VII. Give a good translation of the following passages in a written form:

1. ‘Isn’t it fun … I’m thinking.’

2. ‘I wish I could … bridging that gulf.’

VIII. Translate the sentences and comment on the notions in italics paying attention to their cultural meaning:

1. With beautiful scenery all about, and lots to eat and a comfortable four-post bed and a ream of blank paper and a pint of ink – what more does one want in the world?

2. Sallie is going to do settlement work in Boston next winter. Don’t you think it would be nice for me to go with her, then we could have a studio together?

IX. Explain the use of the words given in italics:

1. Poor Jimmie is having a hard time peddling his bonds.

2. My Very Dearest Master-Jervie-Daddy-Long-Legs Pendleton-Smith,…

3. I ate breakfast in the kitchen by candle-light, and then drove the five miles to the station through the most glorious October colouring. …the air was keen and clear and full of promise.

4. If I were only a member of your family (a very distant fourth cousin) then I could come and visit you every day, and read aloud and plump up your pillow and smooth out those two little wrinkles in your forehead and make the corners of your mouth turn up in a nice cheerful smile.

X. Task:

1. Remember the portraits of the characters you made at the beginning. How were the girls described? What was the description of Master Jervie? How did the main characters change throughout the novel? What evolution did Judy undergo? What Judy do you like best: the old or the new one?

2. Find the descriptions of the John Grier Home given by Judy at the beginning of the novel. Has her attitude to the asylum changed somehow? Trace those changes and point out the time periods in which they are observed.

3. Reread the last letter of Judy to her guardian. How is the information revealed in it? Does it tell directly what happened? Did you expect such an ending? What signs predicted this outcome? Did you prove right in all your expectations?

4. How do you define the main theme and idea of the novel? Where is it revealed? Point out the compositional division of the text (exposition, complication, climax and denouement). What peculiarities can you point out? What is the general tone of the text? Give examples. What message did you draw from it?

Topics for Compositions

1. The Life of Children in Institutions of Charity (Orphanage, Asylum).

2. The Curriculum in a College for Girls.

3. The Religious Upbringing in the Novel “Daddy-Long-Legs”.

4. The Life on a Farm in the Novel “Daddy-Long-Legs”.

5. Julia Pendleton and the New York Society.

6. The Health Care System in the Novel “Daddy-Long-Legs”.

7. The Socialists and the Anarchists: Different Views on the Social Development.

8. The Wardrobe of a Lady in the Novel “Daddy-Long-Legs”.

9. Ways to Be Happy in the Novel “Daddy-Long-Legs”.

10. The Evolution of Jerusha Abbot’s Character in the Novel “Daddy-Long-Legs”.