English

G e n t l e m a n - a t - a r m s is a member of the British sovereign's bodyguard. Gentleman farmer is a man who runs a farm without being financially dependent on it. Gentleman's gentleman is a valet. Gentlemen's agreement is binding in honour, but not written and not enforced by law.

It is almost a definition of a gentleman to say he is one who never inflicts pain. The true gentleman carefully avoids whatever may cause a jar or a jolt. His great concern is to make everyone at their ease and at home .

He is t e n d e r towards the distant and merciful towards the absurd; he can recollect to whom he is speaking, he guards against unseasonable topics: he is seldom prominent in conversation, and never wearisome .

He never speaks of himself except when compelled; he has no ear for slander or gossip. He is crapulous in imputing motives to those who interfere with

him, and interprets everything for the best.
He is never mean or little in his disputes; never takes	unfair advantage;
never mistakes personalities or sharp sayings for arguments,	or insinuates evil

which he dare not say out. He observes the axiom, that we should ever conduct ourselves towards our enemy as if he were one day to be our friend.

He has too much good sense to be affronted at insults; he is too well employed to remember injuries, and too indolent to bear malice.

He is patient, forbearing, a n d resigned, on philosophical principles; he submits to pain, because it is inevitable, to bereavement, because it is i r r e p a r a b l e , and to death, because it is his destiny. If he engages in controversy, his disciplined intellect preserves him from the discourtesy of better, though less educated minds.

He may be right or wrong in his opinion, but he is too clear-headed to be unjust; he is as simple as he is forcible, and as brief as he is decisive.

Notes

dignity - достоїнство

social grace - такт, люб'язність, благосклонність h o n o u r a b l e - почесний

c o u r t e o u s - в в і ч л и в и й , з гарними манерами, учтивий

g e n t l e m a n - a t - a r m s	- лейб-гвардієць
to be t e n d e r of s m b .	- ставитися турботливо до когось
merciful - милосердий,		співчутливий
wearisome - нудний, що наводить смуток
forbearing - терплячий,		стриманий

resigned - покірний

i r r e p a r a b l e - непоправний

unjust - небезпідставний, несправедливий forcible - переконливий

IV. Answer the questions:

Who is a lady for you?

Have you ever met a gentleman?

What is gentlemen's agreement?

4 2

V. Describe a person (your friend or someone else) you a d m i r e using traits

of c h a r a c t e r from the text.

Unit Fifteen

OUTSTANDING P E O P L E OF GREAT BRITAIN

Newton - P r o m i n e n t	English	Scientist
( 1 6 4 3 -	1727)
Newton, one of the greatest scientists of all		time, was born in the year in

which Galileo died at the little village near Lincolnshire. His farther was a farmer.

His mother was a housewife and very clever woman. N e w t o n ' s school days were

not remarkable. At school he was a strange boy, interested in constructing

mechanical devices of his own design, curious about					the world around			him, but
showing	no signs of unusual brightness. He			seemed to	be	rather slow in his studies
in his age.
In the late 1650s he was taken out				of school to help on his mother's farm,
where he was clearly the world's worst farmer. His uncle						detecting the scholar in
the young man said that he had to be sent to Cambridge. In						1660 this was done and
in 1665	Newton graduated. The plague hit			London and he retired to his mother's
farm to	remain out of danger. He had	already worked out the binomial theorem in
mathematics.
At his mother's farm something greater happened. He watched an apple fall
to the ground and began to wonder if the				same force that pulled the apple down
also held the Moon in its grip. The story				of the apple has often			been thought a
myth, but according to Newton's own words,				it is true. This event led him to a great
scientific discovery.
Newton theorized that the rate		of fall		was proportional to the strength of the
gravitational force and that this force		fell	off according to the square				of the	distance
from the	centre of the Earth. (This is	the	famous «inverse			square»	law).	He made

his calculations which appeared to be wrong and did not prove his observation. He

was dreadfully	disappointed and put the problem		of gravitation aside	for fifteen
years.
In this	same period	1665 — 1666 Newton conducted startling optical
experiments.	Newton's prism	experiments made	him famous. In	1669 his

mathematics teacher resigned in his favour and Newton at twenty-seven found himself a professor of mathematics at Cambridge. He was elected to the Royal Society in 1672. His famous «Principia Mathematica» was published in 1687. It is the greatest scientific work ever written.

Newton was respected in his lifetime as no scientist before him. When he died he was buried in Westminster Abbey along with England's heroes. The great French literary figure Voltaire, who was visiting England at that time, commented with admiration that England honoured a mathematician as other nations honoured a king. The Latin inscription on his tomb ends with the sentence, «Mortals! Rejoice at so great an ornament to the human race!»

4 3

Reading Text

I. Read and translate the text.

ALBERT EINSTEIN

On March 29, 1919 there was an eclipse of the Sun. It was a particularly

important eclipse. For years astronomers had eagerly awaited it, since it would enable them to check a revolutionary new theory in physics, proposed four years earlier by a scientist named Albert Einstein.

On the day of the eclipse one group of astronomers was stationed in Northern Brazil, another on an island of the western coast of Africa. Delicate cameras were set up and waiting. Pictures would be taken during the eclipse - not

of the eclipsed Sun, but of the stars and appear in the suddenly					darkened	sky
around the	Sun.
Einstein had said that the position of the		stars would be		somewhat changed,
since the rays of starlight passing near the Sun		would	be bent	by the Sun's mass.
To many	scientists this sounded impossible. H o w		could	light,	which	was
immaterial, they argued, be affected by gravity?		If Einstein were correct the picture

of the Universe built up by the great Newton more than two hundred years earlier would have to be considerably revised.

The eclipse came. The pictures were taken and developed. The distances of the stars from the Sun and from one another were carefully measured. There could be no doubt about the results. Einstein was right. The light rays had been bent by the attraction of the Sun. One of the key points of Einstein's theory had been

experimentally confirmed.
It was said that only twelve persons in the world really understood				exactly
at that time what Einstein meant in his	theory of relativity.	Yet	throughout t h e
civilized world everyone who read the	newspapers knew	that	Einstein	was a

genius, that he had overthrown the foundation on which physics, chemistry and

astronomy had rested for two hundred years, and upset all	earlier	concepts of t h e
Universe. Later they learned that this revolution had	made	possible t h e

development of the photoelectric cell, television, a whole series of electronic inventions, and, finally, the harnessing of atomic energy.

II. Complete the following sentences:

1) The eclipse of the Sun enabled scientists to

a)see the stars in the day time

b)check a revolutionary new theory in physics

c)watch the suddenly darkened sky around the Sun

d)accurately calculate the stars

2) On the day of the eclipse astronomers

.

a)got everything ready and waited

b)gathered in their laboratories

c)were stationed in Brazil and on an island near Africa

d)were stationed high in the mountains.

3) Cameras were set up to take pictures of			.
4	4

a)the eclipse Sun

b)the eclipsed Sun and the stars that appear around it

c)the stars that appear around the Sun

d)the Earth under suddenly darkened sky

4) The position of the stars was somewhat changed because		»		.

a)the Sun's mass had bent them

b)they cannot be clearly seen

c)the earlier calculations were not correct

d)they were immaterial

5)Many scientists thought that the light rays could not be affected

by

a)the delicate cameras

b)the mass of the stars

c)the attraction of the Earth

d)the attraction of the Sun

6)As a result of Einstein's theory Newton's picture of the Universe

a)remained unchanged

b)was proved one more time

c)was considerably revised

d)was found wrong

7) The astronomers measured the distances of the stars from

a)one another

b)the Sun

c)the Earth

d)the Sun and from one another

8) Great Einstein is the founder of the theory of

.

a)relativity

b)numbers

c)the Sun and the stars

d)species origin

9)Einstein's theory has overthrown the foundations of

a)physics, mathematics and logics

b)physics, mathematics and astronomy

c)man's knowledge about the Sun and the stars

d)man's understanding of the life on the planet

10) The theory made it possible to

.

a)develop many branches of industry

b)start new branches of fundamental science

c)harness atomic energy

d)understand how man appeared on the Earth.

4 5

I I I .	Put questions to the words in bold type:
1.	Albert Einstein compared the discovery of atomic energy with the

discovery. 2. O u r scientists are pioneers in	research on the use of atomic energy
for peaceful purposes. 3. The steady progress	of science and technology ushered in

an entirely new era of supersonic speeds. 4. Science today is an instrument in planning and promoting scientific, technological and social progress. 5. Science

becomes a direct productive force only if its discoveries are		introduced	in t h e
process of production.
The childhood and youth of Dickens
Charles Dickens, one of the greatest	and most popular	English novelists,
was born on the 7th of February, 1812, in a	small English town. He was		a weak

child and did not like to take part in noisy and active games. The little boy was very clever and learnt to read at an early age. He read a lot of books in his childhood. When he was about six, someone took him to the theatre for the first

time. He saw a "play by	Shakespeare and liked it so much that he decided to write
a play of his own . When	it was ready, he performed it with some of his friends.
Everybody enjoyed the performance, and the little writer felt very happy.
When Dickens was nine years old, the family moved to London where
they lived in an old house in the suburbs.
They had a very	hard life. There were several younger children in the

family besides Charles. The future writer could not even go to school, because at that time his father was in the Marshalsea Debtors' Prison. There was nobody in London to w h o m Mr. Dickens could go for money, and his wife with all the children except Charles went to join him in the prison. The family lived there until Mr. Dickens could pay his debts. Those were the most unhappy days of all Charles' life. The boy worked from early morning till late at night to help his family.

Charles was only able to start going to school when he was nearly twelve,
and his father was out of prison. He very much wanted to study,	but he	did	not
finish his schooling. After two years of school he began working again. He had to
work hard to earn his living, and tried very many trades, but he did	not like	any	of
them. His ambition was to study and become a well-educated man .	At the	age	of

fifteen he often went to the famous library of the British Museum . He spent a	lot of
time in the library reading-room. He read and studied there and in this way	he got
an education.
Later Dickens described his childhood and youth in some of his famous
novels, among them "Little Dorrit" and "David Copperfield."
The great writer died a hundred years ago (in 1870), but everybody	still
enjoys reading his books.

46

R e a d i n g Text

1. T r a n s l a t e the text into U k r a i n i a n .

DOMBEY AND SON (an extract)

One evening little Paul was sitting by the fire with his father. After a long silence the boy suddenly asked:

"Papa! What's money?"

The abrupt question had such immediate reference to the subject of Mr. Dombey's thoughts, that Mr. Dombey was quite disconcerted.

"What is money, Paul?" he answered. "Money?"

"Yes," said the child, laying his hands upon the elbows of his little chair, and turning the old face up towards Mr. Dombey's. "What is money?"

Mr. Dombey was in a difficulty. He would have like to give him some explanation... but looking down at the little chair, he answered: "Gold and silver, and copper. Guineas, shillings. You know what they are?"

"Oh yes, 1 know what they are," said Paul. "I don't mean that, Papa. I mean what's money after all?... I mean what can it do?" returned Paul, folding his arms and looking at the fire, and up at him, and the fire, and up at him again.

			Notes
	a b r u p t —	раптовий
	reference	— посилання
	to disconcert — бентежити
	guinea —	гінея	(грошова	одиниця)
I I .	Pu t 5 — 7 questions to the text.
III. Retell the text.
			Unit Sixteen
		T e a c h i n g		Profession
To	choose a profession is		not an easy thing. It means that one should finally

decide what trade or profession one should choose as the main line of one's lifetime, a trade or profession that is really close to one's heart and interests. There are many interesting and useful professions in our country. One can become a doctor or a teacher, an engineer or an economist, a pilot or an artist. As for me I made up my mind to become a teacher. Now more than ever before I am sure my decision is correct. I love children and think it's so good to help them to learn what

they didn't	know	before. And	besides, bringing up good children is a very
important task.
Teaching is a very difficult job of great responsibility and most specific
character. A	good	teacher is not	only a communicator of knowledge but a model of

competence. He forms attitudes to his subject and attitudes to learning. A teacher takes an active part in shaping of a child's character, fostering honesty, kindness, loyalty, cooperation and respect for ideals.

47

A good teacher must control his temper without shutting his eyes to faults requiring correction. His instruction must be free from affection, his industry great, his demands on class continuous, but not extravagant. He must be ready to answer questions and to put them unasked to those who sit silent. Teaching is difficult because it is an art, and no art is ever easy.

To my mind five years of study at the university will give me a great deal of information necessary for a teacher. My love to children will be combined with the knowledge I shall receive. It would not be quite enough for me to succeed in my work. I think that a good teacher must keep on learning all his life. But I am not afraid of all these difficulties.

I. Read and translate the dialogue.

Dialogue

(after "Oscar Wants to Know")

by M. Quin

Mr. J. Fungus Finklebottom sank into his favourite armchair and opened his evening paper.

Oscar (his little son): Papa, what does opportunity mean?

Mr. Finklebottom: Go play with your electric train. Don't bother me .

Mrs. Finklebottom: Answer the		child. You treat him as if he were an
affliction instead	of your son and heir.
Oscar:	Papa, what is opportunity?
Mr. F.:	Opportunity is a chance to make money.
Oscar:	Papa, how do you make money?
Mr. F.:	I make money by going into business?.
Oscar:	Can everybody go into business?
Mr. F.:	Certainly everybody can go into business.
Oscar:	If everybody went into business, would they all be businessmen?
Mr. F.:	Yes, son, if they all went into business they would all be
businessmen.
Oscar:	Then who would do the work, Papa?
Mr. F.:	Everybody couldn't go into business. It would be impossible.
Oscar:	But you said they	could.
Mr. F.:	I said nothing of the kind.
Mrs. F.: Yes, you did. Answer the child. He wants to know .
Mr. F.:	All right, then, they couldn't.
Oscar:	Wh y couldn't they,	Papa?
Mr. F:	Because they don't have money.
Oscar:	If they had the money, could they?
Mr. F.:	Certainly.
Oscar:	Then if they all had the money and all went into business, would

they all be businessmen?

48

Mr. FJ		Yes, they would all be businessmen.
Oscar:		And who would do the work, Papa?
Mr. Fx		Amelia,	if you don't tell this child to ride his bicycle,				I'll drown
him.
Mrs. F.: Answer him, Fungus. He wants to learn.
Oscar:		Who would do the work, Papa?
Mr. Fx They couldn't all be businessmen.
Oscar:		Not even if they had the money?
Mr. Fx		Not even if they had the money, son.
Oscar: How many people could be businessmen, Papa?
Mr. Fx		Well, one in a thousand, maybe. One in five hundred. S o m e t h i n g
like that. You see, son, you can't be a businessman if you don't have workers.
Oscar: Then most of the people don't have any opportunity, do they, Papa?
Mr. F.: What are you talking about? In America every man has an eqttal
opportunity.
Oscar:		Papa, you said that not all people could be businessmen. Most of
thern have to be workers.
Mr. Fx		That's right. Now run along, son.
Oscar:		Then most of the		people are workers and will always			be workers
and couldn't be		businessmen even		if they wanted to. They won't ever be able to
make any money, will they?
Mr.	F.:	Well, if they got enough wages —if— Amelia, isn't it time this
child went to bed?
Oscar:		If most of the people are workers and will always be workers the
only way they can make any money is by getting higher wages. Isn't that true,
Papa?
Mr.	Fx	Amelia,	this isn't a child.		He's	a nightmare. If he	is my son,	—
well.
Mrs.	Fx	Answer	his questions. The		child	wants to learn. He	h u n g e r s	for
knowledge .
			Notes on the Dialogue
	o p p o r t u n i t y - можливість заробити
	to m a k e money - багато заробляти, наживатися
	to go into business			- зайнятися ділом (бізнесом)
	n o t h i n g of the kind			- нічого подібного
	something like t h a t - щось подібне до цього (щось схоже на це)
	he h u n g e r s for knowledge - він прагне до знань.

4 9

I I . Retell the dialogue in indirect speech.

Unit Seventeen

GREAT EDUCATORS

K.D.Ushinsky

K.D.Ushinsky was in the fullest sense of the word, the founder of the Russian primary school and pedagogical training for teachers. His contribution to Russian education was great. His long practical teaching experience, his works on teaching method and books for school-children, books on which many generations

of pupils were brought up	give him a worthy place in this brilliant pleiad.
Ushinsky was born	in 1824 in Chernigov gubernia in the family of a well-

to-do landowner. He learned very early to study independently and, after making a

fine record in the gymnasium, Ushinsky enrolled in M o s c o w University at the age

of 16. He graduated from the University with high honors when he was 20 years

old. T w o years later, despite his youth, Ushinsky was appointed professor of

Jurisprudence at the Demidov Lycee in Yaroslavl. His lectures were an immediate success for they were based upon his already considerable erudition. It was then that Ushinsky started criticizing the present educational system in Russia and was forbidden by the Ministry of Education to teach even in elementary school.

	In 1855 many teachers	who had lost work before could find jobs again. In
1859	Ushinsky was appointed inspector at Smolny Institute in St. Petersburg. In
1860	Ushinsky became editor	of the Journal of the Ministry of Education	and in
two years completely changed its character.
	Ushinsky was not only	concerned with Russian affairs but was a	devout

patriot. One of the basic principles of his pedagogical system is the inculcation of a

feeling of patriotism in the young. In his early articles he expressed this view and never changed his basic concept that "education must be based on patriotism". Ushinsky thought that this could be done best with the help of native language taught at school. One of his most famous works "Rodnoe Slovo" (Native Word) was a series of readers for Russian children designed to give them greater love and respect for their national literature.

In one of his works	Ushinsky told children about their own country:	"We
call Russia our fatherland	because from time immemorial our fathers	and

forefathers have lived here. We call Russia our native land because we were born here, our native language is spoken here and everything here is dear to us, and Russia is our motherland since she had fed us with her bread, has given us her water to drink, has taught us her language, protects us like a mother and defends us from all enemies and, when we fall into eternal sleep, it is she who will cover our bones. ...There is much else in the world besides Russia and many good states and lands, but a m a n has only one mother - and only one motherland."

Ushinsky believed that education should devote itself primarily to the

formation of character. Here a special attention	should be paid to the development
in the pupil of the habit of work. According	to Ushinsky, "life without serious
work can neither be worthy nor happy".

50

Ushinsky underlined the	personal influence of the teacher	as	an	educational
force. He put forward the idea	of setting up teachers seminars to	train		teachers,	for
their important and responsible work.
Ushinsky was interested	in foreign educational systems.	He	made trips		to

Germany, Switzerland, France, Italy and Belgium to observe school organization there. Ushinsky analyzed merits and defects of foreign educational systems always comparing them with actual conditions in Russia.

After	coming back to Russia from abroad in 1867 Ushinsky devoted his
energies to	St.	Petersburg Pedagogical Society. He traveled, lectured, held
conferences	and	interviews and continued his research and writing. Such a program

was too much for his already weakened health. Ushinsky's death in 1870 was mourned not only by teachers, but by all progressive people in Russia, not only in

the capital but in the most distant corners of the country.

R e a d i n g Text

I. R e a d a n d t r a n s l a t e t h e text.

ANTON SEMENOVYCH MAKARENKO

In our country today the name of Anton Makarenko is widely known. As a

writer of novels, articles and stories he is known to millions, especially for his

serious works devoted to the problems of the upbringing of the child and of home

and family relationships. At the same time, his name is well-known in educational

circles	and his	lifelong devotion to the causes	of Ukrainian education has gained
him the	respect	of many contemporary educators.
Anton Semenovych Makarenko — the			Ukrainian educational theorist was
born on March		13, 1888 in a small Ukrainian	railway town Belopolje. His father

was a painter in the railway workshops. He worked from morning till night, but the family could not: make ends meet.

The parents helped Anton	in	his wish to	study. They had sent him to the
local village school by the time he was twelve. Throughout his school years				he was
a good pupil and always stood at	the	head of the	class. By the end of 1904	he had

finished the programme of the six-year school in Kremenchug.

Then he took a one-year course in pedagogics and in 1905 was a teacher of

the lowest grade in the railway school in Krukov, the place where he had received his own initial education. He stayed in this post for the next six years. In 1911 he entered the Poltava Teachers' Institute, where he was to continue his teacher education. He had graduated from it with the Institute's gold medal by the middle of 1917.

Later Makarenko started to search new forms and methods of education. He studied works written by prominent educators, which helped him to find out new forms of education and upbringing of children.

By the autumn of 1920 Makarenko had organized a colony for homeless children near Poltava. It was later named the Maxim Gorky Labour Colony.