a British citizen, that corporal punishment was unfairly imposed on him by your orders, I sent my agent to look into the situation. He reports that Thompson is telling the truth and that you are fully aware of the man's innocence. I suggest that, to prevent complications with H.M. Government, you compensate Mr. Thompson with £50 or 100,000 sens.

H. Caslon, British Consul.

[70]

3. (Translation.)

To the British Consul:—

To the British Consulate:—

From Ching-Wang.

Almighty Consul whose face shines like the moon. I cannot give Mr. Thompson 100,000 sens, for I am a poor man. Moreover, the cherries were stolen. It was right and fitting that someone should be bastinadoed.

Almighty Consul whose face shines like the moon. I cannot give Mr. Thompson 100,000 sens, because I am a poor man. Additionally, the cherries were stolen. It was right and just that someone should be punished.

Lu-Chu.

4. To Lieut.-Commander Hanlon of H.M.S. Laverock:—

4. To Lieutenant Commander Hanlon of H.M.S. Laverock:—

(Per picket boat.)

(Per water taxi.)

From Consul’s House, Shang-Hai.
April 12.

From the Consul's House, Shanghai.
April 12.

Dear Hanlon,

Dear Hanlon

The Mandarin of Ching-Wang has been up to his old tricks again—bastinadoing a British subject. I have ordered him to pay the man £50 and he refuses. I suggest that you make a demonstration. (Correspondence enclosed.)

The Mandarin of Ching-Wang is up to his old tricks again—beating a British subject. I have ordered him to pay the man £50, and he refuses. I suggest you make a demonstration. (Correspondence enclosed.)

Yours,

Best regards,

H. Caslon.

5. (By Wireless.)

5. (By Wi-Fi.)

To Admiral Groves, China Station:—

April 12.

April 12.

Another case of unjustified bastinadoing. Mandarin refuses compensation. What steps may I take?

Another case of unreasonable caning. The Mandarin refuses to pay compensation. What actions can I take?

Hanlon,
Lieut.-Commander.

Hanlon,
Lieutenant Commander.

6. (By Wireless from H.M.S. Thunderer):—

6. (By Wireless from H.M.S. Thunderer):—

Leave entirely in your hands. Use great firmness but avoid complications.

Leave it completely in your hands. Be very firm, but steer clear of complications.

Groves,
Admiral.

[71]

7. From H.M.S. Laverock (by letter):—

7. From H.M.S. Laverock (by letter):—

April 13.

April 13th.

To his Complacency the Mandarin Lu-Chu.

To his self-satisfaction, the Mandarin Lu-Chu.

In the matter of the bastinadoing of Mr. Thompson, a British subject, the case as you know has been investigated, and I am authorized to demand the immediate payment of 100,000 sens. Unless this demand is complied with before 4 o’clock, I shall be reluctantly compelled to blow your house to pieces.

In the case of Mr. Thompson, a British citizen, as you know, the investigation has been completed, and I have the authority to demand an immediate payment of 100,000 sens. If this demand is not met by 4 o’clock, I will unfortunately have no choice but to blow up your house.

Hanlon,
Lieut.-Commander.

Hanlon,
Lieutenant Commander.

8. To Lieut.-Commander Hanlon (translation):—

To Lt. Commander Hanlon (translation):—

Most superb Lieutenant-Commander, whose guns roar like many devils. I cannot pay Mister Thompson 100,000 sens, for I am a poor man. Moreover, I did but beat him upon the soles of his feet.

Most excellent Lieutenant-Commander, whose guns blast like a pack of demons. I can't pay Mr. Thompson 100,000 sens, because I'm a broke man. Besides, I only hit him on the soles of his feet.

Lu-Chu.

9. To the British Consul at Shang-Hai:—

9. To the British Consul in Shanghai:—

From H.M.S. Laverock.
April 14.

Dear Caslon,

Lu-Chu flatly refused to pay; so, with the Admiral’s leave, I took the law into my own hands. At ten past four I stood right into the harbour and fired a large wad of cotton-waste into his cherry-trees. The old fellow was frightened out of his life, and sent the money within five minutes.

Lu-Chu flatly refused to pay, so with the Admiral’s permission, I took matters into my own hands. At ten past four, I went straight into the harbor and fired a large bundle of cotton waste into his cherry trees. The old guy was scared out of his mind and sent the money within five minutes.

Yours,

Regards,

J. Hanlon.

[72]

Notes

Rule X.—ALWAYS KEEP A PROPER BALANCE. That is to say, it often happens that in the original too much space is given to picturesque details, and too little to the more important facts. In your précis this must be put right.

Rule X.—ALWAYS KEEP A PROPER BALANCE. That means it often happens that in the original, there's too much focus on colorful details and not enough on the more important facts. In your summary, you need to correct this.

This is obviously the case in the following Life of Isaac Newton.

This is clearly true in the following Life of Isaac Newton.

[73]

No. 17—Isaac Newton

Newton was born in 1643, and was the smallest baby in the world. He went to school when very young, but does not appear to have done any work till one day the top-boy kicked him violently in the stomach for daring to get his sums right. Then Newton began to work, not with any idea of becoming the greatest of mathematicians, but simply because he resented being kicked in the stomach, and determined to get the better of his tormentor. His spare time was spent in making ingenious little contrivances, water-clocks, paper lamps attached to kites with which to frighten the villagers, a ‘wind-mill’ turned by a pet mouse with a string tied to its tail. When he left school he was tried on the farm, but it was no use. Newton was always behind a hedge inventing some new automatic toy, while the pigs wallowed in clover, and the cows trampled down the corn. So he went to Trinity College, Cambridge, and there his serious studies began.

Newton was born in 1643 and was the smallest baby in the world. He started school at a very young age, but he didn't seem to do much work until one day when the top student kicked him hard in the stomach for having the audacity to get his math answers right. Then, Newton began to take his studies seriously, not because he aimed to become the greatest mathematician, but simply because he was angry about being kicked and wanted to prove himself to his bully. In his free time, he spent hours creating clever little gadgets, like water clocks, paper lanterns attached to kites to scare the villagers, and a "windmill" powered by a pet mouse with a string tied to its tail. After leaving school, he tried working on a farm, but it didn't work out. Newton was always hiding behind a hedge inventing some new automatic toy while the pigs rolled in clover and the cows trampled the corn. So, he went to Trinity College, Cambridge, and that’s where his serious studies truly began.

His first discoveries were on the subject of light, about which very little was then known. On darkening his room and allowing a circular beam of sunlight to pass through a hole in the shutter, and thence through a triangular glass prism, he found that an oblong patch of light was cast on the screen five times as long as the hole in the shutter. Moreover, it was no longer white, but made up of all the colours of the rainbow—violet, indigo, blue, green, yellow, orange, red—always ranged in the same order. He soon came to the conclusion that white is not a separate colour, but is made up of all the colours of the ‘spectrum’.

His first discoveries were about light, a topic that was largely unknown at the time. By darkening his room and letting a circular beam of sunlight shine through a hole in the shutter, and then through a triangular glass prism, he found that an oblong patch of light was projected onto the screen, five times longer than the hole in the shutter. Furthermore, it wasn't just white anymore; it consisted of all the colors of the rainbow—violet, indigo, blue, green, yellow, orange, red—always in the same order. He quickly concluded that white is not a distinct color, but is made up of all the colors in the ‘spectrum’.

[74]

He next invented the reflecting telescope, forerunner of all the vast instruments by means of which the wonders of the sky have been investigated.

He then created the reflecting telescope, the predecessor to all the massive instruments that have been used to explore the wonders of the sky.

He then turned his great mind to the problem of finding out what light really is, and, though his theory has been given up for a better, it was the best that had been suggested up to that time. He also found out that light travels at the rate of nearly 200,000 miles a second.

He then focused his great intellect on figuring out what light really is, and, although his theory has since been replaced by a better one, it was the best that had been proposed up to that time. He also discovered that light travels at almost 200,000 miles per second.

Meanwhile the Plague broke out at Cambridge, making it necessary for him to retire into the country. It was in the garden of his country house that the fall of an apple is supposed to have suggested to Newton the theory of gravitation.

Meanwhile, the Plague broke out in Cambridge, forcing him to retreat to the countryside. It was in the garden of his country house that the fall of an apple is said to have inspired Newton with the theory of gravitation.

Scientists had for a long time been familiar with the fact that the earth is a colossal magnet, drawing everything upon its surface in the direction of its centre; but it was Newton who conceived the idea—and whether it was the falling apple that suggested it or no is unimportant—that the influence extended as far as the moon, and, if this could be established, to the stars throughout space. Was it not possible that the moon, trying to shoot off at a tangent, was continually pulled back by the earth, and so kept ‘falling’ round it? Newton tried experiments, applying laws already discovered, and found that the theory would not work. Undiscouraged he put the whole problem aside till more facts should have been discovered. It was not till 1682 that more accurate measurements of the earth gave Newton fresh data to go upon. Again he applied his theory, and this time he began to see that his problem was ‘coming out’—that the moon would fall just the right distance, 15 feet per minute. As he neared the end of his calculations he became so agitated that he could not go on:[75] a friend had to finish it for him. And it was right. He had established the fact that not only is the moon subject to the law of gravitation, but that the whole universe is slung together in one stupendous system.

Scientists had long known that the Earth is a massive magnet, pulling everything on its surface toward its center; but it was Newton who came up with the idea—and whether it was the falling apple that inspired him or not doesn’t really matter—that this influence reached as far as the moon and, if proven, even the stars throughout space. Was it possible that the moon, trying to move away in a straight line, was constantly pulled back by the Earth, keeping it in a ‘falling’ orbit? Newton conducted experiments using already established laws, but found that the theory didn't hold up. Undeterred, he set the whole problem aside until more facts were uncovered. It wasn't until 1682 that more precise measurements of the Earth provided Newton with new data. He applied his theory again and this time, he started to see that his calculations were aligning—that the moon would fall at just the right rate, 15 feet per minute. As he got closer to finishing his calculations, he became so anxious that he couldn’t continue:[75] a friend had to complete it for him. And it was correct. He had confirmed that not only is the moon governed by the law of gravitation, but that the entire universe is interconnected in one incredible system.

It is this grand discovery, and the wonderful invention of the calculus, that establish Newton’s claim to immortal honour. As says the inscription in Westminster Abbey: “The vigour of his mind was almost supernatural”.

It is this remarkable discovery and the amazing invention of calculus that secure Newton’s legacy of everlasting honor. As the inscription in Westminster Abbey states: “The strength of his mind was almost supernatural.”

[76]

Notes

In this précis the story should be condensed, and told as a continuous narrative, and not in scraps and jottings as in a log.

In this summary, the story should be condensed and told as a continuous narrative, not in bits and pieces like in a log.

For the purpose of verifying positions, &c.—especially as the battle was fought at night—it is important to mention names of all ships.

For the purpose of verifying positions, etc.—especially since the battle was fought at night—it’s important to mention names of all the ships.

It is also necessary to give the times of the chief events; but one can avoid monotony and scrappiness by using phrases such as “Ten minutes later.…”

It is also necessary to provide the times of the main events; however, you can avoid monotony and disorganization by using phrases like “Ten minutes later.…”

[77]

No. 18.—The Battle of the Nile

From the log of the Swiftsure (unofficial):—

At 6.0 p.m. received order from Flag-ship to furl and wet all unused sails; and to sling a cross-bar to the mizzen peak with four ship’s lanterns; also to sling a ship’s lantern over each gun-port, as the fight would be in the dark, and friend must be distinguished from foe. Superintended the sanding of decks, and final arrangements. 6.30, the fight began. French land batteries opened on the Goliath, which ship, followed by the Theseus and others, rounded the tip of the French line and dropped anchor on the shoal side. By 7.0 it was dark, the battle raging furiously apparently on both sides of the enemy van. At 7.15 received message from Captain Troubridge of the Culloden that he was on the sands. Put helm over and kept away to eastwards. 7.30, sailed down the battle line looking for an enemy’s ship to lie alongside. Sighted a vessel in movement. Order given to stand to the guns, for she showed no lights. Hailed ship, and received answer: “This is the Bellerophon going out of action disabled”. Passed close under stern of Bellerophon. She had apparently lost both main and foremasts, and much wreckage lay over her sides. As far as could be distinguished in the darkness she appeared to be just under control, carrying on under mizzen and sprit sail. 7.40, order given to take Bellerophon’s place in fight. At 8.3 let go one small bower anchor in seven fathoms of water. At 8.5 commenced firing at a two-decked ship called the Franklin on the starboard quarter, and a three-decked ship called L’Orient on starboard bow. Apparently[78] L’Orient was some 200 yards from our ship. She was using all three tiers of guns, but some had been put out of action by the Bellerophon. At 8.30 the Alexander also closed on L’Orient [added later: she was French Flag-ship] and the fight became very furious. At 9.3 L’Orient caught fire. Order given to isolate L’Orient’s poop with cannon and musket-fire, to prevent the flames being put out. (In the glare much loose gear, such as paint-pots could be seen scattered on the poop.) At a quarter to 10 L’Orient blew up. Most of the wreckage fell into the sea; some on to the deck of the Swiftsure but without inflicting casualties. Hove in cable. Lowered two boats, in charge of midshipmen. Picked up nine men and one lieutenant who escaped out of L’Orient. Saw the Alexander’s bowsprit and her main-topgallant sail to be on fire. At 10.20 ceased firing. Sent Lieutenant Cowen to take possession of the enemy’s ship, the Franklin, that lay on our quarter, who hailed us that she had struck, with her main mizzen-masts gone. At 10.35 he returned, finding that she was taken possession of by an officer from the Defence. At 10.50 saw the Alexander and another ship, which proved to be the Majestic, engaging the enemy’s ships to the left of us at about a mile. Bore down to their assistance. For the next four hours engaged enemy’s ships to the rear of their line. Enemy’s fire became wild and inflicted little damage. At 3 a.m. order was given to cease fire. Guns’ crews much exhausted, many of the men lying on the gun decks, their arms swollen from continuous work at the out-hauls. Order given for the distribution of rum and coffee. At 5.30 saw that six of the enemy’s ships at our end of the line had struck their colours. Our carpenters employed stopping the shot-holes. People employed[79] knotting and splicing the rigging. At 6 the Majestic fired her minute guns on interring her captain, who was killed in the action.

At 6:00 p.m., I got an order from the flagship to take in and wet all unused sails; also to hang a cross-bar from the mizzen peak with four ship's lanterns; and to hang a lantern over each gun port, since the fight would take place in the dark and we needed to be able to tell friend from foe. I oversaw the sanding of the decks and made final preparations. At 6:30, the fight began. French land batteries opened fire on the Goliath, which ship, followed by the Theseus and others, rounded the tip of the French line and dropped anchor on the shallow side. By 7:00, it was dark; the battle was raging intensely on both sides of the enemy's van. At 7:15, I received a message from Captain Troubridge of the Culloden stating he was on the sands. I changed course and headed east. At 7:30, I sailed down the battle line looking for an enemy ship to engage. I spotted a vessel moving. An order was given to prepare the guns since she wasn't showing any lights. I called out to the ship and received the response: “This is the Bellerophon, going out of action, disabled.” We passed closely under the stern of the Bellerophon. She seemed to have lost both her main and fore masts, with a lot of wreckage hanging over her sides. As far as could be seen in the dark, she appeared to be barely under control, proceeding with just her mizzen and sprit sail. At 7:40, I ordered to take Bellerophon’s place in the fight. At 8:03, I let go one small bower anchor in seven fathoms of water. At 8:05, we began firing at a two-decked ship called the Franklin on the starboard quarter, and a three-decked ship called L’Orient on the starboard bow. It seemed that L’Orient was about 200 yards from our ship. She was using all three tiers of guns, though some had been disabled by the Bellerophon. At 8:30, the Alexander closed in on L’Orient [added later: she was the French flagship] and the fight became very intense. At 9:03, L’Orient caught fire. An order was given to isolate L’Orient’s poop with cannon and musket fire to prevent the flames from being extinguished. (In the light, loose gear, like paint pots, was visible scattered on the poop.) At a quarter to 10, L’Orient exploded. Most of the wreckage fell into the sea; some landed on the deck of the Swiftsure but did not cause any casualties. I heaved in the cable and lowered two boats, manned by midshipmen. We rescued nine men and one lieutenant who escaped from L’Orient. I saw that the Alexander’s bowsprit and main topgallant sail were on fire. At 10:20, we stopped firing. I sent Lieutenant Cowen to take possession of the enemy ship, the Franklin, which was lying on our quarter and had hailed us saying she had struck, with her main and mizzen masts gone. At 10:35, he returned, reporting that she had already been taken over by an officer from the Defence. At 10:50, I saw the Alexander and another ship, which turned out to be the Majestic, engaging the enemy ships to our left, about a mile away. I steered towards their assistance. For the next four hours, we engaged the enemy ships at the rear of their line. The enemy's fire became wild and caused very little damage. At 3:00 a.m., an order was given to cease fire. The gun crews were quite exhausted, many men lying on the gun decks with their arms swollen from continuous work. An order was given to distribute rum and coffee. At 5:30, I saw that six of the enemy's ships at our end of the line had struck their colors. Our carpenters were busy stopping the shot holes. People were occupied [79] knotting and splicing the rigging. At 6:00, the Majestic fired her minute guns for the burial of her captain, who was killed in the action.

Download ePUB

If you like this ebook, consider a donation!

PRÉCIS WRITING FOR BEGINNERS

FOREWORD

EXERCISES

PRÉCIS WRITING

What Précis Means

The Object of these Exercises

How to tackle a Précis

“Reported Speech”

No. 1.—Exercises in “Reported Speech”

Notes

No. 2.—George Oakes

Notes

No. 3.—The Cobra

Notes

No. 4.—The Two Lieutenants

Notes

No. 5.—The Black Republic

Notes

No. 6.—The Professor and the Monkeys

No. 7.—The Island

Notes

No. 8.—A Seventeenth-Century Witch Trial

Notes

No. 9.—The Miser

Notes

No. 10.—The Boy Scouts

Notes

No. 11.—Child Labourers in 1836

Notes

No. 12.—The Museum, 300 B.C.

Notes

No. 13.—The Warning

Notes

No. 14.—Science as taught in our Great-grandfathers’ School-days

Notes

No. 15—The Hut-Tax

Notes

No. 16.—The Mandarin

Notes

No. 17—Isaac Newton

Notes

No. 18.—The Battle of the Nile

PRÉCIS WRITING
FOR BEGINNERS