Speak Good English. 1st Year (PDFDrive)

L. S.
GOLOVCHINSKAYA
SPEAK
GOOD
ENGLISH
1st Year
L. S, GOLOVCHINSKAYA
SPEAK
GOOD
ENGLISH
PRACTICAL AID IN ORAL SPEECH
1st Y e a r
Допущ ено Министерством

высшего и среднего
специального образования СССР
в качестве учебного пособия
для студентов институтов
ц факультетов иностранных языков
MOSCOW -HIGHERSCHOOL 1975

4 И (А йгл)
Г 61
Головчинская JI. С. Г
Г61 Пособие по развитию навыков устной речи. Учеб.-'
пособие для I курса ин-тов и фак. иностр. я з. М .,.!
«Высш. школа», 1975.
270 с. с рис.
На тит. л. загл.: L. S. Golovchinskaya. Speak Good English.'
Practical Aid in Oral Speech.
Пособие содержит тексты, представляю щ ие собой образцы ж ивого
современного английского язы ка, комментарий к текстам и расш ирен
ную систему упражнений для развития и автоматизации навыков устной
речи, в том числе упраж нения по моделям, упраж нения на п редупреж
дение и искоренение типичных ошибок в употреблении английских-
слов и др.
В качестве текстов использованы рассказы и новеллы современных
английских и американских авторов.
7 0 1 0 4 -0 2 8 _ 4 И (Англ)
001(01)—75
© Издательство «Высшая школа», 1975 г . "

ПРЕДИСЛОВИЕ
Предлагаемая книга является первым из задуманной автором
серии учебных пособий по развитию навыков устной речи для студен
тов 1—5 курсов институтов и факультетов иностранных языков. В ос
нову серии положены дополненные и переработанные автором четыре
учебных пособия, в которых автор использовал свой многолетний
педагогический опыт преподавания английского языка в языковых
вузах:
1. L. S. Golovchinskaya. “Oral Practice in Modern English”, М., 2-e
изд., 1967.
2. L. S. Golovchinskaya. “Learn Better English”, М., 1965,
3. L. S . Golovchinskaya. “Reading and Talking English” , М., 1971.
4. L. S. Golovchinskaya, M. Brandukova, L. A. Novikova. “Reader for
Advanced Students”, М., 2-е изд., 1959.
Эти пособия прочно вписались в учебный материал, над которым
работают студенты целого ряда институтов и факультетов иностранных
языков, а также слушатели курсов иностранных языков и курсов по
вышения квалификации, подтвердив этим реальную потребность в та
кого рода .пособиях. Автор учел при переработке и то немаловажное
обстоятельство, что за эти годы резко изменился состав студентов,
поступающих в вузы. Они опираются на значительно -более серьезную
итлубокую подготовку, чем прежде. Соответственно повысились предъяв
ляемые к ним в процессе учебных занятий требования. С другой сто
роны, требования самих студентов к учебному материалу также повы
сились, а критерий оценки изменился: студенты хотят работать над
свежим, интересным, -современным материалом.
При подготовке к настоящему изданию текстовой материал всех
книг был обновлен, а система упражнений переработана и дополнена:
каждая из книг включает тренировочные упражнения ,на закрепление
структур; диалоги с подстановками, начиная со второй книги; квизы,
расширяющие знания студентов но истории, географии, литературе
и искусству стран изучаемого языка (Великобритании и США); работу
с сюжетными картинками; пересказ и анализ изученного текста по
заданному плану; перевод с русского с использованием изученной лек
сики; темы для обсуждения в аудитории; свободное изложение русского
текста.
В предлагаемых пособиях использованы т о л ь к о о р и г и
н а л ь н ы е т е к с т ы (в отдельных случаях с купюрами). Короткие,
но законченные тексты первой части, постепенно удлиняясь и услож
няясь, будут выполнять свою основную задачу — помогут студенту
сразу же окунуться в естественную языковую среду, познакомят с идио
матикой английской речи, будут способствовать возникновению чувства
языка, которое следует всячески развивать уже с ранних этапов обу
чения. Именно эта работа поможет студенту в дальнейшем выбрать
3
д- нужное и единственно правильное слово, так как он вспомнит, что
уже встречал это слово или сочетание в аналогичной ситуации. Так
постепенно откладывается и накапливается языковой опыт. Углублен
ная работа с оригинальными текстами научит тому, чему не поможет
никакой русско-английский словарь: выбрать правильное по объему
значения и стилистической окраске слово или словосочетание из не
скольких возможных.
Далее следует выделить второе условие, необходимое для продук
тивной работы над языком: весьма существенно, чтобы предлагаемый
для усвоения материал в ы з ы в а л интерес студентов.
«Важность интереса при изучении любого предмета переоценить не
возможно»,— пишет известный американский методист Питер Хэгболдт.
«Это важнейшая движущая сила, направляющая нашу деятельность.
Интерес концентрирует внимание, заостряет впечатления, обеспечивает
повторение и создает богатство ассоциаций». И далее: «Интерес вызывает
желание овладеть изучаемым предметом».
Опыт подтверждает, что студенты вяло реагируют на избитые
тексты, кочующие, из одного учебника в другой, да к тому же хорошо
знакомые им в русском переводе. И, наоборот, с увлечением работают
над свежим незнакомым материалом. Талантливые художественные
произведения, где остро ставится та или иная социальная, психологи
ческая или этическая проблема, оказывают эмоциональное и эстети
ческое воздействие на студентов, создавая тот психологический настрой,
при котором пробуждается активность, возникает желание выска-
I заться, принять участие в дискуссии, отстоять свою точку зрени я.-
Разумеется, при отборе текстов возникают свои трудности. Неиз
бежно приходится сталкиваться с разрывом между содержанием и язы
ковой формой: если текст не сложен по языку, то он, как правило,
примитивен по содержанию и мало интересен для тех, на кого
рассчитана эта книга. Если же текст приемлем по содержанию, то он
обычно слишком сложен по языку. Однако эта задача не является
неразрешимой. Нам представляется, что рассказы, помещенные в первой
части книги, вполне доступны для студентов I курса. Эти тексты доне
сут до них все неповторимое обаяние оригинала и многому их научат.
Третий принцип, положенный в основу пособия,— это у п о р
н а у с т н у ю р е ч ь , на развитие автоматических навыков. Наряду
с тренировочными упражнениями, в пособии имеется много разнооб
разных заданий, рассчитанных на стимулирование устной речи,
i И, наконец, еще одно соображение, которое-мы считаем важным
; при изучении иностранного языка. Это п о з н а в а т е л ь н а я
ц е н н о с т ь предлагаемого материала, рассчитанного на духовное
обогащение студента, расширение его кругозора, углубление знаний-
о странах изучаемого языка и знакомство с их культурой и националь
ным своеобразием.
Переходим к краткой характеристике пособия для I курса, в основу
которого положена книга «Learn Better English» (М., 1965). Структура
книги осталась прежней. Часть I — минитексты (юмористические и са
тирические рассказы и очерки); часть II — новеллы современных
английских и американских писателей.
Книга включает а) 23 текста, б) комментарий (лексический, сти
листический, разъясняющий реалии и трудные для понимания обороты,
а иногда вскрывающий контекст), в) фонетические упражнения для
тренировки трудных слов и сочетаний звуков, г) устные упражнения,
способствующие развитию автоматизма (сюда, в первую очередь, входят
4
упражнения на закрепление структур (Drills) и вопросы к серийным
картинкам, а также некоторые тренировочные упражнения для обога
щения словаря и развития беглости речи), д) лексические и лексико
грамматические упражнения, е) серийные картинки, ж) квизы
(Quizzes), з) шутки и афоризмы, и) русские тексты для свободного
изложения (Rendering).
Последнему виду работы мы придаем большое значение. Он по
зволяет студенту мобилизовать накопленный языковой опыт и активно
его использовать. В предлагаемых здесь, по большей части, коротких
русских текстах в помощь студентам даны «подсказки» (перевод труд
ных слов и словосочетаний).
В заключение следует сделать одну оговорку. Мы допускаем, что
в слабых группах I курса некоторые новеллы второй части могут ока
заться слишком сложными по языку. В этом случае их можно исполь
зовать как материал для внеаудиторного чтения, тем более, что в раз
работках к ним даны соответствующие-задания (работа с активной лек
сикой, ответы на вопросы по тексту, пересказ текста по заданному плану,
темы для обсуждения в аудитории).
Автор выражает благодарность коллективу кафедры английского
языка Ленинградского педагогического института им. Герцена и ст.
преп. МГПИИЯ им. Мориса Тореза В. О. Володарскому, рецензиро
вавшим это пособие, и всем товарищам, помогавшим ему советами и
замечаниями в процессе работы над книгой.
J1. С. Головчинская
PART I
THE STORY OF A CARPENTER
by W illiam S aroyan
My G randm other Lucy knew no end of stories. H ere

is one of them w hich is to illu stra te the ab su rd ity of despair.
I t ’s th e sto ry of a carpenter who lived m any hundreds of years
ago. One d ay on his way hom e he was stopped by a friend
who said:
“My b ro th er, w hy do you look so sad? Is any th in g th e
m atter?” 1
“You too w ould feel as I do,” the carpenter replied. “If
you were in my shoes.” 2
“W h at is it? ” his friend asked.
“By tom orrow m orning,” the carpenter said, “I m ust
have eleven thousand eleven hundred eleven pounds of fine
saw dust for th e K ing, or else 1 shall lose my h ea d .”
The ca rp en ter’s friend sm iled and put his arm around the
ca rp en ter’s shoulder.
“My friend,” he said, “ cheer up. § L et us go and eat and
drink and forget tom orrow. Never give way to despair.” 4
So they w ent to the carp en ter’s hom e, where they found
th e carp en ter’s wife and children in tears. B ut the carp en ter’s
friend told them to stop crying. And they all began eating,
drinking, talk in g , singing and dancing.
In th e m idst of $ laughter, the ca rp en ter’s wife began to
weep and said:
“So, my husb an d, in the m orning you are to lose your head
and we are a ll enjoying ourselves. So it is th a t w ay .”
“D on’t give way to despair,” the carpenter said. “I t ’s no
use.” 8 A nd they continued eating, drinking, singing and danc
ing. W hen lig h t pierced darkness and it was day, everyone
becam e silent and stricken w ith * fear and grief. From the
K ing cam e his men and knocked softly at the door of the car
6
p en ter’s house. A nd the carpenter said: “Now I must go to
d ie ,” and opened th e door.
“C arp en ter,” they said, “the K ing is dead. B uild him a
co ffin .”
NOTES
, 1 Is anything the m atter? — Is an y th in g wrong? (Rusa.

Что-нибудь случилось?)
2 If you were in m y shoes (colloq.) — If you were in my
place; e.g. F ran k ly speaking I w ouldn’t lik e to b e in his shoes.
3 cheer up — do n’t be sad (Russ. H e унывай! Подбод
рись!)
4 to give way to despair — to be overcom e by despair
(R uss, поддаваться отчаянию, приходить в отчаяние)
- in th e m id st of — in the m iddle of
8 I t ’s no u s e [ju :sl.— It w on’t help (often no use + gerund;
e.g. I t ’s no use talk in g about it.)
г stricken w ith — affected b y fear, illness, m isfortune,
etc. (Russ, охваченный, пораженный); e.g. panic-stricken,
awe-stricken, ete,
EXERCISES
Exercise I. Practise the pronunciation of the following words and

' word-combtnations:
. a) carp en ter, ab su rd ity , despair, laughter, saw dust,
pierce, grief, knock, coffin
b) 'n o u 'endy_/3V 'sta:riz; 'wAn4âv,i ,Sam ; in ^ S a 'm ids
: ev; 'touldv^S am ; in S a ^ 'm o m ip ; 's trik n wi3 'fia; 'oupandv.,
Зэ 'd a:; За 'kirj iz 'ded
Exercise II. Drills, a) Read and repeat; b) Use the structure* in
sentences of your owni
I. 1. H e looked sad.
2. She felt lonely.
3. They seemed unhappy.
4. H e looked strong.
6 . S h e fe lt weak and ill.
II. 1,. She stopped crying.
2. T hey began eating.
3. H e continued drinking.
4. She stopped singing.
Б. They went on enjoying themselves.
7
I I I . 1. They enjoyed themselves till m orning.
2. H e enjoyed the mealj.
3. W e enjoyed ourselves a t th e p arty .
4. She enjoyed the book im m ensely.
5. H e enjoys going to the movies.
Exercise III. Replace the italicized parts of the sentences by words
and phrases from the text:
1. G randm other Lucy knew very m any stories. 2. If you
were in m y place you w ould also feel sad. 3. If I don’t have
fine saw dust by tom orrow m orning, I shall have to die. 4. His
wife and ch ildren were crying. 5. D o n 't lose hope. 6. The K ing
has died.
Exercise IV. Find in the text equivalents for the following and use
them in sentences of your own:
множество; по дороге домой; что-нибудь неладно?;
если бы ты был на моем месте; иначе; обнять кого-нибудь
за плечи; подбодрись; рыдать; не поддавайся отчаянию;
перестать плакать; веселиться; это бесполезно; охвачен
страхом; тихо постучать в дверь; мертвый; умереть
Exercise V. Fill in the blanks with adjectives and adverbs given
below:
1. The carp en ter looked very . . . . 2, H e looked . . . a t his
friend and told him th a t he was in danger of losing his head.
3. H is w ife dried her tears and sm iled . . . . 4 . The boy looked
. . . and . . . . 5. The poor wom an felt . . . . 6 . “I ’m so . . .
she said, “I have nobody to tu rn to for advice and h elp .”
7. In th e m orning she felt . . . . 8. H e slept . . . and woke w ith
a headache.
(weak, w eakly, sad, sadly, unhappy, bad, lonely, ill,
badly)
Exercise VI. Answer the following questions:
1. D id G randm other Lucy know many stories? 2. W ho
knew no end of stories? 3. W hat did G randm other Lucy know?
4. W h at is one of her stories to illustrate? 5. W hen did the
carp en ter live? 6. W here was he stopped by a friend one day?
7. D id th e carp enter look sad or happy? 8. W hat did his friend
ask him ? 9. W h at did the carpenter reply? 10. W hat did the
ca rp en ter’s friend do when he heard his reply? 11. W hat
did he advise th e carpenter to do? 12. W here did they both
go? 13. W hom did they find a t i h e carp en ter’s home? 14. W hat
8
-did the carp en ter tell them to do? 15. W h at did they all begin
doing? 16. W h a t happened to the carp en ter’s wife in the m idst
of laughter? 17. W hat did the ca rp en ter’s friend say? 18. D id
everyone continue eating and drinking w hen it was day or
did everybody become silent? 19. W hy did everybody become
silent? 20. W ho knocked softly a t the door? 21. W h at did
the carpenter say? 22. W hy did the K ing’s men come? 23. W hat
did the K in g ’s men w ant the carpenter to do?
Exercise VII. Retell the story using the following words and phrases;
no end of; one of them ; to illu strate; on his way home;
to look sad; is an y th in g the m atter?; if you w ere in my shoes;
by tom orrow m orning; or else; cheer up; never give w ay to
despair; in tears; to stop crying; to weep; you are to lose
your head; to enjoy oneself; i t ’s no use; to become silent;
stricken w ith fear; to knock softly (at); dead; coffin
Exercise VIII. Answer the following questions:
1. W hich do you enjoy more, dancing or singing? 2. W hich
of th e two books did you enjoy more, The Path of Thunder
or The Gadfly? 3. W h at sort of books do you enjoy reading?
4. D id you enjoy yourself a t the party? 5. W hat films did
you enjoy at th e festival?
Exercise IX. Translate into English using: a) .enjoy, b) use, c) die—
dead:
a) 1. Мне было очень весело на вашем дне рождения
(birthday p arty ). 2. Мы получили большое удовольствие от
фильма «Оливер Твист». 3. У вас было вчера много гостей?
Вам было весело? 4. Чтение английских книг доставляет
нам большое удовольствие.
b) 1. Н е отчаивайся, это не поможет. 2. Н е стоит п ла
кать. 3. Подбодрись! К акой смысл отчаиваться? 4. Н е стоит
говорить с ней об этом. Она все равно не переменит своего
решения.
c) 1. Он не хотел умирать. 2. Они не знали, что король
мёртв. 3. Он не зн ал , что король умер. 4. Когда он умер? —
Он умер среди ночи. 5. Он жив или мертв? 6. У обочины
дороги (edge) леж ал мертвый человек. 7. Врач сказал, что
он умер три часа тому назад.
Exercise X. Fill in the blanks with the correct forms of to do or to
make:
1. D id th e carpenter know he would be asked to . . . a cof
fin for the king? 2. “Hello! W hat are you . . . ? ” “ I ’m w riting
9
a com position.” 3. W ho . . . those bookshelves for you? They
are very nice indeed. 4. I ’m sorry I can . . . nothing to help
you. 5. P lease . . . as you are told. 6. You . . . a lot of m istakes
in your d ictatio n . 7. W hen w ill H a rry . . . his report?
Exercise XI. Ask your neighbour:

who th e carp en ter was stopped by in the street- one day.;
w hether the carpenter was cheerful or sad;
why he looked sad;
w hether th e carp en ter’s friend gave him good advice;
why th e carp en ter’s w ife began crying all of a sudden;
why th e K in g ’s m en cam e to the carp en ter’s house ea rly
in th e m orning;
w hether y o u r neighbour >can re p e a t the exact words of
th e carp en ter’s frie n d .
Exercise X II. Topics for discussion:
1. R etell th e story in th e person of a) the carp en ter’s wife,

b) th e carpenter him self, c) his younger son.
2. W h at sort of m an was the ca rp en ter’s friend? W as he
- rig h t when saying: “N ever give way to .despair”? '
3. D o you like this story? W hy?
4. The carpenter had a narrow escape. Tell another story
w here th e hero or heroine had a narrow escape.
5. G ive your opinion of the following joke:
“An op tim ist is a fellow who falls out of a 20-storey
b u ilding, and as h e passes every storey he says: “W ell, so
far I ’m all rig h t.”
Exercise XIII. Study the story in pictures on p. H and answer the

following questions:
1. W here is the alarm clock? Is it on the bedside table?
W h at is th e tim e by the alarm clock? Does Charles hear the
ringing of the alarm clock and the barking of th e dog? Is
C harles aw ake or is he fast asleep? W hy does he hear nothing?
W hy is th e dog barking?
2. Is C harles still in bed or is he up? W here is he standing?
W hy has C harles dum b-bells in his hands? W hat can you see
through the open window? Does Charles live in one of the new
districts of the city? W hat makes y o u th in k he lives in one
of th e new d istricts of the city?
10
3. Has C harles finished doing his physical jerks? Is he
standing before th e window or before th e looking-glass? W hat
can he see in th e looking-glass? W here can he see his reflec
tion? W hat is he doing? Is he shaving or is he brushing his
hair? W hat is he shaving w ith? W hat sort of razor is he using,
a safety razor or an electric razor?
4. W here is Charles now? Is he taking a shower or having
a cold rub-down? W h at is he doing? Does he seem to enjoy
the shower?
5. H as Charles dressed himself? W here is his briefcase?
W ho is Charles playing w ith? H e doesn’t seem to be in a hurry,
does he?
6. Is the tab le laid for breakfast or for dinner? W hat does
Charles usually have for breakfast? W hat is there on the table?
W hat does C harles realize w ith horror after glancing at his
wrist-w atch? W here is the dog? W hat is it w aiting for?
7. H as Charles had his breakfast? W hy has he not had
his breakfast? W h at has made him snatch the briefcase and
rush out of th e flat?
8. W ho is s ittin g a t the table? Is the dog eating sausage
or an egg? W hat is th e dog eating? Does it seem to enjoy
th e sausage?
. Here are some more questions for you to answer:
I. W hen do you get up as a rule? W hen does your father

(brother, wife, husband) get up? Do you use an alarm clock
to w ake you up? If you do, when do you w ind it up? Are you
an early (late) riser? Do you go to bed early or do you
like to sit up late?
II. Do you rise as soon as you hear the alarm clock ring?
Do you do your m orning physical jerks w ith the w indow open?
W ho else in your fam ily does his m orning physical jerks?
W hich do you prefer, a shower or a cold rub-down? Does it
take you long to dress (to do your hair, to shave)? How long
does it take you to do your hair (to shave)? D o you alw ays m an
age to swallow your breakfast and come to the In stitu te
(office) in tim e or do you som etimes leave hom e breakfastless?
W hat do you have for breakfast as a rule? W ho cooks breakfast
in your fam ily? Do you cook breakfast (lay the table) yourself
or does your m other (sister, wife) do it? Do you usually have a
su b stan tial breakfast or do you just gulp down a cup of cof
fee? Do you w alk to the In stitu te or do you have to take the
12
bus? How long does it take you (your father, brother) to get
to th e In s titu te (office)?
P roverbs
1. I t ’s an early bird th a t catches th e worm.

2. E arly to bed, early to rise makes a m an h ea lth y , w ealthy
and wise.
WHAT HAPPENS IF YOU TRY TO SATISFY

SOME PEOPLE
by W illiam S aroyan
T here was a b lind m an in a household 1 to whom the others

gave th e best of all things: food, clothing, bed, covers and all.
Yet he was filled w ith discontent 2 and w ailed s all day and
all n ig h t because of ill-treatm en t. 4 The fam ily drank
w ater and gave the blind man m ilk; they had one cup of
rice and gave him three; they had half a loaf of bread and gave
him three loaves; b u t still he com plained. In fury and despair
the fam ily killed a lam b, roasted 6- it, placed it on a p la tte r,
and p u t it before the blind m an. H e sm elled it, began touching
it to find out' how large it was and then began to ea t, but
before he had swallowed the first b ite he said: “ If this much 6
comes to me, how much goes to you?”
NOTES
^ h o u se h o ld — all the people who live together in a house
(a fam ily, serv an ts, etc.). Rem em ber the following word-
com binations: household duties, household affairs, household
expenses.
2 fille d w ith discontent — very much dissatisfied
3 w ail — cry, com plain in a loud voice (Russ, причитать),
e.g. She w ailed ,o v er her unhappy life.
4 because of ill-tre a tm e n t — because he was treated
cruelly
6 roast v — cook, over an open fire, in an oven (Russ, ж а
рить в духовке, на костре); roast a dj., e.g. roast meat. Comp.
fry — cook in boiling fat (Russ, ж арить на сковороде, e.g.
She fried eggs w ith onions for breakfast and roasted a goose
for dinner. (B u t They had roast goose for dinner.)
6 this m uch — this q u an tity
EXERCISES

word-combinations:
a) household, clothing, discontent, w all, loaf, loaves, lam b,

ro ast, swallow, touch
b) Si 'л б эг; 'fild wiS ,d isk an 'ten t; 'o:l 'dei and 'э:1
'n a it; 'g e iv ^ S a 'm a n ; э 'lo u f av 'b red ; 'k i l d ^ a T a m ; hi
'sm eld it; 'h a u Tcrds it waz
Exercise II. Find in the text synonyms to the following:
fam ily, first piece, y et, violent anger, to w ail, dish, clothes,
full of, to p u t, dissatisfaction, cruelty
Exercise III. Answer the following questions:

1. W as there a b lind man in the household? 2 . W as there a
b lin d or a deaf m an in the household? 3. W hat did the members
of th e household give the blind man? 4 . W as he satisfied and
pleased w ith th eir kindness or did he w ail all day and all
n ig h t? 5. W hy did h e w ail all day and all night? 6. Did
th e fam ily tre a t him cruelly? 7. W h a t did th e fam ily e a t
and drink and w h at did they give th e blind m an? 8. W hat
did the fam ily do in fury and despair? 9 .W h at did the blind
m an do and w hat did he say before sw allowing the first
b ite? W hy did he say so? 10. W hat kind of man was he?
Exercise IV. Retell the story using the following words:

household, th e others, yet, to w ail, s till, half a loaf, de
sp air, lam b, to ro ast, p la tte r, to find o u t, to swallow, first
b ite
Exercise V. Translate the following sentences into English:
1. Он сел за стол и начал есть, но не смог п р о г л о т и т ь
н и к у с к а . 2. Б р атья положили в рю кзак (rucksack)
две б у х а н к и хлеба, немного ж а р е н о г о м я с а , чашку
риса и бутылку вина и отправились в лес. 3. Кет б ы л а
14
в о т ч а я н и и , от мужа уже два месяца не было писем.
4. Все были добры к ней. Однако она ж а л о в а л а с ь ,
что никто не хочет ей помочь.
Exercise VI. Add the correct form of there is and it is to the following:
1. . м. a sm all child in the fam ily to whom the others gave
th e best of all th in gs. 2. . . . a good th in g to find people g rate
ful for w hat you do for them . 3. . . . roast chicken for dinner
today. 4. . , , a cup of m ilk for everybody. 5. . . . a p ity she
has not come to our p arty . 6. . . . nobody in the house when
he called last n ig h t. 7. . . , necessary to stu d y w ell. 8. . . . a
m an s ittin g at th is tab le ten m inutes ago. 9. . . . tim e to go
to bed. 10. . . . two guests com ing for th e week-end. 11.
easy to und erstan d why she is dissatisfied. 12 . . . a light
in th e p arlo u r w hen I got home.
Exercise VII. Make up sentences using still and yet (meaning “nev
ertheless, all the same”) as in the. text:
a) Y e t he w as filled w ith discontent, b) B ut still he
com plained.
e. g. 1. T he doctors em ptied bottles of m edicine into him,
still his co n d itio n did not: im prove. 2. T he fam ily took good
care of him . Y e t he always com plained.
Exercise- VIII. Make up sentences using the others and the other:
e.g. a) M ary, we are having dinner at. 2 o’clock sharp.
Tell theothers ab out it ( = all the other m em bers of the fam ily).
b) T he two younger, sisters are very much alike, I ca n ’t
tell one from the other (= o n e of the two).
Exercise IX. Choose the proper word:
(fu ll of — f ill witfi)
1. H e liked . . . his pockets w ith sm all change. 2. More
often th an not his living-room was . . . people h e had hardly
ever m et before. 3. E d ’s classm ates dislik e th e .fellow because
he is . . . conceit, which is som ething people usually resent.
4. T heir h earts w ere . . . hope by the doctor’s reassuring w ords.
5. H e co u ld n ’t possibly squeeze in the folder, as the bag was
. . , books.
(come — go)
1. D o n ’t . . . .1 need you. 2. H e ..... to B righton and wil
be back in a couple of. days. 3. Be sure to . . . in tim e. W e expect
you to join us for lunch. 4 . 1 was w ork in g in th e garden a t the
15
tim e and happened .to see him . . . out of the house; I wonder
where he . . . at such a late hour?
Exercise X. Topics for discussion:
1. R etell th e story in the person of the b lin d man.
2. Some people say th a t it does not pay to be kind to o th
ers. W h at is your opinion?
3. Describe a case of ingratitude.
4. Speak on fam ily relations. Do you consider the case in
the story ty p ical or exceptional?
Exercise XI. Study the picture below and answer the following
questions:
1. W here is the scene laid? 2. A re there any vacan t tables
in the hall? 3. How m any custom ers are there in the hall?
4. W hom can you see in the centre of the hall? W h at is the
w aitress carrying on a tray? 5. Is the w om an sittin g to the
At the Restaurant
left eating or is she w aitin g for the w aitress to 'ta k e her order?
6. H ave th e men s ittin g at the tab le in the background been
served? W h at are they w aitin g for? 7. H ave the two custom ers
in th e foreground been served already or are they w aiting
for th e w aitress to tak e their orders? 8. Are the two men alike
or do they differ g reatly in appearance? 9. W hat does the
16
m an to th e rig h t look like? Is he lean or stout? Is he tall or
short? D ark-haired or fair? 10. W hat does the custom er to
th e rig h t wear? 11. Is the lean custom er’s table loaded w ith
food? W h at is there on his table? Is there w ine and fruit on
his table? W here is th e fruit? W hat kind of fruit is there In
th e vase? 12. H as the lean custom er a good appetite? Is he
enjoying his meal? Does he seem to be afraid of p u ttin g on
weight? 13. Does th e fat man seem happy? W h at does he look
like? Is there much or little food on his table? W hat is there
on his table? W hy is there hardly any food on his table?
Does he diet? W hy does he diet? Is he afraid of p u ttin g on
w eight? W h at is he drinking? Is it easy for him to lose
w eight? Is he enjoying his meal? H as he a good reason for
being sad?
Exercise .XII. Describe the picture using the following words and
word-combinations:
a) restau ran t; w aitress; custom er; to take- (give) one’s
order; to be served; to w ait for one’s order; to carry a tray;
in th e background; in the foreground; to th e rig h t; to the left
b) to differ greatly from each other; lean; tall; dark
haired; fat; bald; puffy; m iddle-aged; to be in high (low)
spirits; to diet; to starv e oneself; to put on (to lose) weight;
to enjoy one’s mea‘1; to have a hearty appetite; to eat w ith
gusto
THE INTELLIGENT1 YOUNG MAN

b y -W illiam Saroyan
My uncle Aram, liked to tell the story of a K ing and a young

m an. This K ing was inclined 2 to have absurd and ridiculous
ideas, and th e m an, one of his advisers, had more good sense 3
and w i t 4 th an the K ing and all his ancestors put-together.
One evening th e K ing said; “By m orning I w ant you to
let me know ^ how m any blind people there are in this c ity .”
“O h ,” th e adviser said. “Oh, I see.” 6
H e w ent away to th in k of a solution, to this absurd task.
H e invited an expert 7 book-keeper, placed him on a fine
horse, put a book and a pen in his hands, and told him to ride
through the city and to put down 8 the blind 9 as they came
to them . Then the young man tied a very large branch of a
lilac tree to th e saddle of the horse w ith a strong rope. Drag-
17
glng this branch behind him , he began to rid e over: the
streets of th e city .
A fter a m om ent an old m an in the street looked up and
shouted: “My son, w h at are you doing?”
T he adviser turned to the. book-keeper and said: “Book*
keeper, this man is blind. Begin your account.”.
In the n ex t street a lady pu t her head out of a fine house
and said: “Young m an, w hat are you doing?” and the adviser
told the book-keeper, to continue his account.
By m orning th e account of the blind included all the people
of the city and th e ad v iser a n d the book-keeper turned th eir
horses in to th e gardens of the K in g ’s palace. They were still
dragging th e branch of. the lilac tree.
The K ing him self came out onto a balcony and looked:
down at his adviser.
“H allo!” he shouted'. “W hat are you doing?”
T he adviser turned quickly to the book-keeper and said:
“Book-keeper, th e account is com plete. This son of a bitch is
b lind to o .”
NOTES
1 intelligent' «*■ quick in understanding, bright, clever ‘

(the English equivalent for the R ussian интеллигентный'
is hot intelligent b u t well-educated, cultured)
2 to be inclined to — to have a tendency towards; e.g.
H e is inclined to be idle. She is inclined to have fits o f tem per.
8 good sense:— practical wisdom , intelligence gained by
experience. S y n . common sense (Russ, здравый смысл)
4 w it — intelligence, quickness o f m ind. N ote the word-
com binations: a) o u t of. one's w its — mad; greatly upset or
frightened; b) a t one's w its’ end — n o t knowing w hat to do or
say; to o u tw it— to prove more, resourceful or clever;, e.g.
H e is not th e k ind of man you are. likely to outw it. Russ.
перехитрить.
5 to let me know — to inform me
6 I see (colloq. ) . — I understand.
1 expert Pekspott] adj — skilful, train ed by practice;
e.g. an expert lawyer, doctor, etc.
8 to p u t down — to w rite down
8 the. blind = b lin d people; in th e singular the word man
{woman) m ust be added; e.g. a hospital for the blind; but
18.
a blind m an cam e to the hospital. The sam e applies to some
other adjectives; e.g. the rich — богатые, the poor — бедные,
the wounded, the deaf, etc.
EXERCISES

word-combinations:
a) in tellig en t, absurd, ridiculous, adviser, ancestor, solu
tion, expert, book-keeper, through, branch, lilac, saddle,
account, palace, balcony, com plete
b) a 'ra m ; sa'rom n; te lw 3a 'sto:ri э\тч_,з 'knj; 'Sis 'maen;
in ^ /S is 'siti; ta '0н)к av о s a 'lu ijn ; ta 'r a id w 0ru 5э 'siti;
Ээ 'saedl av Sa 'ha:s
Exercise II. Drills, a) Read and repeat; b) Use the structures In
sentences of your own:
I. 1. I w ant you to bring me the account in the m orning.
2 . H e wanted the book-keeper to help him to count the
blin d .
3. The K in g wants his adviser to count all the blind in
the city .
•4. The old m an wanted the adviser to tell him w hat he
was doing.
’5. I w ant you to repeat these sentences.
6. She wanted me to let her know about th e resu lt.
II. Л. L et me know when you are ready.
.2. L et him know w hat you are,going to do.
3. L et us know w here we m ust .go.
4. L et .them know if you need an ything.
5. L et her know when she m ust come.
III. 1. The adviser told him to count the blind л,
2. The young m an told him to die the branch to the saddle.
3. The adviser told the book-keeper to begin the account.
4. The teach er told them to repeat the new words.
Exercise III. Replace the italicized parts of the sentences by equiv
alents from the text:
1. The K ing often had absurd and ridiculous ideas. 2. To
m orrow m orning you m ust inform me about the results.
3. The adviser w ent away to think of a way to w ive this sense
less task. 4. F or this purpose the K in g ’s adviser employed a
very experienced accountant and ordered him to write down
19
every b lind m an he saw In the streets of the city . 5. The old
man raised his eyes and asked: “W hat does this mean?” 6. The
K in g ’s adviser had more practical wisdom and more brains
than the K ing and the K ing’s father and grandfather and
great g ra n d fa th er.
Exercise IV. Find in the text English equivalents for the following
and use them in sentences of your own:
быть склонным (к); здравый смысл; нелепый; смехот
ворный; сообщить кому-либо; понятно (Йсно); опытный
(квалифицированный); отличный (превосходный); ездить
.- по улицам; все предки вместе взятые; записывать; привя
зывать; тащить за собой (волочить)
Exercise V. Answer the following questions:
1. W hat sort of story did uncle A ram like to tell? 2. W
the K ing inclined to have absurd and ridiculous ideas? 3. W hat
kind of ideas was the K ing inclined to have? 4. W as the young
. man cleverer th an th e K ing and all his ancestors put together?
5. D id the young m an have less or more good sense and w it
than the K ing and all his ancestors p u t together? 6. W ho
had more good sense and w it th an the K ing and all his ancest
ors put together? 7. W hat did the K ing say one evening?
8. Did the K ing give his adviser an absurd or a sensible task?
9. W hom did th e young man invite? 10. W hat did he tell
th e book-keeper to do? 11. W hat sort of horse did he place
the book-keeper on? 12. W hat did the young m an tie to the
saddle of his horse? 13. W hat did he tie a branch of lilac tree
to his saddle w ith? 14. How did he rid e over the streets of
the city? 15. W h at did an old man in the street say? 16. W hat
did the adviser say to the book-keeper? 17. W hat did a lady
in the n ex t street do? 18. W hom did the account include by
morning? 19. W here did the adviser and the book-keeper
. turn th eir horses? 20. W hat were they still dragging? 21. W ho
came out onto th e balcony? 22. W ho did the K ing look down
at? 23. W h at did the K ing shout? 24. W hat did the adviser
say to th e book-keeper?
Exercise VI. Retell the story using the following words and word-
groups:
inclined; absurd; ridiculous; good sense; ancestors; let me
know; to th in k of a solution (to); expert book-keeper; to ride
through th e city; to put down; saddle; to begin (continue)
th e account; to include; to drag; to come out onto a balcony;
com plete
20
Exercise VII. Add tail-questions to these statements (isn't, aren't,
didn't, etc.):
1. The K in g ’s adviser was in tellig en t, . . . ? 2. U ncle Aram
liked to tell s to r ie s ,. . .? 3 . The K ing did no t expect his adviser
to com plete th e account by m orning, . . . ? 4. I t ’s an absurd
task , . . . ? 5. The K ing has no brains, . . . ?
Exercise VIII. Translate these sentences into English:
а) 1. С о о б щ и т е е м у , что мы уезжаем в 8 часов ве
чера. 2. С о о б щ и т е им, где мы завтра должны встретить
ся. 3. С о о б щ и т е е й , что ключ будет оставлен у хозяйки
(with the lan d lad y ). 4. С о о б щ и т е м н е , сколько вре
мени вам нужно будет, чтобы написать эту статью.
б) 1. Я х о ч у , ч т о б ы в ы нас подождали. 2. О н х о
ч е т , ч т о б ы я нашел ему. опытного юриста. 3. О н а х о
ч е т , ч т о б ы я ей помог. 4. Мы х о т и м , ч т о б ы он закон
чил отчет к понедельнику.
Exercise IX. Choose the correct word from those in brackets:
( in tellig e n t — educated— cultured)

I. 1. The child can hardly speak bu t it has such . . . eyes.
2. H e is ah Oxford man and a highly . . . person. 3. A t an
early age the boy am azed the.teach ers by his . . . questions.
4. She m ust be a . . . person. She belongs to a . . . fam ily, as
far as I know. 5. It was the m o s t . . . reply I have ever heard.
(say — tell — speak)

II. 1 . 1 c a n ’t understand you, . . . louder, please. 2. He likes
to . . . stories; and he is a good story-teller, I m ust say. 3. W hat
did an old m an in th e street . . . when he saw the adviser on
horseback? 4. W h at did the K ing . . . his adviser to do? 5. He
likes to . . . about his work a n d ' h i s friends very often . . .
him not to talk shop. 6 . 1 believe every word she . . . ; she nev
er . . . lies. 7. W h at did she . . . you yesterday?
(fin e — p re tty — handsome)

III . 1. She lived in a . . . house in Grosvenor Square. 2. The
younger girl was extrem ely . . . . 3 . Irene had a . . . figure
and a . . . face. 4. “W hat a . . . day! L e t’s go for a drive!” he
exclaim ed. 5. M artin was w ell-built, young and . . . . 6 . If
the w eather keeps . . . , we shall stay in the country till late
in the au tu m n . 7. . . . feathers make . . . birds (proverb).
21
1. R etell th e story in the words of th e book-keeper.
2. Tell a story about an in tellig en t person.
3. Rem em ber a story in which the serv an t (clerk, em ployee,
etc.) is cleverer th an his boss.
W inning the Race
Exercise XI. Tell the. story in pictures using the following words
and word.-combinations:
girl-friend, slim , short frock, to stan d on. the s te p , to wave
one’s hand, to, to give a friendly sm ile, the door was slam m ed,
to rem ain on th e pavem ent, to forget, a bunch of flowers,
to look m iserable, a b rillia n t idea struck h im , to run sw iftly,
passers-by, to sta re a t, to overtake, great w as her surprise, to
w in the race, to g rin w ith d elig h t, w h at lovely flowers
Cat a n d K ing
by Am brose Bierce
A C at w as-looking at a K ing, as perm itted by th e proverb.*
“W ell,” said th e monarch, “how do you like me?”
* An allusion to th e proverb “a cat may look at a- King:” Russ.
Смотреть ни на> кого не возбраняется.
“I can im agine a K in g ,” said the C at, “whom I should like
b e tte r.”
“For exam ple?”
“The K ing of M ice.”
The m onarch was so pleased w ith th e w it of the reply th a t
he gave her perm ission to scratch his P rim e M inister’s eyes
out.
Joke
“W hat is a Tube?”
“I t ’s a place so crowded th a t even th e men can’t all get
s e a ts .”
WHAT HAPPENED TO CHARLES

by Jam es Thurber
A farm horse nam ed Charles w as led to tow n one day by

h is owner 1 to be sh o d .2 He would have been shod-and brought
back hom e w ith o u t incident if it h a d n ’t been for E va, a duck,
who was alw ays hanging a b o u t 3 the kitchen door of the farm
house, eaves-dropping, and never got an y th in g quite rig h t.4
H er farm m ates ^ said of her th at she had two m ouths but only
one ear.
On th e day th a t Charles was led aw ay to the sm ith y , Eva
w ent quacking ab o u t the 'farm, ex c ite d ly te llin g the other
.animals that-C h arles had been taken to town t o ’be shot.
“T hey’re executing an innocent 'horse!” cried E v a . “H e’s a
hero! H e’s a m artyr! H e died to make us free!”
“H e was th e g reatest horse in the w o rld ,” -sobbed a sen ti
m ental hen.
"H e ju st seemed like old C harley to m e,” said a realistic
eow . “L e t’s n o t g e t into a moony m ood.”'"
“He w as w onderful!” cried a g u llib le 7 goose.
“W hat did he ever do?” asked a goat.
E va, who was as 'inventive as she was inaccurate, turned
on her lively im agination. 6 “i t was butchers who led him off
■to h e 's h o t!” she shrieked. “They would have cut our throats
w h ile we slept if it h a d n ’t been for C harles!”
‘T d id n ’t see any butchers, and I can see a burnt-out
•firefly on a moonless n ig h t,” said a w ise old owl. “I d id n ’t
h ear any butchers, and I can hear a mouse w alk across moss.”
\ 23
“W e m ust build a mem orial 8 to C harles th e G reat, who
saved our liv es,” quacked E va. And all the birds and beasts
in th e yard except th e wise owl, the skeptical goat, and the
realistic cow set ab out 10 building a m em orial.
J u s t then th e farm er appeared in the lane, leading Charles
whose new shoes glinted 11 in the sunlight.
I t was lucky th a t Charles was not alone, for the m em orial-
builders m ight h ave set upon him 12 w ith clubs and stones for
replacing th eir hero w ith a just plain old C harley. It was
lu ck y ,13 too, th a t they could not reach the wise old owl, who
quickly perched upon the roof of the b arn , for none is so
exasperating as he who 14 is rig h t. The sentim ental hen and
th e gu llib le goose were the ones w h o 15 finally called
atten tio n to the cu lp rit 16 — E va, the one-eared duck w ith
two m ouths. The others set upon her and tarred and
unfeathered h e r , 17 for none is more unpopular th an the bearer
of sad news th a t tu rns out to be false.
M oral:
G et it rig h t or let it alone. The conclusion you jum p to m ay
be your own. 18
NOTES
1 owner — th e one who owns som ething, i.e. the owner of

the house, car, horse, etc. D on’t confuse it w ith m aster, e.g.
the master (the mistress) of the house — th e head of the house
hold, a m an in au th o rity (Russ, глава семьи, хозяин дома);
the master of the dog (horse, etc.)
N o t e : The one who receives and en tertain s guests is
a host (hostess); e.g. In the absence of M other M ary acted
as hostess a t th e tea-parties. (Russ, хозяин, хозяйка).
The owner of a house (or flat) w hich is rented to lodgers
is a lan d lo rd (lan d lad y ); e.g. S aturday was th e day he had
promised to pay his landlady but h e had no more th an a few
pennies left.
8 to be shod (to shoe, shod, shod) —- to have shoes
fastened on to a horse (Russ, подковать)
8 to hang ab o u t — to keep near a place, doing n o th in g
4 n ev er got any th in g q u ite rig h t — never understood
th in g s th o ro u g h ly and correctly, e.g. Did you get m e rig h t?
( = D id y o u . u n d erstan d me clearly, so th a t no m isunder
stan d in g is possible?)
24
$ farmmates — companions- living on the sam e farm
(Comp, classmate, playm ate, roommate, etc.)
e to get into a moony mood (colloq.) — to s ta rt im agining
things th a t do not exist
7 g u llib le — easily deceived, believing all one is told
(Russ, легковерный, доверчивый)
8 turned on her imagination (fig .) — was carried away
by her im agination, used her im agination freely
9 memorial — som ething to rem ind people of a person
or event; e.g. There is a w ar m em orial in the town (i.e. a
m onum ent w ith th e nam es of men who were killed In the war);
Memorial Day — day for honouring the memory of men killed
in w ar (in USA — May 30)
10 to set about — to begin
11 to g lin t — to send out a light or flash th a t comes and
goes (Russ, сверкать)
12 to set upon — to attack
13 It was lucky — It was most fortunate (Russ, удачный,
повезло). Lucky refers to favourable circum stances, i.e.
a lucky choice, day, person', e.g. I was lucky to run into him
on th a t day; he helped me a lot. S y n . happy refers to the way
a person feels about things, im plying joy, sense of fulfill
m ent, pleasure, co n tent, etc.; e.g. I don’t w ant any changes.
I ’m happy as I am . Now th a t he’s got w hat he has been after,
he is com pletely happy.
14 none is so exasperating as he who — no one makes you so
angry as a person who (to exasperate — to rouse anger, to
irritate); he w h o .. . — the one w h o . ..
15 were the ones w h o ... = were those w ho...
16 culprit — a person who is guilty of som ething; one
accused of a crim e
17 tarred and unfeathered her — covered her w ith ta r and
plucked out her feathers (the author makes use of.the phrase:
to tar and feather a person = to punish one by covering him
first w ith ta r and then w ith feathers, which is a sign of
p u b lic disgrace)
18 to jump to conclusions — to draw a hasty conclusion
th a t is not ju stified (Russ, делать поспешные выводы).
The sentence is a pun, based on a play upon the double m ean
ing of the word conclusion: 1) end, 2) opinion. It may be
paraphrased as follows: “If you jum p to a conclusion it may
be the end of you.”
25
EXERCISES

word-comb inat ions:
a) Charles, eaves-drop, sm ithy, quack, execute, m artyr,
sen tim en tal, re alistic, gullible, inventive, inaccurate, b u tch
er, shriek, th ro a t, m em orial, hero, c u lp rit, ta r, unfeather,
unpopular, bearer, false
b) onw 5a 'dei; waz T edw ta 'ta u n ; 'w en t 'kwaekip o 'b a u t
Зэ 'faun; З г ^ 'л З э г ^ 'а г ш т э к ; w a z ^ S o 'g r e itis t 'ho:s т ^ Э э
'w a:ld; 'k x t аиэ 'B routs; 'seivd aua 'la iv z
•Exercise II. D rill, a) Read and repeat; b) U se the structures in sen
tences of your own:
I. 1. They would have cut our th ro a ts if it h a dn't been for
C harles.
2. H e w ould have got wet through if it h a d n 't been for
th e rain co at.
3. They w ouldn’t have started building a mem orial
if it h a d n 't been for E va.
4. She w ouldn’t have.stayed in tow n in such ho t w eather ■
if it h a d n 't been for her sudden Illness.
II. 1.. E va was as inventive as she was inaccurate.
2. The boy was as clever as he was handsome.
3. The task was as interesting as i t was difficult.
4. T he house was as beautiful as it was comfortable.
II I . 1. I can hear a mouse walk across moss.
2. H e could see the sun rise in th e m orning.
3. She heard the sea roar in th e distance.
4. T hey watched the trains arrive a t th e statio n .
IV. 1. They set about building a m em orial.
2. She set about feeding the birds.
3. I set about cleaning the house.
4. She set about doing the dishes.
1. B u t for E va, he would have been brought hom e without
anything particular happening. 2. They are p u ttin g to death
an innocent horse. 3. “H e was w onderfull" cried a goose that
believed a ll it was told. 4. W e m ust build a monument to Charles
the G reat. 5. A ll th e birds and beasts started building a mon
28 '
um ent. 6. I t was fortunate th a t Charles was not alone, for
th e m em orial-builders m ight have attacked him w ith clubs
and stones. T. No one makes you so angry as the one who is
rig h t. 8. E v a had arrived at a hasty conclusion th a t Charles
was taken to town to be shot.
хозяин; околачиваться; подслушивать; возбужденно;
рыдать; пронзительно кричать; палач (мясник); привести
обратно; усесться (о птице); безлунная ночь; сова; невин
ный; герой; мученик; казнить; наброситься на кого-либо;
доверчивый; скептический; мудрый; привлечь внимание (к);
спасти ж изнь; оказаться; ложный; перерезать горло; живое
воображение; изобретательный; хорошо понять; неточный
Exercise V. F ill in the blanks with prepositions:
1. It was difficult . . . them to m ake th eir way . . . the
wood . . . such a dark and storm y n ig h t. If it h a d n ’t been
. . . th e guide they w ould have never reached the station
. . . tim e. 2. . . . th e sunlight the cottage had seemed quite
different; now it looked, shabby and gloom y. 3. I ’m going
to take a b a th — a quarter . . . an hour. T u rn . . . the hot
w ater tap , please. 4. A ll . . . a sudden a big dog set . . . me.
If it h ad n ’t been . . . J i m, I w ould have been badly b itten.
.5. Mary expected guests . . . the following day. So she set
. . . tidy in g the room and replaced the bed . . . a com fortable
sofa. 6. If it h ad n ’t been . . . the m aid who was hanging
. . . the bedroom nobody would have known th e tru th . . .
th e row . . . the m iddle . . . the night.
1. W hy was the farm horse led one day to town by his
owner? 2. W h at was E va and where did shespend all her days?
3. D id she understand things correctly or did she never get
an y th in g q u ite right? 4. W hat did her farm m ates say of her?
5. W hy did her farm m ates say she had two mouths but only
one ear? 6. W h at did Eva go quacking about on the day Charles
was led away to th e sm ithy? 7. W hy did she tell the other an i
m als Charles was taken to town to be shot? 8. W hat d id she
cry excitedly? 9. W hich of the anim als believed her words?
W hat did they say? 10. W hich of the anim als doubted the
tru th of her words? 11. W hat did E va shriek after turning
on her lively im agination? 12. W hat did the wise old owl
27
say? 13. W hy did th e birds and beasts set ab o u t building a
m em orial?'14. W hich of the birds a n d 'b e a s ts did not tak e
p art in b u ild in g a m em orial to Charles? 15. W here did the
farm er appear ju s t then? 16. In w hat w ay was C harles lucky?
17. W h at w ould th e m em orial builders h av e done, if C harles
had been alone? 18. W hy did the owl perch upon the roof
of th e barn? 19. W ho finally called a tte n tio n to the cu lp rit?
20. W hat did the anim als do to Eva? 21. W hy did they ta r
and unfeather her? 22. W h at is the m oral of th e story?
Exercise VII. Find synonyms in the text to the following words:
to weep, tru stin g , to cry, resourceful, m onum ent, clever,
to attac k , to begin doing som ething
Exercise VIII. Retell the story using the following words and phrases:
lead to town; owner; w ithout incident; if it h a d n ’t been for;
to hang about; never got any th in g rig h t; to execute; innocent;
m artyr; sen tim ental; gullible; inventive; inaccurate; butcher; ^
to cu t one’s th ro at; on a moonless night; to build a m em orial
(to); to set about; it was lucky; to set upon som ebody; exasper
ating; to call a tte n tio n to ^ unpopular; the bearer of news;
tu rn out to be false
Exercise IX. Retell the story in Indirect Speech.
Exercise X. Complete the following sentences:
(see Exercise I I — I)
I. 1. I Would h ave got soaked if . . . . 2 . She w ould have
come in tim e if . . . . 3. They w ouldn’t have lost th eir way if
. . . . 4. H e w ould h ave gone to the seaside if . . . . 5. H e would
have helped him if . . . .
(see Exercise I I — I I I )
II. 1. I could see a tall figure . . . . 2. H e can hear the
waves . . . . 3. She w atched the people . . . . 4. H e heard
somebody . . . . 5 . She can see the children . . . .
Exercise XI. Choose the correct word from those in brackets:
' . (bring — take)
1. I have . . . hom e several interesting m agazines. 2. R ead
them to n ig h t, or at least look them through, because I must
. . . them to the lib rary to-morrow.
(lucky — happy)
1. “T h irteen is my . . . num ber.” 2. H e says he is the . . .
man in the w orld. 3. H er m arriage has proved to be very . . . .
28
4. It was . . . he was not at hom e when the robbers broke into
th e house; they w ould have shot hi m.
(owner — master — landlord — host)
I. The . . . of the dog had to pay a fine for it. 2. They
arrived at th e inn late at n ig h t and the . . . said there wrere
no vacant rooms left. 3. The dinner-party was a great success,
owing to the . . . , one of the most a ttra c tiv e men we had ever
seen. 4. The parlour-m aid answered the call and said the . . .
was out. 5. E very sum m er we hire a sm all cottage at the sea
side. W e like th e place and enjoy the com pany of our . . . , a
retired officer.
Exercise XII. Topics for discussion:
1. R etell th e story in the person of Charles.
■£. D escribe E v a, the duck. Does the nam e suggest an y
thing to you?
3. Discuss th e first p art of the story (up to the words:
“Ju s t then the fa rm e r.. . ”) and speak on the tra its [treiz] of
hum an ch aracter th e author satirizes in it.
4. Discuss th e end of the story.
5. W hy do some people like sensations? Speak on a sen
sation.
Exercise XIII. Study the story in pictures on p. 30 and answer
the following questions:
1. Is th is a th eatre or a concert hall? W hat sort of perform
ance is th e audience attending? Is this a sym phony concert
or a v arie ty show? W h at part of the hall can you see in the
picture? Can you see the stalls (the p it, the dress-circle, the
balcony, th e boxes)? W hom can you see on the stage? Is the
com pere ['к а т р е э ] standing before the microphone? W hat
tu rn is .th e com pere announcing? (See next picture.)
s 2. How does th e public greet the singer? W hy does the .
public bu rst into applause when the singer appears on the
stage? Is th e soloist a well-known singer? Is4 she going to
sing an encore?
3. How m any accordionists are there on the stage? W hat
do they look like? Do they just p la y the accordion or do they
both sing and play? W here is th e com pere standing?
4. T his tu rn seems to be the h ighlight of the program,
doesn’t it? Is the compere interested in this turn? W hy is
he peeping out from behind the scenes? Is he a little bit
afraid of th e boa-constrictor? Is the boa-tam er afraid of
29
A Tragic Incident
th e boa-constrictor or is he absolutely calm and self-assured?
W h at does he w ear on his head? H e looks m ajestic, doesn’t he?
5. W h at has happened? W hy is the com pere’s face dis
to rted w ith horror? W hy has he dropped the microphone?
H as an y th in g gone wrong?
6. Now th is is very strange indeed, isn ’t it? W hy is the
boa-constrictor left alone on the stage? W h a t has m ade the
com pere tak e to his heels? W here is th e boa-tam er? W hat
is the difference in the boa-constrictor’s appearance as
compared, to p ictu re 4? W h a t h as rem ained of- the boa-
tam er?
Here are some more questions for you to answer:
1. W here do you usually buy tickets if you wish to go to
th e th eatre (concert)? Do you buy them a t th e box-office or at
th e booking-office?
2. Is it possible to pick up a tick et at the entrance, if
you failed to get one a t the box-office?
3. W hich do you prefer: seats in th e stalls or in th e boxes?
Do you m ind hav in g a seat on the balcony or in the gallery?
Do you use opera-glasses if you have a seat in the gallery or
on th e balcony?
4. W here do you leave your coat a t the theatre? W ho gives
you the check?
5. W here do you go in the in terv al if you wish to have a
cup of tea, a sandwich or a cake?
6. W h at tim e does the perform ance usually begin? W hen
does th e cu rtain rise (fall)?
7. H ave you ever been to the Bolshoi Theatre? Is Maya
P lisetsk ay a a success w ith the public? How do the people in
th e hall show th eir appreciation of th e performance?
8. W hich do you prefer: to go to th e opera-house or to the
play-house? W ould you ra th e r go-to a (violin, cello) recital
or to a sym phony concert?
YOU BE THE DETECTIVE
Professor M urray told his crim inology 1 class: “One af

ternoon, my friend D etective Shea passed by the paw nbrok
er’s shop 8 owned and operated b y ' J u d i t h K arsan. Jn d ith
ran 3 th e shop all by herself; *■ its size was reputed to belie
th e volum e of its business.” 5
“D etective S hea glanced inside, b u t did no t see anyone.
H e stepped w ith in , and found J u d ith behind a counter, bound
and gagged.® A fter being u n tied , paw nbroker Karson told
her story:
‘A bout one o ’clock, a ta ll, dark, powerful man entered.
A fter talk in g to me a few m inutes, he produced a gun, 1
tied me up, and took all the choicest 8 jew ellery and money
he could find, p lacing everything in a sm all valise. W hat
I ca n ’t u nderstand is why he was so casual about it 9 all, as
if he were n o t afraid of interruptions. A ctu ally , I had ap p o in t
ments w ith three persons between one and two o’clock,
yet no one showed up 10 till you did. The thief did not leave
u n til o n e-forty.’
“D etective Shea noted th a t the tim e was ju st two o’clock.
‘I did not see an y th in g unusual when I cam e along,’ he stated .
‘However from w h at you tell me, the theft was probably
com m itted 11 by Conroy O tis. H e’s used the idea before.’
You be th e detective: W hat could the thief have done to
feel certain he w ould not be disturbed?”
Solution:
It was discovered th a t the thief had hung a sign on
the door knob, “O u t to lunch, back at 2 p. m .” . 12On leav
ing, he sim ply took the sign w ith him.
(From “Humour Variety. Stories, Jokes, Cartoons” . No 2, London)
NOTES
1 crim inology— the study of crim e and crim inals; a

subjdbt tau g h t a t th e F acu lty of Law
2 pawnbroker’s shop — a place where you can borrow
money on condition you leave som ething valuable there as a
security (Russ, ломбард). The verb is to pawn; e.g. He was
short of money and had to pawn his tiepin. A n t. redeem;
e.g. M artin redeem ed his bicycle after pay day.
3 to run (a shop) — to manage; e.g. to run a business, a
restaurant, a theatre. S y n . operate — chiefly A m . (see in
th e tex t “th e paw nbroker’s shop owned and operated by Ju d ith
K arson.”)
4 a ll by herself — alone, w ithout any assistants
5 its size was reputed to belie the volum e of its business —
it was said th a t the size of the shop gave the wrong idea of
32
th e scale on which business was conducted there; in other
.words, though the shop was sm all the volum e of its business
- was great
6 to gag — to p ut som ething (a tow el, a handkerchief,
etc.) into a person’s mouth to prevent him from crying out
and calling for help
7 to produce — (here) to show
8 choice adj — carefully chosen, p artic u la rly good; the
choicest jewellery — the best rings, necklaces, ear-rings,
brooches, etc.
9 he was so casual about it — he d id n ’t show any signs
' of nervousness, he was perfectly at ease
10 no one showed up — no one came
11 to com m it — to do som ething bad (or foolish); e.g.
to commit a mistake (an error, a blunder, a crime, a burglary,
a theft, etc.) .
B ut: to com m it suicide = to kill oneself (in this case no a r
ticle is used).
12 2 p. m .— 2 o ’clock in the afternoon (p.m .— post me
r id ie m , a .m .— an te m eridiem ); e.g. 2 o’clock a . m. — 2 o’clock
in the m orning
EXERCISES

word-comb inat ions:
a) detective, crim inology, paw nbroker, belie, volum e,

w ith in , counter, gagged, repute, powerful, jew ellery, valise,
casual, ac tu a lly , ap p o in tm en t, thief, solution, knob, sign
b) 'djuidid 'r a e n ^ d a 'Jap ; its 'saiz waz ri'p ju :tid ; 'g la n st
in 'sa id ;' da '0 i:f; da 'Qeft; 'ju :z d w d iw ai'dia; tu k da 'sam
Exercise II. Drills, a) Read and repeat; b) Use the structures in sen
tences of your own:
I. 1. W hat I can't understand is why he was so casual.
2 .( W hat he can't imagine is where she keeps her jew ellery.
3. W hat I don’t know is w hat happened during my
absence.
4. W hat seems very strange is why he d id n ’t leave his
address.
5. W hat surprises me greatly is how he m anaged to get
into the shop.
2 № 1618 , 33
II , 1. H e was casual as if he were no t afraid.
2. She was so pale as if she were frightened to death.
3. H e spoke alm ost in a w hisper as if he didn’t w ant
to a ttra c t atten tio n .
4. She moved slowly as if she were tired out.
III. 1. From what you tell me, the th eft was com m itted by
O tis.
2. From what we hear, he is a very clever detective.
3. From what I saw, he doesn’t like to be disturbed.
4. From w hat I read, i t ’s the m ost ingenious crim e com
m itted .
5. From what I know, the idea has never been used before.
1. J u d ith managed the shop q u ite alone. 2. The crim inal
had tied Ju d ith 's hands and feet and had p u t a big handker
chief into her m outh. 3. No one came to the paw nbroker’s
shop betw een one and two. 4. The m an put the best rings,
bracelets, etc. in to a sm all leather bag. 5. H e didn’t seem
nervous or afraid of anything. 6. The D etective supposed th a t
Conory O tis had stolen the jewellery.
Exercise IV. Find in the text (or notes) English equivalents for the
following and use them in sentences of your own:
краж а; вор; совершить краж у (преступление); кримино
логия; связать и заткнуть рот; ломбард;, заложить; выку
пить; прилавок; вести дело; назначить свидание; покончить
ж изнь самоубийством; совершенно одна; лучшие драго
ценности; ручной саквояж ; фактически; непринужденный
(небрежный); однако (тем не менее); потревожить; 6 часов
вечера (утра)
Exercise V. Complete the following sentences:
1. A fter talking to me, he , , , . 2. A fter hanging the sign on
th e door knob, th e m a n . . . , 3. A fter binding and gagging
J u d ith , th e t h i e f . . . . 4. On d o sin g the door, h e . . . . 5. On
leaving th e paw nbroker’s shop, the D e te c tiv e .. . .
Exercise VI. F ill in the blanks with prepositions or adverbs:
W hen th e D etective was passing . . . th e paw nbroker’s
shop h is a tte n tio n was a ttra c te d . . . a sign . . . th e door knob,
“ . . s . . . lunchi back . . . 2 p. m.” T his seemed strange . . .
34
hi m, as he knew . . . certain th a t J u d ith 'a lw a y s h ad ap p o in t
m ents . . . one and two o ’clock. Besides people often dropped
her shop . . , th eir way , . . the lunchroom n e x t door.
“I ’ll drop . . . la te r,” he said . . . him self. . . . a q u arter . . .
an hour he was back . . . the shop. The sign was gone but there
d id n ’t seem to be anyone . , . the shop. “I ’ll step . . . and find
. . . w hat is going . . . here,” the D etective thought. . . . the
moment he sw ung th e door open he noticed som ething s tir
rin g . . . the counter.
Exercise VII. Answer the following questions:
1, W hat class did Professor M urray teach? 2. W ho was

passing by a p aw nbroker’s shop one afternoon? 3. W hat was
D etective Shea passing by? 4 ..W hat did J u d i t h K arson own
and operate? 5. D id J u d i t h have any assistants or did she
ru n the shop all by herself? 6. D id the size of the shop give a
tru e idea of the volum e of its business? 7. W here did D etective
Shea find J u d ith when he stepped in to th e shop? W h at did
J u d i t h do after being untied? 8. W hen did a tall dark man en
ter the shop? 9. W h at did the m an produce? W hat did he do
to Ju d ith ? 10. Did the man take all the choicest jew ellery
or only some of it? 11. W here did he place the jew ellery and
th e money? 12. W h at could J u d i t h no t understand? 13. W as
th e man in a hurry? D id he seem nervous or was he casual
ab out it all? 14. How did the man behave? 15. W hy did
J u d i t h expect people to come between one and two o’clock?
16. W ho did she h av e appointm ents w ith? 17. D id these
three people keep th eir appointm ents or did they fail to show
up? 18. How long did the thief stay in th e shop? 19. W hat
did D etective Shea conclude from w hat Ju d ith told him? 20.
W ho was the theft probably com m itted by? 21. W hat made
th e D etective th in k the theft had been com m itted by Conroy
Otis? 22. W here had the thief hung a sign? 23. W h at sign had
he hung? 24. Wh a t did he do w ith th e sign on leaving?
Exercise VIII. Retell the story using the following words:
paw nbroker’s shop; to run a shop; all by herself; to glance

inside; behind a counter; .gagged; powerful man; to produce
a gun; th e choicest jew ellery; sm all valise; casual; as if he
were; actu ally ; to h ave appointm ents; yet; to show up; thief!
th eft; to be d isturbed; to hang a sign; on leaving
Exercise IX. Ask your neighbour and have the question answered!
2 35
w hether he (she) likes the story;
w hat he (she) th inks about D etective Shea;
w hat kind of m an entered J u d ith ’s shop;
■w hy th e m an d id n ’t seem to be in a hurry;
w hether J u d ith had any appointm ents th a t afternoon;
why these people did not keep th eir appointm ents;
w hat th e ta ll d ark m an did w ith th e sign after leaving
the shop
Diagnosing a Case
36
Exercise X. Combine each of
these pairs of sentences as in the
example:
a) He found J udi t h behind
the counter. She was bound
and gagged.
b) He found J ud i t h behind
the counter, bound and gagged.
1.
on the tab le. It was w rapped in
blue paper. 2. She stooped to pick up the flower. It was crushed
by a heavy shoe. 3. There was a gay blue fence round the
garden. I t was p ainted by the landlord him self. 4. She found
a sm all leather case in the bedroom . It was locked by m other.
5. The trav eller arrived at an old country inn. It was owned
by Mr.' Jacobs. 6. M ary wore a p retty pi nk gown. It was made
by her elder sister.
Exercise XI. Translate into English:
a) 1. Ч е г о я н е м о г у п о н я т ь , так это почему он
так неожиданно уехал. 2. Ч е г о я н е з н а ю , так это
когда он бывает дома. 3. Ч т о м е н я п о р а ж а е т , так это
каким образом он туда попал. 4. Ч т о м н е н е п о н я т н о ,
так это почему там никого не было.
b) 1. Она отвечала спокойно, к а к б у д т о она не вол
новалась. 2. Она вся дрожала (to trem ble all over), к а к
б у д т о она чего-то боялась. 3. Он был так бледен, к а к
б у д т о он был болен. 4. Он улыбался, к а к б у д т о думал
о чем-то- приятном.
c) 1. О т к р ы в д в е р ь , он тихо вышел из дома.
2. П р о ч и т а в о б ъ я в л е н и е , он тотчас ж е пошел в
м агазин. 3. П о к а з а в д е н ь г и , он положил их обратно
в карман. 4. З а п е р е в я щ и к (drawer), он положил
ключ в карман.
37
1. W h at can be said about D etective S hea’s methods of
investigation?
2. W h at faculties m ust a good detective possess?
3. W h at do you know about Sherlock Holmes?
4. T ell a d etective story you have read.
5. Do you like reading detective stories?W hy?
pxercise X III. Study the story in pictures on p. 36 and answer the
1. W here do people usually go for m edical advice? W hy
have these people come to the clinic? Do they look ill? W hich of
them looks ill? W here are they sittin g , in the w aiting-room
or in th e consulting-room ? Are they talk in g or are they w a it
ing for th eir tu rn at the doctor’s in silence? W hat does each of
them look like?
2. W h a t does Andrew do when he hears the words, “N ext,
please!”? W hom does he see in the consulting-room ? W hat
is there on th e d octor’s desk? W hy does the doctor need a
therm om eter, a phonendoscope, etc.? W hy is it necessary for
th e doctor to know the p a tie n t’s tem perature, blood-pressure,
etc.? Does th e doctor fill in the p a tie n t’s case history? Does
she do it before or after exam ining him?
3. W h at does Andrew com plain of? W h a t’s wrong w ith
him ? Is he a b u rly fellow or does he look weak and sickly?
W h at does he look like? W hy does the doctor seem som ewhat
surprised? W hy has Andrew stripped to the w aist? W hat is
th e doctor going to do? Is she going to give him a thorough
exam ination?
4. W h at is th e doctor doing? Is she feeling A ndrew ’s
pulse or is she listening to his heart? W h at is she using to
listen to h is heart?
5. Does th e doctor th in k Andrew has h e a rt trouble? Is
his heart norm al or weak? W h at has the doctor w ritte n down
in A ndrew ’s case history?
6. How m any days have passed since A ndrew ’s first visit?
H e still th in k s he is ill, doesn’t he?
7. How soon does he come again? W h at does he say to
the doctor?
8. W hy is Andrew being X -rayed? Is he a very insistent
p atien t or does th e doctor begin to doubt th e diagnosis she
has made?
9. Is it easy for the doctor to diagnose the case as h ea rt
trouble now? W hy is she sm iling? '
38
Jokes
A world-fam ous A m erican surgeon arrived in E ngland.

O ne day he was shown around a big London h o sp ital. Because»,
of his re p u ta tio n he was treated w ith much respect. As the
h o sp ital was only recently opened he was proudly shown all
th e latest innovations. H e looked a t some of the charts. The
system of abb rev iations they used wa*s fam iliar t6 him, Т В
for tuberculosis, S F for scarlet fever and so on. H e understood
them all except for a num ber of charts m arked GOK-
H e stared at them for some tim e, then turned to one of the
physicians accom panying him . “I understand m ost of these
abb rev iatio n s,” he said. “They are the sam e as we use back
hom e. B ut th is GOK — you seem to h av e q u ite an epidem ic
of I t , I notice. W h at does it stand for?”
“Oh”, replied th e ph y sician . “T h a t’s w h at we use when
we can ’t diagnose a case. It stands for God Only K.nows*
* Ф
*
A girl in a low-cut dress asked her doctor w h at to do for
a bad cold.
“The first th in g to do,” said the doctor, “is to go home,
get dressed and go to bed.”
* *
*
“D octor, I w an t you to look after my office, w hile I am on

my v acation.”
“B ut, I ’ve ju st g rad u ated , doctor, I ’ve had no experience:”
“T h a t’s a ll rig h t, my boy. My practice is stric tly fashion
able. Tell th e men to play golf and ship th e lady patien ts
off to B erm uda*.”
THIS IS WHERE MAMA CAME IN
In th e old days M am a laundered 1 ev erything — overalls, 2

p a n ts,3 w in ter co ats. Today th e c lea n er’s 4 takes over the
job a t a reasonable p riced
* Bermuda — Bermuda Islands is a group of islands in the North

A tlantic Ocean, a fashionable winter resort.
39
The sign on the window says, “Any G arm ent C leaned,
49 Cents.” So I brought in my w ife’s dress. The nice girl made
out a p ink slip to re ad ,6 “One blue dress — 79 cents.” I d id n ’t
notice th e price u n til I got home. “W hy 79 cents?” “I don’t
know.” “Go back and tell them i t ’s a m istake.” I w ent back.
“W ell, you see, sir, this dress has b u tto n s.” “So?” “So t h a t’s
e x tra .7 I ’m not charging you for the b elt. If the boss finds
out I ’ll get p len ty .” 8 I was so pleased to get a belt cleaned
for free 9 th a t I let it go. 10 “W hen shall I come for the dress?”
“I t w ill take ab out two weeks.” “Two weeks?” “Unless you
w ant th e Special Service. 11 T hat takes only a week. It costs
only 25 cents more.” W e had to leave tow n. So there was n o th
ing for me but to agree. By now she had a second pink slip
added to th e first. “W ould you like to insure the garm ent?”
“Insure against a loss? You mean you expect to lose the dress?”
“Of course not. J u s t in case,12 th a t’s all. I t ’s optional.” 13
SCENE TWO — ONE WEEK LATER
My wife called for the dress. “W h a t’s this stain 14 here in

front?” “It- m ust have been there when you brought it in .”
“T h a t’s w hy I brought it in, bu t i t ’s still there.” “It m ust
be a fru it sta in .” “T h a t’s good to know, b u t I w ant it out.
Send it b ack.” “You w ant the Special or the R egular Service?”
“Never m ind, 16 I ’ll wash it m yself.”
This is w here M ama cam e in. 16
NOTES
1 to launder — to wash and irofi clothes (laundress — a

wom an who makes her living by w ashing and ironing clothes;
laundry 1) a place where clothes are washed; 2) (colloq.)
th e clothes th a t are sent to be washed; e.g. H as the laundry
come back? Please, go and fetch the laundry.
2 o v erall — a garm ent put on over ordinary clothes to
keep them clean (Russ, халат, комбинезон)
3 pants (A m .) — trousers
4 cleaner’s — a place where clothes are cleaned not by
w ashing b u t by a chem ical process; also dry cleaner’s, clean
ing store (Rubs, химчистка)
8 at a reasonable price — a t a price th a t is not high
(reasonable = inexpensive). Price — th e am o u n t of money paid
40
or dem anded; e.g. high, low, fixed prices. W h a t’s the price of
the hat? (shoes, dress, etc.). S y n . charge — the price de
m anded, especially for services; e.g. charges for a room., meals,
medical or legal advice, etc.; e.g. I can’t afford this dressm ak
er: her charges are too high.; e.g. You can have m ineral w a
ter free of charge here (= w ith o u t paying for it). Charge w,
e.g. How much does this dressm aker charge for a dress?
6 m ade out a pink slip to read — w rote out a receipt on
a narrow piece of paper containing the following words
(a slip to read — a slip saying that)
7 extra — an additional charge
8 I’ll get plenty (colloq.) — the boss w ill give me a good
scolding (R uss, мне попадет)
9 for free — w ithout paying for it
10 I let it go — I said nothing more about it
11 the Special Service — Russ, срочная чистка
12 ju st in case— just in case som ething happens
13 optional — n o t com pulsory (as optional subjects —
which you may take if you wish)
14 stain — a d irty mark; the word alw ays has a negative
m eaning and is also used figuratively, as ink (blood, wine)
stain; adj stain ed in com pound adjectives, as tear-stained
face, ink-stained fingers, blood-stained hands. Syn'. spot 1) a
w hite dress w ith yellow spots, a grey dog w ith black spots;
2) a p articu lar place; e.g. I t ’s the very spot w here I saw him
last; on th e spot — a t the (very) place
15 Never m in d .— It doesn’t m atter.
16 This is where Mama came in .— This is w here M ama
proved useful. To come in (fig .) — to play a certain part;
e.g. W here does he come in? — W h at is his role?
EXERCISES

word-combinations:
a) lau n d ry , overall, pants, reasonable, garm ent, special,
service, insure, optional
b) in ^ S iw 'o u ld 'deiz; o ri^ S a 'w indou; 'te l^ S a m its э
m is'teik ; Sis 'd res haz 'bAtanz; ifw 3a 'bos 'faindz 'a u t;
'a e d id ^ ta 3 a ^ 'f a : s t
Exercise II. Drills, a) Read- and repeat; b) Use the structures in sen
tences of your own:
3. 1. W ould you like to take a walk?
2. Would you like to h av e a bite?
3. Would you like to go to the beach?
4. Would you like to take a nap?
5. Would you like to have a smoke?
6. W ould you like to insure your house?
II. 1. I d id n 't notice the price u n til I got home.
2. H e d id n 't learn the news u n til he read the m orning
paper.
3. The child d id n 't stop crying u n til it was given a toy.
4. She d id n 't enter the lecture hall until the bell rang.
5. H e didn’t switch on the light u n til he drew the cu rtain .
II I. 1. There was nothing for me but to agree.
2. There is nothing for us but to stay here overnight.
3. There was nothing for him but to obey the order.
4. There was nothing for her but to re tu rn home.
5. There is nothing for us but to w a it for the secretary.
IV . 1. I was pleased to get the dress cleaned.
2. She was eager to get her room papered.
3. H e w ants to have his watch mended.
4. I w ant to have m y bicycle repaired.
5. I m ust have m y hair washed.
1. In a week my wife dropped in at the cleaner's to get her
dress. 2. T he girl exam ined the dress and said: “The stain
was probably there w hen you brought in the dress.” 3. I no
ticed the price only when I got home. 4. The dress w ill be cleaned
in about a fortnight. 5. “I t doesn’t m atter,” my wife said, “I ’ll
wash the dress m yself.” 6. You don’t have to insure the dress,
i t ’s not compulsory.
химчистка; пятно; стирать и гладить; отдать пальто
(брюки) в чистку; срочная чистка; обычная чистка; я хочу,
чтобы мне вывели пятно; Выписать квитанцию; халат (ком
бинезон); умеренные цены; бесплатно; нам ничего не оста
валось к а к . . . ; прикрепить (к чему-либо); застраховать
на случай потери; брать дополнительную плату за сроч
ность; через неделю; зайти за чем-либо; пуговицы; пояс
42
Exercise V. Fill in the blanks with prepositions or adverbs:
1. How much did the tailo r charge you . . . the w inter coat?
I was told one could buy a nice w inter coat . . . a reasonable
price .. . th e stores. 2. “W hen are you going to call . . . the
dress?” “I called . . . the cleaner’s yesterday to find . . . if
th e dress was read y . They told me to call . . . it . . . a day or
tw o.” 3. My wife and I are going . . . a trip . . . the South. As
we are leaving . . . a week I had to agree . . . the Special S erv
ice. 4. H e made . . . his m ind to insure his bungalow . . .
fire. N ot th a t there was any actual danger, . . . course, but he
thought it was a wise thing to do, ju st . . . case. 5. I quite
understand th a t you need some extra cash. B ut where do
I come . . . ? I have no money to spare. 6. There was nothing
. . . him b u t to apply . . . the M utual Aid F und . . . a loan.
1. Did people launder clothes at hom e in the old days or
did they tak e them to the dry cleaner’s? 2. Are the prices at
the cleaner’s high or reasonable? 3. W h at does the sign on
th e window of th e cleaner’s say? 4. How much did the girl
a t the dry clean er’s charge for the dress? 5. D id he notice the
price at once? 6. W hen did he notice the price? 7. W hat did
they charge the extra 30 cents for? 8. W hy did the m an
let it go? 9. How long did it take the clean er’s to clean a dress?
10. How long did the Special Service take? 11. How much did
they charge for cleaning a dress? 12. W hy did the man agree
to pay the ex tra 25 cents? 13. W hat else did the girl ask him?
14. W as it o p tional or com pulsory to insure the dress? 15.
W h at happened one week later? 16. W hat did the m a n ’s
wife notice? 17. W h at did the^girl say about the stain? 18. W hy
did the m a n ’s wife say she w ould wash the dress herself?
: 19. W here did M am a come in?
Exercise VII. Retell the story using the following words and phrases:
in the old days; a t a reasonable price; sign; to bring in;
to make out a slip; extra; to charge for; to get som ething
cleaned; it w ill take; th ere was nothing for me but; w ould
you like to; to insure against; to call for; fruit stain; m ust
: have been there; good to know; never m ind
Exercise VIII. Retell the story in Indirect Speech.
Exercise IX. Change the following sentences using b) for a model:
Exam ple: a) H e has probably fallen ill. - '
b) H e m ust have fallen ill.
43
1. They h av e probably ruined the dress a t the dry clean
e r ’s. 2. She probably left town last n ig h t. 3. I th in k he got
the letter in the m orning. 4. H e probably learned the news
aDout a m onth ago. 5. She has probably laundered the suit
herself. 6. They have probably removed the stain at the clean
e r’s. 7. I th in k he has agreed to the Special Service, as he
is leaving town in about a week.
Exercise X. Make up 5 sentences using still as in the following exam
ples:
1. She is still very pretty.
2. He fs still busy.
3. Does George still work here?
(price — charge)
I. 1. W h a t’s the . . . of these shoes? 2. M arket . . .(s)
are higher th a n those in shops. 3. I recom m end you to go to
the South in spring: there are fewer people there th an in sum
mer and the . . .(s) for rooms are not high. 4. In the Soviet
U nion you can get m edical aid and advice free of . . . .5 . One
can buy good books at a second-hand book shop a t a reasonable
(b r in g — take)
II. 1. “Please . . . my blue dress to the cleaner’s,” M other
said. 2. “W ho has . . . the parcel? W ho is it for?” “I ’ve no idea!
Maybe somebody has left it here by m istake.”
(spot — stain)
III. 1. Again there is an ink . . . on your shirt! How can
you be so careless? 2. I do like your red jum per w ith w hite
. . . . I t ’s very becom ing. 3. The blood . . . on the carpet was
removed at once, b u t they couldn’t help looking a t the place
where they first saw it. 4. This is the very . . . where we used
to cam p. 5. H ave you read the story How the Leopard got his
. . . ? 6. The B righton episode is the only . . . on her reputation.
7. The dog was steel-grey with one black . . . on its forehead.
(say — tell — speak)
IV. 1. P lease, . . . me where you live. 2. W hat did you . . . ?
3. D id she . . . you her name? 4. . . . him to answer the door.
5. Suddenly she rose and . . . , “I m ust be going.” 6. She . . . me
44
not to ring her up after 10. 7. D id you . . . at the meeting?
8. H e h asn ’t . . . you the tru th , I ’m afraid. 9. H e . . . two or
three foreign languages, if I ’m not m istaken. 10. . . . him to
stay . 11. I m ust . . . to you.
Exercise XII. Translate the following sentences:
I. а) Д олж но быть, она отнесла платья в химчистку,
б) Д олж но быть, они уже уехали из города, в) По всей ве
роятности, он застраховал свою дачу от огня, г) Д олж но
быть, он заходил за платьем.
II. 1. Ей ничего не оставалось, как согласиться. 2. Ему
ничего не оставалось, как уехать из города. 3. Ей ничего
не оставалось, как самой выстирать платье.
III. 1. Вы бы хотели прогуляться? 2. Вы бы хотели про
честь эту книгу? 3. Вы бы хотели закусить? 4. Вы бы хотели
пойти со мной в театр?
IV. 1. Она вышла из комнаты с заплаканны м лицом.
2. Пойди вымой руки! У тебя пальцы в ч ер н и л ах .'3. Ему
казалось, что его одежда покрыта кровью.
Exercise XIII. Topics for discussion:
1. Describe tak in g clothes to the cleaner’s.
2. M ake up a dialogue between a client, and the girl in a „
cleaner’s.
3. D escribe a w ashing day.
4. T hink of some other case where M ama cam e in.
Jokes
A perfect wife is one who is w illing to help her husband

w ith the housework.
$ sh
*
The secret of economy is to live as cheaply the first few
days after payday as you lived the last few days before.
&
*
&
Two E nglishm en were on board a ship. They were going
to New Y ork. For two days they had sat side by side w ithout
exchanging a word.
On th e th ird day one of them fell asleep and his book fell
on the deck w ith a thud.
45
I t broke the ice. The other man picked up the book, and
th e following dialogue took place:
“T hank you very m uch. Going across?”
“Yes.”
“So am I.”
Exercise XIV. Study the story in pictures on p. 46 and answer the
I. Is th is a fast train? Is this a fast tra in to Sim feropol
or to Sochi? W ho is standing near the window? Is the wom an
46
young or m iddle-aged? W ho has come to see her off and wish
her a pleasant journey? W hy is she leaving for Sochi? Is she
going for pleasure (on holiday) or on business? Is the guard
standing near th e carriage? W hat are the g u ard ’s duties?
H as the sta rtin g signal been given? Is the tra in pulling out?
2. A b ach elo r’s life has its dark sides too, h asn ’t it? Are
household duties as sim ple as they seem? Is F ath er going
to cook cabbage soup or chicken broth? H as he plucked and
cleaned th e chicken? Does the chicken like the idea of being
boiled? Is H arry a great help to F ather?
3. Do F a th e r’s trousers w ant pressing? Is he pressing his
coat or trousers? W h at is he pressing his trousers w ith? Is he
pressing th e trousers w ith an electric iron or a flat iron? Has
an y th in g gone wrong w ith th e trousers? H as F ath er scorched
his trousers?
- 4. W hy are F ath er and H arry in the bathroom ? A re they
going to tak e a shower? Are they taking a shower or w ashing
dishes? W h at is the bath -tu b full off? A re there many or few
dishes in th e b ath -tu b? I t ’s a cap ital idea to use a bath -tu b
for washing up, isn ’t it?
5. Has a m onth’s holiday in the South changed Mother?
Is she tanned (sunburnt)? Does she look fresh and rested?
W hy does F ath er look miserable? Is the room nice and tidy
or is it in an awful mess? W h a t’s th e m atter w ith t h e T . V.
screen? Some people believe men can’t look after them selves.
Do you th in k they are rigfit?
1. Do you usually book railw ay tickets by p h o n eo rd o y o u
buy them a t the railw ay statio n just before the train time?
2. Can you buy a retu rn ticket if you leave Moscow for Sochi
(T bilisi, etc.)? 3. W hich do young (old) people prefer, a lower
or an upper berth? 4. W here do you place your luggage in
th e com partm ent? 5. W ho checks your tick et when you board
th e train? 6. Is there any e x tra charge for th e bedding? W ho
brings in th e bedding? 7. W here do you have your meals
on th e train? Is there a special dining-car oik a fast train?
A VERY DANGEROUS INVENTION
'by Max Adeler
A step-ladder is a thing most useful to people who are

m oving into 1 a new house. The servants find it extrem ely con
venient when they h ave to wash the window s, to remove the
dust from the door and window-fram es, and to perform many
other household 2 duties; but the m aster 3 of the house w ill
need it, when he hangs his pictures, when he fixes the curtains 4
and when he is asked by his wife to hang a shelf or two in the
cellar.
I w ould, however, w arn my fellow countrym en against 5
the thing which is offered to them under the nam e of P aten t
C om bination S tep-ladder. I bought one “ in the city ju st
before we moved, because the shop assistant showed me how,
by a sim ple operation of a set of springs, the ladder could be
changed in to an ironing-table, and from th a t into a com fort
able settee 7 for the kitchen, and finally back into a step-
ladder, if th e owner w ished. It seemed very tem pting to buy
three useful things for a single price. So I bought it, but
I soon discovered th a t it was not so useful as I had expected
it to be.
On the day of its arriv al, the servant used the ladder to
rem ove the globes from the chandelier in the parlour, 8 bu t
w hile she was engaged in 9 the work the springs unexpectedly
began to move, and the machine was changed into an ironing-
tab le, w hile the m aid-servant was throw n down on the floor
and lay there wi t h a sprained ankle 10 am ong the fragm ents
of two globes broken i nto pieces.
A fter this u n fo rtu n ate accident we decided to use the a p
paratu s only as an ironing-table. P robably the thing would
have rem ained an ironing'-table, if it ha-d been suitable for
this purpose. On the following Tuesday, however, w hile
h alf a dozen sh irts were lying upon it ready to be ironed, some
one passed by a n d knocked against it accidentally. It gave
two or three th rea ten in g jerks, tore two shirts into rags,
hurled the iron out into the yard, and after a few convulsive
m ovem ents of the spring quietly took the shape of a step-
ladder.
Then it becam e evident th at it could be used w ith a g re a t
er safety as a settee, and it was placed in the kitchen in th a t
shape. For a few days we heard no more of it. It gave much
48
satisfaction. B ut one night when the serv an t had com pany 11
the bench w as, perhaps, overloaded, for it had another and
most alarm ing paroxysm ; there was a trem bling of the legs,
then a trem endous j ump, and one of the visitors was hurled
ag ain st th e ran g e,12 w hile the m achine turned several som er
sau lts 19 and appeared once more in the shape of an ironing-
table.
It has now become so sensitive 14 th a t it goes through the
entire drill ^ very quickly if any one comes near it or coughs
or sneezes close at hand. 14 W e keep it in the garret, and some
tim es in the m iddle oL the n ight a ra t will run across the floor,
or a cu rren t of air w ill pass through the room, and we can
hear it dancing over the floor and tak in g the shape of a ladder,
a bench and a tab le fifteen or tw enty tim es in quick succession.
W e are w illin g to sell the m achine for a very sm all sum.
I t m ight be a v alu ab le addition to the collection of some good
museum. I am sure th a t it will be more useful as a curiosity
than a t hing used for house-w'ork.
NOTES
1 to move into (a new house, flat, etc.). N ote the use of

prepositions: move in, out, to; e.g. 1) W e have been given a
new flat and we are moving in tom orrow. 2) R epairs must
be done to our house, so w e’ll have to move out for a while.
3) A fter tak in g his degree he has moved to Novosibirsk
w ith his family.
2 household (see N ote 1, page 13)
s master (see N ote 1, page 24)
4 to fix the curtains — to fasten (to hang) the curtains;
e.g. Fix this shelf to the wall, please. In colloquial speech
fix means “rep air, prepare, arrange, e tc.”; e.g. 1) I must
ask Phi l i p to fix (= re p a ir) my bicycle, I c a n ’t do it myself.
2) D o n ’t w orry, I ’ll fix (= a rra n g e) it for you.
5 to warn against something (or against doing smth.) —
to put on guard or caution against; e.g. The family doctor
w arned him ag ain st going to the South during the hot summer
m onths.
e I bought one — I bought a ladder (one is a pronoun used
instead of th e noun in the previous sentence); e.g. I don’t
care for blue cu rta in s, I prefer yellow ones.
49
г settee [se'ti:] — a seat w ith arm s and a b ack, big enough
for two or three people -
8 parlour — a room in a sm all flat or house for general
use and for receiving guests. In a large house guests are re
ceived in th e drawing-room .
9 to be engaged in smth. (or doing smth.) — to be busy
doing sm th.; e.g. The maid was engaged in rem oving the
globes from the chandelier.
10 to sprain an ankle — to tw ist an ankle, causing pain and
swelling (Russ, растянуть связки)
11 company — a guest or a group of guests (to have, to
expect, to receive company)-, e.g. She likes to have com pany
(== to receive guests). This room is not big enough to receive
a great deal of com pany.
12 range — (here) kitchen range (Russ, плита)
13 to turn a somersault — to tu rn head over heels in the air
(Russ, перекувырнуться)
14 sensitive — may be applied both to things and people;
e.g. a p la n t sensitive to cold, a sensitive child, mouth (‘впечат
лительный, нервный’). S y n . impressionable (Russ, впечат
лительный); e.g. R obert was an im pressionable boy.
15 to go through the entire drill (fig .) — to do all the
regular m ovem ents in succession; in this case to change from
a ladder in to an ironing-table and then in to a settee (drill —
a series of exercises used in th e arm y for train in g soldiers)
16 close at hand — nearby, q u ite near; e.g. I alw ays keep
my dictionary close a t hand (Russ, под рукой). She lives
close at hand (Russ, под боком, рукой подать).
EXERCISES

word-comb i nat ions:
a) dangerous, extrem ely, perform , c u rta in , ironing-table,

settee, chandelier, sprained, ankle, ap p a ratu s, accident, ac
cid en tally , th reaten in g , convulsive, paroxysm , trem endous,
som ersault, cough, g a rre t, cu rren t, m useum , curiosity
b) Кч^Ээ 'Sirj; n 'm urV w S g 'd x st; i n ^ S a 'sela; a n w da 'dei
a v ^ i t s a'ra iv l; jm z d ^ d a 'la e d a ; w iS ^ a 'spreind 'segkl; 'Broun
'd a u n a n ^ S a 'fla: 'BriTBretam g 'dsaiks; тч_/3э 'm id i a v ^ S a
'n a it ; ouva 5a 'f b :
50
Exercise II. Drills, a) Read and repeat; b) Use the structures in
I . 1. They fin d the ladder most useful.
2. H e finds it extrem ely convenient.
3. W e fin d him very capable.
4. She finds them most helpful.
5. H e finds her very attractive.
6. I fin d the book extrem ely difficult.
7. She finds the job most interesting.
IT. 1. W e used th e apparatus as an ironing-table.
2. They em ployed him as a clerk.
3. H e used th e bench as a bed.
4. She was treated as a close friend.
5. She works as a ty p ist in an office.
III. 1. T he ironing-table gave a threatening jerk.
2. She gave a loud cry of surprise.
3. H e gave a sigh of relief.
4. The wounded man gave a groan.
5. L e t’s give three cheers for the w inner.
IV. 1. In the m iddle of the night we can hear it dancing.
2. You can see them playing tennis every other day.
3. Through th e open window he could watch the kids
run n in g ab out in the yard.
4. I saw the m aid removing the dust from the chandelier.
1. Once in a w h ile the head of the household likes to do
things about th e house. Today, for instance, he is- going to
hang th e cu rtain s and take down the globes from the chandelier
to be w ashed. 2. W hen the m aid h it her elbow against the
ironing-table it gave a jerk and threw her against the gas stove.
3. T he cook was busy m aking a cake because she was going to
receive guests in the afternoon. 4. Too m any people were sitting
on the bench. No w onder it broke. 5. W hen are you taking
your furniture and other things to the new flat?
вытирать пыль; вешать занавеси; снимать с люстры кол
паки; гладильный стол; в день прибытия; удариться не
чаянно о что-либо; разбить вдребезги; разорвать в клочья;
51
вышвырнуть во двор; швырнуть о плиту; принять вид чего-,
либо; принимать гостей; чувствительный; несколько раз
перекувырнуться в воздухе; поблизости; держ ать в подвале-
(на чердаке); каш лять; чихать; служ анка; домочадцы; хо
зяин (хозяйка) дома; растянуть связки на ноге; ценное до
бавление (к); диковинка
Exercise V. Fill, in the blanks with prepositions and adverbs:
1. W hen are you going to move . . . your sum m er cottage?
W e’ll probably m o v e Sunday if the w eather keeps
fine. A friend of ours lives close . . . hand, you know, h e ’s
promised to help us . . . our things. F ath er is engaged . . . w rit
ing an article, so he w on’t be very useful . . . us, I ’m afraid.
2. Mary is so aw fully clum sy. Last night she knocked . . .
the tea-table she was passing . . . and broke my wonderful
tea-cup . . . pieces. 3. W ould you mi nd showing us how this
apparatus can be changed . . . a ladder . . . an ironing-table?
4. How shall I rem ove the dust . . . the pictures and the chan
delier? I ca n ’t possibly do this . . . a ladder, and I ’ve been
w arned . . . using th e one w e’ve got because it isn ’t really
safe.
1. W hat thing is most useful to people who are moving
into a new house? 2. To w hat people is a step-ladder a most
useful thing? 3. W hen do the servants find it extrem ely con
venient? 4. W hat household duties do the servants perform
w ith the help of a step-ladder? 5. W hen w ill the m aster of
th e house need a step-ladder? 6. W hat does the author w arn
his fellow countrym en against? 7. W hat are the advantages
of the “P a te n t C om bination S tep-ladder”? 8. W hat did the
shop assistant show hi m? 9. W hat seemed very tem pting to
him? 10. W h at did the author discover soon after buying
the step-ladder? 11. W hat did the servant use the ladder for on
the day of its arrival? 12. Did anyone touch the springs or did
they begin to move unexpectedly? 13. W hen did the springs
begin to move unexpectedly? 14. W hat did the ladder change
into? 15. W h at happened to the m aid-servant? to the globes?
16. W hen did they decide to use the ladder only as an ironing-
table? 17. W h at did someone do when half a dozen shirts
were lying on the ironing-table? 18. W hat happened to the
ironing-table when someone knocked against it accidentally?
19. W hat did the ironing-table do w ith the shirts and the iron?
52
20. W hat becam e evident after th at u nfortunate accident?
21. In w hat shape was the apparatus placed in the kitchen?
22. For how long was it used as a settee? 23. W hat was, per
haps, the reason for another unfortunate accident? 24. W ho was
hurled against the range? 25. W hat did the m achine do before
appearing once more in the shape of an ironing-table? 26. How
does the m achine act if anyone comes near it or coughs or
sneezes close at hand? 27. W hy does it go through the whole
drill if anyone comes near it? 28. W here do they keep it now?
29. W hat can they hear the machine do in the m iddle of the
night? 30. W h at will make the m achine dance in the m iddle
of the night? 31. W h at is the m aster of the house willing to
do with the machine? 32. How could it be used by some good
museum?
most useful (to); to move (into); extrem ely convenient;
remove the dust (the globes); to perform household duties;
to fix the cu rtain s (the chandelier, etc.); to w arn against;
shop-assistant; set of springs; to change from . . . into; tem p t
ing; to be engaged in; sprained ankle; u nfortunate accident;
to use som ething as; to pass by;' to knock against; to give a
jerk (a jump); to tear into rags; to hurl out (into); to take
the shape of; to have com pany; overloaded; to hurl against;
sensitive; to go through the drill; to sneeze; close at hand;
garret; in quick succession; valuable ad d itio n (to); curiosity
Exercise VIII. Complete the following sentences:
1. The m aid-servant was (занята мытьем полов). 2. F a th
er is (занят тем, что вешает занавеси). 3. A ccidentally she
dropped the cup and (разбила ее вдребезги). 4. After the
unfo rtu n ate accident his arm was covered w ith blood and
his sh irt sleeve (разорван в клочья). 5. The p o rtra it was
(ценным дополнением к) the exhibition. 6. It was decided
to use the room (в качестве скромной гостиной).
Exercise IX. Ask questions using the following phrases:
to be engaged in; to hurl (knock) against; to tear into rags;
to rem ove from; to hurl out (into); to w arn against;, to break
into pieces; close a t hand; to change into
Exercise X. Choose the proper word from those in brackets:
( master — mistress — landlord — landlady — host — hostess —
owner) (consult p. 24)
53
The R obot
1. W ho is the . . . of this bicycle? I should like to use it

for a w hile. 2. W e apologized to our am iable . . . and left soon
after tea. 3. P aul avoided m eeting his . . . in every possible
w a y ..T h e money had not yet arrived and he had nothing to
pay his rent w ith . 4. The m aid-servant told the v isitor th at
her . . . could not receive h im . She was in bed w ith a bad
headache. 5. M argaret was a most charm ing . . . and she seemed
to be fully aw are of it. 6. All the household trem bled when
M r. Lawson retu rn ed home. He was a cruel . . . and it was
alw ays best to keep out of his way.
(lie — lay)
1. W e found her . . . in the street w ith a sprained ankle.
2. After dinner he . . . down on th e sofa to have a nap. 3. “W here
did the body . . . ? Show me the exact sp o t,” said Sherlock
Holm es. 4. H e . . . his work aside and asked the man to be
seated. 5. She . . . her hand on th e boy’s shoulder and gently
led him aw ay.
( unfortunate — unhappy)
1. An . . . accident made him a cripple. 2. Though he
seemed to h ave all he w anted he often felt . . . . 3 . This was a
■most . . . rem ark to make! 4. It was . . t he friends missed each
other at th e statio n .
(sensitive — impressionable)
1. You ought to be careful in han d lin g this apparatus,
it is very . . . . 2 . Jo h n was a very . . . child, brought up in
an atm osphere of love and care. 3. He spoke w ith a stam m er
and was very . . . about it. 4. The boy had large eyes and a
. . . m outh.
55
Exercise XI. Topics for discussion:
1. A m odern flat in Moscow.
2. N am e th e household conveniences in your flat.
3. Speak on tim e-saving gadgets.
4. How are household duties divided am ong the members
of your (your friend’s) family?
Exercise X II. Study the story in pictures on p. 54—55 and answer
1. W hat is H arry doing? W hat is he scrubbing the floor
w ith? Is he scrubbing the floor w ith a broom or w ith a brush?
Is he usiftg cold or warm w ater for scrubbing the floor? Does
H arry enjoy scrubbing the floor? Does he look happy?
2. W h at is H arry thinking of? Is he absorbed in deep
thought?
3. Does H arry seem to be technically-m inded? A b rillia n t
idea has struck him , hasn’t it?
4. Is H arry designing some sort of mechanism? Is he using
a draw ing board? a ruler? etc. W hat is he using for designing a
robot?
5. Does H arry seem pleased w ith the work done? W hat does
he seem pleased w ith? Is he grinning w ith delight? H arry is
a b right fellow, isn ’t he? W ho is going to work for H arry now?
W hat does the R obot look like?
6. W hat is th e R obot doing? Does he need a broom or a
brush for scrubbing the floor? Is he doing his work thoroughly?
7. Is the R obot dusting the books w ith the help of a
vacuum-cleaner? W hat is he dusting the books with?
8. W here is H arry sittin g now? W hat is he doing? Is he
dressed or is he undressed and barefoot? W hat has H arry on?
W hy is H arry half-naked? W here is his suit? W hat is the R ob
ot doing w ith H a rry ’s clothes? W hat is he pressing H a rry ’s
trousers w ith?
9. Is H arry dressed up at last? Is he ready to take his g irl
friend out? W ho is helping him on w ith his coat (jacket)?
Is he w earing tight-leg trousers? W hom does H arry see in the
door-way? W ho is greeting him?
10. Does the R obot tu rn out to be too quick? W hy is
H arry struck dumb? W omen are fickle, aren’t they?
56
Jokes
A J apanese gentlem an was shown around an English house.
H e listened to explanations of the purpose of each tim e-saving
gadget, at th e end of his tour he asked: “And w hat do you do
w ith all th e tim e you save?”
* *
*
No fu rn itu re is so charm ing as books, even if you never

open them and read a single word.
* *
*
. If the D o-It-Y ourself craze continues, it m ight even extend
to thinking.
$ H*
*
A charw om an in a City office was im m ensely proud of
h er special skill in polishing floors.
“W hy, w hen I started to work there,” she told a friend,
“the floors were in a. terrible state. It took some hard work,
I can tell you. B ut since I ’ve been polishing them ,” she said
proudly, “three of the staff have fallen down. One of them is
still in hospital w ith a broken leg.”
ON EDUCATION
by F . P . D unne ..
§ 1.
Mr. S m ith was w orried. H is little Bobbie was already six

years old and it was tim e for the fam ily to decide his career.
I t was d ifficu lt, however, to choose a su itab le school for
little Bobbie S m ith. The boy was such a bright little chap. 1
A t last M r. S m ith made up his m ind 2 to drop in on 3 Mr.
B rainer, his neighbour, and ask him for advice. Everybody
in th e neighbourhood believed Mr. B rainer to be a very clever
old gentlem an.
57
“I t ’s a serious question,” M r. B rainer said , “and it seems
to worry people more th an it used to. * Now adays they sta rt
talk in g about the education of the child before they choose
the nam e. I t ’s like this: ‘This kid * talk s in his sleep. H e’ll
,make a fine law yer.’ «O r, ‘Look a t him fishing in U ncle Tom ’s
watch pocket. W e m ust train him for a b an k er.’ O r, ‘I ’m
afraid h e’ll never be strong enough to w ork. H e m ust go into
the church.’ 7
“To my m ind, 8 S m ith, we are w asting too much tim e,
thinking of the future of our young, and trying to teach them
early w hat they ought not to know till they are grown-up.
W e send the children to school as if it was a sum m er garden *
where they got to be a m u se d 10 instead of a reform atory 11
where they are sent to be reform ed. W hen I was a kid I was
put at m y ABC 12 th e first day I set foot 18 in the school; and
my head was s o re 14 inside and out before I w ent hom e. Now
adays things seem to be quite different. Now the first thing
we teach the future businessmen and politicians of our nation
is w altzing, singing and cu ttin g pictures out of a book. In
my opinion it w ould be much b etter to teach them toughness, 18
th a t’s w hat they need in life.”
(to be continued)
NOTES
1 bright little chap — clever little boy; chap (colloq.)

1) boy; e.g. Isn ’t he a nice little chap? 2) m an, fellow (colloq.)-,
e.g. H ello, old chap! G lad to see you.
2 m ade up his m ind — decided. N o t e : in the plural
m inds is used; e.g. They made up th eir m inds to go on a trip
to the N orthern lakes.
3 to drop in on sm b.— to pay a person a v isit w ithout
telling him about your intention, to pay an unofficial v isit.
B u t to drop in a t a place, to call a t a place; e.g. H e is going
to drop in a t my office one of these days. S y n . to ca ll on
sm b.— to go to a person’s house (office, etc.) for a short
visit or on business.
4 more than i t used to — more than it used to worry them
? kid (colloq.) = a child
« H e’ll m ake a fine lawyer.— H e w ill become a fine law
yer; e.g. The young girl has such nice w ays w ith kids. She
w ill make an excellent teacher.
58
I to go into the church — to become a clergym an (a
priest)
8 to my mind — in myopinion
9 summer garden — sort of kindergarten (Russ, детская
площадка)
10 they got to be amused — the teachers a t school are
expected to am use the children and m ake the lessons pleasant
and interesting
II reformatory — an in stitu tio n where young crim inals
are sent for special physical and moral train in g so th at they
m ight be changed (reformed) into good citizens (Russ, ис
правительное заведение для малолетних преступников)
12 I was put at my ABC — I was taught the alphabet
(reading)
13 to set foot (in) — to come to aplace for the first tim e
14 to be sore — to ache
16 toughness I'tAfmsl — firmness, stubborness (Russ, жест
кость, упорство); adj. tough
EXERCISES

word-combinations:
a) S m ith , w orried, career, choose, neighbourhood, serious,
law yer, church, am used, reform atory, now adays, politician,
w altzing, toughness
b) waz 'wArid; 'siks 'jo:z 'ould; 'm eid 'л р hiz 'm aind;
in w do 'neibohud; d i ^ e d j u 'k e ij n o v ^ d o 'tfa ild ; 'tfu :z w do
'neim ; 'strop Tnvf; 'Oipkig o v ^ d o 'fjuitfo; 'deets 'wot dei
'n i:d ; So 'fo :st '0ig wi- 'ti:tj“
I. 1. H e is not strong enough to work.
2. She is not old enough to go to school.
3. They are not advanced enough to read this book.
4. H e is not clever enough to u nderstand this.
5. H e is not experienced enough to do it.
II. 1. I t was tim e for him to go to school.
2. I t was necessary for them to have a good rest.
3. I t was d ifficu lt for us to read this book.
4. I t is im portant for her to know th e tru th .
5. I t w ill be useful for you to work on the farm.
$9
II I. 1. W e send our children to school as if it was a summer
garden.
2. H e treats his boy as if he was grown-up.
3. H e w orried as if it was already tim e to decide his
son’s fu tu re career.
4. She behaved as if she was a child.
and word-combi nations from the text:
W hen R obert reached the age of thirteen it was found at the
fam ily council th at he was an exceptionally clever boy and
it was tim e that he should go to school. H is father chose a public
school he thought f i t for his son and decided to send the boy
there. “W hen R obert com pletes his education he w ill become
an excellent doctor,” he said proudly. “The profession of a doc
tor is an excellent profession in m y opinion and it is a su itab le
one for him too. The boy is not firm and stubborn enough
to become a prosperous businessm an. F o rtu n ately a doctor
doesn’t w ant firmness and stubborness. W hat he w ants is a
good bedside m anner.”
подходящий; умный (способный); взрослый; зайти к
кому-либо; перевоспитывать; развлекать; учить азбуке;
танцевать вальс; по-моему (2 варианта)', делец; полити
ческий деятель; ему пора учиться; из него выйдет отличный
делец (юрист); жесткость (упорство); в наши дни
1. An old gentlem an entered a bookshop and asked . . . a
picture book su itab le . . . young children. “The kids like to
cut p ic tu r e s a book. . . . my opinion there is no harm
. . . it, and it keeps them quiet . . . a w hile, you know,” he
said. 2. Alec d r o p p e d a friend . . . his to talk . . . his
plans . . . th e future. H is parents had made . . . their minds
to train him . . . a sportsm an but the boy was extrem ely fond
. . . music and did not like sport . . . all. “ . . . - my m in d ,”
Alec said, “a fellow should be allowed to choose a profession
he likes. Music is the finest thing . . . the w orld, isn ’t it? ”
1. How old was M r. S m ith ’s little boy? 2. W hat was it
tim e for the fam ily to decide? 3. W hy-was it tim e for the fam
60
ily to decide his career? 4. W hat school did Mr. S m ith w ant
to choose for his boy? 5. W hat did M r. S m ith make up his
m ind to do at last? 6. W hy did he m ake up his m ind to drop
in on Mr. Brainer? 7. W hat kind of gentlem an was Mr. B rain
er believed to be? 8. How do people choose the ch ild ’s
future profession nowadays? 9. W hat do the loving parents
say if the kid talk s in his sleep? 10. W hat do they say if they
see him fishing in his uncle’s watch-pocket? 11. In w hat way
are people w asting too much tim e now? 12. M ust school be
like a sum m er garden where the kids got to be amused or like
a reform atory where they are sent to be reform ed? 13. W hat
m ust children be sent to school for in M r. B rainer’s opinion?
14. W hen was Mr. B rainer him self put at his ABC? 15. How
did he feel before his first school day was over? 16. W hy was
his head sore inside and out? 17. W hat is the first thing they
teach the future businessm en now? 18. W hat would it be
much b etter to teach them in Mr. B rain er’s opinion? 19. W hat
do they need in life?
Exercise VII. Retell the text using the following words and word-
combinations:
a) w orried; suitable; bright; neighbourhood; choose; kid;
to train for; to fish in;' sore; nowadays;, toughness
b) to m ake up one’s mind; was believed to be; i t ’s like
this; to be strong enough t o . . . ; to one’s mind; as if it was;
to set foot in; things seem different; in one’s opinion
Exercise VIII. Complete the following sentences as in Exercise II:
II. 1. I t is tim e for you t o . . . . 2. It is im p o rtan t for him
. . . . 3. It is useful for h e r . . . . 4. It is n ec essary .. . . 5.. It
is a dvi s abl e . . . .
III. l.S h e speaks as i f . .. . 2. He behaved as i f . . . . 3. Bob
b ie’s father worries as i f . . . . 4. H is parents treated him as
i f . .. . 5; She dresses as i f . .. .
Exercise IX. Change the following active constructions into passive
as in b):
a) W e send the children to school when they are seven
years old.
b) The children are sent to school when they are seven
years old.
1. W e m ust tra in him for a banker. 2. They w ill teach the
kids toughness at school. 3. A t last they chose a suitable
school for the boy. 4. B obbie’s father visited Mr. B rainer,
61
his neighbour. 5. The parents have no t yet chosen a nam e
for th e baby. 6. T he teacher w ill punish you if you don’t come
to school in tim e.
Exercise X. Translate the sentences into English using 1) to drop in,
2) used to, 3) to make:
1. а) Он часто з а х о д и т в библиотеку по дороге домой,
б) Я з а г л я н у к вам на днях, в) Можно к вам з а й т и в
Университет на будущей неделе? Мне нужен ваш совет.
2. а) Студентам теперь приходится больше читать,
ч е м р а н ь ш е , б) Он отлично и г р а л в т е н н и с в кол
ледже, а сейчас бросил (to give up), в) В с в о е в р е м я о н а
б ы л а красавицей.
3. а) Из него наверняка в ы й д е т о т л и ч н ы й и н ж е
н е р . б) Она никогда н е б у д е т х о р о ш е й п е в и ц е й .
У нее нет слуха, в) Н икто не ожидал, что из него в ы й д е т
т а к о й б л е с т я щ и й о р а т о р . В с в о е в р е м я он б ы л
очень застенчивым (self-conscious).
1. Speak on M r. B rain er’s views on education. G ive your
opinion of his views.
2. W hat kind of parents are described in this text?
3. Speak on your first days at school.
4. How and when should one’s profession be chosen?
5. D escribe an ideal school as you im agine it.
6. Describe a school from D ickens’ novel.
. Exercise X II. Study the-story in pictures on p. 63 and answer the
1. Are P ap a and Mama going out? W ho is stay in g at home
quite alone? W h at are the loving parents w arning little Bob
against? Does little Bob know he m ustn’t touch an ything,
including P a p a ’s canvases, brushes, and paints? Does he
prom ise to behave and be a good boy?
2. H ave P ap a and M ama left home? Is little Bob alone?
Does Bob keep his p rom ise'or is he trying to am use himself?
W here are th e paints? the brushes? Is little Bob pulling at
P a p a ’s easel?
3. W h at h a s happened? W hy is Bob on th e floor? W ho
has upset th e easel?
4. Is little Bob h urt? W hy is he crying? Does he feel lonely
and unhappy? H as he overturned the paint-box? W here are
th e p aints and th e brushes?
62
A Masterpiece of Abstract Painting
г
5. Has Bob recovered from the shock? Is he happy again?
W hat has he in his hands? Is he squeezing the p ain t out of the
tube? D oes-he enjoy being a “p ain ter”?
6. W hat do P ap a and Mama see when they re tu rn home?
W hy are they horrified? Can you see the im prints of B ob’s
palm s on th e canvas?
7. Is the “p icture” a success at the exhibition? Does P apa
feel proud and happy? W hy do the critics praise P apa to the
skies?
Exercise X III. Retell the story using the following words and word-
combinations:
to warn ag ain st, canvases, brushes, p aints, to pull at the
easel, to keep one’s prom ise, to upset the easel, to overturn
the paint-box, to squeeze the paint out of the tube, to enjoy
painting, footprints, absorbed in his w ork, ex h ib itio n , to be a
success, to praise to the skies
Exercise XIV. Study the pictures below and answer the following
questions:
1. Is the stu d en t taking his exam? W hat is he doing?
W hat does he look like? Has he passed the exam or has he
failed? W hy has he failed? Is the Professor satisfied w ith
his answer? W h at -mark has he given the student? Does the
stu d en t th in k he deserves a better mark? Does he think the
Professor is prejudiced against him? W hy was this difference
in opinion possible in the thirties? It is hum an to err, isn’t it?
2. There is no room for errors in the seventies, is there?
How does a sty dent take his exams in the seventies? Does he
Progress in Science
1930s 1970s
64
answer the question in the ticket orally or does he feed in
th e inform ation? H as the young man given a correct answer?
W h a t makes you th in k he hasn’t? W hat m ark has the electron
ic brain spilled out? Can the student doubt w hether he de
serves the m ark? Can he suspect the com puter of being unfair
or prejudiced against him? D on’t you th in k this is a better
w ay of conducting an exam ination?
Henry King
Who Chewed B its of Strin g , and Was E arly C ut Off
in Dreadful Agonies
The Chief Defect of Henry K ing
W as chewing little bits of S tring.
A t last he swallowed some which tied
Itself in U gly K nots inside.
P hysicians of the U tm ost Fam e
W ere called at once; bu t when they came
They answered, as they took th eir Fees,
“There is no Cure for this Disease,
H enry w ill very soon be dead.”
H is P aren ts stood about his Bed
L am enting his U ntim ely D eath,
W hen H enry w ith his L atest B reath,
Cried “Oh, my F riends, be w arned by me,
T h at B reakfast, D inner, Lunch and Tea
Are all th e H um an F ram e requires —”
W ith this the W retched Child expires.
Hilaire Belloc
ON EDUCATION
by F. P. Dunne
§ 2. THE KINDERGARTEN
“I know w hat w ill happen,” M r. B rainer w ent on to say .1

“Y ou’ll send Bobbie to w hat Germ ans call a K indergarten.2
And i t ’s a good th in g for G erm any, because all a G erm an knows
is w hat one tells him ; and his graduation papers 3 are a cer
tificate th a t he needn’t think any more. B ut we have intro
duced it in to th is cou ntry, 4 and one day I dropped in on Mary
3 № 1518 G5
Ellen and saw her K indergarten. T he children were s ittin g
around on th e floor and some were m olding 5 dogs out of mud
and w iping th eir hands on th eir h air, and some were c a rv in g 6
figures of a goat o u t of paste-board, and som e were singing
and some were sleeping and a few were dancing. And one boy
was pulling another boy’s h a ir. “W hy don’t you punish the
little savage, M ary E llen?” said I. “W e don’t believe in 7 cor
poral p u nishm ent,” 8 said she. “School should be pleasant
tor the ch ild ren ,” she said. “The child whose h air is being
pulled is learning patience, and the child th a t is pulling the
h air is discovering th e fu tility of hum an endeavour.” 8“Oh,
w ell,” I said, “th a t’s very interesting, indeed. Times have
certain ly changed since I was a boy,” I said. “P u t them through
th eir exercises,” 101 said. “Tom m y,” I.said, “spell ‘c a t’,” I said.
“Go to th e dev il,” said the little a n g e l . ____
“Very sm artly said ,” 11 said M ary E llen. “You should no t
ask him to spell,” she said. “They don’t learn th a t till they
go to college,” she said, “an d ,” she said, “som etim es not even
th en ,” she said.
“And w hat do they learn?” I said.
“P lay in g ,” she said, “and dancing, and independence of
speech, and beauty songs, and sweet thoughts, and how to
m ake hom e hom elike,” 12 she said.
“I w on’t p u t them through any exercise to -d ay ,”
I said. “B ut w hisper, Mary E llen,” I said. “Do you never feel
like w hipping them ?”18
“The teachings of Freebull and P itz o tly 14 are contrary
to th a t,” she said. “B ut l ’m going to be m arried and leave
school on F rid ay th e 22nd of Ja n u a ry and on T hursday the
21st I ’m going to ask a few of the darlings to the house and
stew 1Ъ- them over a slow fire.”
( to be continued)
NOTES
1 (he) w ent on to say — (he) said next, continued

2 Kindergarten — a school for very young children who
are tau g h t by means of songs, gam es, etc., a nursery school
(R uss, детский сад)
3 graduation papers = diplom a
4 this country — (here) the U nited S tates
5 m old ( = mould) — m ake in to a certain shape (Russ.
лепить); e.g. to mould a figure out of clay, (fig .) to mould a
person's character — to influence, to cause to change
66
. * carve 1) m ake or shape by c u ttin g som ething hard
(wood, stone, etc.); e.g. He carved a fine sta tu e out of m arble.
She carved her nam e on the bench. 2) to cu t in to slices; e.g.
to carve m eat; e.g. In England i t ’s the head of the fam ily th at
carves m eat a t dinner.
7 we don’t believe in — we don’t th in k it good, useful,
etc. (Russ, придавать значение, считать полезным, придер
ж иваться какого-либо мнения); e.g. I don’t believe in having
m eat for supper. H e believes in taking long w alks before going
to bed.
8 corporal punishm ent — punishm ent by w hipping and
beating (Russ, телесное наказание)
8 fu tility of hum an endeavour — a phrase m eaning th a t a
man can never achieve anything, th a t his effort is useless,
ineffective (Russ, тщетность человеческих усилий)
10 put them through th eir exercises — m ake them do their
exercises
11 sm artly said — a very clever and w itty answer
12 h o m e lik e — like home, i.e. cosy, com fortable, etc.
13 feel like whipping them — have a w ish to w hip them ;
e.g. I don’t feel like going for a w alk today or I don’t feel
like a w alk today.
14 Freebull and P itz o tly — Freebull is a corruption of
Froebel, Friedrich W ilhelm A ugust (1782-1852), a G erm an edu
cator and the founder of the K indergarten system ; P itzotly
is a corruption of Pestalozzi, Johann Heinrich (1746-1827),
a famous Swiss ed u catio n alist. M ary E llen ’s words reveal her
ignorance and pretentiousness.
16 stew — to boil slowly (Russ, тушить)
EXERCISES

word-combinations:
a) K in d erg arten , G erm any, certificate, paste-board, sav

age, corporal p u n ish m ent, patience, fu tility , hum an, endeav
our, through, co n trary , stew
b) its 9 'gud '0ig; on <3a 'flo:; 'mouldiQ 'dogz autvâv
'rm\d; 'kttvirj 'figaz 0V a 'gout; 'p u t^ S a m 0ru- Sear^'eksa-
saiziz; 'wot du dei 'la:n; on 'nu n di da 'twenti 'fa:st; ouvarw
a 'slou 'faia
Exercise II. Drills, a). Read and repeat; b) Use the structures in
I. 1. School should be pleasant for the children.
2.She should teach them to spell.
3. You should p u t them through th eir exercises.
4. The children should know th eir ABC.
5. You should not teach them difficult things.
6. You should not ask them to spell.
II. 1. She doesn’t feel like w hipping the children.
2. Do you feel like having a bite?
3. H e doesn’t feel like going to school.
4. Do you feel like sw im m ing?
5. I don’t feel like eating ice-cream today.
6. He d id n ’t feel like working in such hot w eather.
7. She feels like taking a nap.
III. 1. I ’m going to be m arried soon.
2. She is going to leave school on F riday.
3. W e are going to cook dinner today.
4. H e is going to drop in on the doctor.
5. They are going to help M other about the house.
Exercise III. Find in the text English equivalents for the following
забеж ать к кому-либо; удостоверение; вырезать; лепить;
картон; дикарь; собираться делать что-либо; телесные
наказания; далее он сказал; остроумно сказано; времена
изменились; вы должны учиться терпению; иметь ж елание
что-либо сделать; противоречить чему-либо; пригласить
кого-либо к себе домой; аттестат об окончании школы
Exercise IV. Answer the following questions:
1. W here did Mr. B rainer go one day? 2. W hat did he see?
3. W here were the children sitting? 4. W hat were some of
them moulding? 5. W ere the children m oulding dogs out of
plastics or out of mud? 6. W hat were they w iping their hands
on? 7. W hat were some of them carving? 8. W hat was one
boy doing? 9. W hat did Mr. B rainer ask? 10. W hat did Mary
E llen not believe in? 11. W hy did-M ary E llen not punish
th e little boy? 12. W hat did Mr. B rainer w ant Tommy to do?
13. How did Tommy answer the question? 14. W hy did
Mary Ellen say M r. B rainer shouldn’t ask the boy to spell?
15. W hat do children learn at the K indergarten? 16. W hat
68
did Mr. B rainer ask Mary E llen to whisper? 17. W hat was
Mary E llen going to do before leaving her K indergarten?
Exercise V. Retell the text using the following words and word-
combinations:
to drop in on; to sit around; to mold; to carve; to pull
som ebody’s hair; savage; to learn patience; tim es have chang
ed; you sho u ld n ’t ask; to feel like (whipping); contrary to;
to be going to do som ething
Exercise VI. Change the following sentences as in b):
a) The boy is pu lling the ch ild ’s hair.
b) The ch ild ’s h air is being pulled by the boy.
1. The m aid-servant is rem oving dust from the furniture.
2. The boys were draw ing pictures of w ild anim als. 3. The
music teacher is teaching the children a new song. 4. The m oth
er was w atching th e children carefully. 5. The students were
dancing folk-dances at the party.
Exercise VII. Ask your fellow-student and have him (her) answer:
where Mr. B rainer w ent one day; w hether the children were
having a good tim e a t the K indergarten; why Mary E llen did
not punish her pupils; w hat Mr. B rainer said after listening
to Mary E llen ’s reasons; w hether Tommy spoke politely to
M r. B rainer; w hether the children were tau g h t spelling; w heth
er the children were tau g h t any th in g useful at the K inder
garten
Exercise VIII. Translate the following sentences using words and
word-combinations from the text:
I. а) У м е н я сегодня н е т ж е л а н и я идти в лес.
б) У н е е б ы л о ж е л а н и е н а к а з а т ь ребенка, в) В ы
н а с т р о е н ы прогуляться? г) К а к вы о т н о с и т е с ь к
т о м у , чтобы выпить чашку кофе?
II. а) В а м н е с л е д у е т так много работать, б) Д е
т е й с л е д у е т научить аккуратно обращаться с книгами
(be careful w ith ), в) У ч и т е л ь д о л ж е н любить свою
профессию.
III. а) Он, наверное, з а й д е т к в а м на днях, б) Я
з а й д у к в а м н а р а б о т у , в) Он б ы л у н а с в ч е р а с
в и з и т о м , г) З а х о д и т е к н а м , когда у вас будет время.
Exercise IX. Topics for discussion:
1. Discuss Mary Ellen.
G9
Reading for the Exams
2. G ive your opinion of the pedagogical systfem described
in th e tex t.
3. S peak on th e advantages and disadvantages of sending
children to a K indergarten.
4. D escribe a K indergarten you’ve seen.
Exercise X. Study the story in pictures on p. 70 and answer the follow
ing questions:
1. W hat is H arry doing? W hy has he stopped his ears?
Is it quiet or noisy in the flat? W hat sounds does he hear com
ing? Has one of th e neighbours sw itched on the radio or
the T.V.? Does he hear somebody singing or playing the
piano?
2. W hat does little Bobbie w ant to show to his elder b ro th
er? W hat has he got in his arms? W hat is H arry desperately
try in g to do?
3. W here are H a rry ’s spectacles? W h at has happened to
his notes? W ho is playing football in the yard? W ho has thrown
th e football into the room?
4. W hat is H a rry ’s cousin H elen doing? Is she talking
over the telephone? Is she talk in g over the telephone w ith a
boy-friend or a girl-friend? W here is she talk in g over the tele
phone? Can H arry hear every word she says? W hy does he look
miserable? Can H arry go on studying to such an “accom pani
m ent”?
5. W hat are th e two women ta lk in g about? Are they
having a frien d ly ta lk or are they quarrelling? W hy are
they quarrelling? Can he hear them q u arrellin g ?
6. H as he lost his patience? W hat is the poor fellow going
to do?
Do you prefer to study at home or at the library? W here
do you usually study when you’ve got to prepare for the exams?
Do you like to study together w ith a friend of yours or do you
prefer to do it alone? W hy do people som etim es prefer to
w ork at the library? W hat are the advantages and disadvan
tages of stu d y in g a) a t home, b) at the library?
Jokes
“W hy on earth do you keep borrow ing th a t saxophone
from the m an next door? You c a n ’t play i t .”
“I know. And w hile I ’ve got it he c a n ’t eith er.”
s*c $
*
“W ho was th a t ringing a t the door last night?”
“The night-w atchm an from the factory across the road.
H e said our b ab y ’s crying was keeping him aw ake.”
* *
*
The son of an E astern king had a young servant. The two

boys w ent to school together. Suddenly the young servant fell
ill and soon died.
“W hat a p ity !” said the K ing to his son when he learned
about it. “H e was so young. Is n ’t it awful to die at such an
early age?”
“It is,” replied th e K in g ’s son thoughtfully. “B ut on the
other hand he is now free of the to rtu re of going to school.”
Exercise XI. Study the story in pictures on p. 73 and answer the fol
lowing questions:
1. Has H arry come to a lending library or to a reading

hall? Is he going to borrow books or read them here? W ho is
he talk in g to?
2. W h at is H arry carrying? Is he carrying a big or a sm all
pile of books? Does he seem to be in a hurry? W hy is he eager
to sit down a t a tab le and sta rt reading?
3. W h at tim e is it by th e big clock on the wall? Is H arry
absorbed in reading? Is the pile of books to his right still big?
4. Does H arry seem tired? Is H arry still reading? Has
he finished reading all the books he took in the morning?
W h at is he doing? W hy is he fast.asleep ?
5. H arry is surprised to find him self in the presence of the
E x am ination Com m ission, isn’t he? W hat is there on the
table?
6. It was q u ite easy, w asn’t it?
7. W ho is praising him? W hat m ark did H arry get? Isn ’t
it wonderful? W ould it be correct to say th a t H arry is in the
seventh heaven of delight?
8. W ho is shaking H arry by the shoulder? W hat does he
realize w ith a shock? W hat tim e is it? H as he m anaged to read
all th e books he intended to? Can he go on reading or does he
have to go away? Is he ready for to-m orrow ’s exam ination?
W hy is he n o t ready for it? Is he still in the seventh heaven
72
At the Reading-Hall
of d e lig h t or is h e sick a t heart? Does the lib raria n sym pathize
w ith h im 'o r is she angry and im patient? W hy is she im patient?
W h at does she w a n t him to do?
* *
*
W ork is a m agic lam p. It w ill bring you an y th in g on this
e a rth th a t you desire. Instead of w ishing for the things you
w a n t, it is only necessary to w ork for them .
ON EDUCATION
by F . P . D unne
§ 8. COLLEGE
“W ell, after they have learned a t school they are ready for
college. 1 M amma packs a few things into her son’s bag and
th e lad trots off to college. If he is no t strong enough to look
for 2 high honours as a boxer he goes into the thought d e p a rt
m ent.3 The P resident 4 takes him to his stu d y , gives him a
cigarette and says: “My dear boy, w hat special branch of
learning would you like to study to become one of our profes
sors? W e have a C hair 6 of B eauty and a C hair of P u n s,3 a
C hair of P oetry on th e S etting Sun, and one on P latonic Love,
and one on Sweet Thoughts and one on How Green Grows
th e Grass. T his is all you w ill need to equip you for perfect
life, unless you in ten d being a dentist; in which case,” he says,
“we w on’t th in k much o f 7 you but we have a good school
where you can learn th a t disgraceful tra d e ,” he says. And the
lad makes his choice,3 and every m orning when he is up in
tim e he takes a glass of whiskey and goes off to hear Profes
sor M arianna tell him th a t if the data of hum an knowledge
m ust be rejected as subjective, how much more must they
be subjected as rejective if...” 8
“I don’t u n derstand a word of w hat you are saying,”
said Mr. S m ith .
“Nor do I,” said M r. B rainer. “B ut believe me it is as my
father used to say: ‘C hildren shouldn’t be sent to school to
learn b u t to learn how to learn. I don’t care w hat you teach
them , so long as it is unpleasant to th e m .’ I t ’s training they
need, S m ith . T h a t’s a ll. I never could m ake use of w hat I
learned in college ab o u t trigonom etry and gram m ar; and the
bum ps I got on my head from the schoolm aster’s cane I have
never been ab le to m ake use of eith er. B ut it was the being
there and hav in g to learn things by h e a rt, w ith o u t asking
th e m eaning of them , and going to school cold and com ing
hom e hungry, th a t m ade the m an of me you see before you.
O ur children m ust be taught toughness, th a t’s w hat they need
in life.”
NOTES
1 college — a university or one of its schools, a place of

higher learning
2 look for — (here) to hope for, to expect
3 the thought departm ent — (here) P hilosophy D ep art
ment
4 P resident — (usually w ith a ca p ita l P) the chief person
in au th o rity in colleges, universities, etc. (Russ, ректор)
5 Chair — Russ, кафедра
e pun-— a play upon words (Russ, игра слов, каламбур).
The following joke is based on a pun:
A t the scene of the murder:
R e p o r t e r (to the Policeman): “Allow me to come in,
please, I ’ve been sent to do the m urder.”
P o l i c e m a n : “W ell, you are too late. The m urder has
been done”.
(to do a murder: 1) to com m it a m urder; 2) to cover a
m urder for the press)
7 to think m uch of — to have a high opinion of; e.g. D ick
is a gifted young scientist and they th in k much of him at the
laboratory. A n t.: to think little of
8 And the lad m akes his choice — a t some Am erican u n i
versities th e stu d en t is allowed to choose a special branch
of learning and work out an individual p lan of his own th a t
he is supposed to follow in the course of his studies. The con
versation w ith the P resident shows th a t practical knowledge
is looked down upon and a w ealthy good-for-nothing can get
his g raduation papers w ithout having learned anything use
ful.
9 to hear Professor M arianna te ll him t h a t . . . — the words
th a t follow are a satirical im itatio n of the high-falutin, bom
b astic, pseudo-scientific style cu ltiv ated by th e philosophy
departm ent.
75
EXERCISES

word -comb inat ions:
a) college, d ep artm en t, president, cig arette, poetry, pla-
tonic, equip, disgraceful, w hiskey, hum an, knowledge, reject,
subjective, trig o n o m etry, either, toughness
b) э 'fju : '0ir)z; a n d ^ S a ^ 'la e d 'tro ts 'of; ta hiz 'stxdi;
э 'ty e a r^ a v 'p o u itn ; 'h a u 'g ri:n 'g r o u z ^ S a 'gra:s; m ai 'faS a
'ju :s t ta 'sei; ta 'm eik ' ju:s av 'aifla; w iSaut 'ctskig da
'm i:nig av Sam; 'Saets wot Sei 'n i:d
tences of your own:
I. 1. H e is not strong enough to be a boxer.
2. She is not old enough to travel alone.
3. He is not intelligent enough to understand this.
4. She is not kind enough to do such a thing.
II . 1. I d o n 't care what you teach them .
2. W e don't care what she says.
3. H e doesn't care what happens.
4. I d o n 't care why he is late.
5. She doesn't care when I come.
III. 1. She left w ithout saying good-bye.
2. He entered the room without knocking at the door.
3. They learn t the poem w ithout understanding w hat
it m eant.
4. She speaks English without m aking mistakes.
IV. 1. C hildren should be sent to school to learn how to learn.
2. The room should be aired every day.
3. S tu d en ts shouldn't be taught useless things.
4. P u p ils should be taught things they can make use of.
V. 1. I w on’t think much of you if you give up this job.
2. The stu d en ts think much of th eir young professor.
3. He doesn’t think much of the book he is made to read.
4. W e don’t think much of abstract painting.
and word-combinations from the text:
1. The lad did not have the strength needed to become a
boxer. 2. W e w on’t be of a high opinion of you if you choose the
disgraceful trade of a dentist. 3. I t w a s'a ll the same to him
76
w hat his children learned, so long as they did not enjoy it.
4. Mr. B rainer could never apply the knowledge he had ac
quired at school. 5. You may choose any C hair you like in the
thought d epartm ent if you don't intend becom ing a dentist.
использовать; быть высокого мнения (о); мне безразлич
но; изучить профессию; если только вы не собираетесь;
подняться вовремя; не спраш ивая; кафедра; ректор; ф а
культет; зубной врач; позорное ремесло; сделать выбор;
он недостаточно сильный; учить наизусть
Exercise V. Fill in the blanks with prepositions and adverbs:
1. He d id n ’t th in k much . . .going . . . the thought d ep a rt
m ent. He w anted to acquire knowledge th a t he could make
use . . . . 2 . “The lectures begin . . . 9 o ’clock sharp. You must
be tim e. If you oversleep yourself I shall leave alone
. . . w aitin g . . . you,” said the la d ’s room -m ate. 3. Speak
louder, please. I c a n ’t hear a word . . . w hat you are saying.
4. I should like to meet the P resident. E verybody thinks much
. . . him here. 5. He gulped . . . a glass . . . coffee and w ent
. . . to hear the Professor lecture . . . P la to n ic Love and Sweet
Thoughts.
1. W hat are the children ready for after they have learned
a t school? 2. W here does the boy go if he is not strong enough
to look for high honours as a boxer? 3. In w hat case does he
go in to the thought departm ent? 4. W h a t does the P resident
ask him? W h at C hairs have they got in th e thought departm ent?
5. W hat does the P resident say about the profession of a den
tist? 6. W hat is the result of the conversation w ith the P res
ident? 7. W h at does the lad do every m orning? 8. Does he
hear Professor M arianna tell him things th a t m ake any sense?
9. W hat did Mr. B rain er’s father usually say? 10. W hat do
children need? Do they need knowledge or training? 11. W hat
could Mr. B rainer never make use of? 12. W hat was it th at
made the man of him he was now? 13. W hat must children
be taught? W hy m ust they be taught toughness?
combinations:
to pack things; to look for high honours; special branch
of learning; to equip somebody for; unless you intend; to think
77
much of; to m ake one’s choice; to be up in tim e; no more do
I; used to say; I don’t care; so long as; to m ake use of; to get
bum ps (on); eith er; w ith o u t asking
Exercise V III. Use nor or neither with the auxiliaries. (Use the sug
gestions in brackets.)
E x a m p l e s : “H e ca n ’t speak F rench flu en tly .” “Nor
can I . ” “She d id n ’t come yesterday.” “Nor
did / . ” “I h av en ’t read th e book.” “Neither
has s h e ”
1. I co u ld n ’t rem em ber his nam e, (they) 2. H e w asn’t
late for the lesson. (I) 3. W e d o n ’t speak G erm an, (she) 4.1
do n ’t believe it. (he) 5. H e is not strong enough to be a boxer.
(I) 6. They h av e never been college stu d en ts, (she) 7. I don’t
like this book, (he) 8. H e is not well enough to sta rt w ork
ing. (I)
Exercise IX. Complete these sentences as in b):
E x a m p l e s : a) I don’t like this poem.

b) They don’t like it either.
1. H e doesn’t intend being a d en tist. I . . . . 2. I d id n ’t
wish to go in to the thought d ep artm en t. T h e y . . . . 3. She
doesn’t seem to u n derstand th e m eaning of these words.
Y o u ... . 4. W e do n ’t th in k m uch of him . S h e ... . 5. I sh a n ’t
do it. H e . . . . 6. H e h asn ’t m ade his choice yet. I . . . . 7. She
d id n ’t like going to school. W e . . . . 8. I d o n ’t care w hat
they teach hi m. S h e... .
Exercise X. Add tail-questions to the following:
1. A fter they h ave learned a t school they are ready for
college, . . . ? 2. H e is not strong enough to become a boxer,
. . . ? 3. They have many different C hairs a t college, . . . ?
4. The lad makes his choice, . . . ? 5. You don’t understand a
word of w hat she says, . . . ? 6. I could never make use of w hat
I learned at school, . . . ?
Exercise XI. Use unless in these sentences as in b):
a) I w on’t go to the concert if you d on't send me a tick et.
b) I w on’t go to the concert unless you send me a tick et.
1. She w ill not learn much if she doesn’t work harder.
2. He w on’t come to your place if you d o n ’t in v ite him .
78
3. The P resid en t w on’t th in k much of him if he doesn’t go
in to th e th o u g h t departm ent. 4. H e w ill not be allowed to
a tte n d th e lectu re if he doesn’t come in tim e. 5. I shall never
find the house if you don’t help me.
Exercise XII. Choose the correct word:
(learn — stu d y)
1. H e . . . three languages at school. 2. Ever since his
boyhood he has d ream t of . . . m athem atics. 3. She . . . cooking
from her m other. 4. W hat subjects do you . . . in the Physics
D epartm ent? 5. She has a splendid memory and can easily
. . . pages and pages by h eart. 6. W here did you . . . to speak
French so well?
(trade — profession)
1. H e is a ta ilo r by . . . . 2. H e was a t a loss w hether to
choose the . . . of a doctor or th a t of an arch itect. 3. Mrs. R an
ger was a poor w om an and w anted her boys to learn some
useful . . . .
Exercise X III. Make up sentences using the following phrases:

I. to make use of
I n t h e t e x t : I never could make use of w hat I learned
in college.
E x a m p l e : He made poor use of his knowledge of foreign
languages.
II. used to say (do), etc.
I n t h e t e x t : It is as my father used to say.
E x a m p l e : I used to collect stam ps in my childhood.
III. to make one’s choice
I n t h e t e x t : And t he l ad made his choice.
E x a m p l e : A t the proper tim e she is going to make her
choice.
Exercise XIV. Topics for discussion:
1. W hat is th e au th o r’s opinion of th e kind of education
stu dents get in th e thought departm ent?
2. Does th e au th o r share the P resid en t’s contem ptuous
a ttitu d e to all kin d of practical knowledge?
3. W h at sort of m an is Mr. B rainer? Sum up his views on
education and try to account for them .
79
Crossing the Street
4. Discuss M r. B rain er’s statem en t: “C hildren sh o u ld n 't
be sent to school to learn b u t to learn how to learn.” Is it
altogether w rong or is there a g rain of tru th in it?
5. Give your own opinion of the best way of getting a
education.
6. W h at is it th a t young people need in life in your op in
ion? (toughness, knowledge, a diplom a, etc.)
7. How can school help young boys and girls to learn w hat
they need in life?
Exercise XV. Study the story in pictures on p. 80 and answer the

1. W ho is crossing the street? Is the young girl crossing

th e street in th e rig h t place? W ho is blow ing the whistle?
Is the young man a regular m ilitiam an or a member of a vol
unteer m ilitia brigade (“druzhinnik”)? Is it safe or dangerous
to cross the street in the wrong place? W hy is it dangerous
to cross the street in the wrong place? W hy is the young man
blowing the w histle? How do w alkers know where they should
cross the street? Is there a special sign a t the crossing or is
th e place m arked by m etal studs?
2. W hat is th e young man saying to the young girl? Is
he going to fine her there and then or does he intend to take
her to the m ilitia station? W hat makes you th in k he is going
to take her to th e m ilitia station? Does he look angry?
3. W here is he taking the girl? W here are they now? Are
they w alking along the em bankm ent? Is the girl following
her guard in silence? Is she looking at him or is she following
him w ith downcast eyes? W hy is she not looking at him?
Is she shy or is she afraid of him?
4. Are they still on the bridge? W here are they now? Is
it a square or a boulevard? Are there any people there? W hat
are they doing? Is the girl still silent?
5. H ave they entered the m ilitia station? W hy have they
passed by th e m ilitia statio n w ithout entering it? Has the
young man changed his mind? Does he still look angry? W hy
has he changed his mind?
6. W hat has the young man bought? Has he bought a
bunch of flowers a t the florist’s? W here has he bought these
lovely flowers? W h at is he doing w ith the flowers? W hy has
he bought them ? Are the g irl’s eyes still cast down or is she
looking a t the young man?
81
7. W here are they going now? They are not going to the
m ilitia statio n , are they? W hat makes you th in k they are
not going to the m ilitia station?
Jokes
Cooking Class
“Goodness, M aria!” exclaim ed M rs. S m ith. “W hat a k it

chen! Every pot, pan and dish is d irty . T he tab le is a perfect
litte r. It w ill take you all night to clear things up. W hat have
you been doing?”
“N othing, m a’m,” explained M aria. “Y our daughter has
just been showing me how they boil a p o tato at her cooking
class in college.”
Ш *
*
“H as your son’s college education proved of any real v a l

ue?”
“Y es, indeed, i t ’s entirely cured his m other of bragging
ab out him .”
* *
*
A person should do one unpleasant d u ty every day ju st to

keep him self in moral trim .
* *
*
I t is a wise m an th a t recom m ended men for their soul’s

good to do each day two things they disliked. I t is a rule
I have followed scrupulously; for every day I have got up
and I h ave gone to bed.
Somerset Maugham
LET’S HAVE A PICNIC
P icnics are po p u lar w ith wom en and children and some

men who know how to m ake a fire 1 and have beefy calves 2
th a t look w ell in sh orts.3 C hildren are fond of picnics chiefly
because, as a ru le, there are no tables a t picnics and conse
qu en tly no tab le m an n ers4 and because they have an excellent
o p p o rtu n ity to eat things th a t do not agree w ith them . 5
Since picnic lunches are alw ays ju st about the sam e and there
fore require little im agination, women don’t have trouble
ab o u t th in k in g up a meal.
Much depends, of course, upon the day. Typical picnic
w eather is of th ree kinds. E ither it is dark and threatening
w ith occasional showers 6 in the m orning, clearing in the a fte r
noon; or it is hot and clear in the m orning, w ith thunder show
ers in th e afternoon, or there is a steady drizzle all day lo n g .7
B ut as most of th e lunch is prepared ahead of tim e, p ith in g
much can be done ab out it. A fter all, there is not much choice
between 8 eatin g a picnic lunch th at has w aited a day or two
and g ettin g a so ak ing.8
Picnic grounds are usually situ ated on a body of w ater at
> some high altitu d e.10 One of these features is essential, for
no picnic can be a success unless the children have som ething
to fall in to , or fall off. Also, a body of w ater natu rally sug
gests 11 taking fishing tackle along. No fish was ever known to
have been caught on a picnic, bu t fishing serves as an excel
lent excuse for g ettin g out of the way w hile the heavy work is
being done.
Q uite th e most im portant feature of a picnic is the lunch.
It is advisable to know in advance if th e lunches are to be
p o o led 12 or eaten separately. If they are pooled you can afford
to co n trib u te pean u t-butter sandw iches13 in the expectation of
draw ing som ething more w orth w hile from the common pile.
F ried chicken is always popular. The pieces should be
w'rapped w’ith great care so th at backs and wings look as much
like legs and breasts as possible. This w ill give everyone a
fair chance.14 Then there should be hard-boiled e g g s.15 Not
th a t anyone enjoys the choking sensation they give, but they
serve as an excuse for bringing little w ads of pepper and salt
mixed which come open and spill on the cake. Almost an y
th in g else th a t comes in a can or a paper bag is good for a pic
nic lunch. These containers are very im p o rtan t as, after the
83
contents have been eaten, they are strew n about and identify
the picnic gro u n d .16
Ginger ale, 17 too, should be brought along to rem ind
you th at you left the bottle-opener at home. However, there
is always at least one person present who knows how to open
a b o ttle on a rock 18 and who thus is assured a successful d a y .19
As soon as the food and other equipm ent have been un
packed it is in order to sta rt a fire.20C ollecting wood provides
occupation for people who do not know how to amuse them
selves. Then the smoke keeps the others busy shifting their
positions after they have settled them selves com fortably.
Some consolation may be had from the universal belief th at
smoke keeps off m osquitos. U nfortunately smoke appears
to have no v irtu e w h a te v e r21 in driving an ts off the jam sand
wiches. The fire also will be needed for drying the clothes
of the children who have gone w ading,23 and for roasting po
tatoes and corn. Vegetables roasted in a picnic fire are said
to taste like a different thing, probably because ordinary home
cooking is free from sand and cinders. W hen lunch is ready
the picnickers suddenly become aw are of the inconvenience
of having legs. If you stretch them out they get into someone
else’s lap and if you sit w ith your knees against your chin your
reach is considerably shortened, which puts you at a great
disadvantage. If you are a contortionist 23 you can fold them
under you w ith com fort, but you are more likely to suffer
agony.24
After the lunch has been eaten a picnic is mostly a n tic li
max. 25 B ut there is always the possibility of someone nearly
getting drowned or running into a hornets’ nest or tw isting an
ankle. Or a fine thunderstorm may come up w ith a good snappy
lightning. However, you m ust rem ain u n til well into the after
noon, or you may not appear to have had a good tim e. To make
m atters worse, someone w ill suggest singing.
Picnics, w hatever may be said against them , have their
advantages. At least they reawaken in the hearts of many the
tru th of th e old saying th at there is no place like hom e.23
(S. M. G. From “Humour Variety. Stories, Jokes, Cartoons”, No 2,
London)
NOTES
1 to make a fire — to put dry branches together and light

them (Russ, развести костер)
84
2 beefy calves — strong, m uscular legs (calf — the fleshy
p art of the back of the leg. Russ, икра)
3 shorts — sh o rt trousers (Russ, шорты)
4 table manners — the way one m ust behave at table;
e.g. The child has excellent tab le m anners.
6 to agree with — to be good for, to su it the health of;
e.g. The clim ate of the N orth does not agree w ith him ( = is
bad for his h ealth).
6 shower — a sudden ra in th a t does not last long (Russ.
ливень); also short for shower-bath (Russ, душ); e.g. He takes
a shower every m orning.
7 a steady drizzle a ll day long — an unceasing fine rain
(Russ, целый день моросит); steady — regular, w ithout change
8 there is not much choice between . . . and — one thing
is as bad as the other (Russ, неизвестно, что хуже); e.g. There
was not much choice between going to school to w rite a test
and pretending to be ill and being put to bed.
9 to get a soaking — to become thoroughly w et, to become
w et through (also to be soaked to the skin — Russ, промокнуть
до нитки)
10 Picnic grounds are usually situated on a body of water
at some high altitu d e.— N ote the special term inology used
in the sentence and further on, such as a body of water, high
altitude, etc. The sketch is w ritten in the form of an essay
in which the au th o r treats the subject of picnics, im itatin g
the style of scientific lite ratu re and thus producing a humorous
effect.
11 to suggest — to bring to the m ind the idea of (Russ.
наводить на мысль о); e.g. These lovely flowers suggest the
S outh.
12 if the lunches are to be pooled — if the lunches are to
be put into a common fund
13 to contribute peanut-butter sandwiches — to bring
for the common fund the cheapest kind of sandwiches (peanut-
butter sandwiches — Russ, бутерброды с арахисовым маслом)
14 a fair chance — an equal chance (fair — honest, just)
15 hard-boiled eggs — Russ, крутые яйца. Comp, soft-
boiled eggs (Russ, яйца всмятку)
10 they are strewn about and identify the picnic ground —
they are scattered about so th at one can see at once there
has been a picnic here
17 ginger ale (or ginger beer) — a non-alcoholic drink,
kind of lem onade w ith ginger (ginger — Russ, имбирь)
85
18 to open a bottle on a rock — to open it by using a firm
su p p o rt, w ith o u t a cock-screw
19 who thus is assured a successful day — who is guaranteed
in th is way to have a successful day
20 it is in order to start a fire — the n ext thing to do accord
ing to the program is to light a fire
21 to have no virtue whatever — to have no effect, be of no
use
22 to go wading — to w alk through w ater; e.g. The bridge
was destroyed and they had to wade the riv er (Russ, перейти
вброд)
23 contortionist — an acrobat who tw ists his body into
most u n n atu ral positions
24 you are more likely to suffer agony — it is more likely
(more probable) th a t you w ill suffer greatly from discom fort
(agony — severe pain)
25 anticlim ax — (here) a sudden change in the mood
of the picnickers who feel bored and don’t expect anything
in teresting to happen after the excitem ent of the meal is over
(anticlimax — a sudden fall or change from som ething high
to som ething low)
26 there is no place like home (proverb) — Comp. Russ.
в гостях хорошо, а дома лучше.
EXERCISES

word-combinations:
a) beefy calves, consequently, o p p o rtu n ity , therefore,
require, altitu d e , im agination, either, threatening, contrib
u te, sandw ich, expectation, w ad, strew n about, identify,
ginger ale, eq uipm ent, breast, m osquito, v irtu e , clothes, ve
getables, cinders, disadvantage, contortionist, com fort, ago
ny, an ticlim ax
b) 'pop'jula w i3 'wim in; 'fan d w av 'pikm ks; in 'd jaizw b a
'tfoukn] sa n 'se ijn ; T eftw 3a 'b a tl 'o u p n a r ^ a t 'h o u m ; 3enw 3a
'sm ouk 'k i:p s 3iv_/A3az 'bizi; 'draivig 'a n t s 'of За 'dseem;
'fo u ld w S am 'x n d a ju wi3 'kxm fat; 'fam '0Andasta:m
tences of your own:
I . 1. M ost of the lunch was prepared in advance.
2. M ost of the picnickers w ent b athing.
3. M ost of the men preferred fishing to w orking.
4. M ost of the children got soaked.
5. M ast of the time it was drizzling.
I I . 1. No picnic can be a success unless there is some accident.
2. You ca n ’t m ake a fire unless you collect wood.
3. H e w on’t feel happy unless he takes along his fishing
tackle.
4. W e sh an ’t get home before dark unless we set out at
once.
III. 1. W omen d o n 't have to trouble about thin k in g up a m eal.
2. You d o n 't have to wrap the chicken so carefully.
3. She doesn't have to cook dinner today.
4. H e doesn’t have to do all the heavy work.
5. You d on't have to eat things th a t don’t agree w ith you.
and word-comb inations from the text:
C hildren like picnics for various reasons, one of them being
th a t they have a splendid chance of eatin g things th a t are not
good for them and th a t they are not allowed to have a t home.
Besides nobody pays much atten tio n to the way they behave
during the meal and how they use the kn ife and the fork. I t ’s a
com fort to know th at w hile your P apa is busy w ith his fishing
rods, etc., and your Mama is engaged in gathering dry branches
to make a fire (P apa always escapes doing the heavy work)
you can slip away and-go wading.
крутые яйца; грудка и крылышки; ж ареная курица;
бутерброд с вареньем; штопор; печеная картош ка; утонуть;
растянуть связки; менять положение; удобно усесться;
иметь успех; зависеть (от); отличная отговорка; что-
нибудь стоящее; тщательно завернутое; ливень; мелкий
дождик; промокнуть; не попадаться на глаза; хорошо про
вести время; рыболовные принадлежности; заблаговре
менно; как правило; распространенное убеждение; преиму
щество; быть в невыгодном положении
Exercise V. Fill in the blanks with prepositions and adverbs:
1. Are you aw are . . . the situation? True, the fire is keeping
. . . the w ild anim als; but there is very little wood left. The
growing darkness w ill put us . . . a disadvantage. If we don’t
set once we may find ourselves . . . great danger. 2. He
is fond . . . roast m eat, but it does not agree . . . hi m, so he
hard ly ever eats it. 3. Most . . . the meal was cooked ahead . . .
tim e and when th e h u nting party arriv ed , dinner was served
. . . once. 4. H e lives far . . . town and th is som etim es puts
him . . . a d isadvantage. 5. B. was a gifted young singer, very
popular . . . th e public. H is concerts were alw ays a success and
som etim es lasted u n til well . . . the night.
1. W hy are picnics popular w ith men who have beefy

calves? 2. W hom are picnics popular w ith? 3. W hy are children
fond of picnics? 4. W hat makes picnics popular w ith women?
5. W hat kind of w eather is typical picnic weather? 6. W hy
is th e picnic not p u t off, as a rule, when the w eather is unfa
vourable? 7. W here are picnic grounds usually situated? 8.
W hy is it im p o rtan t th a t there should be a river or a lake near
th e picnic grounds? 9. W hat does a river or lake naturally
suggest? 10. W hy do some picnickers insist on taking fishing
tackle along? 11. Is fishing done for the purpose of catching
fish or does it serve as an excellent excuse for not doing
heavy work? 12. W h at is the most im p o rtan t feature of a
picnic? 13. W h at is it advisable to know in advance about
th e lunch? 14. W h at is it advisable to co n trib u te if the
lunches are pooled? 15. How should pieces of fried chicken
be wrapped? 16. W hy should pieces of fried chicken be
w rapped w ith great care? 17. W hy should hard-boiled eggs
be brought along? 18. W hat else is good for a picnic lunch?
19. In w hat way are cans and paper bags im portant? 20. W hy
should ginger ale be brought along? 21. W h at is the next thing
to do as soon as everything is unpacked? 22. W hat provides
occupation for people who do not know how to am use them
selves? 23. W hy is it necessary to make a fire at a picnic?
24. Does the smoke keep off mosquitoes or drive off the ants?
25. W hat w ill the fire be needed for? 26. W hat are the advan-.
tages of roasting vegetables in a picnic fire? 27. W hat do
the picnickers become aware of when lunch is ready? 28. W hat
change comes over the picnickers after the lunch is eaten?
29. Is there an y th in g th a t may keep them interested? 30. W hat
may happen after lunch? 31. Is it possible to leave soon after
lunch or must people rem ain where they are u n til well into
the afternoon? 32. W hy must the picnickers rem ain w here
88
they are u n til well in to the afternoon? 33. W hat are the ad
vantages of picnics?
combinations:
popular w ith ; to make a fire; table m anners; do not agree

w ith; little im agination; to trouble about; to depend upon;
occasional showers; steady drizzle; ahead of tim e; to be a
success; to suggest; excellent excuse; to get out of the way;
advisable; to co n trib u te; som ething w orth while; fried chicken;
to wrap w ith care; wings; breasts; hard-boiled eggs; can; paper
bag; to be strew n about; ginger ale; bottle-opener; to keep
busy; to sh ift one’s position; to settle oneself com fortably;
to roast potatoes; to become aw are of; to stretch out one’s legs;
to put somebody at a disadvantage; to get drowned; to tw ist
an ankle; to have a good time; to make m atters w'orse; to have
one’s advantages
Exercise VIII. Change the following Active constructions into Pas

sive as in b):
a) He tries to get out of the way when they do heavy work.

b) He tries to get out of the way w hen heavy work is being
done.
1. W omen were w rapping pieces of chicken w ith great
care. 2. The children were drying their clothes near the fire.
3. Mary was boiling eggs for the picnic lunch. 4. They were
eatin g the roast chicken in a hurry because a thunderstorm
was com ing up. 5. M other was unpacking the picnic lunch
when one of th e kids fell into the river.
Exercise IX. Translate the following sentences into English:
I. а) Концерт п р о ш е л у д а ч н о , б) В этой пьесе

молодые актеры и м е л и б о л ь ш о й у с п е х , в) Его вы
ступление в с е м о ч е н ь п о н р а в и л о с ь .
II. а) Кто-то п р е д л о ж и л подождать заката, б) Лена
п р е д л о ж и л а подняться на гору, в) Становится холодно,
Я п р е д л а г а ю идти домой.
III. а) Б о л ь ш и н с т в о о т д ы х а ю щ и х отправилось
к морю, б) Он проводит в институте б о л ь ш у ю ч а с т ь
в р е м е н и , в) Студенты были знакомы с б о л ь ш ей ч а с т ь ю
р е к о м е н д о в а н н ы х книг.
8Р
1. Speak on th e advantages and disadvantages of a picnic.
2. D escribe a picnic th a t was a success.
3. D escribe an outing.
4. How can a person’s tru e character reveal itself at a pic
nic or in sim ilar circum stances (when you go hiking, on an
expedition, etc.)?
5. Speak on a funny incident at a picnic.
Exercise XI. Study the story in pictures on p. 90 and answer the
1. Is th e fam ily going to spend a holiday in the open air?
How are P ap a and M am a dressed? W hat are P apa and Mama
carrying? W ho is leading the way? W hat is M aggie — the
little girl w ith pig tails — holding in her hand? Is the fam
ily looking for a nice and suitable spot for a picnic?
2. The picnickers have come to a stop, h aven’t they?
Do they like th e spot? W hy don’t they like it? W hat is it
th a t they seem to disapprove of? H as anyone been here a l
ready? W here do all these bottles, tins, egg-shell, paper bags
and cig arette ends com e from?
3. W here are th e picnickers going? W h at can you see in
th e foreground? in th e background? W hich of them is follow
ing in the rear?
4. H ave they found an ideal spot for a picnic at last?
W hy is this an ideal spot for a picnic?
Is Mama fishing or basking in the sun? W hat is she w ear
ing now? W ho has spread the picnic cloth? W h at is H arry
doing? W h at p reparations are being m ade for lunch? Is M ag
gie basking'in th e sun or having a swim? Does she seem to enjoy
it? W hy is Doggie barking? Is he having a swim too? W ho is
absorbed in fishing? Is the w eather fine? How do you know it
is fine?
5. Does lunch taste good in the open air? H as the fresh
air given th e picnickers hearty appetites?
6. W hy is the fam ily leaving the lovely spot where they
have camped? Does th e spot look as nice as it did when they
arrived here? H ave they rem oved the rubbish or have they
left it rig h t there? W h at can you see in th e heap in the fore
ground? W h at do you th in k of the picnickers? Is this an excep
tional case or do such things happen ra th e r often? Did you
ever come across traces of holiday-m akers when you happened
to go on an excursion, hiking, etc.? If so, w hat did you think
of the people who h ad been there before you?
91
Exercise X II. Describe each member of the family (appearance,
clothes, behavior, etc.), pick out the one you like best (or least) and give
your reasons for it.
W eather-forecast
“I t ’s sure to rain this afternoon,” said the w eatherm an to

his secretary.
“W hat makes you th in k so?” asked the secretary looking
a t the blue sky. “It doesn’t look like ra in , does it? The sky
is b lue.”
“Never m ind th e sky,” replied the w eatherm an. “I ’ve a
d ate for golf, I ’ve lost my um brella, my kids are going on a
picnic, and my wife is giving a garden p a rty .”
IN ONE EAR AND UPSIDE DOWN

by P arke Cum ming
The in stru ctio n s and com m ands given by parents are end
less in v ariety . Therefore it is im possible to m ake a list of
them . N either can you foretell exactly how they w ill be m isin
terpreted. 1
Y et, as a help to inexperienced parents I shall be happy to
supply them w ith 2 a short list of m ixed-up instructions. They
are sure to find it very helpful. 3
1. I n s t r u c t i o n : “Clean up properly before you come
to table. A nd don’t use those guest towels!”
R e s u l t : The child goes and wipes its hands on a guest
tow el.
2. I n s t r u c t i o n : “W ill you kindly tu rn th a t radio down
lower?”
R e s u l t : U sually none. A fter the words are repeated sev
eral tim es th e child may turn off the radio and tu rn on the
television.
3. I n s t r u c t i o n : “B ring me the duster, please. I w ant
to re'move th e d u st from the piano.”
R e s u l t : The ch ild w alks out of the room and returns in
some tim e eith er w ith the vacuum -cleaner or w ith a pail of
w ater.
4. I n s t r u c t i o n : “Clear the things off the dining-room
tab le and then get down to your hom ework 4 so th a t you can
finish it in tim e. I ’ll do the dishes.” 5-
92
Oi
R e s u l t : The youngster clears the tab le after the request is
repeated tw ice. Then he starts to do the dishes. H e is greatly
surprised when M other tells him to s ta rt studying. He be
gins to com plain th a t M other is alw ays tellin g him one thing
and then changing her mind.
5. I n s t r u c t i o n : “There is going to be trouble if you go
on leaving the front door open every tim e you go in and out
of the house.”
R e s u l t : The child obviously alarm ed quickly goes to the
door and opens it.
6. I n s t r u c t i o n : “D on’t forget you have a d e n tist’s
appointm ent 6 at three o’clock on the fo u rth .”
R e s u l t : After reading the preceding exam ples, the reader
is expected to figure this out for him self. 7
I suppose there in no need to go on w ith this list. A sm art
parent will now see a way out. As the ch ild ’s n atu ra l tendency
is to get a request mixed up, you sim ply first mix it up your
self.
For instance the other m orning 8 we w anted Jo h n to wash
his neck, b u t we h esitated a long tim e before we finally w ord
ed the com m and. It was as follows: “Scrub the soap w ith a
towel and then hang up your neck.”
R e s u l t : The cleanest neck we have seen in six months.
You see how sim ple it is if you know how to do it.
NOTES
1 to m isin terp ret — to understand (or explain) wrongly

2 to supply — to give w hat one needs; e.g. The school
supplied the pupils w ith visual aids, m aps, etc.
3 They are sure to find it very h elp fu l.— They will cer
tain ly find it very helpful; e.g. He is sure to come tomorrow
( = I am sure th at he will com e...).
4 get down to your homework — begin doing your home
work; to get down to one’s work, business, etc.— settle down
to it seriously; e.g. The interval is over, le t’s get down to
business. (Russ, взяться за)
6 do the dishes — wash up the dinner things
6 a d en tist’s appointm ent — an arrangem ent to call on
the dentist at a fixed tim e
7 the reader is expected to figure this ou t for him self — it
is expected th a t the reader will be able to guess him self w hat
93
the result is going to be (to figure out — to understand, to get
the result by working with numbers)
8 the other morning — a few days ago in the morning;
the other day — a few days ago. (Russ, на днях (в прошлом).
Сотр. one of these days — на днях (в будущем)
EXERCISES

word-combinations:
a) in stru ctio n , com m and, p aren t, v a rie ty , neither, fore

tell, exactly, m isinterpret, inexperienced, m ixed up, prop
erly, towel, radio, piano, vacuum -cleaner, p ail, youngster,
request, obviously, alarm ed, ap p o in tm en t, preceding, fig
ure out, n a tu ra lly , tendency, h esitate, finally
b) divîns'trAkJnz and ka'mcmdz; a 'lis t ^ a v ^ S a m ; widvâ
'peil av 'wo:ta; 'get 'daun ta ja 'houm watk; 'k h a z ^ S a
'teibl; 'gou 'm andw 'aut a v w 9a 'haus
tences of your own:
I. 1. We found the list very helpful.

2. She' finds the job very easy.
3. I fin d the book most interesting.
4. She. found the bed rath er comfortable.
5. He doesn’t fin d her pretty.
6. W e d id n 't fin d him amusing.
7. I found them greatly changed.
II. 1. They are sure to fin d it very helpful.

2. She is sure to meet you at the statio n .
3. He is sure to finish his homework in tim e.
4. W e are sure to enjoy our trip.
5. You are sure to get interesting books at the library.
6. She is sure to find a way out.
III. 1. W ill you kin d ly tell me the time?

2. W ill you kin d ly clear the table?
3. W ill you kin d ly do the dishes?
4. W ill you kin d ly lock the front door?
5. W ill you kindly bring me the soap and the towel?
6. W ill you kin d ly scrub the floor w hile I do the dishes?
94
IV . 1. W hy do you go on leaving th e front door open?
2. H e w ent on reading the new spaper.
3. She went on doing the dishes after the guests arrived.
4. Go on clearing the tab le w hile I wash my hands.
or word-groups from the text:
1. P aren ts usually give no end of instructions to their
children. 2. Please, turn down the radio volume a little. 3.
Remove the things from the dining-room tab le. 4. “If you don’l
start doing your homework you w ill not be through in tim e,”
M other said. 5. “You needn’t help me. I 'l l wash up the dinner
things m yself.” 6. I f you keep leaving the front door open I shall
lock you o u t. 7. Do you rem em ber you have an arrangement
to call on the doctor this afternoon? 8. C an’t you understand
it w ithout a ny outside help? 9. I d on't think it is necessary to
add any more exam ples to the list.
убрать со стола; вымыть посуду; пыльная тряпка; пы
лесос; ведро с водой; вытереть пыль (с); вытереть руки (о);
включить (выключить) радио; оставлять входную дверь
открытой; повесить полотенце; приняться за работу; бу
дут неприятности; записаться к врачу; перепутать; пере
думать; сформулировать просьбу; неопытный; встрево
женный; предыдущий; сообразительный; найти выход
1. W here shall I hang . . . the linen to dry? 2. H urry . . . !
D on’t forget th e lecture begins . . . 2 o’clock . . . th e afternoon.
3. If you can suggest a way. . . . I ’ll be grateful . . . you.
4. “Turn . . . th e rad io , please, I m ust p u t the baby . . . bed.”
5. You had b etter use the vacuum -cleaner if you wish to re
move th e dust . . . the carpet. 6. I ’m tired . . . telling him
to close the front door each tim e he w alks . . . the house.
7. If you are going to take a bath . . . dinner I ’ll tu rn . . . the
hot w ater . . . once. It takes . . . 20 m inutes or so to fill the
b a th tu b . 8. L e t’s g e t work . . . once. W e have got
lots . . . things to do this afternoon. 9. B ring . . . a pail . . .
w ater, please. I ’m going to scruh the floor . . . the bedroom.
10. H ere is a clean towel . . . you to w ipe your hands . . . .
11. Be sure to finish your com position . . . tim e. W e must
s ta rt . . . the th eatre . . . six o’clock sharp. 12. M ary’s children
93
are a great help . . . her. They always do the dishes and some
tim es help her . . . th e washing.
1. W hose in structions are endless in variety? 2. W hy is it

im possible to m ake a list of instructions and com m ands
given by parents? 3. W hat can you not foretell exactly?
4. W hom w ill th e author be happy to supply w ith a short
list of m ixed-up instructions? 5. W hat w ill the author be happy
to supply inexperienced parents w ith? 6. W hy does the author
wish to supply inexperienced parents w ith a short list of
m isinterpreted instructions? 7. Are they sure to find the list
useless or helpful? 8. W hat instruction is given in the first
example? 9. W as the child asked to w ipe its hands on a guest
towel or was it told not to use the guest towel? 10. W hat did
the child do after being asked to tu rn the radio down lower?
11. Did the child tu rn on the radio or the television? 12. W hat
did the child tu rn on? 13. Did the child bring his m other the
duster or the vacuum -cleaner? 14. W hat did the child bring
his m other instead of the duster? 15. D id M other w ant to
remove dust from the piano or from the book-case? 16. W hat
did M other w ant to rem ove the dust from? 17. W as the young
ster asked to do the dishes? 18. W ho was going to do the
dishes? 19. W h at was the youngster told to do? 20. W hy did
M other tell him to get down to his homework? 21. Does the
youngster get down to his homework or does he sta rt to do
the dishes? 22. W h at does he sta rt to do? 23. W ho starts to
do the dishes? 24. W hen is the youngster greatly surprised?
25. W hat does he begin to com plain about? 26. W hat does
M other say about the child always leaving the front door
open? 27. W h at does the child do when it hears M other say
som ething about the door? 28. W hat does M other rem ind
her son (or daughter) about? 29. W hen does he have a d en tist’s
appointm ent? 30. W hat do you think the boy (or girl) will
do after hearing his (her) M other’s words? 31. Is there any
need to go on w ith th e list? 32. W hy is there no need to go
on w ith th e list? 33. W hat will a sm art parent now see? 34.
W hat way out w ill a sm art parent see? 35. W hat did the a u
thor tell Jo h n to do, when he w anted the boy to wash his
neck? 36. W h at was the result?
Exercise VII. Retell the story using the following words and word-
groups from the text:
96
endless; to m ake a list of; neither; yet; inexperienced; to
supply w ith; they are sure to . . . ; clean up properly; wipe
(on); tu rn th e rad io down lower; tu rn off (on); either . . . or;
vacuum -cleaner; clear the things (off); get down to; to do the
dishes; to com plain; to change one’s m ind; there is going
to be trouble; obviously alarm ed; a d e n tis t’s appointm ent;
to figure out for him self; to go on w ith; sm art; to get a re
quest mixed-up; we w anted Jo h n t o . . . ; to hesitate; to word;
to scrub
Exercise V lil. Translate into English:
а) 1. Она о б я з а т е л ь н о п о м о ж е т тебе мыть посуду.
2. Он н е п р е м е н н о в к л ю ч и т радио, когда начнет де
лать уроки. 3. Она о б я з а т е л ь н о в с е п е р е п у т а е т .
б) 1. П ож алуйста, в ы к л ю ч и р а д и о . 2. Скажи мне,
когда ты в к л ю ч и ш ь т е л е в и з о р . 3. В ы к л ю ч и т е
л е в и з о р , мне надо делать уроки. 4. С д е л а й п о т и ш е
р а д и о . Я буду проверять домашнее задание.
в) 1. У б е р и с о с т о л а . 2. Я сперва в ы м о ю п о с у д у ,
а потом в о з ь м у с ь з а у р о к и .
г) 1. Н а д н я х мы пойдем в цирк. 2. Где Миша?
Я его не видел тысячу лет (for ages).— Я встретил его в
ГУМе н а д н я х . 3. Он обещал н а д н я х зайти. 4. Я з а
ходила к ней н а д н я х . 5. Она н а д н я х уезж ает в Киев.
Exercise IX. Change the following commands to indirect form:
E x a m p l e s : a) B ring me the duster, Jo h n .
M other told the boy to bring her the
duster.
b) D on’t leave the door open.
She asked him not to leave the door open.
1. Clear the things off the dining-room table. 2. Get down
to your hom ework. 3. D on’t tu rn on the radio. 4. D on’t wipe
your hands on th e guest towel. 5. D on’t do the dishes. 6. Wash
your hands and face! 7. D on’t be late for dinner! 8. Go and
fetch the vacuum -cleaner, please.
Exercise X. Use for oneself in examples of your own (for oneself—
without help from others and in order to benefit oneself. Comp, by oneself,
also meaning without help, but not having the idea of benefiting oneself),
e.g.:
1) I shall go and see it for m yself (I w ant to m ake sure, as
I don’t tru st w hat o th er people say). B u t I can’t go there by
myself, I am too weak.
4 JVa 1518 97
2) H e m ust find ou t the tru th for himself.
Exercise XI. Make negative additions introduced by nor or neither.
Use the suggestions in brackets.
E x a m p l e s : a) Jo h n doesn’t w an t to do the dishes.

Neither do I.
b) I can’t w a it any longer. Nor can he.
c) F ru it trees w ill n o t grow here. Neither
w ill flowers.
1. I am not yet through w ith my hom ework, (he) 2. She

h asn ’t y et done th e dishes. (I) 3. W e sh a n ’t go to the dentist
after dinner, (he) 4. H e cannot ride a bicycle, (he, ride a horse)
5. I never use th e vacuum -cleaner, (she) 6. Jo h n d id n ’t
stay to din n er. (Mary) 7. This is not my fountain-pen. (th at
one) 8. I do n ’t believe you. (my friend) 9. She can’t rem em ber
his nam e. (I)
1. How can ch ildren help their M others about the house?

2. Speak on how household duties should be divided am ong
th e members of th e fam ily.
3. Are most children absent-m inded and ap t to get things
mixed-up?
4. T h ink of a co n tin u atio n to this sketch.
6. G ive your opinion of the sketch.
6. T ell a story or episode about children.
Exercise X III. Study the story in pictures on p. 99 and answer the
1. W hy is there a lorry in front of the house? W hat are

th e people doing? W hy are they unloading the lorry? A re
they m oving in to a new flat?
2. W h at pieces of fu rn itu re are being carried into the house?
3. W h at is th e boy doing? Is there a socket in the corner?
Is th e boy going to plug in the T.V .? H e seems to be in a
hurry about it, doesn’t he? W hy does he w ant to plug in th e
T.V .? Does he th in k they are going to televise a sport re
view? Is he a football fan?
4. W h at is th e boy w atching? Is he w atching a football
m atch on Т . V.? W h at is being televised? Does the boy seem
to be carried aw ay by the show? W hy is he s ittin g on th e
floor? W here are his parents?
98
M o v in g I n t o a New F l a t
5. W ho is w atching the T.V . show now? W hy are they

all sittin g on the floor? W here is the furniture?
6. W hy is th e fu rn itu re still in the street in front of the
entrance door? D on’t the owners of the fu rn itu re care about
it or have they forgotten to carry it in? W h at pieces of fu r
n itu re h av e they left standing in the street? W here is the
boy’s cat? W h a t is it doing?
1. H ave you got a T.V .? Do you like to w atch T.V . shows?
2. W hich do you prefer, to see a film a t th e cinem a or to stay
4* 99
at home and w atch it on T.V.? 3. Are you interested in
sport reviews? Are you (or your brother, father, etc.) a foot
ball fan? 4. W hat T.V. program s do you like best? 5. W hat
interesting T.V . program have you seen lately? 6. W hen do
you switch on the T .V ., as a rule? 7. Do you som etimes neg
lect your studies because of the T.V.?
Matilda
W ho T old Lies, and was B urned to Death

M atilda told such Dreadful Lies,
I t made one Gasp and S tretch one's Eyes,
H er A u n t, who from her E arliest Youth
H ad kept a S trict Regard for Trut h,
A ttem p ted to Believe M atilda:
T he effort very nearly killed her
A nd w ould have done so, had not She
Discovered this Infirmi t y.
F o r once, toward the Close of D ay,
M atild a, growing tired of play,
And finding she was left alone
W ent tip toe
to
the Telephone
And sum m oned the Im m ediate Aid
Of L ondon’s Noble F ire Brigade.
W ith in an hour, the G allant Band
W ere pouring in on every hand,
From P u tn ey , H ackney, Downs and Bow,
W ith Courage high and H earts a-giow
They gallopped roaring through the town.
“M atild a’s House is burning down!”
Inspired by B ritish Cheers and Loud
Proceeding from the Frenzied Crowd,
They ran the ladders through a score
Of windows on the Ball Room floor;
And took Peculiar P ains to Souse
The P ictu res up and down the house.
U n til M atild a’s A unt succeeded
In showing them they were not needed.
And even then she had to pay
To get the men to go awayl
100
I t happened th a t a few weeks later
H er A unt w ent off to the T heater
To see th a t In terestin g P lay
The Second M rs. Tanqueray.
She had refused to take her Niece
To hear this entertaining Piece:
A D eprivation J u s t and W ise.
To Punish her for Telling Lies.
T h at night a F ire did break out —
You should have heard M atilda Shout,
You should have heard her Scream and Bawl
And throw the window up and call
To People passing in the S treet —
(The rap id ly increasing H eat
E ncouraging her to obtain
T heir confidence) — bu t all in vain!
F or every tim e She shouted “F ire!”
They only answered “L ittle L iar!”
And therefore when the A unt returned,
M atild a, and the House, W ere B urned.
Hilaire Belloc
Jokes
*
One day one of M ary’s little friends cam e to see her. She
found the girl playing w ith her new housekeeping set.
“Are you w ashing dishes?” asked the friend.
“Yes, I am ,” replied M ary, “and I ’m drying them , too,
because I ’m not m arried yet.”
* *
*
The best tim e for parents to put the children to bed is

when they s till h ave strength.
*r* V
*
M o t h e r : W here is Jim m ie?

F a t h e r : D oing his lessons, no doubt.
M o t h e r : W h at makes you th in k so?
101
F a t h e r : Now adays you can alw ays tell when your son
is doing his hom ew ork. H e turns down th e television volum e a
little .
* *
*
One day the office boy entered the m anager’s study, look
ing very sad. H e reported the death of one more uncle and,
of course, asked for the day off. The m anager had his suspi
cions, b u t he was a kind m an, so he allow ed the boy to leave.
In th e afternoon the m anager w ent to the Cup S em ifinal.
And w hom should he see there bu t Jim m ie, the office boy.
“So th is is your uncle’s funeral,* eh, Jim m ie?” he asked.
“Looks like it,” the boy replied sad ly . “H e’s the referee.”
ON NOT KNOWING ENGLISH
W hen I first cam e tQ E ngland in 1938 I thought I knew

E nglish fairly w ell. In Europe my English proved quite suf
ficient.
In E ngland I found two difficulties. F irst: I did not u n
derstand people, and secondly: they did not understand me.
It was easier w ith w ritten texts. W henever I read a leading —
a rticle in The Tim es, I understood.everything perfectly w ell,
except th a t I could never make out 1 w hether The Times
was for or against som ething. In those days I pu t this down
to 2 iny lack of knowledge of English.
The first step in my progress was when people started u n
derstanding me w hile I still could not understand them . This
was the most ta lk a tiv e period of my life. I reached the stage
of in te llig ib ility 3 fairly quickly, thanks to a friend of m ine
who discovered an im portant linguistic secret, nam ely th a t
th e English m u tter and m um ble.4 Once we noticed a sausagelike
th in g in a shop window m arked pork braw n.6 W e m istook
it for a C o n tin en tal kind of sausage and decided to buy some
for our supper. W e entered the shop and I said: “A quarter
of pork braw n, please.” “W hat was th a t? ” asked the shopkeeper
looking scared. “A quarter of pork braw n, please”, I repeated,
* A play upon words: funeral means a) a burial of a dead per

son, b) some unpleasant business.
102
still w ith a certain nonchalance.61 repeated it again. I re p eat
ed it a dozen tim es w ith no success. I talked slowly and soft
ly; I talk ed as one talks to the deaf and finally I tried baby-
talk . 7 The shopkeeper still had no idea w hether we w anted
to buy or sell som ething. Then my friend had a brain-w ave-8
“Leave it to me,” he said and started m um bling under his
nose in a hard ly audible m anner. The shopkeeper's eyes lit
up: “I see,” he said h ap p ily , “you w ant a q uarter of pork
braw n. W hy d id n ’t you say so?”
But tim e passed and my knowledge and understanding
of English grew slow ly. U ntil the tim e cam e when I began to
be very proud of my knowledge of E nglish. L uckily, every now"
and then one goes through a sobering experience which teaches
one to be more hum ble. Some years ago my m other cam e here
on a v is it. She expressed her wish to tak e English lessons at
an LCC 9 class. I accom panied her to the school and we w ere
received by a com m issionaire.10 I said th a t we were interested
in th e class for beginners. I received all the necessary in fo r
m ation and conducted a lengthy conversation wi t h the m an,
in the belief th a t my English sounded idiom atic. F in a lly ,
I paid the fees 11 for my m other. He looked at me w ith aston-
shm ent and asked: “Only for one? And w hat about yo u ?”
(From “How to Be an Alien” by G. Mikes)
NOTES
1 to make out — to understand one's words, handw riting,
in ten tio n s, etc.; e.g. She found a crum pled note on her desk
and co u ld n ’t m ake out who it was from. Speak slowly, please.
I can ’t m ake out a word you are saying. J a n e is odd, w hatever
you say. I for one c a n ’t make her ou t.
2 to put sm th. down to — to suppose or say th a t sm th. is
th e cause (of); e.g. I t never occurred to us th a t the wom an was
sick. W e p u t down her paleness to overw ork. (Russ, п ри п и
сать, отнести за счет чего-либо). S y n . ascribe, attribute.
3 in tellig ib ility — the q u ality of being in tellig ib le, i.e.
clear, easy to und erstand; e.g. an intelligible speech (descrip
tio n, explanation, etc.); I appreciate F au lk n er b u t, it m ust be
a d m itte d , he is n o t a very in tellig ib le w riter. W h a t is in te l
ligible to one person m ay be u nin telligible to another; much
depends on one’s background.
N o t e : D on’t confuse in telligib le and in tellig en t (see
p. 18 note 1).
103
4 to mumble — to speak in d istin ctly ; to mutter is also
to speak in d istin ctly , bu t it often im plies a low sound made
by a person who is displeased or angry (S y n . grumble); e.g.
He doesn’t tak e th e trouble to open his m outh and there is
little we can make out from the way he m um bles. The maid
was asked to leave the room, w hich she did m uttering
som ething to herself.
5 pork brawn — pork, pickled and pressed
6 with a certain nonchalance [ 'n a n ja la n s ] — w ithout
em phasis, casually
7 baby-talk — th e way one talks to very young children,
i .e. using nursery words, ad apting your vocabulary and pro
nunciation to th a t of a sm all child
8 brain-wave — a b rillia n t idea th a t suddenly occurs
to you. S y n . brainstorm.
N o t e : D on’t confuse w ith brain-child — result of one’s
creative ac tiv ity (im agination), an original idea, plan, etc.;
Brain-Trust — a group of experts. The phrase was coined in
1933 for a group of experts in political science and economy
who advised P resident F . D. R oosevelt, brainwash ( = brain
washing) — a forcible indoctrination aim ed at m aking a
person give up his religious, p o litical, etc. beliefs and
accept co n trasting ideas
9 LCC (abbrev.) — London C ounty Council
10 commissionaire — (here) clerk
11 fees (p i.) — paym ent for professional services (a
lawyer's, doctor's, teacher's fee, school (tu itio n ) fees, club
fees). S y n . salary, wage (a clerk's salary, a w orker's wage)
EXERCISES

pbrases:
a) fairly, period, in tellig ib ility , linguistic, sausagelike,
braw n, nonchalance, audible, sobering, experience, com m is
sionaire
b) ai '0 o :t ai 'n j u : 'i p g li j; w e n 'e v a r ai 'red a Ti:dig
'crtikl ш ^ З э 't a i m z ; a C ' p u t w 9is 'd a u n t a m a i Taek av
'nalid 3 av 'i p g h j 4; ' r i : t j t w 3a 'steidg av in,telid 3 i'biliti; 'w ot
waz ~ \3 a e t 'crskt За 'J o p k ii p a ; За 'J a p k k p a z 'aiz Tit 'л р ;
'e v r i ' n a u w 3nd w '3 e n WAn 'gouZv^Gru: a 'so u b arig iks'piarians;
k a n 'd x k t i d TerjGi ,kanva'sei,fn w i 3 3 a 'm sen ; w i - w a r 'm tr is tid
т ч_,3э 'k l a s fa bi'ginaz
104
tences of your own:
I. 1. When I first came to England I was still a child.

2. When we first met him he was a handsom e man in
his early 50’s.
3. When he first attended a sym phony concert he was
g reatly im pressed.
4. When he first saw the girl he d id n ’t th in k her a ttra c
tive.
II. 1. Whenever I read a leading article in The Times I could
never m ake out the paper’s views.
2. Whenever he called he was sure to ask for som ething.
3. Wherever she w ent she was sure to make friends w ith
everybody.
4. Whatever he says he means it.
5. Whatever she does is for the good of the fam ily.
III. 1. Thanks to a friend of mine I discovered an im portant

linguistic secret.
2. Thanks to his valuable assistance we got all the in
form ation we needed.
3. Thanks to his knowledge of English he was able to
act as interpreter.
4. Thanks to his connections he was ad m itted to a
most exclusive club.
and word-groups from the text:
1. W hen still in Europe I alw ays felt I knew English

rather w ell. 2. I never knew w hether the paper supported or
opposed the new in itia tiv e . 3. He is not the kind of man who
talks much. 4. Very soon he managed to make himself understood.
5. “There is som ething I ’d like to ask you,” he said w ith an
air of indifference (unconcern). 6. Every now and then he
w ill have a brilliant idea but he will hardly ever take the
trouble to work on it. 7. Fortunately life teaches you not
to think too highly of yourself. 8. I talked to the man for quite
a while. 9. I made the paym ent for my m other’s lessons. 10.
T h at year I had an experience which made a more cautious
man of me.
Exercise IV. Find in the story equivalents for the following words
and phrases:
105
прилично знать что-либо; вполне достаточно; передовая
статья; разобрать (понять) что-либо; быть за (против);
приписать что-либо (отнести что-то за счет); недостаток
чего-либо; разговорчивый; благодаря кому-либо; бормо
тать; принять по ошибке за; испуганный; блестящ ая идея;
едва слышный; загореться (о глазах)-, отрезвляющ ее пере
живание; скромный; вести долгую беседу; плата за обуче
ние
Exercise V. Fill In the blanks with prepositions:
E arly in th e year th e youngest mem ber . . . the team had
a brain-w ave which led . . . a set . . . experim ents. The findings
which they o b tain ed fairly quickly were most prom ising
and the scien tists had every reason to be proud . . . them .
O nly people whose lack . . . knowledge and understanding
. . . the problem was obvious, could fail to appreciate w hat
was being done. Soon, however, they w ent . . . the h u m iliatin g
experience . . . learning th at their funds w ould be soon cut
. . . . They realized they had reached the stage when they
could no longer g o the research w ith o u t the C hief’s
support. U n fo rtu n ately they h a d n ’t yet had a chance to make
. . . w hether th e Chief was . . . or . . . their project and th ere
fore d id n ’t know . . . w hat ex ten t they could rely . . . his
help. W henever they asked . . . his opinion the Old Man would
m um ble som ething u n in tellig ib le . . . reply and leave them
. . , doubt as . . . w hat his actual intentions were.
1. W hen was it th a t George thought he knew English
fairly well? 2 .‘W h a t difficulties did he com e across in England?
3. How well did he understand The Tim es? 4. W hat could
he never make o u t, however? 5. W hich was the most ta lk a tiv e
period of his life? 6. W hat stage did he reach fairly quickly?
7. W hat lin g u istic secret did his friend discover? 8. W hy
did George w ant to buy some pork braw n for supper? 9. How
did he speak to th e shopkeeper? 10. W hy was George’s friend
more successful in try in g to m ake th e shopkeeper understand
w h at it was they w ished to buy? 11. W hen did the shopkeep
e r’s eyes lig h t up? 12. W hat did George begin to be very
proud of? 13. W h at wish did G eorge’s m other express? 14.
W here did he accom pany his m other and who did he o btain
all the necessary inform ation from? 15. W hy did he conduct
a lengthy conversation w ith the com m issionaire? 16. W hy
106
was the com m issionaire surprised when George paid the fees
for his mother? 17. W h at teaches a person to be more humble?
fairly well; to prove sufficient; to find difficulties; first
. . . secondly; whenever; except th at; to m ake out; to be for
(against); to p u t sm th. down to; lack (of); talkative;
in tellig ib ility ; fairly quickly; thanks to; to m utter and m um
ble; sausagelike; shop window; to m istake sm th. for; to look
scared; to ta lk softly; to have no idea (whether); brain-w ave;
leave it to sm b.; h ard ly audible; to light up; to be proud of;
to go through an experience; hum ble; to come on a visit;
to accom pany; to be received by; all the necessary inform a
tion; to conduct a lengthy conversation; in the belief th at;
to pay the fees; astonishm ent
Exercise VIII. Make up a situation using the Model:
to go through a sobering (wonderful, shattering, exciting,

hum iliating) experience, e.g. She went through a most exciting
experience during her last trip to London. R obert Shannon
w ent through a h u m ilia tin g experience w hen he first came to
school.
Exercise IX. Translate into English using a) except that.., b) to prove
sufficient (useful, etc.), c) in the belief that...:
a) 1. Он очень приятный человек, н е с ч и т а я т о г о ,
что никогда не знаеш ь, что он может выкинуть (what he is
up to). 2. Костюм красивый, т о л ь к о в о т цвет ярковат
(a b it loud). 3. Ф ильм интересен, т о л ь к о несколько длин
новат (longish).
b) 1. К огда он приехал на К убу, его знание испанского
язы ка о к а з а л о с ь д о с т а т о ч н ы м для выполнения по
рученной ему работы. 2. Л аборантка хорошо печатала на
машинке, владела тремя языками и знала стенографию.
Вскоре она о к а з а л а с ь н е з а м е н и м о й . 3. Если его
знания математики о к а ж у т с я н е д о с т а т о ч н ы м и , вам
придется ему помочь. 4. Все его попытки получить нужные
сведения о к а з а л и с ь б е с п о л е з н ы м и .
c) 1. Она приехала к миссис К р эг, п о л а г а я , ч т о
она будет единственной гостьей. 2. Он обратился в Комитет,
и с х о д я и з п р е д п о л о ж е н и я , что ему удастся добиться
поддержки (to w in support). 3. Мальчик* приехал из
провинции, чтобы держ ать вступительные экзамены в кон
107
серваторию, п о л а г а я , ч т о он будет лучшим скрипачом
среди абитуриентов (applicant).
Exercise X. Choose the proper word:
(brain-wave — brain-child — brainwash)
I. 1. One foggy n ig h t, on his way hom e he suddenly had
a . . . . S o th e solution was as sim ple as that! W hy on earth
h a d n ’t it occurred to him before? 2. A fter P o rter had been
brought to th e executive and given a good . . . he refused to
jo in the strik ers. 3. The project was his . . . , A lbert thought,
yet he was obviously m eant to rem ain in the background.
(fee — wage — salary)
II. 1. “I ’ve come right from the office. H ere’s my . . . ,
every penny of it.” 2. The speaker dwelled on the policy of
. . . freeze, so un p o p u lar among the w orkers. 3. The doctor’s
. . . consum ed a considerable part of the fam ily ’s budget.
4. Yours is an exclusive club and the . . . . is very high.
(intelligent — intelligible)
III. 1. The professor’s paper, brief as it w as, contained
all th e new d ata and a most . . . description of the sophisticated
m ethod he ap p lied . 2. The dog has such . . . eyes, indeed. One
alm ost expects him to sta rt speaking one day. 3. “I t ’s true
he is a b it odd, and som etim es hard to m ake out. But isn’t
he really . . . ? 4. W hatever he says may be very clever, but
it is hardly . . . .
1. W hy do so m any people w ant to speak foreign languages
b u t only few do?
2. W h a t, in your opinion, is essential to the m astery of
a foreign language?
3. Tell th e class an incident when a person realized th a t
his knowledge of a foreign language proved inadequate.
4. W hose work do you find more in terestin g , th a t of a
teacher, tran slato r or interpreter?
Exercise X II. Study the story in pictures on p. 109 and answer the
1. W hat is Eugene reading? W hy is he reading a book on
skating? Can he sk ate or is he going to learn to skate? He
pu ts much v alue upon theory, doesn’t he?
108
Learn to Skate by Skating
2. W here has Eugene come? Is he w earing his overcoat
or has he left it in the cloak-room?
3. The ice is ra th e r slippery, isn’t it? W hat is the m atter
w ith him? W hy is he trying to skate on all fours? C an’t he
stan d on his feet? W hy ca n ’t he? H as he lost his balance?
4. Is Eugene sk a tin g or has he slipped and fallen down?
W ho is helping him to rise to his feet? W hy is it difficult
for him to rise to his feet?
5. All beginnings are h ard , aren ’t they? How is K ate
teaching Eugene to skate? Is she holding him by the arm or
round th e w aist? Does Eugene feel grateful to Kate? Does
he th in k she is q u ite a girl? W hat does he th in k of Kate?
6. Does it tak e one long to learn to skate? How long does it
take Eugene to learn to skate? Is K ate a p atien t “tra in e r”?
7. Is th ere any difference between p ictu re 5 and picture 7?
W h at is the difference between p ictu re 5 and picture 7? Has
Eugene m ade progress? W hy has he m ade such good progress?
Does he enjoy sk atin g now?
Can you skate? Do you enjoy skating? W hich do you pre
fer, sk atin g or skiing? How iong did it take you to learn to
skate? W hen did you learn to skate? Can you cut figures on
th e ice? A re you good at figure cutting?
MANY MOONS
by Jam es T hurber
Once upon a tim e, in a kingdom by the sea, there lived a

little P rincess, nam ed Leonore. She was ten years old, going
on eleven.1
One day th e Princess fell ill because she had eaten too
m any raspberry ta rts . She had to go to bed and the R oyal
P hysician cam e to see her. H e took her tem perature and felt
h er pulse, and then made her stick out her tongue. The R oyal
P h y sician w as w orried. H e sent for the K ing, Leonore’s fa
th e r, and th e K ing cam e to see her.
“I w ill get you an ything your h ea rt desires,” the K ing
said . “Is th ere an y th in g your h eart desires?”
“Yes,” said th e Princess. “I w an t the m oon.2 If I can
have'The m oon, I w ill be well again.”
110
Now th e K ing h ad a great many w ise men who alw ays got
him an y th in g he w anted, so he told Leonore she could have
th e moon.
Then he w ent to the throne room and pulled a bell cord,
three long pulls and a short pull, and presently the Lord
C ham berlain 3 cam e into the room.
The Lord H igh C ham berlain was a large fat man who
wore thick glasses w hich made his eyes seem tw ice as big as
they really were. T his made the Lord H igh C ham berlain seem
tw ice as w ise as he really was.
“I w ant you to get the moon” , said the K ing. “The P rin
cess Leonore is ill and she w ants the moon. If she can get
th e moon, she w ill get well again.”
“The moon?” exclaim ed the Lord H igh C ham berlain,
opening his eyes w ider. This m ade him look four tim es as
wise as he really was.
“Yes, th e moon,” said the K ing. “M-o-o-n. G et it tonight,
tom orrow a t the latest.”
The Lord H igh C ham berlain w iped his forehead w ith
a handkerchief and then blew his nose loudly. “I have got
a great m any things for you in my tim e, your M ajesty,” he
said. “It ju st happens th a t I have 4 w ith me a list of the things
I have got for you in my tim e.” H e pulled a long scroll of
parchm ent out of his pocket. “Let me see, now .” H e glanced
a t the list, frow ning. “I have got ivory, apes and peacocks,
rubies, opals and em eralds, black orchids, pin k elephants
and blue poodles, gold bugs, scarabs and flies in am ber,
hum m ing b ird s’ tongues, angels’ feathers, and unicorns’ horns,
g ian ts, m idgets and m erm aids, troubadours, m instrels and
dancing w om en, a pound of b u tter, two dozen eggs, and a sack
of sugar — sorry, my wife w rote th a t in there.”
“I don’t rem em ber any blue poodles,” said the K ing.
“It says blue poodles rig h t here *■on th e list, and they are
checked off w ith a little check m ark,” said th e Lord H igh
C ham berlain. “So there m ust have been blue poodles. You
ju st forget.”
“N ever m ind th e blue poodles,”8 said th e K ing. “W hat I
w ant now is th e moon.”
“I have sent as far as Sam arkand and A raby and Zanzibar
to get things for you, your M ajesty,” said the Lord H igh
C ham berlain. “B ut th e moon is out of th e question.1 I t is
35 000 miles aw ay and it is bigger th a n the room the P rin
cess lies in. F u rth erm ore, it is m ade of m olten copper. I can
lll
not get th e moon for you. Blue poodles, yes; the moon,
no.” 8
The K ing flew in to a rage 9 and told the Lord H igh C ham
berlain to leave th e room and to send the R oyal W izard to
th e throne room.
The R oyal W izard was a little th in man w ith a long face.
Me wore a high peaked cap covered w ith stars, and a long
blue robe covered w ith golden owls 10. H is face grew very
pale, when th e K ing told him th a t he w anted the moon for
his little dau g h ter, and th at he expected the R oyal W izard
to get it.
“I have worked a great deal of magic 11 for you in my tim e,
your M ajesty,” said th e R oyal W izard. “It ju st happens th a t
I h ave in my pocket a list of all the magic things I have w orked
for you.” The R oyal W izard drew a long scroll of parchm ent
from a deep pocket in his robe, and said: “H ere it is. Now
let us see.1'2 I h ave squeezed blood out of turnips and turnips
o u t of blood. I have produced rab b its out of silk hats and silk
h ats out of ra b b its. I have brought flowers, tam bourines and
doves o u t of nowhere, and nowhere out of the flowers,
tam bourines and doves. I have brought you magic wands and
crystal spheres 13 in which to see the future. I have mixed
magic drinks, pills and powders to cure heartbreak, itching
in the nose, and rin g ing in the ears. I have made you my own
special m ixture of catcalls, nightshade and eagles’ tears to
w ard o f f 14 w itches, demons and things th a t go bum p
in the n ig h t.151 have given you seven league boots, the golden
to u ch ,18 and a cloak of in v isib ility —”
“It d id n ’t w ork,” 17 said the K in g .“The cloak of in v isib il
ity d id n ’t w ork.”
“Yes, it d id ,” said the R oyal W izard.
“No, it d id n ’t,” said the K ing. “I w ent bum ping into things
the sam e as ever.”
“The cl6ak is supposed to make you invisible,” said the
R oyal W izard. “It is not supposed to keep you from bum ping
in to things.”
“All I know is I kept bum ping in to th in g s,” said the
King.
The R oyal W izard looked a t his list again. “I got you,”
he said, “horns from E lfland, sand from the S andm an, 18
and gold from th e rainbow . Also a spool of cotton, a packet
of needles, and a lum p of beeswax — sorry, those are things
my wife w rote for me to get her.”
112
“W hat I w ant you to do now,” said the K ing, “is to get
me th e moon. The Princess Leonore w ants the moon, and when
she gets it she w ill be well again.”
“Nobody can get the moon,” said the R oyal W izard. “It is
150 000 m iles aw ay, and it is made of green cheese, 19 and
it is twice as big as this palace.”
The K ing flew in to another rage and sent the Royal W i
zard back to his cave. Then he sounded a gong and summoned
th e R oyal M athem atician.
The R oyal M athem atician was a bald-headed, near
sighted man w ith a skullcap on his head and a pencil behind
each ear. H e wore a black suit w ith w hite num bers on it.
^ “1 don’t w ant to hear a long list w ith the things you have
figured out for me since 1907,” said the K ing. “I w ant you to
figure out for me rig h t now how to get the moon for the P rin
cess Leonore. W hen she gets the moon-.she will be well
again.”
“I am glad you m entioned all the things I have figured
out for you since 1907,” said the R oyal M athem atician. “It so
happens th a t I have a list of them w ith m e.”
H e pulled a long scroll of parchm ent out of his pocket
and looked a t it. “Now let me see. I have figured out for you
th e distance between the horns of a dilem m a, 20 night and
d ay, and A and Z. I have com puted how far is U P , how long
it takes to get to AW AY, and w hat becomes of GONE. I have
discovered th e length of the sea serpent 21 and the price of
th e priceless. I know how many IS ’s it takes to make an
A R E , and how m any birds you can catch w ith the salt in
th e ocean — 781 796 132 — if it would interest you to know.”
“There are n o t th a t many b ird s,” said the King.
“I d id n ’t say there were,” said the R oyal M athem atician.
“I said if there were.”
“I don’t w ant to hear about seven hundred m illion im agi
nary birds,” said the K ing. “I w ant to get the moon for the
Princess Leonore.”
“The moon is 300 000 miles aw ay,” said the R oyal M ath
em atician. “I t is round and flat like a coin, and it is made
of asbestos, and it is half th e size of the kingdom . F u rth e r
more, it is pasted on the sky. Nobody can get the moon.”
The K ing flew in to another rage and sen t the R oyal M ath
em atician flying. 22 Then he rang for th e C ourt Jester. The
Je ste r cam e bounding 23 into the throne room in his motley
and his cap and b ells, and sat at the foot of the throne.
113
“W hat can I do for you,, your M ajesty”? asked the Court
Jester.
. “Nobody can do any thing for m e,” said the K ing and shook
his head sadly. “The Princess Leonore w ants the moon, and
she can’t be well till she gets it, b u t nobody can get it for
her. Every tim e I ask anybody for the moon it gets larger and
farther aw ay. There is n o th in g y o u can do for me except play
your lute. Som ething sad.”
“How big, do they say, the moon is?” asked the Court
Jester, “and how far away?”
“The Lord High C ham berlain says it is 35 000 miles away
and bigger th an the Princess Leonore’s room ,” said the King.
“The R oyal W izard says it is 150 000 miles aw ay, and twice
as big as this palace. The R oyal M athem atician says it is
300 000 miles away and half the size of this kingdom .”
The Court Je ste r strum m ed on his lu te for a little w hile.
“They are all wise men,” he said, “and so they must all
be rig h t. The moon m ust be ju st as large and as far away as
each person th in k s it is. The thing to do is to find out how
big the Princess Leonore th in k s it is, and how far aw ay.”
“I never thought of th a t,” said the King.
“I w ill go and ask her,” said the C ourt Je ste r. And he crept
softly to th e little g irl’s room.
The Princess Leonore was aw ake, and she was glad to see
the Court Je ste r b u t her face was very pale and her voice
very weak.
“H ave you brought me the moon?” she asked.
“N ot y et,” said the Court Jester, “bu t I ’ll get it for you
rig h t aw ay. How big do you th in k it is?”
“I t is a little sm aller than my th u m b -n ail,” she said, “be
cause when I hold my thum b-nail up to the moon, it just cov
ers it.”
“And how far aw ay is it?” asked the C ourt Jester.
“I t is not as high as the big tree outside my w indow ,”
said the Princess, “because som etim es it gets caught in the
top branches.”
“I t w ill be very easy to get the moon for you,” said the
C ourt Jester. “I w ill clim b the tree tonight when it gets caught
in th e top branches, and bring it to you.”
Then he thought of som ething else. “W hat is the moon
m ade of, Princess?” he asked.
“O h,” she said , “it is made of gold, of course, silly!”
Then the C ourt J e ste r left the Princess Leonore’s room and
114
w ent to see th e R o y al G oldsm ith. H e asked th e R oyal G old
sm ith to m ake a tin y round golden moon ju st a little sm aller
th an th e th um b-nail of the Princess Leonore. Then he had
him strin g the little disk on a golden chain 24 so th at the
Princess could w ear it round her neck.
“W hat is this th ing th a t I have m ade?” asked the Royal
G oldsm ith when he had finished the work.
“You have m ade the moon,” said the R oyal Jester.
“T h a t’s the moon.”
“B ut the moon,” said the R oyal G oldsm ith, “is 500000
miles aw ay and it is made of bronze, and it is round like a m ar
ble.” 25
“T h a t’s w hat you th in k ,” said the C ourt Je ste r as he went
away w ith th e moon.
The C ourt Jester took the moon to the Princess Leonore,
and she was overjoyed. The next day she was well again
and could get up and go out into the garden to play.
B ut the K in g ’s worries were not over yet. H e knew th a t the

moon would shine again in the sky th a t n ight and d id n ’t
w ant the Princess Leonore to see it. If she did , she would
know th a t the moon she wore on a chain round her neck was
n o t the real moon.
So the K ing sent for the Lord High C ham berlain and said:
“W e must keep th e Princess Leonore from seeing the moon
when it shines in the sky tonight. T hink of som ething.”
The Lord H igh C ham berlain tapped his forehead w ith his
fingers th o u g h tfu lly and said: “I know just the thing. We
can make some dark glasses for the Princess Leonore. W e can
m ake them so dark th a t she w ill not be able to see anything
a t all through them . Then she w ill not be able to see the moon
when it shines in the sky to n ig h t.”
This m ade the K ing very angry and he shook his head
from side to side.
“If she wore dark glasses she w ould bum p in to things,”
he said, “and then she would be ill again.” So he sent the
Lord H igh C ham berlain away and called the R oyal W izard.
“W e m ust hide the moon,” said the K ing, “so the Princess
Leonore w ill not be able to see it when it shines in the sky
to n ig h t.” T he R oyal W izard stood on his hands, and then he
stood on his head, and then he stood on his feet again.
“I know w hat we can do,” he said. “W e can stretch some
velvet cu rtain s on poles. The curtains w ill cover all the palace
115
gardens like a circus ten t, and the Princess Leonore w ill
not be able to see the moon when it shines in the sky to n ig h t.”
The K ing was so angry at this th a t he w aved his arm s
around. “Black cu rtain s would keep out the a ir,” he said. “The
Princess Leonore would not be able to breathe and she would
be ill again.”
So he sent the R oyal W izard away and sum m oned the
Royal M athem atician.
“W e m ust do som ething,” said the K ing, “so th at P rin
cess Leonore will not see the moon when it shines in the sky
tonight. If you know so much, figure out a way to do th a t.”
The R oyal M athem atician w alked around in a circle, and
then he w alked around in a square, and then he stood still.
“I have it,” he said. “W e can send off fireworks in the gardens
every n ight. W e w ill make a lot of silver fountains, and golden
w aterfalls, and when they go off they w ill fill the sky w ith
so many sparks th a t it w ill be as light as day and the P rin
cess Leonore w ill n o t be able to see the moon.”
The K ing flew in to such a rage th a t he began jum ping up
and down. “Firew orks would keep the Princess Leonore aw ake.
She would not get any sleep at all and she would be ill again.”
So the K ing sent the R oyal M athem atician aw ay, and sat
down in despair w ith his head in his hands.
W hen he looked up again it was dark outside and he saw
the bright rim of the moon ju st peeping over the horizon...
He jum ped up in a great fright and rang for the C ourt
Jester. The Court Jester came bounding into the room and
sat down a t the foot of the throne.
“W hat can I do for you, your M ajesty?” he asked.
“Nobody can do anything for me,” said the K ing m ournfully.
“The moon is com ing up again. It w ill shine into the Princess
Leonore’s bedroom, and she will know it is still in the sky,
and th a t she does n o t wear it on a golden chain round her neck.
Play me som ething on your lute, som ething very sad, for
when the Princess sees the moon she w ill be ill again.”
The C ourt J e ste r strum m ed on his lute. “W hat do your
wise men say?” he asked.
“They can th in k of no way to hide the moon th a t w ill
not make the Princess ill,” said the King.
The C ourt Je ste r played another song very softly, “Your
wise men know everything,” he said, “and if they cannot hide
the moon, then it cannot be hidden.”
The K ing put his head in his hands again and sighed.
П6
Suddenly he jum ped up from his throne and pointed to the
window.
“Look!” he cried, “the moon is already shining into the
Princess Leonore’s bedroom . W ho can explain how the moon
can be shining in th e sky when it is hanging on a golden chain
around her neck?”
The C ourt Je ste r stopped playing on his lute.
“W ho could ex plain how to get the moon when your wise
men said it was too large and too far away? It was Princess
Leonore. Therefore the Princess Leonore is wiser than your
wise men, and knows more about the moon th an they do. So
I am going to ask her.”
And before the K ing could stop him , the C ourt Jester
slipped q uietly out of the throne room and up the w h ite m arble
staircase to th e Princess Leonore’s bedroom .
The Princess was lying in bed b u t she was wide awake
and she was looking out of the window at the moon shining
in the sky.
Shining in her hand was. the moon the C ourt Jester had got
for her. H e looked very sad and there seemed to be tears in his
eyes.
“Tell me, Princess Leonore,” he said m ournfully, “how
can the moon be shining in the sky when it is hanging on a
golden chain around your neck?”
The Princess looked at him and laughed.
“T h a t’s easy, s illy ,” she said. “W hen I loose a tooth, a
new one grows in its place, doesn’t it?”
“Of course,” said the Court Jester. “A nd when a unicorn
loses his horn in the forest, a new one grows in the m iddle of
his forehead.”
“T h a t’s rig h t,” said the Princess. “And when the Royal
G ardener cuts the flowers in the garden, other flowers come
to take th eir place.”
“I should have thought of th a t,” said the Court Jester,
“for it is th e sam e way w ith the d ay lig h t.”
“And i t ’s the sam e way w ith the moon,” said the Princess
Leonore. “I guess it is the same w ith everything.”
H er voice became very low and faded aw ay, and the Court
Je ste r saw th a t she was asleep. G ently he tucked the covers
in round the sleeping Princess.
B ut before he left the room, he w ent over to the window
and he w inked at the moon for it seemed to the Court Jester
th a t the moon had winked at him .
117
NOTES
1 going on eleven — (ей) пошел одиннадцатый год

2 moon — the heavenly body th a t shines a t night;
a new (fu ll, w aning) moon; m oonlight п.; m oonlit adj.,
moonless a d j.; e.g. a m oonlit valley, a moonless night; w.c.
to cry (ask) for the moon — to wish or dem and som ething
th a t one c a n ’t possibly get; e.g. “You are crying for the
moon, Jan e . You know pretty well F a th e r ca n ’t afford such
an expensive trip .” In the ta le the word moon is used
literally , yet the idiom to cry for the moon is suggested to
th e reader’s m ind. .
3 Lord Chamberlain — a high court official, the one who
manages the affairs of the K ing’s household (Russ, лорд обер-
гофмейстер (в Анг.)
4 It just happens that I h ave...— Q uite by c h a n c e l h ave...
A nother co nstruction seems to be more common: I happen
to h av e...; e.g. I happen to know the fellow; we w ent to college
together. Do you happen to know M ary’s telephone num ber?
6 It says . . . here — It is said . . . here; e.g. I got a mes
sage from my boss. I t said I was to call a t once. Comp, a note
( letter, telegram, article, etc.) saying th a t ...
8 Never mind the blue poodles — I t doesn’t m atter w hat
is said about th e blue poodles. Never mind is a phrase used
in colloquial English w ith or w ithout an object; e.g. a) Never
m ind the distance. T he w eather is fine and w e’ll get to the
place w ith in an hour, b) Never m ind. It w ill blow over.
Take it easy.
7 out of the question — im possible
8 Blue poodles, yes; the moon, no.— The p attern of the
sentence is borrowed from new spaper headlines or slogans used
by dem onstrations of protest, such as: Peace, yes; War, no.
8 to fly into a rage (a temper, etc.) — to become furious
suddenly
10 a . . . robe covered with golden owls — the W izard ’s
robe is covered w ith owls because an owl is considered to be
th e em bodim ent of wisdom
11 to work a great deal of magic — to w ork many m iracles
(wonders)
12 The magic things the R oyal W izard enum erates are
com m only referred to as a conjurer’s tricks.
13 crystal sphere — a crystal ball; by starin g into it one
118
can p redict the fu ture (crystal-gazing — foreseeing future
events). S y n . m agic crystal
14 to ward off — to keep aw ay, to guard against (an a tta c k ,
a blow, etc.) Russ, отразить
16 Things that go bump in the night — things th a t may
h u rt you in the d ark by strik in g you (by flying, running,
knocking in to you); Russ, наты каться, налететь и т. д.;
also to bump into things
18 the golden touch — the ab ility to tu rn everything one
touches into gold. T he phrase comes from G reek m ythology—
th e legend of K ing M idas — and is often used figuratively,
ind icatin g a person’s gift to m ake money w ith o u t any seeming
effort. It may be said, for instance, th a t So-and-so has the
golden touch. Seven league boots and a cloak of invisibility
are things endowed w ith magic power (Russ, семимильные
сапоги, ш апка-невидимка).
17 It didn’t work — It w asn’t effective (said of a thing,
m ethod, atte m p t to do sm th. or achieve sm th .; e.g. The idea
d id n ’t work. They tried to flatter P a in to supporting them
b u t it d id n ’t w ork.)
18 the Sandman — a character from folklore who is sup
posed to m ake children sleepy by sprinkling sand in their eyes
19 it is made of green cheese— the au th o r makes use of
th e saying to believe that the moon is made of green cheese — to
believe all kind of nonsense (absurd things), showing th a t the
R oyal W izard is none too clever
20 I have figured out for you the distance between the horns
of a dilem m a...— The enum eration of things the R oyal M ath
em atician has m ade a list of, shows he has lost all sense of
re ality . The p rin cip le sty listic device used by Thurber is
th e pun (play upon words): he “picks a p a rt” idiom s and set
phrases and m anipulates them w ith great ingenuity (how
long it takes to get to A W A Y , how far is U P , etc); to be be
tween the horns of a dilemma ( = to be faced w ith a difficult
choice) is an idiom , a phraseological u n it in which the words
have lost th eir original meaning; yet the M athem atician claim s
to have measured the distance between the horns of a dilemma.
21 sea serpent — a huge sea anim al supposed to inhabit
th e ocean (Russ, морской змей). The very existence of the
sea serpent is d o u b tfu l. The evidence av a ila b le is both con
trad icto ry and unreliable.
22 to send smb. flying — to turn a person out (Russ.
прогнать прочь, выпроводить)
119
23 to come bounding — to make quick, jum ping steps
when m oving, w alking (Russ, войти вприпрыж ку). Сотр.
to come running, flying, crawling, etc. (Russ, прибежать,
прилететь, приползти, прискакать и т. д.)
24 had him string the little disk on a golden chain — made
him string the little disk on a golden chain; to have smb.
do smth. or to have smth. done, i.e. to have smth. mended
( brought, sent, etc.); e.g. I had him type the list ( = I had
the list typed).
26 m arble—a sm all ball m ade of glass, baked clay, porce
lain, etc.; marbles — a boys’ game (to play marbles, a game
of marbles)
EXERCISES

phrases:
a) Leonore, princess, raspberry ta rt, R oyal P h y sician ,

Lord C ham berlain, forehead, handkerchief, Your M ajesty,
ivory, rubies, opals, em erald, orchid, elep h an t, m idget, mer
m aid, troubadour, throne room, owl, w izard, tam bourine,
dove, magic, w and, crystal sphere, dem on, beeswax, im agina
ry, m athem atician, m otley, lute, thum b-nail, clim b, goldsm ith
b) in э 'kipdam bai За 'si:; Зэ 'raial fi'z ija n waz 'wArid;
'к ^ З е э Г ч ./е т Э и ] ja 'hcct di'zaiaz; hiz 'aiz si:m d 'tw a is az
'big azw 3ei 'riali 'w a:; За 'la:d 'h a i 'tfeim balin 'w aipt hiz
'farid wi3 a 'haegka'yif; h r 'w a :rw a w 'h a i 'p i:k t 'haet 'kA vadw
wi3 'staz; aiv 'b ra :t ,tsem ba'ri:nz and 'dAvz a u t av 'n o u -
wea; it iz 'wAn 'hAndrid 'fifti 'Gauzand 'm ailz a'w ei; h r
'puld a'log a 'sk ro u l av 'p a tfm a n t au t av hiz 'p ak it
tences of your own:
I. 1. The R oyal P hysician made her stick out her tongue.
2. The doctor made him strip to the w aist.
3. The make-up made her look older than she really was.
4. W hat makes you think you are alw ays right?
5. W hat makes h im behave the way he does?
I I . 1. T he boy was twice as old as his little sister.
2. Y our study is tin y . M ine is twice as large.
3. D ick is a burly fellow, twice as big as his wife.
4. T his story is three times as long as yours.
5. T he grey coat is as becoming as the brown one and
twice as cheap.
120
III. 1. I t ju st happens th a t I ’ve got the book.
2. I t just happens th at w e’ve been at school together.
3. I t just happens th at I ’ve read the essay.
4. I t just happens th at I ’ve got some money w ith me.
5. I t ju st happens th at I know her personally.
IV. 1. There m ust have been blue poodles.

2. She m ust have eaten too many tarts.
3. There m ust have been a m isunderstanding. H e is
p u n ctu al, as a rule.
4. The K ing m ust have been a fond father.
5. The princess m ust have got ev erything her heart de
sired.

1. I ’m w illin g to give you whatever you wish. 2. The doctor

believes she' 11 recover soon. 3. She m ust get th e moon no later
than tomorrow. 4. The W izard happened to have the list he need
ed in his pocket. 5. You ca n ’t cope w ith this task. I t 's im
possible! 6. I t doesn’t matter w hat he says. The whole thing is
absurd. 7. I t ’s no use reasoning w ith him when he has a fit
of fury. 8. Your m ethod was no good. 9. The project seemed
acceptable, but som ething m ust have been overlooked, b e
cause they failed to bring it into effect. 10. The K ing sent for
the D octor, as he was upset by the P rincess’s illness. 11. Some
people thought the moon was very large and others — that
it was very small indeed. 12. If you w ear this magic cloak,
nobody w ill be able to see you. 13. The K ing sent for the Royal
M athem atician and ordered him to think of a way to get the
moon. 14. The Princess was not sleepy at all. 15. Leonore an
swered th e J e s te r’s question and he was surprised he had not
thought of it him self; new things replace old ones; the same
thing happens everywhere. 16. The little girl was sleepy;
her low voice trailed for a w hile and then could be heard no
more.
words and phrases and use them in sentences of your own:
а) заболеть; лечь в постель; сосчитать пульс; заставить

кого-либо показать язык; тревожиться; достать кому-либо
чего только он ни пожелает; микстура; таблетка; порошок;
волшебный напиток; выздороветь; вылечить; уснуть
121
b) большой и толстый человек; утирать лоб платком;
громко сморкаться; худой человечек с длинным лицом; бли
зорукий; лысый; носить очки с толстыми стеклами, высокую
остроконечную ш апочку, синий плащ , черный костюм, тю
бетейку, шутовской наряд, шапку с бубенчиками, шапку-
невидимку
c) дернуть за шнур звонка; послать за кем-либо; вызвать
кого-либо; вытащить свиток из пергамента; дайте сообра
зить; нахмуриться; неважно; об этом речи быть не может;
подсчитать; вычислить; слышать об этом не хочу; вдвое
меньше (вдвое больше); тихонько войти (выйти); зацепиться
за верхние ветки; крошечная луна; нацепить на золотую
цепочку; носить на шее; это ты так думаешь; прийти в
ярость; быть вне себя от радости
Exercise V. Fill in the blanks with prepositions if necessary and
retell the extract:
Dick fell ill . . . M onday and had to stay hom e . . . school.

H is m other was . . . a panic, . . . course, and the doctor was
sent once.
The boy was not happy . . . it. A doctor’s v isit alw ays
suggested . . . his m ind a great m any u n pleasant things, such
as taking spoonfuls . . . b itte r m ixtures and swallow ing pills
and tab lets, having painful injections, stay in g . . . bed, being
kept . . . doing things he enjoyed and the like. And w hat . . .
tom orrow ’s football match?
W hen th e doctor came . . . the bedroom , D ick was greatly
struck . . . th e way he looked. The m an wore thick glasses
and a skullcap. H e had a brow n-and-green checkered su it
. . . , high rubber boots and a black cloak. H e wore a long
m oustache and a beard twice as long as the m oustache. H is
hands and feet were huge, twice the size . . . his fa th e r’s.
All things considered, he looked more . . . a w izard than a re
spectable fam ily doctor.
The doctor s a t a chair . . . the bedside and w inked
. . . the boy, th e m other standing respectfully . . . the foot
. . . the bed.
“W hat can I do . . . you, young m an?” the Doctor asked
. . . a thick voice and, . . . w aiting . . . an answer . . . h is
question, quickly took his tem perature, felt his pulse and
told him to stick . . . his tongue. “I t ’s a case . . . indigestion”
was the diagnosis. “Take the pills I ’ve prescribed and stay
in bed . . . the tem p erature is back . . . norm al. Y ou’ll have
122
to be . . . a d iet . . . a couple . . . days. Y ou’ll be well . . .
th e weekend, . . . M onday, . . . the latest.”
“I ’ve got a bad headache,” D ick said . . . a weak voice.
H e felt insulted. “N ever m ind the headache,” said the doctor
. . . another w ink. “D on’t eat so many ta rts .”
Exercise VI. Retell the story according to the given plan using the
suggested words and phrases:
L The Princess fa lls ill and the R oyal Physician calls on
her.
to h ave to go to bed; to take one’s tem perature; to feel
one’s pulse; to m ake one stick out one’s tongue; to get any
th in g one’s heart desires; to be well again; .a great many wise
men; to pull a bell cord; presently
II. The K in g summons his wise men.
a) th e Lord H igh C ham berlain; a large, fat man; to wear
th ick glasses; to seem twice as big (as wise) a s . ..; at the la t
est; to w ipe one’s forehead; in my tim e; it ju st happens;
a long scroll of parchm ent; sorry; to check off w ith a check
m ark; never m ind; out of the question; to be made of; to
fly into a rage
b) th e R oyal W izard; a little th in man; high peaked cap;
to expect one to do it; to work a great deal of magic; in my
tim e; let us see; to squeeze; to produce; to bring; to cure;
to w ard off; it d id n ’t work; to go bum ping (to keep one from
bum ping) in to things; to be supposed to; miles away; made
of; cave
c) the R oyal M athem atician; to sound a gong; bald-headed;
near-sighted; to figure out; to m ention; to com pute; to
discover; im aginary; h alf the size; to send flying
II I . The R oyal Jester proves helpful.
W hat can I do for you?; to play on the lute; the thing to
do is; I never thought of; to weep softly; awake; pale; weak;
thum b-nail; to get caught in the branches; silly; tiny; Royal
G oldsm ith; to have one string sm th. on; to w ear sm th. round
one’s neck; t h a t’s w h at you think; overjoyed
IV. The K in g ’s worries are not yet over.
to send for; to keep the Princess from; to th in k of sm th.;
to tap o ne’s forehead; thoughtfully; ju st the thing; to wear
dark glasses; to hide; to stretch; velvet cu rtain ; to keep out
123
the air; to breathe; to figure out a way to do sm th.; to send
off fireworks; to go off; to keep awake; silly; in despair; th e
bright rim ; to peep
V. It's again the Jester who comes to the rescue.

to ring for; m ournfully; to slip quietly out (of); w ide
awake; th a t’s easy; silly; to grow in its place; I should have
thought of th a t; i t ’s the sam e w ith everything; to fade away;
gently; to w ink at
Exercise VII. Translate into Russian the following sentences paying
attention to the italicized words:
I. a) The K in g ’s eyes were a faded blue, b) One doesn’t
care to look at faded flowers and the R oyal G ardener always
cuts them , c) She said som ething he couldn’t m ake out and
then her voice faded away.
II. a) The p arty was extrem ely boring and he was wise
not to atten d it. b) The boy is sure to get wiser as he grows
older, c) H e is the sort of man who is alw ays wise after the
event, d) His new friends soon p u t him wise to problem s the
office was facing, e) H e realized it had been unwise of him
to talk back to the Boss.
Exercise VIII. Translate the following sentences into English using
a) I t didn’t (doesn't, won’t) work; b) out of the question; c) Never mind;
a) 1. Ему сделали два укола, но это н е п о м о г л о .
2. Новый препарат весьма активен. Он н а ч н е т д е й с т в о
в а т ь через несколько минут. 3. Вся семья собралась в
гостиной, чтобы посмотреть на новый электрокамин. Но,
увы, он б ы л в н е и с п р а в н о с т и . 4. У сотрудников л а
боратории был скорбный вид: методика, которую они раз
работали, о к а з а л а с ь н е э ф ф е к т и в н о й .
b) 1. Трудно было работать по вечерам. Однако и р е ч и
б ы т ь н е м о г л о о том, чтобы бросить работу (quit the
job). 2. «Я не могу освободить вас от посещения лекций»,—
сказал д екан .—«Эт о и с к л ю ч е н о » . 3. Мы не можем остать
ся в городе в такую ж ару, э т о н е в о з м о ж н о . 4. Он ни
когда не занимал деньги и не собирается этого делать (is
not going to). О б э т о м и р е ч и б ы т ь н е м о г л о .
c) 1. Н е хочется к нему обращ аться. Он довольно резко
говорил со мной на д н ях.— Н е в а ж н о , как он разговари
вает. Он прекрасный (fine) человек и настоящий друг.
2. Ей понравится эта сумочка, да ома дороговата.— Н е
124
д у м а й о ц е н е . Если нравится, купи. 3. В комнате так
шумно. Я не могу сосредоточиться (concentrate). — Н е
о б р а щ а й в н и м а н и я на шум. Всё равно надо закончить
работу сегодня.
Exercise IX. Change the following questions into Indirect ones
beginning with the words in brackets, and answer them:
1. W hat happened to the Princess? (I wonder) 2. W hy
did the K ing sum m on his wise men? (I should like to know)
3. Did the C ourt O fficials look alike or did they differ g reat
ly? (Could you tell me) 4. Did the wise men help the P rin
cess to get well again? (I wonder) 5. In w hat way did the J e s
ter differ from them? (Tell me, please) 6. How did the Jester
help the Princess? (I should like to know) 7. W hy was the
K ing mournful again? (Could you tell me) 8. W as there any
way out of the difficulty? (I wonder) 9. W as there anybody
w illing to help the K ing among those who surrounded him?
(Tell me) 10. How did the Princess answer the J e s te r’s ques
tion about two moons? (I should like to know)
Exercise X. Change the following sentences as in the model:
The Jester had the G oldsm ith make a tiny golden moon.
The Je ste r had a tiny golden moon made.
1. The Princess had her father, the K ing, buy new toys
for her. 2. W hy did he have the R oyal A rchitect build a new
palace? 3. The Lord C ham berlain had his men bring precious
stones from the E ast. 4. The K ing had his M athem atician
' figure out many things.
Exercise XI. Quote the story to prove that I. the King was a) an af
fectionate father, b) obstinate and hot-tempered, c) annoyed by his
Wise Men, d) felt helpless and miserable; II. a) his Wise Men were
ignorant and none too clever, b) boastful and absent-minded, c) very much
afraid to fall into disgrace; III. the really nice characters in the story
are the Jester and the Princess.
1. Describe the appearance of the W ise Men and sum up

the way they behaved (find points of difference and points
of resem blance).
2. Speak about the King. Does he rem ind you of any other
K ing in a fairy tale?
3. If you found the tale interesting, pick out the passage
or episode you liked best and give your reasons for it.
125
Housewarming
4. There m ust have been a fairy tale you particularly
liked in your childhood. Tell the class about it.
Exercise X III. Study the story in pictures on p. 126 and answer
1. W hat can you see on the counter? W hy have these young
men come to the stores? Are they choosing presents? W hat
sort of presents do people usually bring to a house-warm ing
party? W h at makes them think th a t saucepans, frying pans,
coffee pots, tea-k ettles, etc. are su itab le presents for the oc
casion? W ho are they buying presents for?
2. The girls are less practical, aren’t they? Are they going
to buy kitchen utensils or do they prefer things th a t make the
flat look nice and cosy?
3. W h at sort of procession is clim bing the stairs? W hat is
each of the guests carrying? Are the guests w alking upstairs
or are they going up in the lift?
4. W hat are th e in h ab itan ts of the new flat doing? Are they
ready to receive th e guests? W hat is A nn cooking? W hat is
going on in th e kitchen (in the hall)? W h at is the husband
doing?
5. W ho is laying the table for supper in the dining-room?
Can a man be tru sted w ith laying the tab le for supper?
6. Is ev erything ready for the p arty or have the guests
come too soon? W ho has answered the door? H as M ary had
tim e to dress her hair? W hy are there curlers in her hair?
W hy are the guests smiling?
PART II
THE MATCH MAKER 1

b y H . Munro
The grill-room 2 clock struck eleven. Six m inutes later

Clovis approached the supper table. H e had the hungry look
of a man who had dined hastily and long ago.
“I’m starv in g ,” 3 he announced, try in g to sit down grace
fully and read th e menu at the sam e tim e.
“So I see,” said th e h o s t,4“from the fact th a t you were n ear
ly punctual. B ut I m ust tell you th a t I ’m a Food Reformer.
I ’ve ordered two bowls of bread-and-m ilk and some biscuits.
I hope you do n ’t m ind.” 5
Clovis w ent pale for a fraction of a second.8
“All th e sam e,” he said, “you ought not to joke about
such things. There really are such people. I ’ve known people
who have met them . To think of all the adorable things there
are to eat in th e w orld, and then go through life m unching
s a w d u s t7 and being proud of it.”
Clovis stopped talking for a few m om ents w hile he sw al
lowed a couple of oysters.
“I th in k oysters are more beautiful than any th in g in the
world,” he w ent on presently. “Do you like my new w aistcoat?
I’m w earing it for th e first tim e to-night.”
“I t looks like a great many others you’ve had lately, only
worse. New w aistcoats are becoming a h a b it w ith you.”
“They say one alw ays pays for the excesses of one’s y o u th ,8
th ank God it isn’t true about one’s clothes. My m other is
thinking of g ettin g m arried.”
“Again!”
“I t ’s th e first tim e.”
“Of course, you ought to know. I was under the im pression
th a t sh e’d been m arried once or tw ice a t least.”
“Three tim es to be m athem atically exact. I mean it was the
first tim e she had thought about g ettin g m arried; the other
128
tim es she did it w ith o u t thinking. As a m atter of fact i t ’s
really I who am doing the thin k in g for her in this case. You
see, i t ’s q u ite two years 8 since her last husband died .”
“You ev id en tly th in k th a t b revity is the soul of w idow
hood,” 10
“W ell, it stru ck me 11 th a t she was beginning to settle
down 12 which w o u ldn’t suit her a b it. The first sym ptom
th a t I noticed was when she began to com plain th a t we were
living beyond our incom e.13 All decent people live beyond
th eir incomes now adays, and those who are not respectable
live beyond o ther people’s. A few gifted in d iv id u als m anage
to do b o th .”
There was a sh o rt pause.
“The crisis cam e,” Clovis continued, “w hen she suddenly
started the theory th a t late hours were bad for one,14 and w a n t
ed me to be in 15 by one o’clock every n ig h t. Im agine th at
sort of thing for me, who was eighteen on my last b irth
d a y .”
“On your last two b irth d ay s, to be m athem atically
ex act.”
“Oh w ell, th a t’s not my fault. I ’m no t going to arrive at
nineteen as long as my m other rem ains a t thirty-seven. One
m ust have some regard for appearances.” 16
“Perhaps your m other would age 17 a little in the process
of settlin g down.”
“T h a t’s th e last thing she’d th in k of. T h a t’s why I was
so keen on 18 the husband idea.”
“Did you go as far as to choose the gentlem an or did you
merely throw out a general idea?”
“If one w ants a thing done in a hurry one m ust see to it 10
oneself. I found a m ilitary Joh n n y 20 hanging around a t the
club, and took him hom e to lunch once or tw ice. H e had spent
most of his life in In dia building roads. H e could talk sense 21
to a cobra in fifteen n ativ e languages, .and probably knew w hat
to do if you found an elephant on your croquet law n. B ut he
was shy and tim id w ith women. I told my m other privately
th a t he was an absolute w om an-hater; so, of course, she laid
herself out 22 to flirt all she knew, which isn’t a little .”
“And was the gentlem an responsive?” 23
“I hear he told some one at the club th a t he was looking
for a Colonial job, w ith plenty of hard w ork for a young friend
of his. So I g ath er th a t he has some idea of m arrying into
th e fam ily.” 24
5 № 1518 129
“You seem destined to be 25 the v ictim of the scheme,
after a ll.” 20
Clovis w iped the trace of Turkish coffee and sm iled signif
ican tly , which probably m eant, “I don’t th in k so!”
NOTES
1 match-maker — a person who is fond of arranging m ar

riages (Russ, сват, сваха); match 1) m arriage; 2) a person
su itab le for m arriage; e.g. This rich Am erican woman is a
good m atch .
2 grill-room — a room in a hotel or restau ran t where meat
or fish is grilled , i.e. cooked over a smokeless fire on a grid
iron [grid'aion] ((Russ, рашпер)
8 I’m starving (colloq.) — I’m dying of hunger
1 h o st— (here) keeper of a hotel (or inn), see p. 24, note 1
5 you don’t mind — you don’t object, you have nothing
against it; mind in this sense is used in interrogative and neg
ativ e sentences; e.g. He doesn’t mind milk and biscuits.
H e doesn’t m ind having coffee for breakfast. Also in polite
requests; e.g. W ould you mind passing me the menu?
9 for a fraction of a second — for a very short moment
(before he realized th a t the host was joking)
1 munching sawdust (metaphor) — eating tasteless things;
to munch ■ — to eat moving your jaws energetically (Russ.
жевать)
8 to pay for the excesses of one’s youth (a pun) — to
suffer for the follies com m itted in one’s youth; here pay is
used both figuratively and lite rally , m eaning also “to pay
money” (for his num erous w aistcoats)
9 i t ’s quite two years — i t ’s no less than two years
10 brevity is the soul of widowhood (=w idow hood should
n o t last long) — hum orous paraphrase of a well-known q u o ta
tion from H am let “B revity is the soul of w it” (Act II, sc. 2).
u it struck me — it cam e into my m ind, it occurred to
me (Russ, мне пришло в голову)
12 to settle down — to have a regular way of life
19 to live beyond one’s income — to spend more money
th an one has actu ally got
u late hours were bad for one — it was bad for a person
to go to bed late. Comp, to keep late hours — to come hom e
(go to bed) late. A n t. to keep early hours.
130
home).
18 have some regard for appearances — observe the accept
ed rules of behaviour (Russ, соблюдать приличия)
17 to age — to grow old; e.g. H e has aged since I saw him
last.
18 to be keen on — to be eager about som ething, to be
anxious to do som ething; e.g. He is keen to visit the R oyal
Shakespeare T heatre. She is keen on sports.
19 to see to i t — to take care, to m ake sure; e.g. 1) Please,
see to the luggage w hile I ’m booking tickets. 2) See to it
th a t the w indows are closed and the doors locked. 3) I ’ll see
to it th at th e report is handed in in tim e.
20 Johnny (colloq.) — m an, fellow
21 to talk sense — to speak in a reasonable way
22 she laid herself out — she took great pains (Russ.
стараться изо всех сил); e.g. She laid herself out to im press
her guest. M ary laid herself out to show how w ell-read she
was (Russ, лезла из кожи вон).
23 responsive — (here) impressed
24 to m arry in to the fam ily — to become one of the fam ily
by m arrying one of its members
25 you seem destined to be — it seems fate has determ ined
th a t you should . . . ; e.g. They were destined never to see their
hom e again. He was destined to become a great statesm an.
S y n . doomed (is used only negatively); e.g. H e was doomed to
failure (to d eath, etc.).
26 after a il — in spite of all th a t has been done; e.g.
Everybody said he w ould abandon his fam ily bu t he turned
out to be a good father after all (Russ, в конце концов).
EXERCISES

word-combinations:
a) m atch-m aker, h astily , menu, p u n ctu ally , bowl, bis

cu its, couple, oyster, w aistcoat, excesses, clothes, widowhood,
beyond, in d iv id u al, crisis, theory, cobra, elephant, croquet-
law n, responsive, scheme, T urkish, adorable, ex act, brevity,
m athem atically
5* 131
b) hadw Q av/hA rjgri 'lu k av a 'm sen; 's e d ^ S a 'h o u st;
'e m 0 ig ^ m 5a 'w a:ld; fo da 'fa :st 'ta im ; a 'haebit wid ju;
mai 'm A d a r^ iz '0 ig k ig w av 'g etig 'm serid; 'daets da 'la s t '0ig
tences of your own:
I. 1. I t has become a habit w ith him to keep late hours.
2. T rav ellin g has become a habit w ith her.
3. R isin g early is a habit with me.
4. Sm oking strong cigars is becoming a habit w ith him .
5. I t has become a habit w ith him to live in the country.
II. 1. W e were under the impression th a t she was unhappy.
2. I was under the impression th a t he was*a w ell-educat
ed man.
3. H e was under the impression th a t they were a very
friendly fam ily.
4. H e was under the impression th a t she seldom cam e to
town.
5. She was under the impression th a t he was a rising
young poet.
III. 1. I w ant the thing done in a h u rry .
2. He wants the house repaired in spring.
3. They want the car painted red.
4. I w ant m y room furnished in modern style.
5. H e wants his beard trimmed.
IV . 1. P lease, see to i t that the tickets are booked in advance.
2. I shall see to it that everything is done in tim e.
3. She saw fo it that the children were washed and pu t
to bed early.
4. The artic le w ill be typed by 5 o’clock. I shall see
to it myself.
5. If you w ant a thing done well you m ust see to it
yourself.
V. 1. A t th e d in n er-party you w ill do the talking.
2. M other did the cooking and I cleaned the house.
3. W ho does the thinking in th a t fam ily?
4. She alw ays does thedarning and m ending in theevening.
1. I t was eleven sharp by the grill-room clock. 2. “I ’m
a w fully hungry,” Clovis said. “T h a t’s why I've come almost
132
in time." 3. I've p u t on my w aistcoat for the first tim e to
n ig h t. 4. I t seemed to the host th at C lovis’ m other had been
m arried more th an once. 5. He got into the habit of going to
bed late. 6. Clovis said: “I t came into m y m ind th at my m other
was beginning to lead a regular life.” 7. She w anted the boy
to be at home by 11 o’clock. 8. “M ake sure (take care) th at
all the bills are p aid .” 9. The young w om an took great pains
to please her guest. 10. W hy should you m ake debts and
spend more money than you actually get?
жевать; вы не возражаете; дайте мне пару устриц; мне
пришло в голову; ничуть; не по средствам; выдвинуть те
орию; поздно приходить домой; остепениться; позаботиться
о том, чтобы; войти в семью посредством брака; лезть из
кожи вон; у вас вошло в привычку; у меня создалось впе
чатление; если хотите, чтобы что-нибудь было сделано;
флиртовать; побледнеть; все равно; гордиться чем-либо;
одеть в первый раз; по меньшей мере; фактически; не моя
вина; состариться; большую часть своей жизни; женоне
навистник
1. Clovis w ent pale . . . a fraction . . . a second. Then he
gave a sigh . . . relief. H e realized th at the host had been m ak
ing fun . . . him . 2. “W hat an adorable gown! Are you w earing
it . . . the first tim e?” she said. 3. W henever a new man ap
peared . . . th e horizon she would lay h e rs e lf. . . to charm him .
4. He is now looking . . . a suitable job . . . his elder son.
It is a h ab it . . . him to do all the th in k in g . . . his children.
And the boys are sure he w ill see . . . it th a t they are well
provided . . . . 5 . “W ho is th a t gentlem an hanging . . . your
house?” “I t ’s Mr. C larkton, an old friend . . . ours. He has
spent most . . . his life . . . Canada and is fabulously rich.
Our ladies are laying them selves . . . to m arry their daughters
. . . him . B ut he is a born bachelor and very shy . . . women.
H e cares only . . . dogs and h u nting.”
1. W hat tim e did Clovis come to the grill-room ? 2. W hat
expression did his face wear? 3. W hat are the two things th at
he tried to do at the same time? 4. W hat did he announce? 5.
W hy did Clovis go pale for a fraction of a second? 6. W hat did
133
Clovis say ab out Food Reformers? 7. W hy did he stop talking
for a few moments? 8. W hat was said about C lovis’ w aistcoat
by him self and by th e host? 9. W hat saying is not tru e when
applied to o ne’s clothes? W hy is it not true? 10. W hy was
th e host surprised at hearing th a t C lovis’ m other was thinking
of gettin g m arried for the first time? 11. How many times
had she been m arried? 12. How did she m arry the other times?
13. W ho was doing the thin k in g for her in this case? 14. W hy
did Clovis th in k his m other should m arry? 15. W hat struck
’ him? 16. W hat was the first sym ptom he noticed? 17. W hat
is the difference between decent people and those who are
not respectable, in C lovis’ opinion? 18. W hen did Clovis believe
th e crisis h ad come? 19. W hy did Clovis say he was eighteen?
20. Did C lovis choose a suitable husband for his m other or
did he ju st suggest th a t she should m arry? 21. Who(m) did
he find hanging around at the club? 22. W hy did he find a
m ilitary Jo h n n y and introduce him to his mother? 23. W here
had th e man spent most of his life? 24. W hat sort of man was
he? 25. W h at did Clovis tell his m other privately? 26. W hy
did Clovis tell his m other the gentlem an was a w om an-hater?
27. W hy did C lovis th in k th at the gentlem an had some idea
of m arrying in to th e family? 28. W hy was Clovis not afraid
of being th e v ictim of the scheme he had planned?
Exercise VII. Retell the story using the following words and word-
groups:
to dine h astily ; nearly punctual; you don’t mind; all
the sam e; to th in k of all the adorable things; to stop talking; a
couple of oysters; to become a h ab it w ith; it isn’t true about;
to be under the im pression; at least; as a m atter of fact; to
do the th in k in g ; it struck me; not a b it; beyond one’s income;
to m anage to do; to sta rt the theory; late hours; to be in; to
settle down; to be keen on; to go as far as; to throw out a
general idea; to see to it (that); to hang around at; to lay
oneself out; to look for a job; plenty of; to m arry into the fam
ily; to seem destined to; after all
Exercise VIII. Change the following questions into Indirect ones
beginning with the words in brackets:
E x a m p l e : a) A re you busy? (I w ant to know.)

b) I w ant to know if you are busy.
1. Do you like my new w aistcoat? (I should like to know
. . . ) . 2. A re you starving? (Ask h i m ...) . 3. H ave you read the
134
menu? (She w ants to k n o w. . 4 . Is your m other thinking
of m arrying again? (He w 'ondered.. 5 . Are late hours bad
for one’s health? (I really don’t k n o w ...). 6. D id you go as
far as to choose th e gentlem an? (I w o n d e r...). 7. W as the
gentlem an responsive? (The host asked h i m ...). 8. Is he
self-assured or shy w ith women? (I should like to k n o w ...).
9. Is he looking for a job for him self or for a young friend of
his? (She d id n ’t k n o w ...). 10. W as Clovis brought up well?
(He w o n d e re d ...). 11. Did Clovis belong to the so-called
fast set? (He asked m e ...).
Exercise IX. Respond to the following statements using so with /
think, believe, hope, am afraid, etc. as in the examples below (use the sug
gestions in brackets):
1. “I th in k she will get m arried soon.”
“Oh, I hope so” (affirm ative).
2. “You are not upset, are you?”
“I don’t th in k so” (negative).
1. I t ’s tim e to go, isn’t it? (believe) 2. He is sure to find
a su itable job. (hope) 3. Perhaps your m other will refuse to
pay for your w aistcoats, (not think) 4. She has been married
once or twice, (afraid) 5. They live beyond their incom e,
(not think) 6. I ’m sure she will soon feel b etter, (hope) 7. Your
mother will not be angry with you, w ill she? (not think) 8. He
has lived in In d ia, hasn’t he? (believe) 9. Clovis belongs to
the gilded youth, doesn’t he? (think)
Exercise X. Agree with the following remarks using the examples
below for models:
a) “I t ’s nice and warm here.”— “Yes, it is.” (simple agree
ment)
b) “You are nearly punctual to d ay .” — “Of course, I am .
I ’m starv in g .” (using of course, certainly, etc. for some
thing obvious)
c) “I t ’s past eleven already.” — “So it is.” (expressing
surprise)
1. “O ysters are more beautiful than an y th in g in the w orld.”
— “Of c o u rs e ... .”
2. “My m other is beginning to settle dow n.” — “S o .. . .”
3. “She is a beautiful w om an.” — “Yes, . . . .”
4. “You have dropped your w allet.” — " S o ... .”
• - 5. “P erhaps you are rig h t.” — “Of c o u rse .. . .”
6. “I t ’s bad for one to keep late hours.” — “Yes, . . . .”
135
7. “I t ’s tim e to leave.” — “S o ...
8. “You h ave come too late.” — “S o .. .
(destined — doomed)
I. 1. N apoleon was . . . to become a great general. 2. T ou
louse L autrek was a cripple, . . . to live a lonely and tragic
life.
(strike — beat)
I I . 1. W hen th e m an got drunk he -... his wife black and
blue. 2. Jem m a took A rthur for a tra ito r and . . . him across
th e face. 3. W e heard the clock . . . ten. 4. Isn ’t it easier to
use the vacuum -cleaner than to . . . the dust out of the rugs
w ith a stick? 5. It was H arry who . . . the first blow. 6. . . .
w hile the iron is hot. 7. I t . . . him th a t they were living beyond
th eir income.
(fin d — look for)
I I I . 1. “W h at are you . . . ? ” — “I ’ve lost my w allet and
ca n ’t . . . it anyw here.” 2. H e . . . interesting inform ation in
last year periodicals. 3. Alison has been . . . a job lately , b u t
I doubt very much she w ill . . . an y th in g su itab le. Jobs are
rare now adays.
(general — common)
IV. 1. D u rin g th e w ar the Soviet people joined their ef
forts to fight for a . . . cause. 2. He seems to have bu t a . . .
idea of the subject. 3. I w ant you to meet Jo h n . He is our
. . . friend. 4. There was a lonely fruit-garden in the village.
It was . . . property and taken good care of. 5. The day of the
. . . elections is alw ays a holiday in the Soviet U nion. 6. The
professor h a d n ’t tim e enough to read the m anuscript carefully
yet the . . . im pression was favourable. 7. The younger sisters
were good friends and had everything in . . . .
(do — make)
V. 1. W h at was he . . . when you called in the morning?
2. N othing w ill . . . me change my plans. 3. W hat shall we . . .
if you miss th e train? 4. M ary . . . a lovely frock for her elder
g irl. 5. W h at you . . . was extrem ely foolish. You must . . .
your best to . . . up for it somehow or other.
136
1. G ive a ch aracter sketch of Clovis. (His appearance,
m anner of speaking, way of life, etc.)
2. a) D escribe C lovis’ m other, b) R etell the story in the
person of C lovis’ m other.
3. Speak on the w ay Clovis was brought up.
4. R em em ber a film or a book describing the life of the
gilded youth (the fast set).
5. Describe a ch aracter in a book by G alsw orthy, Dreiser,
etc. th a t rem inds you of a) Clovis, b) C lovis’ m other.
Exercise X III. Render in English:
В 160 километрах от Токио есть небольшой ресторанчик.
Однако он ш ироко известен по всей Японии. Его владелец,
Кесиро Ф унасоки, предлагает кофе по неслыханно высокой
цене (at an ex o rb ita n t price) — 38 долларов за чашку.
Качество кофе, правда, очень хорошее, но цена все ж е не
слыханная (unheard of). Однако желающих посетить этот
ресторан более чем достаточно. Расчет владельца оказался
верным (his plan worked) — людское тщеславие безгра
нично, и каждому снобу приятно случайно обронить (men
tio n casually) в разговоре: «Как-то раз, когда я пил кофе
у Кесиро Ф у н асо к и .. . Д а-да, тот самый кофе, по 38 дол
ларов за ч а ш к у ...»
Н ельзя отрицать и того, что владелец ресторана — тон
кий психолог (has a su b tle know ledge of hum an najture).
Клиентам попроще (customers of more m odest means), ко
торые не могут себе позволить платить по 38 долларов за
чашку кофе, здесь подают чай по цене 2 доллара за чашку.
Заказав чашечку такого чая, снобы меньшего калибра
(snobs of a lesser dim ension) чувствуют, что они как бы
приобщаются к «высшему обществу» (feel as if they too are
a p art of “society”). Им будет дозволено видеть зал, где
пьют самый дорогой в мире кофе (the most expensive coffee
is drunk).
Jokes
The m uch-m arried society beauty ran in to some friends at
a dinner-party.
“D arlings,” she said in a soft, sweet voice, “I have w on
derful news. I am g ettin g m arried next w eek.”
“R eally ,” cam e the reply. “Anyone you know?”
137
* *
*
There is a new electronic brain in New York. It offers

women perfect guidance on th eir m ake-up problem s. The elec
tronic b rain asks 51 questions — height, age, colour of h air,
w hether you have air conditioning and so on. It even shows a
certain am ount of curiosity.
“Do you have a dry or oily forehead? A re you happy w ith
your husband? Do you prefer bridge or p o k e r? ..
You feed th e inform ation in and a few m inutes later the
beauty brain spills out a p rinted sheet containing the exact
shades of lip stick , foundation powder and eye shadow to buy.
W omen seem to like it. One lady said: “I t ’s a com forting
brain — you can tell i t all about your age and your oily fore
head and you know it will never te ll.”
QUIZ I
1. W ho said:
“Cowards die many tim es before their deaths.
The v a lia n t never taste of death but once.”?
2. a) How m any continents do you know? b) Name them .
3. a) W hen and by whom was the Boer war fought?
b) W hat characters in a well-known English novel participated
in it?
4. a) W hich is the greatest of R aphael’s Madonnas?
b) W hat do you know about the “adventures” of the painting?
c) W here can one see it now?
5. W ho wrote: a) The D evil’s D isciple, b) Lady Winder
mere’s F an, c) School for Scandal?
6. W hat languages are spoken in a) S w itzerland, b) H ol
land, c) D enm ark, d) Sweden, e) Norway?
7. a) N am e a famous w atering place in England known for
its hot springs? b) W hat else is it rem arkable for? c) In w hat
A m erican novel does the hero v isit the place as a “to u rist”?
8. E x plain a) the m eaning and b) the origin of the ex
pression “sword of Damocles” .
9. W hich of D ickens’ characters kept on saying he was
born in the gutter?
10. Id en tify the pictures on the back cover of the te x t
book.
138
ГТвГ'
Kf-
11. C om plete th e following proverbs: a) A bird in the

h a n d . . b) T im e and tid e . . . , c) T here is many a s l i p .. . .
12. G ive E nglish equivalents of the follow ing A m erican
words: a) date, b) street-car, c) sidewalk.
PERHAPS WE SHALL MEET AGAIN...

b y H. E. Bates
It was no use, no use any longer. She m ust begin to eat
less, much less; starv e herself, cut out 1 everything. It could
not go on like this: p ublic dinner after p ublic dinner, com pany
_ luncheons’ 2 lavish food, eating till she could not breathe,
eating for the sake of eating. She m ust be firm , put a stop
to it, now, at once, before the sum m er got too ho t, before
V ictor got to be the director of any more com panies. Two
hundred and th irteen pounds.3 She saw the hands of the b a th
room weight-clock revolve 4 again in im agination, and rest at
th a t awful figure. She felt like w eeping.5 I t was som ething
terrible. No wom an could bear it. And so she made up her
m ind. She was going to starve herself, and see w hat th at
would do.
She bounced and dum ped “ along the edge of the lake, in
the park, like a distended silk balloon, her feet still quite
n e a t,7 her ankles bony, so th at it appeared as if she wore
false legs.
On the edge of the lake, sm all children were crum bling
bread 8 and buns for the ducks. Mrs. V ictor was revolted. Food,
always food, eating, d id n ’t the world do an y th in g else?
G ulls planed over and clawed the air, to swoop down and
up and snatch the throw n bread before it reached the w ater.
She bum ped and panted past, out of range of gulls and ch il
dren 9 and th e rev o lting sight of bread throw n and snatched.
She sat down on one of the green public seats. There was
another thing. Now it had got so th at she couldn’t sit on one
of th e twopenny chairs. 10 They were m ade only, it seemed,
for norm al people, th e slim and elegant. She rem em bered the
days when she had been slim and elegant. Like the young
woman on the seat. J u s t like her. Scarcely enough flesh, if
any th in g . 11 M rs. V icto r looked at the young wom an who, in
tu rn , was starin g across the w ater: blonde, young, w ith shadow-
pointed cheeks and a sm all scarlet butto n h o le m outh closed
139
tig h t up. M rs. V icto r, looking to see if she had any stockings
on a t all, saw th e points of stitched ladders 12 where the legs
crossed. Stockings m eant she had some sort of belt on. W ell,
th a t was ju st for decency. She d id n ’t need support. It was a
figure th at had stepped straig h t out of advertisem ents.
Mrs. V ictor looked down at her own thighs, like two vast
sausages, and felt like weeping. She could not bear it, and
looked back at the girl.
Ask her if she diets. Somehow she looks as if she diets.
T hat sort of thinness can’t be n a tu ra l. T here’s thinness and
thinness. 13 Somehow she looks as if she m ust diet.
Mrs. V ictor hesitated to speak. T han she looked again at
th e girl. You could have blown her away w ith a breath. She
had the ethereal lightness you saw spoken of in advertise
m ents.
More children h ad appeared on the lake-edge, w ith more
bread. Mrs. V ictor said:
“Excuse me. I ’ve been looking at your figure, and w on
dering —”
“E h?” The g irl, sta rtle d , turned her extraordinarily thin
face. “I’m sorry, I ca n ’t hear for the birds.” 14
For a m om ent the birds quietened. Mrs. V ictor said:
“I hope you’ll excuse my speaking to you. I ’ve been
looking at your figure. W ondering if you did an ything special
for it. If you d ieted. You see how I am .”
“No,” the girl said. “I don’t do an y th in g special.”
“Oh!”
Mrs. V ictor, n o t knowing how to go on, sm iled. T h e g irl’s
profile looked as though it had been pared down, 15 by a knife.
“I ’ve got so desperate now,” she said, “th a t I ’m thin k in g
of seriously starv in g .” It did not sound rig h t. “S tarving se
riously,” she said.
If she th in k s I ’m going to sit here, the girl thought, and
listen, sh e ’s crazy. Not me. I ’m going. I ’ll go straig h t aw ay.
She sat q u ite still. If I get u p , she thought, I th in k I shall
fall down.
“R eally starv in g ,” Mrs. V ictor w ent into an explanation
of the w ord, m oving slightly along the seat. “You know.
Days w ithout food.”
“I know.”
“I ’m sick of food. Sick of it.” M rs. V ictor began to explain
who she w as, how, being who she was, she had to attend din
ners, fu n ctio n s,10 eating, always eating, eating u ntil now,
140
a t last, she was u tte rly sick of eating. “T ake last night. The
dinner began a t eight and we were still eatin g at half-past
nine. S till eating!” The girl sat trying to th in k of som ething
to say. She could th in k of nothing bu t her suspender belt.
I t felt loose on her body. It w ill fall off, she thought, if I
move. I ’ve altered th e hooks 17 once already. I shall have to
alter them again.
“F irst there was some special sort of cheese, Norwegian
or som ething, on ry e-biscuit. As if we needed th a t. Then soup,
consomme 18 or crem e,13 just the usual thing. Then fish. And
t h a t’s how it w ent on. D uck, pheasant, chicken — and I was so
sick of them I tried venison. H ave you ever eaten venison?
My husband was h av in g it and he said I should try it. I
couldn’t eat it. I ca n ’t explain w hat it tastes like — bu t queer,
somehow. Y ou’ve never tried it?”
“N o,” the girl said, “I can’t say I h ave.”
“D on’t.”
I could eat an elephant, the girl thought. I could eat
bacon-rind. She sat thin k in g of bacon-rind. People d id n ’t
eat it. They cu t it off, bu t if you did fry it, it jum ped in
the frying-pan like snakes.
“If you m u ltip ly th a t by hundreds y o u ’ll see w hat I have
to go through in a y ear,” Mrs. V ictor said. 1
M ultiply it by hundreds. L ike snakes. Snakes lay eggs,
hundreds of eggs. The girl rem em bered going, long ago, to
th e Zoo, and then giving whole bananas to monkeys. I t ’s
n o t so bad, she th o u g h t. I had a banana yesterday. I made
it last forty-three m inutes. W ith luck I could make it last an
hour.
“I ’ve tried special baths. I ’ve tried slim m ing cream s, 20
massage. I ’ve tried everything.” Mrs. V ictor said, “It costs
me a fortune. I t ’s terrib le. I used to be as th in as you.”
I t ’s no good, th e girl thought, I ’ve got to go 21 down to
the post office. If H arry sends the money 1 shall know i t ’s
a ll rig h t. If he doesn’t send it I know I ’m done. 22 W hatever
happens, I ’ve got to go down to the post office and see. I ’ve
got to be logical. I h aven’t a job. I ’ve got to be logical.
D uring th e w ar we used to eat locust beans. 28 You never see
them now. They said they had food value. W e used to make
them last a long. tim e. T h a t’s w hat I w a n t, som ething to
last a long tim e.
“So I th in k th e re ’s nothing for it,” M rs. V ictor said,
“b u t to try sim ple starv a tio n . I shall ju st starv e and starv e.”
141
She laughed a little . “A fter all it m ust be the oldest form of los
ing w eight in th e w orld.”
The ch ildren had come very near, the gulls shrieking above
the flurry of ducks, w hite bread and yellow bun-scraps flash
ing up in arcs against the bright sunshine.
“You see, it wears me out. J u s t s ittin g here now, I ’m so
hot I don’t know w hat to do w ith myself. I ’m all perspiration.
I shall have to change everything when I get hom e.”
A sm all child holding a round sugar-shining bun threw it
into the w ater in one piece. 24
“I t ’s so h u m iliatin g . You see, don’t you? Your friends,
people starin g at you. W hen you’ve been th in , when you’ve
had a nice figure. You see, don’t you?”
“I see,” the girl said.
“I envy you,” M rs. V ictor said.
Again th e girl thought, if I get up I shall fall down. She
stirred slig h tly , feeling the em ptiness of her stomach send
out fainting waves of weakness. H er m ind slipped into sil
liness. If A has two shillings between her and the workhouse25-
and th ere’s no letter at the post office how many bananas
must A eat before A is dead?
On the edge of the lake a nurse stood on tip-toe and tried
to regain th e lost bun w ith the ferrule of a sunshade, regained
it, and gave it back to the child. “Of course i t ’s all rig h t.
Of course th e y ’ll eat it. T hey’ll eat an y th in g .”
“I know my husband w on’t like i t ,” Mrs. V ictor said.
“But I ca n ’t help it. 2(1 H e’ll say think of my position and so
on. But i t ’s no use. I ’ve got my own pride — I can’t look at
myself in the glass.”
Now’ th e sm all child had him self begun to eat the water-
soaked bun, liking it. The nurse swooped down on him like a
gull herself, sn atch in g -it aw ay, sta rtlin g him to tears.
“W hy does she make th a t child cry? I c a n 't stand children
crying,” Mrs. V ictor said. “It gets on my nerves. People think
because y ou’re fat and easy going 27 you’ve got no nerves.
My nerves are all on edge.” 28
The crying of the sm all child against the crying of the
gulls m ade shrill discords. Nerves, the girl thought. Nerves.
Somebody had said th at to her.
“T h at ch ild ,” Mrs. V ictor said. “I c a n ’t stand it. W hy does
she make it cry like th at?”
The ch ild , holding his breath, had gone from crimson to
faint purple in th e face, in the fury of his frustration. 29
142
The waves of to rtu rin g sound beat against the great cushion
of Mrs. V icto r’s body and shook her nerves. She got up.
“I t ’s no use, I shall have to go.”
A t th a t m om ent the nurse snatched up the child, put him
in to a large w hite peram bulator, snatched the bun from his
hands and threw it in to the lake again. In a m om ent, as the
peram bulator moved off, the screams of the child began to die
aw ay .
“W ell, th a t’s b e tte r,” Mrs. V ictor said. “Even so, I think
I must go.”
I must go too, the girl thought. B ut if I get up I shall
faint.
“G ood-bye,” Mrs. V ictor held out her hand. “T hink of me
starv in g .” She held in her large moist hand the g irl’s thin
one. “Perhaps we shall meet again.”
“Good-bye,” the girl said.
Mrs. V ictor w alked away along the edge of the lake. The
girl sat starin g at the w ater. Ducks and birds and light and
bread revolved like a lucky wheel against the sun.
NOTES
1 to cut out (colloq.) — to stop doing or using som ething;
e.g. He m ust cu t out w ine and rich food.
2 luncheon — a formal word for lunch (a meal taken be
tween breakfast and dinner)
3 two hundred and thirteen pounds — about ninety sev
en kilogram m es (pound — a m easure of w eight = 12 ounces
or 453,6 grams)
4 saw the hands of the bathroom weight-clock revolve —
видела, как вращаю тся стрелки весов в ванной комнате
5 she felt like weeping — she had a wish to weep (See
p. 67 Note 13)
6 bounced and dumped — moved up and down as she
walked (Russ, шла подпрыгивающей походкой)
7 neat — nice in shape; e.g. She has a neat figure and
shapely legs.
8 to crumble bread (buns) — to rub bread (buns) into
crum bs (Russ, крошить)
“ She bumped and panted past, out of range of gu lls and
children — She moved past, bum ping and p anting, so th at
she should not see the gulls and the children. (Russ. Она
прошла м и м о .. . , колы хаясь и тяж ело дыша)
143
10 twopenny chair ['tv p n i] — a chair you paid tw openny
for (public seats were free, you d id n ’t have to pay for them )
11 if anything — пожалуй
12 stitched ladders — поднятые и закрепленны е петли
(a ladder in the stocking — спущенная петля на чулке;
to stitch — to fasten w ith stitches, to sew. Memorize the prov
erb: A stitch in tim e saves nine.)
13 There’s thinness and thinness.— A person may be thin
in different ways; e.g. He is fond of m usic. B ut there’s m u
sic and music.
14 1 can’t hear for the birds.— I can ’t hear because of
the birds.
^ pare down — cut so as to make a thing sm aller. The
word is used here to em phasize the thinness of the g irl’s
face, the sharpness of its features. ( N o t e: to pare nails,
apples, pears, etc.; but to peel potatoes, oranges)
16 function — a public cerem ony, a formal social m eeting,
often a public function, a social function such as a banquet,
a form al reception, etc. (Russ, прием, торжественный вечер)
17 I’ve altered the hooks — я переставила крючки (ушила
пояс); to alter means “to change slig h tly ”; e.g. Your sk irt
is too large for you, it m ust be altered . B u t I ’m going to change
my clothes (i.e. put on som ething else).
18 consomme (Fr.) — a clear soup m ade usually from a com
b in atio n of veal or chicken and other m eat (Russ, бульон)
19 creme (Fr.) — суп-пюре
20-slim m ing creams — cosm etics th a t is supposed to make
a person grow th in ner
21 I’ve got to go — I have to (I must) go
22 I’m done (colloq.) — I ’m lost, ruined (Russ, мне конец,
крышка)
23 locust beans — плоды рожкового дерева, растущего в
Северной Америке
24 in one piece — unbroken (Russ, целиком)
23 If A has two shillings between her and the workhouse —
If A has two sh illings to keep him from the workhouse (i.e.
when the money is spent A w ill have to starv e or else go to
the workhouse)
26 I can’t help it .— I can do noth in g about it. (Russ.
ничего не могу поделать). H ere help means “avoid, prevent”;
e.g. 1) She co u ld n ’t help th in k in g about it all the tim e.
2) H e is extrem ely fond of her and forgives her everything,
he c a n ’t help it.
144
27 easy-going — said about a person who doesn’t trouble
much ab out things, who takes them easy
28 my nerves are on edge — I am easily irrita te d and ex
cited (Russ, меня всё раздраж ает, у меня нервы не в порядке)
29 frustration — failure, defeat, disappointm ent; to frus
trate — to prevent sm b. from doing sm th.; e.g. H e was frus
trate d in his plans.
EXERCISES
Exercise I. P ractise the pronunciation of the following words and

w ord-com binations:
a) lavish, b reathe, bathroom , balloon, false, extraordi
n arily , w onder, profile, suspender, loose, ethereal, heroine,
aw ful, irony, cushion, venison, tw openny, elegant, thigh(s),
sausage(s), b reath , rye-biscuit, pheasant, elephant, massage,
stom ach, ferrule, peram bulator
b) a n ^ S i ^ 'e d g a v w 3a 'leik; 'b red and 'Ьлпг; 'k b : d w di
'ea; 'snaetf За 'b ra u n 'bred; 's s e t^ 'd a u n ; 'w x n av Ээ Члрш
'ifeaz; 'l u k t w 'd a u n a t h a r ^ 'o u n ^ 'O a i z ; k u d ^ a v 'b lo u n harw
a'w ei wi3 a 'bred
Exercise II. D rills, a) Read and repeat; b) Use the structures in sen
tences of your own:
I. 1. If I get up I shall fall down.
2. If she gets up she will faint.
3. If I diet I shall lose w eight.
4. If she stops atten d in g functions she w ill grow slim m er.
5. If H enry sends the money I shall know i t ’s all right.
II. 1. I wonder if you diet.
2. I wonder if you do an ything special for your figure.
3. I wonder if she has any stockings on.
4. I wonder w hat w ill happen if I get up.
5. I wonder if I can do it.
6. I wonder if he w ill send me the money.
I I I . 1. I've got to go down to the post-office.
2. I've got to be logical.
3. She's got to diet.
4. I've got to attend a social function.
5. She's got to starve if she w ants to be slim .
IV. 1. I used to be as thin as you.
2. W e used to eat locust beans during the war.
145
3. W e used to make them last a long tim e.
4. She used to have a neat figure.
5. I used to try massage and special baths.
V. 1. Excuse my speaking to you.
2. Excuse my interrupting you.
3. Excuse my coming so late.
4. Excuse my leaving so soon.
Exercise III. Answer these questions as in the examples:
a) Do you like venison? / can't say I do.
b) H ave you ever been to the seaside? I can’t say / have.
1. Did you speak to him about your plans? I c a n ’t say . . . .
2. H ave you read this article? I can’t say . . . . 3. Do you diet?
I ca n ’t say . . . . 4 . Does she know you? . . . . 5. H ave you tried
massage? . . . 6. Does he like this special sort of cheese? . . . .
7. Are you free to-night? . . . . 8. Is she good-looking? . . . .
9. Are you fond of her? . . . .
Exercise IV. Add tail-questions (isn 't it?, don’t you?, didn’t he?,
etc.) to these sentences.
N o t e : A sentence beginning' w ith I am usually has the
tail aren't I; the one with used to — did.
1. The girl was u n naturally th in , . .. ? 2. Mrs. V ictor is
sick of food, . .. ? 3. I ’m going to sit here and listen, . . . ?
4. D uring the war we used to eat locust beans, . .. ? 5. I ’ll
have to change everything when I get home, . . . ? 6. I ’m
aw fully hot, . . . ? 7. She looks as if she were starv in g , . . . ?
8. H e likes fish, . . . ? 9. I am very late, . .. ?
Exercise V. Replace the italicized parts of the sentences by words
1. She m ust stop eating altogether. 2. She imist p u t an
end to it at once, before V ictor became the director of any more
com panies. 3. Mrs. V ictor was disgusted at the sight of the
bread and buns. 4. Mrs. V ictor saw th a t the stockings were
mended (darned). Stockings meant she wore some sort of
belt. 5. She had a wish to cry. 6. Hers was a figure you could
see in advertisements. 7. Mrs. V ictor, not knowing how to con
tinue the conversation, sm iled. 8. Mrs. V ictor was obliged to
be present at dinners, functions, etc. 9. The only thing the
girl could think of was her suspender belt. 10. “I’ve tried mas
sage, I ’ve tried everything. It costs me a lot of money.” 11.
In spite of all that people say starv atio n must be theoldest
146
form of g ettin g thinner in the w orld. 12. “I know my husband
w on’t like it, b u t I can do nothing about it."
Exercise VI. F ind in the text equivalents for the following and use
them in sentences of your own:
а) голодать; голод (голодание); худеть (терять в весе);
худой; худоба; тонкий (стройный); толстый; костлявые
лодыжки; придерживаться диеты; присутствовать на обе
дах (приемах); ее тошнило от пищи
б) крошить хлеб; булочка; бульон; бананы; ш курка от
бекона; цыпленок; утка; быть годным для еды; продлить
удовольствие от еды (банана и т. д.) на час; желудок
в) перестать есть что бы то ни было; положить конец
(чему-либо); схватить (выхватить); вздрогнуть (испуга
ться); это стоит мне массу денег; ничего не могу поделать;
не выношу (не переношу); это действует мне на нервы;
покладистая; нервы взвинчены; приходить в отчаяние; это
меня изнуряет; я вся покрыта потом; переодеться с головы
до ног
Exercise V II. Ask each other questions about the text.
Exercise V III. C onstruct 6 tail-questions th a t are not true to fact
and ask the students to correct them , using words and phrases from the
text, e.g.
a) “Mrs. V ictor thought she must eat as much as she could,

d id n ’t she?” — “Oh, no she d id n ’t. She thought she
must starve herself, cut out everything.”
b) “Mrs. V ictor did not feel like w eeping when she looked
at her own thighs, did she?” — “O h, yes, she did. They
looked like two vast sausages, she couldn’t bear it.”
Exercise IX. Pick out sentences from the text th a t will answer the
1. W here did Mrs. V ictor weigh herself? 2. W hat was her
weight? 3. W hy did she sit on one of the public seats? 4.
W hat did she notice when she looked to see if the young woman
had any stockings on? 5. W hat did the girl think of her
suspender belt? W hy had she had to alter the hooks?
Exercise X. Use words and expressions from the text in answering
1. W hy did M rs. V ictor feel like weeping? 2. W hat was
her h u sb an d ’s social standing and w hat sort of life was she
obliged to live? 3. W hat did the young wom an in the story
147
look like? W h at made M rs. V ictor th in k she dieted? 4. W hat
was the girl th in k in g about? 5. W hat did she rem em ber
doing long ago? 6. W hat did Mrs. V ictor say she had done
to lose weight? 7. W hy did the girl w ant to go to the post
office? 8. W hy was M rs. V ictor ignorant of the state the
girl was in?
Exercise XI. Im agine th a t you are a) Mrs. V ictor, b) the g irl. Go to
the front of the class and answer the questions the students w ill ask you.
Exercise X II. 1) R etell the episode w ith the bun using the following
words and phrases:
sm all child; sugar-shining bun; in one piece; on the edge

of th e lake; to stand on tip-toe; to regain; w ater-soaked bun;
to swoop down (on); to snatch away; to sta rtle to tears; can’t
stand children crying; to get on one’s nerves; my nerves are
on edge; to hold one’s breath; to go crim son (purple); to
snatch up (from); peram bulator; to move off; screams; to
die away
2) R etell the story using the following words and phrases:
to cut out everything; to go on like this; to pu t a stop to;

the hands of the w eight-clock; to feel like weeping; bony
ankles; n ea t feet; on the edge of the lake; to crum ble bread;
to snatch the thrown bread; out of range; slim and elegant;
to sta re across the w ater; to have stockings on; stitched lad
ders; just for decency; could not bear it; I ’ve been w ondering
if; startled ; excuse my speaking to you; an y th in g special;
to get desperate; she’s crazy; to go in to an explanation; to
be sick of; to a tte n d dinners; nothing but; suspender belt;
it fe lt loose; th a t’s how it went on; it tastes queer; bacon-rind;
frying-pan; to m u ltip ly by; to have to go through; to make it
last; it costs me a fortune; I ’ve got to; I ’m done; to lose w eight;
it wears me out; to change everything; c a n ’t help it; i t ’s no
use; to make the ch ild cry; easy-going; my nerves are on
edge; can ’t stan d it; moist hand; to w alk aw ay; to revolve
against the sun
Exercise X III. Make up sentences using as if, as though.
E x a m p le s :
a) She looked as if she were actu ally starv in g .
b) It appeared as if she wore false legs.
c) He looked as though he had been too long w ith o u t sleep.
148
Exercise XIV. Choose the correct words from those in brackets:
(change — alter)
I. 1. She has . . . her address and I don’t know how to
find her. 2. The su it doesn’t fit him w ell. It m ust be . . . .
3. I ’ve got to rush home to . . . my clothes for dinner.
4. L e t’s . . . seats. I can see very little because of the tall man
in front of me. 5. H e intended to spend the sum m er in town,
b u t then he . . . his m ind. 6. She slightly . . . the original
plan and handed it in.
(pare — peel)
II. 1. Shall I . . . an apple for you? 2. She hated to . . .
potatoes, therefore she usually boiled them in their jackets.
(lucky — happy)
II I. 1. By some . . . chance she caught sight of him in
th e crowd. 2. T h at kind of life doesn’t make me . . . . 3. H er
husband has retu rn ed safe and she is as . . . as . . . can be.
Exercise XV. Answer the following questions (using the Complex

Object Construction):
1. W h at did M rs. V ictor see the hands of the bathroom
w eight-clock do? 2. W hat could she see the gulls snatch?
3. W hat did the girl rem em ber doing long ago? 4. How long
did the girl make a banana last? 5. W ho made the child cry?
6. How did the girl see herself tnoving along the street?
Exercise XVI. Use the following phrases in sentences of your own:

a) to feel like doing something
I n t h e t e x t : She felt like weeping.
E x a m p le : He d id n 't feel like eating.
b) for the sake of doing something or for his (her, somebody's)

sake
In th e t e x t : She couldn’t go on eating for the sake of
eating ( = ju st because she liked it).
E x a m p l e s : 1) H e sacrificed everything for the sake of
his motherland (= fo r the good of).
2) Let me try for your sake.
149
Exercise XVII. Make these sentences em phatic as in b).
E x a m p le s :
a) If you fried bacon-rind, it jum ped in the frying-pan
like snakes.
b) If you did fry bacon-rind (instead of cu ttin g it off),
it jum ped in th e frying-pan like snakes.
a) He w ent to the lake.
b) H e did go to the lake.
1. Mrs. V ictor ate a lot at dinner parties and social func
tions. 2. D on’t th in k she did nothing to lose w eight. She
tried slim m ing creams and massage. 3. H e sent her the money
at last. 4. She felt like sittin g there for ever, but she rose to
go. 5. She had prom ised to come and she came.
Exercise XVIII. Translate into English:
1. He морите себя голодом. Вы очень похудели. 2. Я не
выношу, когда плачут дети. 3. Интересно, соблюдает ли она
диету. 4. Вы должны перестать есть хлеб и булки, если вы
хотите похудеть. 5. Интересно, съедобны ли ягоды (годятся
ли для еды). 6. Интересно, присутствовал ли он на приеме
вчера. 7. Ее платья стоят ей массу денег. 8. Ее тошнит
от еды. Она ничего не может поделать с этим. 9. Если ты
хочешь похудеть, надо сесть на диету. 10. Этот шум дей
ствует ей на нервы. 11. Она такая худая, как будто совсем
ничего не ест.
Exercise XIX. Topics for discussion:
1. Speak on th e settin g of th e story (the lake, the gulls,
th e children, etc.) W h at do you th in k is th eir role in the story?
2. Describe Mrs. V ictor.
3. Describe Mrs. V icto r’s husband (as you im agine him ).
4. O utline the character of the girl (describe her appear
ance, clothes, her thoughts, etc.).
5. Tell the story of the g irl’s life (as you im agine it).
W hat do you th in k has reduced her to the s ta te she was in?
6. Think of a possible end of the story. W hat do you th in k
happened after the girl went down to th e post office?
7. Compare the two women and speak on one of life’s
ironies as illu stra te d in th is story.
8. W hy does the author introduce th e episode w ith the
bun?
9. Describe a public dinner or a com pany luncheon.
150
10. D escribe a person who diets.
11. Tell the class a story you have read in which the
heroine finds herself in a hopeless position.
12. Speak on unem ploym ent in c a p ita list countries. Give
6X 2 mples from literatu re.
Exercise XX. Render in English:
а) В семье итальянского бедняка Сальваторе Арена
случилось несчастье: врачи сказали, что его старшей до
чери Розетте (а всего в семье одиннадцать детей) придется
ампутировать ногу (have her leg am putated). Ее уже опе
рировали (had been operated on) дважды, но рана не заж и
вала (the wound w ouldn’t heal). Заболела Розетта еще не
сколько лет тому назад у себя на родине, в одной из нищих
деревушек Южной Италии, где многочисленное семейство
Арена едва перебивалось с хлеба на воду (live from hand to
mouth) и не могло даже помышлять о дорогих лекарствах
для больной девочки (couldn’t dream of).
Отчаявшиеся родители решили бросить свой дом и от
правиться искать счастья (seek their fortune) в прославлен
ной (vaunted) столице индустриальной Италии — Милане.
Но оказалось, что и здесь никому не нужны рабочие руки.
Просто в М илане стало одним безработным больше, а во
семнадцатилетняя Розетта, поняв, что помощи ждать не
откуда, реш илась на крайний шаг. Она поместила объяв
ление о том, что согласна продать одну почку (kidney) за
сумму, которая необходима для лечения ноги.
Через некоторое время девушка получила уведомление
из полиции, смысл которого сводился к тому (a notice to
th e effect th a t), что сейчас семидесятые годы 20-го века,
а не средневековье, и что законом запрещ ено (be against
th e law') продавать свое тело целиком и по частям (as а
whole or in p art). П о-видимому,такой закон в Италии дей
ствительно существует. Нет только закона, обеспечиваю
щего (guarantee) людям право на труд и на медицинскую
помощь (medical aid).
b) Помни о весе!
Всем известно, что если вы бу дете есть много булочек,
пирогов и пирожных и при этом вести малоподвижный об
раз жизни (do hardly any exercise), то вы начнете полнеть
(put on w'eight). Д л я того чтобы похудеть (lose weight) и
иметь стройную (slim) фигуру, надо соблюдать диету.
Ш
Но как трудно порой бывает отказаться от ж ареных
уточек (roast ducks), отбивных (chops)'и пирожных! И как
грустно, встав на весы, обнаружить, что вы опять приба
вили в весе.
Д л я слабовольных (weak-willed) людей, не способных
соблюдать диету и воздерживаться от обильной еды (refrain
from rich food), во Франции изобретена специальная элект
ровилка. Если вы прикоснетесь к «запретному плоду»
(forbidden fru it), вы почувствуете, как она начнет покалы
вать вас электрическими разрядами (feel “pin-pricking”
caused by th e electric current). Новый прибор (gadget) н а
зывается «Помни о весе!» (m ind your w eight).
QUIZ I I
1. W ho said:
“The tim e is out of joint: О cursed spite.
T h at ever I was born to set it rig h t!”?
2. a) W h at is the most beautiful scenery in the English
countryside? b) W h at group of poets and a rtists has derived
its nam e from it?
3. Two areas far ap a rt from each other have the nam e of
Georgia. W h at are they? .
4. W ho w rote: a) The W inter's T a le, b) The W inter of
Our Discontent?
5. In w hat European country did two famous English
poets meet as exiles? W hat were th eir names? W hen was
it? In w hat uprising did they later both take part?
6. The following pictures are m asterpieces by Old M asters:
a) “The N ight W atch” , b) “The Sleeping Venus”, c) “The
B lue M adonna” . N am e the artists.
7. W hat languages are spoken in the countries of L atin
America?
8. Identify the pictures on the front cover of the te x t
book.
9. In a Greek legend a cunning and greedy king of Cor
in th was condem ned in Hades to roll uphill a huge stone
th a t always rolled down again, a) W h at was his name? b)
W hat expression denotes hard unceasing labour?
10. W ho created the following characters: a) U riah Heep,
b) C aptain D obbin, c) M ontague D artie, d) A ndrew Manson?
11. Com plete th e following proverbs: a) Second
th o u g h ts . . . , b) All is w e ll. . . .
152
12. W h at are the English equivalents of the following
Am erican words: a) canned food, b) cigar store, c) telephone
booth?
THE HUNGRY WINTER

b y E liz a b e th H. M iddleton
W hen th e launch 1 which was to take him out of the h in

terland 2 of n o rthern C anada failed to show u p ,3 Spencer
S cott found him self in a difficult situ atio n . There was ap p a r
ently nothing for him to do bu t to w ait. Bob H ilto n , a h u n t
er, living in the sm all village, offered him h o sp itality which
he gladly accepted.
Tim e passed quickly. H ilton was an en tertain in g old
m an, always ready w ith a story.
One evening th e two men were sittin g in front of the fire
when an In d ian brought in an arm ful of wood.
“T hank you, U ncle.”
“W hy do you call him th at?” Spencer asked as soon as the
In d ian had left th e room . It seemed an odd way for the old
man to address a m an so much younger th an him self.
“O h, everyone does. Ju liu s is a great favorite around
here.” H e filled his pipe w ith fresh tobacco.
U ncle reappeared, this tim e carrying a pot of tea. H e set
it down on a tab le, together w ith two glasses, then silently
disappeared.
“W ell, Bob, how about another Indian tale? T hey’re such
strange people, so h ard to understand.”
“T hey’re not so different as you th in k . A t tim es seemingly
childlike, perhaps, yet som etim es far superior to us.” He
drew on his p ip e,4 and kept silent for a w hile.
“You have never been here in the w in te r,” Bob H ilton
went on. “Ah! Then the N orth is tru ly m agnificent. T h a t’s
when she really lays her hold on you.5 The Indians know it
w ell. In spite of discom fort and even p riv atio n , they prefer
it to any season of th e year. They hitch up the dogs, and visit
one another, often for weeks at a tim e. F easts last not hours,
bu t days. One th a t I attended continued three days.
“B ut not all w inters are good ones.6 There are the lean
years.7 I can recall w inters when it seemed there were no
anim als alive in the en tire N orth. Even ra b b its, which are
153
taken for g ra n te d ,8 som etim es die of some unknow n disease
by the th o u san d .8 B ut the w orst of all are the w inters w ith
out ca rib o u .10 It is about one of these th at I am going to
tell you.
“The men of this village, about tw enty of them , went out
as usual in th e fall 11 to h u n t the caribou which m igrate
each year from the Barren L an d s.12 B ut this p articu lar year
the h u n ters could not find them . The caribou, you know,
travel in a large herd, an im mense solid mass of creatures
which has been est m ated at over a m illion. If the hunters
miss th is herd, they can seldom kill enough meat to last out
th e win ter.
“How well I remem ber the day the men returned! T hey
were g au n t, exhausted, their eye sockets red from loss of
sleep. They were men w ithout hope; they knew death was
not far from them and their fam ilies.
“Ju liu s detached him self from the group and came to me.
‘“ I know where there is a cach e.’ 13
“A t once I knew he had made it. On one of his h u n tin g
trips he m ust have laid by food, drying it and caching it sq
it would be safe.
‘“ Is it a big one?’ I asked him .
‘“ P re tty b ig ,’14 he said.
“T th in k we should w ait a w hile y e t,’ I told him . ‘We
still have some food. W e will m ake it last as long as possible,
and in the m eantim e som ething may turn u p .’ 15
“B ut nothing did. By m id-January everything edible 16
was gone, even th e dogs to pull the sledges. I im agine it is
difficult for you to realize our predicam ent.17 You are prob
ably thin k in g , why d id n ’t they go to some other village?
W hy d id n ’t they send out for help before it was too late?
But we were extrem ely isolated. Besides, it was alm ost cer
tain th at th e fam ine was general. If the m igration of caribou
was so erratic 18 our hunters could not find it, it was im prob
able others had succeeded where we had failed. Thus, no
one would have more food than we, nor, if they had, could
they spare i t . 19 Even if we had saved the dogs, by the tim e a
trip could have been made to the outside and the few provi
sions the team s could haul had been brought back, all our
people w ould be dead.
“W hen all the food was gone, I w ent to Ju liu s.
“‘Now we w ill go to your cache.’
“I shall never forget th a t trip . The entire village set out on
154
snowshoes. The distance was not great, bu t when your stomach
is drawn together, and your legs are like boiled m acaroni,
when your eyes are blurred and w atery, even a m ile seems
endless. To make m atters w orse,20 the w eather turned very
cold. W e were, you m ust rem em ber, close to the Barrens
where tem peratures of seventy below are not at all uncom
mon. And in ad d itio n a blizzard overtook us, lashing our
faces w ith icy particles. It is im possible to describe our suf
ferings.
“I am not sure how long we travelled, but at last we
came to the shore of a sm all lake and there, exactly as Ju liu s
had prom ised, was th e cache. It was made of raw hide bundles
fastened to a platform , raised on poles off the ground so that
anim als could not reach it. A shout of joy went up from all
of u s .
“Eagerly the men brought down the bundles and tore
them open. Alas! They had already been opened; they were
em pty. Someone else had visited the cache. A different cry
arose, one of rage 22 and anguish. Even the children, infected
w ith their elders’ grief and despair, sobbed b itte rly .
“W e lay down in the snow, and even I, who should have
known b e tte r,23 wept as b itte rly as the rest. B ut Ju liu s did
not weep. W hen I becam e calm er, I noticed th a t he stared
fixedly at th e frozen lake, and in stan tly I guessed his
thought: under the ice there must be fish.
“Now the cache, for all it was devoid of food,24 did con
tain some fishhooks.25 W e baited some of these w ith pieces
of raw hide, having nothing else for b ait, and dropped them
into the w ater through holes chopped in the ice. W e w aited
and w aited, b u t nothing happened. The fish refused to bite.
T hat n ig h t, at my suggestion, the men lighted torches to a t
tract th e fish to the holes, lying in w ait w ith knives fastened
to poles. S till no fish appeared. O ur efforts came to nothing.
“M orning dawned at last. All around us as we sat on th at
desolate shore were the dark, enclosing trees covered w ith
snow. The w ind, rising slowly, moaned across the ice. Above
us th e sky was om inous and heavy; a new storm was brew ing.20
Soon we m ust inev itab ly die, every one of us. Now, I had often
w atched in d ividuals aw ait death, but never an entire com m u
n ity . It defies d escription.27
“Suddenly J u liu s rose and ran to one of the open holes.
“He sat down on the ice and removed a moccasin 28 and
legging.20 Then, before we guessed w hat he was about, he had
155
pulled out his knife and had cut a strip of flesh from his
own leg. A ghast, we saw him b ait a hook w ith this still liv
ing tissue,30 and fling it into the open hole.”
Bob H ilto n ceased speaking. In spite of the crackling
flames in th e fireplace, Spencer knew he dwelt o n 31 th at frozen
shore. H e him self shivered sym pathetically. To break the
spell he asked a question.
“O bviously you survived the w inter. W as it because
Ju liu s caught a fish?”
W ith obvious effort, the h u n ter returned to the fireside.
“Yes, the lake was full of them . A fter the first, we always
had b ait. There was never any more trouble. W e spent the
rest of the w inter there, and fortunately spring came early
th a t year. N atu re showered us w ith food.32 There were quan
tities of sm all gam e and swarms of p tarm ig an .33 It was like a
m iracle.”
There was a pause. For a w hile both men were silent.
“W ell!” suddenly the hu n ter becam e his usual jovial
self. “I t ’s qu ite a good story, don’t you think?”
“A very good sto ry .” B ut in Spencer’s m ind, a doubt lu rk
ed.34 In a way he believed the story, in a way he did not.
H e suspected th a t the events just related m ight have happened
to someone else. Or the story m ight have no factual basis,
bu t have arisen from a legend or m yth. His face must have
betrayed his skepticism .
“I don’t th in k you believe my little ta le ,” Bob H ilton
sm iled. “No m atter. It is not im p o rtan t. B ut come, we haven’t
touched our tea. It must be stone cold. I ’ll have Uncle bring
in 36 some fresh.”
W hen th e In d ian entered the room , H ilto n called to him .
“By th e w ay, how is th a t bad ankle of yours? May I take a
look at it? ”
He leaned over, lifting the bottom of the In d ian ’s trouser.
Spencer saw , as he was sure he was m eant to ,30 a long depressed
area, a puckered w hitish scar, extending up the m an’s leg for
more th an four inches.
NOTES
1 launch [b :n tf] — a boat used for carrying passen
gers on short journeys for pleasure or business (Russ, баркас,
моторная лодка)
156
2 hinterland — th e land lying behind a stretch of coast or
the bank of a large riv er (Russ, глубинный район)
3 failed to show up — did not arrive
4 he drew on his pipe — раскурил трубку (затя
нулся)
6 she lays her hold on you (fig .) — the country gains pow
er (influence) over you (the pronoun she is used when speak
ing of a country)
6 good o n es= g o o d w inters; one is a pronoun used instead
of the noun to avoid rep etitio n (here in the plural ones)
7 lean years=n ot productive, during which not much is
produced (e.g. lean harvest — плохой, бедный урожай)
8 rabbits . . . are taken for granted — one is sure th at
there will be plenty of rab b its (to take something for grant
ed — to accept som ething as a fact (Russ, считать само собой
разумеющимся).
9 by the thousand — a thousand at a tim e (also by the
dozen, score, hundred, etc.)
10 caribou ['kseribu:] — канадский олень
11 fall (A m .) — autum n
12 the Barren Lands — the treeless plains or tundras of
N orthern C anada in h abited by Indians and a few hunters
13 cache [kaej] — a hiding-place for food
14 pretty big (colloq.) — rath er big
15 something may turn up — som ething may be found
16 edible ['edibl] — fit to eat (Russ, съедобный)
17 predicament — dangerous situation
18 erratic — (here) unusual
19 to spare — to find it possible to give to others; e.g.
Can you spare me a box of matches? H e has no money to
spare.
20 to make matters worse — Russ, в довершение ко всему
21 the Barrens — see N ote 12
22 one of rage — a cry of rage; see N ote 6
23 to know better — to be wise enough not to do so; e.g
You ought to know b etter than to spend all the money you
have on trifles.
24 for a ll it was devoid of food — although it did not con
tain food (for a ll — although, in spite of; e.g. For all her
beauty there was no charm in her.)
26 did contain some fishhooks — yet (the cache) contained
some fishhooks (did is used for em phasis and m ust be pronounced
w ith a stress; Russ, всё же)
157
26 a . . . storm was brewing — a . . . storm was gathering
force (to brew — надвигаться, назревать)
27 It defies description.— I t ’s im possible to describe it.
28 moccasin ['m akasm j — a shoe m ade of soft deerskin
(Russ, мокасин)
29 leggings — leather outer coverings for the legs up to
the knee (Russ, краги)
30 bait a hook with this still living tissue — attach the
strip of flesh to a hook
31 he dwelt on (upon) — he thought of; to dwell 1) to
live; 2) to dwell on (upon) — to th in k , speak or w rite about
som ething for a long time; e.g. Now let me dwell on our trip
to C anada (= s p e a k about it).
32 showered us with food — gave us food in abundance
33 ptarmigan [ 'ta m ig a n ]— белая куропатка
34 a doubt lurked (in his mind) — there was some secret
doubt (in his mind); to lurk — to lie in w ait, to rem ain sec
(Russ, таиться, прятаться, скрываться)
36 I’ll have Uncle bring in — I ’ll m ake U ncle bring in
(to have somebody do sm th .— to cause somebody to do sm th.)
36 he was meant to — H ilton w anted him to see the In
d ian ’s ankle (meant to — m eant to see, to is used instead of
the in fin itiv e to avoid repetition).
EXERCISES
Exercise I. Practise the pronunciation of the following a) words and

b) word-com binations:
a) launch, h in terlan d , h o sp itality , en tertain in g , tobacco,

experience, superior, m agnificent, discom fort, p rivation,
caribou, m igrate, barren, p artic u la r, g aunt, exhausted,
socket, predicam ent, fam ine, isolated, erratic, stom ach, m ac
aroni, blizzard, anguish, om inous, com m unity, moccasin,
aghast, b a it, tissue, m iracle, jo v ial, factual, basis, m yth,
area
b) w enw 3a 'b i n t f 'feild w ta 'J o u 'л р ; 'livnj m ^ S a 'sm a:l
'vilidg; in 'frx n t эл За 'fats; ta'g e3 a w i3w 'tu : 'glasiz; a 'b a u t
'tw en ti av 3am; 'n o u 'aemmalz a 'la iv m ^ S i ^ m 't a i a 'no:0
Exercise II. D rills, a) Read and repeat; b) Use the structures in sen
tences of your own:
I. 1. The launch was to take him out of the hinterland.
158
2. The men were to h u n t the caribou and m ake a supply
of m eat for th e w inter.
3. W e were to meet on the shore of a lake.
4. At w hat tim e is he to come?
5. W hat are they to do?
II. 1. I ’ll have Uncle bring in some fresh tea.
2. He had the typ ist type all th e letters and telegram s.
3. P lease, have the porter carry my luggage to the p la t
form.
4. I shall have her lay the table for dinner.
III. 1. The h u n te r m ust have missed the herd.
2. The boy m u st have laid by food for the w inter.
3. The villagers m ust have realized the danger.
4. He m ust have been exhausted after the trip .
1. They are such strange people, it's d ifficu lt to under
stand them. 2. In this country there are plenty of rabbits to
be shot if you are short of food. 3. By the m iddle of the month
we had eaten everything that was f i t to eat including the dogs.
4. It is difficult for you to understand the dangerous situation
we found ourselves in. 5. To make things worse, the tem perature
fell to seventy degrees below zero. 6. W e were sure to die soon.
7. It's impossible to describe the scene. 8. W e co u ld n ’t guess
what he was going to do. 9. Filled with horror we saw him cut a
strip of flesh from his own leg.
занимательный; охотно; странный (2); изможденный;
предложить кому-либо гостеприимство; выше (лучше)
кого-либо; умирать тысячами; отложить (запасти) пищу на
зиму; все съедобное; невероятно; в довершение ко всему;
горько рыдать; остальные; пристально глядеть; прорубь;
рыба не клюет; крючок; приманка; насаж ивать наживку
на крючок; в ужасе; это невозможно описать; выжить;
давать в изобилии; холодный, как лед; взглянуть (на)
Exercise V. Fill in the blanks w ith prepositions or adverbs:
1. As th e carriage did not s h o w tim e he decided
to w alk . . th e sta tio n . 2. . . . one . . . his h u n tin g trip s he
had laid . . . enough food to last . . . the w inter. 3. It was
159
difficult . . . him to understand why they had not sent . . .
. . . help . . . tim e. 4. E arly . . . the m orning he s e t .............
snowshoes, hoping to get . . . the nearest village before dark.
A shout . . . joy w ent him w hen . . . last he saw
glim m ering lights . . . the distance. 5. . . . the fisherm an’s
suggestion we baited the fishhooks . . . pieces . . . dry m eat,
as we had n o th in g else . . . b a it, and dropped them . . . the
w ater. 6. They spent hours . . . end . . . the desolate shore
lying . . . w ait . . . knives fastened . . . poles. B ut their efforts
came . . . n o th in g . 7. L ittle did they suspect . . . those dism al
days th at very soon n atu re wrould shower them . . . food.
Exercise VI. Pick out sentences from the text th a t contain answers
to the following questions:
1. W h at did th e hu n ter say about th e Indians? 2. W hy do
the Indians prefer w inter to any season of the year? 3. How
did Bob H ilto n describe the men who had retu rn ed after fail
ing to find the caribou? 4. W hat happens if the hunters miss
the herd? 5. W hy did Bob H ilto n advise Ju liu s to w ait w ith
the cache? 6. W h at was the cache m ade of? 7. W hy did they
b ait the fishhooks w ith rawhide? 8. W hat shows the fish
did not like th a t kind of bait?
Exercise V II. C onstruct 5 disjunctive questions th a t are not true to
fact and ask your comrades to correct them (see p. 147, Ex. V III).
Exercise V III. Use words and expressions from the tex t in answering
1. W hy did Spencer Scott find him self in a difficult s it
uation? 2. W hose h o sp itality did Spencer S cott gladly accept?
3. W hat seemed odd to Spencer? 4. How did Bob H ilton
describe the lean years? 5. W hat was the trouble in the year
H ilton told his guest about? 6. W hy did H ilto n say he would
never forget the trip to the cache J u liu s had made? 7. How
did Ju liu s show him self twice a m an of action? 8. W hy did a
doubt lurk in Spencer’s mind? 9. How did H ilto n prove to
Spencer the tru th of his story?
Exercise IX. Im agine th at you are Ju liu s. Go to the front of the
class and answer the questions the students ask.
Exercise X. R etell the story using the following words:
was to take him ; failed to show up; there was nothing
for him bu t; to offer ho sp itality ; en tertain in g ; arm ful; odd
way; superior to; truly m agnificent; lean years; to take for
granted; die by the thousand; this p artic u la r year; to travel
160
in a herd; to miss (the herd); to last out; gaunt; exhausted;
he m ust have laid by food; safe; to make it last; everything
edible; to send out for help; extrem ely isolated; im probable;
nor could they spare it; all the food was gone; to set out on
snowshoes; to seem endless; to make m atters worse; raised on
poles; to bring down the bundles; to tear open (the bundles);
a cry arose; to sob b itte rly ; I should have known better; the
rest; to stare fixedly; to b ait a hook (w ith); holes chopped
in th e ice; to refuse to bite; at my suggestion; to lie in w ait;
to come to nothing; it defies description; a strip of flesh;
aghast; to break the spell; obviously; to survive the w inter;
fortunately; showered us w ith food; a doubt lurked; to arise
from a legend; to b etray; stone cold; I ’ll have him bring in;
take a look at; a w hitish scar
Exercise X I. T ranslate into Russian:
I. 1. H e was a good story-teller and the boys listened to
him spell-bound. 2. H e is an entirely different man now. He
seems to be under a spell. 3. The story goes th a t once a W icked
W itch cast a spell on a beautiful young princess. 4. The
friends sat in silence w atching the fire b urning low, when the
serv an t’s sudden en trance broke the spell.
II. 1. N atu re showered us with food. 2. “Take a shower.
I t ’ll make you feel b e tte r.” 3. “You ca n ’t very well expect
G randfather to shower g ifts on you after you’ve done all you
could to disgrace him !” 4. L etters and in v ita tio n cards were
showered on th e beau tiful starlet by cinem a fans. 5. W hen
the Negro boy appeared in the school-yard he was met w ith a
shower of stones.
Exercise X II. T ranslate these sentences into English using handful,
spoonful, arm ful:
1. Прими л о ж к у этого лекарства, и тебе станет лучше.
2. Она дала мне г о р с т ь спелых ягод. 3. Вдали была
видна к у ч к а людей. 4. Старик взял о х а п к у дров и отнес
ее в дом.
Exercise X III. Choose the correct word from those in brackets:
(else — still — more)

1. W ho . . . w ill go on a h u n tin g trip? 2. M orning dawned
a t last and they were . . . there, on the shore of a frozen
lake. 3. There was n o th in g . . . for them bu t to aw ait death.
4. Ju liu s was going to have another try; he was sure there
6 ,\2 1518 161
was . . . hope. 5. B ring the tea-pot, please, we w ant some . . .
tea.
(rise — raise)
1. Suddenly he . . . and ran to the hole chopped in the ice.
2. Ju liu s . . . a platform on poles and placed a cache on it to
prevent m arauding anim als from reaching it. 3. The old
man . . . his hand and made a sign for everybody to be silent.
4. The w ind . . . ra p id ly and soon a blizzard overtook them .
5. They baited the hooks w ith raw hide bu t the fish would
not . . . to th e b ait.
(bring — take)
1. I ’ll be obliged to you if you . . . this book to the library.
I ’ve prom ised to retu rn it today. 2. W hen are you going to . . .
me the notes? I need them badly.
(offer — suggest)
1. M ay I . . . you a cup of tea? 2. My host . . . th at we
should go skiing after dinner. 3. One of us . . . going to the
cinem a and Mary . . . to go and buy tickets.
(lie — lay)
1. Every experienced h u n ter . . . by food for the w inter.
2. There was nobody in the study bu t his note-book . . . open
on the tab le. 3. Let sleeping dogs . . . . 4 . M other . . . th e
tab le and th e fami l y gathered in the dining-room .
(lurk — hide)
1. It was necessary to find a safe place to . . . the leaf
lets; the police were sure to search the house. 2. She felt
restless and depressed; a strange fear . . . in her heart.
Exercise XIV. Use to take something for granted in sentences of your
own.
In t h e t e x t :
Even rabbits, which are taken for granted, som etim es die
of some unknow n disease.
Examples:
1. D o n 't take it for granted th a t you w ill alw ays g e t eve
ry th in g you wish.
2. H e took it for granted th a t he w ould find a job wherever
he w ent.
162
3. The actress took it for granted th a t she would always
play th e leading parts in all th e new performances.
4. Ja c k d id n ’t like women when they took anything for
granted.
Exercise XV. Use so in responding to the following statem ents as
in the examples below (use the suggestions in brackets) (see also Ex. IX,
p. 135).
N o t e : Rem em ber th at in negative responses I hope and
I am afraid take not (not may also be used w ith think and
believe for em phasis), e.g. Do you think she will win the gold
medal? — I ’m afraid not.; W ill you have to work on Sunday? —
I hope not. ( I don't think so.)
1. Shall I have to w ait long for the lunch? (not think)
2. I suppose the boat won’t be long in com ing, (hope)
3. W ill it keep fine for some time? (afraid) 4. I don’t think
the wound h u rts him very much now. (hope) 5. Ju liu s has
actually saved your lives, hasn’t he? (believe) 6. He doesn’t
feel pain any longer, does he? (hope) 7. I suppose you w ouldn’t
like to stay here in w inter, would you? (not think) 8. You
had a very u n p leasant tim e, d id n ’t you? (afraid) 9. You
w ouldn’t like to go through the whole thing again, would you?
(afraid) 10. Ju liu s is a fine man, isn’t he? (believe) 11. All
the people of this village would have died bu t for J u liu s,
(think)
Exercise XVI. Tell a fishing story using the following words:
to set out on snowshoes; the shore of the lake; to chop
holes in the ice; fishhooks; b ait; to b ait hooks w ith; to use
. . . for b ait; a t first the fish did not bite; to rise to the b ait;
to give a cry of joy; to make a fire
Exercise XVII. Topics for discussion:
1. Give a ch aracter outline of J u liu s .
2. Speak on an act of self-sacrifice by means of which a
man saved the lives of others.
3. Tell a story (by Ja c k London or some other w riter) in
which th e heroes had a narrow escape.
4. Describe life in the N orth. E x p lain why some people
are so much attra c te d by the N orth in sp ite of its hardships.
Exercise XVIII. R ender in English:
Самые счастливые охотничьи дни нашей жизни бывают
в юности. В этом я нисколько не сомневаюсь. Ничто — даже
6 163
первая пойманная на удочку форель (trout) — не может
доставить такое наслаждение, как первая подстреленная
вами птица, сраж енная на лету (to shoot a bird on the wing).
Я охочусь вот уж е более полувека, но мне никогда не з а
быть глухого звука (thud), с которым упал на землю мой
первый гусь. Конечно, это отнюдь не был мой первый вы
стрел. Я взялся за руж ье еще совсем маленьким мальчиком
и застрелил кролика, когда он смирно сидел в двух ш агах
от меня — это было совсем не спортивно, но доставило мне
великое удовольствие. Однако, когда я подстрелил моего
первого гуся, это была моя первая охота с «настоящим»
12-калиберным охотничьим ружьем. И тот факт, что це
лился (aim at) я в головного гуся летящей стаи (leader of
the flock), а попал в третьего, меня совсем не разочаровал.
То, что я вообще попал в какую-то цель (to h it a target),
чрезвычайно меня обрадовало и даж е несколько удивило.
Мне каж ется, что все мои последующие трофеи не могут
сравниться с этим первым диким гусем.
Прошлой осенью я взял одного знакомого, пожилого
флегматичного человека, который проводит свои дни в
большом оффисе, на берег моря. Он только недавно научил
ся стрелять. Ночь была бурная, и ему было не до радости.
Но гуси летели. Мы услышали их дикие крики. И вот они
уже неслись высоко над нами, черные тени на фоне облаков
(against th e clouds). Я слышал, как грохнул выстрел (the
report of th e gun). К огда, секунду спустя, я оглянулся, он,
бросив руж ье, выплясывал какой-то восторженный танец
на песке, воздевая руки к небу. Он застрелил своего первого
дикого гуся. Я вспомнил, как много лет назад, когда мне
было семнадцать, было то ж е самое: я бросил руж ье на
землю и плясал от радости. Лучш ие охотничьи дни бывают
в юности. И юность может начаться в сорокалетием воз
расте, если у вас руж ье, а над головой — птица в стреми
тельном полете.
(Брайан Фитцджералд. Из «Записок журналиста»)
Joke
“Is it tru e th a t the w ild beasts of the jungle w ill not harm
you if you carry a torch?”
“It all depends,” answered the explorer, “on how fast you
carry it.”
164
QUIZ I I I
1. Which of Shakespeare’s plays begins with the words
“When shall we three meet again
In thunder, lightning or in r a i n . . . ”?
2. Who wrote the following plays: a) Y ou Never Can
Tell, b) Joan of A rk, c) The Tam ing of the Shrew, d) A Wom
an of No Importance?
3. Here are three London streets: a) Bond Street, b)
Fleet Street, c) Baker Street. Why are they well-known?
4. Name several plays w ritten by the gifted American
playwright Tennessee Williams.
5. a) W ho, according to a Greek legend, was chained to a
rock and given over to a sea monster? b) Who rescued the
victim by turning the sea monster to stone?
6. a) W h a t famous lyrical English poet was expelled from
Oxford for atheism? b) Where and how did he die? c) How
and by whom was he buried?
7. Name two oldest public schools in England. W hat
characters in The Forsyte Saga attended either of them?
8. a) Name some novels in which Dickens touches upon
the problem of education, b) Which of these novels brought
about a change in the educational system?
9. In which of Shakespeare’s plays does a ghost appear at
a royal banquet?
10. Fill in the blanks in the names of the following plays:
a) Mrs. .. .’s Profession, b) A n . . . Husband, c) A View
from . . . . W ho wrote these plays?
11. Can you complete these proverbs: a) D on’t trouble
b) One m an’s m e a t . . . ?
12. W hat are the English equivalents of the following Am er
ican words: a) apartment, b) store, c) railroad?
SEEING PEOPLE OFF

b y M ax Beerbohm
I am not good a t it. To do it well seems to me one of the

most difficult things in the world, and probably seems so to
you, too.
To see a friend off from Waterloo to Vauxhall 1 is easy
enough. But we are never called on to perform th at small
165
feat. It is only when a friend is going on a longish journey,
and will be absent for a longish time, th a t we turn up a t the
railway station. The dearer the friend and the longer the
journey, and the longer the likely absence, the easier dowve
turn up, and the more lamentably do we fail.
In a room, or even on a doorstep, we can make the fare
well quite w orthily. We can express in our faces the genuine
sorrow we feel. Nor do words fail us.2 The leave-taking is an
ideal one. W hy not, then, leave the leave-taking at that?
Always departing friends implore us not to bother to come to
the railway station next morning. Always we are deaf to
these entreaties, knowing them to be not quite sincere. The
departing friends would think it very odd if we took them at
their word.3 Besides they really do w ant to see us again. So
we duly tu rn up. And then, oh then, what a gulf yawns! 4
W e have nothing a t all to say. W e gaze at each other as dumb
animals gaze at hum an beings. W e “make conversation” .5
We know th at these are the friends from whom we parted
overnight.3 They know that we have not altered. Yet, on the
surface everything is different; and the tension is such that
we only long for the guard to blow the whistle and put an
end to the farce.
On a cold autum n morning I turned up a t Euston 7 to see
off an old friend who was startin g for America. The night b e
fore we had given him a farewell dinner. It was a perfect fare
well. And now here we were, stiff and self-conscious, on the
platform. And framed in the window of the railway carriage
was the face of our friend; but it was as the face of a stranger,
a stranger anxious to please, an appealing stranger, an awk
ward stranger.
“H ave you got everything?” asked one of us, breaking the
silence. “Yes, everything,” said our friend, w ith a pleasant
nod. “Ev ery thin g,” he repeated, with the emphasis of an
em pty brain.
There was a long pause. Somebody said “well”, with a
forced smile a t the traveller. Another pause was broken by one
of us with a fit of coughing. The fit served to pass the time.
* *
*
At th a t moment my attentio n was drawn by a respectable-

looking middle-aged man. He was talking earnestly 8 from
the platform to a young lady a t the next window but one to
166
ours. His fine profile was vaguely familiar to me. The young
lady was evidently American, and he was evidently English.
Otherwise I should have taken him for her father. I wish I
could hear w hat he wras saying. I was sure he was giving the
very best of advice; the strong tenderness of his gaze was
really beautiful. He seemed magnetic. I could feel something
of his magnetism even where I stood. And his magnetism,
like his profile, was also familiar to me. Where had 1 experi
enced it?
In a flash 0 I remembered. The man was Hubert le Ros.
But how changed since I last saw him. T hat was seven or eight
years ago, in the S tr a n d .10 He was out of an engagement,11
and borrowed half-a-crown from me.
It seemed a priviledge to lend anythin g to him. He was
always magnetic. And why his magnetism had never made him
successful on the London stage was always a mystery to me.
He was an excellent actor. But, like many others of his kind,
H ubert le Ros (I do not, of course, give the actual name by
which he was known) left for the provinces; and I, like every
one else, ceased to remember him.
It was strange to see him after all these years, here on
the platform on Euston, looking so prosperous and solid. It
was not only the flesh that he had put o n ,12 but also the
clothes that made him hard to recognize.
His costume was a model of rich m oderation.13
He looked like a banker. Any one would have been proud
to be seen off by him.
“Stand back, please!” The train was about to start, and I
waved farewell to my friend. Le Ros did not stand back. He
stood clasping in both hands the hands of the young A m eri
can.
“Stand back, sir, please.” He obeyed, but quickly darted
forward again to whisper some final word. I think there were
tears in her eyes. There certainly were tears in his when, at
length,14 having watched the train out of sigh t,15 he turned
round. He seemed, nevertheless, delighted to see me.
* *
*
He asked me where I had been hiding all these years; and
immediately repaid the half-crown as though it had been
borrowed yesterday. H e linked his arm in mine, and walked
me 16 slowly along the platform, say in g w ith w hat pleasure he
read my dram atic criticisms every S aturday.
167
I told him , in return, how much he was missed on the
stage. “Ah, yes,” he said, “I never act on the stage nowadays.”
He laid some emphasis on the word “stage”, and I asked him
where, then, he did act. “On the platform ,” he answered.
“You mean,” said I, “that you recite a t concerts?” He smiled.
“T his,” he whispered, striking his stick on the ground,
“is the platform I mean.”
He looked quite sane. I begged him to be more explicit.17
“I suppose,” he said presently giving me a light for the
cigar which he had offered me, “you have been seeing a friend
off.” I nodded. H e asked me w hat I supposed he had been
doing. I said th a t I had watched him doing the same thing.
“No,” he said gravely. “T hat lady was not a friend of mine.
I met her for the first time this morning, less than half an
hour ago, here,” and again he struck the platform w ith his stick.
I confessed th at I was bewildered. H e smiled. “You may,”
he said, “have heard of the Anglo-American Social Bureau?” I
had not. H e explained to me th a t of the thousands of Am eri
cans who annually pass through England there are many h u n
dreds who have no English friends. In the old days they used
to bring letters of introduction. But the English are so in
hospitable th a t these letters are hardly worth the paper they
are w ritten on. Americans are a sociable 18 people and most
of them have plenty of money to spend. The A.A.S.B. pro
vides them w ith English friends. Fifty per cent of the fees 19
is paid over to the “friends”, the other fifty is retained by the
A.A.S.B. I am not, alas, a director. If I were I should be a
very rich man indeed. I am only an employee. But even so,
I do very w ell.20 I am one of the seers off.”
Again I asked for some explanation. “Many Americans,”
he said, “cannot afford 21 to keep friends in England. But they
can all afford to be seen off. The fee is only five pounds (twen
ty five dollars) for a single traveller; and eight pounds (forty
dollars) for a party of two or more. They send th at in to the
Bureau, giving the date of their departure, and a description
by which the seer off can identify 22 them on the platform
and then — well, then they are seen off.”
“But is it worth it?” I exclaimed. “Of course it is worth
it,” said le Ros. “It prevents them from feeling ‘out of i t ’.23
It earns them the respect of the guard. It saves them from
being despised by their fellow passengers — the people who
are going to be on the boat. It gives them a “footing” 24 for
the whole voyage. Besides it is a great pleasure in itself.
168
You saw me seeing th a t young lady off. D id n ’t you think 1
did it beautifully?” “Beautifully,” I ad m itted. “I envied
you. There was I . . . ” “Yes, I can imagine. There were you,
shuffling from foot to foot, staring blankly at your friend,
trying to make conversation. I know. T h a t ’s how I used to
be myself, before I studied and went into the thing profes
sionally. I don’t say I ’m perfect yet. A railway station is
the most difficult of all places to act in, as you have discov
ered for yourself.” “B u t,” I said with resentment, “I wasn’t
trying to act. I really f e l t . . . " “So did I, my boy,” said le
Ros. “You c a n ’t act w ithout feeling. W h a t ’s his name, the
Frenchman — D id ero t,25 yes — said you could; but what
did he know about it? D id n ’t you see those tears in my eyes
when the train started. I had n ’t forced them . I tell you I
was moved. So were you, I dare say. But you couldn’t have
pumped up a tear to prove it. You can’t express your feelings.
In other words you c a n ’t act. A t any ra te ,” he added kindly,
“not on the platform of a railway station .”
“Teach me!” I cried. He looked thoughtfully a t me. “W ell,”
he said a t length, “the seeing off season is practically over.
Yes, I ’ll give you a course. I have a great many pupils on
hand 26 already; but yes,” he said, consulting a note-book,
“I could give you an hour on Tuesdays and F ridays.”
His terms, I confess, are rather h igh .27 But I don’t
grudge the inv estm ent.28
NOTES
1 Waterloo — W aterloo station, term inus of the London

and South-W estern Railway where boat trains from Sou th
am pton and P lym o uth arrive. V a u x h a ll— V auxhall s ta
tion, on the same railway
2 Nor do words fail us.— We don’t have to th ink of w hat
to say, we are not short of words, (to fail — to be less than
needed, not enough, to be short of)
8 to take somebody at his word — Russ, поймать на слове
4 what a gulf yawns! — a figurative way of saying that
they felt and behaved like total strangers (a g u lf yawns —
букв, пропасть разверзается)
5 “make conversation” — talk just for the sake of talking,
so as to avoid silence which is embarrassing
8 overnight — the evening before; overnight also means
“for the night”; e.g. H e couldn’t hire a taxi a t such a late
hour and stayed overnight at his friend’s.
169
7 Euston ['ju :stan] — Euston station in London
8 earnestly — seriously and with feeling
9 in a flash — in an instant (Russ, мгновенно)
10 the Strand — a street in W est-End London, near P ic
cadilly
11 out of an engagement — not engaged by any theatre for
the season
12 to put on flesh — to grow stouter
13 a model of rich moderation — his clothes were expen
sive, yet there was nothing in them intended to catch the eye,
to strike you, nothing loud or excessive
14 at length — at last
16 having watched the train out of sight — watching the
train till it was seen no more
16 walked me — led me; walk may be used as a transitive
verb; e.g. She has walked me off my legs yesterday. He took
the horse by the bridle and walked it to the stable.
17 to be explicit — to express oneself clearly. A n t. im
plicit
18 sociable — liking company (Russ, общительный)
19 fees — paym ent of the money to a professional man for
his services (e.g. a lawyer's, teacher's, doctor’s fees; Russ, го
норар) or to schools, libraries and clubs; a writer receives
royalties from his publisher; a clerk or employee is paid a
salary at regular intervals; a worker or servant is paid wages,
e.g. His wages are (or his wage is) 10 dollars a week.
20 I do w ell — I make a lot of money; e.g. He is employed
by a big firm and is doing well.
21 to afford — to have enough money (time) for, be able to
pay for; e.g. 1. He ca n ’t afford such an expensive suit. 2. I
can’t afford time for the theatre; I must prepare for my
exams. 3. These shoes are too expensive; I c a n ’t afford them
(or I can’t afford to buy them).
22 to identify — to tell the person you need from other
people (passengers, etc.); e.g. He identified her in the crowd
by her fur coat and red beret.
23 to feel ‘out of it’ — feel.friendless, lonely, a stranger
24 footing (fig .) — position; e.g. to get a footing in society—
to be accepted
26 Diderot, Denis [d k 'd ro u de'ni:] (1713-1784) — a fa
mous French scientist and philosopher
26 on hand — in one’s possession; e.g.- They have some new
books on hand a t the book-stall.
170
27 his terms are . . . high — he charges high fees for his
lessons
28 I don’t grudge the investm ent.— l a m not sorry for the
money I pay for the lessons (he regards the money spent on the
lessons as a kind of investm ent, as he is going to make use of
the knowledge acquired in the course of study).
EXERCISES

b) word-combinations:
a) journey, tedious, affectionate, whistle, guard, torture,
farewell, dum b, emphasis, coughing, earnestly, vaguely,
otherwise, bureau, annu ally , inhospitable, magnetic, m agnet
ism, experience, privilege, actual, moderation, explicit, alas,
employee, departure, identify
b) aim 'not 'gud setw it; Чулп av 6a m oust 'difikalt
'Bigz in ^ S a 'wa:ld; da 'diara 6a 'frend andw da 'b g g a 6a
Мзэ:ш d i^ 'k z ia du wi- 'ta:n 'лр; in ^ d a 'rum wi kan 'meik
5a 'fea'w el 'kw ait 4va:5ih; w i- kan iks'pres 5a 'd 3enjuin
'sorou w i- ' f i :1
Exercise II. Drills, a) Read and repeat; b) Use the structures in exam
ples of your own:
I. 1. He will go on a journey in spring.
2. She intends to go on a long voyage to the East.
3. We w ent on a trip to the continent in winter. -
4. Agatha went on an expedition together with her hus
band.
5. He is dreaming of going on a round-the-world cruise.
II. 1. W hat prevented you from coming in time?
2. A sudden illness prevented him from joining our tra v
elling party.
3. Her poor knowledge of French prevented her from
reading the book.
4. Urgent work prevented me from going on leave in the
summer.
5. The company prevents him from feeling lonely.
I I I. 1. He repaid the money as th o u g h it had been borrowed
yesterday.
2. She smiled sweetly and with ease as though she had
not been away for ten years.
171
3. He looked at her affectionately as though he were her
best and devoted friend.
4. Her eyes filled with tears as though she were parting
from one dear to her.
IV. 1. I wish I could hear what he was saying.
2. I wish she could stay with us for a while.
3. I wish he came to see us to-night.
4. I wish he knew we were waiting for him here.
5. I wish she did not leave so soon.
6. I wish he were well again.
V. 1. I f I were a director I should be a rich man.
2. I f he knew Spanish he would go to Cuba.
3 . I f I were young again I should enter a Technical
School.
4. I f I were an actor I should prefer the stage.
5. I f he loved his profession he would not work for the
A.A.S.B.
1. They did not come to the station. 2. At th at moment a
middle-aged man attracted m y a tten tio n . I t seemed to me
that I had already seen him somewhere. 3. There was love in his
long, steady look. 4. In an instant I remembered where I
had seen the man: I had lent him half a crown in the Strand
some eight years before. 5. I t was difficult to recognize him
because of his clothes. 6. He stood looking at the train till it
could not be seen any longer. 7. I asked him to speak clearly so
that I could understand him better. 8. The document is practi
cally worth nothing. 9. The A.A.S.B. supplies rich American
travellers and tourists with “friends” in England.
Exercise IV. Change the sentences below to indirect form:
1. H ave you got everything? (One of us wanted to know.)
2. Where have I experienced his magnetism? (He wondered.)
3. Is th at lady a friend of yours? (He asked le Ros.) 4. Do
you recite a t concerts? (I wanted to know.) 5. Is it worth the
money? (He wondered.) 6. D id n ’t I act beautifully? (He
asked.) 7. W here do you live? (He d id n ’t know.) 8. Where
have you been all these years? (He wondered.)
Exercise V. Ask each other questions about the text.
Exercise VI. Construct 5 disjunctive questions that are not true to
fact and ask your comrades to correct them. (See p. 147 Ex. VIII.)
172
Exercise VII. Imagine that you are a) Hubert le Ros, b) the young
American lady. Go to the front of the class and answer your comrades’
questions.
Exercise VIII. Discuss the following questions:
1. W hy is it so difficult to “make conversation” at the
station? 2. W hy did the author wish he could hear what the
gentleman was saying to the American lady? 3. Wherein
lay le Ros’ chief attraction? 4. W hy had he failed to become
successful on the London stage? 5. W h a t do you think of the
Anglo-American Social Bureau? 6. W hy do Americans want
to be provided w ith “friends” when they come to England?
7. W hy has le Ros given up the profession of an actor to
become an employee? 8. W hy has he got a great many pupils
on hand? W h a t sort of people wish to become his pupils?
Exercise IX. Retell the story using the following words and phrases:
I. to give a farewell dinner; railway carriage; break the
silence; forced smile; a fit of coughing; to pass the time
II. attention was drawn; respectable-looking; next . . .
bu t one; vaguely familiar; evidently; to take somebody for;
to give advice; magnetic; in a flash; out of engagement; to
borrow from; actual name; to cease to remember; prosperous;
to pu t on flesh; hard to recognize; stand back; about to start;
to wave farewell to; to watch out of sight
III. to repay; to link one’s arm (in); to miss; to lay em
phasis on; to recite; sane; explicit; to nod; to be bewildered;
annually; used to bring; inhospitable; hardly worth the
paper they are w ritten on; sociable people; plenty of money;
to provide w ith; if I were . . . I s h o u l d . . . ; to do very well;
fee; can (can’t) afford; date of the departure; to identify;
to be worth; to prevent (from); to despise; on the boat; to
envy; to shuffle from foot to foot; to make conversation;
to go into som ething professionally; to act w ithou t feeling; to
be moved; to give a course; (not) to grudge
Exercise X. Use afford to complete the following sentences:
1. I like these shoes, but the price is too high. I . . . .
2. D o n ’t you know I have a report to make the day after
tomorrow? I . . . the time for attending football matches.
3. If you . . . to go on holiday this spring, let’s go together.
4. I . . . buying expensive clothes.
Exercise XI. Add tail-questions (isn’t, wasn't, etc.) to the following
sentences:
173
1. He was a respectable-looking middle-aged man, . . . ?
2. She failed to come to the station, . . . ? 3. Americans are
sociable people, . . . ? 4. They can buy everything with mon
ey, . . . ? 5. He has changed greatly, . . . ? 6. Some of them
ca n ’t afford having English friends, . . . ? 7. W e used to know
each other, . . . ?
Exercise XII. Change the following sentences as in b).
E x a m p l e : a) I d idn’t recognize her at the fancy-ball.

b) I failed to recognize her at the fancy-ball.
1. He d id n ’t find the book at the book shop. 2. If you
don’t meet him at the club, come back to the hotel. 3. Unfor
tunately she d id n ’t arrive in time and we left without her.
4. He d id n ’t get a vacant room at the hotel and had to put up
at a friend’s of his.
Exercise XIII. Use the phrase next but one in sentences of your own.
E x am p les:
a) She lives in the next cottage but one to the club.
b) We shall w rite a composition at the next lesson but
one.
Exercise XIV. Use can (can’t) help in situations.
E x a m p le s:
1. I couldn’t help sm iling at the joke.
2. We can’t help likin g the child.
3. They couldn’t help th in kin g he was remarkably
gifted.
4^ D o n’t stay there longer than you can help.
Exercise XV. Make up sentences similar to those given below:
1. He was hard to recognize. 2. They had nothing to say.
3. There isn’t much to add. 4. She has lots of money to spend.
5. He has got many letters to write. 6. The game is interesting
to watch.
Exercise XVI. Choose the correct word from those in brackets:
(journey — voyage — trip)

1. H arry has changed a great deal after the long sea . . .
he made about a year ago. 2. A . . . to the country will take no
more than an hour by car. 3. It was a long and weary . . . and
when he got off the train he gave a sigh of relief. 4. The get
ting out of doors is the greatest p art of the . . .
174
(lend — borrow)
1. I was badly in need of some extra money fo ra much
longed-for holiday. So I directed my steps to my uncle to . . .
some cash. 2. He was kind-hearted and generous and willing
ly . . . us money when we were hard up. 3. He doesn’t . ..
his books. I t ’s no use asking him. 4. W ho did you . . . the
lectures from?
Exercise X V tl. Topics for discussion:
1. Describe seeing off a friend.
2. Discuss the au th o r’s views expressed in this story.
3. Give a character outline of le Ros.
4. Discuss le R os’ profession.
5. Speak on the life of a successful actor.
6. Discuss the profession of an actor, its advantages and
disadvantages.
7. W hat other curious professions do you know that exist
in a world ruled by money?
Exercise XVIII. Render in English:
а) Профессия каскадера (cascader), как известно, св я
зана с опасностью. За рулем автомобиля или мотоцикла он
совершает смертельные (deadly) трюки, участвуя в кино
съемках.
Один из самых известных каскадеров во Франции —
Франк Вальверд. Он стал знаменитым среди коллег, когда
совершил прыжок на спортивном автомобиле в реку Га
ронну. Д о него при исполнении этого трюка погибло 17 че
ловек.
Сейчас Вальверд готовится к новому трюку. Франк
Вальверд в течение 14 суток будет постоянно находиться за
рулем автомобиля, который будет двигаться по большому
кругу автодрома (autodrome).
b) Приходится приспосабливаться
Если на прохожего в Чикаго бросается огромная овчар
ка (wolf-dog), валит его на землю и держит за горло, пока
хозяин очищает карманы (knock down, hold by the throat,
clear the pockets) своей жертвы, можно не сомневаться:
собака выдрессирована (train) мистером Сесилем Хейсом,
известным в городе собачьим дрессировщиком. Вот что
сказал мистер Хейс в интервью, которое он дал корреспон
дентам: «Я давно работаю с собаками. Долгое время я го
товил собак-защитников (train dogs for protection). Я ве
175
рующий человек (believer) и никогда не подниму руку на
ближнего своего (never lay hands on a fellow man). Но что
делать? Надо зарабатывать себе на ж изнь, а конкуренция
так велика, что в наши дни игра, т. е. я имею в виду дрес
сировку, просто не стоит свеч (the gam e is not worth the
candle). Совсем другое дело — овчарки-грабители. (Train
ing wolf-dogs for robbery is quite another matter.) Тут я
вне конкуренции. (I’ve got no rivals.) Н у, а что касается
совести. . . , то я ведь ни в чем не виноват (I’m not to blame)
и ни за что не отвечаю. К акое мне дело, в конце концов,
для чего у меня покупают собаку? А если меняются
обстоятельства, то человек иногда меняет профессию. Тут
уж ничего не поделаешь». (You c a n ’t help it.)
Jokes
Three Americans stopped an Englishman in Fleet Street
and asked the way*to Dr. Joh nso n’s house. He took them there
and gave them information about it while they took photo
graphs.
“Now, this,” said one of them, “is th e D r. Johnson who
used to assist Sherlock Holmes, isn’t it?”
* *
❖
An American visitor was on a trip to Germany and, n a t u
rally, went sightseeing. One day he was shown Beethoven’s
piano. W ith o u t thinking twice he jum ped over the ribbon
around the piano and hammered out “L e t ’s Twist A gain” .
Then he said to the astonished guide: “I guess every p i
anist who comes here plays on th at piano.”
“Not qu ite,” said the guide. “W hen Paderevski came he
said it would be sacrilege even to dare to touch it.”
* *
&
A stranger in a Lancashire town was walking down the
street when he heard roars of laughter coming from a large
hall he was passing by. He stopped and asked the door-keeper
w hat was happening.
“A m ateur D ram atic Society, sir,” answered the door-keeper.
“Oh, I see. Doing a comedy, eh?”
17G
“No, sir,” said the door-keeper sadly. “They are playing
H a m let.”
Q U IZ I V
1. Who said:
“ .. .Stars hide your fires;
Let not light see my black and deep desires”?
2. Name the rivers that flow through the following cities:
a) Paris, b) London, c) Rome, d) New York, e) Washing
3. a) W h a t two well-known English writers lived in
India and described the country in their works? b) In
what way did the country they knew differ from the India of
today?
4. W h at famous Flemish artist lived in England for a
number of years and influenced the development of the Eng
lish court portrait? Are any of his paintings exhibited in the
Soviet Union?
5. a) W h a t is the longest river in the world? b) W hat
is the largest river in the world?
6. Who wrote the following novels: a) Pride and Prejudice,
b) Cranford, c) Sila s Marner, d) W uthering Heights?
7. W hen and by whom was the W ar of Independence
waged?
8. a) W h a t was the name of the god in Greek mythology,
who stole fire from Olympus to give it to men? b) How was he
punished by Zeus? c) W hat works of art or literature are
based on this myth?
9. W h a t is a) the meaning and, b) the origin of the ex
pression apple of discord?
10. W hich novel was Hemingway awarded the Nobel prize
for?
11. Complete the following proverbs: a) As you make
your b e d . . . , b) Too many c o o k s ... .
12. W hat are the English equivalents of the following A m er
ican words: a) baggage, b) m ailm an, c) mailbox?
A MAN IN THE WAY

b y Scott Fitzgerald
P at Hobby 1 could always get on the lo t.2 He had worked

there fifteen years on and o f f 3 — chiefly off during the past
five — and most of the studio police knew him.
177
P a t was forty-nine. He was a writer but he had never w r i t
ten much, not even read all the ‘originals’ 4 he worked from,
because it made his head bang 6 to read too much. But the
good old silent days 6 you got somebody’s plot and a sm art
secretary and gulped benzedrine ‘stru ctu re’ at her 7 six or
eight hours every week. After talkies 8 came he always teamed
up with some man who wrote dialogue. Some man who liked
to work.
‘I ’ve got a list of credits second to none,’ 8 he told Jac k
Berners. ‘All I need is an idea and to work with somebody who
isn’t all w e t.’ 10
He had buttonholed Jack outside the production office
as Jac k was going to lunch and they walked together in the
direction of the commissary.11
‘You bring me an idea,’ said Jac k Berners. ‘Things are
t ig h t.12 We ca n ’t put a man on salary unless h e’s got an
idea.’
‘How can you get ideas off salary?’ P a t demanded —
and then he added hastily: ‘Anyhow I got the germ of an
idea th at I could be telling you all about after lunch.’
Something might come to him a t l u n c h . . . But Jac k said
cheerfully:
‘I ’ve got a date for lunch, P a t. W rite it out and send it
around, eh?’
He felt cruel because he knew P at couldn’t w rite any thing
out but he was having story trouble himself. The war h a d
just broken out and every producer on the lot wanted to end
their current stories with the hero going to war. And J a c k
Berners felt he had thought of th at first for his production.
‘So write it out, eh?’
When P a t d id n ’t answer Ja c k looked at him — he saw a
sort of whipped misery 13 in P a t ’s eye th at reminded him of
his own father. P a t had been in the money before J a c k was
out of college. Now his clothes looked as if he’d been stan d in g
at Hollywood and Vine 14 for three years.
‘Scout around 15 and talk to some of the writers on the
lot,’ he said. ‘If you can get one of them interested in your
idea, bring him up to see me.’
‘I hate to give an idea w ithout money on the lin e ,’18 P a t
brooded pessimistically. ‘These young sq u irts’ll 17 lift the
shirt off your back.’
They h ad reached the commissary door.
‘Good luck, P a t . ’
<?8
Now w hat to do? He went up and wandered along the cell
block 18 of writers. Almost everyone had gone to lunch and
those who were in he d idn’t know. Always there were more and
more unfamiliar faces. And he had thirty credits; he had
been in the business, publicity and script-writing for twenty
years.
The last door in the line belonged to a man he did n ’t
like.
But he wanted a place to sit a m inute so w ith a knock he
pushed it open. The man w asn’t there — only a very pretty,
frail-looking girl sat reading a book.
T think he’s left Hollywood,’ she said in answer to his
question. ‘They gave me his office but they forgot to put up
my n am e.’
‘You a w riter?’ P a t asked in surprise.
‘1 work at i t . ’
‘You ought to get ’em to give you a test.’ 19
‘No — I like w riting.’
‘W h a t’s that you’re reading?’
She showed him.
‘Let me give you a t i p ,’ 20 he said. ‘T h a t ’s not the way
to get the guts out of a book.’ 21
4 ‘O h .’
‘I ’ve been here for years — I ’m P a t Hobby — and I know.
Give the book to four of your friends to read it. Get them to
tell you w hat stuck in their minds. W rite it down and you’ve
got a picture — see?’
The girl smiled.
‘Well, t h a t ’s very — very original advice, Mr. H o b by.’
‘P at H o b b y ,’ he said. ‘Can I w ait here a minute? Man
I came to see is at lunch.’
He sat down across from her and picked up a copy of a
photo magazine.
‘Oh, just let me mark t h a t , ’ she said quickly.
He looked a t the page which she checked. It showed p a in t
ings being boxed and carted away to safety from an art gallery
in Europe.
‘H ow ’ll you use it?’ he said.
‘Well, I thought it would be dram atic if there was an old
man around while they were packing the pictures. A poor
old man, trying to get a job helping them. But they ca n ’t
use him — he’s in the way 22 — not even good cannon fodder.
179
They w ant strong young people in the world. A nd it turns
out h e ’s the man who painted the pictures many years ago.’
P a t considered.
‘I t ’s good but I don’t get i t , ’ he said.
‘Oh, i t ’s nothing, a short short 23 m aybe.’
‘Got any good picture ideas? I ’m in w ith all the markets 24
h ere.’
‘I ’m under co n tra ct.’
‘Use another n am e.’
Her phone rang.
‘Yes, this is P riscilla S m ith ,’ the girl said.
After a m inute she turned to P a t.
‘Will you excuse me? This is a p riv ate ca ll.’
He got it and walked out, and along the corridor. Finding
an office w ith no nam e on it he went in and fell asleep on the
couch.
L ate th at afternoon he returned to J a c k Berners’ waiting

rooms. He had an idea about a man who meets a girl in an
office and he thinks she’s a stenographer b u t she turns out to
be a writer. H e engages her as a stenographer, though, and they
s tart for the South Seas. It was a beginning, it was something
to tell Jac k , he thought — and, picturing Priscilla Smith,
he refurbished 25 some old business 26 he h a d n ’t seen used
for years.
He became quite excited about it — felt quite young for a
moment and walked up and down the w aiting room mentally
rehearsing the first sequence.27 ‘So here we have a situation
like I t Happened One N ight — only new. I see Hedy L a
marr — ’ 28
Oh, he knew how to talk to these boys if he could get to
them, w ith something to say.
‘Mr. Berners still busy?’ he asked for the fifth time.
‘Oh, yes, Mr. H obby. Mr. Bill Costello and Mr. Bach are
in there.’
He thought quickly, it was half-past five. In the old days
he had just busted in sometimes and sold an idea, an idea
good for a couple of grand 29 because it was just the moment
when they were very tired of w hat they were doing at pres
ent.
He walked innocently out and to another door in the hall.
He knew it led through a bathroom right in to Ja c k Berners’
office. Drawing a quick breath he p l u n g e d ...
180
‘ So t h a t ’s the no tion,’ he concluded after five minutes.
‘I t ’s just a flash 30 — nothing really worked out, but you
could give me an office and a girl and I could have something
on paper for you in three days.’
Berners, Costello and Bach did not even have to look at
each other. Berners spoke for them all as he said firmly and
gently:
‘T h a t’s no idea, P a t. I can’t put you on salary for t h a t .’
‘Why don’t you work it out further by yourself,’ suggested
Bill Costello. ‘And then let’s see it. W e ’re looking for ideas —
especially about the w ar.’
‘A man can think better on salary,’ said P a t.
There was silence. Costello and Bach had drunk with him,
played poker with him , gone to the races w ith him. They’d
honestly be glad to see him placed.
‘The war, eh ,’ he said gloomily. ‘Everything is war now,
no m atter how many credits a man has. Do you know what
it makes me think of? It makes me think of a well-known
painter in the discard. I t ’s war time and he’s useless — just
a man in the w a y .’ He warmed to his conception of himself.31
‘— but all the time th ey ’re carting away his own paintings
as the most valuable thing worth saving. And they won’t
even let me help.32 T h a t ’s w hat it reminds me of.’
There was again silence for a moment.
‘That isn’t a bad id ea,’ said Bach thoughtfully. He turned
to the others. ‘You know? In itself?’
Bill Costello nodded.
‘Not bad at all. And I know where we could spot it. Right
at the end of the fourth sequence. We just change old Ames 33
to a p ain ter.’
Presently they talked money.
‘I ’ll give you two weeks on i t , ’ said Berners to P a t. ‘At
two-fifty.’ 34
‘Two-fifty!’ objected P a t. ‘Say there was one time you
paid me ten times th a t!’
‘That was ten years ago,’ J a c k reminded him. ‘Sorry.
Best we can do now .’
‘You make me feel like that old painter — ’
‘D on’t oversell i t , ’ 35 said J ac k , rising and smiling. ‘You’re
on payroll.’
P a t went out w ith a quick step and confidence in his eyes.
H alf a grand — th a t would take th^pressu re off for a m o n th 30
and you could often stretch two weeks into three — sometimes
L81
four. He left the studio proudly through the front entrance,
stopping at the liquor store for a half-pint to take back to
his room.
By seven o’clock things were even better. S anta Anita 37
tomorrow, if he could get an advance. And tonight — some
thing festive ought to be done tonight. W ith a sudden rush of
pleasure he went down to the phone in the lower hall, called
the studio and asked for Miss Priscilla S m ith ’s number. He
h a d n ’t met anyone so pretty for y e a r s . ..
In her apartm ent Priscilla Sm ith spoke ra th er firmly in
to the phone.
‘I ’m awfully so rry,’ she said, ‘but I could’t p o s sib ly ...
No — and I ’m tied up 38 all the rest of the week.’
As she hung up, J a c k Berners spoke from the couch.
‘Who was it?’
‘Oh, some man who came in the office,’ she laughed, ‘and
told me never to read the story I was working o n .’
‘Shall I believe you?’
‘You certainly shall. I ’ll even think of his name in a m in
ute. But first I w ant to tell you about an idea I had this
morning. I was looking at a photo in a magazine where they
were packing up some works of art in the T ate Gallery 39
in London. And I thought — ’
NOTES
1 Pat Hobby — hero of a num ber of stories, in which Scott

Fitzgerald takes a self-mocking look at himself — a fading
literary celebrity — in his role as a Hollywood hack. (Russ.
литературный поденщик)
2 lot (prof. slang) — the premises of the studio where
films are shot; a motion picture studio and the adjoining
property
3 on and off — now and then, not all the tim e
4 ‘originals’ (prof. slang) — books (novels, plays, stories)
made into scripts (used to make screen-versions of)
5 made his head bang (colloq.) — gave him a bad headache
8 the good old silen t days — the good old days when
only silent films were produced
7 gulped benzedrine ‘structure’ at her — a way of saying
th a t P a t H obby dictated the script to his secretary after using
182
benzedrine, a stim u lan t which gave him some kind of inspi
ratio n and made him able to work; structure (cinema slang) —
outline of a script
8 talkies (colloq.) — sound films
9 I’ve got a list of credits second to none— I ’ve partici
pated in producing more films than anyone else; credit
(slang) = credit line, i.e. a line giving the name of the a u
thor, producer, etc. (Russ, титр); second to none — surpassed
by no one
10 a ll wet — (here) incompetent, inexperienced
11 commissary — a dining-room or cafeteria, specifically
in a studio
12 Things are tight (colloq.) — There isn’t enough money
(Russ, туго с деньгами)
13 whipped misery — misery caused by defeat
14 at Hollywood and Vine — a t the corner of H olly:
wood avenue and Vine Street where agencies hiring actors
are located
15 scout around (colloq.) — look around for smth. suitable
18 without money on the line (colloq.) — without being
put on salary
17 squirt (A m . slang) — im pudent youngster
18 the cell block of writers — building (or buildings) di
vided into script-writers’ offices; block (A m .) — квартал
19 get ’em to give you a test — make them test you for a
part in a film (R uss, проба)
20 to give a tip — to give useful (professional) advice
21 to get the guts out of a book (slang) — to get the most
im portant points out of a book
22 he’s in the way — nobody needs him , he is regarded
as a nuisance, causes annoyance
23 a short short — a very short film (short n .— коротко
метражный фильм)
24 I’m in with a ll the markets here, (colloq.) — I ’m on
friendly terms with all the people influential in ordering
scripts.
25- refurbish — brighten or freshen up
28 business — (here) plot
27 the first sequence — the first episode; sequence — a
succession of shots or scenes in a film story
28 It H appened One N igh t — the best film of the year
1934, a celebrated comedy with superstars Clark Gable and
Claudette Colbert in the lead. The film won a crop of Oscars
183
and was a tremendous box-office success. Hedy Lamarr —
a film star; has been called one of th e m ost beautiful
women of th a t tim e
29 grand (slang) — 1000 dollars
30 a flash — a sudden idea th at occurred to him
31 He warmed to his conception of him self.— He became
more anim ated as he realized th at his words might just as well
be applied to himself.
32 And they won’t even let me help.— W hile telling the
story P at Hobby comes to identify himself w ith the painter
and slips into 1st person, using “me” instead of “him ”.
33 old Ames — a character from the film they are working
at
34 at two-fifty — 250 dollars
36 ‘Don’t oversell i t ’ — (here) D on’t overdo it, don’t ask
too much; to oversell — to overpraise, to make excessive
claims; (Russ, перебарщивать, запрашивать)
36 to take the pressure off for a month — to make things
easier for a month
37 Santa Anita — a park in Los Angeles, famous for its
golf course, race-course (referred to in other stories as a place
where people come to gamble)
38 I’m tied up (colloq.) — I ’m engaged
39 The Tate Gallery — an art gallery, founded by Sir
Henry Tate in 1897; contains the national collection of B rit
ish paintings of all periods, as well as modern foreign
paintings and sculptures
EXERCISES
phrases:
a) studio, police, tough, benzedrine, commissary, germ,

publicity, contract, stenographer, refurbish, fourth, se
quence, South seas
b) ai ' g o t ^ S a 'Э зэ :т av an ai'dia; sa:t av 'w ipt 'mizari
3at ri'm aindid him av hiz 'o u n 'fa-da; dei 's t a t fa Ээ 'sau0
'si:z; 'dro:ig a 'kwik 'bre0 hi 'phvnd 3d; rait atw 9i4_/end av
5a 'fo:0 'si:kwans
tences of your own: <■
I. 1. We ca n ’t put a man on salary unless he's got an
idea.
184
2. I c a n ’t work it out unless I've got somebody to write
dialogue.
3. He couldn’t get on the lot unless he had a studio
4. He couldn’t do script-writing unless he had som
to help.
II. 1. Get them to p u t you on salary.

2. Get him to sign a contract.
3. Get them togive you a test.
4. Get them to tell you w hat stuck in their minds.
5. Get one of the writers interested in your idea.
II I. 1. T h a t’s not the way to do it.

2. T h a t’s not the way to get a test.
3. T h a t ’s not the way to treat an old friend.
4. T h a t’s not the way to get the guts out of a book.

1. P a t Hobby had worked on the studio every now and
then for fifteen years. 2. He did n ’t care to read because
reading always gave him a bad headache. 3. W hen sound film s
replaced silent film s P a t could no longer do script-writing by
himself: he had to work with a man who wrote dialogue. 4. In
the good old silent days P a t was a rich m an. 5. I ’ll give you a
piece of advice. 6. A sk some of your friends to read the book
and tell you what they remember best. 7. It makes me think of
all the excellent films th at are no longer wanted. 8. 500 dol
lars would make things easier for a month or so, he thought as
he left the studio. 9. To his disappointment he learnt th at she
was engaged all the rest of the week.
words and phrases and use them in sentences of your own:
a) территория студии; немой фильм; звуковой фильм;
сценарий; эпизод (в фильме); экранизируемое произведе
ние; сюжет; короткометражный фильм; режиссер; работать
с соавтором; иметь договор; зачислить на оклад; иметь
временную работу; обсуждать условия оплаты (гонорар);
короткий кадр
b ) попасть на территорию студии; вызывать головную
боль; времена немого кино; расторопная секретарша; сот
рудничать с кем-либо; непревзойденный; задержать кого-
185
либо (вцепиться в кого-либо); получать (не получать) го
норар; поискать (порыскать); заинтересовать кого-либо (в);
привести
с) хрупкая на вид; повесить табличку с фамилией;
устроить пробу; дать полезный совет; не так надо делать;
остаться в памяти; отметить страницу; упаковывать кар
тины; картинная галерея; мешать; оказаться; до меня не
доходит (не понимаю); иметь контракт; личный разговор;
мысленно репетировать; эпизод; в прежние времена; корот
кий кадр; записать (представить в письменном виде); гово
рить твердо (мягко); мрачно; как бы ни...; самое ценное;
недурно; задумчиво; договариваться об оплате; вскоре
(тут же); быстрым шагом; облегчить (помочь); получить
аванс; праздничный; быть занятым; повесить трубку;
произведения искусства
Exercise V. Fill in the blanks with prepositions if necessary:
1. After walking . . . and . . . the hall .. . quite a while

Stephen went . . . the telephone booth, and dialed the num
ber. “Mr. Barners is lunch,” the secretary said . . .
answer . . . his question. “When will he be -. . . ? I ’ve been asked
to call . . . h im ,” he said weakly. “H e’s tied . . . all the rest . . .
the month,” the secretary said firmly and hung . . . . Stephen
cursed . . . his breath. 2. A shabbily-dressed man . . . his late
forties stopped . . . the liquor shop . . . a shot . . . whiskey. He
had a date . . . lunch . . . the producer, a college friend . . .
his, . . . 2 o ’clock sharp, and was rehearsing mentally what
he was going to say. “The thing to do is to sell him an idea,
the germ . . . an idea,” he said . . . himself. “And get him to
put me . . . salary. It will take the pressure . . . for a while.
The rest will be plain sailing. Once I ’m . . . contract I ’ll
be able to think . . . a plot and find a sm art chap to team . . .
. . . .” He warmed . . . the idea. “I t ’s going to be a love story.
L o v e .. . first sight. Then the girl turns . . . to be a German
spy. The story ends . . . the hero going . . . war. Everybody is
crazy . . . war stories. I ’ll have it . . . paper . . . a couple . . .
days.”
Exercise VI. Retell the story using the following words and phrases:
a) good old silent days; plot; sm art secretary; talkies;

to team up with; second to none; to buttonhole; to put on
salary; hastily; to feel cruel; producer; to go to war; to
• get smb. interested; to wander; cell block; unfamiliar faces;
186
to be in the business; publicity; to push open; frail-looking;
to put up one’s name; to give a test; to give a tip; t h a t ’s not
the way; “original”; advice; photo magazine; to check the
page; to box; art gallery; cannon fodder; to be in with; under
contract; p rivate call
b) w aiting room; to walk up and down; to picture; to
walk out innocently; to conclude; to have sm th. on paper;
gloomily; no m atter how; in the discard; worth saving; not a
bad idea; to talk money; valuable; w ith a quick step; to take
the pressure off; to get an advance; festive; rush of pleasure; to
speak firmly; to be tied up; to hang up; shall I believe you;
works of art
Exercise VII. Translate into Russian the following sentences with

a) tight and b) stick:
I. 1. I don’t think you’ll manage to borrow the sum you

need. Money is tight now . 2. Your coat is tight a t the shoulders.
3. Everybody noticed th at the host was tight. 4. My new shoes
are tight. 5. W hen Robert found himself in a tight corner he
turned to his teacher for help.
II. 1. S tick a stam p on the letter and drop it in a
box. 2. Get them to tell you what stuck in their minds. 3. The
car got stuck in the mud. 4. L et’s stick together whatever h ap
pens. 5. S tick to the point, please. 6. D o n’t stick your neck
out, you may get into trouble. 7. He d id n ’t expect to be be
lieved, yet he stuck to his story. 8. S tic k around, I ’ll be
through soon.
Exercise VIII, Translate the following sentences into English using
а) bang, b) tip, c) get:
1. а) Он вышел из комнаты, сильно х л о п н у в дверью.

б) Не с т у ч и кулаком по столу, в) У меня голова т р е щ и т
от этого шума.
2. а) Джемма следила за к о н ч и к а м и его пальцев,
пока он обрывал лепестки у цветка, б) Он имел обыкнове
ние д а в а т ь официанту доллар н а ч а й . в) Разрешите
дать вам полезный с о в е т , г) Это слово вертится у меня
на к о н ч и к е языка.
3. а) У б е д и т е е г о п о м о ч ь вам. б) П о п р о с и т е
е г о п р и с м о т р е т ь за детьми, пока нас не будет, в) З а
с т а в ь т е е г о п о й т и к врачу, г) З а и н т е р е с у й т е
е г о вашим проектом. Он может вам оказаться полезным.
187
д) Он п р о ш е л , показав старый пропуск, е) Интересно,
как он п о п а л к режиссеру.
Exercise IX. Quote the story to prove that I. a) P at’s mood could
change instantly, b) he had adapted himself to his position of a “has been”,
c) he had lost all sense of dignity, d) he was far from being a man of
culture, e) he was not clever; II. a) Priscilla Smith was not the usual
Hollywood type, b) she could see through Pat at once, c) she had
both manners and character; III. Jack Berners was not a hard-boiled
businessman and the sight of Pat, Hobby aroused conflicting emotions
within him.
Exercise X. Comment on the following. Use the suggested words in
brackets suitable to characterize the actions, motives or feelings of the
characters:
1. “How can you get ideas off salary?” P a t demanded . . .
then he added hastily: “Anyhow I got the germ of an idea th at
I could be telling you all about at l u n c h . . . Something
might come to him a t lunch.
2. The last door in the line belonged to a man he did n ’t
like. But he wanted a place to sit a m inute so with a knock he
pushed it open.
3. “Let me give you a tip. T h a t’s not the way to get the
guts out of a book.”
4. “Well, t h a t ’s very — very original advice, Mr. H obby.”
5. “I t ’s good but I don’t get it,” he said.
6. “Got any picture ideas? I ’m in w ith all the markets
here.”
7. Drawing a quick breath he plunged.
8. Berners, Costello and Bach did not even have to look
at each other. Berners spoke for them all as he said firmly and
g e n t l y . ..
9. P a t went out with a quick step and confidence in his
e y e s . .. He left the studio proudly through the front en
trance. ..
(servile, condescending, self-confident, ready to compro
mise, sulky, ignorant, inclined to bluff, boastful, tactful,
polite, amused, unscrupulous, sense of superiority, sense of
dignity, degradation, self-respect, feel pity (contempt), to
intrude, to get rid of smb.)
1. Give a character sketch of a) P a t H obby, b) Priscilla

Smith.
2. Speak of the “good old silent days” , of the famous pro
ducers and stars of that period.
188
3. Speak of a famous silent film you have either seen or
read about.
4. W hat are the advantages and, perhaps, disadvantages
of sound films?
5. Tell the class w hat you know of a) Hollywood, b) D is
ney land.
6. Compare a novel or a story you’ve read w ith its screen
version.
Exercise X II. Render in English:
Рудольф Валентино, популярный актер американского
кино 20-х годов, был типичным продуктом американской
«стар-систем» со всеми ее крайностями (extremes).
Он эмигрировал в США из Италии, когда ему было 18 лет.
Ему приходилось браться за любую работу — он был и
уличным торговцем (pedlar), и садовником, и мойщиком
посуды (dish-washer), прежде чем он нашел свое истинное
призвание (calling) — стал профессиональным танцором
«жиголо» (gigolo) в знаменитом ресторане «Максим» в Нью-
Йорке. С этого началась его артистическая карьера, и
именно исполнение аргентинского танго принесло колос
сальный успех первому фильму, в котором Валентино
снялся в Голливуде в 1921 году. Конечно, дело было не
только в совершенном исполнении танго. Публика была
очарована внешностью Валентино — его идеально правиль
ными чертами лица (regular features), томными (из-за бли
зорукости) глазами (languid eyes) и чувственностью, кото
рая сквозила в каждом его движении. Благодаря очарова
нию Валентино этот весьма средний фильм принес доход
в 4 500 ООО долларов. И, естественно, сразу после этого
актер снялся в целом ряде других фильмов.
Через несколько лет Валентино построил огромную
виллу «Гнездо Орла» (Eagle’s Nest) в Беверли Хиллз,
самом фешенебельном квартале Голливуда, по соседству с
Чарли Чаплином, Мэри Пикфорд и другими звездами. Он
прославился не только своей игрой, но пожалуй, еще боль
ше, своей любовью к роскоши. Он обожал драгоценности,
носил золотые браслеты (bracelets) и перстни и ходил под
охраной полицейских собак. Популярность его росла,
и когда в возрасте 31 года Валентино неожиданно умер от
приступа острого аппендицита (acute appendicitis), за его
| гробом шли сто тысяч человек, среди которых было, конечно,
| больше всего женщин.
, 189
!
Наследство Рудольфа Валентино (inheritance) состояло
из виллы на Беверли Хиллз, восьми автомобилей, пяти
верховых лошадей (riding horses), яхты, двенадцати поро
дистых собак (of pure breed), трех сотен галстуков, двух
тысяч рубашек и невероятного количества любовных писем.
В августе 1950 года, через тридцать лет после его смерти,
в газетах было помещено сообщение: «Впервые за тридцать
лет ни одна женщина не посетила могилу Валентино в Гол
ливуде». До этого, оказывается, каждый год 23-го августа
женщины в глубоком трауре (in deep mourning) приносили
на могилу знаменитого актера огромные букеты цветов.
Jokes
“Really,” Mr. H ornton said to his new ty p ist, “I don’t

think you have the slightest idea w hat punctuation means.”
“Oh, indeed, I have,” she re p lie d ,“I ’m here every morn
ing at five minutes to nine.”
* * *
Many people have been so scared by reading about the harm

ful effects of smoking th at they decided to give up reading.
Q U IZ V
1. Who said: “Neither a borrower nor a lender be”?

2. W h a t is Downing Street in London known for?
3. W ho are “Angry Young Men”? Which of them are
known well enough in the Soviet Union?
4. In what well-known English or American novels are
the principal characters artists?
5. According to a Greek legend a youth in his flight from
Crete fell into the sea and was drowned, a) W hat was his
name? b) W hat was his father’s name? c) W hy did he fall
into the sea?
6. By whom and when was the N orth Pole discovered?
7. a) W ho is the author of the Ode on the Framers of the
Frame B ill? b) W h a t events prompted the poet to write this
Ode?
190
8. Name a famous English actress whose life was linked
with th at of Bernard Shaw by a life-long friendship and affec
tion.
9. Who wrote the following novels: a) To K ill a M ocking
Bird, b) To Have and Have N ot, c) A Catcher in the Rye,
d) The Grapes of Wrath?
10. W hat famous English artist painted the portrait of
the Duchess of Beaufort? Where is the painting exhibited?
11. Can you complete the following proverbs: a) W hile
there is l i f e . . . , b) Learn to c re e p ...?
12. Can you give English equivalents to the following
American words: a) cable, b) baggage car, c) shoe store?
SHOULD WIZARD HIT MOMMY?

b y John Updike
In the evenings and for S aturday naps like today’s, Jack

told his daughter J o a story out of his head. This custom,
begun when she was two, was itself now nearly two years old,
and his head felt em pty. Each new story was a slight variation
of a basic tale: a small creature, usually named Roger (Roger
Fish, Roger Squirrel, Roger Chipmunk), had some problem 1
and went with it to the wise old owl. The owl told him to go to
the wizard, and the wizard performed a magic spell 2 that
solved the problem, demanding in paym ent a number of
pennies greater than the number Roger Creature had but in
the same breath 3 directing the animal to a place where the
extra pennies could be found. Then Roger was so happy he
played many games w ith other creatures, and went home to
his mother just in tim e to hear the train whistle th a t brought
his daddy home from Boston. Ja c k described their supper and
the story was over. W orking his way through this scheme 4
was especially fatiguing on S aturday, because J o never fell
asleep in naps any more,6 and knowing this made the rite
seem futile.
The little girl (not so little any more; the bumps her
feet made under the covers were half-way down the bed, their
big double bed th a t they let her be in for naps and when she
was sick) had a t last arranged herself, and from the way her
191
fat face deep in the pillow shone in the sunlight sifting through
the drawn shades, it did not seem fantastic th a t something
magic would occur, and she would take her nap like an in
fant of two. Her brother, Bobby, was two, and already asleep
with his b o ttle .6 J a c k asked, ‘Who shall the story be about
today?’
‘R o g e r .. . ’ J o squeezed her eyes shut and smiled to be
thinking she was thinking. Her eyes opened, her m other’s
blue. ‘S k u n k ,’7 she said firmly.
A new animal; they must talk about skunks a t nursery
school. H aving a fresh hero momentarily stirred Ja c k to
creative enthusiasm. ‘All rig h t,’ he said. ‘Once upon a time,
in the deep dark woods there was a tiny little creature name
of Roger S ku n k .8 And he smelled very bad — ’
‘Yes,’ J o said.
‘He smelled so bad none of the other little woodland crea
tures would play w ith h im .’ J o looked at him solemnly;
she h a d n ’t foreseen this. ‘Whenever he would go out to p lay ,’
J a c k continued w ith zest,9 remembering certain hum iliations
of his own childhood, ‘all of the other tiny animals would
cry, “Uh-oh, here comes Roger S tinky Skunk,” and they
would run away, and Roger Skunk would stand there all
alone, and two little round tears would fall from his eyes.’
The corners of J o ’s mouth drooped down and her lower lip
bent forward as he traced with a forefinger along the side of
her nose the course of one of Roger S k u n k ’s tears.
‘W o n ’t he see the owl?’ she asked in a high and faintly
roughened voice.
Sitting on the bed beside her, J a c k felt the covers tug
as her legs switched tensely. He was pleased w ith this mo
ment — he was telling her something true, something she
must know — and had no wish to hurry on. But downstairs a
chair scraped, and he realized he must get down to help
Clare paint the living-room woodwork.10.
‘Well, he walked along very sadly and came to a very big
tree, and in the tiptop of the tree was an enormous wise old
owl!’
‘Good.’
“‘Mr. Owl,” Roger Skunk said, “all the other little a n i
mals run away from me because I smell so bad.” “So you do,” 11
the owl said. “Very, very bad.”
“W hat can I do?” Roger Skunk said, and he cried very
h ard .’
: rJ2
‘The wizard, the w izard,’ J o shouted, and sat right up,
and a L ittle Golden Book 12 spilled from the bed.
‘Now, J o , D a d d y ’s telling the story. Do you w ant to tell
Daddy the story?’
‘No. You me.’
‘Then lie down and be sleepy.’
Her head relapsed on to the pillow and she said, ‘Out of
your head .’
‘Well. The owl thought and thought. At last he said,
“W hy don’t you go see the wizard?” ’
‘D addy?’
‘W h a t? ’
‘Are magic spells real?’ This was a new phase, just this
last month, a reality phase.13 When he told her spiders eat
bugs, she turned to her mother and asked, ‘Do they really?’
and when Clare told her God was in the sky and all around
them, she turned to her father and insisted, with a sly yet
eager smile, ‘Is He really?’
‘They’re real in stories,’ Jac k answered curtly. She had
made him miss a beat in the narrative. 14 ‘The owl said, “Go
through the dark woods, under the apple trees, into the
swamp, over the c r i c k —’” 15
‘W h a t’s a crick?’
‘A little river. “Over the crick, and there will be the wiz
ard ’s house.” And t h a t ’s the way Roger Skunk went, and
pretty soon he came to a little white house, and he rapped on
the door.’ J a c k rapped on the window sill, and under the cov
ers J o ’s tall figure clenched in an infantile th rill.16 ‘And
then a tiny little old man came out, with a long white beard
and a pointed blue h at, and said, “Eh? Whatzis? W hatcher
want? 17 You smell awful.’” The w izard’s voice was one of
J a c k ’s own favourite effects. He felt being an old man suited
him.
‘“I know it,” Roger Skunk said, “and all the little a n i
mals run away from me. The enormous wise owl said you could
help me!”
‘“Eh?? Well, maybe. Come on in. D on’t git 18 too close.”
Now, inside, J o , there were all these magic things, all jumbled
together in a big dusty heap, because the wizard did not
have any cleaning la d y .’19
‘W hy?’
‘Why? Because he was a wizard, and a very old m an.’
‘Will he die?’
7 Л'о 1518 193
‘No. Wizards don’t die. Well, he rummaged around 20
and found an old stick called a magic wand and asked Roger
Skunk what he wanted to smell like. Roger thought and
thought and said, “Roses.” ’
‘Yes. G ood,’ J o said sm ugly.21
Jack fixed her with a trance-like gaze and chanted in
the wizard’s elderly irritable voice:
“‘Abracadabry, hocus-poo,
Roger Skunk, how do you do,
Roses, boses, pull an ear,
Roger Skunk, you never fear:
Bingo!” ’ 22
He paused as a rapt expression widened out from his
daughter’s nostrils, forcing her eyebrows up and her lower
lip down in a wide noiseless grin, an expression in which Jac k
was startled to recognize his wife feigning pleasure at cock
tail parties. ‘And all of a sudden,’ he whispered, ‘the whole
inside of the w izard’s house was full of the smell of — roses!
“Roses!” Roger Fish cried. And the wizard said, very
cran ky,23 “T h a t ’ll be seven pennies.’”
‘D a d d y .’
‘W h a t? ’
‘Roger Skunk. You said Roger F is h .’
‘Yes. S ku n k .’
‘You said Roger Fish. W asn ’t that silly?’
‘Very silly of your stupid old daddy. Where was I? Well,
you know about the pennies.’
‘Say i t . ’
‘O.K. Roger Skunk said, “But all I have is four pennies,”
and he began to c r y .’ J o made the crying face again, but
this time w ithou t a trace of sincerity. This annoyed Jack.
Downstairs some more furniture rum bled. Clare shouldn’t
move heavy things; she was six months pregnant. It would
be their third.
‘So the wizard said, “Oh, very well. Go to the end of
the lane and turn around three times and look down the magic
well and there you will find three pennies. Hurry up.” So
Roger Skunk went to the end of the lane and turned around
three times and there in the magic well were three pennies!
So he took them back to the wizard and was very happy and
ran out into the woods and all the other little animals g a th
ered around him because he smelled so good. And they played
194
tag, baseball, football, basketball, lacrosse, hockey, soccer,
and pick-up-sticks.’ 24
‘W h a t ’s pick-up-sticks?’
‘I t ’s a game you play with sticks.’
‘Like the w iza rd ’s magic wand?’
‘Kind of.25 And they played games and laughed all after
noon and then it began to get dark and they all ran home to
their mommies.’
J o was starting to fuss with her hands and look out of
the window, at the crack of day th at showed under the shade.
She thought the story was all over. J a c k d id n ’t like women
when they took anyth ing for g ran ted ,26 he liked them apprehen
sive, hanging on his words.27 ‘Now, J o , are you listening?’
‘Yes.’
‘Because this is very interesting. Roger S k u n k ’s mommy
said, “W h a t ’s that awful smell?”’
‘W ha-at?’
‘And Roger Skunk said, “I t ’s me, Mommy, I smell like
roses.’ And she said, “Who made you smell like th at?” And
he said, “The wizard,” and she said, “Well, of all the nerve.28
You come w ith me and we’re going right back to that very
awful wizard.’”
J o sat up, her hands dabbling 23 in the air with genuine
fright. ‘But D addy, then he said about the other little ani
mals run away!’
‘All right. He said, “But Mommy, all the other little
animals run aw ay.” And she said, “I don’t care. You smelled
the way a little skunk should have and I ’m going to take you
right back to th at w izard,” and she took an umbrella and went
back with Roger Skunk and hit that wizard right over the
hea d .’
‘N o,’ J o said, and put her hand out to touch his lips,
yet even in her agitation did not quite dare to stop the source
of truth. Inspiration came to her. ‘Then the wizard hit her
on the head and did not change that little skunk back .’
‘N o,’ he said. ‘The wizard said “O .K .” and Roger Skunk
did not smell of roses any more. He smelled very bad again.’
‘But the other little amum — oh! — amum — ’30
‘Joanne. I t ’s D a d d y ’s story. Shall Daddy not tell you
any more stories?’ Her broad face looked at him through sift
ed light, astounded. ‘This is what happened then. Roger
Skunk and his mommy went home and they heard Woo-oo,
woooo-oo and it was the choo-choo train bringing Daddy
7* 195
Skunk home from Boston. And they had lima beans,31 pork
chops, celery, liver, mashed potatoes, and Pie-Oh-My for
dessert. And when Roger Skunk was in bed Mommy Skunk
came up and hugged him and said he smelled like her little
baby skunk again and she loved him very much. And t h a t ’s
the end of the sto ry .’
‘But D a d d y .’
‘W h a t?’
‘Then did the other little ani-mals run away?’
‘No, because eventually they got used to the way he was
and did not mind it at all.’
‘W h a t’s evenshiladee?’
‘In a little w hile.’
‘That was a stupid mom my.’
‘It was n o t,’ he said with rare emphasis, and believed,
from her expression, th at she realized he was defending his
own mother to her, or something as odd. ‘Now I want you to
put your big heavy head in the pillow and have a good long
n a p .’ He adjusted the shade so not even a crack of day showed,
and tiptoed to the door, in the pretence th at she was already
asleep. But when he turned, she was crouching on top of the
covers and staring at him. ‘Hey. Get under the covers and
fall faaast asleep. Bobby’s asleep.’
She stood up and bounced gingerly on the springs. ‘D a d
d y .’
‘W h a t?’
‘Tomorrow, I want you to tell me the story that that
wizard took that magic wand and hit that mommy’ — her
plump arms chopped fiercely — ‘right over the head.’
‘No. T h a t’s not the story. The point is that the little
skunk loved his mommy more than he loved aaalll the other
little animals and she knew what was rig h t.’
‘No. Tomorrow you say he hit th at mommy. Do i t . ’ She
kicked her legs up and sat down on the bed with a great heave
and complaint of springs, as she had done hundreds of times
before, except that this time she did not laugh. ‘Say it, D a d
d y .’
‘Well, we’ll see. Now at least have a rest. Stay on the
bed. Y ou’re a good g irl.’
He closed the door and went downstairs. Clare had spread
the newspapers and opened the paint can and, wearing an
old shirt of his on top of her maternity smock,32 was stroking
the chair rail with a dipped brush. Above him footsteps vi
196
b ra te d an d he called, ‘Jo a n n e . Shall I come up th e re an d spank
y o u ? ’ The footsteps h e sita ted .
‘T h a t w as a long s to r y ,’ Clare said.
‘The poor k i d , ’ he answ ered, an d w ith u t te r weariness
w atch ed his wife labo ur. T he woodw ork, a cage of mouldings
a n d rails a n d baseboards all aro un d th e m , was half old tan
and half new ivory a n d he felt cau g h t in a n ugly m id dle posi
tion, and tho ug h he as well felt his w ife’s presence in the cage
w ith h im , he d id n o t w a n t to sp eak w ith her, w ork w ith her,
touch her, a n y th in g .
NOTES
1 to have a problem — to find oneself in a difficult situa
tion; w. c. to solve a problem; e.g. It will take some thinking
to solve this problem; problematic adj.; e.g. His consent is
most problematic. S y n . doubtful.
2 magic spell — words that have some magic power.
Russ, заклинание; w.c. to cast a spell over smb.; e.g. She
seems to have cast a spell over him. He has changed beyond
recognition, w.c. to be (to come) under a spell; spell bound
a d j.— with the attention held by, or as held by a spell, e.g.
He held his audience spell-bound. She listened to him spell
bound. to break the spell; e. g. The c u rta in fell and the
lights went up. The spell was broken.
3 in the same breath — at the same time, w ithout any
pause (also a ll in one breath); e.g. He adm itted they had no
money but in the same breath promised to buy her a fur coat.
4 Working his way through this scheme — Telling the
story by following the usual pattern
5 Jo never fell asleep in naps any more — She was put
to bed in the afternoon yet she would not fall asleep as she
used to
6 was . . . asleep with his bottle — has fallen asleep suck
ing at his feeding-bottle
7 skunk — a small animal which sends out a bad-smelling
liquid when attacked (Russ, вонючка, скунс)
8 name of Roger Skunk — called Roger Skunk (Roger
Skunk by name)
s with zest — enthusiastically, with feeling; to do smth.
with zest very often, but not necessarily implies enjoyment,
e.g. He made the experiments with zest (Russ, с увлечением);
197
w.c. to add zest to — to make a thing more interesting, a t
tractive, stim ulating; zest for life — interest for, ability
to enjoy; e.g. An old man that Jolyon was, he had not lost
zest for life (Russ, вкус, интерес к жизни)
10 woodwork — things made of wood, here applied to
wooden parts of the house such as mouldings (Russ, багет),
baseboards (Russ, плинтус), rails (Russ, перила, вешалка,
etc.)
11 “So you do” — a response used in confirming a sta te
ment (Russ. Д а, правда. He без этого.)
13 a L ittle Golden Book — a children’s book for preschool
age, one of a series
13 reality phase — the words imply th at J o is beginning to
realize the difference between fairy-tales and reality, begin
ning to doubt the tru th of what she is told
14 had made him miss a beat in the narrative — interrupt
ed the story (to miss a beat is used here figuratively; in the
literal sense it is applied to smth. going on with a certain
regularity or rh y th m , like music, the beating of the heart,
etc.)
■ 15 crick (dial.) = creek (Am., Austr.) — a small river
16 clenched in an infantile thrill — became tense in
childish excitement; to clench — to press together, to close
tightly, i.e. to clench one's fists, teeth, jaws, fingers; thrill —
a feeling of excitement that passes like a wave along the
nerves, i.e. to give smb. a thrill; e.g. The prospect of meet
ing him after all those years gave her a thrill of joy; a thrill
of joy, of horror; thriller — usually said of a book, film, play,
etc.; e.g. The film He did not kill Lincoln is a thriller; penny-
thriller (colloq.) — said of a cheap detective or love story
(which gives you a thrill for a penny); thrilling adj .— smth.
that gives you a thrill, as a thrilling speech, experience, sight,
etc.
17 Whatzis? Whatcher want? (irreg.) — W h a t’s this? W hat
d ’you want? (Jack is not only telling the story, he is acting
it. Thus he’s im itating the pronunciation of a gruff old man,
bad-tempered, speaking in a hoarse voice.)
18 git == get
19 cleaning lady — cleaning woman, charwoman (Russ.
уборщица). (The words cleaning lady belong to a child’s
vocabulary.)
20 to rummage around — turn things over, move things
about when looking for smth; to rummage in a box (desk.
198
drawer, closet, etc.); to rummage smth. out (or up) — to find a
thing by disorderly search; e.g. She rummaged out her moth
er’s wedding dress among old clothes in the garret; rummage
sale — a sale of all kind of odds and ends, mostly for charity
purposes.
21 smugly — with the self-satisfied air of a person who
knows what is proper and respectable. The word usually im
plies a critical at t i t ude on the part of one who uses it.
22 Bingo! — an exclamation used to show that smth.
has happened or is about to happen
23 cranky — irritable, hard to please, inclined to lose
one’s temper
24 a) tag; b) lacrosse; c) and pick-up-sticks; a) chil
dren’s game (Russ, пятнашки); b) an outdoor game of Cana
dian origin played with a racket with a loose net (from French
la crosse), used to catch and throw a ball; c) a game played
with sticks (jack-straws) or matches which are to be picked
up without disturbing the rest (Russ, бирюльки). Comp.
“Five, six. Pick-up-sticks” — lines from a nursery rhyme.
25 kind of (ellipt.) — something of the kind
20 to take smth. for granted — to take smth. for a fact,
to believe it couldn’t be otherwise (see p. 157, note 8)
27 he liked them apprehensive, hanging on his words —
he liked them to listen to him anxiously, waiting eagerly for
every word; w.c. to hang on one’s lips (or words).
28 W ell, of a ll the nerve — W hat impudence! How did
he dare? w.c. of a ll + noun usually expresses surprise; e.g.
He wrote to me from hospital, of all places. I don’t under
stand why you — of all people — should have done it; nerve—
self-reliance, boldness; (colloq.) impudence, cheek; w.c. to
have the nerve to do smth., e.g. Who would have expected
him to have the nerve to say such a thing? to lose one’s nerve,
e.g. He is not likely to lose his nerve under the circumstances.
23 to dabble — to splash about in the water; (here) to
wave her hands about in the air in horror (Russ, отчаянно
замахать руками)
30 the other little amum — = the other little animals.
The child is so shocked by the unexpected unhappy ending
of the story that she is unable to articulate the word properly.
31 lima beans — a common article of food; large flat
seeds of tall-growing tropical American beans
32 maternity smock — a loose gown worn by pregnant
women
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EXERCISES

phrases:
a) variation, squirrel, problem, owl, wizard, fatiguing,
futile, nursery school, narrative, magic wand, trance-like
gaze, nostrils, feigning, trace of sincerity, genuine, celery,
dessert, rare emphasis, crouch, bounce, gingerly, m aternity,
weariness
b) in. .Qi 'i:vmr)z; 'went wi3 it t a _ 3 9 'waiz 'ould 'aul;
'pleid 'm em 'geimz wi3 'л З э 'kriitfaz; kan 'tin ju id wi3 'zest;
'sa:tn hju,mili'ei.fnz 9V hiz 'tfaildhud; Зэ 'koinaz av 'dôuz
'm a u 0 _ ' d r u : p t _ ' d a u n ; 'э:1. .Зэ. . 'litl 'aenimalz; 'tfantid
т ^ З э 'wizadz 'eldali 'iritabl 'vois; 'krautfir) on 'top av Зэ
'kxvaz
tences of your own:
I. 1. Shall I tell you a story about Roger Fish?
2. Shall I wait till you lie down?
3. Shall I help you to wash up?
4. Shall I come and spank you?
5. Shall I continue?
II. 1. All the tiny animals would run away from him.
2. Roger Skunk would stand there alone.
3. Tears would fall from his eyes.
4. J a c k would tell his little girl a story out of his head.
5. He would make each story a slight variation of a
basic tale.
III. 1. You shouldn’t interrupt Daddy.
2. You should lie down and take a nap.
3. Clare shouldn't move heavy things.
4. You shouldn’t assume she is always right.
5. She shouldn't make her child miserable.
or word-groups from the text:
1. He liked to tell stories he had invented. 2. Each time he
told his daughter a story he introduced some small changes
into the original pattern. 3. The little hero of the tale was in
trouble and the wizard to whom he turned for help invariably
uttered some magic words that set things right. 4. J a c k ’s
imagination (creative abilities) was aroused instantly by the
200
mention of a new hero. 5. J o looked at her father gravely.
She had not expected things to take such a turn. 6. He was eager to
tell her the story which made him recall certain painful experi
ences (incidents) from his childhood when he was treated with con
tempt. 7. Jac k liked his stories to be listened to with close atten
tion. 8. W hen the baby was in bed she put her arms round him
and pressed him tight to show she was very fond of him. 9. He
spoke with unusual conviction (force). 10. He watched his
wife, feeling very tired and weary.
Exercise IV. Find in the story equivalents for the following words
and phrases:
а) дневной сон; задернутые шторы; выдумывать исто
рии из головы; незначительные изменения; испытывать
затруднение; найти выход (решить вопрос); тут же (не
переводя дыхания)
б) зажмурить глаза; твердо; детсад; новый персонаж;
вызвать прилив вдохновения; крошечный; серьезно; пред
видеть; с жаром (увлечением); углы рта опустились; не
было желания спешить; скрипнул стул; красить карниз
(плинтус и т. д.)
в) плохо пахнуть; вскочить (сесть); коротко (отрыви
сто); волшебник; постучать; любимый номер; сваленные в
кучу; уборщица; перерыть; волшебная палочка; самодо
вольно; уставиться остекленевшим взглядом; восторженное
выражение; глупо; ни тени искренности; раздссадовать;
переулок; волшебный колодец; играть в пятнашки (футбол,
бирюльки); вертеть (крутить) руками; принять за факт;
настороженный; жадно ловить каждое слово
какая наглость!; замахать руками; неподдельный
испуг; мне все равно; стукнуть прямо по голове; в волнении;
вдохновение; пораженный; привезти домой; обнять; в ко
нечном счете; не иметь ничего против; поправить штору;
пойти на цыпочках; залезть под одеяло; свирепо взмах
нуть руками; дело в том, что. ..; разложить газеты; банка
с краской; кисть с краской; мне тебя выпороть?; грустно
и устало
Exercise V. Fill in the blanks with prepositions:
The moonlight was sifting . . . the drawn shades. Leonore

was . . . bed, reading a thriller. It was the cook’s day off
and the visiting maid had already left, so Leonore took it
. . . granted she was alone . . . the house. All . . . a sudden
201
she heard somebody c o m e the bedroom and rap gently
. . . the door. She s a t genuine fright. Who . . . earth
could it be? “W ait . . . me . . . the living room,” she said,
.. . recognizing the husky voice . . . the village doctor, and
. . . the same breath inquired irritably w hat had brought him
there, . . . all people, .. . such a late hour. “I ’ve got an urgent
message . . . you,” he replied . . . a low voice.
. . . a few minutes she entered the living room. The doctor
was walking . . . and . . . the room. He looked weary. “W h a t’s
it all . . .?” she asked im patiently, adjusting her dressing-
gown. “Your husband has met . . . an accident.” Her heart
missed a beat. “My husband,” she said staring . . . him . . .
a trance-like gaze, and sank . . . the ground . . . a lifeless heap.
Exercise VI. State which characters in the story the following words
and word-groups refer to; find the sentences they are used in:
a) elderly; irritable; cranky

b) firmly; solemnly; smugly; rapt; in a thrill; with genuine
fright; in agitation; astounded; fiercely
c) fatiguing; futile; with zest; curtly; to miss a beat;
trance-like gaze; favourite effect; startled; silly; to annoy;
to take for granted; apprehensive; to hang on his words;
eventually; with rare emphasis; to adjust the shade; to tiptoe;
the point is; with utter weariness
d) of all the nerve; to go right back; I don’t care; the way
you should have; to hit right over the head; to come up; to hug
1. W hat sort of stories did Jack tell his daughter? 2. Who
did Jo want the story to be about and why did Jac k enjoy the
suggestion? 3. W hat was Roger S k u n k ’s problem and why
did Jack tell the story with zest? 4. Why did the corners
of J o ’s mouth droop? 5. W hat made Jack pleased with the
moment? 6. How did Roger Skunk go about solving his prob
lem? Where did the owl instruct him to go? 7. W hat did the
wizard look like and how did he solve Roger S ku nk ’s prob
lem? 8. W hat sort of expression did Jack see on J o ’s face and
why did it startle him? 9. Why did it annoy Jac k to see J o
fuss with her hands and what made him go on with the story?
10. What did J o do when she was told of the way Mommie
Skunk had reacted to the change? 11. W hat suggestion did Jo
make? 12. How did Jack tell the end of the story? 13. W hat
made him say Mommie Skunk was not stupid? 14. W hat did
202
J o want her Daddy to promise? 15. W hat shows she was very
much upset? 16. W h a t made Jac k sorry for his little girl?
Exercise VIII. Comment on or explain the following:
1. ‘Whenever he would go out to p la y ,’ Jac k continued
w ith zest, remembering certain hum iliations of his childhood.
2. He was pleased with the moment — he was telling her
something true, something she must know — and had no
wish to hurry on. B ut downstairs a chair scraped. . . . 3.
‘The wizard, the w izard,’ J o shouted, and sat right u p . . . .
4. ‘They’re real in stories,’ Jac k answered curtly. She had
made him miss a beat in his narrative. 5. Jac k rapped on the
window sill. 6. J o made the crying face again, but this time
w ithout a trace of sincerity. This annoyed Jac k . Downstairs
some more furniture rumbled. 7. J o was startin g to fuss with
her h a n d s . . . She thought the story was over. Jack didn’t
like women when they took anything for granted, he liked
them apprehensive, hanging on his words. 8. ‘N o,’ J o said,
and put her hand out to touch his lips, yet even in her agi
tation did not quite dare to stop the source of truth. 9. ‘But
the other little amum — oh! — amum — ’. 10. ‘It was n o t,’ he
said with rare emphasis, and believed, from her expression,
that she realized he was defending his own mother to her, or
something as odd. 11. ‘Tomorrow, I want you to tell me the
story th a t th at wizard took that magic wTand and hit that mom
m y’—her pl ump arms chopped fiercely — ‘right over the
h ea d .’
Exercise IX. Pick out the most suitable answer to each question:
1. W h^t sort of man was Jack? a. 1) a strong character,
2) a person easily dominated by others, b. 1) sensitive and
imaginative, 2) matter-of-fact
2. W hat kind of father and husband was Jack? 1) doesn’t
w ant to stir a finger to help his wife, 2) is willing to share
the work about the house with Clare, 3) is a decent family
man, 4) has no patience with the children, 5) is a fond
father
3. W hat was Clare like? a) very much the same type as
her husband, b) lazy and bad-tempered, c) active and
hard-working, d) easy-going, e) inclined to find fault with
her husband
4. W hat was Joe like? a) a quiet and obedient child,
b) likes to have her own way, c) is most likely her father’s
(mother’s) favourite, d) has reached the stage when she
203
begins to challenge her mother’s authority, e) is (is not)
inclined to think that “mother always knows best”
Exercise X. Retell the story according to the given plan using the
following words and phrases:
1. The basic tale Jac k usually told his daughter.
2. The new element Jac k introduced into the story.
3. J o ’s reaction to the story.
4. J a c k ’s mood while and after telling the story.
I . The' basic tale.
out of his head; custom; slight variation; small creature;
to have some problem; wise old owl; wizard; to perform a
magic spell; to solve the problem; to demand in payment;
in the same breath; to direct; happy; just in time; to bring
smb. home; work one’s way through; fatiguing; to fall asleep;
in naps; futile
II. Who shall the story be about?

to squeeze one’s eyes shut; skunk; nursery school; fresh
hero; to stir; tiny; to smell bad; whenever he would go out;
would run away; tears would fall from his eyes; to walk along
sadly; in the tiptop of a tree; enormous owl; Mr. Owl; so
you do; to cry hard; why don’t y o u . ..; t h a t ’s the way he
went; pretty soon; to rap on the door; to smell awful; fa
vourite effect; come on in; magic things; jumbled together;
dusty heap; to rummage around; magic wand; trance-like
gaze; elderly; irritable; the whole inside (of); cranky; t h a t ’ll
be seven pennies; all I have i s . ..; lane; look down; magic well;
to run out of; to gather; to play tag; to run home; awful smell;
who made y o u . ..; of all the nerve; right back; I don’t care;
the way you should have; to take right back; to hit; right over
the head; O.K.; to go home; hear the train; to bring home;
to have pork chops (celery, liver, mashed potatoes); in bed;
to hug; eventually; not to mind
III. Jo’s reaction to the story.
skunk; firmly; solemnly; to foresee; the corners of her
mouth drooped; her lower lip bent forward; won’t he see
the owl; her legs switched tensely; to shout; to sit right up;
reality phase; to clench in a thrill; smugly; ra p t expression;
without a trace of sincerity; to fuss w ith her hands; was over;
to sit up; to dabble in the air; genuine fright; to put her hand
204
out; agitation; did not dare; inspiration; astounded; a stupid
mommy; from her expression; to crouch on top of the covers;
to stare; to stand up; plump arms; to chop fiercely; to kick
up her legs; hundreds of times; except that; footsteps vibrated
(hesitated)
IV. Jack's mood while and after telling the story.
to stir smb. to creative enthusiasm; to continue with
zest; hum iliations of his own childhood; pleased with this
moment; no wish to hurry; realized he must get down to help;
curtly; to miss a beat; narrative; favourite effect; trance
like gaze; to chant; to pause; to be startled; to whisper; silly;
stupid old Daddy; to be annoyed; some more furniture ru m
bled; to take for granted; apprehensive; to hang on his words;
eventually; w ith rare emphasis; to defend one’s own mother;
to adjust; to tiptoe; in the pretence (that); the point is; we’ll
see; utter weariness; poor kid; to watch; to feel caught in
an ugly middle position
Exercise XI. Quote the story to prove that
I. a) J o was greatly moved by Roger S ku n k ’s problem,
b) was about to burst into tears, when she was told of the
way the other little animals behaved, c) enjoyed what she
took to be the happy ending of the tale, d) was shocked to
learn of Mom m y’s interference, e) questioned Mommy’s
right to act the way she did, f) was deeply affected and made
repeated suggestions to restore justice (redress the wrong),
g) refused to give in
II. a) J a c k was fond of his little girl, b) was good at
telling stories, c) enjoyed telling J o some of the things
she ought to know, d) was annoyed: 1. by J o ’s taking things
for granted and 2.*by the noise coming from the living room
which reminded him he ought to be there, e) felt he ought
to justify Mommy, f) had failed to convince J o and felt
miserable because of having made his little girl unhappy.
Exercise XII. Use a) thrill or its derivatives and b) nerve ( to have the
nerve, to lose one’s nerve, etc.) in translating the following sentences:
I. 1. Его блестящая речь и призыв к действию (appeal
to action) н а э л е к т р и з о в а л и аудиторию. 2. Невозможно
забыть такое в о л н у ю щ е е событие. 3. В дорогу он решил
взять какой-нибудь д е ш е в ы й д е т е к т и в н ы й р о м а н ,
чтобы скоротать время (to while the time away). 4. Музыка
Скрябина всегда в ы з ы в а л а у н е г о т р е п е т . 5. С р а
203
д о с т н ы м в о л н е н и е м он прочел свое имя среди тех,
кому присуждена высокая награда.
II. 1. Никто не предполагал, что у н е г о х в а т и т
д е р з о с т и критиковать своего научного руководителя.
2. В последнюю минуту он с т р у с и л . 3. Не думаю, чтобы
у него х в а т и л о д е р з о с т и сделать такую вещь.
4. Он, пожалуй, единственный, у кого х в а т и т д у х у вы
ступить с таким заявлением. 5. К а к а я н а г л о с т ь !
Exercise X III. Translate the following sentences:
I. 1. Morton, of all men, should keep away from the con
flict. 2. W e met last year in the Far E ast, of all places. 3. E ve
rybody was in favour of the project. The only man who op
posed it was E d ’s best friend Grant, of all people. 4. W ell,
of all things, what have you got to do with the publication
of the book?
II. 1. Andrew took it for granted th a t he was the most
promising man in the team. 2. Don't take it for granted you’ll
get all the support you need. Things are not as simple as
th at. 3. One shouldn’t take things for granted. 4. It was
taken for granted that Helen would be appointed to play the
leading part in the film.
1. Give your opinion of Jack.
2. Try to analyse J o ’s feelings. Account for her reaction
to the story.
3. Tell an incident illustrating “some of the hum iliations
of one’s childhood” .
4. Speak on the authority of one’s parents, as the chil
dren see it.
5. Compare the story with one of K ipling’s Just So Stories.
Find some points of resemblance.
6. Tell the class a story you liked to be told in your child
hood.
Exercise XV. Render in English:
Сказочные образы Тербера, преображенные (transformed)
его умной и тонкой наблюдательностью, так же как и пер
сонажи его басен, похожи на людей. А их поведение и пси
хология вполне современны (way of thinking and behaviour
are quite up-to-date).
Сказка рождена жизнью и живет вечно. Сказочные об
разы кочуют из одной эпохи в другую и в каждой черпают
206
w
новую правду. «Красную шапочку» Тербер вооружает . . .
автоматом (autom atic pistol). А Ворона, та самая, которая
«сыр во рту держала» (beak), поумнела и уже не дает себя
провести (outwit). Традиционные сюжеты получают h o b v i o ,
неожиданную трактовку.
Хорошую сказку с удовольствием прочтут и дети и
взрослые. Любая, даже самая умная, попытка художника
сознательно приспособиться к детскому восприятию и мыш
лению (to bring the story down to the c h ild ’s level of un der
standing) неизбежно приводит к искажению и обедняет её
(distortion, makes primitive). Вот что по этому поводу писал
Белинский: «Хорошо и полезно только то сочинение для
детей, которое может занимать взрослых людей и нравиться
им не как детское сочинение, а как литературное произве
дение, писанное для всех». И далее: «Писатель никогда не
должен писать только для д е т е й ..., притворяться малень
ким. Ребенок всегда хочет лезть вверх. Ему всегда импо
нирует взрослый человек (be impressed by), потому что он
сам хочет быть взрослым».
В английской и американской литературе имеется не
мало произведений (quite a few), которые удовлетворяют
этим требованиям: «Алиса в стране чудес» Льюиса Кэр-
рола, сказки Киплинга, «Винни-Пух» А. А. Милна и-, ко
нечно, оригинальные и остроумные сказки и басни Тер-
бера.
Q U I Z VI
1. Who said: ^
“ . . . I am a man
More sinned against than sinning”?
2. Wha t great English poet was a peer (sat in the House
of Lords)? W hat did he attack in his maiden speech?
3. a) W h a t is the smallest state in Europe? b) W hat is
it known, for? c) In which of G alsw orthy’s short stories is
it described?
4. Who wrote these famous poems: a) Hiawatha [ haia-
'wo03], b) The Ballad of the Redding Gaol, c) The Lady of Shal
lot, d) The Prisoner of Shillon?
5. Name a famous English a rtist, the First President of
the Royal Academy of Art founded in London in 1768.
207
6. Where is the P o e t’s Corner? Whose names does it re
call?
7. According to a Greek legend a handsome youth fell in
love with his own reflection and dying was changed into a
flower. Who was it?
8. In w hat well-known English novels do these characters
appear: a) L ittle Nell, b) Becky Sharp, c) Rebecca, d) S y
bil Vane?
9. Name the famous English actress who played the lead
ing parts in the films Lady Hamilton and Waterloo Bridge.
10. Can you complete these proverbs: a) Handsome is
a s . .., b) There is no p l a c e .. ., c) It never rains b u t . ..
11. Which of Shakespeare’s plays have been staged by
Moscow theatres?
12. W hat are the English equivalents of the following
American words: a) pants, b) guy, c) high-ball?
CEDRIC S FAIRY GODFATHER

b y Newman Levy
There was once a struggling young author named Cedric

G ailbraith who lived in extreme poverty in an attic and
spent all his time w riting stories and poems that no one would
buy. This made it extremely awkward for Cedric, because
the neighbourhood butchers, grocers, and other sordid 1
tradesmen preferred to sell commodities 2 for cash. Moreover,
the grasping skinflint 3 who owned the ramshackle 4 house in
which the attic was situated, insisted unpleasantly that the
rent should be paid at monthly intervals.
Each week Cedric would mail out 5 a number of stories
and poems, for he was an industrious young man, and the
following week they would be returned with polite printed
notes which read more or less as follows:
“We thank you for submitting your manuscript, but regret
that it is not suitable for our present needs. This does not imply
any lack of merit,6 and we hope you will favour us with anything
you may write in the future.
The Editors.”
These notes encouraged Cedric greatly, and kept him from
abandoning the xMuse 7 for one of the many glittering oppor
208
tunities that presented themselves, such as driving a taxicab
or working in a cigar store.
“I must have some talent,” he thought. “They always send
my pieces back with regret, and they always say th a t they are
not lacking in merit. These editors know their business.
They w ouldn’t say they hoped I ’d send them other things if
they did n ’t mean it.” So he kept on writing.
One day as Cedric was polishing off a sonnet written
in the P e t r a r c h a n 8 form, his door opened and a man entered.
He appeared to be about sixty years of age; he was short and
skinny and the stubble 9 on his thin face indicated th at he
had not shaved for several days. He was shabbily dressed,10
and Cedric detected a strong odour of liquor in his breath.
“I h aven’t the money now,” Cedric exclaimed from force
of habit, “b u t next week I expect —”
“I ’m not a bill collector,” the stranger said sourly.
“Have a seat,” Cedric said, greatly relieved. “Who are
you?”
“I ’m your fairy godfather,” said the visitor.
“Well, i t ’s darned 11 near time!” Cedric said, glaring at
him indignantly.
“P ostlew aite’s the nam e,” said the stranger. “Cyrus H.
Postlewaite. I ’ve been your fairy godfather since you were
born. You h aven’t got a spot 12 of something to drink around
here?”
“No.”
“Too b a d .13 I ’ve been meaning to drop in on you 14 for
a long time and do something for you. T h a t ’s w hat fairy god
fathers are for. But you know how it is.”
“No, I don ’t,” Cedric said.
“Oh, one gets so involved,” 15 Mr. Postlew aite said. “Busi
ness affairs. Social engagements.10 Tim e flies and before
you know it — well, anyway here I am. W h a t can I do for
you?” *
' “I want success,” Cedric exclaimed eagerly, “I want mon
ey and fame. I want to see the things I write in print —”
“Nothing easier. Money, fame, success? T h a t ’s my busi
ness. I ’ll fix you up in a jiffy.” 17
“Please hurry,” said Cedric im p atiently. “I h aven’t eaten
a square meal 18 in a week.”
“Let me see,”19 said Mr. Postlewaite. “We could do a
grand opera or a novel — no, I have it!” he exclaimed brig ht
ly. “I ’ll tell you a joke.”
8 № 1518 209
“A joke!”
“A man came home one evening and was greeted by his
wife who was in tears. ‘Th ey’re wearing skirts six inches long
er this y ea r,’ she said, ‘I ca n ’t wear this old suit any more.
I t ’s too sh o rt.’ ‘D on’t w orry,’ the husband replied w ith a
merry twinkle in his eyes. ‘It will be long before 20 you get
a new one.’”
Mr. Postlewaite leaned back in his chair and laughed loud
ly. Cedric stared at him w ith indignant astonishment.
“I ’m dying,” he m uttered, paraphrasing an ancient jest,
“and he tells me jokes.”
“There you are; 21 and don’t forget,” the fairy godfather
said, “I get the agent’s usual ten per cent commission.” He
arose and walked to the door and was gone.
Cedric sat in confusion before his typewriter, his fingers
autom atically striking the keys. Some tim e later he looked
a t the sheet of paper before him and saw th a t he had
typed Mr. Postlew aite’s joke a t the bottom of his sonnet.
“Well, w hat have I got to lose?” he thought bitterly.
H e enclosed the paper in an envelope and put his last three-
cent stam p on it, and went downstairs to mail it to the edi
tor of a popular national magazine.
Three days later a letter arrived, the first Cedric had
received. As he tore it open a check fell out of the envelope.
“Dear M r . Gailbraith, (the letter said).

I am sorry we cannot use your sonnet as sonnets are pretty
much a drug on the market.™
However, I was delighted w ith your little anecdote, a vign
ette 23 of real life, and I am happy to enclose a check for fifty
dollars. Y o u have a real flair for 24 humour, so please send us
some more.
Sincerely,
G. S m ith , Editor”
I t was a different Cedric G ailb raith who faced the typew rit
er the next morning. For one th in g ,25 he had a haircut,
and he glowed w ith a sense of well-being th a t comes from h a v
ing dined lavishly a t one of the b etter neighbourhood cafe
terias. This tim e there was no hesitation. R apidly and confi
dently his fingers played across the keys w ith the virtuosity
of a R ub instein .25 H e pulled the sheet of paper from the ma
chine and read w hat he had written:
210
“It seems there were two Irishmen nam ed P a t and Mike.
P a t said to Mike one day, ‘My wife told me last n ig ht th at she
needed a new dress. She said they were wearing skirts a little
longer this y ea r.’ ‘W h a t did you tell her?’ Mike inquired.
‘I said О. K. Then you can wear th a t one a little longer.’”
This time the response from the popular natio nal magazine
was prompt and enthusiastic.
“Dear Cedric, (the letter said).

Your sparkling tour de force 27 h it our office like a bombshell.
M y staff is still chuckling over it. M y secretary, M iss K lein,
laughed so much that she had a stitch in her side 28 and had to be
taken home in an ambulance. She had several stitches in her
side 89 last year after her appendicitis operation, but they were
nothing compared with what your story did to her. Enclosed
is a check for seventy-five dollars. Keep up the good work.
Cordially,
Jack Sm ith."
As Cedric finished reading the letter he detected an al
coholic aroma pervading the room. He looked up and saw
th at his fairy godfather had entered and had seated himself
in the only comfortable chair in the room.
“Well, godson, how goes it?” 30
“I ’ve got fame and fortune,” Cedric said, “but I ’m not
satisfied. Those little vignettes of real life, if I may coin
a phrase,31 were all right as preliminary sketches, manifesta
tions, let us say, of my early artistic development. My biog
raphers will refer to this as my first anecdotal period. But
I w ant to do something big, im portant; something that ex
presses the genius th a t is burning w ithin me.”
“Sure,” said Mr. Postlewaite. “Swell 82 idea. Why don ’t
you do a story, something about a fellow whose wife needs a
new dress because short skirts have gone out of fashion, and
he can’t afford 33 to buy her one? H e ’s a clerk in a bank —”
“By god, you ’ve something there,” Cedric exclaimed.
“Not a vignette this time, but a real, tender story of heart-
throbs, poverty, and young love. I can see it all. Chekhov!
Maugham! Hemingway! Drinkwater 34 — ”
“Not on your life!” 35 his fairy godfather said. “And before
I leave th ere’s th at little matter of ten per cent.”
“Right!” Cedric said. He reached in his pocket and h a n d
ed his fairy godfather a roll of bills.
8* 211
It was evident after Cedric had w ritten his second story
that a new star of first magnitude had risen on the literary
horizon. His first story, which was enthusiastically accept
ed by Editor Sm ith, dealt with the fortunes of a newly wedded
couple in Greenwich Village.36 It was, as Cedric had pre
dicted, full of heartthrobs, poverty, and young love. The second
was a grim, penetrating, psychological story about a million
aire Wall Street broker 37 whose selfish, pleasure-loving
wife demanded a new mink coat, not knowing th a t he had been
wiped out in the m a r k e t 38 th at very day, and was penniless.
“Reminiscent of Dreiser at his best,” 30 the critics said.
A few months later Cedric sat, im m aculately dressed in din
ner clothes, before the fireplace in the magnificent living room
of Mr. Jac k S m ith, the editor of the popular national magazine.
“I got an offer from Hollywood, Ja c k , to come out there
and make some pictures,” he said, “but I turned it down.” 40
“I think you were right,” his host replied.
“I ’ve got all the money I need,” Cedric said, “and I ’d
rather stay here and finish my novel.”
“H ow ’s it coming?” Mr. Smith asked.
“I t ’s about a peasant family in Yugoslavia,” Cedric said.
“The potato crop has gone bad and they are facing starvation.
The wife asks for a pair of new boots because all the neigh
bours are wearing them higher —”
“Higher, did you say? Isn’t th a t a bit reckless?” Smith
asked. “Up to now your stories have always been about w ear
ing skirts and dresses longer. Your public expects certain
things from you. You can’t let them down.” 41
“I know,” Cedric replied, “but one must be experimental.
In art you ca n ’t stand still.”
The rest of this story is a m atter of contemporary literary
history. The phenomenal sale of L am ent for a D y in g Postman
astonished everyone, particularly in view of the grim n ature
of its theme. “Cedric G a ilb ra ith ’s new novel, Lam ent for
a D yin g P ostm an,” wrote one of New Y o rk’s leading critics,
“makes Dostoevski sound like a flippant wisecracker.” 42
Cedric sat on the terrace of his Long Island 43 estate,
purchased by the sale of Lam ent for a D y in g Postman to the
movies.44 Mr. Postlewaite, neatly dressed in w hite flannels,
rocked contentedly back and forth in a porch swing.
“I have everything th at I dreamed of,” Cedric said gloomi
ly. “Fame and wealth are mine, and yet my success is like
bitter ashes in my mouth.”
212
■ “I ’ve never tasted b itter ashes,” Mr. Postlewaite said,
“b u t it sounds most unpleasant. W h a t ’s wrong?” 45
“I ’m in love,” Cedric said, “and last night I quarrelled
with the girl of my dreams, Miss Lena Krausmeyer, the love
ly daughter of the millionaire Pickle King. All is over.”
I have drunk a b itte r draught of gall and worm-wood — .”
“You can think of most original metaphors,” Mr. P ostle
w aite said, hastily gulping down the contents of his glass.
“So you had a scrap 46 with the girl friend. Well, don’t let
th a t worry you. They don’t call me Cupid Postlewaite for
nothing.47 J u s t send her this telegram.” He scribbled some
words on a sheet of paper and passed it to Cedric, who read,
“D arling Lena,
I'm sorry I was short w ith 48 you last night. I long for 49
you.
Devotedly,
Cedric
The wedding, which was held the following month in the
grand ballroom of the Waldorf-Astoria 60 was a glittering af
fair.51 All the notables of the world of art and fashion were
there. Mr. Postlewaite, who acted as best m an,62 later per
formed the duties of toastm aster.63 After consuming three bo t
tles of champagne he arose to propose a toast to the bride
and groom:
“I am reminded of a story,” he said, “about a newly m ar
ried couple. The bride asked her husband to buy her a new
dress because the old one was too sh ort...”
The audience was convulsed with laughter.
NOTES
1 so rd id — mean, low
2 commodities — any thin g th at is bought and sold
3 grasping skinflint — greedy miser (Russ, жадный, ск р я
га)
4 ramshackle — very old and looking as if it might fall
down (Russ, ветхий, «развалюха»)
. 6 m ail out (A m .) — send by post
6 this does not imply any lack of merit — this does not
mean th at your manuscript is poor (inferior in quality, bad)
7 kept him from abandoning the Muse — prevented him
from giving up w riting poems, etc. Muse lmju:z], according
213
to a Greek legend, was one of the nine goddesses, daughters
of Zeus, who protected and encouraged the arts of poetry,
song, etc. {Russ, муза)
8 Petrarch ['phtrcrk], Francesco [fraen'seskou] (1304-74),
a great Italian lyrical poet, known for his sonnets dedicated
to Laura
9 stubble — a short growth of beard {Russ, щетина)
10 he was shabbily dressed — his clothes were much worn,
old, poor; shabby adj.; e.g. shabby clothes, furniture, room,
etc.
11 darned = damned (vu lg .); darned near time ( ironical) —
чертовски вовремя
12 spot (colloq.) — a small quantity; e.g. He offered me
a spot of whiskey.
13 Too bad. (colloq.)— W h a t a pity!
14 to drop in on you — to pay a visit to you (See p. 58
Note 3)
16 one gets so involved (here) — one has got so many
things to do
18 social engagements — светские обязанности, встречи
и т. д.; e.g. I know him socially ( = I have met him a t p ar
ties, receptions, etc.)
I’ll fix you up in a jiffy (colloq.) — I ’ll make arrange
ments for you at once, in a jiffy (colloq.) — in a moment,
in no time
18 to have a square meal (colloq.) — to have a substan
tial (satisfying) meal (Russ, плотно поесть)
19 Let m e see (colloq.) — Let me think. (Russ. Д ай сооб
разить)
20 It w ill be long before.. . — a pun (a play upon the double
meaning of the word long: 1. long a d j.— an t. to short; 2.
long adv.— a long period of time, much time)
21 There you are (colloq.) — Н у, вот тебе, получай.
22 a drug on the market — something no one wants to
buy
23 vignette [vin'jet] — a brief and elegant description
in words
24 a flair for — an instinctive ability to see w hat is h u
morous, good, useful, etc.
^ for one thing — first of all, to begin with
26 Rubinstein ['rubinstainj, A nton (1829-1894) — a fa
mous Russian pianist and composer (a Rubinstein — a pi
anist whose technique is as brilliant as th a t of Rubinstein)
214
27 tour de force (Fr.) [ 'tu a da 'fa:s] — an action re
quiring great skill
28 a stitch in her side — a sharp pain in her side (Russ.
колотье в боку)
29 several stitches in her side (p u n ) — in this case stitch
is used in the meaning шов (to put in several stitches — нало
жить швы)
30 how goes it? (colloq.) — how are things? how are you
getting on?
31 to coin a phrase (a word) — to make a new phrase
(word)
32 sw ell (A m . colloq.) — excellent, first class
33 can’t afford (to) — hasn’t got enough money (to)
34 Drinkwater — Jo h n Drinkwater, English poet and
dram atist (1882-1937)
33 Not on your life! (colloq.) — By no means, t h a t ’s not
to be thought of. (Russ. Ни за что на свете! Никоим образом!).
Cedric’s fairy godfather thinks that Cedric has said: “D rink
w ater!”
33 Greenwich V illage ['grinit^] — formerly a village on
M anhattan island, now part of M anhattan borough, New
York City, frequented by authors, artists, poets, etc.
37 a W all Street broker — one who sells stocks and bonds ,
in the financial market of the U nited States (W all Street —
a street in New York, the chief financial centre of the U.S.A.)
38 to be wiped out in the market — to be ruined
39 Reminiscent of Dreiser at his best.— The story re
minds the reader of Dreiser’s best works. (This is an allusion
to Dreiser’s T rilo g y of Desire: The Financier, The T ita n and
The Stoic, in which the author describes in detail the world
of finance, stock exchange m achinations, etc.)
40 to turn down an offer — to reject an offer
41 You can’t let them down.— (here) You ca n ’t disap
point them.
42 flippant wisecracker — lightm inded jester; wisecrack
(A m . colloq.) — a w itty saying
43 Long Island — one of the islands th at forms part of
New York City
44 movies (A m . colloq.) — moving pictures ( = cinema)
45- W hat’s wrong? — W hat are you dissatisfied with?
46 to have a scrap with (colloq.) — to quarrel with
47 They don’t ca ll me Cupid Postlewaite for nothing.—
They have every reason for calling me Cupid Postlewaite;
215
not for nothing — не даром, не зр я . Cupid ['kju:pid] —
the Roman God of love, the son of Venus (Russ. Купидон)
48 to be short with — to be angry with; to have a short
temper — to become angry easily; to be short-tempered,
to lose one’s temper (Russ, вспылить, быть вспыльчивым)
49 to long for — to desire greatly, to wish for something
very much
50 the Waldorf-Astoria — the richest hotel in New York
City
61 a glittering affair (colloq.) — a rich and magnificent
thing (happening)
63 best man — Russ, шафер
53 toastmaster — a person at a public dinner, etc. who
announces the toasts (Russ, тамада)
EXERCISES
Exercise I. Practise the pronunciation of the following a) words

and b) vvord-combinations:
a) author, extreme, awkward, butchers, commodity, in

dustrious, m anuscript, encourage, abandon, taxicab, cigar,
editor, odour, liquor, greatly relieved, ancient, envelope,
vignette, cafeteria, key, virtuosity, enthusiastic, alcoholic,
aroma, heartthrobs, lament, im m aculately, draught, reminis
cent, champagne, convulse, theme, wealth, contemporary
b) 3 'strAglirj 'jAij 'о:0э; 'livd in ik s'tri:m 'povati;
'spent 'o:l hiz 'taim ; in 'witf Si -. . 'aetik wsz 'sitju:eitid;
а 'п л т Ь э г ^ э у 'storriz; 6ei 'o:lwiz 'send m a i'p i:s iz 'baek; dei
'h o u p t aid 's e n d _ S 3 m 'лЗэ '0igz
1. 1. The landlord insisted that he should pay the rent every
month.
2. The editor insisted that Cedric should write more stories.
3. A Hollywood producer insisted that Cedric should
come over and make some pictures.
4. The editor insisted that Cedric should not let down his
public.
II. 1. I've been meaning to drop in on you for a long time.
2. I ’ve long been w anting to do something for you.
3. H e has been dreaming of fame and wealth.
216
4. H e has been feeling dissatisfied for a long time.
5. The critics have been praising his stories to the skies.
III. 1. Every week Cedric would m ail out a num ber of sto
ries.
2. The following week he would get a polite refusal.
3. After cashing the check Cedric would dine at a rich
restaurant.
4. As a popular writer he would often get invitations
to parties and receptions.
IV. 1. These notes kept him from abandoning the Muse.
2. N othing could keep him from w riting short stories.
3. Fam e and money didn’t keep him from being dissatis
fied.
4. His fairy godfather knew how to keep him from wor
rying.
V. 1. The printed notes encouraged Cedric and he kept on
w riting.
2. His fairy godfather kept on visiting him.
3. The editor kept on praising the rising star.
4. Cedric kept on receiving checks for the stories he
wrote.
5. The critics kept on comparing him w ith the greatest
modern writers.
V I. 1. I t was a different Cedric who faced the typewriter the
next morning.
2. I t was an enthusiastic letter that he got th a t afternoon.
3. I t was a popular national magazine that published
his first story.
4. I t was Cedric’s fairy godfather who suggested the plot
of the novel.
Exercise III. Add tail-questions to the following:
1. Cedric lived in extreme poverty, . . . ? 2. Each week
Cedric would mail out a number of stories, . . . ? 3. I can’t
wear this old suit any more, . . . ? 4. He has nothing to lo s e ,. . . ?
5. Now you have got fame and fortune, . . . ? 6. I ’ve never
tasted b itter ashes, . . . ?
Exercise IV. Replace the italicized parts of the sentences by words
1. There was once a young author who was extremely poor.
2. The neighbourhood tradesmen would not sell commodities
217
on credit. 3. The owner of the shabby house in which the attic
was situated wanted the rent to be paid once a month. 4. Every
week Cedric sent by post a quantity of -stories and poems, for
he was a hard-working young man. 5. These printed notes gave
Cedric hope (cheered him up). 6. The m an's clothes were old
and worn. 7. Nobody wants to buy sonnets. 8. You have a keen
sense of hum our. 9. This time the answer from the popular n a
tional magazine w asquick and fu ll of enthusiasm. 10. “You can
think of most original metaphors,” Mr. Postlewaite said,
swallowing down greedily the contents of his glass. 11. After
drinking (em ptying) three bottles of champagne he arose to
propose a toast.
Exercise V. Find in the text English equivalents for the following
крайняя нужда; в мансарде; мясник; бакалейщик;
торговец; за наличный расчет; скряга; квартирная плата;
отправлять по почте; трудолюбивый юноша; рукопись;
сожалеть; неподходящий; ободрять (поощрять); продол
жать писать; отделывать (шлифовать); на вид ему было лет
пятьдесят; плохо одетый; сильный запах; в силу привычки;
человек, получающий деньги по векселям (счетам); с боль
шим облегчением; возмущенно смотреть; жаль; зайти к кому-
либо; светские обязанности (встречи); мгновенно; плотно
поесть; дайте сообразить; ну, вот держи; ударить по кл а
вишам; печатать на машинке; вложить в конверт; прикле
ить марку; чек на 50 долларов; во-первых; постричься;
ощутить запах; усесться; блестящая (отличная) мысль;
не может себе позволить; вручить п а ч к у ассигнаций; оче
видно; принять восторженно; психологический рассказ;
без гроша; картофель не уродился; отвергнуть (предложе
ние); разочаровать; жадно проглотить; не зря; корчиться
от смеха; звезда первой величины
Exercise VI. Translate the words in brackets and read these sentences:
1. Cedric (напечатал письмо на машинке) and mailed
it out first thing in the morning. 2. H e (приклеил к конвер
ту последнюю марку) and hurried out to post the letter.
3. He d id n ’t expect to get (быстрый ответ). Nor did he expect
his manuscript to be (восторженно принят). 4. Great was
his surprise as he tore open the letter and saw (как на стол
выпал чек на 50 долларов). 5. All his life he had lived (в
мансарде) and (не мог себе позволить) to have at least one
218
square meal a day. 6. This story was reminiscent of Chekhov
(в лучших его произведениях). 7. The wedding (состоялась)
in'one of the richest hotels. It was attended by (все выдаю
щиеся деятели) of the world of art.
Exercise VII. Say these sentences in Indirect Speech:
1. “I haven’t the money now,” Cedric exclaimed. 2. “I am
not a bill collector,” the stranger said. 3. “H ave you got a
spot of something to drink around here?” he asked. 4. “Please
hurry,” said Cedric im patiently. “I h aven’t eaten a square
meal in a week.” 5. “I sn ’t that, a bit reckless?” Sm ith asked.
6. “I ’m in love,” Cedric said, “and last night I quarrelled
with the girl of my dreams.”
Exercise VIII. Ask each other questions about the text.
Exercise IX. Construct 6 statements that are not true to fact (see
p. 147 Ex. VIII) and ask the students to correct them.
Exercise X. Answer the following questions:
1. Where and how did Cedric live? W h a t made things
extremely awkward for him? 2. W hy did the printed notes
from the editors encourage Cedric? 3. W h a t sort of man entered
Cedric’s attic one day? W h a t had kept Mr. Postlewaite from
dropping in on Cedric earlier? 4. W h a t was it th at Cedric
wanted and how soon did his godfather promise to fix him
tip? 5. W hy d id n ’t Cedric like the joke Mr. Postlewaite told
him? W hy did he send it together with the sonnet? 6. How
soon did the answer come? In w hat way did it differ from the
ones he used to get? 7. W hat change had come over Cedric?
8. W hy was Cedric still dissatisfied? W h a t did his fairy
godfather suggest? 9. W hy did Mr. Postlew aite exclaim:
“Not on your life!”? 10. W hat was evident after Cedric had
w ritten his second story? W hat did his first and second stories
deal with? 11. W h a t did Cedric tell his editor a few months
later? 12. W h a t best-sellers did Cedric write? 13. How did
Mr. Postlewaite help Cedric in the culm ination of his career?
Exercise XI. Retell the story according to the suggested plan. Use
the given vocabulary.
A. Cedric.
extreme poverty; attic; extremely awkward; neighbour
hood; butchers; tradesmen; for cash; to insist unpleasantly; at
monthly intervals; to mail out; a num ber of; industrious;
219
which read as follows; to regret; not suitable; to encourage;
to keep on w riting; to polish off
B. Enters M r. Postlewaite.
to be ab out six ty ; stubble; shabbily dressed; a strong
odour of; from force of h ab it; a bill collector; greatly reliev
ed; to glare in d ig n antly; too bad; to drop in on you; social
engagem ents; to fix som ebody up; a square meal; in tears; to
wear; to lean back; there you are; the ag en t’s usual ten per
cent commission
C. M r. Postlewaite fixes Cedric up.
to type; typew riter; to enclose; to be delighted w ith; a
real flair for; for one thing; to dine lavishly; to detect; to
seat oneself; swell idea; can’t afford; not on your life; th a t
little m atter of ten per cent; to hand; a roll of bills; evident;
en th u siastically accepted; to deal w ith; grim ; psychological;
selfish; penniless; a t his best; im m aculately dressed; living
room; to tu rn down an offer; I ’d rath er; to go bad; to face
starv atio n ; to ask for; a b it reckless; up to now; you can’t let
them down
D. Cedric becomes a star on the literary horizon.

the rest of th e story; a leading critic; to purchase; neatly
dressed; gloom ily; to gulp down; to have a scrap w ith; don’t
let th a t w orry you; to scribble; to pass (to); to be short w ith;
to long for; to hold a wedding; to act as best man (as to a st
m aster); to consume; to be rem inded of; to be convulsed
w ith
Exercise XII. Make the following sentences emphatic. (See Ex. II,
structure 6.):
a) H e lived in an a ttic .
b) I t was he who lived in an a ttic .
1. A miser owned th a t shabby house. 2. These notes encour

aged Cedric g reatly . 3. One day a short and skinny man.
entered th e a ttic . 4. Social engagem ents kept him from v is it
ing Cedric. 5. Cedric dream ed of success. 6. The m an’s wife
w anted a longer sk irt. 7. Cedric stared a t him w ith indignant
astonishm ent.
Exercise XIII. Reword the following sentences as in b):
220
a) The wom an w anted her husband to buy a mink coat
for her.
b) The wom an insisted that her husband should buy a mink
coat for her.
1. The fairy godfather w anted Cedric to w rite puns.
2. Cedric w anted M r. P ostlew aite to give him fame and w ealth.
3. A Hollywood producer w anted Cedric to sell his stories to
the movies. 4. C edric’s editor w anted him to tu rn d o w n the
offer from H ollyw ood. 5. The lovely daughter of a m illionaire
w anted the w edding to be held in W aldorf-A storia. 6. Cedric
w anted Mr. P o stlew aite to act as best man.
Exercise XIV. Choose the proper word from those in brackets:
( raise — rise)
I. 1. P eople said th a t a new star had . . . on the literary
horizon. 2. A fter receiving his 10 per cent com m ission he . . .
and walked off. 3. Cedric . . . his eyes and saw his fairy god
father sittin g in the only com fortable chair in the room.
(stare — glare)
II. 1. It was evident he was furious from the way he . . .
a t his v isito r. 2. M r. G arland . . . at th e girl till she blushed
and lowered her eyes.
(offer — suggest)
II I . 1. M r. P o stlew aite . . . th a t Cedric should keep on
w ritin g puns. 2. Cedric nodded to his v isito r and . . . him
a seat. 3. The man d id n ’t w ait for Cedric to . . . him a com
mission.
Exercise XV. a) Compare the notes and the letters Cedric received
(see pp. 208, 210, 211) and point out the difference between them, b) Find
cases of irony on p. 208 and comment on them, c) Quote the story to prove
that 1) it didn’t take the hero long to abandon the Muse and start writing
anecdotes; 2) Cedric never ceased to believe he had genius; 3) Cedric’s
appearance, clothes, etc. changed considerably in the course of the story.
Exercise XVI. Topics for discussion:

1. W hy did C edric sta rt receiving letters w ith checks
enclosed, instead of the usual polite p rinted notes he used
to get before? Try to account for his success.
2. Com pare Cedric at the beginning of the story w ith the
successful w riter he soon becomes.
221
3. D escribe the fairy godfather. S peak on his role in the
story.
4. W h at conclusions can you draw from the story so far as
literary success is concerned?
5. Com pare C edric’s path to success w ith th a t of M artin
E den, th e hero of J a c k L ondon’s novel.
6. Speak on best-sellers th a t have no literary value w h a t
ever. W h at do they owe their success to?
7. W hy has C edric so easily adapted him self to the taste
of th e public? W hy have his books become best-sellers?
8. Tell a story of a gifted young w riter.
Exercise XVII. Render in English:
a) Миссис Даниельсон из К ливленда со слезами на
глазах поясняла судье: «В жестоком обращении со мной
супруг достиг вершины изобретательности (height of inge
n u ity ). З н а я , что я обожаю детективные романы, он тайно
похищает у меня только что начатые книги и странице
этак на двадцатой пишет на полях имя убийцы. Т ак что
дальш е читать бывает неинтересно, и я страшно нервничаю.
По вышеупомянутой причине прошу незамедлительно
(w ithout delay) расторгнуть наш брак». Суд удовлетворил
просьбу (to g ran t a request) несчастной женщины и дал
развод «по причине особенно утонченно-жестокого обраще
ния- мужа» (su b tle cruelty).
b) В американской бульварной беллетристике (реппу-

th rillers), которая издается массовыми тиражами, а иногда
даж е попадает в список бестселлеров, помимо детективных
романов, видное место занимает бытовой, «псевдореалисти-
ческий» (pseudorealistic) роман, рассчитанный преимуще
ственно на читателей-женщин. В них, как правило, описы
вают бедных, но зато необыкновенно красивых и сообрази
тельных девушек, которые благодаря этому удачному соче
танию в конце концов либо становятся кинозвездами, либо
выходят зам уж за своих боссов. При этом читателю неиз
менно предлагается секс, приправленный дешевой сенти
ментальностью.
Н а американском книжном рынке развелось много ав
торов (среди них немало*женщин), которые занимаются этим
доходным ремеслом (profitable trade). Но поистине короле
вой этого ж анра (she has no rivals in this genre) за послед
ние годы стала Ж аклин Сьюзанн, бывшая третьеразрядная
222
(third rate) киноактриса Голливуда, которая вышла замуж
за продюсера и зан ялась «литературной деятельностью».
Е е роман «Долина кукол» (The V alley of th e D olls, 1966 г.)
был почти год на первом месте в списке бестселлеров.
Окрыленная успехом, Ж аклин Сьюзанн стала выпускать
одну книгу за другой под всякими интригующими назва
ниями («Машина любви» и др.), а рекламируя свои произ
ведения, проявила немалые деловые способности.
С «Долиной кукол», первым ее романом, связана любо
пытная история, о которой сообщил ж урн ал «Шпигель»
(1969 г.). Успех этой книги побудил группу американских
журналистов (их было двадцать четыре человека!) написать
роман-пародию под названием «Обнаженная пришла не
знакомка». Затем они уговорили домашнюю хозяйку Билли
Янг выступить под псевдонимом Пенелопа Аш и предло
ж ить роман издателям.
К нига попала в список бестселлеров. П осле этого ж ур- •
налисты сообщили, к ак они написали этот роман, взяв за
образец «Долину кукол». К ак ни странно, спрос на книгу
после этого разоблачения даж е увеличился. Ее стали пере
водить на другие язы ки , а голливудские продюсеры готовы
ее экранизировать.
Jokes
S ir A rth u r Conan D oyle used to tell of a conversation he

once had w ith a young actor who had a sm all p a rt in one of
his plays. The actor laughingly suggested th a t they should
agree to d iv id e th eir incomes for the rest of th eir lives. N a t
u rally , S ir A rth u r refused such an absurd idea, since the
actor was only g ettin g 3 pounds a week.
The young ac to r’s nam e was C harlie C haplin.
* * *
Research shows th a t tall men are ju st as short at the end of

th e m onth as anybody else.
* $ *
People never forget a kind deed. E specially if they did it.

223
QUIZ VII
1. W ho said and in which of S hakespeare’s plays? a) “All
th e perfum es of A rabia will not sweeten this little hand”,
b) “It is th e b rig h t day th at brings forth the adder”, с) 1.
W h at does q u o tatio n b im ply? 2. W h at novel by a modern
w riter has this q u otation for an epigraph?
2. T here are two famous novels in which the principal
character owns a picture gallery. N am e the authors, the
characters and th e titles of the novels.
3. W h at was the real nam e of O. H enry, the well-known
short story w riter?
4. W h at are the highest m ountains in a) A frica, b) A sia,
c) Europe? d) W h at famous short story has the nam e of
A frica’s highest m ountain in its title?
5. By whom and when was the S outh P ole discovered?
6. An Irish playw right attacked in court the first G over
nor general of In d ia. N am e a) the playw right, b) the Governor
general.
7. a) W ho was th e leader of the peasants’ anti-feudal upris
ing in E ngland, treacherously killed w hile handing the King
the dem ands of the people? b) W here and when was he m ur
dered? c) W h at is the nam e of the King? d) The la tte r
is a ch a ra c te r in a w ell-know n dram a. N am e it.
8. W e know from Greek m ythology: a) A phrodite, b) Ar-
tem ide, c) Zeus, d) Odisseus. W ho correspond to them in
R om an m ythology?
9. In w hat well-know n novels do these characters appear:
a) Lady R ovena, b) George Osborne, c) Mr. Carker.
10. W h at is a) the m eaning and b) the origin of the ex
pression “P an d o ra’s box”?
11. Can you com plete the following proverbs: a) Never put
off till to m o rro w .. . b) Beggars can ’t b e . ..?
12. G ive English equivalents for the follow ing Am erican
words: a) subway, b) ticket-office, c) Pullm an.
THE PRIDE OF MISS STELLA SIBLEY

by Erskine Caldwell
E ver since her tw enty-fifth b irth d ay , which had been cele
b rated nearly fifteen years before w hile her parents were alive,
it had been th e general feeling 1 in In dianola 2 th a t S tella
224
Sibley was going to spend the rem aining years of her life as
an unm arried wom an.
As far as anybody knew, S tella had never had a lover and,
if somebody had been bold enough to ask her why she had
never had a love affair, she probably w ould have said th at
it was a m atter much too personal for her to discuss.
This was surprising, because ever since girlhood Stella
had been an a ttra c tiv e woman w ith gleam ing chestnut hair
and a slender figure and, now th a t she was approaching forty,
she was still youthful and winsom e 3 in appearance. More
th an th a t, S tella was an unusually good cook,4 and people
who had once eaten her fried chicken said nobody in the
w orld could cook it any b etter than she did.
J u s t the sam e, hardly a day passed w ith o u t somebody in
town shaking his head and saying it was too bad 5 th a t a
fine-looking wom an like S tella Sibley had to live w ithout a
husband. And S tella herself, even though she often had to
endure a sharp pain of yearning, had resigned herself to living
out her life as an old m aid.6 B ut th a t was before H arry Rum-
ford cam e to town and rented parking space for his caravan 7
in S te lla ’s back yard.
Nobody seemed to know for sure why it was th at Stella
Sibley — nearly everybody in town called her Miss S tella in
her presence — anyw ay, nobody knew why she had lived all
her life in In dianola w ithout a ttra c tin g somebody who seri
ously considered the prospect of having her for his wife.
However, it was tru e th at there had been one exception.
J a k e Carson, who had had the job of collecting trash 8 for
th e town ever since anybody could rem em ber, and who had
collected S te lla ’s trash twice a week on Tuesdays and T hurs
days all those years, asked her every tim e he had the oppor
tu n ity if she w ould let him sit on the porch w ith her some late
afternoon or early evening after his w orking hours. Jak e , who
was several years older than S tella and m uscularly rugged
in appearance, and who had the h a b it of shaving only on
S unday mornings and one other day of the week, would stand
there at S te lla’s back porch rubbing the greying stubble on
his face and begin by praising her for having the most re
spectable trash in Indianola.
“I wish you could ju st see some of the other people’s trash,
Miss S te lla ,” he w ould say, shaking his head disapprovingly.
“T here’ve been a lot of times when I was alm ost asham ed to
haul 9 it through town to the dum p pile, it was th a t dis
graceful.10 B ut I w an t you to know th a t I ’m alw ays proud to
haul your trash , Miss S te lla . You never have a lot of ra ttlin g
old beer c a n s 11 and em pty w ine jugs and those magazines
filled from one end to the other w ith pictures of undressed
girls.”
“Of course, I w ouldn’t have such dreadful things in my
trash box,” she w ould say w ith a prim 12 expression as she
stood erectly above him on the porch. “T h a t’s som ething th at
could never hap p en .”
“W ell, th a t’s one of the reasons why I adm ire you so much,
Miss S te lla ,” he w ould say then. “Now, if you’d let m e sit on
the porch w ith you, i t ’s som ething I ’d rem em ber as long as I
live. If I could come and do th a t after w orking hours.”
I t was at th a t p oint th at she alw ays c u rtly interrupted
him .
“I could never p erm it myself to have social intercourse 13
w ith somebody who collected trash .”
Then w ith o u t fa il,14 and tim e after tim e, S tella would
shake her head and go into the house and lock the door. The
only thing left for J a k e to do after th a t was to go back to
his trash truck and hope she would change her m ind the next
tim e he asked her to let him sit on the porch w ith her.
In recent years some of the women in town had had the
courage to ask her why she did not m ake more of an effort
to give up her lonely life and, if only for th e sake of u com
panionship, get m arried.
“T here’s not a m an in Indianola I ’d have as a gift on a
silver p la tte r,” S tella w ould answer w ith a disdainful toss of
her head. “There isn ’t a m an in the whole town w ith an iota
of am bition. E very last one of them is satisfied to spend his
life running a little filling statio n 10 or grocery store, or
som ething like th a t. I ’ve got too much pride to m arry an y
body b u t th e finest ty pe of m an.”
“E verybody knows th a t some of them are dow nright lazy
and good for n o th in g ,” 17 one of the m arried women would
say, “b u t som etim es even a lazy m an is b etter th an none at
all.”
“M aybe th a t’s good enough for some wom en who aren’t
too p artic u la r,” 18 S tella would tell th e m ,“b u t I ’ll stay like I
am for th e rest of my life before I ’ll give up my pride.”
226
It was n o t long after th a t when H a rry R um ford drove up to
S te lla ’s house and said he had heard she had a large rear yard
w ith a lot of shade trees growing in it and th a t she m ight be
w illin g to ren t him parking space for his caravan.
The caravan was long and shiny, and the bright curtains
over th e windows gave it a cosy, hom elike atm osphere. Stella
had never been inside a caravan before, and the sight of it
im m ediately filled her w ith a desire to find out w hat it would
be like to be in one. At first she had hesitated to let a strange
m an park his caravan in her back y ard, b u t the two front
rooms of her house, which she rented to some of the school
teachers from Septem ber to Ju n e, were vacant during the
sum m er, and she knew th a t she needed the rent th a t H arry
R um ford offered to pay.
Besides, S tella felt an u nfam iliarly pleasant excitem ent
in her breast as she stood there on the porch th a t sum m er
afternoon w ith H arry R um ford. H e was a ta ll, tanned, d ark
h aired m an who m ight have been any age between th irty
and forty-five, and he had an in g ra tia tin g 19 sm ile and an
in tim ate m anner of talking th at appealed to her 20 more
and more. In fact, as soon as he told her th a t he was a construc
tion engineer w orking for the com pany th a t was laying a
n atural-gas pipe line 21 through th e country and erecting a
pum ping statio n a few miles from tow n, she knew th a t
he was th e ty p e of man she had never thought she would
h ave th e good fortune to see in Indianola. A ccidentally or
n o t, his fingers touched her hand in tim ate ly when he gave her
th e money for the rent, and she found herself trem bling so
much th a t she had to hurry into the house and lock the door.
It was several days before she saw H arry R um ford again.
H e had been g ettin g up and leaving his caravan home before
daw n each m orning and not re tu rn in g u n til after dark in the
evening. Then on the fifth day, for some reason, he came back
in the m iddle of the afternoon.
S tella w atched him from her kitchen window for a long
tim e, w ondering if he were going to find some excuse 22 to
come to the back porch and knock on the door, but instead,
he sat down in a sm all chair outside the caravan and read a
book for an hour or longer. The sun was settin g when she saw
him close th e book and go into the caravan and then a few
m inutes later he cam e out and got in to his autom obile and
227
drove away. She told herself th a t he was only going down
town 23 to the cafe for his dinner, and not going to see some
other woman, but there was so much u n certain ty in her mind
that she was restless and nervous u n til she heard his car in
the back yard nearly two hours after. A fter th a t she w ent
to bed and tried to go to sleep.
The next evening H arry R um ford cam e back ju st a t dusk.
S tella w aited u n til he had gone into the caravan, and then
she hurried across th e yard w ith a large dish of fried chicken
which she had cooked th a t afternoon. T im id ly , bu t excited by
the boldness of w hat she was doing, she knocked lightly on
the caravan door. It was only a few m om ents u n til H arry
Rum ford was stan d in g before her, and she was relieved to see
th at he was sm iling pleasantly a t her.
S tella held the p late of fried chicken between them .
“Is this for me?” he asked.
S tella nodded.
“W ell, w hat a wonderful surprise from a charm ing lady,”
he said, his blue eyes sparkling. “I t ’s exactly w hat I ’ve been
th in k in g about. Nobody could like fried chicken more than I
do — especially in the company of a charm ing lady. And now,
of course, we’ll share it — you and I. Come on in ,24 S te lla .”
She had not expected him to call her by her first nam e, at
least not so soon, and she felt a blush come to her cheeks.
He stepped backw ard invitingly and urged her w ith a m otion
of his hand to come inside. H olding her b reath , but w ith no
h esitatio n , she entered the caravan.
“Now, S tella, you make yourself com fortable right here
on the sofa-bed w hile I get some coffee started . F ried chicken
and hot coffee — is there anything b etter, S tella?”
Sm iling nervously, she sat down on the sofa-bed.
“W e’re going to get to know each other real well soon,
aren ’t we, S tella?” she heard him say from the k itchenette
at the end of the caravan. >
“Yes — ” she said excitedly, gripping her hands in her
lap. “Yes — ”
Before she had tim e to look at the furnishings around
her, H arry R um ford was standing in front of her and holding
two glasses and a b o ttle of whisky.
“You know som ething, S tella?” he was saying in his
in tim ate m anner. “I ’ve been looking forward to this 26 ever
since the first tim e I saw you, I did n ’t have to take a second
look to know th a t yo u’d be my kind of g irl.”
228
* *
*
Sum m er had passed and the first cool days of autum n had
eom e to th e G ulf C o ast.26 S tella sat on the back porch w aiting.
She had p u t on her heavy coat to keep warm w hile she sat
there, b u t even so she shivered in the late-afternoon breeze.
It was already long past the tim e w hen J a k e Carson usually
cam e on T hursdays, and she rocked faster w hile she w onder
ed if an y th in g had happened to him .
Once she had begun to w orry, she was unable to keep from
im agining all th e terrib le things th a t could happen to him .
H e might have been run over by an autom obile — his truck
m ight have turned over and killed him — he m ight even have
dropped dead.
Tense w ith worry by th a t tim e, she jum ped to her feet
when she heard the sound of the truck com ing down the street.
G ripping th e porch ra ilin g w ith both hands, she w aited a n x
iously. Then, at last, when she thought she could not endure
th e un certain ty another second, Ja k e Carson w alked round
the corner of th e house in his calm , casual, unhurried m anner
and started across the yard towards the trash box.
“Jak e !” she called in a loud voice.
S ta rtled , J a k e stopped in his tracks.
“Come here, Ja k e !” she said tensely.
He cam e as far as the porch steps, and there he stood looking
up at her w ith a bew ildered expression on his broad face.
“Miss S tella —” he said slowly, a t th e sam e tim e rubbing
th e stu b b le on his chin the way he did when he was deeply
perplexed.
“D on’t call me th a t,” she said at once, shaking her head at
him . “J u s t call me S tella.”
“W hy — ” he began.
“Never m ind w hy,” she told him w ith a firm shake of her
head. “I t ’s ju st because I w ant you to call me S tella from
now on.”
Ja k e tu rn ed his head and looked across the yard.
“W hat happened to th a t engineering fellow who was re n t
ing caravan space from you out there under the trees?” he
asked, tu rn in g around again and looking up at her. “Did he
move on som ewhere else?”
“Yes,” she replied sharply.
“W ell, I reckon 27 th a t’s th e way it is w ith people like
him who go around the country laying down pipe lines,”
229
Ja k e rem arked. “J u s t as soon as they finish a t one place,
they go somewhere else and s ta rt in again. I can see how liv
ing like th a t w ould get to be a h a b it. The only trouble is —”
“I don’t w ant to ta lk about th a t,” S tella told him brusque
ly. “I never w ant to ta lk about it again.” She was shaking
her head stern ly . “And I don’t w ant you talk in g about it,
eith er.”
“I don’t exactly know for sure,” he said , looking a t her
closely, “b u t it seems to me like you’re m ighty 28 upset about
th a t. T here’s been some talk around tow n th a t m aybe you
were fixing to get m arried 28 to him — a t least th a t’s how the
gossip w e n t80 — because of one good reason or another.”
“Come on in th e house, Ja k e ,” S tella said , going to the
steps and beckoning to him . “I ’ve cooked a big p late of fried
chicken just for you.”
J a k e glanced a t the trash box, and then he looked towards
his truck in th e street.
“I ’ve heard about your fried chicken, and I sure would
like to have some — S tella — bu t I h aven’t finished my
rounds yet for the day. Thursdays alw ays are my big days,
anyw ay. Most people have a h ab it of —”
“T hat can w a it,” she told him urg en tly , leaning forward
and reaching for his hand. “T here’ll be plenty of tim e for
th a t tom orrow and th e next day — and all the other days
from now on. R ig h t now i t ’s more im p o rtan t for you to come
into the house.”
Ja k e looked a t her searchingly for several m om ents.
“You sure do m ake it sound like som ething m ighty urgent,”
he said presently, “and if i t ’s all th a t u rg en t,31 I reckon I
ought to —”
Stella nodded eagerly.
Going slowly up th e steps, Ja k e took off his h a t, slapping
it noisily against his leg tim e after tim e in order to beat out
as much of th e dust as he could before going in to the house.
“The one th in g th a t bothers me m ost,” he said as he fol
lowed her inside, “is th a t I never did get a chance to sit on the
porch w ith you.”
NOTES
1 the general feeling — everybody’s opinion; e.g. W hat
is th e general feeling on the films produced by the Lenfilm
studio? ( = W h at do people th in k and say about them?)
230
8 Indianola — a sm all town in th e USA, M ississippi
3 winsome — charm ing, a ttra c tiv e (e. g. winsome manner,
smile, appearance)
4 was an unusually good cook — could cook very well
? it was too bad (colloq.) — it was a p ity
6 had resigned herself to living out her life as an old
maid — h ad accepted w ithout com plaint the prospect of
living all her life unm arried (of rem aining single)
7 rented parking space for his caravan — occupied and
paid for a place w here he could keep his caravan for a tim e
(caravan A m . — a large covered wagon in which one can
live, used by people who have to travel from place to place;
Russ, дом на колесах, дом-автоприцеп)
8 trash — ru b b ish , useless, broken-up things (Russ, хлам,
мусор)
9 to haul — to pull or drag w ith effort (Russ, тащ ить,
волочить)
10 that disgraceful (colloq.) — so disgraceful
11 can — a m etal container for holding liquids (e. g.
m ilk -сап, oil-can, beer-сап, etc.)
12 prim — stiff (Russ, чопорный)
13 to have social intercourse — a formal phrase which
means m eeting people in a friendly way (Russ, общаться,
встречаться). S tella claim s to be a “lad y ” and therefore speaks
in a stiff and form al way.
14 without fail — for certain (Russ, наверняка, непремен
но)
15 if only for th e sake of — хотя бы ради
16 to run a fillin g station (Russ, бензоколонка), a grocery
store, a school, a h otel, etc.— to m anage (Russ, вести дело,
управлять); e.g. It was the great am bition of his life to run a
hotel.
17 good for nothing — w orthless, and no good
18 particular — not easily satisfied or pleased (Russ.
разборчивый)
19 ingratiating — try in g to win the favour of somebody
(Russ, льстивый, вкрадчивый, заискивающ ий); e.g. He
looked at Sophia w ith an in g ratiatin g sm ile. H is m anner was
in g ratiatin g .
20 he had an intim ate manner of talkfcig that appealed to
her — he had . . . a m anner of talk in g th a t is used by people
who know each o ther very w ell, and she liked it (to appeal
to som ebody— to interest, to im press, to a ttra c t a person;
231
e.g. M odern p ain tin g did not appeal to him , he liked only the
old M asters. Does juzz music appeal to you?)
21 was laying a natural-gas pipe line — прокладывала
газопровод для природного газа. Сотр. to lay a cable, to
lay bricks, to lay the linoleum (the carpet) , etc.
22 to find some excuse — to invent a reason (Russ, найти
предлог); excuse [iks'kju:s] — a reason (true or invented)
offered as an explanation; e.g. H e hardly ever cam e in tim e
and always had some excuse or other for being late; a lame
excuse — a poor (unsatisfactory) excuse
23 downtown — the business part of the town
24 come on in (colloq.) — come in quick (come on —
Russ, живей)
26 I’ve been looking forward to this — I ’ve been expecting
this w ith pleasure (Russ, предвкушал)
26 Gulf Coast — the Coast of the G ulf of Mexico
27 to reckon — to think, to suppose
28 mighty (colloq.) — extrem ely, very
29 fixing to get married — arranging to get m arried
30 that’s how the gossip went — th a t’s w hat people talked
about (Russ, так люди болтали)
31 if i t ’s a ll that urgent (colloq.) — if i t ’s as urgent as
th at
EXERCISES

b) word-combinations:
a) youthful, winsom e, yearning, resign, caravan, disap

provingly, h au l, erectly, intercourse, io ta, cu rtain , atm os
phere, vacan t, breast, in g ratiatin g , in tim a te , releaved, urge,
kitchenette, casual, brusquely
b) 'tw e n ti 'fif0 'b a :0 d i; wail ha 'pearants w a r^ ,a 'laiv ;
an a'traektiv 'w um an; 'Sis waz sa'praizirj; Ji- waz 'stil
'ju:0ful; 'noubadi i n ^ d a 'w a:ld; 'd g x s t^ S a 'seim
Exercise II. A. Drills, a) Read and repeat; b) Use the structures in
I. 1. A s fa r as anybody knew, S tella had never had a love

affair.
2. /4s far as anybody knew, S tella was going to live out
her life as an old m aid.
232
3. A s far as anybody knew, Ja k e Carson was the only man
in th e town who was seriously a ttra c te d by her.
4. A s far as anybody knew, S tella was eager to get
m arried to H arry R um ford.
II. 1. Some of th e women in town asked S tella if she would
alw ays live single.
2. H e asked S tella if she would let him sit on the porch.
3. H arry R um ford asked her if she would rent him p ark
ing space for his caravan.
4. S tella asked him if he would like to have some fried
chicken.
I I I . 1. I f somebody had been bold enough to ask S tella about
it she would have said it was a m atter much too per
sonal for her to discuss.
2. I f S tella h a d n 't had so mush pride she would have
married somebody long ago.
3. I f H arry Rum ford hadn't been used to trav ellin g from
one place to another he would have, probably, stayed
in Indianola.
IV. 1. / wish you could see some of the other people’s trash!
2. I wish you would let me sit on the porch w ith you!
3. I wish you treated me to some of your fried chicken!
4. I wish you were not so proud!
5. I w ish,you told me all the truth!
6. I wish, you d id n 't treat me the way you do!
V. 1. She wondered what the caravan was like inside.
2. J a k e wondered why S tella would never let him sit on
the porch.
3. People in th e town wondered if S tella would ever get
m arried.
4. She wondered if H arry was going to find some excuse
to knock on the door.
5. She wondered if he would be pleased to see her.
V I. 1. She was relieved to see th a t he was sm iling.
2. He was hurt to hear she d id n ’t w ant him .
3. She was happy to learn he was com ing.
4. I was disappointed to realize I had failed.
B. Additional drills:
I. 1. S tella saw him close the book.
2. She watched him enter the caravan.
233
3. She felt a blush come to tier cheeks.
4. She heard the truck rattle round the corner.
5. J a k e Carson saw her reach for his hand.
II. 1. H e m ight have been run over by an autom obile.
2. H is tru ck m ight have turned over.
3. H e m ight have dropped dead.
4. Som ething terrib le m ight have happened to him .
II I. 1. It was too personal for her to discuss.

2. It was too unusual for them to understand.
3. It was too late for him to stay out.
4. It was too p a in fu l for her to think about it.
Exercise III. Replace the italicized parts of these sentences by equiv
1. People in the town thought th a t S tella was going to
rem ain an unmarried woman. 2. Now th a t S tella was in her
late thirties she still looked young and attractive. 3. S tella
could cook very well. 4. J a k e used to shave only on S unday
mornings. 5. “I f only you could see some of the other people’s
trash, Miss S te lla ,” he used to say, shaking his head. 6. I am
too proud to m arry anybody but the finest type of m an.”
7. H arry R um ford was a tall sun-burnt m an w ith dark hair. 8.
S tella liked his manner of talking. 9. S tella knew at once
th a t he was the type of man she had never thought she would
be lucky to see in Indianola. 10. S tella w atched him w onder
ing if he were going to find some pretext to come to the back
porch and knock on the door. 11. “W e shall eat it together —
you and I .” 12. I ’ve been expecting th e pleasure of seeing you
here, ever since th e first tim e I saw you.
Exercise IV. Give English equivalents for the following words and
vvord-combinations and use them in sentences of your own:
а) общее мнение; остаток жизни; иметь роман (с кем-
либо); каштановые волосы; стройная фигура; привлекатель
ная; моложавая; качать головой; знать наверняка; два
раза в неделю; после работы; если бы вы только видели;
я восхищаюсь вами; неизменно; чопорный; запирать дверь;
единственное, что ему оставалось; передумать; отказаться
от чего-либо; честолюбивый; никчемный; разборчивый
б) появиться из-за угла; непринужденный; смущенный
(сбитый с толку); глубоко озадаченный;-неважно; арендо
вать место для фургона; прокладывать газопровод; беда
234
в том, ч т о .. по крайней мере; махнуть (делать зн ак рукой);
закончить обход; настойчиво; впредь; смотреть испытующе;
что-то неотложное (срочное); кивать
Exercise V. Ask each other questions about the text.

Exercise VI. Construct 5 tail-questions that are not true to fact (see
p. 147 Ex. VIII) and ask the students to correct them.
1. W hat so rt of girl was S tella and w h at was she thought

of by people in th e town? 2. W hy had she never had a love
affair or an adm irer w ith the exception of Ja k e Carson? 3.
W h at a ttra c te d J a k e Carson to Stella? How did she treat him?
4. W h at w ere th e reasons th a t m ade S te lla ren t H arry R um
ford parking space for his caravan? W hy was it so easy for
H arry R um ford to w in S te lla ’s heart? 5. W hy was S tella so
restless and w orried, as she sat on the back porch w aiting for
J a k e Carson? 6. How did J a k e react to th a t unexpected in
v ita tio n from S te lla and w hat did his last words im ply?
Exercise VIII. Retell the story according to the following plan:
1. S tella Sibley h a s resigned herself to living out her

life as an old m aid.
2. J a k e Carson seriously considers the prospect of having
S tella for his wife b u t fails.
3. H arry R um ford wins S te lla ’s h eart.
4. J a k e Carson gets an unexpected in v ita tio n .
Exercise IX. Retell the story according to the suggested plan. Use
the given vocabulary:
A. Stella S ib ley's life before H arry R um ford came to town.
th e general feeling; love affair; a m atter much too person

al; ever since; ch estn u t hair; slender figure; now th a t; yo u th
ful and winsome; un u sually good cook; fried chicken; hardly
a day passed; fine-looking woman; nobody seemed to know
for sure; one exception; let him s it on th e porch; prim expres
sion; to stan d erectly; to have social intercourse w ith; w ith
out fail; w ould shake her head; to give up her lonely life;
w ith a disdainful toss; an iota of am bition; too much pride;
b etter th an none a t all; not too p articu lar; the rest of one’s
life
235
B. S tella Sib ley rents parking space to H arry Rumford.
to drive up to; a large rear yard; to ren t parking space;
bright curtains; cosy; hom elike atm osphere; the sight . . .
filled her w ith a desire; to hesitate; vacan t front rooms; to
need the ren t; u n fam iliarly pleasant excitem ent; ta ll, tanned,
dark-haired man; in g ratiatin g sm ile; to appeal to; to lay a pipe
line; to erect a pum ping station; to have the good fortune to;
accidentally; found herself trem bling; several days; before
dawn; after dark; for some reason; to w atch for a long tim e;
to wonder if; to find some excuse; to knock on the door; she
saw him close the book; a few m inutes later; to drive away;
to go downtown; restless and nervous; ju st a t dusk; to hurry
across; large dish; tim idly; to be relieved to see; w hat a
wonderful surprise; nobody could l i k e .. . more; to share
som ething
C. Jake Carson gets a surprise.

to w alk round the corner; calm ; casual m anner; started ;
tensely; as far as th e porch steps; bew ildered expression; ru b
bing the stu b b le on his chin; deeply perplexed; never m ind
why; firm shake; from now on; to move on somewhere else;
sharply; t h a t’s the way it is (w ith); brusquely; to shake
one’s head sternly; to know for sure; m ighty upset about;
some talk around the town; to beckon (to); to glance at;
would lik e to; to finish one’s rounds; urgently; to reach for;
plenty of tim e; to look searchingly; to nod eagerly; to slap
noisily against; th e one thing th a t bothers me i s . ..
Exercise X. Complete the following sentences:
1. If S tella h a d n ’t needed the ren t th a t H arry R um ford

offered to p ay, . . . 2. If S tella had known life b etter, . . . .
3. If H arry R um ford h ad n ’t appealed to her, .. , t4. If S tella
h ad n ’t been youthful and winsom e, . . . . 5 If S tella h a d n ’t
known for sure t h a t . ..
Exercise XI. Add tail-questions to these sentences:
1. People were not bold enough to ask S tella personal
questions, . . . ? 2. H e d id n ’t have to look twice to see she
was p re tty , . . . ? 3. Carson used to come twice a week, . . . ?
4. There were two vacant rooms in her house, . . . ? 5. I am
too good for a common man, . . . ? 6. You don’t know it for
sure, . . . ? 7. Sum m er has passed, . . . ?
236
Exercise XII. Choose the correct word from those in brackets:
(vacant — em pty)
I. 1. Are there any . . . classrooms on the ground floor?
2. She h u rried ly opened the bag and found it . . . . 3. There
was a . . . seat in his car. 4. A loud cry com ing from the
h all was singularly startlin g .
(still — yet)
IT. I. Is she . . . w aiting for him in the hall? 2. W e
h aven’t heard from him . . . but we are expecting a telegram one
of these days. 3. Is he . . . ill? 4. “Are you ready?” “N ot
(young — youthful)
II I. 1. M rs. Skew ton was w earing a very . . . costum e.
2. The old m an still retains his . . . energy. 3. “I shall grow
old b u t the p ictu re w ill always rem ain . . . .”
(close — lock)
IV. 1. W ould you mind . . . the door? T here is a draught
here. 2. She w anted to . . . the door bu t co u ld n ’t find the key.
3. Please . . . th e draw er and put the key on the m antel.
(lie — lay)
V. 1. They . . . the cable before build in g the house. 2. He
entered the room carrying a large parcel w hich he . . . on the
tab le. 3. She . . . in bed till noon, reading and sm oking.
(lonely — alone)
V I. 1. She was q u ite . . . in the room when somebody
knocked at th e door. 2. There was nobody in th e house but
she d id n ’t feel . . . . M oreover, she enjoyed it. 3. “You . . .
can help me,” he said.
(older — elder)
V II. 1. Jo h n was five years . . . th an his sister. 2. The
C larktons have two children, if I ’m not m istaken. The . . .
boy is a pian ist.
(habit — custom)
V III. 1. U n fo rtu n ately she has not got th e . . . of tidying
her room before she leaves it. 2. The . . . of the club is to wear
full dress for dinner.
237
(reach — reach for)
IX . 1. W hen he a t last . . . the stop it appeared he had
missed th e 8 o’clock bus. 2. H e put out his hand to . . . the
w atch and found it was gone.
(offer — suggest)
X . 1. H e . . . going to the country for the week-end and . . .
to give me a lift. 2. She . . . th at we should go on w ith the
work till dusk. 3. W ho has . . . him the job? 4. S h e to
go there instead of me.
(share — divide)
X I. 1. She . . . her lunch w ith her school-m ate. 2. H e
pared the apple and . . . it into four p arts. 3. W hen they were
kids they used to . . . a bedroom in their country cottage.
(common — general)
X II. 1. These text-books are the . . . property of our
group. 2. H e was given a good . . . education. 3. The . . .
welfare is th e m ain concern of the Soviet G overnm ent. 4.
It is . . . knowledge th at the clim ate has changed of late.
(give up — refuse)
X III. 1. H e . . . to sell the p o rtra it though he was badly
in need of money. 2. I doubt it very much w hether he w ill
ever . . . sm oking. 3. You m ust . . . the idea of going to the
S outh. I t ’s much too hot for you there.
Exercise XIII. Make up sentences using the following phrases:
1. never mind: (1) it doesn’t m atter, (2) don’t w orry

about it
In th e t e x t : “W h y —” he began, “Never m ind w hy.”
E x a m p l e s : 1. Never m ind, old chap. It w ill soon blow

over.
2. Never m ind w hat people say. You
know you are in the right.
2. now that (now when is wrong!) Russ, теперь, когда

In th e t e x t : Now that she was approaching forty
she was still youthful . . . in appearance.
238
E x a m p l e : N ow that she knew th e tru th she wished she
h ad never learned it.
3. good (bold, strong) enough; also well (far, etc.) enough
In th e t e x t : If somebody had been bold enough to
ask h e r . . .
E x a m p l e : The room isn’t large enough. H e knows E ng
lish well enough to go abroad w ithout an
in terp reter.
1. O u tlin e th e ch aracter of S tella S ibley (her appearance,
way of life, tastes, etc.). G ive your opinion of S tella.
2. D escribe th e ty pe of m an H arry R um ford was. W hy
did he appeal to S tella?
3. W h at was essentially wrong in S te lla ’s judgem ent of
people?
4. Com pare H arry R um ford and J a k e Carson and give
your opinion of each of these characters.
5. E x p lain w hat brought about the change in S te lla ’s
a ttitu d e to J a k e Carson.
6. Discuss th e title of the story.
7. W hat k ind of people appeal to you?
Exercise XV. Render in English:
К ак известно из сказок, принцы бывают разные. Чащ е
всего принц влю бляется в принцессу и, успешно преодолев
необходимые препятствия, быстро на ней женится. Такой
принц представляется нам не только героем, но и счастлив
цем. Реж е встречается другая разновидность принцев.
Влюбившись, он либо получает обидный и, главное, со
вершенно немотивированный отказ, либо в ходе своего
неудачного ухаж ивания (courtship) обнаруживает, что
его избранница, кроме очевидных достоинств (m erits),
обладает хотя и менее заметными, но достаточно неж ела
тельными недостатками (undesirable dem erits). Сделав
такое открытие, принц без промедления покидает предмет
своего недавнего обожания. Подобная история описана
Андерсеном в сказке «Свинопас» (swine-herd).
Один принц, живш ий в весьма захудалом королевстве,
решил ж ениться. П олагая, что славное имя (noble ancestry)
и приличный внешний вид (good looks) дают ему для этого
достаточное основание, он послал единственное свое сокро
вище — прекрасную благоуханную розу и соловья, пев
239
шего необыкновенные песни,— дочери императора. Однако
принцесса, обнаруж ив, что милые на вид подарки оказа
лись настоящими, а не искусственными, отказалась д аж е'
принять принца. Тогда сообразительный юноша нанялся
свинопасом во дворец императора, а в свободное от работы
время изготовлял различные забавные штучки (gadgets),
которые отдавал принцессе в обмен на поцелуи. З а этим
занятием их и застал однажды папа-император. Он, есте
ственно, разгневался и выгнал обоих из своего дворца,
невзирая на проливной дождь. Но тут принц прозрел и
справедливо рассудил, что ему вряд ли подойдет девушка,
которая отвергла настоящую розу и живого соловья, но
согласилась целоваться со свинопасом за какие-то безде
луш ки. Со всей откровенностью изложив принцессе эти
соображения, он с облегчением удалился в свое захудалое
королевство, плотно закрыв за собой дверь.
Подводя итоги, можно сказать, что принцу повезло.
К ак гласит восточная пословица, сесть на тигра верхом
хотя и трудно, но можно; слезть ж е с него совершенно не
возможно.
* *
*
F ailu re is the only thing th at can be achieved w ithout
effort.
QUIZ V I I I
1. W ho said: “B revity is the soul of w it”? W ho were the

words said about?
2. W ho presides in: a) The House of Commons, b) The
House of Lords?
3. a) W hose reign was the longest in B ritish history?
b) In w hat well-know n novel js the m onarch’s funeral de
scribed?
4. W hat well-know n Am erican novel is based on English
medieval legends?
5. W hat long voyage did a famous p ain tin g from the
Louvres make in 1974? Nam e the picture and the painter.
6. W here is M anhattan? W hat is the origin of the name?
7. W ho created the following characters: a) Rawdon
C rawley, b) P eggotty, c) Tess D urbeyfield, d) R oberta Al-
den?
240
8. According to a Greek legend there was a m usician and
poet in ancient Greece who could tam e w ild anim als by his
singing, a) W hat was his name? b) W hat did he do when
his wife died? c) W hat test did he fail in? d) Nam e an opera
and a play.
9. a) In w hat famous English works of fiction is the b a t
tle of W aterloo described? b) W hat historical events preceded
this battle? c) In w hat sense is the word Waterloo used fig
uratively in th e English language?
10. N am e th e great D utch a rtis t, famous for his psycho
logical p o rtra its of old people. W here can you find the best
collection of his p ain tings outside H olland?
11. C om plete th e following proverbs: a) I t is never too
l a t e . . . . b) To kill two b ir d s .. . . c) A friend in n e e d .. . .
d) C ut your c o a t .. . .
12. W hat are the English equivalents of the following
Am erican words: a) elevator, b) pavement, c) line?
PETER TWO
b y Irwin Shaw
It was S atu rd ay n ig h t and people were k illin g each other

by th e 'h o u r on the sm all screen.1 Policem en were shot in the
line of d u ty ,2 gangsters were throw n off roofs, and an elderly
lady was slowly poisoned for her pearls, and her m urderer
brought to ju s tic e 3 by a cigarette com pany after a long series
of discussions in th e office of a p riv ate detective. B rave, un
arm ed actors leaped a t v illain s holding forty-fives,4and inge
nues 5 were saved from death by the knife by the quick th in k
ing of various handsom e and fearless young men.
P eter sat in th e big chair in front of the screen, his feet
up over th e a rm ,6 eatin g grapes. H is m other w asn’t a t home,
so he ate th e seeds and all as he stared critica lly at the vio
lence before him . W hen his m other was around 7 the fear of
appendicitis hung in the air and she w atched carefully to see
th a t each seed was n eatly extracted 8 and placed in an ash
tray . Too, if she were a t home, there w ould be irrita te d little
lectures on th e q u ality of television en tertain m e n t for the
young, and quick-tem pered fiddling w ith the dials to find
som ething th a t was vaguely defined as educational. Alone,
daringly aw ake at eleven o’clock, P eter ground the seeds
9 № 1518 241
between his teeth , enjoying th e im p o lite noise and th e soli
tu d e and freedom of the em pty house. D uring the television
com m ercials 9 P eter closed his eyes and im agined him self
h u rlin g b o ttles a t large unshaven men w ith pistols and w alk
ing slowly up d ark stairw ays tow ard th e door behind which
everyone knew th e Boss was w aiting, th e bulge of his shoul
der holster unm istakable under 10 th e cloth of his flannel
jacket.
P eter was th irteen years old. In his class there were three
other boys w ith th e sam e given nam e, and th e history teach
er, who th o u g h t he was a funny m an, called them P eter
O ne, P eter Two (now eating grapes, seeds and all), P eter
Three, and P eter th e G reat. P eter th e G reat was, of course,
the sm allest boy In the class. H e weighed only sixty-tw o
pounds, and he wore glasses, and in games he was alw ays
th e last one to be chosen. The class alw ays laughed when
th e h istory teacher called out “P eter th e G reat” and P eter
Two laughed w ith them , bu t he d id n ’t th in k it was so aw
fully funny.
H e h ad done som ething p re tty 11 good for P eter the G reat
two weeks ago, and now they were w hat you m ight call
friends. A ll th e P eters were w hat you m ight call friends, on
account of th a t com edian of a history teacher.12 They w eren’t
real friends, b u t they had som ething together, som ething the
o th er boys d id n ’t have. They d id n ’t like it, bu t they had
it, and it m ade them responsible for each other. So two weeks
ago, w hen C harley B laisdell, who w eighed a hundred and tw en
ty , took P eter th e G re a t’s cap a t recess 13 and started horsing
around w ith i t , 14 and P eter the G reat looked as if he was
going to cry , he, P eter Two, grabbed the cap and gave it
back and faced B laisd ell.15 Of course, there was a fight, and
P eter thought it was going to be the th ird defeat of the term ,
b u t a wonderful th in g happened. In the m iddle of the fight
ju st when P eter was hoping one of th e teachers w ould show
up 18 (they sure 17 showed up plenty of tim es when you d id n ’t
need them ), B laisdell let a hard one go.18 P eter ducked and
B laisdell h it him on the top of the head and broke his arm .
You could tell rig h t o f f 19 he broke his arm , because he fell
to th e ground y elling, and his arm ju st hung like a piece of
strin g . W alters, th e gym teacher, finally showed up and
carried B laisdell off, yelling all the tim e, and P eter the G reat
cam e up and said adm iringly, “B oy,20 one thing you sure have
to ad m it, you sure have a h ard head.”
242
Blaisdell was out of class two days, and he still had his
arm in th e slin g and every tim e he was excused from w riting 21
on th e blackboard because he had a broken arm , P eter had a
nice warm feeling all over. P eter the G reat hung around
h im 22 all th e tim e, doing things for him and buying him
sodas,23 because P eter the G re at’s parents were divorced and
gave him all th e money he w anted, to make up to h im .24
And th a t was O .K .26
B ut th e best thing was the feeling h e’d had since the fight.
It was like w hat th e people orl the television m ust feel after
th ey ’d gone in to a room full of enemies and come out w ith the
girl or w ith th e papers or w ith the suspect,23 leaving corpses
and desolation behind them .
Blaisdell weighed one hundred and tw enty pounds bu t
th a t h ad n ’t stopped P eter any more th an th e fact the spies
all had two guns apiece 27 ever stopped th e F .B .I .28 men on
th e screen. They saw w hat they had to do and they w ent in
and did it, th a t was a ll. P eter couldn’t phrase it for him self,
bu t for th e first tim e in his life he had a conscious feeling of
confidence and p rid e in him self.
“Let them com e,” he m uttered obscurely, m unching grape
seeds and w atching th e television set through narrow ed eyes,
“ju st let them com e.”
, H e was going to be a dangerous m an, he felt, when he
grew up, b u t one to whom the w eak and the u n ju stly hunted
could safely tu rn .29 H e was sure he was going to be six feet
ta ll, because his father was six feet ta ll, and all his uncles,
and th a t w ould help. B ut he would have to develop his arm s.
They were ju st too th in . A fter all, you couldn’t depend on
people breaking th eir bones 30 on your head every tim e.
He had been doing pushups 31 each m orning and night the
past m onth. H e could only do five an d a half a t a tim e so
far, but he was going to keep a t i t , 32 u n til he h ad arm s like
steel bars. Arm s like th a t could really mean the difference
between life and death later on, when you h ad to dive under
th e gun and disarm som ebody. You had to have quick reflex
es, too, of course, and be able to feint to one side w ith your
eyes before th e crucial m om ent.33 A nd, most im p o rtan t of
a ll, no m atter w hat th e odds,34 y o u 'h a d to be fearless. One
mom ent of h esitatio n and it was a case for the morgue. B ut
now, after th e b a ttle of P eter the G re at’s cap, he d id n ’t worry
ab out th a t p art of it, the fearless p a rt. From now on, it would
ju st be a question of technique.
243
Com edians began to appear all over th e d ial, laughing
w ith a lot of teeth , and P eter w ent in to the kitchen and got
another bunch of grapes and two tangerines from the refrig
erator. H e d id n ’t p u t on the light in the kitchen and it was
funny how m ysterious a kitchen could be near m idnight when
nobody else was at hom e, and there was only the beam of the
light from th e open refrigerator, casting shadows from the
milk bottles onto th e linoleum . U n til recently he h ad n ’t liked
the dark too much and he alw ays turned on lights wherever
he w ent, but you had to practice being fearless, ju st like
an y th in g else.
He a te th e two tangerines stan d in g in the dark in the k itch
en, ju st for practice. H e a te the seeds, too, to show his m oth
er.35 Then he w ent back in to the living room , carrying the
grapes.
The com edians were s till on and still laughing. H e fid
dled w ith the d ial, but they were w earing funny h ats and
laughing and tellin g jokes about the incom e tax on all the
channels.36 If his m other h ad n ’t m ade him prom ise to go to
sleep by ten o ’clock, he’d have turned off the set and gone to
bed. H e decided n o t to w aste his tim e and got down on the
floor and began to do pushups, try in g to be sure to keep his
knees stra ig h t. H e was up to four and slowing down when
he heard th e scream . He stopped in th e m iddle of a pushup
and w aited, ju st to make sure. The scream cam e again. It
was a wom an and it was real loud. H e looked up a t the tele
vision set. There was a man there, talk in g about floor w ax, a
man w ith a m ustache and a lot of teeth , and it was a cinch 37
he w asn’t doing any scream ing.
The n ex t tim e a scream cam e there was m oaning and
talk in g a t th e end of it, and the sound of fists beating on the
front door. P eter got up and turned off the television, ju st
to be sure th e sounds he was hearing w eren’t somehow being
broadcast.
The b eatin g on the door began again and a w om an’s
voice cried “P lease, please, p lease...” and there was no doubt
about it any more.
P eter looked around him a t the em pty room . Three lam ps
were lit and th e room was nice and b right and the light Was
reflected off th e grapes and off the glass of the picture of
the boats on Cape Cod 38 th a t his A unt M artha painted .the
year she was up there. The television set stood in the corner,
like a big blind eye now th a t the lig h t was out. The cushions
244
of the soft ch air he had been s ittin g in to w atch the programs
w ere pushed in and he knew his m other w ould come and plum p
them out before she went to sleep, and the whole room looked
like a place in w hich it was im possible to hear a wom an scream
ing at m idnight and b eating on the door w ith her fists and yel
ling “Please, please, p le a s e ...
The wom an at the door yelled, “M urder, m urder, h e’s
k illing me” and for the first tim e P eter was sorry his parents
had gone out th a t night.
“Open th e door,” the woman yelled. “P lease, please open
the door.” You could tell she w asn’t saying please ju st to be
po lite by now.
P eter looked nervously around him . The room , w ith all
its lig h ts, seemed strange, and there were shadows behind
everything. Then th e wom an yelled again, ju st noise this
tim e. E ith er a person is fearless, P eter thought coldly, or he
isn’t fearless. He started w alking slowly tow ard the front
door. There was a long m irror in the foyer 89 and he got a
good look a t him self. H is arm s looked very th in .
The wom an began ham m ering once more on the front door
and P eter looked a t it closely. It was a big steel door, bu t it
was shaking m in u tely, as if som ebody w ith a m achine was
w orking on it. F o r the first tim e he heard another voice. It
was a m an’s voice, only it d id n ’t sound quite like a m an’s
voice. I t sounded like an anim al in a cave, grow ling and
deciding to do som ething unreasonable. In all the scenes of
th rea t and violence on the television set, P eter had never
heard an y th in g a t all like it. H e moved slowly tow ard the
door, feeling the way he had felt when he had the flu, rem em
bering how th in his arm s looked in the m irror, regretting
th a t he had decided to be fearless.
“Oh, God!” th e wom an yelled. “O h, God, don’t do it!”
Then there was some more ham m ering and the low anim al
sound of the beast in the cave th a t you never heard over the
a ir ,40 and he threw the door open.
Mrs. Chalm ers was there in the vestibule, on her knees,
facing him , and behind her Mr. C halm ers was stan d in g , lean
ing against th e w all, w ith the door to his own a p a rtm en t41
open behind him . M r. Chalm ers was m aking th a t funny sound
an d he had a gun in his hand and he was pointing it at Mrs.
C halm ers.
The v estib u le was sm all and it h ad w h at P e te r’s m other
called E arly A m erican w all-paper and a brass lam p. There
245
were only th e tw o doors opening on th e vestibule, and th e
C halm ers h ad a m at in front of theirs w ith “Welcome” w ritte n
on it. T he C halm ers w ere in their m id th irties 42 and P e te r’s
m other alw ays said about them , “One thing ab o u t our neigh
bours, they are q u iet.” She also said th a t M rs. Chalm ers put
a lot of money on her back.43
M rs. C halm ers was kind of fa t,44 and her h a ir was a p re tty
blond and her com plexion was soft and pink and she alw ays
looked as though she had been in th e b eauty parlor all af
ternoon. She alw ays said, “M y,46 you’re g ettin g to be a big
boy” to P eter w hen she met him in th e elevator,47 in a soft
voice, as though she was ju st about to laugh. She m ust have
said th a t fifty tim es by now. She h ad a good, strong sm ell of
perfum e on her all the tim e, too.
M r. C halm ers w ore pince-nez glasses m ost of th e tim e and
he was g ettin g b ald and he worked late a t his office a good
m any evenings of th e week. W hen he met P eter in the ele
v ato r he w ould say, “I t ’s g ettin g colder,” or “I t ’s gettin g
w arm er,” and th a t was a ll, so P eter h ad no opinion about
him , except th a t he looked like th e principal of a school.
B ut now M rs. C halm ers was on her knees in th e vestibule
and her dress was torn and she was crying and there were
black streaks on her cheeks and she d id n ’t look as though
she’d ju st come from the beauty p arlo r. A nd M r. Chalm ers
w asn’t w earing a jacket and he d id n ’t have his glasses on and
w hat h air he had was mussed all over his head and he was
leaning ag ain st th e E arly A m erican w allpaper m aking this
anim al noise, and he had a big, heavy pistol in his hand and
he was p o in tin g it right a t Mrs. Chalm ers.
“L et me in ,” M rs. C halm ers yelled, still on her knees.
“Y ou’ve got t o 48 let me in! H e’s going to kill me!
Please.”
“M rs. C h a lm e rs.. . ” P eter began. H is voice sounded as
though he were try in g to talk under w ater, and it was very
h ard to say th e “s” a t the end of her nam e. H e put out
his hands u n certain ly in front of him , as though he expected
somebody to throw him som ething.
“G et inside, you!” Mr. Chalm ers said.
P eter looked a t M r. C halm ers. H e was only five feet aw ay
and w ith o u t his glasses he was sq u in tin g . P eter feinted w ith
his eyes, or a t least later in his life he thought he had feinted
w ith his eyes. M r. Chalm ers d id n ’t do an ything. H e ju st
stood there, w ith his pistol pointed, som ehow, it seemed to
246
P eter, at both Mrs. C halm ers and him self a t the sam e tim e.
F iv e feet was a long distance, a long, long distance.
“Good n ig h t,” P eter said, and closed the door.
There was a single sob on the other side of the door and
th a t was all.
P eter w ent in and pu t the uneaten grapes back in the refrig
erato r, tu rn in g on the light as he went into th e kitchen and
leaving it on when he went out. Then he went back to the
living room 49 and got the stem s from the first bunch of grapes
and threw them in to the fireplace, because otherw ise his
m other would notice and look for the seeds and not see them
and give him four table-spoons of m ilk of magnesia 50 the
next day.
T hen, leaving the lights on in the liv in g room , although
he knew w hat his m other would say about th a t when she got
hom e, he w ent into his room and quickly got into bed. He
w aited for th e sounds of shots. There were two or three noises
th a t m ight h ave been shots, but in the city it was hard to tell.
H e was still aw ake when his parents cam e home. H e heard
his m other’s voice, and he knew from the sound she was com
p laining ab out the lights in the living room and kitchen, but
he pretended to be sleeping when she cam e into his room to
look a t him . H e d id n ’t w ant to sta rt in w ith his m other 61
ab out the C halm ers, because then she’d ask when it had h ap
pened and she w ould w ant to know w hat he was doing up at
tw elve o’clock.
H e kept listening for shots for a long tim e, and he got hot
and dam p under th e covers and then freezing cold. H e heard
several sharp, am biguous 62 noises in the quiet night, but
n o th in g th a t you could be sure about; and after a w hile he
fell asleep.
In th e m orning, P eter got out of bed early, dressed quickly,
and w ent silen tly out of the ap artm en t w ith o u t w aking his
p arents. T he vestib u le looked ju st the way it alw ays did,
w ith th e brass lam p and the flowered w all-paper and the
C halm ers doorm at w ith “ Welcome” on it. There were no
bodies and no blood. Som etim es when M rs. C halm ers had been
stan d in g th ere w a itin g for the elevator, you could smell
her perfum e for a long tim e after. B ut now there was no smell
of perfum e, ju st th e dusty ap artm en t house usual sm ell.
P eter stared a t th e C halm ers’ door nervously w hile w aiting
for th e elevator to come up, but it d id n ’t open and no sound
cam e from w ith in .
247
Sam , th e m an who ran the elevator and who did n ’t like
him , anyw ay, only grunted when P eter got into the eleva
tor, and P eter decided not to ask him any questions. H e w ent
out in to th e ch illy , bright S unday-m orning street, half ex
pecting to see the morgue wagon in front of the door, or at
least two or three prowl cars.53 B ut there was only a sleepy
woman in slacks airing a boxer 54 and a m an w ith his collar
turned up h u rry in g up from the corner w ith the newspapers
under his arm .
P eter w ent across the street and looked up to the six th
floor, at th e windows of the C halm ers’ ap artm en t. The V e
netian blinds 66 were pulled shut in every room and all the
windows were closed.
A policem an w alked down the other side of the street,
heavy, blue and purposeful, and for a mom ent P eter felt close
to arrest. B ut the policem an continued on tow ard the avenue
and turned th e corner and disappeared and P eter said to
him self: “They never know an y th in g .”
H e w alked up and down the stree t, first on one side, then
on the other w aiting, although it was hard to know w hat
he was w aitin g for. H e saw a hand come out through the blinds
in his p aren ts’ room and slam the window sh u t, and he knew
he ought to get u p stairs quickly w ith a good excuse for being
o u t, but he couldn’t face them this m orning, and he w ould
invent an excuse later. M aybe he w ould even say he had gone
to the m useum, although he doubted th a t his m other w ould
swallow 56 th a t. Some excuse. L ater.
T hen, after he had been patro llin g the street for alm ost two
hours, and ju st as he was com ing up to the entrance of his
building, th e door opened and Mr. and M rs. Chalm ers cam e
o u t. H e had on his pince-nez and a dark-gray h a t, and M rs.
Chalm ers had on her fur coat and a red h a t w ith feathers on it.
M r. C halm ers was holding the door open politely for his wife,
and she looked, as she came out the door, as though she had
ju s t come from th e beauty parlor.
I t was too late to tu rn back or avoid them , and P eter ju st
stood s till, five feet from the entrance.
“Good m orning,” Mr. Chalm ers said as he took his w ife’s
arm and they sta rte d w alking past P eter.
“Good m orning, P eter,” said M rs. C halm ers in her soft
voice, sm iling a t him . “Isn’t it a nice day today?”
“Good m orning,” P eter said, and he was surprised th a t it
cam e out and sounded like good m orning.
248
The Chalm ers w alked down the street tow ard Madison
Avenue, two m arried people, arm in arm , going to church or
to a big hotel for Sunday breakfast. P eter watched them ,
asham ed. H e was asham ed of Mrs. Chalm ers for looking the
way she did th e night before, down on her knees, and yelling
like th at and being so afraid. He was asham ed of Mr. C hal
mers for m aking the noise th at was not like the noise of a
hum an being, and for threatening to shoot Mrs. Chalm ers and
not doing it. And he was asham ed for him self because he had
been fearless when he opened the door, bu t had not been
fearless ten seconds later, w ith M r. C halm ers five feet away
w ith the gun. H e was asham ed of him self for not taking Mrs.
Chalm ers into his ap a rtm en t, asham ed because he was not
lying now w ith a b u llet in his h eart. B ut most of all he was
asham ed because they all had said good m orning to each other
and the Chalm ers were w alking quietly together, arm in
arm , in the w indy su n lig h t, toward M adison Avenue.
It was nearly eleven o’clock when P eter got back to the
apartm en t, b u t his parents had gone back to sleep. There was a
pretty good program on at eleven, about counterspies in
A sia, and he turned it on au to m atically , w hile eating an
orange. It was p retty exciting, but then there was a p a rt in
which an O riental held a ticking bomb in his hand in a roomful
of A m ericans, and P eter could tell w hat was com ing. The hero,
who was fearless and who cam e from C alifornia, was begin
ning to feint w ith his eyes, and P eter reached over and
turned the set off. I t closed down w ith a shivering, collapsing
p attern . B linking a little , P eter w atched the blind screen for a
moment.
Ah, he thought in sudden, perm anent disbelief, after the
night in which he had faced the incom prehensible, sham eless,
w eaponed.grow n-up w orld and had failed to disarm it, ah,
they can have th a t, th a t’s for kids.
NOTES
1 the sm all screen — the screen of the television set
2 in the line of duty — w hile perform ing th eir duty
8 to bring to ju stice — to try a crim inal and punish him
(Russ, привлечь к суду)
4 forty-fives — autom atic guns
6 ingenue (F r.) [,e:n 3ei'nju:] — an actress playing the
p art of a young girl (Russ, инженю)
249
8 arm — th e arm of the chair
7 was around — was a t hom e
8 neatly extracted — carefully taken out
8 television commercials — television program s adver
tising various goods
10 the bulge of his shoulder holster unmistakable under —
th e leather case of his pistol could be seen sw elling under
(to bulge — выдаваться, выпячиваться)
11 pretty (colloq.) — rath er
12 that comedian of a history teacher — P e te r’s history
teacher w as a man who liked to ta lk in a funny way to m ake
the pupils laugh (Russ, шутник, комик). The construction
comedian of (noun + of) is often used as an a ttrib u te . Comp,
villa in of a boy — негодный мальчиш ка, toy of a fla t — не
квартира, а игруш ка, etc.
13 at recess — during the interval between lessons (Russ.
во время перемены)
14 started horsing around with it — began running
about w ith it
16 faced B laisdell — stood bravely against B laisdell w ith
out showing any fear (Comp, to face the enemy; to face dan
ger, death, disgrace, etc.; Russ, смело встретить, смотреть
в лицо без страха)
16 to show up — to appear
17 sure (colloq.) — surely
18 let a hard one go (A m . colloq.) — Russ, как разм ах
нулся (как дал ему)
19 right off — a t once
20 boy! — an exclam ation of ad m ira tio n , surprise, etc.
21 was excused from writing — was allow ed no t to w rite
22 hung around him — kept close to him , followed him
w herever he w ent
23 soda — soda-w ater (Russ, газированная вода)
24 to make up to him — to m ake them selves pleasant to
him
26 O .K . (colloq.) — all right; (here) good 4
28 suspect ['sA spakt] — a person suspected of a crim e,
believed to be g u ilty
27 apiece — each
28 F.B.I. (a b b re v .)— F ederal B ureau of Investigation
(w ithin th e fram ework of US D epartm ent of J u s tic e — Russ.
Ф Б Р — Ф едеральное Бю ро Расследований), a perm anent
in v estig atin g force created in 1908, first nam ed Bureau of
250
In v estig atio n , known by its present nam e since Ju ly 1935.
A p art from in v estig atin g crim es, F .B . I. perform s the functions
of political police, persecuting persons po litically undesirable,
such as com m unists, people opposed to th e Governm ent
policy and th e like. F .B .I ; includes, am ong other divisions,
th e Id en tificatio n D ivision containing in its files over
120 000 000 fingerprint records and coordinates the ac tiv ity
of various agencies responsible for US n atio n al secu
rity .
29 could safely turn — could ask for help and be sure to
get it
30 you couldn’t depend on people breaking their bones —
you couldn’t expect th a t people would break their bones, you
couldn’t count on it
31 to do pushups (sport) — отжиматься
32 to keep at it — to go on doing it, to persist (Russ.
упорно заниматься этим)
33 to feint to one side with your eyes before the crucial
moment — to look aside so as to deceive your opponent be
fore the critical moment
34 no matter what the odds — w hatever the chances in
your favour
36 to show his mother — to challenge his m other, to prove
he was not afraid of her
36 channel — (here) телевизионная программа (канал)
37 it was a cinch (A m . colloq.) — surely, there was no
doubt about it
38 Cape Cod — a sandy peninsula in M assachusetts
39 foyer — a h all (Russ,передняя)
40 over the air — over the radio or the television (Russ.
в эфире)
41 apartment (A m .) — flat (B rit.)
42 were in their midthirties — were about th irty five or
th irty .six years old
43 put a lot of money on her back — spent very much money
on her clothes, wore expensive clothes
44 kind of fat — plum p, ra th e r sto u t
45 beauty parlor (A m .) — a place w here a wom an may
h ave her face massaged, her hair w aved, etc.
46 My! — an exclam ation of surprise
47 elevator (A m .) — lift (B rit.)
48 You’ve got to — You must
*49 living room — a room for general use during the day
251
60 m agnesia [m aeg'niijal — a w h ite powder used as a
m edicine for stom ach trouble
51 to s ta rt in w ith his m other (colloq.) — to begin to ta lk
w ith his m other (Russ, начинать, заводить)
52 am biguous — not clear, because there is a possibility
of more th an one in terp retatio n
63 prowl cars — police cars specially equipped w ith sh o rt
wave rad io telephone connection w ith the headquarters
54 a : . . wom an in slacks airing a boxer — a . . . wom an
in w ide, loose-fitting trousers tak in g a boxer for a w alk (box
er — a sh ort-haired dog of a G erm an breed, Russ, боксер)
65 V enetian b lin d s — жалю зи
56 sw allow — believe som ething which is untrue
EXERCISES
Exercise I. Practise the pronunciation of th e following a) words and

b) w ord-com binations:
a) gangster, m urderer, serious, ingenue, appendicitis,

d ial, vaguely, com edian, recess, suspect, obscurely, d an
gerous, disarm , crucial, technique, tangerine, refrigerator,
linoleum , ch annel, m ustache, cushion, foyer, perfum e, p a
tro l, pince-nez, b u lle t, counterspy, incom prehensible
b) 'kilig 'iitf 'д 5 з; bai d i ^ 'a u a ; 'saet i n ^ d a 'big 'tfea;
hiz 'т л д э 'w oznt at 'houm ; h r ^ ' a e t ^ d a 'si:dz; da 'f i a r ^ a v
3,pendi'saitis; 'g r a u n d ^ d a 'sirdz; 'k lo u zd hiz 'a iz ; 'h a:lig
'b a tlz ; 'p i:ts waz '0 3 :ti:n 'jiaz 'o u ld ; da 'kloft av hiz 'flaenl
'dgaekit
Exercise II. D rills, a) Read and repeat; b) Use the structures in
sentences of your own;
I. 1. H e was the last to be chosen in games.

2. H e was the first to hear the scream .
3. S he was the second to leave th e ap artm en t.
4. P eter was the first to get up on S unday.
II . 1. She looked as though (as if) she had just come from
th e beauty parlour.
2. She scream ed as if he had threatened to shoot her.
3. H e ate grapes, seeds and a ll, as though he had made
up his m ind to .oppose his m other.
4. H e tu rn ed very pale, as if he had suddenly fallen ill.
252
II I . 1. He was excused from w riting on the blackboard.
2. She was excused from attending lectures.
3. He was excused from going on the excursion.
4. They were excused from w riting th e test.
IV. 1. He kept listening for shots.
2. She kept com plaining about the light in the living room.
3. He kept th inking of w hat he had seen.
4. H e kep t looking up at the windows of th e ap artm en t.
V . 1. She m ust have said th at fifty tim es by now.
2. H e m ust have threatened her w ith a pistol.
3. She m ust have cried for help.
-4. She m ust have hammered on th e front door.
5. She m ust have been frightened to death.
6. He m ust have lost his reason.
Exercise III. Replace the words in italics by equivalents from the
text:
1. The killer was tried and punished. 2. All the P eters were
kind of friends because of the history teacher. 3. Every tim e
th e teacher said Blaisdell needn’t write on the blackboard P e
ter was very pleased. 4. P eter the G re at’s parents gave him
all the money he w anted to make themselves pleasant to him .
5. She alw ays spoke in a soft voice as though she was just
going to laugh. 6. M r. Chalm ers wasn’t wearing his glasses,
and the little hair he had was mussed all over his head. 7. The
vestibule looked just as it always did. 8. H e knew he ought to
get upstairs quickly w ith a suitable reason (explanation) for
being out.
a) включить телевизор; смотреть телевизор; передавали
довольно хорошую программу; переводить на другую
программу (вертеть регулятор); рекламные передачи; была
одна и та ж е передача по всем программам (каналам);
выключить телевизор; оставить свет
b) вопить; сломать руку; рука на перевязи; освободить
от чего-либо; не сгибать колени; быть бесстрашным; просто
ради практики; вопрос техники; револьвер; пуля; целиться
(в); угрожать; застрелить; отравить
c) лифт; лифтер; квартира; входная дверь; штора; ж а
люзи; захлопнуть окно; распахнуть дверь; жилой дом, где
сдаются квартиры
253
Exercise V. Ask -twenty questions about the text.
Exercise VI. C onstruct 8 statem ents th a t are not tru e to fact and ask
the students to correct them . (See p. 147 E x. V III)
Exercise V II. Answer the following questions using words and ex
pressions from the text:
1. W hat was happening on the screen P eter was watching?
2. How did P eter behave in his m other’s absence? W hy did
he behave th e w ay he did? 3. W hy had P eter the G reat become
P e te r’s friend? 4. W hat sort of man was P eter going to be
when he grew up? How did he practise being fearless? 5. W hat
sounds did P eter hear in the m iddle of a pushup? W hat two
voices could he clearly distinguish? 6. W hat sort of couple
lived next door to P e te r’s flat? In w hat w ay were the Chalm ers
different th a t n ig h t from w hat they usually looked?.7. W hat
was P e te r’s in ten tio n when he opened the door? 8. W hy did
P eter fail to be fearless? 9. W h at happened in the morning?
10. W hy did P eter tu rn the set off after tu rn in g it on au to m at
ically? 11. W h at did he begin to understand after his n ig h t’s
experience?
Exercise V III. A. R etell the story according to the following plan:
1. P eter w atches the television program s.
2. The incident th a t helped P eter to w in P eter the G re at’s
ad m iratio n .
3. P eter train s him self to be strong and fearless.
4. P e te r’s neighbours, M r. and M rs. Chalm ers.
5. A scream from th e vestibule. P e te r fails to show him
self fearless.
6. P eter tries to find out w h at has happened in the C hal
m ers’ ap a rtm en t.
7. P eter meets th e Chalm ers in th e doorw ay. The effect it
has on his m ind.
B. R etell the following episodes from the sto ry using the given words
and expressions:
a) Describe television programs:
to kill each other; to be shot; throw n off the roof; slowly
poisoned; to be brought to justice; p riv a te detective; death by
th e knife; spy; tw o guns apiece; the F B I men; to leave corpses
behind; television com m ercials; educational program s; co
m edians; all over th e dial; to fiddle w ith the dial; on all the
channels; to tu rn on (off) the set; to broadcast; there was a
254 -
program on; scenes of. th rea t and violence on th e television
set
b) Describe the episode that gave Peter a conscious feeling
of confidence and pride in himself:
to weigh . . . pounds; to wear glasses; to be th e last one to
be chosen; to call out; so aw fully funny; to do som ething p ret
ty good for; on account of; responsible for each other; at
recess; as if he was going to; to grab the cap; defeat; to show
up; to duck; to h it on the top of the head; to fall to the ground
yelling; to carry off; adm iringly; you h av e to adm it; in the
sling; to be excused from; to hang around; divorced; to make
up to; a feeling of confidence; was going to be a dangerous
m an; six feet tall; to develop his arms; to do pushups; to keep
a t it; to dive under the gun; to have quick reflexes; from now
on; to practise being fearless; in the dark; ju st for practice
c) Describe the Chalmers before, after and during the night
incident:
a scream came; the sound of fists b eatin g (hamm ering)
on th e front door; to yell; a m an’s voice; like an anim al (beast)
in a cave; to growl; unreasonable; on her knees; to lean
against; to point a gun (at); kind of fat; a p re tty blond; soft
and pink com plexion; beauty parlor; soft voice; was about to
laugh; strong sm ell of perfume; to w ear pince-nez glasses;
to be g ettin g bald; w ould say; torn dress; black streaks; h air
mussed all over his head; heavy pistol; to point at; get inside;
to have on (a fur co at, a red h a t w ith feathers); to hold open;
to s ta rt w alking past; arm in arm
d) Describe Peter daringly awake at midnight:
in front of th e screen; to eat grapes; the seeds and all;
to stare critica lly ; if his m other were at home; fiddling w ith
th e dials; to grind th e seeds; enjoy the solitude; to im agine
him self h u rlin g b o ttles at; d id n ’t put on th e light; you had to
practise; in th e dark; two tangerines; ju st for practice; to
show his m other; h e’d have turned off the set; not to w aste
tim e; to do pushups; to make sure; to look up at; to tu rn off
th e television; to look nervously around; to s ta rt w alking
slowly; to get a good look a t him self; feeling th e way he had
felt; put out his hands; feinted w ith his eyes; pu t th e uneaten
grapes back; to tu rn on (leave on) the light; to throw in to the
fireplace; four tablespoons of magnesia; to get into bed;
255
it was hard to tell; s till awake; to s ta rt in w ith; w hat he was
doing up a t tw elve o’clock; to keep listening (for); under the
covers
Exercise IX. Use the following phrases in sentences of your own:
I. to p u t (tu rn , switch) on; to turn (switch) off the lights
(the television set, the radio, the gas, etc.); to leave on the
lights (the television, the radio set, the gas).
In th e text:
a) H e d id n ’t p u t on the light in the kitchen.
b) H e alw ays turned on lights w herever he w ent.
c) P eter reached over and turned the set off.
E x a m p l e s : a) T urn on the radio, please. T here’s going
to be a m usical program a t six tw enty,
b) D o n 't turn off the gas (leave on the gas),
I ’ve got to boil the eggs.
II. to p u t (slam) shut; to push (throw, flin g ) open.
In th e text:
a) H e saw a hand come out through th e blind . . . and slam
the window shut.
b) Then there was some more ham m ering . . . , and he
threw the door open.
E x a m p l e s : a) She drew the cu rta in and pushed the
window open.
b) H e flu n g the front door open and was
gone in a jiffy.
c) She pulled the blinds shut and turned off
the light.
III. wherever, whatever, whenever, whoever.
I n t h e t e x t : H e alw ays turned on lights wherever he w en t.

E x a m p l e s : a) Show her in whenever she calls. I need
her badly,
b) Whatever she says, don’t answer.
Exercise X . Add tail-questions to these sentences:
1. I t ’s g ettin g colder, . . . ? 2. You left the light on in the
kitchen, . . . ? 3. P e te r’s m other wrns not a t hom e, . . . ? 4. There
were four boys in the class w ith the sam e nam e, .,.? 5. H e
256
has been doing pushups this m onth, . . . ? 6. P eter d id n ’t worry
about the fearless p a rt, . . . ? 7. Our heighbours are quiet, . . . ?
8. I t ’s a nice day today, . . . ?
Exercise X I. Change these sentences asin b):
a) I m ust let her in.
b) I ’ve got to let her in.
1. H e m ust tu rn off the television set. 2. I m ust be fear
less. 3. You have to help your friends. 4. W e have to pull
down th e blinds. 5. I must sit up late.
Exercise X II. Change these sentences as in b):
a) She has probably said th a t fifty tim es by now.
b) She m ust have said th at fifty tim es by now.
1. It seems certain he has left his wife. 2. I am sure m oth
er has noticed th e light in the kitchen. 3. There is no doubt
th e police h av e found out about the m urder. 4. She was
probably very p re tty when a young girl.
Exercise X III. Choose the correct word from those in brackets:
(hurl — throw — toss)

A. 1. She . . . the window open and looked out into the
stree t. 2. T he m an opened the cage, reached inside and . . .
th e snow -w hite birds into the air. 3. H e ducked and . . . a
ch air a t th e m an w ith a pistol. 4. The wom an stopped, felt
in her pocket and . . . a penny to the beggar. 5. H e p u t out
his hands as though he expected somebody to . . . him some
thing.
(k ill — murder)
B. 1. An old lady was . . . for her pearls. 2. H e was . . .
in an accident. 3. I ’ll tell you exactly w hat he is try in g to do:
to . . . two birds w ith one stone. 4. “I ’m afraid Jam es has
been . . sai d th e girl breathing h ard. “W e m ust go there
a t once.”
(old — elderly)
C. 1. T he new teacher was an . . . lady w ith num orous
w rinkles round her eyes. 2. Some day w hen I am q u ite . . . ,
I shall feel it te rrib ly . 3. Some are . . . in heart a t forty, some
are young a t eighty (proverb). 4. He is not . . . , I should say;
he is an . . . gentlem an in his late forties!
257
1. Discuss th e television program m es P eter used to w atch
and th eir effect on his m ind.
2. Trace P e te r’s conduct throughout the story and try to
account for it (Peter a t school, P eter daringly aw ake a t night,
P eter tries to be fearless and fails).
3. D escribe M r. and Mrs. C halm ers. Im agine w hat hap- .
pened before and after the scene in the vestibule.
4. Use th e story as an illu stra tio n to th e fact th a t grown
ups — parents and teachers — som etim es fail to understand
the psychology of th e children they have got to bring up.
5. Speak on th e peculiarities of a teenager.
6. Discuss th e advantages and disadvantages of the tele
vision.
7. Tell a story in w hich a boy in his teens plays a consider
able p a rt.
8. Speak ab o u t a film the hero of w hich is a boy.
Exercise XV. R ender in English:
«Летний вечер в нью-йоркском С ентрал-парке. К столбу
прислонился подвыпивший (tipsy) муж чина. Медсестра к а
тит по дорожке коляску, в которой сидит инвалид без ноги,
с перевязанной головой. В руке у девушки сум ка. Внезапно
перед коляской появляется молодой человек, выхватывает
сумку из рук медсестры и пытается бежать». Т ак в одном из
номеров ж урн ала «Штерн» (ФРГ) начинается репортаж о
росте преступности среди американской молодежи. В дан
ном конкретном случае, отснйтом на пленку (fixed by а
cam era), грабитель обречен (is doomed). «Отрезвевший»
в доли секунды (sobered in a fraction of a second) мужчина
настигает преступника и вместе с подоспевшим инвалидом,
уж е с двумя ногами, надевает на него наручники (puts а
pair of handcuffs on th e m an). Сестра (в действительности
агент-мужчина) выхватывает пистолет, чтобы отогнать
сообщников (accom plices) грабителя. О перация закончена».
Это одно из рядовых дел, совершенных специальной
группой нью-йоркской полиции. Сейчас в такие группы,
называемые «анти-крайм юнитс», входят 200 специально
натренированных агентов. В среднем за сутки им удается
арестовать на месте преступления (catch red-handed) 20 гр а
бителей. Д л я 11-миллионного Н ью -Й орка это капля в море.
Согласно данным городской полиции, здесь орудуют 147 ган
гстерских банд, насчитывающих 19 тысяч человек.
258
Предпринимаемые полицией меры, какими бы радикаль
ными и смелыми они ни казались, практически не достигают
цели. П олиция воюет с преступниками, а не с преступно
стью — социальным явлением, имеющим глубокие корни
в американском обществе.
Exercise XVI. a) R etell and com m ent on the te x t th a t follows;

b) P ay a tte n tio n to the words and w ord-com binations below and
use them in speaking on the text:
radio service, perm anent background noise, to crack stale
jokes, to h ail, to boast, keen observer, to speak on behalf of,
relevant (irrelevant) questions, to issue statistics, a special
feature, to in itia te , average A m erican girl, unassum ing, at a
loss, unsolved problem , quiz program m es, radio-com m enta
to r, on th e air, to tak e off the air, leftish tendencies, com m er
cials, to in terru p t a performance, ravishingly beautiful, ir
resistibly desirable, to pull down people to, intellectual level
c) Sum up the a u th o r’s view of th e U nited S tates radio pro
gram m es;
d) F in d some p o in ts of resem blance betw een th is tex t and Irwin
Shaw ’s sto ry “P eter Two” .
e) Speak on some typical features of American Т. V. and radio
services.
T H E E M P IR E O F SOAP O PER A S
‘Every country has the radio service it deserves.’ To apply

th is axiom to th e U n ited S tates of A m erica would be a grave
in su lt and I hasten to add th a t the U n ited S tates deserve some
th in g m uch b etter th an the radio service it has. A m erican
rad io is th e reverse of the Shakespearean stage. In Shakes
peare’s tim e th e w o rld ’s greatest dram as were acted w ith the
m ost p rim itiv e technical arrangem ents; 1 on the A m erican
a ir th e w orld’s m ost prim itive w riting is perform ed under
perfect technical conditions. The m ain features of Am erican
b roadcasting are these:
(1) R adio is a perm anent background noise in Am erica. All
th e radios of th e land seem to be sw itched on all the tim e. In
ap artm ents, in th e streets, in shops, restau ran ts, cars and
tax is, anyw here and everywhere the noise goes on— it is your
fa te to listen to it, w hether you like it or h ate it.
259
(2) P u b lic opinion, taste and culture are led and directed
by lax ativ e,2 cigarette, soap and cheese com panies. They buy
a certain am ount of tim e on the radio, during which they try
to convince you th a t their lax ativ e is tastier, more efficient,
cheaper and more beautiful to look at th a n any other laxative
in th e world. To fill up tim e between two com m ercials, they
hire some com edians who crack a num ber of stale jokes and
laugh at them them selves, loudly and heartily . Of course,
Mr. Bob Hope or Mr. Morgan3 and a few others are funny and
amuse you m ost of th e tim e, but they are very rare exceptions.
This system was hailed as the real freedom. No state con
trol, they boasted, no censorship. Some keen observers, how
ever, noticed after th e lapse of a few years th a t the real aim
of lax ativ e firm s was not to raise the cultural standard of
th e nation b u t to sell more laxatives to people w hether they
needed them or not. In this they succeeded; and the result
is Am erican broadcasting.
(3) Everybody and everything is ‘H ooperated’.4 All radio
performers and w riters depend on Mr. С. E. H ooper’s fo rt
nightly Hooper R atings. Hooper speaks on behalf of th irty -
five m illion A m erican radio fam ilies, m akes $ 1,000,000
p. a .5 and has nearly two thousand em ployees who ring up
people, try in g to find out w hat they listen to. Mr. Hooper
tells in his R a tin g s w hat per cent of radio fans listen to a cer
tain programme. Am erica is a scientific country. Mr. H ooper’s
assistants ring up people day and night, collect answers to
relevant and irrelev an t6 questions put in a skilful or clum sy
way, issue statistics by the score and state extrem ely scien
tifically indeed th a t a song called Open the Door, Richard
is 137 tim es m ore popular than B eethoven’s Fifth Sym phony
and Mr. O v in g to n ’s chats on ‘How I like my cheese and w hy’
are 217.08 tim es better liked than A M idsum m er N ig h t's
Dream.7
(4) A special feature in Am erican broadcasting is the soap
opera. Once upon a tim e, very few people listened in around
noon and then a soap com pany hit on th e idea th a t special
broadcasts should be in itiate d for women who are at home
preparing lunch. So the soap operas started th e ir career and
now p ractically all stations broadcast these soap operas be
tween 12 noon and 4 p. m. on every weekday from Monday to
Friday. They last fifteen m inutes each. One of th e most pop
ular is th e Romance of Helen T rent. Miss: T rent is just ah
average A m erican girl. She has been th irty -tw o for the last
266
tw o decades; she is intelligent, beautiful and em ployed as
a designer by one of the Hollyw ood film com panies and in
spite of th e fact th a t she is begged and besought twice every
week to become a fi l m star she refuses and rem ains just th a t
little , unassum ing average Am erican girl she has ever been.
She solves life ’s problem s for anyone who happens to come
near her or pass down the street in front of her window. These
are usually grave and m om entous problem s. There is for exam
ple a young m an who has charm ing m anners and an adm irable
character, is a g rad uate of P rinceton U n iv ersity ,8 has an in
come of four m illio n dollars per year, loves H elen T re n t’s
colleague m adly; she loves him , too, and th eir parents agree
to the m arriage— w hat are they to do? E verybody is at a loss
u n til H elen, w ith a few sim ple, calm , wise words arranges
th e ir lives and separates them for ever.
O r there is another feature: M y Gal S unday.9 T his gal
Sunday is a M idwesterner, born on a Sunday and much later
m arried to an English lord, a certain Lord H enry (Henry
being his C h ristian nam e). T he problem is: can the little
M idw esterner gal be happy w ith the rich English lord? They
have lived together for twelve years, have Innum erable child
ren, I believe, but the problem is still unsolved. Lord Henry
gets into trouble every week; all his friends are m urdered, he
is alw ays suspected of killing them off b u t in the last mom ent
his innocence is alw ays proved and Lord H enry returns from
jail to his beloved Sunday, spends a quiet week-end w ith her
and next M onday com m its a new m urder. Few m em bers of
th e B ritish aristocracy spend so much tim e in jail as Lord
H enry. L ittle w onder he can never spare a m inute to drop
in to the House of Lords to tak e p art in a Foreign Affairs
debate.
(5) Quiz program m es are popular, too. A few members of
th e audience m ake fools of them selves in one way or another
and in re tu rn they receive prizes. And w hat prizes? W henever
you see a person carrying a refrigerator or a piano on his
back or leading a camel through the streets of New York,
you m ay rest assured th a t he has just won a quiz prize.
(6) T here are some excellent and intelligent radio-com m en
ta to rs on th e air. T hey are brave and candid and give balanced
views on world events. One of these, in spite of the fact th a t
h is Hooper R a tin g s were the highest am ong all com m enta
to rs and even higher than a great num ber of m usical shows,
was tak en off th e air by a com m ercial firm because of his
261
m ildly leftish tendencies. To use the im m ense cultural possi
b ilities of radio m ainly for the purpose of persuading people
to buy m ore shirts, canned fru it, laxatives and boot polish
is ‘freedom of speech’; to tak e a b rillia n t com m entator off
th e air because he says w hat he believes to be th e tru th is
‘freedom of p riv ate en terp rise’.
(7) B ut th e m ain features are, of course, th e com m ercials.
They are declaim ed in prose and recited in verse, sung by
soloists and choirs, persuading, cajoling, threatening, w arn
ing and ordering people to buy X underw ear or Y tinned
beans. Every perform ance, except the sacred baseball m atch
com m entaries, is in terrupted to tell you th a t you w ill become
ravishingly beautiful if you eat Z cheese or else th a t you are
sure to die young, poor and neglected if you do not use U
shoe polish. One Texas radio statio n carried 2.215 commer
cials in 133 broadcasting hours, an average of 16.7 per hour.
Once during a perform ance of K in g Lear, th e tragedy flowed
on in its m ajesty u n til at its clim ax K ing Lear broke loose in
a ferocious m alediction, condem ning all his daughters for
not drinking ‘O p tim u s’ orange juice for breakfast.
In short, th e basic principles of broadcasting are these:
The m ain cu ltu ral aim is to sell m ore cheese to th e public
th an it can consume.
Freedom of speech m eans freedom of great com m ercial
firm s to pull down all th e rest of th e people to th e ir own in
tellectual level.
News is free; com m ercials are sacred.
George Mikes
NOTES
1 As is know n, no scenery w hatever was used in S ha

kespeare’s tim e; ju st a sign in d icatin g “F o rest” , “B a ttle
fie ld ” , “B an q u et H a ll”, etc.
2 la x a tiv e — a m edicine m aking th e bowels move (R uss.
слабительное)
3 M r. Bob Hope o r Mr. M organ— po p u lar radio and
m otion p ictu res com edians
4 ‘H ooperated’ — p ast p artic ip le of the verb hooperate
coined by th e a u th o r. ‘H o o p eratin g ’ (nam ed afte r C laude
E . H ooper, A m erican s ta tistic ia n , d ied in 1954) is a ra tin g
of rad io an d Т. V. shows based on a sta tistic a l study of
th e percentage of sets in a sam pling th a t are tuned to a
specific program m e a t a given tim e
262
5 p .a. (abbr.) = per annum (Lat.) — an n u a lly
* re le v an t (ant. irre le v a n t)— bearing upon the m a tte r
(Russ, относящ ийся (не относящ ийся) к делу)
7 A M idsum m er N igh t's D re a m — a com edy by W il
liam Shakespeare
8 P rinceton U n iv ersity — one of A m erica’s oldest and
m ost exclusive universities
9 M y Gal Sunday (the title obviously suggests “My
Man F rid a y ” from Robinson Crusoe)— a radio m elodram a,
also a soap serial or soap opera
QUIZ I X
1. W hich of Shakespeare’s characters says:
“The evil th a t men do lives after them .
The good is oft interred w ith th eir bones.”?
2. Can you nam e the five boroughs which compose the
city of New York?
3. H ere are four well-know n novels. Can you nam e their
authors: a) The Old Wives’ Tales, b) Kipps, c) Of H um an
Bondage, d) A Farewell to Arm s?
4. W ho was th e P resident of the U n ited S tates during the
C ivil W ar? How did he die?
5. P aris is described in several English novels. Name
some of them .
6. A ccording to a Greek legend a daughter of the sun be
cam e a sorceress and was banished to an island. H ere she was
v isited by a famous traveller and tu rn ed his com panions to
swine, a) W ho was th e sorceress and who was her visitor?
b) W h at does her nam e suggest when used figuratively?
7. a) In w hat p a rt of London does the M onum ent stand?
b) W ho designed it? c) W hen and why was it erected?
8. W h at is th e m eaning and the origin of th e expressions
a) to cross the Rubicon, b) D utch courage?
9. a) W hen and how is the discovery of th e Gunpowder
P lo t com m em orated in England? b) W h at word of the E ng
lish vocabulary is connected w ith th is event?
10. W h at famous English a rtis t p ain ted a series of pictures
en title d “M arriage a la Mode”? W h at anniversary connected
w ith his nam e was celebrated in Novem ber 1964?
11. Can you com plete th e following proverbs: a) The
proof of th e p u d d in g ... , b) You ca n ’t m ake an o m e le t...?
12. W h at are the English equivalents of the following
A m erican words: a) crackers, b) ale, c) living room?
A n sw ers to Quizzes
Q U IZ I
1. Caesar in Shakespeare’s tragedy Julius Caesar, Act II, sc. 2.

2. a) Six. b) Europe, Asia, Africa, America, A ustralia, the A ntarctic.
3. a) 1899-1902, G reat B ritain and the Boers, b) Jo lly Forsyte and
Val D artie in the 2nd p art of The Forsyte Saga (I n Chancery).
4. a) Sistine M adonna, b) H idden together w ith other pictures of
the Dresden G allery, the p ainting was found by th e Soviet troops, brought
to the Soviet Union and exhibited in the Pushkin Museum. Later the
whole collection was presented to the G erm an D em ocratic R epublic by
the Soviet Government, c) In the Dresden G allery.
5. a) Bernard Shaw, b) Oscar W ilde, c) Sheridan.
6. a) French and German, b) D utch, c) D anish, d) Swedish, e) N or
wegian.
7. a) B ath, b) R om an baths, c) Frank Cowperwood in the novel The
Stoic by Dreiser.
8. a) An im pending personal danger, b) In a Greek legend Damocles
was a courtier who was ordered by the ty ran t Dionysus to sit at a banquet
w ith a sword hanging over his head by a single thread.
9. Mr. Bownderby in the novel Hard Times.
10. a) Bunker H ill monument in Georgetown near Boston, Mass.
Commemorates the first b a ttle fought by the American colonists against
the B ritish troops (June 17, 1775). b) Independence Hall (Philadelphia)
where the D eclaration of Independence was adopted (Ju ly 4, 1776). c) Old
S tate House (Boston), a landm ark of the colonial period, now a museum.
From the balcony of the building the D eclaration of Independence was
announced, d) The R ussian Statue, a statu e by V uchetich in front of the
United N ations H eadquarters in New York.
11. a) A bird in the hand is w orth two in th e bush, b) Time and tide
wait for no m an. c) There is many a slip 'tw ix t the cup and the lip.
12. a) appointment, b) tram, c) pavement.
Q U IZ I I
1. H am let, Act I, sc. 5.

2. a) The Lake d istric t, b) The Lakists: W ordsworth, W illiam (1770-
1850), Coleridge, Samuel Taylor (1772-1834), Southey, Robert (1774-
1843), etc.
3. Georgia is one of the Soviet republics; one of th e Southern states
in the USA.
264
4. a) Shakespeare, b) Jo h n Steinbeck.
5. In Sw itzerland in 1816 B yron and Shelley m et as exiles. They both
took part in the Greek uprising against Turkish oppression.
6. a) R em brandt Van R yn (1606-1669), b) T itian (1477-1576), c) Leo
nardo da Vinci (1452-1519).
7. Spanish in all the countries but Brazil where Portuguese is spoken.
8. a) The B ritish Museum in which Karl Marx and V. I. Lenin worked.
b) T rafalgar Square w ith Nelson Column, a traditional place where the
dem onstrations of protest gather, c) Big Ben—the big tower clock in Lon
don. d) Karl Marx Memorial (Highgate Cemetery, London).
9. a) Sisyphus, b) Labour of Sisyphus ['sisifas].
10. a) Dickens in David Copperfield, b) Thackeray in Vanity Fair,
c) Galsworthy in In Chancery, d) Cronin in The Citadel.
11. a) Second thoughts are best, b) All is well th a t ends well.
12. a) tinned food, b) tobacconist’s, c) call box.
Q U IZ I I I
1. Macbeth.
2. a), b) Bernard Shaw, c) Shakespeare, d) Oscar Wilde.
3. a) A fashionable shopping street, b) The street of the Press, Pub
lishing houses, editorial offices, etc., c) The street where Sherlock Holmes
is supposed to have lived.
4. The Crucible, The S treet Car Called Desire, The Cat on the Hot Tin
Roof, The Glass Menagerie.
5. a) Andromeda, b) Perseus.
6. a) Percy Bysshe Shelley for publishing a pamphlet The Necessity
of Atheism in 1911, b) He got drowned in Greece on his way to Spezzia
in Ju ly 1822 during the Greek uprising he took part in, c) Byron burned
his remains according to an ancient custom.
7. Eton and Harrow. Young Jolyon used to be an Etonian, his
son Jolly was sent to Harrow.
8. a) D avid Copperfield, Dombu and Son, Nickolas Nickleby, etc.;
b) Hard Times.
9. The ghost of Banqo in Macbeth.
10. a) M rs. Warren’s Profession, b) An Ideal Husband, c) A View
from the Bridge; B. Shaw, O. Wilde, A. Miller.
11. a) Don’t trouble trouble until trouble troubles you. b) One man’s
meat is another man’s poison.
12. a) fla t, b) shop, c) railway.
Q U IZ IV
1. Macbeth (Macbeth, Act I, sc. 4).

2. a) Seine, b) Thames, c) Tiber, d) H udson river, Harlem river, East
R iver, e) Potom ac.
.3. a) Forster A Passage to India and K ipling Plain Tales from the
H ills, Kim, etc., b) In 1947 India became an independent country.
4. a) V andyke, Sir A nthony (1599-1641), b) Some of his pictures ar
exhibited in the H erm itage.
265
5. a) M ississippi, b) Amazon.
6. a) Ja n e A ustin, b), c) Mary Gaskell, d) Em ily Bronte.
7. In 1775-83 by the American colonies against G reat B ritain.
8. a) Prom etheus, b) He was chained to a rock and a vu ltu re d aily
consumed his liver, c) Prometheus Unbound by Shelley; Prometheus,
a sym phony by Scriabin.
9. a) A th in g th a t causes a quarrel, b) According to a Greek legend
a golden apple w ith the words “ To th e most beautiful of women” on it
caused discord among three goddesses, Gera, Athens and A phrodite,
which eventually led to th e Troyan War.
10. The Old M an and the Sea.
11. a) As you m ake your bed, so you m ust lie on it. b) Too many
cooks spoil th e broth.
12. a) luggage, b) postman, c) letter box.
Q U IZ V
1. Polonius to his son Laertes (Hamlet, Act I, sc. 3).

2. The official residence of the Prim e M inister (No 10) and th e Foreign
and Colonial Offices, hence, sym bolically th e B ritish G overnment.
3. A new flight of young post-war w riters (G. Osborne, K. Amis,
J . W ain and others). Some of their works have been tran slated into R u s
sian such as Lucky Jim b y Kingsley Amis, H urry on Down by Jo h n W ain,
Room a t the Top by Jo h n Braine, etc. They are no longer “young” now
and most of them are not “angry” either. W ith a very few exceptions they
are in agreement w ith w hat is going on in the society they once used to
attack so vigorously.
4. Eugene V itla in The Genius by Th. Dreiser; Stephen Desmonde
in A Thing of Beauty by Cronin; Charles S trickland in The Moon and
Sixpence by Somerset Maugham; Young Jo ly o n in The Forsyte S a g a by
Jo h n G alsw orthy.
5. a) Icarus, b) Dedalus, c) He was flying too near the sun and the
wax of his wings m elted.
6. Peary R obert Brown (1856-1920) was the first to reach the N orth
Pole in 1909, A pril.
7. a) Lord B yron, b) The Ode was w ritten in connection w ith the riots
for the destruction of m achinery (1811-1816) raised b y Luddites, and the
intention of the governm ent to execute them .
8. a) Cam pbell, Mrs. P atrick (1867-1940).
9. a) H arper Lee, b) Ernest Hemingway, c) J . D. Salinger, d) Jo h n
Steinbeck.
10. G ainsborough, Thomas (1727-1788); in the H erm itage.
11. a) W hile there is life there is hope, b) Learn to creep before you
leap.
12. a) telegram, b) luggage van, c) boot shop.
Q U IZ P I
1. King Lear (K in g Lear, Act III, sc. 2).

2. a) Lord Byron, b) His m aiden speech in th e House of Lords in de
fence of Luddites caused a great sensation.
266
3. a) Monaco, b) Monte Carlo, a famous gam bling resort, c) Santa
Lucia.
4. a) Longfellow, American poet (1807-1882), b) Oscar W ilde (1856-
1900), c) Alfred Tennyson (1809-1892), d) George Gordon B yron (1788-
1824).
5. R eynolds, Sir Jo sh u a (1723-1792).
6. In W estm inster Abbey; contains the busts of and monum ents to
poets and w riters buried here and elsewhere.
7. Narcissus.
8. a) Old Curiosity Shop by Dickens, b) Vanity F air by Thackeray,
c) Ivanhoe by W aller Scott, d) The Picture of Dorian Grey by Oscar W ilde.
9. V ivian Leigh.
10. a) Handsom e is as handsome does, b) There is no place like home,
c) It never rains b u t it pours.
11. Hamlet, Othello, K ing Lear, The Taming of the Shrew, The Twelfth
N ight, Romeo and Juliet.
12. a) trousers, b) fellow, c) whiskey and soda.
Q U IZ V I I
1. a) Lady M acbeth in Macbeth (Act V, sc. 1), b) B rutus in Julius

Caesar by Shakespeare (Act II, sc. 1), с) 1. B ru tu s’ words about Caesar
im ply th a t power leads to corruption; 2. B right D ay by J . Priestly.
2. Frank Cowperwood (The Trilogy of Desire by Theodore Dreiser)
and Soames Forsyte (The Forsyte Saga by Jo h n Galsworthy).
3. W illiam Sydney P orter.
4. a) K ilim anjaro, b) Mount Everest, a peak of the H im alayas, c) Mont
B lanc, d) The Snows of Kilim anjaro by E. Hemingway.
5. B y R oald A mundsen in 1911.
6. a) Sheridan, R ichard B rinsley (1851-1916), b) H astings, W arren
(1732-1818).
7. a) W a ttT y lo r, b) In London in 1381, c) R ichard II, d) Richard II
by Shakespeare.
8. a) Venus, b) D iana, c) Ju p iter, d) Ulysses.
9. a) Ivanhoe by W alter Scott, b) Vanity Fair b y Thackeray, c) Domby
and Son by Dickens.
10. a) The source of all kind of evil, b) According to a Greek legend
P andora was a woman sent by Zeus as punishm ent for the hum an race
because Prom etheus had stolen fire from heaven. Zeus gave her a box
(P andora’s box) enclosing all hum an ills, which escaped when she opened
the box.
11. a) N ever put off till tomorrow w hat you can do today, b) Beggars
ca n ’t be choosers.
12. a) underground (tu be), b) booking-office, c) sleeping-car (sleeper).
Q U IZ T i l l
1. H am let about Polonius (Hamlet, Act II, sc. 2).

2. a) The Speaker, b) Lord Chancellor.
3. a) Queen V ictoria (1837-1901), b) In In Chancery b y Jo h n G als
w orthy.
267
4. A Connecticut Yankee in King A rth u r’s Court by Mark Twain.
5. “Gioconda” by Leonardo da Vinci from the Louvres was taken
to Jap an and the USSR and exhibited there for some tim e in 1974.
6. P art of New Y ork C ity. The island was bought by the Dutch from
a tribe of N orth Indians — M anhattoes—who originally lived there
and gave the island their name.
7. a) Thackeray in Vanity Fair, b) Dickens in David Copperfield, c) T ho
mas H ardy in Tess of the d'Urbervilles, d) Th. Dreiser in A n American
Tragedy.
8. a) O rpheus, b) He descended to Hades and moved Persephone w ith
his music so much th a t she allowed him to lead his wife Eurydice back
to earth, c) Orpheus was not to look back a t his wife while he led her away
but he failed in the test, and she had to rem ain in Hades, d) Orpheus by
Gluck; Orpheus Descending by Tennessee W illiam s.
9. a) Vanity Fair by Thackeray and Don Jium by Byron; c) to meet
one’s Waterloo—to be u tterly defeated after a period of success.
10. R em brandt (1606-1669). In the H erm itage.
11. a) It is never too late to learn, b) To kill two birds w ith one stone,
c) A friend in need is a friend indeed, d) C ut your coat according to your
cloth.
12. a) lift, b) roadway, c) queue.
Q U IZ I X
1. Mark A ntony (Julius Caesar, Act III, sc. 2).

2. B ronx, Brooklyn, M anhattan, Queens, Richm ond.
3. a) A. Bennet, b) H erbert W ells, c) Somerset Maugham, d) Ernest
Hemingway.
4. A braham Lincoln (1809-1865). He fell a victim to a conspiracy
of the Southerners and was shot at the theatre in W ashington by an actor.
5. A Tale of Two Cities by Ch. Dickens; The Old Wives’ Tales by
A. Bennet; A Thing of Beauty by A. J . Cronin.
6. a) Circe, Odisseus, b) an enchantress, a woman who has the power
to bewitch and degrade.
7. a) In the C ity, b) Sir Christopher Wren, a famous English architect,
c) In 1671-1676 in comm emoration of the G reat Fire of London in Sep
tember 1666 w hich destroyed 460 streets.
8. a) The R ubicon is a stream in Italy which separated Caesar's
province of G aul from Italy ; by crossing it under arm s Caesar started a
civil war w ith the R om an governm ent then controlled by Pompey. The
expression m eans “to sta rt an enterprise from w hich there can be no tu rn
ing back” ; b) courage obtained by drinking; the derogatory use of the
word Dutch may be traced back to the Anglo-Dutch com petition and
wars of the 17th century.
9. a) On November 5th, by burning th e effigy of Guy Fawkes, b) The
first name of Guy Fawkes came to denote in B ritish English a strange-
looking person; in A m erican English guy is a colloquial word for fellow.
10. H oggarth, W illiam (1697-1764); 200 years since the day of his
death.
11. a) The proof of the pudding is in th e eating, b) You can’t make
an omelet w ithout breaking eggs.
12. a) biscuits, b) beer, c) sitting-room.
CONTENTS
PART I
Page
The Story of a Carpenter by W. S a r o y a n ........................................... 0
N o t e s ................................................................................................................. 7
E x e r c ise s .......................................................................................................... 7
Getting up. Picture Story ....................................................... 11
What Happens if You Try to Satisfy Some People by W. Saroyan 13
Notes .................................................................................................. 13
E x e r c ise s.......................................................................................................... 14
At the Restaurant. Picture S t o r y ....................................................... 16
The Intelligent Young Man by W. S a r o y a n ....................................... 17
N o t e s ................................................................................................................. 18
E x e r c ise s.......................................................................................................... 19
Winning the Race. Picture S t o r y ........................................................ 22
What Happened to Charles by James T h u r b e r . 23
N o t e s .......................................................................... . . . . . . . . . . . 24
Exercises .................................................................... 26
A Tragic Incident. Picture Story ...................................... 30
You Be the Detective (from Humour Variety) .............................. 31
Notes ................................. .... ........................................................ 32
E xercises........................................................................................................... 33
Diagnosing a Case. Picture S t o r y ........................................................ 36
This Is Where Mama Came I n ............................................................ 39
Notes .................................. ................................................................ 40
£ХвГ(М 565 t ^ _ ^ ^.J
Off to the South. Picture S t o r y ..................... ...................................... 46
A Very Dangerous Invention by Max A d e le r ...................................... 48
N o t e s ...................................................... .... ....................................... 49
E x e r c ise s.................................. .............................................. ......................... 60
The Robot. Picture S t o r y ............................................................................. 56
On Education. § 1. ( to be continued) by F. P. D u n n e ..................... 57
N o t e s ............................ ...................................... .......................................... 58
Exercises . ........................... ................................................................... 59
A Masterpiece of Abstract Painting. Picture S t o r y ..................... 63
Progress in Science. Picture S t o r y ........................................... 64
Henry K i n g .................................................................................................. 65
On Education. § 2 . The Kindergarten (to be continued) by F. P.
D u n n e .................. .................................................................................... 65
N o t e s ................................................................................................................. 66
E x e r c is e s ......................... - ............................................................................... 67
Reading for the Exams. Picture S t o r y ........................................... 70
At the Library. Picture Story . . . ........................................... 73
On Education § 3. College by F. P. Dunne .................................. 74
269
Page
N o t e s .................................................................................................................. 75
E x e r c ise s............................................................................................................... 76
Crossing the Street. Picture S t o r y ................................................... 80
Let’s Have a Picnic (from Humour Variety) . . . . . . . . . . 83
N o te s . . 84
E x e r c is e s ......................................................................................................... 86
An Outing. Picture S t o r y ..............................................................
In One Ear and Upside Down by Parke Cumming ...................... 92
N o t e s ...................................................................................................................... 93
E x e r c ise s............................................................................................................... 94
Moving into a New Flat. Picture S t o r y ............................................... 99
M a t i ld a ................................................................................................................ 100
On Not Knowing English by Q. M ik e s ................................................... 102
N o t e s .................................................................................................................. 103~
E x e r c ise s........................................................................
Learn to Skate by Skating. Picture S t o r y .......................................... 109
Many Moons by James T h u rb er.................................................................... 110
N o t e s ..................................................................................................................... 118
E x e r c ise s.............................................................................................................. 120
Housewarming. Picture S t o r y .................................................................... 126
PART II
The Match-Maker by H. M u n r o ........................................................... 128
N o t e s ................... Г ................................................................
E x e r c is e s ............................................................................................................. 131
Quiz I .......................................................................................................... 138
Perhaps We Shall Meet Again by H. E. B a t e s .................................. 139
N o t e s .................................................................................................................... 143
E x e r c is e s.............................................................................................................. 145
Quiz I I ...................................................................
The Hungry Winter by Elizabeth H. M id d le to n ............................. 153
N o t e s ................................................................................ г ............................ 156
E x e r c is e s ............................................................................................................. 158
Quiz I I I ...................................................................................................... 165
Seeing People Off by Max B eer b o h m ................................................... 165
N o t e s ..................................................................................................................... 169
E x e r c is e s ............................................................................................................. 171
Quiz I V ...................................................................................................... 177
A Man in the Way by Scott F itz g e r a ld ................................................... 178
N o t e s ...................................................................................................................... 182
Exercises . ...................................................................................................... 184
Quiz V ......................................................................................................... 190
Should Wizard Hit Mommy? by John U p d ik e ...................................... 191
N o t e s ..................................................................................................................... 197
E x e r c ise s.................................................................................................‘ . . 200
Quiz V I ...................................................................................................... 207
Cedric’s Fairy Godfather by Newman L e v y .......................................... 208
N o t e s ..................................................................................................................... 213
E x e r c ise s.............................................................................................................. 216
Quiz V I I .................................................................................................... 224
The Pride of Miss Stella Sibley by Ersklne C a ld w e ll......................... 224
270
Page
Notes ...................................................................................................... 230
E x e r c is e s......................... 232
Quiz V I I I ............................................................................................... 240
Peter Two by Irwin S h a w ............................................................................ 241
N o t e s ................................................................................................................. 249
E x e r c is e s ......................................................................................................... 252
Quiz IX . . . ................................................................................. 263
Answers to Q u iz z e s .................................................................................... 264
Лидия Семеновна Г о л о в ч и н с к а я
С О В ЕРШ ЕН СТВУ Й ТЕ УСТНУЮ Р Е Ч Ь
Пособие по развитию навыков устной речи.

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Редактор Л . И. Кравцова. Издательский редактор

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Speak Good English. 1st Year (PDFDrive)

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L. S.

Допущ ено Министерством

MOSCOW -HIGHERSCHOOL 1975

© Издательство «Высшая школа», 1975 г . "

THE STORY OF A CARPENTER

My G randm other Lucy knew no end of stories. H ere

, 1 Is anything the m atter? — Is an y th in g wrong? (Rusa.

Exercise I. Practise the pronunciation of the following words and

Exercise XI. Ask your neighbour:

Exercise X II. Topics for discussion:

1. R etell th e story in th e person of a) the carp en ter’s wife,

Exercise XIII. Study the story in pictures on p. H and answer the

. Here are some more questions for you to answer:

I. W hen do you get up as a rule? W hen does your father

1. I t ’s an early bird th a t catches th e worm.

WHAT HAPPENS IF YOU TRY TO SATISFY

T here was a b lind m an in a household 1 to whom the others

Exercise I. Practise the pronunciation of the following words and

a) household, clothing, discontent, w all, loaf, loaves, lam b,

Exercise III. Answer the following questions:

Exercise IV. Retell the story using the following words:

THE INTELLIGENT1 YOUNG MAN

My uncle Aram, liked to tell the story of a K ing and a young

1 intelligent' «*■ quick in understanding, bright, clever ‘

Exercise I. Practise the pronunciation of the following words and

( in tellig e n t — educated— cultured)

(say — tell — speak)

(fin e — p re tty — handsome)

W inning the Race

WHAT HAPPENED TO CHARLES

A farm horse nam ed Charles w as led to tow n one day by

1 owner — th e one who owns som ething, i.e. the owner of

Exercise I. Practise the pronunciation of the following words and

YOU BE THE DETECTIVE

Professor M urray told his crim inology 1 class: “One af­

1 crim inology— the study of crim e and crim inals; a

Exercise I. Practise the pronunciation of the following words and

a) detective, crim inology, paw nbroker, belie, volum e,

1, W hat class did Professor M urray teach? 2. W ho was

paw nbroker’s shop; to run a shop; all by herself; to glance

A world-fam ous A m erican surgeon arrived in E ngland.

“D octor, I w an t you to look after my office, w hile I am on

THIS IS WHERE MAMA CAME IN

In th e old days M am a laundered 1 ev erything — overalls, 2

* Bermuda — Bermuda Islands is a group of islands in the North

SCENE TWO — ONE WEEK LATER

My wife called for the dress. “W h a t’s this stain 14 here in

1 to launder — to wash and irofi clothes (laundress — a

Exercise I. Practise the pronunciation of the following words and

A perfect wife is one who is w illing to help her husband

A step-ladder is a thing most useful to people who are

1 to move into (a new house, flat, etc.). N ote the use of

Exercise I. Practise the pronunciation of the following words and

a) dangerous, extrem ely, perform , c u rta in , ironing-table,

1. W ho is the . . . of this bicycle? I should like to use it

No fu rn itu re is so charm ing as books, even if you never

Mr. S m ith was w orried. H is little Bobbie was already six

1 bright little chap — clever little boy; chap (colloq.)

Exercise I. Practise the pronunciation of the following words and

“I know w hat w ill happen,” M r. B rainer w ent on to say .1

1 (he) w ent on to say — (he) said next, continued

Exercise I. Practise the pronunciation of the following words and

a) K in d erg arten , G erm any, certificate, paste-board, sav ­

Professor M urray told his crim inology 1 class: “One af

a) K in d erg arten , G erm any, certificate, paste-board, sav

“Goodness, M aria!” exclaim ed M rs. S m ith. “W hat a k it

“H as your son’s college education proved of any real v a l

Exercise VIII. Change the following Active constructions into Pas

a) in stru ctio n , com m and, p aren t, v a rie ty , neither, fore

* A play upon words: funeral means a) a burial of a dead per

1 match-maker — a person who is fond of arranging m ar

a) m atch-m aker, h astily , menu, p u n ctu ally , bowl, bis