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V. Answer the following questions.
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1. Was Jan's arrival at the sanatorium like returning to prison?
2. What did Bart feel when he found himself in the midst of the world of sickness?
3. What was his routine work like?
4. Why did Bart call the conditions in the sanatorium inhuman?
5. What effect does the author achieve by giving a detailed description of the patients and their suffering?
6. How did the idea of the lottery occur?
7. How did the victory affect the ward?
8. What was Jan's last wish?
9. Why did the doctor oppose the idea of taking Jan away to the shack?
10.What did the doctor mean by saying "You'll end up a physical wreck, a raving lunatic!" (p. 363)
11.How did Bart manage to take Jan away?
12.Why was it so important for Jan to get to the shack?
13.Do you think she knew she was dying?
VI. Comment on the following.
1. "When the war was over it had been turned into a T.B. sanatorium "temporarily"... but "temporarily" had stretched into thirty years."(p. 291)
2. "But now there was only a job to be done and no Jan to mitigate it." (p. 298)
3. "If you are going to stay on here and be of any use, you can't afford to get emotional." (p. 334)
4. "There's never any shortage of money for destruction."(p. 303)
VII. Translate into English.
Совершенно неожиданно для Джен появилось место в санатории, за который не надо было платить. Кроме того Линда, бывшая соседка Джен по комнате, выздоровела именно в этом санатории, и ее называли "ходячим чудом". Это был новый, яркий луч надежды. И Барт был с ней. Он работал санитаром. Тем не менее на глазах у Джен люди умирали один за другим. В конце концов и ей стало хуже. Появилась другая каверна, начался горловой туберкулез, ей запретили говорить. Джен никогда не упоминала о своем состоянии, но однажды она известила Барта, что ее мечта – поехать обратно в шалаш. Врач был против этой идеи. Но на этот раз Джен настояла на своем. Это было осенью. Стояла великолепная погода. Лицо ее сияло. Они снова оказались в своем любимом шалаше. Но болезнь оказалась сильнее. Джен умерла прекрасным ранним утром.
VIII. Give a summary of Part Four.
FINAL DISCUSSION
1. Dymphna Cusack, her life and literary career.
2. A character sketch of
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a) Bart;
b) Jan;
c) Doreen;
d) Magda;
e) Patients in Locklynn;
f) Patients in Pine Ridge;
g) Patients in Springvale;
h) Doctors described in the novel.
3. The problem of war as revealed in the book.
4. The medical system of Australia in the 50s.
5. The author's direct and indirect accusation of the society.
6. Comment on the title of the novel.
7. The style and composition of the novel.
GEORGE BERNARD SHAW
George Bernard Shaw (1856–1950) was born in Dublin on July 26th, 1856, into a family of Irish gentry.
He began his literary work as a critic of art, literature, music and drama. By his clever criticisms Shaw won recognition as the most talented British feuilletonist of his day.
Shaw's career as a dramatist began with his famous series of "unpleasant" plays: "Widowers' Houses", "Mrs Warren's Profession" and others, that turned out to be a daring exposure of the darker sides of English life.
Another series of plays that followed: "Candida", "Arms and the Man", "You Never Can Tell" and others was given the title of "pleasant" plays, and this rather ironically; through the amusing situations and witty scenes with sparkling dialogue Shaw continued his criticism of bourgeois morals and ideals. "There were two Shaws," writes a critic, "one was the prophet with doctrine in his hand; the other was the jester with a joke on his lips".
Among Shaw's other plays most well known are: "Heartbreak House", "Saint Joan", "The Apple Cart", "Too True to Be Good" and others.
Shaw introduced intellectual debate into his stories with its original and fearless paradoxes. He also revived the practice of including a long preface and sometimes a sequel in the play, explaining what it was about and what he actually meant. Shaw's influence on his age was immense. William Irvin, Shaw's biographer, says that to comprehend Shaw is to comprehend the 20th century to a great extent. Like Shakespeare, his name was adapted to add a new adjective to the English language: "Shavian". The word defined by the Oxford Dictionary as "characteristic of Bernard Shaw" suggests a unique way of looking on life and the universe.
***
Shaw demanded that art should always be didactic, serving a social purpose. His "Pygmalion" is unlike most of his other plays in this respect. The plot of "Pygmalion" is "the eternal Cinderella story". In the play professor Higgins, a phonetics expert, transforms a Cockney flower girl into a society lady by teaching her to speak beautifully. Professor Higgins is drawn from Henry Sweet, an eccentric phonetics expert from Oxford. The role of Eliza was specially written for Patrick Campbell, a famous actress of Shaw's time.
"Pygmalion" has been regularly revived since it was first produced in Vienna, was successfully filmed in 1937 and set to music as "My Fair Lady" in 1956.
PYGMALION*
* Shaw C.B. Pygmalion. M., 1972. Pages in Assignments refer to this edition.
Characters of the Play and Their Prototypes
Pygmalion (king of Cyprus) [pKg'm{lI@n] ['saIpr@s]
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Galatea [,g{l@'tI@]
Eliza Doolittle [I'laIz@ ‘du:lItl]
Alfred Doolittle ['{lfrId 'du:lItl]
Henry Higgins ['henrI 'hIgInz]
Mrs. Higgins ['hIgInz]
Colonel Pickering ['kÆ:nl 'pIk@rIÎ]
Mrs. Eynsford Hill ['eInsf@d 'hIl]
Freddy ['fredI]
Clara ['klE@r@]
Mrs. Pearce [pI@s]
Nepommuck ['nep@m@k]
Other Proper Names
p. 20. Queen of Sheba [‘Si:b@]
p. 20. Pharisaic [,f{rI'seIk] (adjective)
of Pharisee [‘f{rIsI]
p. 22. Judy ['dZu:dI]
p. 46. (by) Jove [dZÆUv]
p. 66. Pandour ['p{ndU@]
p. 70. Queen Victoria [vIk'tO:rI@]
p. 85. Ezra D. Wannafeller ['ezr@,wÁn@'fel@]
p. 86. Scilla and Charybdis ['sIl@] [k@'rIbdIs]
Assignments
Act I (pp. 10-22)
I. Study the Notes to Act I and comment on:
1. Characteristics of Cockney speech as compared with standard English (p. 12).
2. Connotations of the names Cheltenham (p. 17) and Harrow (p. 17).
3. Historical associations of the words Pharisaic, Pharisee (p. 20).
4. The meanings of the English words: profession (p. 19), student(p. 20), club (p. 20, the Carlton club) as compared with the Russian counterparts: профессия, студент, клуб.
II. Write out and translate into English Eliza's description on p. 12:
"She is not at all a romantic figure … a dentist".
Find some stylistic devices. Translate into English the description of Eliza's lodging on p. 22:
"She picks up the basket... without any further change."
III. Get ready to discuss Act I. Find the given word combinations,translate them into Russian. Speak of the situations they are used in.
a) 1. to run for shelter (p. 10); 2. to get chilled to the bone (p. 10); 3. to be engaged (about a taxi) (p. 13); 4. What's the row? (p. 14); 5. to take down some words (p. 14); 6. to take smb for another person (p. 14); 7. to take away one's character (p. 14); 8. to be much distressed (p. 15); 9. to mean (no) harm (p. 15); 10. to lay a charge against smb for smth (p. 15); 11. a busy-body (p. 16); 12. to make a living by... (one's hobby, one's profession (p. 19); 13. to give oneself away (p. 19); 14. to pass smb off as... (p. 20).
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