NCERT Solutions for Class 7 English Poorvi Poem – Try Again by Eliza Cook (NCERT 2026–27)

Complete NCERT solutions for the Class 7 English Poorvi Unit 1 (Learning Together) poem Try Again by Eliza Cook. This page gives the central idea, a stanza-wise summary, all hard word meanings, poetic devices, and every exercise — Let us discuss, Let us think and reflect and Let us learn — answered in full, plus extra questions, MCQs, assertion–reason questions, exam tips and FAQs. Questions are reproduced word-for-word from the textbook; the answers are original and exam-ready.

Class: 7 Subject: English Book: Poorvi Unit: 1 – Learning Together Type: Poem Poet: Eliza Cook Session: 2026–27

Poem Overview

“Try Again” is a narrative poem that retells the famous Scottish legend of King Bruce (Robert the Bruce) and a little spider. Defeated again and again in his efforts to do a great deed for his people, the discouraged king sits in despair and almost decides to give up. At that very moment he watches a tiny spider struggling to climb a thin thread up to its web in the ceiling. The spider slips, falls and swings down nine times, yet on its tenth attempt it succeeds and reaches its home. Inspired by the little creature’s refusal to quit, King Bruce gathers fresh courage, tries once more — and this time he does not fail. The poem’s clear, simple message is that perseverance and determination lead to success, and that we should never give up after failure.

About the Poet – Eliza Cook

Eliza Cook (1818–1889) was an English poet and writer of the Victorian age. Largely self-educated, she began publishing verse in her teens and became widely loved for her simple, sincere and uplifting poetry that celebrated honest work, home, kindness and self-improvement. Her poems were especially popular with ordinary readers and were often printed in newspapers and magazines of her time. She even ran her own periodical, Eliza Cook’s Journal. “Try Again”, with its encouraging story of King Bruce and the spider, reflects her favourite themes of courage, hard work and never losing hope — qualities she believed everyone could practise in daily life.

Central Idea & Stanza Summary

Central idea: The poem teaches the value of perseverance. Failure should never make us lose heart. Just as a small spider succeeds after many failed attempts, even a king learns that the secret of success is to keep trying. If a tiny insect can defy despair and finally win, then human beings, with far greater strength of mind, certainly can too — provided they try and try again.

Opening (King Bruce’s despair): King Bruce of Scotland throws himself down in a lonely, sad mood. Though he is a crowned monarch, his heart is sinking. He has tried again and again to do a great deed for his people but has not succeeded, and so he sits in low despair, ready to give up everything.

The spider appears: Just then a little spider drops down on a fine, silken thread. The thinking king pauses to watch what the spider will do. It is a long way up to the ceiling, and the king cannot imagine (divine) how the spider will ever reach its cobweb home on so thin a rope.

The spider’s struggle: The spider begins to climb with great effort but slips down again. Up it runs without stopping, only to fall once more and lie dizzy and faint. Steadying itself, it climbs higher, falls, swings below and climbs again — fast and slow — until nine brave attempts have been counted. The king mocks that the “foolish thing” will surely stop trying.

The spider succeeds: But the spider goes up once more. In an anxious moment, only a foot from its door, it climbs steadily inch by inch and, with a bold little run at the last pinch, finally reaches its home. The delighted king cries “Bravo!” and praises all who try; the spider defied despair and conquered — so why shouldn’t he?

The king tries again: Encouraged, King Bruce braces his mind. As the old tale goes, he tried once more, just as he had tried before — and this time he did not fail. Perseverance brought him success.

Word Meanings (शब्दार्थ)

WordEnglish Meaningहिंदी अर्थ
flungthrew (himself) down forcefully(स्वयं को) पटक दिया, गिरा दिया
monarcha king or queen who rules a countryराजा, सम्राट
despaircomplete loss of hopeनिराशा, हताशा
grieveddeeply sad or sorrowfulदुखी, शोकाकुल
ponderedthought deeply about somethingगहराई से सोचा, विचार किया
silkenmade of or like silk; smooth and fineरेशमी, मुलायम
filmyvery thin and light, like a filmबहुत पतला, झीना
clue(here) a thin thread of the spider’s web(यहाँ) मकड़ी के जाले का धागा
divine(here) to guess or imagine(यहाँ) अनुमान लगाना, समझना
endeavoura serious effort or attemptप्रयास, कोशिश
sprawlto fall/spread out in a clumsy wayलड़खड़ाकर फैल जाना
dizzyfeeling unsteady, as if about to fallचक्कर खाता हुआ
treadto step or walk onपैर रखना, चलना
mountedclimbed upचढ़ा, ऊपर गया
toilsworks very hardकठिन परिश्रम करता है
tumblesfalls down suddenlyलुढ़कता/गिरता है
pinch(here) a critical, difficult moment(यहाँ) कठिन/नाज़ुक क्षण
cot(here) the spider’s small home/nest(यहाँ) मकड़ी का छोटा घर/घोंसला
bracedprepared/strengthened (his mind)(मन को) दृढ़ किया, तैयार किया
gossipspeople who chat and repeat talesगपशप करने वाले लोग

Poetic Devices in the Poem

DeviceExplanation / Example from the poem
Narrative poemThe whole poem tells a story — that of King Bruce and the spider — from beginning to end.
MetaphorThe spider’s climb is an implied comparison for King Bruce’s own struggle to achieve a great deed; the spider becomes a symbol of perseverance.
Repetition“tried and tried”, “steadily, steadily”, “up, up”, “higher and higher” — repeated to stress continued effort.
Alliteration“cling and crawl”, “slippery sprawl”, “strong endeavour”, “now fast, now slow”.
PersonificationThe spider is given human-like courage — it shows “endeavour”, makes “brave attempts” and “defied despair”.
Rhyme schemeThe stanzas follow an ABAB pattern (e.g., down–crown, think–sink).
InterjectionExclamations such as “Bravo, bravo!”, “Ah me!” and “Oh say” express strong feeling.
Imagery“silken, filmy clue”, “a delicate thread it had to tread”, “inch by inch” create vivid pictures of the spider’s effort.

Complete NCERT Exercise Solutions

Let us discuss

I. Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. (tried, mounted, despair, attempts, great, conquered, low, strive)

ANSWER The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. low after failing multiple times to achieve something 2. great for his people. In a moment of 3. despair, he observed a spider trying to reach its web high above. The spider 4. mounted every time it fell after getting close to its goal. It made nine 5. attempts and finally succeeded. The king said that the spider had 6. conquered and so would he. Inspired by the spider’s determination, King Bruce decided to 7. strive. When he 8. tried this time, he ultimately succeeded. Note: the box gives the word “mounted” (climbed up again) for blank 4, which the textbook intends here; in everyday sense the spider also “tried” each time it fell.

II. Complete the following sentences suitably. 1. We can say that the poet uses the narrative style because ________. 2. The central idea of the poem is ________.

ANSWER 1. …the poem tells a complete story with characters (King Bruce and the spider), a setting, a sequence of events and an ending. It narrates how the king watches the spider, learns a lesson and finally succeeds — just like a story told in verse. 2. …perseverance and determination. We should never lose hope after failure; if we keep trying, like the little spider and King Bruce, we will finally succeed.

III. Pick three examples from the poem for each of the following: 1. lines that describe the spider’s efforts 2. alliteration (the repetition of the same consonant sounds at the beginning of closely connected words)

ANSWER 1. Lines describing the spider’s efforts: • “It soon began to cling and crawl / Straight up with strong endeavour”. • “Up, up it ran, not a second to stay, / To utter the least complaint”. • “Steadily, steadily, inch by inch, / Higher and higher he got”. 2. Examples of alliteration: • “cling and crawl” (repeated ‘c’ sound) • “slippery sprawl” / “strong endeavour” (repeated ‘s’ sound) • “now fast, now slow” (repeated ‘n’ sound)

IV. Why does the poet repeat the following words or phrases in the poem? tried and tried; steadily, steadily; up, up

ANSWERThe poet repeats these words to emphasise continuous, unbroken effort. “Tried and tried” stresses how many times the king (and the spider) attempted their task; “steadily, steadily” shows slow, patient, careful climbing without stopping; and “up, up” highlights the spider’s repeated upward movement. The repetition creates rhythm and drives home the poem’s central message of never giving up.

V. Fill in the blanks by choosing the correct answer from within the brackets. 1. The rhyme scheme of the poem is ____________. (AABB/ABBA/ABAB) 2. ‘Bravo’ is an example of ____________. (conjunction/interjection/adjective) 3. The poet uses ’twas and ’tis for the sake of ____________. (rhythm/rhyme/contraction)

ANSWER 1. ABAB — the first and third lines rhyme, and the second and fourth lines rhyme. 2. interjection — “Bravo” is a sudden exclamation expressing the king’s joy and praise. 3. contraction — “’twas” is short for “it was” and “’tis” for “it is” (which also helps the rhythm).

VI. (The spider’s climbing is compared to King Bruce’s own struggles… This poetic device is called metaphor.)

VI.1. Read the following sentences and identify metaphors and similes. Write M for metaphor and S for simile. (i) He ran as fast as a cheetah. (ii) The world is a stage. (iii) The night was as dark as coal. (iv) He sang like an angel. (v) Her voice was music to his ears. (vi) The classroom was a zoo. (vii) The baby slept like a log. (viii) Her smile was as bright as the sun. (ix) The lake was a mirror, reflecting the sky.

ANSWER (i) S — uses “as…as” (as fast as a cheetah). (ii) M — direct comparison (“is a stage”). (iii) S — uses “as…as” (as dark as coal). (iv) S — uses “like” (like an angel). (v) M — voice is called “music” directly. (vi) M — classroom is called “a zoo” directly. (vii) S — uses “like” (like a log). (viii) S — uses “as…as” (as bright as the sun). (ix) M — lake is called “a mirror” directly.

VI.2. Read the following sentences and transform the similes to metaphors and metaphors to similes. (iii) The book was a treasure chest, filled with endless adventures. (iv) Her laughter was a melody that brightened the darkest days. (v) The mountain stood as a guard, watching over the valley below. (vi) The night was like a velvet cloak, wrapping the world in mystery. (vii) Her thoughts were like butterflies in a summer meadow.

ANSWER (Examples (i) and (ii) are already solved in the textbook. Below, metaphors are turned into similes and similes into metaphors.) (iii) Metaphor → Simile: The book was like a treasure chest, filled with endless adventures. (iv) Metaphor → Simile: Her laughter was like a melody that brightened the darkest days. (v) Simile → Metaphor: The mountain was a guard, watching over the valley below. (vi) Simile → Metaphor: The night was a velvet cloak, wrapping the world in mystery. (vii) Simile → Metaphor: Her thoughts were butterflies in a summer meadow.

Let us think and reflect

I.1. Read the extract and answer the questions. “He flung himself down in low despair, / As grieved as man could be; / And after a while he pondered there, / ‘I’ll give it all up,’ said he. / Now just at that moment a spider dropped, / With its silken, filmy clue;”

(i) Select the phrase which shows the physical expression of the King’s emotional state.

ANSWERThe phrase “flung himself down” (in low despair) shows the physical expression of the King’s sadness and hopelessness.

(ii) Why does the poet use the word ‘low’ before despair?

ANSWERThe poet uses “low” to stress the depth of the King’s despair. It shows that he was not just a little sad but had sunk to the lowest point of hopelessness, feeling completely defeated and ready to give up.

(iii) Choose the correct option to complete the sentence. In the line, ‘And after a while he pondered there’, the word ‘pondered’ means _____. A. paused   B. thought   C. noticed   D. rested

ANSWERB. thought — “pondered” means thought deeply about something.

(iv) Choose the correct option from the words given in the brackets. The phrase ‘silken filmy clue’ creates an image of something that is _____ (long and light/very delicate and soft).

ANSWERvery delicate and soft — “silken” (silky) and “filmy” (very thin) suggest a fine, fragile thread.

I.2. Read the extract and answer the questions. “…when it toils so hard to reach and cling, And tumbles every time.” / But up the insect went once more, / Ah me! ’tis an anxious minute; / He’s only a foot from his cobweb door, / Oh say, will he lose or win it?

(i) Choose the correct option to complete the analogy. toil : hard :: _____ : _____ A. roll: tumble   B. tumble: circle   C. compress: roll   D. jump: tumble

ANSWERA. roll: tumble — just as “toil” relates to working “hard”, “roll” relates to “tumble” (a tumble is a kind of rolling fall), making it the closest matching pair.

(ii) List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.

ANSWERTwo characteristics highlighted are: (a) perseverance / determination — it does not give up even after many falls; and (b) courage / never-give-up spirit — it bravely climbs “once more” instead of staying down.

(iii) Choose the correct option to complete the sentence. The expression ‘Ah me!’ in the extract indicates a sense of _____. A. happiness   B. stress   C. relief   D. loneliness

ANSWERB. stress — “Ah me!” expresses the anxious, tense feeling as everyone waits to see whether the spider will succeed.

(iv) Complete the sentence with an appropriate reason. Readers are able to relate to this extract because _____.

ANSWER…everyone has experienced struggle and the anxious moment of nearly reaching a goal but fearing failure. The spider’s hard effort, repeated falls and the suspense of “will he lose or win it?” mirror our own challenges, so readers feel involved and hopeful for its success.

II. Answer the following questions.

ANSWERS 1. How does the first stanza help in setting the mood of the poem?
The first stanza creates a gloomy, hopeless mood. King Bruce flings himself down “in a lonely mood”, his heart “beginning to sink” because he has failed in a great deed. Although he is a crowned monarch, he feels sad and defeated. This atmosphere of despair prepares the reader for the change that the spider will later bring. 2. Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
At the beginning, King Bruce is hopeless and ready to “give it all up”. He even mocks the spider as a “foolish thing”. But after watching the spider succeed on its tenth attempt, his attitude changes completely. He cries “Bravo!”, praises all who try, and asks himself, “He conquered, and why shouldn’t I?” Filled with fresh courage, he braces his mind, tries once more, and this time succeeds. 3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?
The detailed description shows the poet’s admiration and respect for the spider. By carefully noting each climb, fall and brave attempt, the poet treats the tiny creature as a true hero. It tells us the poet values its courage and perseverance and wants the reader to learn an important lesson from such a small but determined being. 4. How does the spider inspire us to overcome despair and not give up?
The spider falls again and again, yet it never stops trying. Despite being dizzy, faint and pushed back to the ground, it climbs “once more” until it finally reaches its home on the tenth try. It teaches us that failure is not final; if we keep making honest efforts with patience and courage, we too can defeat despair and achieve our goal. 5. The poem teaches us that failures are stepping stones to success. Explain.
Each fall of the spider was not a defeat but a step that brought it closer to success — every attempt made it more determined. Similarly, King Bruce’s earlier failures finally led him to victory once he refused to quit. The poem shows that failures teach us, strengthen us and prepare the way for success, so they should be seen as stepping stones rather than reasons to give up. 6. The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
A mighty king learns his greatest life-lesson from a tiny, ordinary spider. This shows that inspiration can come from the smallest and most unexpected sources — not only from great or powerful people. We should keep our eyes and minds open, because even a humble creature, a child, or an everyday event can teach us courage, patience and the will to keep trying.

Let us learn

I. Write the opposites of the following words taken from the poem. 1. up   2. fast   3. glad   4. win   5. succeed

ANSWER
WordOpposite
1. updown
2. fastslow
3. gladsad
4. winlose
5. succeedfail

II. Choose the correct meaning of the underlined words in the following sentences from the box given below. Frame sentences of your own for these words. (work very hard and/or for a long time; prepared themselves for something difficult; an attempt to do something new or difficult; to try very hard to achieve something) (i) Please make every endeavour to arrive on time. (ii) Ants toil tirelessly to save food for rainy season. (iii) We encourage all students to strive to do their best. (iv) The sailors braced themselves against the strong wind.

ANSWER
WordMeaningYour own sentence (sample)
(i) endeavouran attempt to do something new or difficultReaching the mountain top was a brave endeavour for the young trekkers.
(ii) toilwork very hard and/or for a long timeFarmers toil in the fields from dawn to dusk.
(iii) striveto try very hard to achieve somethingWe should always strive to improve our handwriting.
(iv) bracedprepared themselves for something difficultThe team braced themselves for the tough final match.

III. The poem uses words that show distance. Classify the words or phrases in the box given below based on the distance (far or near). (proximity, middle of nowhere, vicinity, adjacent, remoteness, yonder, afar, a stone’s throw, light year, hairline, farther)

ANSWER
FarNear
middle of nowhereproximity
remotenessvicinity
yonderadjacent
afara stone’s throw
light yearhairline
farther 
Note: “hairline” suggests a very tiny (near/close) distance; “farther” indicates a greater (far) distance.

IV. Read the following line from the poem: ‘Twas a delicate thread it had to tread. Now repeat the lines five to six times. Are you able to say it clearly? Create more tongue twisters of your own.

ANSWER (sample) This is a fun speaking activity — say “‘Twas a delicate thread it had to tread” quickly five or six times. Tongue twisters you can create: • “The big bright spider braved the breeze and bravely climbed the brick.” • “Steadily the steady steed stepped over the slippery stones.” • “Bruce bravely braced his busy mind before the big battle.”

Pre-reading (Who inspires you / picture activity) and the listen / speak / write / explore activities — listening to “the story of an ant”, narrating a personal experience of perseverance, writing a letter to your cousin, and the explore tasks (collecting folk songs, observing a spider and an ant, weaving a spider web) — are oral, listening or project tasks meant to be done in class with your teacher; the reading-comprehension and language exercises above are the assessable written exercises for the poem.

Extra Questions with Answers

Short Answer Questions (30–40 words)

Q1. Who was King Bruce, and why was he unhappy at the start of the poem?
King Bruce was the monarch of Scotland. He was unhappy because, despite being a crowned king, he had tried again and again to do a great deed for his people but had failed each time, so he sank into low despair. Q2. What did King Bruce see when he was about to give up?
Just as he decided to “give it all up”, a little spider dropped down on a fine silken thread. The king paused to watch how the tiny spider would climb all the way up to its cobweb home. Q3. How many attempts did the spider make before it succeeded?
The spider made nine failed attempts, falling each time. On its tenth attempt it climbed steadily, inch by inch, and with a bold little run at the last pinch it finally reached its home. Q4. What lesson did King Bruce learn from the spider?
He learned the value of perseverance. Seeing the spider conquer despair and succeed after many failures, he asked, “He conquered, and why shouldn’t I?” and decided to try once more. Q5. What happened when King Bruce tried again?
Encouraged by the spider, King Bruce braced his mind and tried once more, just as he had tried before. This time, the old tale says, he did not fail — his perseverance brought him success.

Long Answer Questions (100–120 words)

Q1. How does the poem ‘Try Again’ convey the message that perseverance leads to success?
The poem conveys its message through the contrast between despair and determination. King Bruce, a powerful king, has lost all hope after repeated failures. Then he watches a small spider try to climb to its web. The spider slips and falls nine times, growing dizzy and faint, yet it never stops. On its tenth attempt it bravely succeeds. This tiny creature’s refusal to quit teaches the king that failure is not the end. He realises that if a spider can conquer despair, so can he. He tries once more and succeeds. The poem thus shows clearly that steady, repeated effort — perseverance — is the true secret of success. Q2. Describe the spider’s struggle to reach its web. How does the poet make it exciting?
The spider begins by clinging and crawling straight up with strong effort, but it slips down with a slippery sprawl. It runs up again, falls lower, and lies dizzy and faint. Steadying itself, it climbs higher, falls, swings below and mounts again — fast and slow — until nine brave attempts are counted. The poet makes the struggle exciting by describing each fall and climb in vivid detail, using repetition like “up, up” and “steadily, steadily”, and by adding suspenseful exclamations such as “Ah me!” and “Oh say, will he lose or win it?” These build tension and make readers eagerly hope for the little spider’s victory. Q3. What values does the poem ‘Try Again’ teach young readers?
The poem teaches several important values. First, it teaches perseverance — to keep trying even after repeated failures. Second, it teaches courage and a positive attitude, shown when the spider bravely defies despair. Third, it teaches humility and open-mindedness: a mighty king learns a great lesson from a tiny spider, reminding us that inspiration can come from anyone or anything. Finally, it teaches hope — that failures are stepping stones, not dead ends. For young readers facing studies, sports or other challenges, the poem is a cheerful reminder never to give up, but to gather courage, learn from setbacks and try again until they succeed.

Multiple Choice Questions (MCQs)

1. Who is the poet of ‘Try Again’?

(a) Kamala Nair (b) Eliza Cook (c) Sarojini Naidu (d) Ruskin Bond

2. King Bruce belonged to which country?

(a) England (b) Ireland (c) Scotland (d) Wales

3. At the beginning of the poem, King Bruce was feeling —

(a) joyful (b) low and hopeless (c) proud (d) angry

4. What creature inspired the king?

(a) an ant (b) a bird (c) a spider (d) a bee

5. How many times did the spider fall before it finally succeeded?

(a) seven (b) eight (c) nine (d) ten

6. The word ‘pondered’ in the poem means —

(a) paused (b) thought (c) rested (d) noticed

7. The rhyme scheme of the poem is —

(a) AABB (b) ABBA (c) ABAB (d) AAAA

8. “Bravo, bravo!” is an example of —

(a) a conjunction (b) an interjection (c) an adjective (d) a preposition

9. The phrase ‘silken, filmy clue’ refers to the spider’s —

(a) cobweb home (b) thin thread (c) eight legs (d) tiny eyes

10. The central message of the poem is —

(a) kings are powerful (b) spiders are clever (c) never give up; keep trying (d) nature is beautiful

Answer Key: 1-(b), 2-(c), 3-(b), 4-(c), 5-(c), 6-(b), 7-(c), 8-(b), 9-(b), 10-(c)

Assertion–Reason Questions

For each, choose: (a) Both A and R are true and R is the correct explanation of A. (b) Both A and R are true but R is NOT the correct explanation of A. (c) A is true but R is false. (d) A is false but R is true.

1. Assertion (A): King Bruce was sad at the beginning of the poem.

Reason (R): He had tried many times to do a great deed for his people but could not succeed.

Answer: (a) — R correctly explains why the king was sad.

2. Assertion (A): The spider succeeded in reaching its web on the very first attempt.

Reason (R): The spider made nine attempts before it finally climbed up to its home.

Answer: (d) — A is false (it succeeded only after many tries); R is true.

3. Assertion (A): King Bruce gathered fresh courage after watching the spider.

Reason (R): The spider’s determined climb taught him that one should never give up.

Answer: (a) — R correctly explains the change in the king.

4. Assertion (A): ‘Try Again’ is a narrative poem.

Reason (R): It tells a complete story with characters, events and an ending.

Answer: (a) — R correctly explains why it is a narrative poem.

5. Assertion (A): The poet describes the spider’s every move in great detail.

Reason (R): The poet wishes to show his dislike for spiders.

Answer: (c) — A is true, but R is false; the detail shows admiration, not dislike.

📌 Exam Tips

• Remember the key facts: the king is King Bruce of Scotland, the poet is Eliza Cook, and the spider succeeds after nine failed attempts (on the tenth try).
• Learn that the rhyme scheme is ABAB and that “Bravo!” / “Ah me!” are interjections.
• For the central idea, always link it to perseverance — “Try, try, try again until you succeed.”
• Quote short phrases — “He conquered, and why shouldn’t I?”, “steadily, steadily, inch by inch” — to strengthen your answers and earn extra marks.

⚠ Common Mistakes to Avoid

• Do not write that the spider succeeded easily — it failed nine times first.
• Do not confuse the poet: the poem is by Eliza Cook, not by the writer of the story “The Day the River Spoke”.
• “Clue” here means the spider’s thin thread, not a hint to a mystery.
• Do not call the spider-and-king comparison a simile — there is no ‘like’ or ‘as’; it works as a metaphor.
• Spell key words correctly: despair, endeavour, perseverance, pondered, monarch.

Frequently Asked Questions (FAQs)

Who wrote the poem ‘Try Again’ in Class 7 Poorvi?

The poem ‘Try Again’ was written by Eliza Cook (1818–1889), an English poet of the Victorian age known for her simple, uplifting verse about courage, hard work and never giving up.

What is the central idea of the poem ‘Try Again’?

The central idea is perseverance. Watching a spider succeed after nine failed attempts, King Bruce of Scotland learns never to give up after failure. The poem teaches that steady, repeated effort finally leads to success.

How many times did the spider try before reaching its web?

The spider fell and failed nine times. On its tenth attempt it climbed steadily, inch by inch, and with a bold little run at the last moment it finally reached its cobweb home.

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