"How Sane Are We?" by Anuradha Chaudhary; Flax Golden Tales: Summary

 HOW SANE ARE WE?

Anuradha Chaudhary,

Bangladesh (1947-)

 

Main points of the essay:

1.     20% of the greenhouse effect is caused by CFCS.

2.     Human beings lack rationality in their thoughts and behaviors. They are irresponsible, and they don’t care about nature and ecological issues.

3.     Chlorofluorocarbons (CFCs) are very harmful man-made chemicals that affect the ozone layer and cause the greenhouse effect.

4.     The ozone layer is made up of oxygen atoms and blocks 99% of the sun’s ultraviolet (UV) rays and protects life on Earth.

5.     If the ozone layer depletes, it will very badly affect the Ecosystem, agricultural production will decrease, and people will suffer from skin cancer and eye cataracts.

6.     Developed countries have banned the use of CFCs to control ozone layer depletion.

7.     Science fiction has also warned people of the harmful effects due to the destruction of the Ecosystem and the ozone layer.

 

Summary and Analysis:

The Essay "How Sane Are We?" by Anuradha Chaudhary is based on the environmental problem. She is a professor of environmental biology. In this essay, as a researcher of the environment, she talks about the degrading condition of nature and its surroundings. Basically, she presents her ideas that human beings have been too irresponsible and indifferent to the conservation of the environment, and she predicts that it will make their life quite difficult. She believes that due to human indifference, rapid urbanization, and industrialization, the environment is getting heavily polluted.  Mainly, she believes that the gases produced by the industry, mishandling of the chemicals, and the excessive use of CFCs (chlorofluorocarbons) have greatly contributed to the destruction of the ozone layer, which causes skin cancer, the greenhouse effect, and other various epidemics. Similarly, people have been greatly suffering from various natural calamities such as floods, but still, people don't seem concerned about the direction of their preservation. Finally, she believes that if it continues, it will be impossible to continue living on it. 

We are made to believe that man is a rational animal. We believe that human beings, hence, act rationally. This is only a constructed myth. The various facts at the present time tell how important it is to preserve the biosphere for human beings’ survival, but when the time comes to act rationally, we behave most irrationally. Chaudhary’s essay cites one example, which is the way we are interfering with the Ozone layer with the massive production of Chlorofluorocarbons.

Ozone stops the harmful ultraviolet radiation from outer space from getting down to us, and it thus acts as a natural shield to protect living beings on Earth. If this shield is destroyed, life may disappear from the planet. Chaudhary writes that chlorofluorocarbons (CFCs) cause a 20% greenhouse effect, which is capable of completely destroying life on Earth. Chaudhary also mentions that the ozone layer protects our lives by absorbing 99% of ultraviolet rays. If it reaches the earth, she believes more than 240 million people will get skin cancer, and eight million might get eye cataracts, which would result in millions of deaths. Chaudhary appreciates the decision of some developed countries like the United States, Canada, Sweden, and Norway to have banned the use of CFCs in aerosol (a dispenser that holds a substance under pressure and that can release it as a fine spray) sprays. 

Chaudhary’s essay, therefore, explores an important flaw in human nature. She strikes at the root of humankind’s problem and traces it to our greed, lethargy, and above all, irrationality. 

 

 

 

 

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"Why Go To University" by Moti Nissani, Flax Golden Tales, Summary

 Why Go to University

Moti Nissani, USA (1947 -)

Main points of the essay:

1.    Career and income:

The better qualified someone is, the better their job prospects and income tend to be.

2.    Practical value of knowledge:

Education sharpens judgment and reduces superstition, making educated people harder to deceive or take advantage of.

3.    Better health:

Educated people tend to pay more attention to physical exercise and overall well-being.

4.    Power exercise/ problem solving:

Reasoning, tolerance, humility, and reflection help educated people work through conflicts and difficulties more rationally.

5.    Greater social respect:

Educated people tend to be more respected in society, while a lack of education can hurt someone's standing and self-confidence.

6.    A wider social world/ Inquisitiveness:

University expands a person's social circle, exposes them to new ideas, and increases their sense of personal freedom.

7.    Less dogmatism and superstition/ Expand the horizon:

It makes people less rigid about their own beliefs and more tolerant of others', loosening the grip of prejudice. Similarly, you can meet new people, visit new places, and expand your social horizon.

8.    A clearer picture of how the world works:

Educated people have a more scientific understanding of the universe, for instance, knowing that the Earth moves rather than the Sun.

9.    Support for democracy:

An educated public is better able to judge policymakers and their policies, which is what keeps democracy functioning properly.

10.     Personal growth:

Altogether, it builds self-confidence and contributes to a more well-rounded, meaningful life.

Summary:

In his essay "Why Go To University," Moti Nissani discusses the importance of a university education. Generally speaking, universities are where we receive higher education. An individual's wealth for a healthy existence is knowledge, which allows one to realize one's freedom, rights, and justice. A man who has received an education or knowledge is simply regarded as being prestigious in society.

Since education is a path to happiness, attending university might add more stress to our lives. According to Nissani, a university degree offers the chance for a fulfilling career as well as work options and revenue sources. Because education makes individuals more accepting, humble, intelligent, critical, funny, and less superstitious, uneducated people are more likely to be fooled. Due to the ease with which educated people can solve problems, they are also more likely to lead meaningful lives.

Because it teaches students that a sound mind depends on a sound body, higher education encourages people to strike a balance between their physical and financial well-being. It gives us the opportunity to broaden our social horizons by enabling us to interact with individuals from across the world and aiding in our understanding of politics, culture, religion, and many other aspects of the global community. In summary, a university education improves our knowledge of who we are and the environment in which we live. Overall, the author focuses on the advantages of university education.

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"A 1996 Commencement Speech" by Salman Rushdie

 A 1996 Commencement Speech

-Salman Rushdie

About the Author

Salman Rushdie (1947-) was born in India. He is a British-Indian novelist and essayist. He is popularly known for his second novel, "Midnight's Children (1981), and his fourth novel, "The Satanic Verses (1988). His style is mostly based on magical realism and historical reality.  Most of his works are about diasporic, imaginary homelands, connection, disruption, and migration between the people from the East and the West. He is also one of the influential post-colonial critics.

Summary

Salman Rushdie, as an Indian writer, shares his bitter experience with his students at Bard College, in the USA, during the Commencement Speech on Graduation Day. Rushdie was invited to deliver the 1996 Commencement Speech at Bard College. Rushdie addresses the members of the class of 1996. He criticizes himself and Cambridge University and shares his bitter experience of his own Graduation Day of 1968 with his students, and also regrets compromising with falsehood and injustice in the past

In 1968, Rushdie graduated from Cambridge University, the year of great student protests. He was associated with the protest, although he was not involved in the protest himself. Just a few days before Graduation Day, some of his friends threw a bucketful of thick brown gravy and onion sauce all over the walls, furniture, clothes, and recorder in the absence of Rushdie.

Rushdie was accused of such work and declared to be disqualified from the degree. The condition was that unless he submitted the report of the incident, he would not be declared eligible for his degree. So, he says, although Cambridge University prides itself on the tradition of fairness and justice, it solely accused him of the mischief and made him pay up.

On Commencement Day, Rushdie went to the ceremony with brown shoes, which were not allowed. He was immediately held and sent back to alter his shoes. Rushdie altered his shoes and returned a few minutes later. He decided to surrender in the face of injustice. Rushdie paid up for the damage and compromised with injustice. Rushdie bowed his head to the feet of the Vice-Chancellor.

There were no other options left for him. He followed and did whatever they told him because the degree he was going to receive was the product of his hard work. He accepted slavery and autocracy. In the end, he achieved his B.A. Degree from Cambridge University.

In 1996, Rushdie, as a Commencement Speaker, addressed the graduating students and shared all his experiences with them. He tells them not to accommodate injustice and not to bow their head to have their rights. He advises that they should not tolerate it if people accuse them of abuse when they are innocent. He urges them to stand up and fight for their rights and justice.

We have nothing good to learn from God. The men and women have made the world. They have made it despite their gods. Human beings have best expressed their humanity by going against the gods. The gods are weakened by their show of strength, whereas human beings grow stronger even if they are destroyed. Human beings can be happy, creative, competitive, and loving, too. Finally, Rushdie suggests that "We human beings must not bow our heads; rather, we must ignore the gods."

 

 

 

 

 

 

 

 

 

 

 

 

 

Selected Question-Answers from A 1996 Commencement Speech

Rushdie says that the Colleges of Cambridge pride themselves on the "ancient tradition of fairness and justice." Does he mean what he says or is he being sarcastic? Please explain your answer.

Rushdie says that the Colleges of Cambridge pride themselves on the ancient tradition of fairness and justice. In fact, he is being sarcastic about the traditional system of college administration, organizing commencement days, and distributing certificates. Rushdie had to pay the college for somebody else's mistreatment in his room, so he was punished for not wearing the right shoes and would be disqualified for the degree if he had not accepted such injustice.

It is the truth that Rushdie credits his experiences at Cambridge University more than he credits his degree in history. He says, "Throughout my life, no one has ever asked me what kind of degree I got or even if I've got one at all. I've to say it's been useless." Rushdie regrets compromising with falsehood and injustice in the past. He supplicates, bowing his head to the fact of injustice just for achieving a B. A. Degree. Therefore, he suggests his students never bow their heads before falsehood, injustice, unfairness, slavery, and autocracy.

What does Rushdie mean when he says that "Defiance is an inevitable and essential aspect of what we call freedom?" Do you agree with him? Have you ever defied anyone? If so, please recount that specific episode from your own life.

I partly agree with Rushdie on defiance as an inevitable and essential aspect of what we call freedom. Freedom begins with an act of defiance. We need defiance to enjoy our rights and freedom. We should defy those who suppress us and force us to comply with injustice. We should never bow our heads before falsehood, injustice, unfairness, slavery, and autocracy. Similarly, we should defy God to create love, creativity, and humanity.

On the other hand, defiance of all the orders, rules, and regulations of the organization results in anarchy and chaos. Therefore, we must respect and obey certain rules, laws, and systems that are for all common people,

I have had a bitter experience in my life when I bowed my head in front of injustice and the conservative system of the society when I was studying at the +2 level. I had a good relationship and love with Susmita, my classmate who was from a lower caste. As we were classmates, we used to go to and return from college together. On holidays, I used to go to her house, where all her family members used to love me a lot. I was so pleased with them. One day I invited her to come to my house, but my family members and society ignored and criticized our relationship. Later, I was forced to leave that college and join another college just because of caste discrimination.

Despite his scathing criticisms of Cambridge and himself, is Rushdie bitter or grateful for the education he received at Cambridge? Please support your answer with specific passages from the text.

During his Commencement Speech on the occasion of Graduation Day at Bard College, the USA, in 1996, Rushdie expresses scathing criticism of Cambridge Colleges and his own passivity in the face of unfairness and injustice. He makes a bitter satire against the college run by the traditional system, injustice, autocracy, and slavery. He inspires his students never to accept injustice and autocracy, but to fight for their own rights and freedom

However, Rushdie is very much grateful for the education he received from Cambridge University. He says, "Cambridge University, where I was so happy for three marvelous years, and room which I gained so much...." He says that we learn to be tolerant and open to new ideas. The experiences he received from Cambridge University are more useful and important. Finally, Rushdie appreciates his experiences more than his Degree from Cambridge University in history.

 

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"Surely You are Joking, Mr. Feyman" Summary and analysis.

 SURELY YOU'RE JOKING, MR. FEYNMAN

-Feynman & Leighton

Background of Richard Feyman: 

Richard Feynman was born in 1918 and passed away in 1988. He was a renowned American physicist celebrated for his groundbreaking contributions to quantum mechanics, particularly the path integral formulation and quantum electrodynamics, for which he was awarded the Nobel Prize in Physics in 1965. His innovative use of Feynman diagrams provided intuitive visual representations for complex subatomic interactions. Beyond his theoretical work, Feynman was instrumental in the development of the atomic bomb and played a key role in investigating the Space Shuttle Challenger disaster. He was one of the greatest theoretical physicists of the 20th century.

Main Points of the Essay:

ü  When Mr. Feynman committed a social error during a tea party organized by the Dean of his college, then he learned to behave correctly in a social gathering.

ü  In the beginning, he used to sit only with groups of physics, but when he started sitting with a group of other disciplines like zoology and biology  he became the top student in the college.

ü  This essay tries to say that a lot of fun, different kinds of interests in different disciplines, and interdisciplinary approaches are the key to successful learning. This essay recounts Feynman's life through his childhood education. He appears confident, interesting, and inspiring. He discovers that he is a great artist, musician, scientist, and critic, too. 

ü  The essay talks about the importance of a sociocultural environment that directly influences learning.

ü  People who are talented and genuine can adjust to any corner of the world by exploring and using their knowledge.

ü  The essay suggests that if we work hard and understand the value of time, we will achieve the destination of our life.

 

Summary:

"Surely You're Joking, Mr. Feynman" is Richard Feynman's autobiography. It is based on the writer's experience with his college education regarding knowledge and methods. The title of the essay itself captures the point Feynman is trying to make about life and education. The writer claims that knowledge must be based on scientific methods and that it must be gained through an interdisciplinary approach. This essay tries to show that the traditional method of learning is baseless and misleading. Furthermore, a talented and genuine man can adjust anywhere in the world. Interest is the most important motivation in education, and what and how one learns can be measured.

Richard P. Feynman was a Physics student who completed his undergraduate from MIT, America. He loved his institution so much that he wanted to graduate from there. However, Prof. Slater did not accept his enrolment because Feynman had to find out what and how the rest of the world was going and doing. So, according to the suggestion of Prof Slater, he decided to go to Princeton College for graduation.

He went to Princeton College with his father by car. He also got a room there. He stayed in the hostel with his friends. The college looked like an imitation of Oxford University and Cambridge University. One day, the Dean of Princeton College, Prof. Eisenhart, organised a Tea Party to welcome the new students. Feynman was not very familiar with the culture and manners of such social gatherings. He got confused about how to behave and where to sit. Mr. Feynman was asked if he liked cream or lemon tea. But he replied that he would like both. Listening to his reply, all the people started laughing. At the same time, Mrs Eisenhart commented, “Surely, you are joking, Mr. Feynman!” 

Gradually, Feynman learned the manners of social gatherings at Princeton College. Then, he started going to the tea party and dinner parties as well. In the very beginning, he used to sit in the physics students’ group, but later he started sitting with groups of biologists, zoologists, and philosophers. Mr. Feynman became a talented and genuine student among the college students. He understood the importance of an interdisciplinary approach in learning. So, he realized why Princeton College was right for him.

He started to take part in philosophical discussions and sometimes in biological groups, as well as physics classes. He spent lots of time on biological work. He also did research on a phase and discovered the double mutation process. His discovery made him popular among biology students. Later, he was invited to Harvard University to give a lecture on biology. Despite his hard work and discovery of new things in biology, he could not be satisfied. Though he knew and did a lot about biology and other subjects, his actual interest was in physics. So, he expected to go back to physics sooner.

Mr. Feynman had many opportunities to gain knowledge in different disciplines during his graduation from Princeton College. He got a golden opportunity to observe a cyclotron (An accelerator that imparts energies of several million electron volts to rapidly moving particles) and how it works. He was also invited to conduct a seminar on Biology by Prof. Watson at Harvard University.  So, he gave a lecture to the Biology students at Harvard University. Although Mr Feynman was a physics student, he learned a lot of things and gained experience in Biology. He loves physics more, but equally, he prefers to gain knowledge from different disciplines.

 

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"TV can be a Good Parent", Summary and analysis

 TV CAN BE A GOOD PARENT

-Ariel Gore, USA (1970)

Summary

ü In TV Can Be a Good Parent, Ariel Gore responds to guidelines from the American Academy of Pediatrics (AAP), which recommend that children under two, and especially babies and toddlers, should avoid television because it may harm their brain development and impede healthy social, emotional, and cognitive growth.

ü Gore admits that in an ideal world, direct interaction between parents (or caregivers) and children is best.

ü But she argues that for many parents, especially single mothers, poor working mothers, or those without enough support, the recommendation to avoid TV is unrealistic and ignores their difficult circumstances.

ü Drawing from her own life, she explains that when she was a child, there was no TV; childcare was communal, neighbours and friends helped each other, and rent was low. But now social and economic conditions have changed: she has to work to survive, rents are high, and there’s no community support.

ü In such a context, television sometimes becomes the only “co-parent” possible. On days when she is away or overwhelmed, she lets her child watch educational or children’s programmes (for example, shows similar to “Big Bird” or “Barney the Dinosaur”), rather than leaving a child unsupervised. She claims that TV, when used responsibly, can occupy some parenting roles and give her the breathing space she needs to manage life.

ü However, Gore does not unconditionally support the TV: she criticizes violent or mindless programming. She argues that what matters is which TV programmes children watch, and under what circumstances, not simply a blanket ban on TV.

ü Moreover, she links the debate to larger systemic issues: lack of living-wage jobs, insufficient welfare or childcare support, the high cost of rent, and the disappearance of communal child-care networks, all of which make a strict “no-TV” rule unrealistic and unfair to disadvantaged families.

ü In short: Gore doesn’t claim TV is perfect. Rather, she contends that for certain parents under social and economic pressure, TV can serve as a practical and better-than-nothing co-parent, especially when there is no alternative childcare support.

In Nepal, many families (especially in urban or semi-urban areas) struggle with economic hardship, migration (parents going abroad), nuclear families, etc. As a result, some children grow up with limited supervision or attention. The question “Is TV always harmful?” might be too rigid. Perhaps, as Gore suggests, what kind of content children watch, and how often, matters more than a blanket ban.

Critical Analysis:

I find Gore’s argument valuable and humane because she draws attention to structural inequality, economic pressure, and social realities, often ignored in “idealistic” parenting advice. Her personal experience gives weight to the idea that for many working or single mothers, TV is not just entertainment but a coping mechanism, a companion, a substitute when nothing else is available.

However, I also believe that ideals should remain ideal: children, especially in their formative years, need real people: parents, caregivers, community, peer play, and conversation. Media and TV should be considered a support, not a replacement. The goal should be to reduce reliance on TV through social change: better wages, community support networks, accessible childcare, etc.

 

Comprehension Questions (Short Answers)

1. What does the American Academy of Pediatrics recommend regarding TV for young children?

Answer: The AAP recommends that children, especially those under two years, should avoid watching television because it may harm early brain and social development. TV is not a substitute for real parent-child interaction.

2. Why does Gore believe the "no-TV rule" is unrealistic for many parents?

Answer: Gore argues it is unrealistic because many parents, especially single and low-income working mothers, lack community support, affordable housing, and sufficient childcare. TV becomes a practical co-parent when no one else is available.

3. What kind of TV programmes does Gore approve for children?

Answer: She approves educational and child-friendly shows that teach values, use gentle language, and help learning and imagination. She rejects violent, shallow, or meaningless programmes.

4. How does Gore compare her childhood parenting environment to her daughter's?

Answer: Gore grew up without TV but with strong community care, low rent, and shared parenting support. Her daughter grows up in a costly, isolated, and busy world where parents must work, and community support is rare; hence, TV fills the gap.

5. According to Gore, what should be questioned more: TV itself or the content of TV?

Answer: She believes the content and context of watching TV should be questioned, not television itself. Responsible and selective use matters more than prohibition.

 

Critical Thinking Questions (Long Answer Questions):

6. Do you agree with the title “TV can be a good parent”? Give reasons.

Answer: I partially agree. Gore uses the term “good parent” metaphorically to mean that TV can act as a support system, not a biological parent. In real life, TV sometimes keeps children safely engaged when parents are overwhelmed or working. Educational shows can foster language learning, moral values, and curiosity.

However, TV cannot replace personal care, emotional bonding, conversation, or social learning that children gain from active human interaction. Therefore, TV can be a helper, temporary guardian, or co-parent, but not a complete parent. The main idea is that support systems for working parents must improve so TV doesn’t become the only option.

7. How does the essay highlight the relationship between parenting and socioeconomic conditions?

Answer: The essay shifts the responsibility from individual parents to society. Gore shows that:

·       Many parents work long hours due to financial pressure.

·       High rent and low wages reduce time for children.

·       Communal childcare systems that once supported families have declined.

Because of these conditions, parents may rely on television. So, the essay suggests parenting decisions cannot be judged equally for everyone; economic realities directly shape childhood experiences. The essay becomes a critique of inequality, modern isolation, and lack of institutional support for parents.

8. What is the central message of Ariel Gore’s essay?

Answer: The central message is that:

Ø Ideal parenting is human interaction, but society does not provide ideal conditions for all.

Ø TV can serve as a practical parenting aid when used selectively and responsibly.

Ø We should not shame parents for using TV, but instead improve jobs, childcare support, and community care systems.

Ø The debate should focus on what children watch and why, not simply on banning TV.

 

 

 

 

 

 

 

9. What are the major arguments for and against children watching TV based on the essay?

Answer:

For TV	Against TV
Helps parents manage life when exhausted or working	Can’t provide real emotional care
Educational shows can teach language, values, and learning	Violence and shallow content harm children
Keeps children away from danger when no caregiver is present	Overuse may affect cognitive growth
Can act as a temporary "co-parent."	May reduce real social interaction

The essay concludes that TV is not the enemy; irresponsible content and the absence of support systems are the real issues.

 

10. How can TV be used responsibly for children? Suggest any 4 ways.

Answer: TV can be used responsibly by:

Ø Selecting age-appropriate educational content

Ø Setting fixed time limits for watching

Ø Watching together and discussing the lessons/messages

Ø Avoiding violent or meaningless programmes

Ø Balancing TV with outdoor play, reading, conversation, and family activities

 

11. Write a short paragraph explaining the essay's relevance in the context of Nepal.

Answer: In Nepal, over time, the child-rearing culture has changed. In the past, children were raised in joint families where parents and grandparents used to have time to look after the children. But in the later days, many parents work long hours or migrate abroad for employment, leaving children with limited supervision. In urban and semi-urban areas, rising costs and nuclear family structures reduce family support. Hence, the idea that TV can act as a supportive guardian is relevant here, too. However, unlike some Western settings, many Nepali communities still share childcare informally, so TV should be a support, not a replacement. This lesson encourages parents and students to view media use through a lens of social reality, empathy, and responsible selection, rather than strict judgment.

 

 

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"The Wretched Stone", Flax Golden Tales, Summary and analysis.

 The Wretched Stone

-Chris Van Allsburg, USA (1949-)

Characters:

ü Randall Ethan Hope (Captain of the Ship)

ü Mr. Howard (the first mate)

ü Other characters are Musicians, Storytellers, Dancers, Sailors, Avid (greedy) Readers, etc.  

ü This story is a logbook. The journey started on May 8 and ended on July 12 (2 months and 4 Days).

ü The voyage started on 8th May.

ü On 6th June, they reached an island which was not mentioned on the map. Everything was strange, and the plants were without fruit, and there was an unpleasant odor.

ü They found a two-foot-long, gray stone with a glowing surface. The crew took the stone to the ship.

ü They forgot reading, singing, dancing, storytelling, and playing music. They gathered around the stone.

ü On 15th June, a great storm approached the ship and nearly sank her. (The crew didn't help the captain because they were spellbound by television. Unfortunately, one night all the crew turned into apes.)

ü When the captain played violin and read books to them, it had a positive effect on them. Then the crew returned to the previous normal condition. (They requested the captain to set fire to the ship and sink her. When the captain promised to do it, they became happy.)

ü Finally, they were rescued by another ship.

 

Summary of the Story:

The Wretched Stone begins with a notice reading: "Excerpts from the log of the Rita Ann. Randall Ethan Hope, Captain." The captain writes about loading supplies onto the ship at the start of the voyage, and the fine crew that has been assembled by the first mate, Mr. Howard. He notes that many of the men are avid readers, musicians, and storytellers, and as the voyage is underway, they are able to entertain themselves wonderfully.

The story begins as the ship Rita Anne sets sail. Where she is going is never made clear. The work is narrated entirely through the ship’s log entries by Captain Randall Ethan Hope. The crew soon discovers an uncharted (not mapped) island and decides to explore. The captain records the sighting of an uncharted island and decides to disembark (set down) with his crew to look for fruit and fresh water. Then he records their sojourn (temporary stay/visit) in the island's interior. He describes lush vegetation that bears no fruit, bitter water, and an overpowering sickly-sweet smell. He also describes an object the crew found and brought aboard: a gray rock with one smooth and glowing surface. As the crew sets sail again, the captain describes their fascination with the stone. All they seem to do is sit and stare into it. Soon, the captain notes that something is wrong with the crew; they do not speak or play their instruments anymore. He believes they may have contracted some sort of fever from the stone, and he plans to throw it overboard. The next day, he wakes to find that the crew members have locked themselves into the hold with the stone. A storm approaches, and the captain is fearful. How will he sail the ship alone? He pounds on the door of the hold until finally it swings open. He is horrified to find that each member of his crew has turned into an ape.

The next entry records that the storm has passed, though both masts (flag poles) and the ship's rudder are lost. The mysterious stone has gone dark. The men are still apes. As the boat drifts and waits for rescue, the captain discovers that playing the violin and reading to the crew have a positive effect. Discovering that the stone has begun to glow again, he covers it up. He soon reports that the men have returned to normal; those among them who knew how to read return most quickly to their natural forms.

The final entries record that the captain and crew have been rescued. The captain decides to burn the boat and sink it, and the stone to the bottom of the sea, and not to talk about the strange events with anyone. The crew, he reports, is back to normal, except for one thing: an unnatural appetite for the fruit that was available there.

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