Introduction

Lord of the Flies is one of the most read and written about novels of the past 100 years. Written in the years following the Second World War, it remains shockingly relevant more than 50 years later.Although it works very well simply as an adventure story, it was never intended to be just that. Its Nobel prize-winning author William Golding has made that clear. Soon after publication, he wrote,

The theme of the book is an attempt to trace the defects of society back to the defects of human nature. Before the war, most Europeans believed that man could be perfected by perfecting society. We all saw a hell of a lot in the war that can’t be accounted for except on the basis of original evil… The moral is that the shape of a society must depend on the ethical nature of the individual and not on any political system, however apparently logical or respectable. The whole book is symbolic in nature, except the rescue at the end, where adult life appears, dignified and capable, but in reality enmeshed in the same evil as the symbolic life of the children on the island. The officer, having interrupted a manhunt, prepares to take the children off the island in a cruiser, which will presently be hunting its enemy in the same implacable way. And who will rescue the adult and his cruiser?

In December 1963, Golding reiterated that the novel’s primary purpose was to serve as a warning of man’s potential for brutality to his fellow man. 'I learned during World War II just how brutal people can be to each other. Not just German or Japanese, but everyone. I tried to point that out… Some have said that the brutality of the novel is impossible. It’s not. Look in any newspaper.'The world-famous New Zealand war photographer Margaret Moth would agree with Golding. In 1999, she said, 'What war teaches us is the capacity for evil in all humanity.' Golding has referred to his novel as a fable, though it is probably more accurately an allegory. The title comes from the Bible, from an Old Testament devil, Beelzebub, whose name translates as 'lord of dung' or 'lord of the flies'. Part of Golding's approach in writing this novel was to deliberately evoke and parody an adventure story that most children growing up last century would have read – R.M. Ballantyne's The Coral Island. In this book, three stalwart English boys, Jack, Ralph (pronounced rafe) and Peterkin, are shipwrecked on a deserted island. They explore the island - accidentally rolling a rock over - and tussle with pirates and painted cannibals. They conquer all adversities with English fortitude. 'Good' is defined as being English, Christian and jolly, and 'evil' is unchristian, savage and adult. Golding regarded Coral Island morality as unrealistic and so not truly moral. He has used it ironically in his own novel, as a foil for his version of mankind's moral nature. You might like to read The Coral Island; it will probably make you laugh.To fully understand any book, you need to read it more than once. One of the great pleasures of this novel is that every time it is read, something new, some other level of meaning, some other richness, is discovered. So don't settle for one quick read; read it more than once, several times if you can. You will not be sorry.Finally, a word of warning. There is much material available about Lord of the Flies, including a number of Internet sites. Most of them are very superficial in their content, and some actually include inaccurate material. Treat them with caution.

Piggy, as portrayed in the 1963 film

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Useful Vocabulary

The following words will assist you in writing about this novel.

allusion a reference to a well-known person, place or work which will be recognised by the reader

atavism return to barbarism; reversion to a primitive past

allegory a narrative that illustrates a moral point by means of characters that represent abstract ideas, such as intelligence, leadership or tyranny.

deus ex machina

'the god from the machine' – a term from Greek theatre: when the plot was too complicated to solve, a god would 'fly' in and sort things out

fable a story with a secondary meaning as well as a surface one, usually using animals: -George Orwell's Animal Farm; Aesop's Fables

imagery language that creates 'pictures' in the mind; figurative language - similes, metaphors personification

irony commonly used to mean where what is said is the opposite of what is meant: In literature, it is often the gap between what is perceived and the reality of a situation.

dramatic irony a situation in a play or novel in which the audience or reader knows facts of which the character is unaware (such as our knowledge of the reality of the beast which is not shared by the boys)

tragic irony is dramatic irony used to tragic effect; when a character confidently predicts an outcome that comes true but in an unexpected or tragic way, such as when Piggy says they might stay on the island until they die.

juxtaposition placing two contrasting ideas side by side so that they highlight or comment on each other

microcosm a tiny world that reflects in miniature the whole world (the macrocosm)

motif an image/idea/word that is repeated several times in a particular work. It is a unifying device. All of the motifs in this novel, such as the conch or Piggy's glasses, are also symbols, so their repetition is thematic as well as unifying.

parody an amusing, exaggerated imitation

pathetic fallacy the idea that nature reflects or is in sympathy with human moods

satire literary composition ridiculing vice or folly, such as Swift's Gulliver's Travels

scapegoat someone who takes the blame for someone else's misdeeds

symbols; symbolism

an image/idea/word that represents something else, other than itself. Symbols may have universal significance – e.g. the Christian cross – or meaning only in the work in which they are used. They may have meaning for characters or just for the reader.Symbols may also be motifs – repeated frequently – or used only once or twice.

'Ship of Fools' The concept comes from an allegorical satirical German poem (1494), which tells of a shipload of fools going in search of paradise. It has been used in painting, writing and film-making, to satirise human folly.

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Initial Quiz

These questions will test your general knowledge of the story. If you cannot answer them all, look up the details you have missed.

1. How did the boys get to the island? What had happened to them?2. What is the age range of the boys?3. At first Ralph and Piggy think they are the only survivors, but presently they are joined by many

others. What makes them all come to the same place? 4. Whose idea is it to call a meeting? 5. Whom do they elect as chief? Why do they choose him?6. What do the boys decide to do first?7. Why is the island a good place to be stranded in? [Chapter 2]8. Who first suggests there is a 'beast' on the island?9. What do the boys decide is necessary if they want to be rescued? 10. How do the boys use Piggy's glasses? What is significant about the way they take them?11. What disaster results?12. In Chapter 3 Ralph and Jack come into conflict over their different priorities. What does Ralph think

is important? What does Jack think is more important? 13. Why does Jack first paint his face? [Chapter 4]14. During their time on the island the boys sight a ship. Why is there no chance of rescue? [Chapter

4]15. What are most of the boys doing at the time the ship is sighted? [Chapter 4]16. By Chapter 5, Ralph and Jack are disagreeing seriously. In what way?17. Ralph asks for a 'sign' from the adult world – and they get one. What is it?18. In Chapter 6, Sam and Eric see the 'beast'. What do they think they see?19. Jack, Ralph and Roger investigate, but do not see what it really is either. Why not? [Chapter 7]20. What do they do when they have seen the 'beast' [Chapter 7]21. Who discovers what the 'beast' really is? [Chapter 8]22. What is the 'Lord of the Flies'? [Chapter 8]23. In Chapter 9, the boys batter Simon to death. How does this happen?24. What happens to the 'beast'?25. In Chapter 10, Ralph has only a few boys left in his group. The rest have joined Jack. Who has

stayed with Ralph?26. Why is Ralph's small group forced to seek out Jack's party at the fort? [Chapter 10]27. What happens to Piggy? Who was responsible and what did he do? [Chapter 10]28. What is Jack planning for Ralph?29. Why do Samneric betray Ralph?30. What brings the ship to the island?

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Chapter Analysis

You will be allocated a chapter to analyse and discuss. You are to prepare and make an oral presentation to the class about what this chapter contributes to the novel as a whole.

You will find this easier to do if you have read the entire novel.The questions on the following pages will help you with this task.

You analysis should include:

a summary of plot actions: List them as bullet points rather than in a paragraph Comment on any significant advance in the plot

Notes on the setting Has anything new been revealed? Does the setting affect the action or the characters? How much time has passed?

Notes on each of the main characters who appear, and comments on what is shown about each character. Have they changed, developed? In what way, and why? Quotations to support this.

You should also consider the following:

Have any future actions or incidents been foreshadowed in this chapter? Use of symbolism, imagery etc. Anything else that could be usefully explained or commented on.

Do not just repeat what happens; your focus should be on the significance of events, and on the methods used by the author to tell his story.

For your oral presentation, check whether you will be able to use the board or and OHP. Your teacher will tell you is a summary is required for photocopying and giving to the class. If it is, type it if possible; or write neatly, in black ink, on one side of the paper. Space it out so notes are easy to follow and learn from.Include page references for all quotations.

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Understanding, Analysis and Interpretation

Answering the following questions will help you in your understanding of the novel, whether after one reading or for revision. Many of them require you to have read the entire novel before you will be able to answer them.

Chapter 1 The Sound of the Shell 1. Given Golding's stated intentions for this novel, why has he chosen to set it in a remote jungle

setting? 2. What advantages are there in using children as characters? 3. How does Golding achieve the atmosphere of glamour and adventure? 4. In the conversation between Ralph and Piggy, what do we learn about their backgrounds? How does

Golding convey this information?5. Comment on the description of the arrival of the choir. In what way does this anticipate the later

action of the novel? 6. In what way does the children's taunting of Piggy reflect society itself? 7. What are the reactions of Ralph, Jack and Simon to the candle tree? What do his reactions suggest

about each boy? 8. Why is Jack unable to kill the pig? Chapter 2 Fire On The Mountain 1. What are the two distinct branches of social responsibility that are formed? Who forms them? What

do they represent in modern society? 2. The children fear the 'beastie'. What is this beast? Why is the beast referred to as a 'snake thing'?

Does this have any symbolic significance when related to the idyllic setting of the novel? 3. Show how the snatching of Piggy's glasses, representative of his intellectualism, symbolises to some

extent society's acquisitive and unrewarding ways towards the intelligentsia. 4. What is the result of the first fire? Compare this with the fire at the end of the novel. What are the

differences in the boys' intentions, their state of mind and the effects of their actions?5. Comment on the way Golding uses imagery suggesting snakes in the burning jungle, just before the

missing boy is noticed. What is the significance of the reference to a 'drum roll'? Chapter 3 Huts On The Beach 1. What does the meeting on the beach between Jack and Ralph tell us about the two boys? How does it

reinforce your earlier impressions of Jack? 2. Comment on the author's omniscient approach to his writing, i.e. freedom to move from person to

person and see events through the eyes of his characters objectively. 3. What does the collapsing of the hut symbolically represent?Chapter 4 Painted Faces and Long Hair 1. What does the smashing of the sand-castles and the throwing of stones represent?2. What effect does Jack's painted mask have (a) on him (b) on the others?3. Why do the boys start to dance and sing after the killing of the pigs? Is it an expression of joy or of

fear?Chapter 5 Beast From Water 1. How does the midnight meeting, begun as an attempt to re-organise the lives of the boys, create

further chaos?2. In what ways are Ralph's attempts to use democratic means ludicrous?3. Comment on Simon's claim that "maybe it is only us". Is it only the boys?4. Golding goes on to show how 'Simon became inarticulate in his effort to express mankind's essential

illness'. Comment on this phrase.Chapter 6 Beast From The Air 1. Describe the power struggle between Ralph and, Jack in this chapter.

Chapter 7 Shadows and Tall Trees 1. What lies behind Ralph's sudden distaste for dirt? How is this contrasted with Jack?2. In what way is Simon clairvoyant? 3. To what level of the primitive have the boys now sunk?

Chapter 8 Gift for the Darkness

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1. Why do you think the act of killing the pig is one of the most significant acts of violence in the novel? How do the boys react to this killing?

2. 'The Lord of the Flies' is a literal translation of Beelzebub, the name of a devil in the Bible. Here it is the name given to the sow's head. In what way is this appropriate? What or who are the flies?

3. Read Simon's experience with the 'Lord of the Flies'. What more does the episode reveal to you about Simon himself?' Why do you think Golding chose Simon as the character to confront the head rather than any of the other three major characters?

4. What do you take to be the meaning of the statement by the 'Lord of the Flies': "You knew didn't you? I'm part of you? Close, close, close! I'm the reason why it's no go? Why things are what they are?" How does this help you to understand the nature of the boys' failure on the island? What does it tell you about (a) them (b) their failure (c) the human race (d) the nature of evil and of civilisation?

Chapter 9 A View to a Death1. Why do you think it is Simon who climbs the mountain and discovers the truth about the beast? 2. Ralph and Piggy are unable to resist the temptation of visiting Jack's camp. Why? What do you think

Golding is trying to tell us about the basic nature of people? 3. Why is it that Jack is finally about to win the boys over to support him rather than Ralph? 4. Why is Simon killed?

Chapter 10 The Shell and the Glasses 1. Why is Piggy unable to accept Simon's death for the murder it was? What is Ralph's reaction? 2. This is a chapter in which the boys begin to live by instinct, the intellectual is defeated by the savage,

and the doctrine of the survival of the fittest is tested. Elaborate. 3. What is the significance of the stealing of Piggy's glasses?

Chapter 11 Castle Rock1. A question Ralph asks summarises neatly the conflicts in the book between the ideals of society and

the impulses of primitive mankind. Quote it.2. What issues do the sacrifices of Piggy and the smashing of the conch shell represent?

Chapter 12 Cry of the Hunters1. Compare Ralph's confrontation with the 'Lord of the Flies' with Simon's earlier one. 2. In what way does Ralph also adopt the role of a beast?3. When the boys are finally rescued, Ralph is said to 'weep for the end of innocence, the darkness of

man's heart'. What does Golding mean?

Overview1. Why is Ralph unable to persuade the boys to stick to the rules they have agreed on? What is missing

from this world that might have kept it organised and civilised? 2. Has Golding been successful in conveying the 'darkness of man's heart' through this novel? 3. Would you agree that humans are essentially evil? Why? Support your reply with examples from the

modern world if possible.4. Does Golding offer any type of hope for the human race? If so, what form does this hope take?

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Setting

All fiction needs a setting in time, in place and in society.

There are three main aspects to consider

Place Time Society

Setting may also include mood and atmosphere.PlaceThis refers to the physical (geographical) location in which the novel occurs. Novels tend to have one major setting and several minor settings. 1. Is this true of this novel?2. Where is the novel set? Quote to support your answer. 3. List the most important locations within the main settings.4. Is their environment more important to some characters than others?TimeThis refers to the time in which the novel is set. A novel can have more than the one time setting. It also includes the length of time covered by the story.5. When is this novel set? Cite evidence to support your answer.6. What time span does the story cover?SocietyThis refers to the sorts of people in the novel, the social situation and the socio-economic class of the characters, as well as to general state of society, to the general attitudes, beliefs and feelings operating within society, and how they directly or indirectly affect the world of the novel.7. What is the social situation of the characters?8. Does social situation or social class affect the characters in this novel in any way?

Setting is more than just providing a stage set for the characters to act upon; characters should interact with their setting just as real people respond to and react to the place they live in. Characters in a novel do not live in a vacuum. However, setting is more important in some novels than in others.Discuss How important is setting in this novel? (NB a good essay topic.)

Golding goes to great lengths to create a setting that is both vivid and realistic. Make a list of the main features of the physical setting. What is significant about the choice of setting? Does the setting change during the course of the novel?

If you are to write effectively about the setting, you need to have good notes to work from.Make your answers detailed and accurate – and quote as much as possible.

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Characterisation Tasks

Whichever of these tasks you are set, you will find the task sheet on 'Characterisation Techniques' useful.

Character Poster

In a group (of no more than four), create a poster to illustrate your allocated major character:1. Identify and demonstrate the character’s personality and qualities.2. Include quotations, descriptions, details of actions etc. 3. Present and explain the poster to the class as an oral exercise. 4. A suggested layout is on the next page

orCharacter Diagram

Individually, in pairs or in groups, illustrate one or more characters, citing evidence for every quality suggested. Set it out in diagrammatic form; this will make it easy to learn; e.g.:

Maurice

quality/personality trait

evidence, i.e. how we know

cheerful 'broad and grinning all the time' peacemaker acts the clown to cheer up the littluns easily swayed is the first to follow Jack and help establish the tribeetc

orCharacter seminarOne of the main characters will be assigned to you or your group. Prepare and present a brief seminar on your character, answering the following questions, and those

on the checklist.1. Describe the character, including an explanation of his personality and examples of the ways in

which this is revealed.2. What episodes or incidents show his true personality? How?3. How does the character relate to the other main characters? What conflicts/friendships do they

have? What do these contribute to the story? 4. If you are working in a group, share the tasks among you.

Minor CharactersAs in most novels, several minor characters are needed to help tell the story. In some novels, these are little more than cardboard figures, or quick stereotypes. In others, they can be sharply and individually distinguished.

1. Which of these descriptions best fits this novel?2. Which of the minor characters stand out? Make significant contributions to the story?3. List the most important minor characters and for each give 5 or 6 adjectives / phrases to describe

each.

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Suggestion for a Character Poster

Use this as a model for a character poster.Write the character's name in the centre of the chart. Think of four or five characteristic traits of your character – more if you can. Consider his/her personality, behaviour – what s/he says and does, how others react to him/her.

Write each trait in a rectangle out from the centre.Underneath it, quote words or an incident that illustrates this trait.

The poster can then be illustrated with drawings or pictures if you wish.

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Maurice

good-natured, affable

'broad and grinning all the time'

'next in size among the choir boys to Jack'

peacemaker changes the subject during the

confrontation over the fire [Ch 4] played the clown to distract the

littluns from Percival [Ch 5]

easily swayed follows Roger through the

littluns' sand castles (though he feels 'the unease of wrongdoing') [Ch 4]

follows Jack is one of the first to desert

Ralph and follow Jack – typical of those people who are impressed by strength

Techniques of Characterisation

Golding uses a variety of techniques to make the characters of the boys vivid and real. Your task – should you choose to accept it – is to build up a character study of your allocated character that includes both what the character is like and how the author has shown you this.

Here is a list of techniques Golding has used. Find and quote at least one example of each of these methods for your allocated character, more if you can. The more detail you can record, the better your notes will be for studying later.Consider the questions as you work. Most of them apply to the characters generally rather than just one.

1. Conventional methods: through their thoughts, their speech, their mannerismsdirect description reported observations of others

2. Characters in this novel are created by a few deft strokes rather than by large amounts of detail. Does this make it easy to see them as ‘types’ in humanity’s struggle? Which are types, which individuals and which both?

3. Interior monologue Only in character of Simon. Why?

4. Parallels and ContrastsAs in many novels, characterisation is strengthened by highlighting the similarities and differences between characters and groups of characters. How is contrast used to help create and distinguish each character?

NB: Golding uses the omniscient narrative point of view, which allows the author to give a more objective description of events. It tends to work against readers' close identification with characters; it is more cool and analytical, encouraging the reader to decide rationally on the issues.

Character developmentAs evil flowers, changes occur. Most of the boys are warped by it, especially Roger. In what ways does your allocated character change? is it for better or for worse? Do attitudes to characters change or stay the same? In what way are Piggy, Simon and Ralph all outcasts?

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Questions on Specific Characters

Ralph physical description [Ch 1] background – father [Ch 1] relationships to other characters.Methods of characterisation are closely bound up with his efforts at leadership. How does he establish himself as a leader? What traits does he show in doing so Where and why does his decline in power begin? Does his loss of power correspond to character deterioration?

Jack In Coral Island, Jack Martin was a flat, cardboard character: 'Jack Martin was a tall, strapping, broad-shouldered youth of 18, with a handsome, good-humoured, firm face. He had had a good education, was clever and hearty and iron-like in his actions, but mild and quiet in disposition,' With what is red hair traditionally associated? Is he the 'devil'? Why does he paint his face?'In ten minutes the canoe returned, bringing the other chief, who certainly presented a most extraordinary

appearance, having painted one half of his face red and the other half yellow, besides ornamenting it with various designs in black.' Coral Island

What is the significance of the changes Golding has made in the Coral Island story?

Piggy What is conventionally associated with 'glasses'? Look for evidence of his common sense and intelligence Why has Golding made him fat and clumsy? Does Piggy change? Look at the incident where Golding describes the face-painting. What does he say about Piggy?

Simon What is traditionally associated with epilepsy? Simon has been described as a 'Christ figure'. List the things he does that suggest this comparison. How is Simon's understanding different from Piggy's? What do you understand by the word 'scapegoat'? In what way is Simon made a scapegoat?

Roger In what way is Roger different from the other boys?

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Close Reading: the Evening Meeting

Read again Chapter 5: Beast from Water, paying particular attention to the discussion of the nature of the beast.

Answer the following questions, in your own words unless you are asked to quote.

1. What exactly is Ralph dissatisfied with?

2. Why is Ralph so concerned about dirt?

3. 'If faces were different when lit from above or below – what was a face? What was anything?' Explain what this shows us about Ralph's development of understanding.

4. Ralph changes his attitude to Piggy in this chapter. Why does he do so? Quote the words that indicate this change.

5. Ralph examines the conch closely. What does he see? What is the significance of this?

6. 'Piggy tiptoed to the triangle, his ineffectual protest made.' Explain the underlined words. How do they typify Piggy?

7. Why is it significant that Percival cannot remember his address?

8. Look carefully at Maurice's speech: "I mean when Jack says…" What does he actually do in this speech?

9. What is Simon suggesting when he says, "Maybe it's only us"?

10. "The rules are the only thing we've got." Comment on the significance of this.

11. Defecation is mentioned three times in the meeting. In what context is it mentioned each time. What is the effect of each mention? Why would Golding make it such an important topic in this central chapter?

Language Use

12. From the first paragraph, identify the metaphor used to illustrate the 'wearisomeness of this life.' Which words describing the beach reflect – suggest - this idea?

13. In paragraph 1, Ralph 'smiled jeeringly.' What is the effect of this adverb?

14. From paragraphs 2 to 6, identify two metaphors suggesting the difficulty Ralph has in sorting out his ideas.

15. 'At that he began to trot.' [The last sentence in Para 4] What effect does Golding achieve by this sentence here? Quote two phrases from after the meeting breaks up that pick up on this idea.

16. Quote three examples to show how Piggy actually says the opposite of what he means.

17. 'Ralph answered in the cautious voice of one who rehearses a theorem.' Explain the meaning and comment on the effect created.

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Close Reading: 'the Evening Meeting' Part 2

The following questions refer to the section of chapter 5 from 'In a moment the platform was full of arguing, gesticulating shadows.' until Piggy says, "We'd be here till we died."

18. In your own words, explain two ideas that are illustrated by the events of this section.

19. Explain one thing this section shows you about each of the four main characters. Support your answer with a quotation.

a. Ralph b. Jack c. Simon d. Piggy

20. Identify the moment at which order breaks down. Quote the words. Why are these words so significant? Which thought of Ralph's a little earlier do they confirm?

21. Ralph says, "Because the rules are the only thing we've got." What does he mean?

22. From the first two paragraphs 'In a moment …' to 'terrible thing to him', identify words that help create a sense of chaos.

23. 'Simon felt a perilous necessity to speak.' Comment on the underlined words.

24. Look at the section from 'The storm broke.' to '…defenceless to his seat.' Explain how this foreshadows and reflects the future.

25. As darkness falls, the boys' fears increase. Identify and quote examples of vocabulary that indicate this.

26. Animal imagery is a feature of the novel. Identify and quote examples from this section.

27. Identify the following figures of speech and explain why they are effective.a. A flurry of wind made the palms talk.'b. 'Release was like an orgasm.'c. 'The assembly shredded away.'d. 'a tight knot of bodies'

28. Identify the language use and explain why it is effective. a. glimmering conch b. mankind’s essential illness

c. fell about him in ruins d. conch

29. Identify the following grammatical features, and suggest why each has been used here.a. argument sheered offb. one crude explosive syllable

30. Locate and quote an example of each of the following language features.a. tripletsb. repetition

c. variation in sentence lengthd. realistic dialogue

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A Very Small DictionaryThis list includes a few of the more difficult words Golding uses. Because there are so many different editions of the novel in use, this list has chapter rather than page numbers.word meaning chapteracrid unpleasantly sharp or bitter taste or smell 12bastion a stronghold or fortification; similar to a stronghold 1blatant totally or offensively obtrusive; very obvious 4chorister a singer or leader of a choir 1clamour a loud outcry; great expression of discontent 6compelled to force or drive; exert a strong, irresistible force on 10cordon a line of people or ships stationed to guard 12corpulent excessively fat 9crestfallen dispirited and depressed; dejected 7declivities downward slopes, as of a hill 3decorous exhibiting appropriate behaviour or conduct 1demure modest and reserved in manner or behaviour 8ebullience zestful or spirited enthusiasm 2efflorescence blooming of flowers, state of flowering 1elephantine the size of an elephant; enormous size/strength 12enmity deep seated hatred; state of being an enemy 1enterprise an undertaking or business organization; industrious 7epaulettes a fringed strap worn on military uniforms 12fervour great intensity of emotion; intense heat 8glowered looked at or stared angrily or sullenly 8hiatus a gap or interruption in continuity; a break or pause 1impervious incapable of being penetrated or affected 7inarticulate incomprehensible; unable to speak with clarity 5ineffectual insufficient to produce an effect; useless 5inscrutable difficult to understand, mysterious 3jeer to abuse vocally; taunt or mock 5leviathan something very large; giant sea creature in the Bible 6ludicrous laughably and obviously absurd; foolish 5luminous emitting light; full of light 11malevolently having an ill will or wishing harm to others; malicious 4mutinously unruly; insubordinate or constituting a mutiny 6myopia nearsightedness 11oppressive using power unjustly; burdensome 3parried deflected or warded off; avoided 11quavered trembled, or spoke in a trembling voice 11rebuke to criticise sharply; check or repress 8recrimination the act of accusing in return; opposing another charge 2sauntered to walk at a leisurely pace; stroll 9sinewy lean and muscular; stringy and tough 4snivelling to sniffle; complain or whine tearfully 11taboo excluded or forbidden from use or mention 4tacit not spoken; implied by actions or statements 3talisman an object with magical power 11tirade a long angry or violent speech; a diatribe 2tumult commotion of a great crowd; disorder 2vicissitudes a change or variation; unexpected changes in life 3

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