Unit I. The Adventures of Tom Sawyer by M.

Twain

1. Read some facts from M. Twain’s biography and literary career

Мark Twain (1835−1910)
The starting point of the literary career of Samuel Langhorne Clemens (1835−1910),
world-famous as Mark Twain, was his extensive first-hand knowledge of reality. As a
youth, he crossed his country from north to south and from east to west, holding jobs as a
printer’s apprentice, a Mississippi pilot, a miner in Nevada and a cub-reporter, who was
later to assume the role of a professional writer and create major documents of realism in
American fiction of the day.
Mark Twain’s short stories enjoy widespread popularity. Some readers are fascinated
with the plot and wit of the narrator. Others look for the rich world of wisdom under the
layers of inventive technique, while a lot of Twain’s admirers are amazed at the stylistic
diversity of the writer’s language. Mark Twain’s creative work marks an era in American
prose. Getting to know its various aspects will greatly enrich our notion of the history and
culture of the United States.
Mark Twain’s short stories reflect the main tendency of his literary work − his way
from the humorous sketches of the 1860’s and 1870’s to the sharp and ruthless satire of the
1890’s and 1900’s. The logic of his creative evolution was conditioned by objective
changes in the spiritual life of America at the turn of the century. The interest roused by
Mark Twain’s realistic prose is far from being academic by nature. Peculiar traits of the
social and cultural development of the USA at the end of the last century are known to
have caused a lot of the contradictions and vices of modern American society. Twain’s
shrewd analysis of business and political corruption, of the narrow-mindedness and
hypocrisy of the Philistine, of racism, is extremely important today.
As a humorist, Mark Twain won general recognition while working as a reporter in
California. The then youngest American state produced a remarkable multitude of
characters and plots for Twain to choose the most striking from amongst them...
N. Zluktenko
from «Stories», Kiev, 1979

2. Learn the following words and phrases and use them in describing M.Twain’s
literary career:
the starting point, first-hand knowledge of reality, to hold a job as, to assume a role of,
American fiction of the day, to enjoy wide-spread popularity, to be fascinated with, the
intricacy of the plot, the wit of the narrator, inventive technique, to be amazed at, stylistic
diversity, to mark an era in, to enrich one’s notion of, humorous sketches, sharp and
ruthless satire, at the turn of the century, to rouse the interest, far from being academic by
nature, peculiar traits, to cause a lot of contradictions, to win general recognition, a
multitude of striking characters and plots.

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 3. Get ready to use the above-given phrases in a different context and explain their
meaning in English

4. Read the story of S. Clemens’ pen name

MARK TWAIN
Once, when he was told that the newspapers mistakenly carried headlines about his
death, Mark Twain, his eyes laughing, appeared suddenly before a crowd of listeners and
said, «Ladies and gentlemen, I’d like to say now that the reports of my death are highly
exaggerated».
Samuel Clemens (Mark Twain) was born in 1835. He grew up in Hannibal, Missoury.
The waters of the great river were his playground. Fishing and swimming with his friends,
he would shout to the boats going by.
When he was 20 years old he went to Captain Bixby and asked.
«Do you want a hand on your ship, Captain Bixby? I’d like to be taken on as
apprentice pilot».
«You!» Captain Bixby shouted. «A pilot? What do you know about this river?»
«It has been my life», Sam Clemens replied.
For two years Sam Clemens studies this wonderful river from the pilot house.
«Labboard... Stabboard... Take your soundings!» Captain Bixby would call.
And the men shouted, «Mark three» and then «Mark twain!»
When the Civil War began Sam went out West, becoming a newspaperman and
storyteller, signing his stories not Samuel Clemens but MARK TWAIN.
The Mississipi gave Mark Twain to the world. We may also say that Mark Twain
gave the Mississipi to the world. His love made the great river alive for millions on the
other continents. And Sam himself, − well, they say he died in 1910, but when we pick up
«Huckleberry Finn», might we repeat the words of the former river pilot and say that «the
reports of his death are, indeed, highly exaggerated?»
From «English Reader», M., 1962

5. Discuss the story with your fellow students

6. Read the sketches from Mark Twain’s literary career

1. AT THE BEGINNING OF MY LITERARY CAREER
About forty years ago − I was a reporter on the Morning Call of San Francisco. I was
more than that − I was the reporter. There was no other. There was enough work for one
and a little over, but not enough for two − according to Mr. Barnes’s idea, and he was the
proprietor and therefore better situated to know about it than other people.
By nine in the morning I had to be at the police court for an hour and make a brief
history of the squabbles of the night before. They were usually between Irishmen and
Irishmen, and Chinamen and Chinamen, with now and then a squabble between the two
races for a change. Each day’s evidence was substantially a duplicate of the evidence of the
day before, therefore the daily performance was killingly monotonous and wearisome. So

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far as I could see, there was only one man connected with it who found anything like a
compensating interest in it, and that was the court interpreter. He was an Englishman who
was glibly familiar with fifty-six Chinese dialects. He had to change from one to another of
them every ten minutes and this exercise was so energizing that it kept him always awake,
which was not the case with the reporters. Next we visited the higher courts and made
notes of the decisions which had been rendered the day before. All the courts came under
the head of «regulars». They were sources of reportorial information which never failed.
During the rest of the day we raked the town from end to end, gathering such material as
we might, wherewith to fill our required column − and if there were no fires to report we
started some.
At night we visited the six theatres, one after the other: seven nights in the week, three
hundred and sixty-five nights in the year. We remained in each of those places five
minutes, got the merest passing glimpse of play and opera, and with that for a text we
«wrote up» those plays and operas, as the phrase goes, torturing our souls every night from
the beginning of the year to the end of it in the effort to find something to say about those
performances which we had not said a couple of hundred times before. There has never
been a time from that day to this, forty years, that I have been able to look at even the
outside of a theatre without a spasm.
After having been hard at work from nine or ten in the morning until eleven at night
scraping material together, I took the pen and spread this muck out in words and phrases
and made it cover as much acreage as I could. It was fearful drudgery, soulless drudgery,
and almost destitute of interest.
From: Twain M. Stories and Pamphlets / M.Twain. – Kiev, 1954

7. Answer the following questions:

1. What was the typical day of mark Twain as a reporter of the Morning Call?
2. What were the sources of reportorial information for «regulars»?
3. What experience caused Mark Twain’s «dislike» to theatres?
4. What is the key-word of the extract? What other words form an associative group of
words connected with the key-word?

2. HOW I ONCE EDITED AN AGRICULTURAL PAPER

I did not take temporary editorship of an agricultural paper without misgivings.
Neither would a landsman take command of a ship without misgivings. But I was in
circumstances that made the salary an object. The regular editor of the paper was going off
for a holiday, and I accepted the terms he offered, and took his place.
The sensation of being at work again was luxurious, and I wrought all the week with
unflagging pleasure. We went to press, and I waited a day with some solicitude to see
whether my effort was going to attract any notice. As I left the office, toward sundown, a
group of men and boys at the foot of the stairs dispersed with one impulse, and gave me
passage-way, and I heard one or two of them say: «That’s him!» I was naturally pleased by
this incident. The next morning I found a similar group at the foot of the stairs, and

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scattering couples and individuals standing here and there in the street, and over the way,
watching me with interest. The group separated and fell back as I approached, and I heard
a man say, «Look at his eye!» I pretended to observe the notice I was attracting, but
secretly I was pleased with it, and was purposing to write an account of it to my aunt. I
went up the short flight of stairs, and heard cheery voices and a ringing laugh as I drew
near the door, which I opened, and caught a glimpse of two young rural-looking men,
whose faces blanched and lengthened when they saw me, and then they both plunged
through the window with a great crash. I was surprised.
In about half an hour an old gentleman, with a flowing beard and a fine but rather
austere face, entered, and sat down at my invitation. He seemed to have something on his
mind. He took off his hat and set it on the floor, and got out of it a red silk handkerchief
and a copy of our paper.
He put the paper on his lap, and while he polished his spectacles with his
handkerchief, he said, «Are you the new editor?»
I said I was.
«Have you ever edited an agricultural paper before?»
«No,» I said; «this is my first attempt».
«Very likely. Have you had any experience in agriculture practically?»
«No; I believe I have not».
«Some instinct told me so,» said the old gentleman, putting on his spectacles, and
looking over them at me with asperity, while he folded his paper into a convenient shape.
«I wish to read you what must have made me have that instinct. It was this editorial.
Listen, and see if it was you that wrote it:
«Turnips should never be pulled, it injures them. It is much better to send a boy up
and let him shake the tree».
«Now, what do you think of that? − for I really suppose you wrote it?»
«Think of it? Why, I think it is good. I think it is sense. I have no doubt that every
year millions and millions of bushels of turnips are spoiled in this township alone by being
pulled in a half-ripe condition, when, if they had sent a boy up to snake the tree…».
From: Twain M. Stories and Pamphlets / M. Twain. – Kiev, 1954

8. Answer the following questions:

1. Why did M.Twain agree to take temporary editorship of an agricultural paper?
2. Explain or paraphrase «I wrought all the week with unflagging pleasure».
3. In what way did people show their interest in the new editor?
4. Has the sentence «...I was purposing to write an account of it to my aunt.» any
stylistic function in the given context?
5. How can you explain the behaviour of two young rural-looking men at the sight
of the new editor?
6. Pay attention to the way the old gentleman gets ready for the interview. Why?
How does it characterise him?

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 7. Compare the two above-given extracts. What do they have in common? What is
the difference?
8. What stylistic devices underline these extracts creating a particular tenor of each
of them?

The Adventures of Tom Sawyer

(An Extract)
About half-past ten the cracked bell of the small church began to ring, and presently
the people began to gather for the morning sermon. Aunt Polly came, and Tom, and Sid,
and Mary sat with her − Tom being placed next the aisle, in order that he might be as far
away from the open window and the outside summer scenes as possible. The crowd filed
up the aisles; the aged and needy postmaster, who had seen better days; the mayor and his
wife − for they had a mayor there, among other unnecessaries; the justice of the peace; the
widow Douglas, fair, smart and forty, a generous, good-hearted soul and well-to-do; the
bent and respectable Major and Mrs. Ward; next the belle of the village, followed by a
troop of young heart-breakers; then all the young clerks in town in a body; and last of all
came the model boy, Willie Mufferson, taking as much care of his mother as if she were
cut glass. He always brought his mother to church, and was the pride of all the matrons.
The boys all hated him, he was so good. His white handkerchief was hanging out of his
pocket behind, as usual on Sundays − accidentally. Tom had no handkerchief and he
looked upon boys who had, as snobs. The congregation being fully assembled, now, the
bell rang once more, and then a solemn hush fell upon the church which was only broken
by the tittering and whispering of the choir in the gallery. The choir always tittered and
whispered all through service.
And now the minister prayed. A good, generous prayer it was, and went into details:
it pleaded for the Church and the little children of the Church; for the other churches of the
village; for the village itself; for the country; for the State; for the State officers; for the
United States; for the President; for the officers of the Government; and for poor sailors,
tossed by stormy seas. In the midst of the prayer a fly had lit on the back of the pew in
front of him, and tortured his spirit by calmly rubbing its hands together, embracing its
head with its arms, and scraping its wings with its hind legs. It went through its whole
toilet as tranquilly as if it knew it was perfectly safe. As indeed it was; for Tom believed
his soul would be instantly destroyed if he caught the fly while the prayer was going on.
But with the closing sentence his hand began to curve and steal forward; and the instant the
«Amen» was out, the fly was a prisoner of war. His aunt detected the act, and made him let
it go.
Presently Tom remembered a treasure he had and got it out. It was a large black beetle
with formidable jaws − a «pinchbug», he called it. The first thing the beetle did was to take
him by the finger. A natural fillip followed, the beetle went flying into the aisle, and lit on
its back, and the hurt finger went into the boy’s mouth. The beetle lay there working its
helpless legs, unable to turn over. Tom eyed it, and longed for it, but it was safe out of his

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reach. Other people, uninterested in the sermon, found relief in the beetle, and they eyed it
too. Presently a vagrant poodle dog came idling along, sad at heart, lazy with the summer
softness and the quiet, weary of captivity, sighing for change. He spied the beetle; the
drooping tail lifted and wagged. He surveyed the prize; walked around it; smelt at it from a
safe distance; walked around it again; grew bolder, and took a closer smell; then lay down
on his stomach with the beetle between his paws, and continued his experiments; grew
weary at last, and then indifferent and absent-minded. His head nodded, and little by little
his chin descended and touched the enemy, who seized it. There was a sharp yelp, a jerk
of the poodle’s head and the beetle fell a couple of yards away, and lit on its back once
more. The neighbouring spectators shook with a gentle inward joy, several faces went
behind fans and handkerchiefs, and Tom was entirely happy. The dog looked foolish and
probably felt so; but there was resentment in his heart, too, and a craving for revenge. So
he went to the beetle and began a wary attack on it again; jumping at it from every point of
a circle, lighting with his forepaws within an inch of the creature, making even closer
snatches at it with his teeth, and jerking his head. But he grew tired once more, after a
while; tried to amuse himself with a fly, but found no relief; followed an ant around, with
his nose to the floor, and quickly wearied of that; yawned, sighed, forgot the beetle
entirely, and sat down on it. Then there was a wild yelp of agony, and the poodle went
sailing up the aisle; the yelps continued, and so did the dog. At last the sufferer sprang into
its master’s lap; he flung it out of the window, and the voice of distress quickly thinned
away and died in the distance.
By this time the whole church was red-faced and suffocating with suppressed
laughter, and the sermon had come to a dead stand-still. The sermon was resumed
presently, but it went lame and halting, all possibility of impressiveness being at an end. It
was a genuine relief to the whole congregation when the ordeal was over.
Tom Sawyer went home quite cheerful, thinking to himself that there was some
satisfaction about the divine service when there was a bit of variety in it. He had but one
marring thought; he was willing that the dog should play with his pinchbug, but he did not
think it was fair of him to carry it off.

Lexical and Stylistic Commentary

1. a) Tom being placed next the aisle

b) ...; next the belle of the village
The word next in the two examples given above belongs to different parts of speech.
In the first sentence (a) it is a preposition − рядом, около чего-либо. Next may be
followed by the preposition to, forming the compound preposition next to, e.g.
We lived next to a theatre in Gorky.
Whom did you sit next to at dinner?
In the second sentence (b) the word next is an adverb. It is used to mean − затем,
потом. Other sentences with next as an adverb are:
When shall I see you next?

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 I wonder what he will say next?
Next as an adjective is used in the meaning of nearest , e.g.
He took a seat next the fire.
He lived in the house next to mine.
The next train leaves in half an hour.
When next is followed by nouns like time, day week, month ,year, winter, etc., i.e.
words indicating time in the future as viewed from the present, the n o u n s a r e n e v e r
p r e c e e d e d b y a n a r t i c l e , e.g.
I shall see you next week.
To live next door to smb means – рядом, по-соседству с кем-либо, e.g.
They lived next door to us about a year and then they moved to another house.

2. ... and the outside summer scenes ...

The word scene is polysemantic. In the text it is used in the meaning of incidents or
situations in real life − сцены, e.g.
There were many heart-breaking scenes during the earthquake.
The word scene may mean the place in which the action of a story, play or novel is
laid or the place in which an actual event has taken place – место действия, e.g.
The scene is laid in the South of France.
Borodino was the scene of a famous battle.
The word scene is used in speaking of the division of an act – картина, явление,
e.g.
The quarrel takes place in Act I, Scene II.
The word scene also means a view or landscape – пейзаж, картина, зрелище, e.g.
The swans on the lake make a beautiful scene.

3. ... they had a mayor there; ... the respectable Mayor and ...
Notice the difference in spelling, pronunciation and the meaning of these two
words.
mayor – the chief of a town;
major – the rank of an officer in the army
Both words originate from the comparative degree of the Latin word magnus
which means great, major − greater, superior.
The word major came into English directly from the Latin with the meaning of
greater, superior, while the word mayor was introduced into English from the French
maire, which had a narrower meaning, i.e. the head of a city.
Such pairs are called etymological doublets.
4. a) ..... the widow Douglas fair, smart and forty
b) ..... Tom thought that it was not fair of the dog to carry the beetle away
The word fair is polysemantic. In the first sentence (a) it is used to mean beautiful –
красивый. This meaning of the word is mainly restricted to poetic use.

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 In current English it is used in the meaning of just, honest – честный,
справедливый, as in the second sentence (b), e.g.
Keesh said: «My father with his own eyes saw to it that everyone received a fair
share». They were always fair to him.
The word fair has also the meaning of light in colour– белокурый, светлый as
opposed to dark – темный, e.g.
She had fair hair and blue eyes.
She has a fair skin (complexion) and red hair.
The word fair is also used when we speak of the absence of rain, clear and sunny
weather, e.g.
fair weather – ясная погода
We are hoping for fair weather
a fair wind – попутный ветер
They set sail with the first fair wind.

The adverb fairly means in a just and honest manner. e.g.

He treated me fairly.

5. ... a generous, good-hearted soul and well-to-do

Well-to-do is a compound adjective consisting of an Adverb and an Infinitive and
means зажиточный. All the components of this compound adjective are hyphenated. The
adjective is used both predicatively and attributively, e.g.
A well-to-do farm.
The farmer’s family is well-to-do.

6. snob
A snob is a person whose efforts to keep up with fashion and to imitate the manners
of aristocratic circles determine his conduct and tastes. The word snob (snobbery) came
into wide use after the appearance of The Book of Snobs, by the English satirist
W. M. Thackeray, published in 1848.

7. a solemn hush
Hush – тишина, a word which imitates the natural sound sh-sh − ш-ш-ш. Its
synonym is silence. The use of words which imitate natural sound is a phonetic expressive
means of the language.

8. ... the tittering and whispering of the choir in the gallery.

A choir is a group of persons trained to sing together especially in a church − хор.
The word chorus may also be used about a group of singers or the part of a song which is
sung by a number of people after each verse − хор; припев, подхватываемый всем
хором, e.g.

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 Harris said he would sing the verses of the song and everybody must join in the
chorus.
My sister sings in the school chorus.
In chorus means altogether – хором, e.g.
Please answer my questions in chorus.

9. A good, generous prayer it was and went into details...

The phraseological combination to go (enter) into details means to describe every
little thing – вдаваться в подробности, as it is used in the text of the lesson, e.g.
Tell me what happened in a few words, don’t go into details.
The phrase in detail means thoroughly not leaving out anything – обстоятельно,
подробно, e.g.
There isn’t time to explain in detail.
Note that the noun detail in this adverbial phrase is always Singular.

10. ... poor sailors tossed by stormy seas.

The verb to toss is polysemantic. In the text it is used in the sense of to throw about
violently, to cause to rise and fall – носиться по волнам; подыматься и опускаться. The
verb to toss can be used both transitively and intransitively, e.g.
The aeroplane was tossed (about) in the stormy sky.
The ship tossed on the waves.
The verb to toss is also used to mean – беспокойно метаться (о больном), e.g.
He tossed about on the bed trying to find a cool spot.
I couldn’t sleep; I was tossing all night.
Another meaning of the verb to toss is to throw something into the air without using
great force – бросать, кидать, подбрасывать, e.g.
The juggler was tossing eight balls at once.
A synonyms to the verb to toss which appears in the text is the verb to fling, which is
also translated into Russian as –бросать, кидать, швырять, е.g.
He flung it (the dog) out of the window.
The difference between the two verbs lies in the fact that to toss implies a light,
careless, and sometimes, aimless throw, while to fling means to throw or move violently
with force or speed, sometimes angrily or contemptuously. It often corresponds to the
Russian –швырять, e.g.
He was so angry that he flung the book on the table and ran out.
The coachman tossed the shilling into the street and offered to fight Mr. Pickwick.
Toss the ball to him.
Also note the following combinations:
to fling a stone at somebody – швырнуть камень в кого-либо
to fling a door or a window open – распахнуть с силой дверь (окно)
to fling oneself into a chair, on the bed –броситься в кресло, на кровать

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 11. ... the fly lit on the back of the pew in front of Tom
The verb to light in the text is used in the meaning of to fall upon, come down from
the air – опускаться, садиться на ...
It is also used when a mere falling or jumping is implied, e.g.
A brown lady-bug lit on a flower in front of Tom.
Nicholas sat at the window watching the snowflakes lighting on the ground.
The verb to light (to alight is more usual) is also used in the meaning of to get down
or off from a horse, train, carriage, plane, motor-car, etc. – спешиваться; сходить,
высаживаться, e.g.
When the visitors alighted from the plane, they were met by a delegation of students
and acquaintances.

12. ... and tortured his spirit by calmly rubbing its hands together.
In the text the word spirit is used in the sense of soul – душа, дух.
The word spirit may also mean:
a) character – дух, характер
These tales reveal the spirit of the country.
b) an attitude – дух
The meeting was held in a spirit of friendship and co-operation
The word spirits is used to mean state of mind: disposition, temper – настроение,
душевное состояние.
Note the following phraseological combinations:
to be in high (great) spirits быть в веселом, приподнятом настроении
(= to be cheerful)
to be in low (poor) spirits быть в подавленном настроении
(= to be depressed, sad)

I hope you’re in good spirits today.

Try to keep up your spirits.
The old man was in poor spirits and wouldn’t agree to anything.

13. His hand began to steal forward...

The verb to steal is polysemantic. The different meanings of the verb to steal may
serve as an illustration of how a word develops different shades of meaning.
The primary meaning of the verb to steal is − воровать, красть, тащить.
It also has the meaning of − (с)делать что-либо украдкой, e.g.
He stole a glance at the girl.
This meaning ((с)делать что-либо украдкой) has developed from a shade of meaning
included in the primary meaning of the verb to steal.
When used with different adverbs and prepositions the verb to steal has the following
meanings:
to steal forward − прокрадываться, красться вперед

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 to steal away − незаметно ускользнуть
to steal in (to) − войти крадучись
to steal out (of) − улизнуть незаметно
to steal up (to) − подкрасться

14. a prisoner of war

In the text the military term a prisoner of war is applied to the fly for the sake of
humour.

15. ... unable to turn over

The words unable and incapable are both translated into Russian as − не быть в
состоянии. Не мочь. Не быть способным. However, they differ in meaning and
construction.
To be unable to do something implies a temporary condition or state, e.g.
He was unable to think clearly at the moment (his mind was confused, or he had a
splitting headache, etc.)
She was unable to speak (perhaps she was overcome by emotion).
To be incapable of doing something usually implies a permanent condition. It means
not having the ability or power to do something. Thus, one is incapable of studying higher
mathematics if one has not the necessary mental powers.
One who is honest by nature is incapable of telling a lie.

16. ... smelt at it from a safe distance

The verb to smell may be used transitively and intransitively.
When used transitively to smell usually means − чувствовать запах, обонять, also
sometimes − нюхать, e.g.
Can you smell smoke here? Smell my flowers.
You’d better swallow this medicine right away without smelling it.
When used intransitively it may mean − нюхать. In this case the verb is usually
followed by the preposition at − to smell at − as it is used in the text; or it may mean −
пахнуть, e.g.
That perfume smells good.
If the verb is not modified the meaning implied is that the smell is unpleasant, e.g.
Meat soon begins to smell, if it is not kept on ice.
The combination to smell of means to have the smell of − пахнуть, e.g.
The bottle smells of kerosene.
The room smells of varnish.
It was a dark night and the air smelt of dead leaves.

17. A jerk of the poodle’s head ...; ... and jerking his head.
The noun jerk means a sharp movement, pull, throw, push, thrust, etc. − резкое
движение, толчок и т.д., e.g.

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 The train started with a jerk and all the passengers were thrown off their feet.
He lifted his head with a jerk.
The verb to jerk means characterized by jerks − двигающийся резкими толчками,
отрывистый. e.g.
As he grew more nervous his speech became jerky.
Mr. Jingle expressed his thoughts in a jerky fragmentary manner.

18. ... a craving for revenge

The noun revenge means − месть. It is often found in the following combination to
take revenge on somebody for doing something − отомстить кому-либо за что-либо.
The corresponding verb to revenge has the same meaning − отомстить.
To revenge oneself on somebody for something.
The verb to revenge and to avenge are synonyms. The verb to revenge means to
punish or give pain or injury for a wrong done, especially to oneself. To avenge means to
punish for a wrong done to oneself or another often for the sake of justice. To avenge
generally implies high, just motives.
Hamlet swore to avenge his father’s death.
Tom revenged himself upon Sid by beating him soundly.
The boys were afraid that Injuin Joe would revenge himself on them for their
testimony at he trial.

19. ... and quickly wearied of that...

The verb to tire and to weary are synonyms meaning − уставать, утомляться; to
weary being more literary. The author’s use of the verb to weary in connection with the
dog produces a humorous effect.

20. There was a wild yelp of agony, and ...

One of the meanings of the noun agony is extreme, and generally prolonged pain and
suffering, e.g.
The agony of the injured man was dreadful to see.
Mr. Barkis endured unheard-of agonies in crawling out of bed unaided.

Grammar Commentary

1. An instance of Partial Emphatic Inversion can be observed in the text with the
Predicative preceding the Subject.
... a good, generous prayer it was...
The unemphatic direct word order would be: it was a good generous prayer.

2. ... he was willing that the dog should play with his pinchbug.
A form of the Subjunctive Mood is used here in an Object clause after the notional
verb will.

33
 3. The model boy, Willie
The Definite Article is used here to emphasize Willie’s virtues, to bring out the fact
that Willie was the only model boy among them.

4. His aunt ... made him let it go

The sentence contains two complex Objects: the first − him let − is a Complex Object
to the predicate verb made; the second − it go − as a Complex Object to the Infinitive let.

5. Other people uninterested in the sermon; ... a poodle dog ... sad at heart, lazy with
the summer softness, ... weary of captivity...
Attributes in English usually precede the nouns they modify, particularly when they
are expressed by adjectives. Sometimes, however, they are placed after the nouns they
modify, and acquire predicative force: Other people uninterested = other people who were
uninterested; A poodle dog sad at heart, lazy, ... weary of captivity = a poodle dog who was
sad at heart, lazy with the summer softness ... weary of captivity.

6. The beetle went flying

The sentence contains a Compound Verbal Predicate, expressing aspect relations.
The verb go is used to show the beginning of the action.
The equivalent constructions in Russian would be − жук полетел или жук
отправился в полет.

7.
But he did not think it was fair of him Но он думал, что со стороны пуделя
to carry it off. было нечестно утащить жука.
или
Но он не думал, что со стороны
пуделя было честно утащить жука.
A Prepositional Complex Object construction with the Infinitive is used here.
Note also that the negation in English is in the principal clause whereas in Russian
we may place it in the subordinate clause.

8. Aunt Polly came, and Tom, and Sid, and Mary sat with her − Tom being placed
next the aisle...
The sentence contains the absolute Participial construction.
Find other sentences of this type.
Work on the Vocabulary of the Text
I. Words to be memorized:
pride n amuse v
assemble v lame a
solemn a sigh v
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 embrace v idle a
destroy v safe a
treasure n

II. Set-expressions to be memorized:

to look upon smb as to find relief in

he sat next to me to take a smell at
to go into details to make a snatch at
to go through smth to come to a dead stand-still
the closing sentence to be at an end
a prisoner of war to think to oneself
to steal forward to be willing
to let smb, smth go it was fair of him (to act so)
to be out of reach

EXERCISES

I. Translate the following sentences into Russian:

1. The crowd filed up the aisles. 2. His hand began to curve and steal forward. 3. The
beetle was safe out of his reach. 4. Then there was wild yelp of agony, and the poodle went
sailing up the aisle; the yelps continued and so did the dog. 5. The voice of distress quickly
thinned away and died in the distance. 6. The sermon was resumed presently, but it went
lame and halting, all possibility of impressiveness being at an end. 7. Then came all the
young clerks in town in a body.

II. Find English equivalents in the text for the following Russian phrases and
sentences:
мировой судья; все вместе, в полном составе; последним пришел примерный
мальчик; как будто она была хрустальная; на протяжении всей службы; Том
вспомнил о своем сокровище и вынул его; первым делом жук укусил Тома за палец;
муха села на спинку скамьи; она спокойно занималась своим туалетом; с грустью на
душе; осмелеть; стать безразличным ко всему; скрыться за чем-либо; через
некоторое время; развлечься; немного разнообразия в чем-либо; она была в полной
безопасности; он начал клевать носом; раздался пронзительный вопль; у него была
лишь одна мысль, которая портила ему настроение; захромать; собака прыгнула на
колени к хозяину.

III. Answer the following questions:

1. Where was Tom always placed in church and why? 2. Who filed up the aisles of
the church? 3. What description does the author give of the widow Douglas? 4. To what
theme had the minister devoted his sermon? 5. What drew Tom’s attention away from the

35
sermon? 6. Why was Tom tortured by the fly’s movements? 7. What did Tom do to make
the time pass more pleasantly? 8. Why did the beetle attract attention? 9. How does the
author describe the dog and his movements? 10. How did the dog amuse himself? 11.
What made Tom’s neighbours shake with laughter and how did they try to conceal the
fact? 12. What led to the dog’s being thrown out of the window? 13. Why did he sermon
come to a dead stand-still? 14. How do you account for Tom’s cheerful mood when he was
returning home from church that day?

IV. Retell the text

V. Give the principal forms of the following verbs:

to ring, to hang, to alight, to catch, to steal, to lie, to smell, to grow, to sit, to fly, to
feel, to rise, to arouse.

VI. Give nouns corresponding to the following verbs and adjectives:

to begin, to place, to hate, to suffer, to relieve, to assemble, to soften, to revenge, to
satisfy, to laugh, to smell, to embrace, to believe, to curve, to detect, to long, to survey, to
descend, to seize, to crave, to amuse, solemn, safe, idle, indifferent, gentle, to torture.

VII. Paraphrase the parts of the sentences given in bold type using word combinations
from the text
1. Aunt Polly made Tom take a seat close to the aisle. 2. All the mothers in the town
were proud of Willie Mufferson. 3. The boys in Mr.Squeers’ school considered their
schoolmaster to be their enemy. 4. The sun set behind the mountain and there came a
solemn silence in the valley. 5. Tom noticed a fly land on the back of the pew. After a
short pause the discussion began again. 7. They watched the lions from a secure
distance. 8. Don’t tell the story in detail. 9. He wearied of it at last. 10. The dog wished to
take revenge on the beetle. 11. Aunt Polly sat dozing over her knitting, her cat peacefully
sleeping in her lap.

VIII. Change each sentence substituting antonyms or antonymous word combinations

for the words given in bold type, so that it conveys the opposite meaning
1. Tom was always placed far from the aisle. 2. He felt quite miserable. 3. The boys
burst into the room. 4. Mr. Squeers held the boy’s hand tightly. 5. The beetle was within
Tom’s reach. 6. The work went on. 7. The crowd emptied the aisles. 8. The poodle dog
grew interested in the beetle. 9. The children were in great danger. 10. The people went
home sorrowfully.

IX. Choose synonyms to the following words from the list of words given below and
arrange them in columns:

presently − вскоре, скоро to look − смотреть

36
 good-hearted − добрый next to − рядом, близко
to catch − поймать, схватить calm − спокойный, тихий
to amuse − развлекаться, забавляться to utter – произнести
fair − справедливый cheerful − радостный
entirely − полностью
immediately, cool, to capture, to speak, to grasp, to articulate, to gaze, good-tempered,
just, bright, right, completely, to entertain, merry, kind, quite, close, quiet, sunny, instantly,
to pronounce, to seize, beside, smiling, wholly, gay, at once, still, to take hold of, to say, to
stare, near, to grip, to snatch, glad, to take, joyful, to glance.

X. Translate the following Russian word-combinations using suitable adjectives from

the list given below:
безупречный порядок; живые цветы; надежное убежище; дерзкий ответ;
близкий друг; подавленное настроение; острое зрение; точный перевод; низкий
кустарник; острый ум; легкий ветер; обильный урожай; спокойное море; блестящий
пример; природные богатства; тихая ночь; превосходная машина; щедрое
предложение; спокойный человек; естественное выражение (лица); безветренная
погода; отважные мореплаватели; пронзительный свисток; храбрые исследователи;
радостный день; крутой поворот; смелые партизаны; ласковый голос; тяжелые
последствия; бодрое настроение; серьезное выражение лица; веселая улыбка;
generous, calm, perfect, natural, safe, bold, sharp, gentle, cheerful, grave.

XI. Write sentences observing the pattern

it + is (was, etc.) + Adj + of + N/Pron Obj case + Inf:
Use the following adjectives:
kind, fair, unfair, good, nice, cruel, foolish.

ХII. Write sentences observing the same construction as the one given in the model
and translate the sentences into Russian
Model: The beetle went flying into the aisle.

Tom came running into the room.

Use the following:

to come + riding, flying, running
to go + hurrying, jumping
to run + shouting, whistling
to sit, stand, lie + reading, looking, etc.

XIII. Write four sentences with the construction to let somebody/something go

Model: Aunt Polly made Tom let the fly go.

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 XIV. Translate the following sentences into Russian:
1. Tom sat long with his elbows on his knees and his chin in his hands thinking of
Backy Thatcher. 2. For some time the poodle dog followed an ant around with his nose
close to the floor. 3. Aunt Polly sat at the window with her hands in her lap looking into
the distance. 4. When Sid told Aunt Polly that Tom was dying, the old woman went
speeding upstairs with Sid and Mary at her heels. 5. The boys sat gazing into the fire with
their minds evidently wandering elsewhere. 6. Tom found Huck sitting on a raft with his
feet in the water, looking very melancholy.

XV. Choose the correct word from those given in brackets and give reasons for your
choice
(to toss, to fling)
1. Julia pulled a crumpled sheet of paper out of her pocket and ... it across the table to
Arthur. 2. As soon as Tom turned back to go home, the new boy, whom Tom had just
beaten soundly ... a stone at him. 3. Tom’s face lit up with a smile when Becky ... a pansy
over the fence. 4. The infuriated man ... a coin to David and ordered him to get out of his
shop immediately.

(to revenge, to take revenge, to avenge)

1. Injun Joe wanted ... on Mrs. Douglas for having been cruelly beaten by her
husband. 2. Nicholas ... on Mr. Squeers for himself and all the boys in the school by
beating the schoolmaster soundly. 3. He ... his comrade’s death. 4. Tom Sawyer decided ...
on Sid as soon as opportunity offered.

XVI. Fill in the blanks with unable or incapable, making any other changes in the
sentences that are necessary
1. Martin was ... (to work) any longer. He felt weak and faint for want of sleep. 2. She
seemed ... (to come) in time. 3. By the end of the month the mutual irritation had reached
such a height that Arthur and the colonel were ... (to keep) their temper when they met. 4.
He was ... (to come) in time as he was detained at his office. 5. At times it seemed to
Martin that he was ... (to write) a good story. 6. Miss Murdstone was a harsh, cruel woman
... (to sympathize) with people.

XVII. Write sentences illustrating the difference between unable, incapable; to

revenge, to take revenge, to avenge

XVIII. Give English equivalents for the following Russian phrases:

сидеть рядом с кем-либо за столом; действие происходит в Италии; подождать
следующего поезда; в этой книге много смешных сцен; попутный ветер; жить по
соседству; не вдавайтесь в подробности; почти невозможно достать эту книгу;
равная доля; тайком выбраться из комнаты; отрывистый стиль; в комнате пахнет
сыростью; ясная погода; расскажите мне об этом все обстоятельно; распахнуть с

38
силой окно; резко открыть дверь; броситься на кровать; быть в веселом
расположении духа; схватить кого-либо за руку; они сошли с самолета; зажиточный
фермер; на расстоянии; вдали.
XIX. Study the following sentences paying particular attention to the verbs to look and
to go. Use these combinations in situations of your own
1. I am looking forward to meeting you tomorrow. 2. Her country house looks out
on the river. 3. Look here, Mary! 4. It looks as if (or though) we shall miss our train. 5. It
looks like rain today. 6. It looks like a fine day. 7. Look out! the train’s starting; you’re
going to miss it! 8. Haven’t you anyone to look after you?
1. The story goes that ... . 2. I think it’s going to rain tonight. 3. She made a promise
and then went back on it. 4. The gun went off with a loud noise. 5. The fight went on all
day. 6. The fire has gone out. 7. I’d better go over the lesson again. 8. He’ll go into the
matter tomorrow.

XX. Insert articles wherever necessary

Tom, Huck and Joe decided to run away from ... home and become ... pirates.
Three miles below St.Petersburg there was ... long narrow island which was called
Jackson’s Island.
... island lay close to ... opposite bank of ... Mississippi river and was separated from
it by ... channel of ... shallow water hardly two hundred yards wide. ... boys decided to live
there.
On ... second day when they were having ... breakfast they heard ... a strange sound in
... distance. ... boys started and glanced at each other.
«What is it?» exclaimed Joe.
They waited ... minute that seemed ... age, and then ... same sound troubled ... solemn
hush of ... island.
They sprang to their feet and hurried to ... shore towards ... town. They parted ...
bushes on ... bank and looked out.
About ... mile below ... village there was ... little steam ferry-boat on ... river. Her
broad deck was crowded with ... people.
There were also ... great many other boats rowing up and down besides ... ferry-boat,
but ... boys could not understand what ... men in them were doing. Soon came ... same
strange sound.
«I know now!» exclaimed Tom, «somebody’s got drowned! They always shoot ...
cannon over ... water».
«I wish I were over there now,» said Joe. «it is so interesting».
«I do, too,» said Huck. «I’d give all ... treasure I have to know who it is».
Presently ... thought occurred to Tom and he exclaimed:
«... boys, I know who’s got drowned; it’s us».
They felt like ... heroes in ... instant. They were missed, they were mourned; and best
of all, ... whole town talked of them.

39
 As ... evening drew on, ... ferry-boat went to her usual business and ... boats
disappeared. ... pirates returned to ... camp. They were happy.
They cooked ... supper and ate it and then they fell to guessing at what ... village was
thinking and saying about them.
XXI. Fill in the blanks with prepositions or adverbs wherever necessary
... the middle ... the night Joe heard thunder ... the distance and woke up the boys.
Presently a few large drops fell ... the leaves, and then a drenching rain poured down. The
boys went flying ... the tent which was a few yards ... and took shelter there.
The storm rose higher, and presently the tent turned over and was carried ... ... the
wind. There was nothing the boys could do but run ... the shelter ... an old oak tree stood ...
the edge ... the river bank.
Now the battle was ... its highest. The storm seemed to tear the island ... pieces, drown
it ... the tree tops, blow it ... and deafen every creature ... it, all ... the same breath.
At last the battle was ... . The storm died ... ... the distance and the boys returned ... the
camp, a good deal frightened. Everything ... the camp was drenched, the camp fire as well,
and the boys shook ... cold. However, they managed to start a fire again and dried their
clothes but their spirits did not rise high. They longed ... home though nobody spoke ...
about it ... fear ... being looked ... as a coward. At last they found relief ... sleep and when
they got up they felt cheerful again. The rest ... the day they amused themselves ...
different games playing ... Indians and pirates.

XXII. Translate the following passages into English:

1. Уже три дня Том, Гек и Джо жили на острове Джексон. Они все соскучились
по дому, но никто из них не хотел признаваться в этом.
Вечером они сидели у костра и разговаривали. Джо первым заговорил о
возвращении домой, но Том посмотрел на него с таким презрением, что бедный
мальчик пожалел, что начал говорить о доме. Разговор прекратился. Вскоре Гек
начал клевать носом и через несколько минут крепко заснул. Джо последовал его
примеру. Когда Том увидел, что его друзья крепко спят, он встал и начал
пробираться сквозь кусты. Затем он бегом спустился к реке и через 15 минут был на
другом берегу. Тому уже давно хотелось домой, и он решил посмотреть, что делает
тетя Полли, и к утру возвратиться на остров.
2. Том тихонько подкрался к окну и заглянул в комнату. Тетя Полли сидела на
диване, закрыв лицо руками. Рядом с ней сидела миссис Харпер. Она не плакала, но
лицо ее было очень печальным. Все в деревне думали, что Том и его товарищи
утонули.
3. Тому удалось проскользнуть в комнату незамеченным и спрятаться под
кроватью. Оттуда он слышал весь разговор между тетей Полли и миссис Харпер, и
ему стало жалко тетю Полли. Которая то и дело заливалась горючими слезами,
вспоминая Тома. Он уже был готов выбраться из своего убежища, как новая мысль
пришла ему в голову. Он решил появиться с товарищами в церкви, когда их все
будут оплакивать.

40
 4. Вы можете себе представить, каково было удивление и радость тети Полли,
когда она увидела Тома живым и невредимым. Она усадила его рядом с собой и
взяла его за руку, как будто боялась потерять его снова. Том подробно рассказал ей о
приключениях на острове Джексон.

XXIII. Tell the story of the boy’s stay on Jackson’s island and their experiences there.
Make use of Exercises XX, XXI, XXII

XXIV. Tell the following proverbs and give an adequate Russian translation of each.
Write a short story to illustrate one of the proverbs using as many word combinations from
the text as possible
a) It is no use crying over split milk.
b) Lost time is never found again.
c) He that never climbed, never fell.
d) The proof of the pudding is in the eating.

Discussion of the text and its analysis in terms of macro− and microcomponents
and principles of poetic structure cohesion
A
1. The extract begins with the description of the crowd of people gathering for the
morning service. What creates the impression of a very provincial place?
2. Find the definition of the noun «snob» and compare with the meaning Tom
attributes to it.
3. What effect is achieved by giving a detailed description of the fly which «went
trough its toilet tranquilly» after the words «...a fly tortured his spirits»?
4. Comment on the usage of the words «a prisoner-of-war», «treasure», «eyed»,
«found relief». Speak on the implication they create.
5. What is the role of the episode «the dog and the beetle»? Classify the verbs
denoting the dog’s actions (pay attention to the opposition between lazy relaxation and
unexpected tension).
6. Give the definition of the noun «ordeal» and explain if its usage is justified in
the given context?
7. How can you account for the change of mood in the last passage?

B
1. Define the style and the genre the text under analysis belongs to.
2. Summarize the essence of the text in one or two sentences thus formulating its
theme.
3. Divide the text into logically complete parts. Find the sentences which signal this
division.
4. Are all components of the plot available in the present text? Do they correlate
with its logical division?

41
 5. Make a brief summary of the facts conveyed by the text either according to its
logical division or according to the development of the plot.
6. Comment on the compositional peculiarities of the text. What compositional
patterns prevail? Define the function of the author’s remarks in the first part of the text.
How does description intermingle with his evaluative intrusions?
7. Speak on the function of the principle of recurrence in the first passage. Pay
attention to the attributive strings of the type: «fair, smart and forty».
8. Whose description is based on the principle or contrast? Does the contrastive
point of view characterize the boy or different social groups of people?
9. What stylistic device underlies the passage describing the prayer?
10. What is the general tenor of the excerpt? Differentiate ironic and humorous
parts. Give your arguments.
11. Show graphically (with the help of the curve) the change of tension in the
episode «the dog and the beetle» and correlate it with the verbal layer of the text.
12. Define the choice of words and stylistic devices used in rendering a dull, lazy
atmosphere of a hot summer day.
13. Define the idea (conceptual informativity drawn from the implication) of the
excerpt.
14. Get ready to discuss the following microcomponents used in the text:
1) tropes: epithets, simile, hyperbole, irony,
2) figures of speech: all kinds of repetitions, polysyndeton, gradation
(climax), antithesis (principle of contrast).

C
1. Dwell upon morphological and syntactical peculiarities of the text:
a) Stylistic function of Past Perfect and Past Continuous.
b) Abundant use of non-finite forms of the verb and constructions they form.
Account for their usage in the given text.
c) Define the correlation between types and length of sentences and
compositional patterns of the text .
d) What type of predicates prevails and why?
e) Speak on peculiar usage of attributes and attributive phrases. What is their
stylistic function?
f) Pay attention to numerous cases of asyndetic connection of clause. How
does it influence the rhythmical organisation of M.Twain’s prose? How does logical
juxtaposition of sentences and clause contribute to the increase of humorous effect?
g) Find sentences with the conjunction «but» and explain its meaning.
2. Give a complete summary of your comments.

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