![Diagnostic Test
Chapter 1
Passage 1
Natural resources such as land, water, forests, and vegetation are the backbone of our economy and support economic
activities in the primary sector. More than half of the working population in Gujarat is in the primary sector and directly
depends on these resources for employment and livelihood. Management of the natural resources is critical for generating
adequate incomes and employment for the masses of population in the state. If the use of natural resource is broad-based
and sustainable, the consequent development will be employment-intensive and poverty reducing.
Environmentally sustainable development tends to be broad-based and equitable. If degraded forests are regenerated,
open lands are afforested, village lands are converted into village forests, and saline wastelands are reclaimed by suitable
vegetation, a large number of people will improve their employment and income, which will have a positive effect on the
state’s economy. A large number of people will thus be able to participate actively in the process of economic development. In
other words, environment-friendly economic growth is likely to strengthen those who are weak and are marginalized today.
Environmental degradation and depletion adversely affects the quality of life of people in general and women in particular.
First, environmentally degraded regions tend to increase drudgery of women who are the ones who collect fuel, fodder, and
water for the family, walking long distances to collect them. This is likely to impact adversely on women’s health as well as
safety. Second, lack of adequate potable water can have a direct impact on the health of the population, in terms of increased
morbidity and mortality emanating from waterborne diseases.
[Indira Hirway and Darshini Mahadevia, Human Development and Gender]
1. Why do the authors consider management of natural resources critical for Gujarat’s economy?
I. Significant portion of the working population are dependent on these resources for generating employment.
II. Without forests and lakes human life would lose much of its charm.
III. Good management of natural resources would lead to reduction in poverty.
IV. Poor management of natural resources would adversely impact quality of life.
(a) I and II only (b) III and IV only (c) I, III, and IV only (d) I to IV
2. Which of the following would be good examples of sustainable development that promotes equity?
I. Land development in the ravines and distribution of land to landless agricultural labourers.
II. Chopping off well-grown and valuable teak trees in forests and distribution of logs to poor villagers.
III. Clearing urban slum on the riverfront of a city for auctioning land for high-rise development by builders.
IV. Allotment of canal-side lands to farmers’ cooperatives for growing trees with rights to harvest in a planned manner.
(a) I, II, and III only (b) II, III, and IV only (c) III and IV only (d) I and IV only
3. Which of the following likely adverse effects of environmental degradation cannot be inferred from the passage?
(a) Enhanced drudgery of women
(b) Poor crop productivity because of droughts
(c) Higher incidence of disease
(d) Lower employment levels of the rural population
4. A railway half ticket costs half the full fare but the reservation charge is the same. A reserved first class ticket costs
`362 and one full and one half reserved first class tickets cost `554. The reservation charge is:
(a) `18 (b) `22 (c) `38 (d) `46
M01_CONCEPTUAL_9176_CH01.indd 3 1/10/2014 1:17:53 PM](https://image.slidesharecdn.com/72586-250723070657-9bf1c41d/85/The-Conceptual-Approach-to-the-CSAT-Paper-II-4th-Edition-P-N-Roy-Chowdhury-23-320.jpg)
![Diagnostic Test 1.5
Discover the pattern to predict what would be the eighth figure.
(a) (b) (c) (d)
12. Three-fifth of the voters promised to vote for X and the rest promised to vote for Y. Of these, on the last day 15% of
the voters went back on their promise to vote for X and 25% of voters went back on their promise to vote for Y and
X won by 22 votes. Nobody, however, abstained from voting. Then the total number of votes polled by X is:
(a) 51 (b) 110 (c) 73 (d) 61
Passage 2
The ruins of Lothal indicate that the town planning was superb. Big buildings, bath-rooms, the drainage system, factories,
godowns, marketing place, and roads were planned and built quite systematically. The roads were wide enough to allow the
vehicles to cross each other. They were straight and usually crossed at a right angle only. The buildings and houses were built
with baked bricks. The blacksmith and the goldsmith used a round furnace to prepare weapons and ornaments.
The utensils found from Lothal were made of clay, stone, bronze, and so on. They were decorated with fine carvings. The
human figures are also seen on some of them. Some of the diagrams and pictures have a mixed character, a human body with
an animal head. The picture of a bull is frequently seen. It shows that Lothal must have been a city of artists and craftsmen.
The people of Lothal might have been very much fond of ornaments too.
The crematorium was located on a hill outside the wall of the town. A few skeletons have been found from there. A cop-
per earring was seen on a skeleton. Another skeleton had sea-shell bangles on hands. This means that the people of Lothal
might have followed the custom of burying the dead. Twin skeletons were also excavated at one place. Most of the skeletons
indicated that the age of the buried person was not more than 30 years and not less than 20 years. A question may arise
whether the aged also were cremated or buried? It is a matter of research.
[History of Gujarat, Lothal]
13. What evidence does the author furnish to argue that ruins of Lothal indicate superb planning?
I. Buildings planned according to their utility and function
II. Use of stones in construction of building
III. Wide roads with perpendicular intersections
IV. Presence of playgrounds, wharfs, and other public amenities
(a) I and II only (b) III and IV only (c) I, II, and III only (d) I and III only
14. The utensils found from Lothal have the following characteristics:
(a) They were made of clay, stone, bronze, and so on.
(b) They had curved figures of dancing females.
(c) They were coloured in contrast.
(d) They had figures with human head and animal body on them.
15. Which of the following evidence, if found, would help conclude the debate whether only individuals who died at a
particular age bracket were buried?
I. Skeleton of two kids aged approximately 5 and 16
II. Skeleton of one elderly man aged 48 and another woman aged 70
III. Ten more skeletons of individuals in the age group 20 to 25
(a) I only (b) II only (c) I and III only (d) I and II only
M01_CONCEPTUAL_9176_CH01.indd 5 1/10/2014 1:17:54 PM](https://image.slidesharecdn.com/72586-250723070657-9bf1c41d/85/The-Conceptual-Approach-to-the-CSAT-Paper-II-4th-Edition-P-N-Roy-Chowdhury-25-320.jpg)
The Conceptual Approach to the CSAT Paper II 4th Edition P.N. Roy Chowdhury
- 1. The Conceptual Approach to the CSAT Paper II 4th Edition P.N. Roy Chowdhury - Downloadable PDF 2025 https://ebookfinal.com/download/the-conceptual-approach-to-the-csat- paper-ii-4th-edition-p-n-roy-chowdhury/ Visit ebookfinal.com today to download the complete set of ebooks or textbooks
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- 5. The Conceptual Approach to the CSAT Paper II 4th Edition P.N. Roy Chowdhury Digital Instant Download Author(s): P.N. Roy Chowdhury ISBN(s): 9789332537248, 9332537240 Edition: 4 File Details: PDF, 61.13 MB Year: 2014 Language: english
- 7. A Conceptual Approach to the CSAT A01_CONCEPTUAL_9176_FM.indd 1 1/13/2014 7:02:07 PM
- 8. A01_CONCEPTUAL_9176_FM.indd 2 1/13/2014 7:02:07 PM
- 9. P.N. Roy Chowdhury A Conceptual Approach to the CSAT (Civil Services Aptitude Test) Paper II Fourth Edition Delhi • Chennai A01_CONCEPTUAL_9176_FM.indd 3 1/13/2014 7:02:08 PM
- 10. No part of this eBook may be used or reproduced in any manner whatsoever without the publisher’s prior written consent. Copyright © 2014 Dorling Kindersley (India) Pvt. Ltd. This eBook may or may not include all assets that were part of the print version. The publisher reserves the right to remove any material in this eBook at any time. ISBN 978-93-325-1917-6 eISBN 978-93-325-3724-8 First Impression Head Office: 7th Floor, Knowledge Boulevard, A-8(A) Sector 62, Noida 201 309, India. Registered Office:11 Community Centre, Panchsheel Park, New Delhi 110 017, India. CSAT_Copyright_Page.indd 1 8/21/2014 6:00:40 PM
- 11. Contents Part 1 Chapter 1 Diagnostic Test 1.3 Part 2 Numeracy and Problem Solving for the CSAT Chapter 1 Number System 2.3 Some Important Definitions 2.3 Various Types of Numbers 2.3 Number Line 2.4 Working with Numbers 2.5 BODMAS Rule for Simplification 2.5 Absolute Value 2.6 Digits and 10: Building Blocks of Natural Numbers 2.6 Tests of Divisibility 2.7 Unit’s Digit in Products 2.9 Unit’s Digit in Integral Powers of Natural Numbers 2.9 Practice Exercise 2.10 Hints and Solutions 2.14 Chapter 2 Square, Square Root, and Cube 2.19 Introduction2.19 Some Important Definitions 2.19 Procedure to find Square and Cube Roots of Natural Numbers2.19 Properties of Square of Integer or Natural Numbers 2.20 Finding Square Root of Fractions 2.20 Practice Exercise 2.23 Hints and Solutions 2.25 Chapter 3 Prime Numbers, Factorization, and HCF and LCM 2.27 Introduction2.27 Fundamental Theorem of Arithmetic 2.27 Number System: Importance of Pattern Recognition 2.29 Some Important Definitions 2.30 HCF of Given Numbers 2.31 Procedure to Find Out the HCF of Three or More Numbers2.31 Procedure to Find Out the LCM of Given Natural Numbers2.31 Practice Exercise 2.34 Hints and Solutions 2.37 Chapter 4 Decimal Fraction 2.40 Introduction2.40 Conversion of Decimal Fraction into Vulgar Fraction2.40 Operations on Decimal Fractions 2.40 Comparing Fractions using Decimals 2.41 Recurring Decimals 2.41 Practice Exercise 2.43 Hints and Solutions 2.46 Chapter 5 Ratio, Proportion, and Variation 2.47 Introduction2.47 Properties of a Ratio 2.47 Proportion2.48 Direct Variation 2.53 Inverse Variation 2.53 Some Important Results 2.53 Practice Exercise 2.55 Hints and Solutions 2.59 Chapter 6 Rule of Three and Chain Rule 2.63 Rule of Three 2.63 Chain Rule 2.65 Practice Exercise 2.67 Hints and Solutions 2.70 Chapter 7 Partnership2.74 Introduction2.74 Meaning of Partnership 2.74 Various Types of Partners 2.74 Division of Profits and Losses Among Partners 2.74 Practice Exercise 2.76 Hints and Solutions 2.79 Preface to the Fourth Edition xi Prefacexiii Expressions of Gratitude xiv A01_CONCEPTUAL_9176_FM.indd 5 1/13/2014 7:02:08 PM
- 12. vi Contents Chapter 8 Percentage2.82 Introduction2.82 How to Find the Fraction Equivalent of a Given Percentage2.82 How to Increase or Decrease a Number by a Given Percentage2.83 How to Find % Increase and % Decrease of a Number2.83 Percentage Relation of Two Quantities in Same Units—Effect of Switching the Base for Comparison 2.83 Practice Exercise 2.89 Hints and Solutions 2.93 Chapter 9 The Need for Algebra 2.98 Use of Symbols 2.98 Rules for Manipulation of Symbols 2.98 Constants and Variables 2.100 Practice Exercise 2.104 Hints and Solutions 2.107 Chapter 10 Equations 2.109 Linear Equations 2.109 Simultaneous Linear Equations in Two Variables 2.113 Practice Exercise 2.116 Hints and Solutions 2.120 Chapter 11 Problems on Ages 2.127 Practice Exercise 2.129 Hints and Solutions 2.131 Chapter 12 Power and Exponent 2.133 Defining xn , n a positive integer 2.133 Results Governing xn , n ∈ N + {0} 2.133 Definition of a Function 2.135 General Characteristics of Some Important Functions 2.135 Squares and Cubes of Binomial Expressions 2.136 Concept of Factorization 2.137 Surds2.139 Practice Exercise 2.143 Hints and Solutions 2.149 Chapter 13 Profit and Loss 2.156 Definitions2.156 Problems on Discount 2.157 Practice Exercise 2.164 Hints and Solutions 2.168 Chapter 14 Mixtures and Alligations 2.173 Introduction2.173 Cost of Mixture—Given the Cost of Ingredients 2.173 Determination of Mixing Ratio—Given the Target Cost 2.173 Two Mixtures (Alloys) of Same Ingredients 2.174 Practice Exercise 2.180 Hints and Solutions 2.183 Chapter 15 Simple and Compound Interest2.188 Simple and Compound Interest: Basic Concepts 2.188 Calculations for Simple Interest 2.188 Calculations for Compound Interest 2.191 Concept of Effective Interest Rate 2.192 Practice Exercise 2.194 Hints and Solutions 2.196 Chapter 16 Time and Work 2.199 Introduction2.199 General Concepts and their Application 2.199 Some Useful Results 2.199 Work and Wages 2.201 General rules (Pipes and Cisterns) 2.202 Practice Exercise 2.204 Hints and Solutions 2.207 Chapter 17 Time and Distance 2.212 Fundamental Relationships 2.212 Unit Conversion 2.212 Understanding Problems on Trains 2.212 Relative Speed 2.213 Understanding Problems on Boats and Streams 2.214 Practice Exercise 2.218 Hints and Solutions 2.222 Chapter 18 Set Theory 2.227 Introduction2.227 Sets and Elements 2.227 Specifying Sets 2.227 Universal Set and Empty Set 2.228 Subsets2.228 Venn Diagrams 2.229 Set Operations 2.229 Finite Sets, Counting Principle 2.231 Practice Exercise 2.236 Hints and Solutions 2.239 Chapter 19 Counting, Permutations, and Combinations2.242 Preparatory Maths: Concept of Factorial 2.242 Fundamental Principles of Counting 2.243 Permutation2.244 Combination2.247 Practice Exercise 2.254 Hints and Solutions 2.264 A01_CONCEPTUAL_9176_FM.indd 6 1/13/2014 7:02:08 PM
- 13. Contents vii Chapter 20 Probability Theory 2.277 Introduction2.277 Complementary Events 2.278 Addition Principle 2.278 Independent Events 2.279 Geometric Probability 2.281 Practice Exercise 2.282 Hints and Solutions 2.285 Chapter 21 Inequalities 2.289 Introduction2.289 Application to Problems of Maxima and Minima 2.291 Practice Exercise 2.295 Hints and Solutions 2.298 Chapter 22 Quantitative Comparison 2.301 General Suggestion 2.303 Practice Exercise 2.308 Hints and Solutions 2.314 Chapter 23 Quadratic Equation in One Variable2.322 Quadratic Equation and Its Solution 2.322 Properties of Roots of a Quadratic Equation 2.322 Factorization: A Tool to Solve Quadratic Equations2.324 Practice Exercise 2.326 Hints and Solutions 2.329 Chapter 24 Sequences and Progressions 2.332 Definition and Illustrations 2.332 Arithmetic Progression 2.333 The Sum of First n Natural Numbers 2.334 The Sum of the First n Terms of an AP in General 2.334 Geometric Progression 2.336 Infinite Geometric Series 2.338 Practice Exercise 2.340 Hints and Solutions 2.343 Chapter 25 Lines, Angles, and Triangles 2.350 Lines2.350 Angles2.351 Triangles2.354 Quadrilaterals2.361 Practice Exercise 2.363 Chapter 26 Circles 2.368 Some Important Definitions and Properties 2.368 Practice Exercise 2.371 Chapter 27 Mensuration 2.373 Figures in a Plane 2.373 Practice Exercise 2.384 Hints and Solutions 2.388 Chapter 28 Volume and Surface Area 2.395 Introduction2.395 Rectangular Solid 2.395 Diagonal Length, Surface Area, and Volume of a Rectangular Solid 2.395 Cube2.396 Cylinder2.397 Cone2.397 Sphere2.397 Practice Exercise 2.401 Hints and Solutions 2.405 Chapter 29 Measures of Central Tendency 2.411 Introduction2.411 Various Measures of Central Tendency 2.411 Practice Exercise 2.419 Hints and Solutions 2.422 Chapter 30 Measures of Dispersion 2.425 Comparison of Mean and Median 2.425 Dispersion of Data 2.426 Range2.426 Weakness of Range 2.426 Variance2.427 Mathematical Formulae for Statistical Measures 2.428 IELTS Test in Sheridan College, Canada 2.430 Concept of Frequency and its Uses 2.430 Practical Significance of Standard Deviation 2.431 Cumulative Frequency Table 2.431 Top and Bottom Performers: Percentiles 2.432 Quartiles2.433 Practice Exercise 2.434 Answers to Quizzes 2.436 Chapter 31 Calendar2.441 Introduction2.441 Concept of an Extra Day 2.441 Practice Exercise 2.444 Chapter 32 Clocks2.446 Introduction2.446 Question Sources 2.446 Definition2.446 Practice Exercise 2.448 Chapter 33 Races2.450 Definitions2.450 Practice Exercise 2.453 A01_CONCEPTUAL_9176_FM.indd 7 1/13/2014 7:02:08 PM
- 14. viii Contents Chapter 34 Introduction to Rectangular Coordinates2.455 Rectangular Coordinates 2.455 Quadrants2.456 Distance between Two Points 2.457 Section Formulae 2.457 Area of a Triangle in Special Situations 2.458 Change of Axis of Reference 2.460 Practice Exercise 2.462 Part 3 General Mental Ability for the CSAT Chapter 1 Pictorial Reasoning 3.3 Introduction3.3 Linear Movement or Rotation 3.4 Rotation About the Vertical and Horizontal Axes: Mirror and Water Images 3.6 Types of Questions in Competitive Exams 3.8 Practice Exercise 3.14 Hints and Solutions 3.22 Chapter 2 Geometric Perception 3.25 Slope of a Line Segment—Relation with Absolute Change3.29 Practice Exercise 3.37 Hints and Solutions 3.47 Chapter 3 Number Series 3.52 Building Blocks of Number Series 3.53 Combination of Building Blocks 3.53 Number Analogy 3.57 Missing Number in Geometrical Arrangements 3.57 Practice Exercise 3.61 Hints and Solutions 3.67 Chapter 4 Coding and Decoding 3.70 Practice Exercise 3.72 Hints and Solutions 3.78 Part 4 Logical, Analytical, and Critical Reasoning Section 1 Logical Reasoning Chapter 1 Everybody Needs Logic 4.5 Introduction4.5 An Argument—What It Means 4.5 Practice Exercise 4.10 Chapter 2 Venn Diagrams and Syllogism Problems4.12 Introduction4.12 Structure of a Syllogism 4.12 Two Approaches to Test Validity of a Syllogism 4.13 Types of Categorical Statements 4.13 Essentials of a Venn Diagram 4.17 Scope of the Terms in a Categorical Statement 4.18 Testing Arguments by Venn Diagrams 4.19 Venn Diagrams of Categorical Statements 4.19 Conclusion from a Single Categorical Statement 4.20 Concept of Contradiction 4.20 General Method of Testing Arguments by Venn Diagram 4.21 Modified Syllogism 4.27 Practice Exercise 4.32 Hints and Solutions 4.41 Chapter 3 Truth table 4.62 Introduction4.62 Logical Connotation of Some Important Words 4.67 Practice Exercise 4.69 Hints and Solutions 4.72 Chapter 4 Unravelling Assumptions and Administrative Course of Action 4.75 Statement—Assumptions4.75 Statement and Courses of Action 4.78 Statement—Conclusions4.80 Degree of Truth or Falsity 4.82 Strong and Weak Arguments 4.84 Practice Exercise 4.86 Section 2 Analytical Reasoning Chapter 1 Analytical Reasoning 4.101 Question Format 4.101 Architecture of an Analytical Reasoning Problem 4.101 Any Trickery?—Not Really 4.110 Chapter 2 Games with Multifarious Situations4.113 Game 1 4.113 Game 2 4.114 Game 3 4.115 Game 4 4.116 Game 5 4.116 Game 6 4.117 Game 7 4.117 Game 8 4.118 Game 9 4.119 Game 10 4.120 Game 11 4.121 Game 12 4.121 Game 13 4.121 Hints and Solutions 4.123 A01_CONCEPTUAL_9176_FM.indd 8 1/13/2014 7:02:08 PM
- 15. Contents ix Chapter 3 Attribute Search Questions 4.134 Practice Exercise 4.138 Hints and Solutions 4.141 Chapter 4 Magnitude Comparison of More than Two Entities 4.144 Practice Exercise 4.146 Hints and Solutions 4.149 Chapter 5 Direction Problems 4.151 Relative Positions—Required Care 4.151 Practice Exercise 4.153 Hints and Solutions 4.156 Chapter 6 Family-related Questions 4.160 Practice Exercise 4.162 Hints and Solutions 4.165 Section 3 Critical Reasoning Chapter 1 Cause and Effect: Important Foundation of Critical Reasoning 4.170 Theory of Causation 4.170 Necessary and Sufficient Causes 4.171 Methods of Identifying the Cause of Phenomenon 4.173 Chapter 2 Fallacies: Avoiding Invalid Arguments4.176 Hasty Generalization or Scanty Evidence 4.176 Post hoc Reasoning 4.176 Ad Hominem Attack 4.176 A Dubious Assumption 4.177 The Excluded Middle 4.177 Circular Reasoning or Tautology 4.178 Appeal To Popularity of a Position or Bandwagon Argument4.178 Illegitimate Use of Authority 4.178 Shifting of Terms 4.178 Argument by Analogy 4.178 ‘You too’ Fallacy 4.179 Straw Man Fallacy 4.179 Chapter 3 Strategy of Answering Critical Reasoning Questions 4.180 General Strategy 4.180 Warnings4.181 Practice Exercise 4.188 Hints and Solutions 4.194 Part 5 Decision Making Chapter 1 Decision Making under Specific Conditions5.3 Chapter 2 Decision Making in Civil Services 5.7 Introduction5.7 Origins of Moral/Ethical Doctrines 5.7 Sources of Moral Principals for Civil Servants 5.8 Perspective of Possible Questions 5.8 Fundamental Dimensions of Superior Decision Making5.8 Questions with Multiple Valid Responses 5.9 Practice Exercise 5.13 Hints and Solutions 5.21 Chapter 3 Good Governance and Decision Making5.29 Introduction5.29 Origin of the Phrase 5.29 Mandates of Good Governance 5.29 Good Examples of IT Application in Public Services 5.38 Practice Exercise 5.43 Hints and Solutions 5.49 Part 6 Data Interpretation for the CSAT Chapter 1 Speed-Maths for Data Interpretation6.3 Chapter 2 Data Interpretation 6.15 Practice Exercise 1 6.45 Practice Exercise 2 6.56 Hints and Solutions 6.69 Part 7 Data Sufficiency Chapter 1 Data Sufficiency Questions—Solution Techniques7.3 Structure of Data Sufficiency Problem 7.3 General Method to Solve Data Sufficiency Problem 7.5 Data Sufficiency Tree in Steps 7.6 Smaller Tree—A Time Saver 7.6 Warnings: Pitfalls to Avoid 7.7 Three–Statement Data Sufficiency Question – A Sample 7.11 Practice Questions: Set 1 7.13 Practice Questions: Set 2 7.15 A01_CONCEPTUAL_9176_FM.indd 9 1/13/2014 7:02:08 PM
- 16. x Contents Practice Questions: Set 3 7.17 Practice Questions: Set 4 7.19 Hints and Solutions 7.24 Part 8 English Language Comprehension Skills Chapter 1 English Language Comprehension Skills8.3 Introduction8.3 Methods of Testing Comprehension Skills 8.3 Comprehension—What it Means 8.4 Types of Passages 8.5 Solved Passages 8.12 Practice Exercise 8.34 Part 9 Comprehension Chapter 1 Comprehension 9.3 Skimming—A Tool to Manage Longer Passages 9.3 Scanning—A Method of Searching Specific Details 9.8 Part 10 Interpersonal and Communication Skills Chapter 1 Interpersonal and Communication Skills10.3 Introduction10.3 Interpersonal Behaviour—One Necessary Key to a Blazing Career 10.4 Behaviour is the Man 10.4 Goodwill Accounts 10.4 Accumulating Debit Balance—Implies Obligation 10.5 Understanding Others Needs: Legitimate or Otherwise 10.6 Value of Intent Listening in Communication 10.6 No Interruption, Please 10.7 OK and Not-OK Positions in Interaction between Two Individuals 10.7 In Praise of Assertiveness 10.8 Being Politely Assertive 10.8 Ego—A Big Problem 10.8 Avoidance of Stereotypes and Prejudices 10.8 Managing Emotions for Better Interpersonal Relations 10.9 Dealing with Anger 10.9 Channels of Communication 10.10 Multiplying Channels of Communication 10.11 Filtering of Communication 10.11 Self-filtering of Communication 10.11 Becoming Artful Critic 10.12 Improvement Orientation 10.12 Being Specific 10.12 Offering a Solution 10.12 Importance of Privacy 10.13 Ownership of Junior’s Work 10.13 Personal Space 10.14 The Power Seat 10.14 Aggressive Proxemics 10.14 Biological Need for Space 10.14 Intimate Distance 10.15 Personal Distance 10.15 Impersonal Distance 10.15 Public Distance 10.15 Group Dynamics 10.15 Chairperson’s Role 10.16 Participant’s Role 10.17 Challenges of the Solution Provider Team 10.17 Practice Exercise 10.19 Part 11 Mock Tests Mock Test 1 11.3 Hints and Solutions 11.21 Mock Test 2 11.30 Hints and Solutions 11.48 Mock Test 3 11.58 Hints and Solutions 11.79 Mock Test 4 11.89 Hints and Solutions 11.107 Mock Test 5 11.118 Hints and Solutions 11.138 CSAT Paper 2012 Q.1 Hints and Solutions Q.18 CSAT Paper 2013 Q.33 Hints and Solutions Q.50 A01_CONCEPTUAL_9176_FM.indd 10 1/13/2014 7:02:08 PM
- 17. Preface to the Fourth Edition At the time of writing the preface of the first edition, I had made a number of assumptions regarding the new pattern of Paper II that was yet to come into existence. Three examinations have since been conducted by the UPSC and, therefore, while presenting the expanded book before the student and academic community, it is appropriate to examine how the assumptions have come true or proven wrong. The purpose of this exercise is to address the future needs of the candidates. If you go through the preface of the first edition, you will be able to comprehend that my assumption about the general level of the aptitude test has been accurate. In the quantitative ability section, which includes data interpretation, the dif- ficulty level of the actual UPSC aptitude tests has been average and well below the level of CAT. Actually, the aptitude tests stayed very close to the level of this book. I have also predicted regarding interpersonal communication skills. I thought it was sensible to avoid technical and theoretical aspects of communication in the first edition. It was also correct to emphasize only the human side or the EQ aspect of interpersonal and communication skills. In fact, UPSC tests so far have not asked one question which is from pure communication area. The paper setters have very smartly combined both decision making and interpersonal skills and rolled these knowledge domains into one integral package to design decision making questions. One can see this pattern clearly in the questions on interpersonal and communication skills chapter in the book which I have not even touched in this revision. Having spent a career as a civil servant, I rightly stressed ethics and integrity issues in decision making. However, now that ethics and integrity has come as a separate subject in the mains, I sincerely hope that test makers will have more opportunity to set questions probing in other areas of competence relevant to good governance. I could also sense the centrality of reasoning and comprehension skills for this aptitude test. The author believes these areas will remain in focus in near future also. With that understanding, a discussion on ‘rules of syllogism’ has been included as an alternative technique to solve syllogism problems in reasoning area. These rules are most effective in dealing with pure syllogism problems and I hope aspirants and teachers would relish the brevity of my technique that takes the essence of this ancient subject and repackages it in readily usable form. Suspecting that over time the length of the passages appearing in the test may increase, I have added a discussion on techniques of X-raying lengthy passages in limited time. These techniques have been tried and tested throughout the world and I am sure it will help the aspirants in dealing with longer passages. I got my share of surprises too though I believe those may not harm the candidates. The locus of the first source of sur- prise is in the fact that test makers have altogether avoided to ask questions from a few areas in the syllabus. In this regard, data sufficiency comes to my mind first. This is an important area of practical logic applied mostly to quantitative contexts. The second point of surprise is the complete neglect of (1) geometry including problems of area and volume, (2) algebra, and (3) counting, permutation, and combination. It will be worthwhile to note that in the earlier version of the exam when there was no quantitative ability test as such, one used to get relatively complicated questions from counting, permutation, and combination. Does this mean that the aspirant preparing for CSAT paper II can altogether ignore these areas? I suggest not, as pattern can change quickly. While preparing for such a difficult exam, one has to allocate time intelligently. Knowledge of algebra and coordinate geometry help in so many other problems (such as direction problems in reasoning or graphs in general mental ability) that an ambitious student must not ignore these areas. In practical terms, it means that while allocating time for quantitative ability, one must give lion’s share to arithmetic and only those algebra chapters (such as powers and exponents and equations) that facilitate solution of arithmetic problems. A01_CONCEPTUAL_9176_FM.indd 11 1/13/2014 7:02:08 PM
- 18. xii Preface to the Fourth Edition Keeping the time constraint of the test taker in mind, I have religiously followed this self-imposed discipline of ‘maximum learning in minimum pages’. The author has resisted the tendency of giving too many exercises that often do not add value in preparation as the exercises get to become either repetitive or more complex than the aptitude test demands. A candidate who could do all that the book offers would not have missed even one question in the three tests so far because similar stuff was not been discussed in the book. The author believes that this assurance will continue to hold for future tests as well. A question may arise in your mind—why this bulky size for a CSAT book? You see, the ‘bulkiness’ comes from the core idea or plan of the book. Initially, the book was designed to cover the complete subject domain but as such did not have any solutions of practice exercises. However, over the years, I have received a number of requests both from students and teachers to provide solutions, and for this edition, I decided to include the same to give completeness to this book. Consequently, it has now become a ‘text-cum-guide book’ in ordinary parlance of the words. The book aims to be of a helping hand, a friend, for a student to give his or her best in the examination. Readers will be pleasantly surprised that solutions are not just hints but tell-all solutions, which explain why something is done in a particular way. As I always appreciate insightful criticism from the users of the book, you are requested to mail your comments at pnroychowdhury@yahoo.co.in. A01_CONCEPTUAL_9176_FM.indd 12 1/13/2014 7:02:08 PM
- 19. Preface This is meant to be an introduction of the book to the community of students and teachers preparing and helping to prepare, respectively, for CSAT Paper II. A couple of books have come in the market, and I have seen them with the same eagerness of a student. Over the last two months, when new books started hitting the market, every time I have asked myself a very pointed question: Is there a need for another book? Having done that mental exercise, I have come to the conclusion that this book will benefit students and teachers in a way not contemplated in other works published till date. What is it in aggregate that a reader could expect from the book and not from other works in this field? The first important focus of the book is to make concepts totally clear to the aspiring student. The idea behind practice books is to give formulae, show some solved examples, and provide practice exercises and solutions to those exercises. Quite differently, in this book, the purpose is to equip the reader with all the concepts and their interactions and applications, whether in math, reasoning, or decision-making, to arrive at the solution of the given problem. It is meant to be a complete book in the sense that one should begin preparation with this book and after completion the student may check his or her competence by doing randomly selected exercises from available practice books. My second emphasis is to create a piece of work which does not discriminate among arts, commerce, medical, and pharmacy students. I believe India’s civil services require young women and men from diverse backgrounds, and there would not be any unique advantage to the nation in having predominance of a particular background. Practice books do not support this background neutrality because they list only formulae and go straight to problem solving. While that approach may be fine for engineering students for a significant part of the syllabus, arts and commerce students need to refresh their memory, build base, and then go deeper into problem solving. This book precisely adopts that approach. At this time there is lot of confusion regarding the level of questions that UPSC would expect students to do. The confusion is seen in the market. Many coaching institutions and practice books have assumed that the level of numeracy and problem solving would be comparable to CAT. CAT has willingly or unwillingly excluded all but engineers and pure science students from entry into the IIMs. My publishers and I presume this should never be the intended consequence on part of UPSC. The other error would be to bring down the level of the book to tests of Bank PO, CDS, etc. Requirements in civil service include analytical rigor, critical analysis, etc. Therefore, the level of the book has to be different from Bank PO practice books. I have carefully tried to avoid both extremes and pitched a level that we feel would be appropriate for the Civil Services Examination. This time UPSC has introduced two very practical aspects of civil service into the syllabus. You know what these are: decision making and interpersonal and communication skills. For both these pragmatic elements of the syllabus, I have stuck to the practical aspects of working in government and interpersonal skills required in life. We believe that these areas will be tested by UPSC in a Situation Test format. We have not included theories that are frequently used in corporate sector’s financial management. We believe that UPSC syllabus is extremely demanding and unnecessary items should not be loaded. Outside my working hours as an IAS officer, over the years I have researched some of these areas as a hobby and without any intent of making profit out of this intellectual pursuit for pleasure. So, many new methods of problem solving in differ- ent areas are provided all over the book. Even the sequence of the chapters would be different from other books. There are some chapters in the book that the students might not have encountered elsewhere at all, but nothing is without a purpose because I know the value of students’ time. The motto of the book is: maximum learning in minimum number of the pages. A civil service aspirant should not skip any chapter even though its title may sound unfamiliar. Everything has a purpose totally focused on the examination. HowfarIhavesucceededinattainingthegoalIhavesetbeforemyself,onlyreaderswillbeabletoassess.Asafreelanceteacher intheseareas,Ihaveimmenselybenefitedfromtheinteractionswithmystudentsandotherteachers.Ihopetobefortunatetohave the readers’ comments in the days ahead. I welcome critical comments addressed to my e-mail at pnroychowdhury@yahoo.co.in. P.N. Roy Chowdhury A01_CONCEPTUAL_9176_FM.indd 13 1/13/2014 7:02:08 PM
- 20. Expressions of Gratitude This is a page for all those individuals who have directly or indirectly contributed to the genesis and completion of this work. I believe that a work like this which incorporates and in a way integrates many disciplines is a social product in the sense that there are many invisible contributions other than those of the author. Looking back, I feel immensely thankful to my late father Shailendra Narayan Roy Chowdhury who triggered my early interest in reasoning and logic. My cousin brother Prof. Amitabha Chakravorty of Jadavpur University, Kolkata always encouraged me to I learn mathematics well. How can I forget my outstanding teachers of mathematics, philosophy, and other subjects in Presidency College, Kolkata and University College of Science, Kolkata? Some of those great teachers also set noble examples of commitment to the student community, which has remained the driving force in my academic work for last so many years. Surely, influence of outstanding professors in University of Strathclyde, Glasgow and the University of Rochester, USA have been very lasting in all applications of thinking, reasoning, and use of words and numbers purposefully. Even when I teach IAS aspirants in CSAT domain, I vividly recollect many qualities of those distinguished academicians. In these areas I have gained knowledge and skills after literally devouring the contents of hundreds of books written by scholars from India, UK, and the USA. Influence of those authors must be gratefully acknowledged. How much ever I like to mention names, making such a list of books and authors is not going to be feasible because of limitations of space. I have particularly benefited from very illuminating discussions with G. Subbarao, IAS and retired Chief Secretary of Gujarat State. Subbarao has written an excellent book on reasoning and taken keen interest in the subject of decision mak- ing. He has been very kind to create some of the educative examples of applied decision making, which I have sometimes modified for the purposes of this book. Another outstanding IAS officer who has made a direct contribution by supplying a number of illustrations in the area of interpersonal skills is Anita Karwal, IAS, currently the Chief Electoral Officer of Gujarat. I express sincere gratitude to Subbarao and Karwal. I am grateful to Showick Thorpe and Siddharth Mittal for meaningful discussions on the approach and content of this book. Members of the staff in Pearson have done a thorough job in doing their parts. Many well-deserved thanks to them. I must say that my students have also taught me in a quite different way. They have stimulated me to think what works for them and why. Without that insight, I doubt whether any good text-book can be written. I take this opportunity to thank them all. Finally, my family members, particularly my wife has tolerated many deviations from our normal life style during the past couple of years arising out of my academic commitments and the authorship of this book. My IIT(D)-educated son Meher, besides encouraging me throughout, has also seen one or two chapters to provide feedback from a recent student’s perspective. My daughter Piuli has been equally supportive. She thought it would be a good idea to collate and unify my works in the form of a book because some of her good friends may actually take the Civil Services Examination! A01_CONCEPTUAL_9176_FM.indd 14 1/13/2014 7:02:08 PM
- 21. Diagnostic Test PART 1 DiagnosticTest M01_CONCEPTUAL_9176_CH01.indd 1 1/10/2014 1:17:53 PM
- 22. M01_CONCEPTUAL_9176_CH01.indd 2 1/10/2014 1:17:53 PM
- 23. Diagnostic Test Chapter 1 Passage 1 Natural resources such as land, water, forests, and vegetation are the backbone of our economy and support economic activities in the primary sector. More than half of the working population in Gujarat is in the primary sector and directly depends on these resources for employment and livelihood. Management of the natural resources is critical for generating adequate incomes and employment for the masses of population in the state. If the use of natural resource is broad-based and sustainable, the consequent development will be employment-intensive and poverty reducing. Environmentally sustainable development tends to be broad-based and equitable. If degraded forests are regenerated, open lands are afforested, village lands are converted into village forests, and saline wastelands are reclaimed by suitable vegetation, a large number of people will improve their employment and income, which will have a positive effect on the state’s economy. A large number of people will thus be able to participate actively in the process of economic development. In other words, environment-friendly economic growth is likely to strengthen those who are weak and are marginalized today. Environmental degradation and depletion adversely affects the quality of life of people in general and women in particular. First, environmentally degraded regions tend to increase drudgery of women who are the ones who collect fuel, fodder, and water for the family, walking long distances to collect them. This is likely to impact adversely on women’s health as well as safety. Second, lack of adequate potable water can have a direct impact on the health of the population, in terms of increased morbidity and mortality emanating from waterborne diseases. [Indira Hirway and Darshini Mahadevia, Human Development and Gender] 1. Why do the authors consider management of natural resources critical for Gujarat’s economy? I. Significant portion of the working population are dependent on these resources for generating employment. II. Without forests and lakes human life would lose much of its charm. III. Good management of natural resources would lead to reduction in poverty. IV. Poor management of natural resources would adversely impact quality of life. (a) I and II only (b) III and IV only (c) I, III, and IV only (d) I to IV 2. Which of the following would be good examples of sustainable development that promotes equity? I. Land development in the ravines and distribution of land to landless agricultural labourers. II. Chopping off well-grown and valuable teak trees in forests and distribution of logs to poor villagers. III. Clearing urban slum on the riverfront of a city for auctioning land for high-rise development by builders. IV. Allotment of canal-side lands to farmers’ cooperatives for growing trees with rights to harvest in a planned manner. (a) I, II, and III only (b) II, III, and IV only (c) III and IV only (d) I and IV only 3. Which of the following likely adverse effects of environmental degradation cannot be inferred from the passage? (a) Enhanced drudgery of women (b) Poor crop productivity because of droughts (c) Higher incidence of disease (d) Lower employment levels of the rural population 4. A railway half ticket costs half the full fare but the reservation charge is the same. A reserved first class ticket costs `362 and one full and one half reserved first class tickets cost `554. The reservation charge is: (a) `18 (b) `22 (c) `38 (d) `46 M01_CONCEPTUAL_9176_CH01.indd 3 1/10/2014 1:17:53 PM
- 24. 1.4 Diagnostic Test 5. Twenty percent of an ore contains an alloy that has 80% iron. Other than this, in the remaining 80% of the ore there is no iron content. How many kilograms of the ore are needed to obtain 40 kg of pure iron? (a) 200 (b) 250 (c) 400 (d) 500 Questions 6 and 7: Answer the questions based on the following pie charts. Asian Countries 1/4 Others 3/20 Europe UK 1/5 USA 2/5 Above 50 years 50% Below 30 years 15% 30+to 40 years 15% 40+to 50 years 20% Chart 1: Indian tourists to various regions Chart 2: Age group of Indian tourists 6. If amongst the ‘others’ Australia accounted for 5% of the total Indian tourists and it is known from Australian official records that 4.5 lakh Indian tourists visited that country, the number of Indian tourists who are in the age range 30–40 years is: (a) 13.5 lakhs (b) 9 lakhs (c) 18 lakhs (d) 15 lakhs 7. In the context of data in the previous question, if you are additionally told that the number of tourists to Europe is at least three times the number of tourists to UK, what is the maximum number of tourists to UK? (a) 3 lakhs (b) 4.5 lakhs (c) 6 lakhs (d) Cannot be determined 8. Pipes A and B can fill a cistern in 10 and 12 hours, respectively, and pipe C can empty it in 6 hours. If all the three are simultaneously opened, then the time required for the tank to be full is: (a) 20 hours (b) 60 hours (c) 80 hours (d) 40 hours 9. A manufacturer reduced the price of his goods by 5%. His sales increased by 20% to `2,05,200 per annum. What was the sales revenue before reduction in price? (a) `15,000 (b) `18,000 (c) `1,50,000 (d) `1,80,000 10. In peak harvesting season the weekly wages of an agricultural labourer is `1,400 for 50 hours. The hourly wages go up by 10% while the number of hours drops by 5%. What is the effective percentage change in income of the labourer? (a) +5.5% (b) -4% (c) +4.5% (d) None of these 11. In the following figures there is a pattern in movement of Ô and ∫. (a) (b) (c) (e) (f) (g) (d) M01_CONCEPTUAL_9176_CH01.indd 4 1/10/2014 1:17:54 PM
- 25. Diagnostic Test 1.5 Discover the pattern to predict what would be the eighth figure. (a) (b) (c) (d) 12. Three-fifth of the voters promised to vote for X and the rest promised to vote for Y. Of these, on the last day 15% of the voters went back on their promise to vote for X and 25% of voters went back on their promise to vote for Y and X won by 22 votes. Nobody, however, abstained from voting. Then the total number of votes polled by X is: (a) 51 (b) 110 (c) 73 (d) 61 Passage 2 The ruins of Lothal indicate that the town planning was superb. Big buildings, bath-rooms, the drainage system, factories, godowns, marketing place, and roads were planned and built quite systematically. The roads were wide enough to allow the vehicles to cross each other. They were straight and usually crossed at a right angle only. The buildings and houses were built with baked bricks. The blacksmith and the goldsmith used a round furnace to prepare weapons and ornaments. The utensils found from Lothal were made of clay, stone, bronze, and so on. They were decorated with fine carvings. The human figures are also seen on some of them. Some of the diagrams and pictures have a mixed character, a human body with an animal head. The picture of a bull is frequently seen. It shows that Lothal must have been a city of artists and craftsmen. The people of Lothal might have been very much fond of ornaments too. The crematorium was located on a hill outside the wall of the town. A few skeletons have been found from there. A cop- per earring was seen on a skeleton. Another skeleton had sea-shell bangles on hands. This means that the people of Lothal might have followed the custom of burying the dead. Twin skeletons were also excavated at one place. Most of the skeletons indicated that the age of the buried person was not more than 30 years and not less than 20 years. A question may arise whether the aged also were cremated or buried? It is a matter of research. [History of Gujarat, Lothal] 13. What evidence does the author furnish to argue that ruins of Lothal indicate superb planning? I. Buildings planned according to their utility and function II. Use of stones in construction of building III. Wide roads with perpendicular intersections IV. Presence of playgrounds, wharfs, and other public amenities (a) I and II only (b) III and IV only (c) I, II, and III only (d) I and III only 14. The utensils found from Lothal have the following characteristics: (a) They were made of clay, stone, bronze, and so on. (b) They had curved figures of dancing females. (c) They were coloured in contrast. (d) They had figures with human head and animal body on them. 15. Which of the following evidence, if found, would help conclude the debate whether only individuals who died at a particular age bracket were buried? I. Skeleton of two kids aged approximately 5 and 16 II. Skeleton of one elderly man aged 48 and another woman aged 70 III. Ten more skeletons of individuals in the age group 20 to 25 (a) I only (b) II only (c) I and III only (d) I and II only M01_CONCEPTUAL_9176_CH01.indd 5 1/10/2014 1:17:54 PM
- 26. Another Random Scribd Document with Unrelated Content
- 27. The text on this page is estimated to be only 28.83% accurate GRIMM'S FAIRY TALES They could not decide whether these things should be common property or whether they should divide them. Then said the Man : ' I will exchange them with you if you like. I have no money, but I have something more valuable. First, however, I must test your things to see if you are speaking the truth.' They let him get on to the horse, put on the cloak, and take the stick in his hand. When he had got them all, he was nowhere to be seen. Then he gave them each a sound drubbing, and said : ' There, you have your deserts, you bears. You may be satisfied with that.' Then he rode up the glass mountain, and when he reached the castle he found the gate was shut. He touched it with his stick and it flew open. He went in and straight up the stairs into the gallery where the Maiden sat with a golden cup of wine before her. But she could not see him because he had the cloak on. He took the ring she had given him, and dropped it into the cup, where it fell with a clink. She cried : ' That is my ring. The Man who is to deliver me must be here.' They searched for him all over the castle, but could not find him, for he had gone outside, taken off the cloak, and mounted his horse. When the people came to the gate and saw him, they raised cries of joy. He dismounted and took the Princess in his arms. She kissed him, and said : ' Now you have delivered me, and to-morrow we will celebrate our marriage.' 73
- 28. The text on this page is estimated to be only 27.82% accurate The Adventures of Chanticleer and Partlet L HOW THEY WENT TO THE HILLS TO EAT NUTS /CHANTICLEER said to Partlet one day, 'The nuts A must be ripe ; now we will go up the hill together and have a good feast before the squirrel carries them all off.' ' All right,' said Partlet, ' come along ; we '11 have a fine time.' So they went away up the hill, and, as it was a bright day, they stayed till evening. Now whether they really had grown fat, or whether it was merely pride, I do not know, but, whatever the reason, they would not walk home, and Chanticleer had to make a little carriage of nut-shells. When it was ready, Partlet took her seat in it, and said to Chanticleer, ' Now you get between the shafts.' ' That 's all very fine,' said Chanticleer, ' but I would sooner go home on foot than put myself in harness. I will sit on the box arid drive, but draw it myself I never will.' As they were squabbling over this, a Duck quacked out, ' You thievish folk ! Who told you to come to my nut-hill ? Just you wait, you will suffer for it.' Then she rushed at Chanticleer with open bill, but he was not to be taken by surprise, and fell upon her with his spurs till she cried out for mercy. At last she allowed herself to be harnessed to the carriage. Chanticleer seated himself on the box as coachman, and cried out unceasingly, ' Now, Duck, run as fast as you can.' When they had driven a little way they met two foot 74
- 30. The text on this page is estimated to be only 28.67% accurate CHANTICLEER AND PARTLET passengers, a Pin and a Needle. They called out, ' Stop ! stop 1 ' They said it would soon be pitch dark, and they couldn't walk a step further, the road was so dirty ; might they not have a lift ? They had been to the Tailor's Inn by the gate, and had lingered over their beer. As they were both very thin, and did not take up much room, Chanticleer allowed them to get in, but he made them promise not to tread either on his toes, or on Partlet's. Late in the evening they came to an inn, and as they did not want to drive any further in the dark, and the Duck was getting rather uncertain on her feet, tumbling from side to side, they drove in. The Landlord at first made many objections to having them, and said the house was already full ; perhaps he thought they were not very grand folk. But at last, by dint of persuasive words, and promising him the egg which Mrs. Partlet had laid on the way, and also that he should keep the Duck, who laid an egg every day, he consented to let them stay the night. Then they had a meal served to them, and feasted, and passed the time in rioting. In the early dawn, before it grew light, and every one was asleep, Partlet woke up Chanticleer, fetched the egg, pecked a hole in it, and between them they ate it all up, and threw the shells on to the hearth. Then they went to the Needle, which was still asleep, seized it by the head and stuck it in the cushion of the Landlord's arm-chair ; the Pin they stuck in his towel, and then, without more ado, away they flew over the heath. The Duck, which preferred to sleep in the open air, and had stayed in the yard, heard them whizzing by, and bestirred herself. She found a stream, and swam away down it ; it was a much quicker way to get on than being harnessed to a carriage. A couple of hours later, the Landlord, who was the first to leave his pillow, got up and washed. When he took up the towel to dry himself, he scratched his face and made a long red line from ear to ear. Then he went to the kitchen to lipht 75
- 31. The text on this page is estimated to be only 28.30% accurate GRIMM'S FAIRY TALES his pipe, but when he stooped over the hearth the egg-shells flew into his eye. ' Everything goes to my head this morning,' he said angrily, as he dropped on to the cushion of his Grandfather's arm-chair. But he quickly bounded up again, and shouted, ' Gracious me ! ' for the Needle had run into him, and this time not in the head. He grew furious, and his suspicions immediately fell on the guests who had come in so late the night before. When he went to look for them, they were nowhere to be seen. Then he swore never to take such ragamuffins into his house again ; for they ate a great deal, paid nothing, and played tricks, by way of thanks, into the bargain. II. THE VISIT TO MR. KORBES ANOTHER day, when Partlet and Chanticleer were about to take a journey, Chanticleer built a fine carriage with four red wheels, and harnessed four little mice to it. Mrs. Partlet seated herself in it with Chanticleer, and they drove off together. Before long they met a Cat. * Whither away ? ' said she. Chanticleer answered — ' All on our way A visit to pay To Mr. Korbes at his house to-day. ' Take me with you,' said the Cat. Chanticleer answered, ' With pleasure ; sit down behind, so that you don't fall out forwards.' ' My wheels so red, pray have a care From any splash of mud to spare. Little wheels hurry ! Little mice scurry ! All on our way A visit to pay To Mr. Korbes at his house to-day.' 76
- 32. The text on this page is estimated to be only 29.17% accurate CHANTICLEER AND PARTLET Then came a Millstone, an Egg, a Duck, a Pin, and, last of all, a Needle. They all took their places in the carriage and went with the rest. But when they arrived at Mr. Korbes' house, he wasn't in. The mice drew the carriage into the coach-house, Partlet and Chanticleer flew on to a perch, the Cat sat down by the fire, the Duck lay down by the well-pole. The Egg rolled itself up in the towel, the Pin stuck itself into the cushion, the Needle sprang into the pillow on the bed, and the Millstone laid itself over the door. When Mr. Korbes came home, and went to the hearth to make a fire, the Cat threw ashes into his face. He ran into the kitchen to wash, and the Duck squirted water into his face ; seizing the towel to dry himself, the Egg rolled out, broke, and stuck up one of his eyes. He wanted to rest, and sat down in his arm-chair, when the Pin pricked him. He grew very angry, threw himself on the bed and laid his head on the pillow, when the Needle ran into him and made him cry out. In a fury he wanted to rush into the open air, but when he got to the door, the Millstone fell on his head and killed him. What a bad man Mr. Korbes must have been 1 III. THE DEATH OF PARTLET PARTLET and Chanticleer went to the nut-hill on another occasion, and they arranged that whichever of them found a nut should share it with the other. Partlet found a huge nut, but said nothing about it, and meant to eat it all herself ; but the kernel was so big that she could not swallow it. It stuck in her throat, and she was afraid she would be choked. She shrieked, ' Chanticleer, Chanticleer, run and fetch some water as fast as you can, or I shall choke ! ' So Chanticleer ran as fast as he could to the Well, and said, ' Well, Well, you must give me some water ! Partlet 77
- 33. The text on this page is estimated to be only 28.35% accurate GRIMM'S FAIRY TALES is out on the nut-hill ; she has swallowed a big nut, and is choking.' The Well answered, ' First you must run to my Bride, and tell her to give you some red silk.' Chanticleer ran to the Bride, and said, ' Bride, Bride, give me some red silk : I will give the silk to the Well, and the Well will give me some water to take to Partlet, for she has swallowed a big nut, and is choking.' The Bride answered, ' Run first and fetch me a wreath which I left hanging on a willow.' So Chanticleer ran to the willow, pulled the wreath off the branch, and brought it to the Bride. The Bride gave him the red silk, which he took to the Well, and the Well gave him the water for it. Then Chanticleer took the water to Partlet ; but as it happened she had choked in the meantime, and lay there dead and stiff. Chanticleer's grief was so great that he cried aloud, and all the animals came and condoled with him. Six mice built a little car to draw Partlet to the grave ; and when the car was ready they harnessed themselves to it, and drew Partlet away. On the way, Reynard the fox joined them. 'Where are you going, Chanticleer ? ' ' I 'm going to bury my wife, Partlet.' ' May I go with you ? ' ' Jump up behind, we 're not yet full, A weight in front, my nags can't pull.11 So the Fox took a seat at the back, and he was followed by the wolf, the bear, the stag, the lion, and all the other animals of the forest. The procession went on, till they came to a stream. ' How shall we ever get over ? ' said Chanticleer. A Straw was lying by the stream, and it said, ' I will stretch myself across, and then you can pass over upon me.' But when the six mice got on to the Straw it collapsed, and the mice fell into the water with it, and they were all drowned. 78
- 34. The text on this page is estimated to be only 28.45% accurate CHANTICLEER AND PARTLET So their difficulty was as great as ever. Then a Coal came along, and said, ' I am big enough, I will lie down, and you can pass over me.' So the Coal laid itself across the stream, but unfortunately it just touched the water, hissed, went out, and was dead. A stone, seeing this, had pity on them, and, wanting to help Chanticleer, laid itself over the water. Now Chanticleer drew the car, and he just managed to get across himself with the hen. Then he wanted to pull the others over who were hanging on behind, but it was too much for him, and the car fell back and they all fell into the water and were drowned. So Chanticleer was left alone with the dead hen, and he dug a grave and laid her in it. Then he made a mound over it, and seated himself upon it and grieved till he died ; and then they were all dead. 79
- 36. The text on this page is estimated to be only 28.76% accurate Rapunzel THERE was once a man and his wife who had long wished in vain for a child, when at last they had reason to hope that Heaven would grant their wish. There was a little window at the back of their house, which overlooked a beautiful garden, full of lovely flowers and shrubs. It was, however, surrounded by a high wall, and nobody dared to enter it, because it belonged to a powerful Witch, who was feared by everybody. One day the woman, standing at this window and looking into the garden, saw a bed planted with beautiful rampion. It looked so fresh and green that it made her long to eat some of it. This longing increased every day, and as she knew it could never be satisfied, she began to look pale and miserable, and to pine away. Then her husband was alarmed, and said : ' What ails you, my dear wife ? ' ' Alas ! ' she answered, ' if I cannot get any of the rampion from the garden behind our house to eat, I shall die.' Her husband, who loved her, thought, ' Before you let your wife die, you must fetch her some of that rampion, cost what it may.' So in the twilight he climbed over the wall into the Witch's garden, hastily picked a handful of rampion, and took it back to his wife. She immediately dressed it, and ate it up very eagerly. It was so very, very nice, that the next day her longing for it increased threefold. She could have no peace unless her husband fetched her some more. So in the twilight he set out again ; but when he got over the wall he was terrified to see the Witch before him. ' How dare you come into my garden like a thief, and steal my rampion ? ' she said, with angry looks. ' It shall be the worse for you ! ' 80
- 37. The text on this page is estimated to be only 0.00% accurate p
- 40. The text on this page is estimated to be only 28.47% accurate RAPUNZEL * Alas ! ' he answeied, ' be merciful to me ; I am only here from necessity. My wife sees your rampion from the window, and she has such a longing for it, that she would die if she could not get some of it.' The anger of the Witch abated, and she said to him, ' If it is as you say, I will allow you to take away with you as much rampion as you like, but on one condition. You must give me the child which your wife is about to bring into the world. I will care for it like a mother, and all will be well with it.' In his fear the man consented to everything, and when the baby was born, the Witch appeared, gave it the name of Rapunzel (rampion), and took it away with her. Rapunzel was the most beautiful child under the sun. When she was twelve years old, the Witch shut her up in a tower which stood in a wood. It had neither staircase nor doors, and only a little window quite high up in the wall. When the Witch wanted to enter the tower, she stood at the foot of it, and cried — ' Rapunzel, Rapunzel, let down your hair.' Rapunzel had splendid long hair, as fine as spun gold. As soon as she heard the voice of the Witch, she unfastened her plaits and twisted them round a hook by the window. They fell twenty ells downwards, and the Witch climbed up by them. It happened a couple of years later that the King's son rode through the forest, and came close to the tower. From thence he heard a song so lovely, that he stopped to listen. It was Rapunzel, who in her loneliness made her sweet voice resound to pass away the time. The King's son wanted to join her, and he sought for the door of the tower, but there was none to find. He rode home, but the song had touched his heart so deeply that he went into the forest every day to listen to it. Once, when he was hidden behind a tree, he saw a Witch come to the tower and call out — ' Rapunzel, Rapunzel, let down your hair.' F 81
- 41. The text on this page is estimated to be only 28.76% accurate GRIMM'S FAIRY TALES Then Rapunzel lowered her plaits of hair and the Witch climbed up to her. ' If that is the ladder by which one ascends,' he thought, ' I will try my luck myself.' And the next day, when it began to grow dark, he went to the tower and cried — ' Rapunzel, Rapunzel, let down your hair.' The hair fell down at once, and the King's son climbed up by it. At first Rapunzel was terrified, for she had never set eyes on a man before, but the King's son talked to her kindly, and told her that his heart had been so deeply touched by her song that he had no peace, and he was obliged to see her. Then Rapunzel lost her fear, and when he asked if she would have him for her husband, and she saw that he was young and handsome, she thought, ' He will love me better than old Mother Gothel.' So she said, ' Yes,' and laid her hand in his. She said, ' I will gladly go with you, but I do not know how I am to get down from this tower. When you come, will you bring a skein of silk with you every time. I will twist it into a ladder, and when it is long enough I will descend by it, and you can take me away with you on your horse.' She arranged with him that he should come and see her every evening, for the old Witch came in the daytime. The Witch discovered nothing, till suddenly Rapunzel said to her, ' Tell me, Mother Gothel, how can it be that you are so much heavier to draw up than the young Prince who will be here before long ? ' ' Oh, you wicked child, what do you say ? I thought I had separated you from all the world, and yet you have deceived me.' In her rage she seized RapunzePs beautiful hair, twisted it twice round her left hand, snatched up a pair of shears and cut off the plaits, which fell to the ground. She was so merciless that she took poor Rapunzel away into a wilderness, where she forced her to live in the greatest grief and misery. In the evening of the day on which she had banished 82
- 45. The text on this page is estimated to be only 28.76% accurate RAPUNZEL Rapunzel, the Witch fastened the plaits which she had cut off to the hook by the window, and when the Prince came and called — ' Rapunzel, Rapunzel, let down your hair,' she lowered the hair. The Prince climbed up, but there he found, not his beloved Rapunzel, but the Witch, who looked at him with angry and wicked eyes. ' Ah ! ' she cried mockingly, ' you have come to fetch your ladylove, but the pretty bird is no longer in her nest ; and she can sing no more, for the cat has seized her, and it will scratch your own eyes out too. Rapunzel is lost to you ; you will never see her again.' The Prince was beside himself with grief, and in his despair he sprang out of the window. He was not killed, but his eyes were scratched out by the thorns among which he fell. He wandered about blind in the wood, and had nothing but roots and berries to eat. He did nothing but weep and lament over the loss of his beloved wife Rapunzel. In this way he wandered about for some years, till at last he reached the wilderness where Rapunzel had been living in great poverty with the twins who had been born to her, a boy and a girl. He heard a voice which seemed very familiar to him, and he went towards it. Rapunzel knew him at once, and fell weeping upon his neck. Two of her tears fell upon his eyes, and they immediately grew quite clear, and he could see as well as ever. He took her to his kingdom, where he was received with joy, and they lived long and happily together.
- 46. The text on this page is estimated to be only 28.86% accurate Found lingbird THERE was once a Forester who went into the woods to hunt, and he heard a cry like that of a little child. He followed the sound, and at last came to a big tree where a tiny child was sitting high up on one of the top branches. The mother had gone to sleep under the tree, and a bird of prey, seeing the child on her lap, had flown down and carried it off in its beak to the top of the tree. The Forester climbed the tree and brought down the child, thinking to himself, ' I will take it home, and bring it up with my own little Lina.' So he took it home, and the two children were brought up together. The foundling was called Foundlingbird, because it had been found by a bird. Foundlingbird and Lina were so fond of each other, that they could not bear to be out of each other's sight. Now the Forester had an old Cook, who one evening took two pails, and began carrying water. She did not go once but many times, backwards and forwards to the well. Lina saw this, and said : ' Dear me, Sanna, why are you carrying so much water ? ' ' If thou wilt not tell any one, I will tell thee why.' Lina said no, she would not tell any one. So then the Cook said : ' To-morrow morning early, when the Forester goes out hunting, I am going to boil the water, and when it bubbles in the kettle, I am going to throw Foundlingbird into it to boil him.' Next morning the Forester got up very early, and went out hunting, leaving the children still in bed. 84
- 47. The text on this page is estimated to be only 25.43% accurate She did not go once but many times, backwards aud forwards to the well.
- 49. The text on this page is estimated to be only 28.63% accurate GRIMM'S FAIRY TALES Then said Lina to Foundlingbird : ' Never forsake me, and I will never forsake thee.' And Foundlingbird answered : ' I will never forsake thee.' Then Lina said : ' I must tell thee now. Old Sanna brought in so many pails of water last night, that I asked her what she was doing. She said if I would not tell anybody, she would tell me what it was for. So I promised not to tell anybody, and she said that in the morning, when the father had gone out hunting, she would fill the kettle, and when it was boiling, she would throw thee into it and boil thee. Now we must get up quickly, dress ourselves, and run away.' So the children got up, dressed quickly, and left the house. When the water boiled, the Cook went to their bedroom to fetch Foundlingbird to throw him into it. But when she entered the room, and went up to the bed, both the children were gone. She was terribly frightened, and said to herself : ' Whatever am I to say to the Forester when he comes home and finds the children gone ? We must hurry after them and get them back.' So the Cook despatched three men-servants to catch up the children and bring them back. The children were sitting near a wood, and when they saw the three men a great way off, Lina said to Foundlingbird, ' Do not forsake me, and I will never forsake thee.' And Foundlingbird answered, ' I will never forsake thee as long as I live.' Then Lina said, ' Thou must turn into a rosebush, and I will be a rosebud upon it.' When the three men reached the wood, they found nothing but a rosebush with one rosebud on it ; no children were to be seen. They said to each other, ' There is nothing to be done here.' And they went home and told the Cook that they had seen nothing whatever but a rosebush, with one rosebud on it. The old Cook scolded them, and said : ' You boobies, you ought to have hacked the rosebush to pieces, broken off the bud, and brought it home to me. Off with you at once and do it.' So they had to start off again on the search. 86
- 50. The text on this page is estimated to be only 28.21% accurate FOUNDLING IHRD But the children saw them a long way off, and Lina said to Foundlingbird, ' Do not forsake me, and I will never forsake thee.' Foundlingbird said : ' I will never forsake thee as long as I live.' Then said Lina : ' Thou must become a church, and I will be the chandelier in it.' Now when the three men came up they found nothing but a church with a chandelier in it ; and they said to each other : ' What are we to do here ? We had better go home again.' When they reached the house, the Cook asked if they had not found anything. They said : ' Nothing but a church with a chandelier in it.' ' You fools,' screamed the Cook, ' why did you not destroy the church and bring me the chandelier ? ' Then the old Cook put her best foot foremost, and started herself with the three men in pursuit of the children. But the children saw the three men in the distance, and the old Cook waddling behind them. Then said Lina : ' Foundlingbird, do not forsake me, and I will never forsake thee.' And he said : ' I will never forsake thee as long as I live.' Lina said : ' Thou must become a pond, and I will be the duck swimming upon it.' When the Cook reached the pond, she lay down beside it to drink it up, but the duck swam quickly forward, seized her head with his bill and dragged her under water ; so the old witch was drowned. Then the children went home together as happy as possible, and if they are not dead yet, then they are still alive. 87
- 51. The text on this page is estimated to be only 28.44% accurate The Valiant Tailor A TAILOR was sitting on his table at the window one /~ summer morning. He was a good fellow, and stitched with all his might. A peasant woman came down the street, crying, ' Good jam for sale ! good jam for sale ! ' This had a pleasant sound in the Tailor's ears ; he put his pale face out of the window, and cried, ' You '11 find a sale for your wares up here, good Woman.' The Woman went up the three steps to the Tailor, with the heavy basket on her head, and he made her unpack all her pots. He examined them all, lifted them up, smelt them, and at last said, ' The jam seems good ; weigh me out four ounces, good Woman, and should it come over the quarter pound, it will be all the same to me.' The Woman, who had hoped for a better sale, gave him what he asked for, but went away cross, and grumbling to herself. ' That jam will be a blessing to me,' cried the Tailor ; 'it will give me strength and power.' He brought his bread out of the cupboard, cut a whole slice, and spread the jam on it. * It won't be a bitter morsel,' said he, ' but I will finish this waistcoat before I stick my teeth into it.' He put the bread down by his side, and went on with his sewing, but in his joy the stitches got bigger and bigger. The smell of the jam rose to the wall, where the flies were clustered in swarms, and tempted them to come down, and they settled on the jam in masses. ' Ah ! who invited you ? ' cried the Tailor, chasing away his unbidden guests. But the flies, who did not understand 88
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