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Lesson 9 CHARACTER AND APPEARANCEINTRODUCTORY READING AND TALK Appearances are deceptive. It is a common truth; practically everyone has met at least someone whose character and appearance differ radically. When one sees a tall, broad-shouldered youth, one expects him to be strong-willed and brave. One thinks: 'A model to follow!' How often a good-looking individual turns out to be petty, weak-willed or even cowardly. Then one thinks: 'A mediocrity!' At the same time everyone knows that a lot of great people were of a poor build: short and fragile. It did not stop them from displaying intelligence and courage. Ingenuity does not depend on one's complexion or constitution. Plump or fat people create an impression of generous and kind personalities. Strangely enough, not rarely they may be thrifty or even greedy. One usually thinks: 'A scrooge!' On the other hand, thin or slim nervous ladies often tend to be lavish. They like to buy and never think twice when they pay. One thinks: 'I would call her open-handed and Mother would call her a spendthrift'. Yes, mothers are always stricter in judgements. Has it ever happened to you that you come to an important office and see an important boss? You immediately evaluate his looks: 'Round-faced, small narrow eyes, dimples on the cheeks and an upturned nose. What a kind-hearted person! A simpleton!' You tell the boss of your troubles and expect immediate help. But the boss appears to be rude, harsh and wilful. You never get your help and think: 'A stone heart and an iron fist'. When someone sees a delicately built pretty blonde with curly hair, blue eyes, a straight nose and a high forehead, one is inclined to think that the beauty is intelligent and nice. It may be disappointing to think later 'What a stupid, capricious, impolite bore!' On the contrary, when one sees a skinny brunette with ugly irregular features — a hooked nose, pointed chin, close-set eyes and thin lips, strange thoughts come to one's head; because it is the image of evil people — cruel and cunning . It may be a relief some time later to find her a clever, gentle and good-mannered lady and think: 'What charm! A heart of gold!' Another general misconception lies in the fact that children are always expected to resemble their parents. And parents like it when children take after them. Relatives like to compare moles, the shape of noses, etc. The greatest compliment is: "They are as like as two peas'. The greatest disappointment is to find nothing in common. We want to deny people their exclusiveness, we don't want to admit that nature has selected other options from an enormous genetic fund developed over generations. Why do we like our copies? Who knows! Nature likes to play tricks on us. But don't you think it is a present on the part of nature? Life becomes not a boring routine, but a brilliant kaleidoscope of characters and appearances which often clash. 1. Do you agree that appearances are deceptive? Tell your classmates about your own experience. 2. Do you think it is worth judging by appearances? Give your reasons. 3. Look at the pictures below and choose the right word from the lists to describe the shape of one's face, eyes, nose, chin, lips, forehead. Face:  a) oval b) round c) long d) square Eyes:  a) almond b) slanting c) round d) narrow Nose:  a) aquiline b) hooked c) straight d) upturned Chin:  a) protruding b) split c) double d) pointed Lips:  a) thin b) plump c) thick d) heart-shaped Forehead:  a) wrinkled b) narrow c) balding d) high 4. Find people among your relatives who resemble one another. Describe their appearance. 5. Say a few words about your character. Do you take after your parents? TEXT Young Archimedes (Extract from the story by A.Huxley "Young Archimedes". Abridged.) It was the view which finally made us take the place. Our nearest neighbours lived very near. We had two sets of them,1 as a matter of fact, almost in the same house with us. One was the peasant family. Our other neighbours were the owners of the villa. They were a curious people, our proprietors. An old husband, grey, listless, tottering, seventy at least; and a signora of about forty, short, very plump, with tiny fat hands and feet and a pair of very large, very dark eyes, which she used with all the skill of a born comedian. But we had found other reasons, after a few days' residence,2 for liking the house. Of these the most cogent was that, in the peasant's youngest child, we had discovered the perfect play-fellow for our own small boy.3 Between little Guido — for that was his name — and the youngest of his brothers and sisters there was a gap of seven years. He was between six and seven years old and as precocious, self-assured, and responsible as the children of the poor generally are. Though fully two and a half years older than little Robin — and at that age thirty months are crammed with half a lifetime's experience4 — Guido took no undue advantage of his superior intelligence and strength. I have never seen a child more patient, tolerant, and untyrannical. He never laughed at Robin; he did not tease or bully, but helped his small companion when he was in difficulties and explained when he could not understand. In return, Robin adored him, regarded him as the model and perfect Big Boy,5 and slavishly imitated him in every way he could. Guido was a thoughtful child, given to brooding.6 One would find him sitting in a corner by himself, chin in hand, elbow on knee, plunged in the profoundest meditation. And sometimes, even in the midst of the play, he would suddenly break off, to stand, his hands behind his back,7 frowning and staring at the ground. And his eyes, if one looked into them, were beautiful in their grave and pensive calm. They were large eyes, set far apart and, what was strange in a dark-haired Italian child, of a luminous pale blue-grey colour. They were not always grave and calm, as in these pensive moments. When he was playing, when he talked or laughed, they lit up. Above those eyes was a beautiful forehead, high and steep and domed in a curve that was like the subtle curve of a rose petal.8 The nose was straight, the chin small and rather pointed, the mouth drooped a little sadly at the corners. My gramophone and two or three boxes of records arrived from England. Guido was immensely interested. The first record he heard, I remember, was that of the slow movement of Bach's Concerto in D Minor for two violins. That was the disc I put on the turn-table. Guido came to a halt in front of the gramophone and stood there, motionless, listening. His pale blue-grey eyes opened themselves wide; making a little nervous gesture that I had often noticed in him before, he plucked at his lower lip with his thumb and forefingers. After lunch he reappeared. 'May I listen to the music now?' he asked. And for an hour he sat there in front of the instrument, hishead cocked slightly on one side, listening while I put one disc after another. Thenceforward he came every afternoon. What stirred him almost more than anything was the Coriolan overture. One day he made me play it three or four times in succession; then he put it away. 'I don't think I want to hear that any more,' he said. 'Why not?' 'It's too... too...' he hesitated, 'too big,' he said at last. 'I don't really understand it. Play me the one that goes like this.' He hummed the phrase from the D Minor Concerto. 'Do you like that one better?' I asked. He shook his head. 'No, it's not that exactly. But it's easier.' 'Easier?' It seemed to me rather a queer word to apply to Bach. In due course, the piano arrived. After giving him the minimum of preliminary instruction, I let Guido loose on it.9 He made excellent progress. Every afternoon, while Robin was asleep, he came for his concert and his lesson. But what to me was more interesting was that he had begun to make up little pieces on his own account.10 He had a passion for canons. When I explained to him the principles of the form he was enchanted. 'It is beautiful,' he said, with admiration. 'Beautiful, beautiful. And so easy!' Again the word surprised me. But in the invention of other kinds of music he did not show himself so fertile11 as I had hoped. 'He's hardly a Mozart,' we agreed, as we played his little pieces over. I felt, it must be confessed, almost aggrieved. He was not a Mozart. No. But he was somebody, as I was to find out,12 quite extraordinary. It was one morning in the early summer that I made the discovery. I was sitting in the warm shade of our balcony, working. Absorbed in my work, it was only, I suppose, after the silence had prolonged itself a considerable time that I became aware that the children were making remarkably little noise. Knowing by experience that when children are quiet it generally means that they are absorbed in some delicious mischief,131 got up from my chair and looked over the balustrade to see what they were doing. I expected to catch them dabbling in water, making a bonfire, covering themselves with tar. But what I actually saw was Guido, with a burnt stick in his hand, demonstrating on the smooth paving-stones of the path, that the square on the hypotenuse of a right-angled triangle is equal to the sum of the squares on the other two sides. Robin listened, with an expression on his bright, freckled face of perfect incomprehension. Guido implored: 'But do just look at this. It's so beautiful. It's so easy.' So easy... The theorem of Pythagoras seemed to explain for me Guide's musical predilections. It was not an infant Mozart we had been cherishing; it was a little Archimedes with, like most of his kind, an incidental musical twist.14 Leaning on the rail of the balcony, I watched the children below. I thought of the extraordinary thing I had just seen and of what it meant. I thought of the vast differences between human beings. We classify men by the colour of their eyes and hair, the shape of their skulls. Would it not be more sensible to divide them up into intellectual species? There would be even wider gulfs between the extreme mental types than between a Bushman and a Scandinavian.'5 This child, I thought, when he grows up, will be to me, intellectually, what a man is to a dog. Proper Names Archimedes [,k'mi:di:z] — Архимед Aldous Huxley ['lds 'hksl] — Олдос Хаксли Guido ['wi:d] — Гвидо Robin ['rbn] — Робин Bach [bk] — Бах D Minor Concerto ['di: 'man kn':t] — концерт «Ре-минор» Coriolan [,kr'lt] — Кориолан Mozart ['mtst] — Моцарт Pythagoras [pa'rs] — Пифагор Vocabulary Notes 1. We had two sets of them ... — Это были две семьи ... 2. ... after a few days' residence... — ... прожив несколько дней ... 3. ... in the peasant's youngest child we had discovered the perfect play-fellow for our own small boy. — ... младший ребёнок из этой крестьянской семьи оказался прекрасным другом для нашего собственного малыша. 4. ... thirty months are crammed with half a lifetime's experience ... — ... в тридцать месяцев вмещается опыт, приобретаемый за полжизни ... 5. ... regarded him as the model and perfect Big Boy ... — ... считал его образцом для подражания и настоящим Большим Мальчиком... 6. ... given to brooding ... — ... склонный к размышлениям ... 7. ... he would suddenly break off, to stand, his hands behind his back ... — ... он вдруг неожидано прерывал своё занятие и вставал, заложив руки за спину... 8. ... domed in a curve that was like the subtle curve of a rose petal. — ... очертания которого напоминали тонкие очертания лепестка розы. 9. ... I let Guido loose on it. — ... я разрешил Гвидо играть на нём сколько угодно. 10. ... to make up little pieces on his own account. — ... самостоятельно сочинять маленькие произведения. 11. ... he did not show himself so fertile ... — ... он не особенно преуспел ... 12. ... as I was to find out... — ... как мне было суждено обнаружить ... 13. ... they are absorbed in some delicious mischief... — ... они увлечены какой-нибудь восхитительной шалостью... 14. ... with, like most of Ms kind, an incidental musical twist. — ... как это бывает в большинстве подобных случаев, неожиданно наделённый ещё и музыкальными способностями. 15. ... between a Bushman and a Scandinavian. — ... между бушменом и скандинавом (Прим.: бушмен — представитель народности, проживающей в Южной Африке). Comprehension Check 1. What made the family rent the house? 2. What were the two sets of neighbours they had? 3. What sort of people were the owners of the villa? 4. What did the parents discover in the peasant's youngest child? 5. What made Guido so responsible and precocious? 6. What gap was there between Guido and Robin? 7. Did Guido take advantage of his superior intelligence and strength? 8. How did Guido treat Robin? 9. What was Robin's attitude to Guido? 10. What kind of child was Guido? 11. What did Guido look like? What was strange about his eyes? 12. What was Guido immensely interested in once? 13. What piece of music stirred him more than anything? 14. Did Guido make slow progress in playing the piano? 15. What did he start doing on his own account? 16. Did he show himself fertile in the invention of all kinds of music? 17. What word surprised the author in Guide's comment on the music? 18. Why were Robin's parents almost aggrieved? 19. What interrupted the author's work one morning? 20. What did the author see when he looked over the balustrade? 21. What sort of discovery did the author make one morning? 22. What kind of ideas came to the author's mind? Phonetic Text Drills ○ Exercise 1 Transcribe and pronounce correctly the words from the text. Signora, comedian, cogent, precocious, undue, untyrannical, to tease, to bully, to regard, to frown, to stare, luminous, to droop, concerto, gesture, to pluck, forefinger, thenceforward, succession, to loose, to enchant, to confess, to aggrieve, extraordinary, mischief, balustrade, to dabble, bonfire, hypotenuse, right-angled, triangle, to implore, theorem, predilection. ○ Exercise 2 Pronounce the words and phases where the foolowing clusters occur. 1. s+t+r Strength, instruction, extraordinary, balustrade, demonstrating, extreme; 2. plosive + r Proprietors, grey, brothers, brooding, break, grave, gramophone, preliminary, progress, agreed, prolonged; 3. plosive/n + Take the place, at that age, at the ground, sat there, like the subtle curve; in these, on the turn-table, stood there, again the word, made the discovery. ○ Exercise 3 Pronounce after the announcer and say what kind of false assimilation should be avoided. Was the view, was the peasant, was that, as the children, months, his small companion, as the model, was strange, was straight, was the disc, was somebody, was sitting. ○ Exercise 4 I. Pronounce correctly the second form of regular verbs. Lived, used, discovered, crammed, explained, imitated, looked, pointed, drooped, arrived, interested, opened, plucked, asked, cocked, hummed, enchanted, surprised, aggrieved, watched. II. Pick out compound nouns from the text, transcribe them, and put primary and secondary stresses. ○ Exercise 5 Transcribe and intone the bit starting with 'I don't tffink I want to hear...' and ending with '... a queer word to apply to Bach.' EXERCISES Exercise 1 Match the words on the left with the meaning on the right. Adjectives: 1. curious A. thinking deeply about something 2. listless B. having no energy or enthusiasm 3. tolerant C. having or showing good reasoning power 4. pensive D. allowing other people to say and do what 5. intellectual they think is right even if one doesn't 6. tyrannical agree with it 7. patient E. being able to stay calm and not get annoyed G. unusual and interesting F. acting cruelly and unjustly towards the people who one controls Verbs: 1. totter A. make fun of somebody, deliberately 2. bully embarrass somebody 3. tease B. walk in an unsteady way 4. stir C. delight, bewitch, charm somebody 5. enchant D. care lovingly and tenderly 6. cherish E. think about something a lot seriously and 7. brood often unhappily F. excite somebody, make one react with a strong emotion G. use one's strength or power to hurt or frighten somebody Nouns: 1. gap A. the state of being unable to 2. skilunderstand something l 3. com B. mental preference, liking panion 4. inte C. the ability to understand and learnlligence 5. prethings dilection 6. mis D. a great difference between twochief 7. incomprehension E. ability to do something well F. someone who you spend time with G. naughty behaviour of children, eagerness to have fun by playing tricks or by embarrassing people |