- •4. On the East Side
- •I. Translate the following phrases and sentences from the text:
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Respond to the following questions or statements and correct them(if necessary). When expressing disagreement make sure you begin your answers with such commonly accepted phrases as:
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Talk about: a) Erik's summer experience; b) Erik's interview with Professor Fox; c) Professor Fox's first impression of Erik Gorin.
- •VIII. Make up dialogues between:
- •XVIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •XIX. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XX. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XXI. Translate the following situations paying careful attention to the words and word combinations in bold type:.
- •XXII. Make up short dialogues using the following structural patterns:
- •XXIII. Read the text and retell it following the points in the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •XXIV. Make up situations based on the episode from the autobiography of Charlie Chaplin using the following word combinations and structural patterns:
- •1. Clauses of Unreal Condition
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Respond to the following questions or statements and correct them if necessary (see Unit One, Ex. IV, p. 22):
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Quote sentences which prove that it is a humorous story.
- •VIII. Make up stories as they might have been told by:
- •XVI. Form as many questions as possible on the topics given below using the pattern to have smth done. Ask your comrades to answer your questions:.
- •XVII. Make up short situations using the following pairs of structural patterns:
- •XVIII. Read (he text and retell it in the form of a story retaining the sentences of unreal condition:
- •XIX. Give English equivalents for the following short sentences (see Vocabulary and Ex. Hi):
- •XX. Suggest Russian equivalents for the words and word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XXI. Read the following sentences paying careful attention to 'he words and word combinations in bold type. Suggest their Russian equivalent:
- •XXII. Translate the following situations. Use the active vocabulary of Unit Two for the words and word combinations in bold type:
- •XXIII. Make up short dialogues using the following structural patterns:
- •XXIV Read the story and retell it following the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •XXV. Make tip situations based on the story "The-Legend of Sleepy Hollow" using the following word combinations and structural patterns:
- •I. Translate the following sentences and situations:
- •II. Render into English:
- •Vocabulary extension
- •1. Sentences with /Is-clauses
- •2. Had better, would rather
- •3. The Absense of Article with Nouns in Apposition
- •Vocabulary
- •I wonder who he is, what he wants, why he is here, whether he will come again:
- •I. Translate the following sentences from the text:
- •II. Give the principal forms of the following verbs?
- •III. Find in the text English equivalents for the following Russian phrases and sentences and use them in situations based on the text:.
- •IV. Respond to the following questions or statements and correct them if necessary (see Unit One, Ex. IV, p. 22):
- •V. Answer the following questions:
- •VI Find evidence in the text to support the following statements:
- •VII Make up stories as they might have been told by:
- •VIII Make up dialogues between:
- •XV. Respond to the following statements, questions or requests using had better or would rather. Give two variants wherever possible. Add a sentence or two to make the situation clear:
- •XVI. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •XVII. Read the following sentences paying careful attention to the words and word combinations in bold type and suggest their Russian equivalents:
- •XVIII.Analyse the use of the tenses in the following sentences. Translate them .Into Russian:.
- •XIX. Translate the following situations. Use the active vocabulary of Unit Three for the words and word combinations in bold type;
- •XX. Read the story and retell it Following the outline given below. Make a list of the words in the text which you could use to develop each point:.
- •XXI. Make up situations based on the story "The Tattoo" using the following word combinations and structural patterns:
- •XXII. Make up sentences based on the story "The Tattoo" using clauses of unreal condition.
- •I. Use one of the patterns - to do smth, to have smth done, to want/need doing smth - in your answers to the question: What would you do or say or ask if....:
- •II. Translate the following sentences and situations a) into Russian::
- •III. Render into English:
- •Vocabulary extension
- •1. Read the following text and translate the word combinations given below each point of the outline. Retell the text following the points:
- •II. Read the text and retell it in the form of a story. Enlarge on the story making use of the words and word combinations from the previous text "Being hi";
- •III. Read the text and write down the words and word combinations connected will; dentistry giving their Russian equivalents. Retell the text in brief;
- •Vocabulary
- •I. Translate the following phrases and sentences from the text:;
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and use them in situations based on the text:;
- •IV. Develop the thought expressed in each sentence to bring out the meaning of the words in bold type:
- •V. Give a neutral variant for each of the following:
- •VI. Answer the following questions:
- •VII. Translate the following sentences using the structural patterns:
- •VIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):
- •IX. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •X. Make up short dialogues using the following structural patterns:
- •1. Sentences with so fAaf-clauses ... Move his chair so that he can see
- •Vocabulary
- •I. Translate the following phrases and sentences from the text:
- •VI. Find evidence in the texts (in both parts) to support the following statements:
- •VII. Give a detailed description of each of the following episodes in the third person (Texts 1, 2)I
- •VIII. Make up stories as they might have been told by:
- •IX. Make up character-sketches of Mr. Drake and Mrs. Thayer. Make a list of words and word combinations to help you describe the characters.
- •X. Suggest a title for the story and give your reasons.
- •XI. Translate the following sentences using the structural patterns?
- •XII. Give English equivalents for the following Russian short sentences (see Vocabulary and Ex. III):
- •XIII. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XIV. Translate the following situations. Use the active vocabulary of Unit Four for the words and word combinations in bold type;
- •XV. Read the story and give full answers to the questions that follow the text. Make a list of the words in the text which you could use in your answers:
- •XVI. Make up situations based on the text "One Coat of White" using the following word combinations and structural patterns:
- •XVII. Read (he story and write out English and American equivalents for the Russian words given after the text:
- •Vocabulary extension
- •I. Read the text paying careful attention to the words and word combinations in bold type. Give their Russian equivalents. Get ready to discuss the problem:
- •III. Comment on the following statements concerning visiting, tact, manners (use facts from the texts to prove, illustrate or refute them):
- •IV. Topics for discussion:
- •V. Read the text and retell it:
- •VI. Give a talk on the difference between be and ae, Make up a written outline to guide you.
- •VII. Read the poem. Try to trace the similarity in the views of the author of the poem and the main character of the story "Liberty Hall". Could you accept this attitude towards life?
- •I. Interpret the words given in bold type:
- •II. Answer the following questions:
- •III. Point out the main thought expressed by the poet in each of the three stanzas of the poem.
- •IV. Memorize the poem.
- •V.Read extracts from the following poems. Point out their lexical and syntactical peculiarities using the commentary given to the poem "The Song of the Wage-Slave":
- •VI. State what kinds of relations form the basis for each case of metonymy in the text of the poems "To the Men of England", 'The Song of the Shirt" and "Sons of Poverty".
- •Vocabulary
- •II. Give (he principal forms of the following verbs?
- •III. Find in the text English equivalents for the following Russian phrases and sentences and use them in situations based on the text:
- •IV. Answer the following questions.
- •V. Mke up stories as they might have been told by:
- •VI. Find evidence in the text to support the following statements:
- •VII. Suggest a title for the text and give reasons for your choice.
- •VIII. Give ail possible Russian equivalents for the parts in bold type;
- •IX. Translate the following sentences using the structural patterns:
- •X. Give English equivalents for the following short sentences (see Vocabulary and; Ex. Ill):
- •XI. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XII. Translate the following situations. Use the active vocabulary of Unit Six for the words and word combinations in bold type:
- •XIII. Make up short dialogues using the following structural patterns:
- •XV. Make up situations based on the story "Patients Needed" using the following word combinations and structural patterns:
- •Vocabulary extension
- •I. Reproduce the following situations based on the works of famous English and American authors. Make sure that you use the active vocabulary:
- •II. Insert prepositions if necessary:
- •III. Read the story and retell it. Then, using it as a basis, think of sentences which will contain clauses of unreal condition:
- •IV. Read the text and translate it into Russian paying careful attention to the use of the modal verbs. Make up another dialogue with the same structural patterns:
- •V. Respond to the following statements expressing probability, doubt, incredulity or near certainty;
- •VI. Change the following sentences using didn't have to or needn't have done to express absence of necessity:
- •VII. Revise the texts included in Units One-Six. Get ready to answer the following questions:
- •VIII. Make up dialogues on the following topics:
- •IX. Translate the following situalions in written form:
- •Vocabulary
- •II. Look up the synonyms to snatch, to seize, to grip (схватить) in an English-English dictionary or a reference book and explain the difference between them.
- •I. Translate the following sentences or parts of sentences from the text:)
- •II. Find English equivalents in the text for the following Russian word combinations, phrases and sentences:
- •III. Reproduce situations from the text using the following word combinations:
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •VI. Find evidence in the text to support the following statements:
- •VII. Make up stories as they might have been told by:
- •VIII. Make up dialogues between:
- •IX. Make up character-sketches of Mrs. Packletide and Miss Mebbin.
- •I. Translate the following sentences using the structural patterns:
- •II. Make up short situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •III. Translate the following sentences paying careful attention to the parts in bold type:
- •IV. Read the sentences and explain the use of the synonyms to snatch, to seize, to grip:
- •V. Read the story and retell it following the outline given below. Make a list of the words in the text to develop each point:
- •VI. Make up situations based on the story "His Wedded Wife" using the following word combinations:
- •VII. Render into English:
- •VIII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Sentences with before-clauses
- •2. Infinitive of Subsequent Action
- •Vocabulary
- •I. Translate the following sentences into Russian paying careful attention to the word combinations in bold type:
- •II. Look up the verb to change in an English-English dictionary and write down its meanings. In which of the meanings is it synonymous to the verb to alter? Explain the difference. Give examples.
- •I. Translate into Russian passages from the text which begin and end as follows:
- •II. Find in the text English equivalents for the following Russian phrases and senr tences:
- •III. Reproduce situations from the text using the following word combinations
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •II. Translate the following sentences using the structural patterns:
- •III. Make op situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •IV. Translate the following sentences paying careful attention to the parts in bold type:
- •V. Read the following sentences paying carefuJ attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •VI. Make up short dialogues using the following structural patterns:
- •VII. Read the story and retell it following the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •VIII. Make up sentences based on the story "The Pendulum" using the following word combinations and structural patterns:
- •IX. Render into English:
- •X. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Absolute Nominative Constructions
- •2. There's not a...
- •3. Participle I as Adverbial Modifier
- •Vocabulary
- •I. Translate the following sentences paying careful attention to the words and word combinations in bold type. Give possible variants:
- •II. Look up the meanings of the verbs to divide and to share as used in the following sentences and say how they differ:
- •I. Translate into Russian passages from the text which begin and end as follows;
- •II. Find in the text English equivalents for the following Russian phrases and sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Make up disjunctive questions or wrong statements covering the contents of the story and ask your comrades to respond to them (see Unit One, Ex. IV, p. 22).
- •V. Answer the following questions:
- •II. Translate the following sentences paying careful attention to the absolute nominative constructions:
- •III. Translate the following sentences using the structural patterns:
- •IV. Translate the following sentences paying careful attention to the parts in bold type:
- •V. Read the following sentences carefully and suggest Russian equivalents for the word combinations in bold type:
- •VI. Translate the following sentences using the verbs to share and to divide:
- •VII. Make up short dialogues using the following structural patterns:
- •VIII. Read the story and retell it following the outline given below. Make a list of the words in the text which you could use to develop each point:
- •IX. Make up situations based on the story "The Boy Next Door" using the following word combinations and structural patterns:
- •X. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •I. Translate the following situations paying careful attention to the words and word combinations in bold type:
- •II. Render into English:
- •I. Interpret the following sentences:
- •II. Ahswer the following questions:
- •III. Learn the poem by heart.
- •IV. The following are three translations of John Barleycorn. Which variant do you prefer? Give reasons for your choice:
- •V. Give the metrical scheme used in the following verses. Point out all the violations of the metre;
- •2. Clauses of Real Condition
- •Vocabulary
- •1. Translate the following phrases and sentences from the text:
- •II. Find in the text English equivalents for the following Russian phrases and sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Answer the following questions:
- •II. Make up situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •III Translate the following sentences paying careful attention to the parts in bold type:.
- •IV. Make up short dialogues using the following structural patterns:".
- •V. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •1. Sentences with while-clauses
- •Vocabulary
- •1. Translate the following sentences from the text:
- •II. Give English equivalents for the following sentences:
- •III. Reproduce situations from the text using the following words and word combinations:
- •IV. Answer the following questions:
- •V. Find evidence in the text to support tfie following statements:
- •VI. Make an outline of the text and retell it following your points.
- •VII. Read the sentences with while-clauses. State the meaning of while and the time relations of the actions:
- •VIII. Translate the following sentences using the structural patterns:
- •IX. Make up short situations using the following gerundial phrases?
- •XI. Make up situations suggested by the following sentences paying careful attention to the word combinations in bold type:
- •XII. Read the following sentences and suggest Russian equivalents for the parts in bold type:
- •XIII. Render into English:
- •XIV. Read the following excerpt and retell it in brief:
- •I. Translate into Russian the following sentences and passages from the text which begin and end as follows:
- •II. Find English equivalents for the following Russian phrases and sentences;
- •III. Reproduce situations from the text using the following word combinations!
- •IV. Answer the following questions:
- •IX. Read the following sentences and commeqf on the character of the semantic relations between the components of the verb-postpositive phrases in bold type. Give their Russian equivalents:
- •X. Translate the Following sentences paying careful attention to the parts in bold type:
- •XI. Read the following sentences and suggest Russian equisralents for the verb-postpositive phrases in bold type:
- •XIV. Read the following excerpts and retell them in brief:
- •1. Translate the following sentences and situations:
- •III. Read the end of the story and retell it using the following verb-postpositive phrases wherever possible. Reread the whole story and discuss the title:
- •I. Reproduce the following situations. Make sure that you use the active vocabulary:
- •II. Fill in prepositions and postpositives:
- •III. Point out the structural patterns and explain their use. Translate the sentences into Russian:
- •IV. Revise the texts included in Units Seven-Thirteen. Get ready to answer the following questions:
- •VI. Choose any 10 word combinations out of the following list and "rite sentences (or short situations) in Russian based on the story "The Boatswain's Mate". Discuss the sentences in class:
- •VII. Make up dialogues on the following topics:
- •VIII. Translate the following situations in written form:
- •I. Supply a title to the story and give reasons for your choice.
- •II. Pick out sentences in the story illustrating the various types of if-clauses.
- •III. Make up 5 Russian sentences with clauses of unreal condition based on the story. Ask your comrades to translate them into English.
- •I. What helps you guess the author of the passage? What is the author's name?
- •II. How do you know that it is a passage from a detective story?
- •III. Have you read any short stories by the author? Tell one of them.
- •I. What do we learn from the extract about the author's way of reading? What did he gain from such reading?
- •II. Why did he call himself a bad reader?
- •I. What book does the passage come from?
- •II. What do you think of the man? What made him such an extraordinary person? Why did he attract other people?
- •I. What is the title of the story? Who is its author?
- •Il. What state do you think Johnsy was in? Why did she watch the dry leaves falling?
- •III. What happened later?
- •I. What book does the extract come from? Comment on the language.
- •II.How did the man happen to find himself in the gloomy passages alone and half-dressed?
- •III. Write a simplified version of the passage using your active whenever possible.
- •I. Pick out all the proverbs in the story and give their Russian equivalents.
- •II. Write an end to the story using some of the following proverbs;
- •I. What story does the passage fit into?
- •II. What do you think the cause of Mr. Jones's illness was?
- •I. How does (he passage fit info the story "One Coat of White"?
- •II. Bring out the meaning of "People don’t often look their business". Do you agree to the statement? Give examples to justify jour point of view.
- •I. How does the author characterize a modern disease the name of which is travel? Are you taken with a similar disease when your summer or winter vacations are coming?
- •II. What aim do you set yourself when you travel or go hiking?
- •III. What thoughts in the extract strike you as most humorous?
- •I. What efforts at self-improvement have you ever made? Were they successful?
- •II. Write a short story about one of your efforts at self-improvement and what came of it.
- •III. Pick out words and word combinations in the story which you think are used by the author to achieve a humorous effect.
- •I. Make up a few questions on the passage and ask your comrades to answer them.
- •II. Think of a number of statements concerning events in the text and ask your comrades to find evidence in the text to support them.
- •I. What story is the passage taken from? How does it fit into it?
- •II. What did the girl look like as she hurried to the painter's studio? What do you know about her from the rest of the story?
- •III. What city is described in the passage? What similes help you guess? What do you know about the city?
- •I. Read and translate the text.
- •II. Give English equivalents for the following Russian word combinations and phrases:
- •III. Answer the following questions. Make use of the word combinations listed in brackets:
- •IV. Translate the following sentences using words and word combinations from the text:
- •V. Make a written translation of the following passages:
- •VI. Reproduce the following passages:
- •VII. Speak on the Soviet Union's achievements in different spheres of life. Make use of the text and the additional passages given in Exercises V, VI.
I. Reproduce the following situations based on the works of famous English and American authors. Make sure that you use the active vocabulary:
I
1. After the Micawbers moved to another town David felt very lonely and decided to run away to Dover and look for his only relative Miss Betsy Trotwood. They had never been in touch, but David hoped that his aunt would let him stay with her.
2. It took David a whole week to get to Dover. When he reached the town he wandered aimlessly about the streets for some time as
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he did not dare to ask anybody for help. He was afraid he might be taken for a beggar and sent to a work-house.
He really did look terrible. His eyes were red from lack of sleep and his clothes were ragged and shabby, and he had no jacket.
3. Towards evening he found himself on the outskirts of Dover. He felt faint with hunger and fatigue. No wonder, for he had hardly eaten anything on the way (it was not surprising, for he had hardly eaten...)!
4. He sat down by a garden fence and burst into bitter tears: he had lost all hope of ever finding his aunt.
He must have fainted from hunger and exhaustion; when he came to and looked up he saw an elderly woman standing in front of him. There was a severe expression on her face.
It was none other than Miss Betsy Trotwood, but David did not know that, as he had never seen his aunt.
"Boy, what are you doing here? Go away!"
David did not move. He only stared at the woman.
"Go away, do you hear?" she said sharply.
The voice must have roused David from his state of wretchedness. He rose, holding on to the fence.
"I'm looking for Miss Betsy Trotwood, but nobody knows where she lives," David said, making a great effort to pull himself together.
5. There was a silence. An expression of amazement appeared on the woman's face. For a few seconds she stared at David as if trying to remember something...
"Why, you are David Copperfield, aren't you?" she suddenly exclaimed. "You look very much like my poor nephew. My God! How cruelly they have been treating you... but I'll take revenge on them..."
The next minute she was dragging David towards the house.
David was scared out of his wits.
II
1. When I was twenty-seven years old, I was a mining-broker's clerk in San Francisco. I was alone in the world, and had nothing to depend upon but my wits and a clean reputation; but I hoped to be rich some day.
My time was my own on Saturday afternoons, and I used to spend it on a little sail-boat on the bay. One day I ventured too far, and was carried out to sea. Just at nightfall, when hope was about gone, I was picked up by a small brig which was bound for London. It was a long and stormy voyage, and they made me work my passage without pay, as a common sailor. When I stepped ashore in London my clothes were ragged and shabby, and I had only a dollar in my pocket. This money fed and sheltered me for twenty-four hours. During the next twenty-four I went without food and shelter.
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2. I was slowly walking along the street, looking at passers-by when I felt I was being followed. I looked back and saw an elderly man behind me.
"What do you want of me? Why are you following me?"
"Excuse me, could you come to that house with me?" he said, pointing to a house on the other side of the street. "They are waiting impatiently for you there."
I was about to say "No, I won't" but checked myself. I was curious to know what it was all about.
"They must have taken me for somebody else," I thought, following the man.
3. I was shown into a richly-furnished dining-room. There were two gentlemen there. They were having breakfast. At the sight of the delicious food on the table I felt giddy. I stood staring at them holding tight on to the chair. I hoped that they would give me something to eat, but they did not even offer me a cup of tea!
4. "We've been watching you for some time and have come to the conclusion that you are the right man for us," said one of them.
"We have decided to offer you a job," said the other.
My wonder grew. "What job?" I asked.
They did not seem to pay any attention to my question, as the one who spoke to me first said; "We won't go into details. Here's a letter for you. It explains everything. We wish you luck. We hope that you will live up to our expectations. Good-bye."
5. The servant showed me to a front door and I again found myself in the street.
The street seemed unfamiliar to me. For a while I stood in front of the closed door without understanding what had really happened and what those two gentlemen wanted from me.
"They must have been playing a trick on me," I thought. "If I had known that nothing would come of it I would never have gone in there. No doubt they've taken me for somebody else," I thought, and started off down the street.
"Can they really have played a trick on me?! If they did I shall get even with them somehow..."
6. I was so angry that I completely forgot about the letter they had given me. Only after I had calmed down a little did I find it in my pocket. What I saw in the envelope was beyond my wildest hopes. There was money in it!
"What a fool I am to have been carrying such a treasure in my pocket! If I had opened the envelope earlier I would already be sitting in a restaurant ordering a good dinner!"
And I rushed to a cafe which I had noticed round the corner.
7. At first the owner wouldn't let me in, saying that his cafe .was not a charity institution. I understood that he had taken me for a beggar. "Don't worry, I'll pay," I said, taking out the money and holding it out to the owner. The sight of the money must have struck him dumb because he stared at the bank-note in amazement, unable to utter a word.
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It was then that I saw what I was holding in my hand! I nearly fainted. A million-pound bank-note!
For a while we were both silent. I was the first to pull myself together and said as if nothing extraordinary had happened: "I am sorry if it is inconvenient for you to change it, but I don't happen to have any other money with me..."
My voice seemed to have roused him from his state of shock and he came to himself again. He made a thousand apologies for not being able to change the bank-note. He kept on looking at it, but shrank from touching it as if it were something sacred. Then he stammered out: "Pardon me, sir, I don't at all mind your having lunch in my cafe... I wish you would always have your meals here... anything you wanted, any time you choose..."
After lunch I read the letter. For some reason the gentlemen wanted me to use the money in any way I pleased and return it in a month.
III
1. Alice and Jane were artists. They lived on the outskirts of New York in a small studio. They worked at a porcelain factory where they earned a poor living. But they had one treasure - their friendship - which helped them to bear every hardship.
One night on the way home from the factory Jane felt a sharp pain in her chest.
"What's the matter with you, dear?" Alice asked anxiously. "You don't look well."
"I must have caught cold. But it's nothing serious, I think."
"You'd better get into bed at once," said Alice, looking at her friend's swollen eyes. "I'll give you hot tea and put a mustard plaster on your chest. Let's hope that it will be gone by morning."
"And what if it isn't?" asked Jane. "What am I to do then?"
"Then we'll call in a doctor."
"And what about my work? I can't stay away from work, I'll be sacked."
"One day won't matter. It'll be deduced from your pay. Don't worry, dear. Get into bed," Alice said, trying to speak in a calm, steady voice.
But she knew only too well what might happen if Jane was taken seriously ill.
All night Jane tossed and turned, unable to get to sleep. In the morning she had a splitting headache and breathed with difficultly.
"You'll have to call in a doctor," whispered Jane, and Alice could hardly recognize the girl's voice in this weak hoarse whisper.
2. The doctor examined the sick girl and said: "The case is serious, she has pneumonia. You should have had a doctor in earlier, but with proper care she will recover in a couple of weeks."
Proper care! Couple of weeks! Alice thought anxiously. She would certainly do her best, but she had only a few dollars left to pay the doctor, and they had fallen behind with their rent already!
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Alice held out the few dollars she had and said:
"Excuse us, but we don't have (haven't) enough money to pay you now. I'll give you the rest in a day or so."
The doctor frowned. He was about to say something but thought better of it.
3. For a week the patient's state was very serious. Alice looked after her friend, trying not to show her anxiety. She did not grudge the expense. She sold everything that could be sold. She worked day and night, but she earned very little.
At last Jane recovered. She immediately started looking for a job. Every day she left the house in the morning and came back home in the evening tired and hungry. But there was no job for her. There were hundreds of unemployed crowding the factory gates and offices. Jane was in despair.
IV
1. Old Ellsworth's daughters were on the verge of a nervous breakdown. In spite of the fact that they spied on the old man day and night and took every precaution to prevent him from buying unnecessary things, their efforts were in vain. Old Ellsworth would not listen to anybody.
The only person who seemed to enjoy his confidence was Doctor Caswell. The latter spared no effort to cure the old man of his illness, but so far all his attempts had failed. However, Doctor Caswell lacked neither patience nor persistence, and he did not lose hope.
2. One day Doctor Caswell came to visit his patient. The old man was sitting in his armchair reading a newspaper. When the doctor came into the room the old man put the newspaper aside and said mockingly, looking the doctor up and down.
"Well, doctor, have you got something new to offer me today?"
"You're right, Mr. Ellsworth. A brilliant idea has occurred to me. Why shouldn't you take up art? I'm sure you'll make a good artist... How does the idea strike you?"
"But, doctor, I haven't got the slightest idea about how to paint! I've always been a businessman. How can I ..."
Mr. Ellsworth checked himself. "Well, now that I come to think of it, I don't mind learning a bit of painting..."
"Fine, it's settled then, Mr. Ellsworth. We shall find a young artist to teach you and you will very soon get acquainted with modern art," the doctor said cheerfully.
3. That day Doctor Caswell spoke to the old man's daughters and explained to them what he was going to do.
"Dear Doctor, we have grave doubts whether it will cure the old man of his mania, but we agree to everything (consent to it)."
"I assure you, it is a splendid method of treatment. I wish I had suggested it earlier. If I had thought of it some years ago, Mr. Ellsworth would be quite well now and would not be giving you so much trouble."
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4. The whole of the next week the old man was busy reading books on art. Then a student from the Art School began to teach him painting. It was quite a job! But the student needed money and he did everything he could to please Mr. Ellsworth.
5. One day the student suggested going to the local gallery to see an exhibition of modern art which had just opened there. The old man was about to refuse but then all of a sudden he agreed, as if an idea had struck him.
At the exhibition the old man got into conversation with cne of the visitors. The student did not interfere. He did not even know what was the subject of their conversation. He only noticed that the old man looked very pleased.
All the way home old Ellsworth was in high spirits. He kept talking about art, about the pictures which he had just seen and about how glad he was to have taken up art.
The student wondered as he listened to him. Never before had he seen the old man in such a splendid mood. He thought that painting was really doing him good.
6. When old Ellsworth returned home, he declared:
"I'm going to have my pictures exhibited at the gallery next week. I bet you anything my pictures will be the best."
Everybody kept silent. The pictures the old man was painting were monstrous, but nobody argued. They were afraid that he might have a heart attack if he got angry. It did not occur to anybody that the old man had already devised a plan to get even with them.
You know what happened afterwards.
Naturally the student was to blame for everything. He should not have let the old man speak to the stranger at the exhibition. What could the poor student have done?
V
"Now I'm going to tell you about a funny thing that happened in our family," began Herman Thurber, "if I had not seen it with my own eyes I would never have believed it. This is how it all happened.
One night my younger brother Roy could not get to sleep. He had a headache and was slightly feverish. He had been tossing and turning for a long time when all of a sudden a brilliant idea struck him. He decided to play a joke on Father.
The clock had just struck two when Roy stole into Father's bedroom which was next to his. He shook Father by the shoulder and said in a low voice: "Get up! Your time has come!"
Father awoke and for a while stared at Roy without understanding anything.
"What's the matter? Why aren't you in bed? Has anything happened to Mother?"
"Get up, your time has come," repeated Roy, without paying attention to Father's questions.
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"He must have gone mad! He's been sick the whole day... we should have called a doctor," thought poor Father.
Trying to keep his presence of mind Father said in a gentle voice as if nothing had happened:
"Wait for me here. I'll be back in a minute."
He flung the door open and rushed to his wife's bedroom.
"Get up, I think Roy must be seriously ill. He's been saying such strange things!"
"You must have had a bad dream!" said Mother. "It's those detective stories you read. If you did not read them before you went to bed, you would never have nightmares."
"You are free to think whatever you please, but I tell you, I've just been talking to him. I can't have imagined it. You, you, all of you take me for an idiot..." Father began, losing his temper completely.
"Oh, please, don't get agitated, it's bad for you. I'm sure Roy is sleeping peacefully in his room."
2. Meanwhile Roy had got into bed and was pretending to be a-sleep. When Father and Mother entered his room Roy seemed to be fast asleep. Mother said:
"The boy is not to blame. You've had a bad dream and waked everybody up. You shouldn't have been reading that book you bought yesterday when you were in bed. You must be convinced now that reading it is not doing you any good."
Father was silent, unable to understand enything.
That night he did not sleep a wink. One thought went through his mind, "And what if I really did dream all that?"
At breakfast he resumed the conversation trying to convince them that Roy had come to his bedroom in the night. But nobody believed poor Father.