ÏÐÀÊÒÈÊÓÌ ÏÎ ÀÍÃËÈÉÑÊÎÌÓ ßÇÛÊÓ Â.À. Ïèëèïåíêî, Ò.À. Áîáðîâà (Ïî èñòîðèè Àíãëèè Ñðåäíèõ âåêîâ)

ÌÈÍÈÑÒÅÐÑÒÂÎ ÎÁÐÀÇÎÂÀÍÈß
ÐÎÑÑÈÉÑÊÎÉ ÔÅÄÅÐÀÖÈÈ
ÂÎËÃÎÃÐÀÄÑÊÈÉ ÃÎÑÓÄÀÐÑÒÂÅÍÍÛÉ ÓÍÈÂÅÐÑÈÒÅÒ
Â.À. Ïèëèïåíêî, Ò.À. Áîáðîâà
ÏÐÀÊÒÈÊÓÌ
ÏÎ ÀÍÃËÈÉÑÊÎÌÓ ßÇÛÊÓ
(Ïî èñòîðèè Àíãëèè Ñðåäíèõ âåêîâ)
Âîëãîãðàä 2001
ÁÁÊ 81.432.1ÿ73
Ï32
Ðåöåíçåíòû:
ä-ð ôèëîñ. íàóê, ïðîô. Í.Â. Îìåëü÷åíêî;
êàíä. ôèëîë. íàóê, äîö. Å.È. Çàéöåâà;
êàíä. ôèëîë. íàóê êàôåäðû ëèíãâèñòèêè è ìåæäóíàðîäíîé
êîììóíèêàöèè Âîëãîãðàäñêîé àêàäåìèè ãîññëóæáû,
äîö. Ë.Â. Ñòîëáîâàÿ
Ïå÷àòàåòñÿ ïî ðåøåíèþ
ó÷åíîãî ñîâåòà ôèëîëîãè÷åñêîãî ôàêóëüòåòà ÂîëÃÓ
(ïðîòîêîë ¹ 11 îò 17.05.99 ã.)
Ïèëèïåíêî Â.À., Áîáðîâà Ò.À.
Ïðàêòèêóì ïî àíãëèéñêîìó ÿçûêó (ïî èñòîðèè Àíãëèè
Ï32 Ñðåäíèõ âåêîâ). — Âîëãîãðàä: Èçäàòåëüñòâî Âîëãîãðàäñêîãî
ãîñóäàðñòâåííîãî óíèâåðñèòåòà, 2001. — 60 ñ.
ISBN 5-85534-393-6
Äàííûé ïðàêòèêóì ïðåäíàçíà÷àåòñÿ äëÿ èñòîðèêîôèëîñîôñêîãî ôàêóëüòåòà. Ïîñîáèå ìîæíî èñïîëüçîâàòü äëÿ
àóäèòîðíîé è ñàìîñòîÿòåëüíîé ðàáîòû ñòóäåíòîâ II è III êóðñîâ.
Ïîñîáèå ñîäåðæèò òðåíèðîâî÷íûå óïðàæíåíèÿ äëÿ çàêðåïëåíèÿ
ïîëó÷åííûõ çíàíèé.
ISBN 5-85534-393-6
© Â.À. Ïèëèïåíêî, Ò.À. Áîáðîâà, 2001
© Èçäàòåëüñòâî Âîëãîãðàäñêîãî
ãîñóäàðñòâåííîãî óíèâåðñèòåòà, 2001
2
ÂÂÅÄÅÍÈÅ
Íàñòîÿùåå ïîñîáèå ïîñâÿùåíî èñòîðè÷åñêèì ñîáûòèÿì,
ïðîèñõîäèâøèì â Àíãëèè â ðàííèé ïåðèîä Ñðåäíåâåêîâüÿ, è
ñîñòîèò èç òðèíàäöàòè òåêñòîâ, êîòîðûå êàñàþòñÿ ïðîáëåì ðèìñêîãî, àíãëèéñêîãî è ñàêñîíñêîãî çàâîåâàíèé, ðàçâèòèÿ ôåîäàëèçìà â Àíãëèè, ïîÿâëåíèÿ ïåðâîãî ïàðëàìåíòà è çàêàí÷èâàåòñÿ
íîðìàíñêèì çàâîåâàíèåì XIII â.
Êðîìå òåêñòà, êàæäûé ðàçäåë âêëþ÷àåò â ñåáÿ ñïèñîê òåðìèíîâ äëÿ çàïîìèíàíèÿ. Âñå òåðìèíû âíåñåíû â îòäåëüíûé ñëîâàðü â êîíöå ïîñîáèÿ. Çàòåì ñëåäóþò çàäàíèÿ, ïîçâîëÿþùèå çàêðåïèòü äàííóþ â êàæäîé ãëàâå ëåêñèêó, ïðîâåðèòü ñòåïåíü ïîíèìàíèÿ òåêñòà è ñäåëàòü êðàòêîå èçëîæåíèå. Öåëü íàñòîÿùåãî ïîñîáèÿ — ôîðìèðîâàíèå ó ñòóäåíòîâ-èñòîðèêîâ óìåíèÿ ÷èòàòü íàó÷íóþ ëèòåðàòóðó íà àíãëèéñêîì ÿ çûêå è âåñòè áåñåäó ïî ñïåöèàëüíîñòè.
 îñíîâó òåêñòîâ ïîëîæåí àäàïòèðîâàííûé ìàòåðèàë êíèãè
Äåéâà Ìîðãàíà «Êðàòêàÿ èñòîðèÿ áðèòàíñêîãî íàðîäà».
3
ÏÐÅÄÈÑËÎÂÈÅ / INTRODUCTION
EARLY BRITAIN
Britain has been many centuries in making. The Romans conquered most of Britain, but were unable to subdue the fiercely independent tribes in the west. And far north, further waves of invaders
follow Angles, Saxons, Jutes and Normans. All these contributes to
the mixture we call English. For many centuries this country was
known simply as English and this historical study must deal first with
the development of England.
Much has been said and written about the British character.
This attitude is summed up in the legendary story of a headline which
is supposed to have appeared one morning in «The Times», as follows: Fog Stops Cross-Channel Traffic. Continent Isolated. Even if
this story is not true, it certainly ought to be. Traditionally, the British
have also been known as superior, snobbish, aloof, hypocritical and
unsociable.
The traditional opinion about the British or the English in earlier centuries was based on the habits of those Britons who could afford to travel: the diplomats and merchants. The qualities so justly
criticized by observers in other countries were the qualities of the upper class. Not the hypocricy and dishonesty were British monopolies.
On the contrary, every exploiting class in history has shared these
characteristics. But the rules of Britain have been in a position where
these qualities were more obvious. Britain was for centuries the premier trading nation, the first capitalist country, the workshop of the
world, and the centre of an empire upon which , it was proudly
claimed, the sun never set. Early in the history England won a reputation expressed in the title of «Perfidious Albion». Here is an outside
view from the poem «England Expects» by the American Ogden
Nash: «The character of the British people has been misjudged for
many centuries. As long as the world had to judge England, the later
Britain, from its experience of the ruling class, it naturally came to
very critical conclusions. The British ruling class, with its record of
success, developed the sense of superiority and arrogance to an extreme degree. But in recent years many people have found that there is
another Britain, the Britain of the working people. They have very
different characteristics from those of the upper class». The British
people may appear to move very slowly, but so does history in Britain.
They may seem hard, stubborn and convinced, but when they are convinced and when they start to move they show a high degree of persistence. It is not then easy to stop them. I hope that this short outline of
British History will explain some of the great struggles of the British
people, whose democratic spirit allow them to proudly claim to have
been the first people in Europe to have tried, executed their king.
4
не смогли подчинить
Англы, Саксы,
Юты, Норманы;
смешение рас
заголовок
Туман остановил
движение через
канал
позволить себе;
купцы;
качества
первая
мастерская
неправильно
судить
превосходство;
высокомерие
настойчивость
позволяет с
гордостью
заявить
ASSIGNMENT TO INTRODUCTION
I. Check the meaning of the words in your dictionary:
superior; aloof; hypocritical; hard; convinced; snobbish; aside;
unsociable; stubborn; persistent.
II. Match a word in A with its opposite in B.
A
unsociable
superior
hard
scared
awake
frustrated
hypocritical
interested
B
inferior
easy to deal with
calm
sleepy
sociable
sure
bored
honest
III. Match a line in A with a line in B.
a. The Romans conquered most
of Britains
b. Much has been said about the
British character
c. Some Britons could afford to
travel
d. The main tribes were Angles,
Jutes and Saxons
e. Britain was for centuries the
workshop of the world
f. The British people may appear
to move very slowly
g. In recent years many people
have found another Britain of the
working class
1. Of course, they were diplomats
and merchants
2. And the sun there never set
3. But were unable to subdue the
tribes in the west.
4. And this country has another
characteristics.
5. But traditionally the British
have been known as insular.
6. But this mixture was known
simply as English.
7. But so does the history in
Britain.
5
IV. Much has been said and written about English character. Is it
true to call Englishmen superior, snobbish, aloof, hypocritical and
unsociable? Answer the questions:
1. Is it true when we speak about the ruling class? Why is it true?
Prove your statements. Use the text.
2. Translate the words by Ogden Nash, the American writer. Do
you agree with his opinion about the Englishmen?
3. What are the national features of the English character?
V. Translate and remember the new words:
to conquer; a tribe; to subdue; to sum up; can afford; a trade; a
judge; to execute.
VI. Reading.
1. Check the meaning of the words in your dictionary:
landscape, mammal, shepherd, formative, self-consciously,
woolsack, flock, accidental.
2. Are the sentences true or false? Correct the false sentences:
a) Sheep had the most formal influence on Britain’s landscape.
b) Coal played the most important part in the English economy.
c) Lord Chancellor sits on an armchair in the House of Lords.
3. Text for reading.
Read the text about Britain by Gordon Winter. It will be continued
after each unit.
Throughout British history men have been landscape architects,
though it was only in the 18th century that the term began to be used
self-consciously by those who so skilfully laid out the parks of great
houses. Next to man, the other mammals that have had the most
formative influence on our landscape have been sheep. In past centuries
sheep, and especially their wool, played the part in the English economy
that coal played in the 19th century, and that oil is beginning to play
now. Not for nothing does the Lord Chancellor sit on a woolsack in the
House of Lords. So it is not entirely accidental that sheep figure fairly
frequently in our history. In this, however, I should declare an interest.
Looking after sheep has long been among my part-time occupations,
and for the past 20 years I have been shepherd to my own small flock.
6
VII. Complete the text using the correct tense and form of the verb
on the right.
Many hundred years ago (about the 4th
century before our era) the country now called
England was ________ as Britain and the people
who ______ there were the Britons. They _______
to the Celtic race. The language they ______ was
Celtic. Their culture, way of thinking and
understanding were primitive. In the first century
before our era Britain was _______ by the powerful
State of Rome. The Romans ______ on the
peninsula which is now ____ Italy and their language
was Latin. They were practical men. They were very
clever at making hard roads and building bridges and
many-storeyed houses.
The Romans had _______ very much about
Britain from travellers, and among other things, they
were greatly interested to ____ that valuable metals
were to be _________ in Britain. Finally, they
decided to occupy the island. The Romans ____
across the sea in galleys and the general who ______
them was Julius Caesar. It was not easy to conquer
the Britons, and the Romans had to encamp troops
all over the country. It is from these camps that the
English cities later ______. But the Romans and the
natives of Britain did not ______ one nation. The
Romans _______ to make the Britons work for
them.
Soon the fall of the Roman Empire ______
As soon as the Britons were __________ to
themselves they ______ very little peace for many
years. The next invaders were some Germanic tribes
_________ Angles, Saxons and Jutes who ______ in
the northern and central parts of Europe.
Britain split up into 7 kingdoms: Kent, Sussex
Essex, Wessex, Mercia, East Anglia and Northumbria
which were at war all the time.
The Angles, Saxons, Jutes ______ for the
supreme power. In some time they _________ îne
nation. The first king to rule was Egbert. He was
made king at the beginning of the 9th century.
7
know
live belong
speak
conquer
live
call
hear
learn
find
sail
command
arise
become,
want
follow
leave,
have
call live
fight
become
ÒÅÊÑÒ I / TEXT I
ENGLAND IN MIDDLE AGES. PRE-FEUDAL
AND EARLY FEUDAL PERIOD
The Iberians - the ancient population of Britain.
Omitting the wandering hunters of the old age and
the first people of the neolithic period that followed
it, the earliest established fact is the arrival of
immigrants who came from the Mediterranean by
the way of the Spanish peninsula, and are
consequently known as the Iberian race. They
overspread the country and obsorbed. The Iberians
followed the Biscay coast of France and made an
open-sea passage from Brittany to Cornwell. Hence
they tended to expand rather northwards than
eastwards and their monuments are to be found
chiefly in the western half of Britain. The size and
splendour of their monuments speak of a numerous
and well-organized people. The whole lay-out of
Iberian civilization points to a certain specialization
and division of labour. What concerns the social
structure of the Iberians, we may admit, that on
the one hand there must have been chiefs or nobles,
on the other hand people engaged in the most
cheapest and possibly servile labour.
Celtic tribes. Soon after 700 B.C., the first wave of
Celtic invaders entered Britain. These invasions
were part of a widespread westward movement of
tall, fair-haired, warlike tribes. The Celtic
conquerors blended with their Iberian predecessors
to varying extents in different parts of the country.
The basic unit of the Celtic tribe was the kinship
group, or family enlarged. While Celtic tribal
society cannot be described as classless, its class
divisions as existed (chief, free tribesmen) seem to
have been mainly the result of the subjection of a
native population.
8
îïóñêàÿ, êî÷óþùèå
ðàñïðîñòðàíèëèñü
ñ òåõ ïîð
óêëàä
âîæäè; çíàòü;
çàíÿòûå
àññèìèëèðîâàëèñü
ðîäîâàÿ ãðóïïà
÷ëåí ðîäà
ASSIGNMENT TO TEXT I
I. Read text I and find the key-terms. They are:
èìåòü òåíäåíöèþ, âîæäè è çíàòü, çàõâàò÷èê, óêëàä, ðàáñêèé
òðóä, ðîäîâàÿ ãðóïïà, ðàçäåëåíèå òðóäà, çàâîåâàòåëü, ÷ëåí ðîäà.
II. Match a line in A with a line in B.
A
a. The immigrants who came
from the Mediterranean Brittany
b. The Iberians followed the
Biscay coast of France
c. The whole lay-out of Iberian’s
civilization
d. The first wave of Celtic
invaders
e. The Celtic invaders
f. The basic unit of the Celtic
tribe
B
1. and made an open-sea
passage from Cornwell.
2. entered Britain in 700 B. C.
3. was the kinship group or family
enlarged
4. are known as the Iberian race
5. points to a certain specialization
and division of labour.
6. were tall, fair- haired and warlike
tribes
Ø. Prepare for the seminar on «England in Middle Ages». Answer
the questions:
1. What was the ancient population of Britain?
2. Where did they come from?
3. Where did they tend to expand?
4. What did their lay-out point to?
5. What was their social structure?
6. When was the first wave of invasion?
7. What was the basic unit of the Celtic tribe?
8. Was Celtic tribal society classless?
9
IV. Reading.
1. Check the meanings of the words in your dictionary:
to be responsible for, pattern, squire, enduring merit, casually,
to escape, passionate, deep-seated.
2. Are the sentences true or false? Correct the false sentences.
a) The traditional pattern of an English village is a group of
small houses grouped round a big square.
b) The English have passionate love for the beauty of big
cities.
c) The suburban gardens are better kept in Japan.
3. Text for reading.
Read the text about Britain by Gordon Winter. It will be continued
after each unit.
If the hand of man was largely responsible for giving Britain’s
landscape the qualities that we love and admire, what influence has
been at work that has enabled that hand to produce results of such
enduring merit? Why is the traditional pattern of an English village,
of little houses grouped casually round church, squire’s house and
village green, so satisfying to man’s emotional needs that whenever
people can afford to do so they escape from industrial townscapes to
live in the villages? What is it that has given the people of these
islands their passionate and deep-seated love for the beauty of the
countryside? Why have organizations like the National Trust and the
National Trust for Scotland been conceived in Britain, to form a
model for other countries to follow in the rest of the western world?
Why do we still devote so much time and energy to town and country
planning? Why are suburban gardens better kept in Britain than
anywhere else in the world?
10
ÒÅÊÑÒ II / TEXT II
ENGLISH CONQUEST
At this period England began to occupy the
attention of the Danish fleet. They had already
developed new methods of war. The English were
in comparison, poorly armed. And only thanks to
the military genius of Alfred, the king of England
the Danes were defeated. The activity of Alfred the
Great was directed to securing his kingdom against
future invaders. The extent of Alfred’s work in
various fields is remarkable and its thoroughness is
attested by the long period
of peace, which
followed his death.
Three generations after the death of Alfred
are generations of English culture and setting of
institutions. The now complete break-up of the
tribal structure had been accompanied by an
advance towards feudalism. During the 10th c. the
consolidation of England into a single kingdom
went hand in hand with the creation of an
organization into shires. In the sphere of justice,
also great strides were made in the direction of
feudalism by way of the delegation of royal rights to
powerful individuals. The main agricultural unit —
the manor. The thing which is characteristic of the
manor, a servile peasantry. A man without land was
neither free nor unfree. A free man was one who
held land on condition of military service , or one
who paid a money rent. The serf or villein was he
who held land on condition of performing
agricultural labour on his lord’s land, he who was
bound to the soil, whereas the freeman could leave
his land.
11
ðàçðóøåíèå
ãðàôñòâà,
ïðàâîñóäèå
ïåðåäà÷à
âëàäåë
äåíåæíàÿ
ðåíòà
áûë ïðèâÿçàí
ê çåìëå
ASSIGNMENT TO TEXT II
I. The beginning of the 9th century was a troublesome time for England.
The Danes went to sea for plunder. When Alfred the Great was the
king, the danger was the greatest. Alfred the Great was Egbert’s son.
Read the first passage of the text and translate it from English into
Russian in a writing form.
II. Read text II and find the key-terms in this text:
çàíèìàòü, ïîðàæåíèå, ïðîäâèæåíèå, ðàçâèâàòü, êîðîëåâñòâî,
ãðàôñòâî, áûòü âîîðóæåííûì, ïîêîëåíèå, ïðàâîñóäèå, ôåîäàëüíîå ïîìåñòüå, äåíåæíàÿ ðåíòà, êðåñòüÿíñòâî, âëàäåòü çåìëåé, âîåííàÿ ñëóæáà, áûòü ïðèâÿçàííûì ê çåìëå.
III. Match a line in A with a line in B.
A
a. England began to attract
b. The genius of Alfred
c. The complete break-up of the
tribal structure
d. The thing which is
characteristic of the manor
e. Thanks to Alfred
f. A free man was one
B
1. England had a long period of
peace
2. was a great advance towards
feudalism
3. the attention of the Danish fleet
4. who held land on condition of
military service
5. was one of the main reasons of
the Danes’ defeat
6. is servile labour
IV. Read the article from the newspaper «Moscow News» about
Alfred the Great and prove the epithets:
convinced, brave, persistent, courageous, wise, educated, superior,
independent.
ALFRED THE GREAT (871—899)
The beginning of the IXth century was a troublesome time for
England. Danish pirates called Northmen kept coming over the sea for
plunder. Each year their number increased. They sailed in their keels
round the coast of the Island fighting battles and trying to settle. When
12
Alfred, the grandson of Egbert, was made king in the year 871,
England’s danger was the greatest. Nevertheless, in a great battle the
Northmen were defeated, and Alfred hurried to make peace with them.
The kingdom that was left in the possession of Alfred was Wessex. For
some years, the Anglo-Saxons had time, under their wise king, to
learn much that was useful. During this time Alfred built up the first
English Navy.
Alfred had learned to read and write when he was quite young. He
had travelled on the continent and visited France. He was a Latin
scholar. He is famous not only for having built the first navy but for
trying to enlighten his people. He drew up a code of laws. He translated
the Church History of Bede from the Latin into a language the people
could understand, and a portion of the Bible as well. To him the
English owe the famous «Anglo-Saxon Chronicles», which may be
called the first history of England. It was continued for 250 years after
the death of Alfred, till the reign of Henry II in 1154. Alfred died in
Winchester, the capital of Wessex, in the year 899.
V. Alfred the Great was an outstanding personality. Translate some
sentences about him from Russian into English:
1. Îí äîêàçàë, ÷òî îí âåëèêèé ïðàâèòåëü.
2. Îí íå îáëàäàë áîëüøîé ôèçè÷åñêîé ñèëîé.
3. Åãî âåëè÷èå êàñàëîñü èñêóññòâà ìèðà.
4. Îí ïåðâûì ñòàë îòêðûâàòü øêîëû äëÿ çíàòè.
5. Îí ïðèãëàñèë âåëèêèõ ó÷åíûõ ïðèåõàòü â Àíãëèþ.
6. Îí ïåðåâåë è îïóáëèêîâàë òðè ñðåäíåâåêîâûõ áåñòñåëëåðà.
VI. It is interesting to speak about the history of three generations
after the death of Alfred the Great. There are some facts but they are
in Russian. Translate them into English:
1. Ýòî áûë ïåðèîä ðàçðóøåíèÿ ïëåìåí è óñòàíîâëåíèÿ àíãëèéñêîé êóëüòóðû.
2. Â X âåêå ïîÿâèëèñü è ãðàôñòâà, è êîðîëåâñòâà.
3. Ôåîäàëüíîå ïîìåñòüå ñòàëî ãëàâíûì â ñåëüñêîì õîçÿéñòâå.
4. Ðàáîâëàäåëü÷åñêèé òðóä õàðàêòåðåí äëÿ ôåîäàëüíîãî ïîìåñòüÿ.
5. Ñâîáîäíûì ÷åëîâåêîì ñ÷èòàëñÿ òîò, êòî âëàäåë çåìëåé íà
óñëîâèÿõ âîåííîé ñëóæáû èëè ïëàòèë äåíåæíóþ ðåíòó.
6. Ðàá — ýòî òîò ÷åëîâåê, êîòîðûé âûïîëíÿë ñåëüñêîõîçÿéñòâåííóþ ïîâèííîñòü è íå ìîã îñòàâèòü çåìëþ ïî ñâîåìó æåëàíèþ.
13
VII. Reading.
1. Check the meanings of the words in your dictionary:
related questions, ancient, to forbid, to imply, break, to escape,
inspiration, bulk.
2. Are the sentences true or false? Correct the false sentences:
a) English civilisation doesn’t differ from that of France, Italy
and Germany.
b) Most of the best things, created by people in Italy, are centred
about the countryside.
c) Chaucer found his inspiration in the life of the cities.
3. Text for reading.
Read the text about Britain by Gordon Winter. It will be continued
after each unit.
I believe that I know the answer to these related questions,though
it would take a second lifetime of study before I could claim to be sure.
I believe it is because English civilization differs from that of France
and Germany and Italy, and the other countries of Western Europe,
in that it is not emotionally based on cities (as the word civilization,
the culture of cities, normally implies) but is emotionally based on
the countryside.
In Italy, with scarcely a break since Roman times, most of the
best things in life have centred on the towns, just as they did in the
city-states of Ancient Greece. The forests and mountains of the Italian
landscape were dark and forbidding and a traveller was glad to escape
from them into the man-made beauty of the towns. Yet Chaucer,
writing only a century later, looked outside the towns to find grace and
life and inspiration in the countryside.
And from Chaucer the beauty of the English countryside has
remained the inspiration for the great bulk of our lyric poetry.
14
ÒÅÊÑÒ III / TEXT III
NORMAN CONQUEST
The consequences of the Norman conquest are
as follows: after king William had been crowned at
Westminster (London surrended) by 1069 he was
ready for the next stage in the conquest. The completion of the conquest was followed by a full confiscation of lands and a new division among the Normans.
It is at this point that we can say that feudalism is
fully established in England.
Within a few years the whole of the land of
the country passed out of the hands of its old owners
into the hands of the conquerors. The essential political feature of feudalism was the delegation of
power, and all power was based upon ownership of
land. The king was the sole and the ultimate owner
of all the land, and granted it to his tenants-in-chief
in return for military and other services and for payment of certain customary dues. With the land was
granted also the political right of governing its cultivators: the right to hold courts of justice, to levy
taxes and to exact services. So far as the king was
concerned the most important duty of his vassals was
to follow him in war. The king granted land to his
vassals on his own terms, terms, extremely favourable
to himself. England had therefore, a development
that was unique in European history. From the start
the power of the stage was greater and the power of
the feudal nobility was less. The century and a half
between the Conquest and Magna Charter was the
period during which feudalism existed in its most
complete form in England.
15
ïîñëåäñòâèÿ
áûë êîðîíîâàí
åäèíñòâåííûé
äðóæèííèê
ïîøëèíû
âçèìàòü ïîøëèíû; òðåáîâàòü
ïîâèííîñòåé
íàäåëÿë
ASSIGNMENT TO TEXT III
I. Check the meaning of the words in your dictionary after reading
text III:
crown, division, essential, sole, completion, establish, delegation
of power, nobility.
II. Translate these words from Russian into English:
ïîñëåäñòâèÿ, âçèìàòü ïîøëèíû, òðåáîâàòü ïîâèííîñòåé, íàäåëÿòü çåìëåé, äðóæèííèê, âëàäåëåö, ïîëíàÿ êîíôèñêàöèÿ çåìëè, ïåðåäà÷à âëàñòè.
III. State if the statements are true or false:
1. We say that feudalism was established in Great Britain.
2. The owners of the land were Englishmen.
3. Tenants-in-chief had no land.
4. Tenants-in-chief had to pay some customary dues.
5. Land granted some rights: a right to levy taxes, to exact services.
6. The king granted land on his own terms.
IV. Read the text using the words on the right in the correct form.
Norman Conquest
After the death of King Canute, the
struggle between the Anglo-Saxon earls for the
supreme power ___ again. The Northmen who
______ in Normandy 150 years before
___(not) their chance. In the year 1066, the
Norman Duke William ____ the Channel and
conquered the English in the great battle ___
at Hastings. Within five years William the
Conqueror ______ complete master of the
whole of England. The lands of most of the
Anglo-Saxon aristocracy were given to the
Norman barons.
16
begin
settle
miss
cross
fight
be
V. Work as translators:
1. 1069 ãîä îçíàìåíîâàëñÿ (áûë îòìå÷åí) ïîëíûì óñòàíîâëåíèåì ôåîäàëèçìà â Àíãëèè.
2. Çàâîåâàòåëè ñòàëè õîçÿåâàìè çåìëè.
3. Âëàñòü áàçèðîâàëàñü íà âëàäåíèè çåìëåé.
4. Êîðîëü ðàçäàâàë çåìëþ âàññàëàì.
5. Ñ ñàìîãî íà÷àëà âëàñòü ãîñóäàðñòâà áûëà áîëüøå, à ôåîäàëüíîé çíàòè — ìåíüøå.
VI. Reading.
1. Check the meaning of the words in your dictionary.
ñastle, dominate, pliant, hold down, obstinate.
2. Are the sentences true or false? Correct the false sentences:
a) The Britons were very obstinate and strong-minded.
b) If the English had been a servile people, their culture would
have become urban.
3. Text for reading and translating.
Perhaps the character of our culture is one of the results of the
Norman Conquest, of the Normans’ need to build castles all over
the land, and to live in those castles rather than in the cities in
order to hold down and dominate the strong-minded and obstinate
people whose land they had taken. Perhaps if the English, the AngloSaxons, had been a servile and pliant people the Norman knights
would have congregated in the cities once the Conquest was over,
and the culture of the English countries would have become urban,
like that of Germany, and the Italian republics. Perhaps that is the
heart of the matter: that the English great house is the direct cultural
descendant of the Norman motte and bailey, and no further
explanation is needed. Yet it seems to me that there must be some
other case. I do not know.
17
ÒÅÊÑÒ IV / TEXT IV
SAXON CONQUEST
Britain, as the most remote and among the most
exposed of the provinces was the earliest to fall away
and lost most completely its Roman character, for the
reason that the traces of Roman rule in Britain were
so few and the English conquest so complete. The
bulk of the invaders came from among the most
backward and primitive of the German tribes. These
tribes, the Angles and Saxons were close in speech and
customs.
The third group of invaders was called
traditionally Jutes. Generally accepted name for them
taken together, was English. In general, the social
organization of the invaders was still tribal. The
English were an agricultural rather than a pastoral
people and even before they entered Britain their
tribal organization was rapidly disintegrated. In the 5th
c. the raids were replaced by something approaching
national migrations. Later, in the 6th c. the advance of
the English was resumed. By this time the English had
settled down into a number of small kingdoms.
By the end of the 6th c. seven kingdoms
appeared in the North Northumbria. Its two parts,
Deira (corresponding to Yorkshire) and Bernicia,
appeared at times as separate kingdoms. East Anglia
covered Norfolk, Suffolk and part of Cambridgshire.
Essex, Kent and Sussex correspond roughly to the
modern counties bearing the same names. Mercia
occupied most of the midland shires. This period is
characterized by the growth of the township and of
social classes within it, that forms the internal history
of the period between the English and Norman
conquest. Here begins the rough division of labour
between the man who fights in the wars and the man
who toils in the fields that lies at the roots of the
feudal system. Very soon the thane gained authority
over his weaker neighbours. As early, perhaps, as 600,
the thane was well on the way towards becoming a
feudal lord, the coerl – well on the way of becoming a
serf, private property on land was beginning to take
18
îòäàëåííûé
ñëåäû;
ïðàâëåíèå
îáùåïðèíÿòûé
ïëåìåííîé
çàíèìàþùèåñÿ
îâöåâîäñòâîì
ðàñïàëàñü
ãðàôñòâà
ïðèîáðåë
ñîáñòâåííîñòü
shape and well-defined social classes were everywhere
arising.
At the same time the state, growing out of the
military conquest and division of the country was
breaking its tribal organization. Such a process,
marked by the acquisition of special powers by a
minority and at the expense of the remainder of the
people, is in fact the only way in which society can
advance beyond the tribal stage and must be regarded
as essentially progressive. All these tendencies were
accelerated and given a precise legal form by the
introduction of Christianity. Christianity added also to
the existing division of labour between a fighter and a
cultivator and the third specialized activity, that of a
preacher and man of learning.
âîçíèêëè
ïðèîáðåòåíèå;
ìåíüøèíñòâî
câÿùåííèê
ASSIGNMENT TO TEXT IV
I. Translate these terms into Russian and remember them:
the bulk of the invaders, German tribes, social organisation,
pastoral people, advance, disintegrate, settle down, county, shire,
division of labour, fight in the war, toil, accelerate, preacher.
II. Answer the questions to the text:
1. Who was called the English?
2. What was the social organization of the Saxon invaders?
3. The tribal organization of the English was not disintegrated, was it?
4. What kingdoms appeared in the VIth century?
5. By what is the period characterized?
6. When did the private property appear?
III. It is a summary of text IV. Translate it from Russian into
English.
Ðèìñêîå çàâîåâàíèå íå îêàçàëî ñèëüíîãî âëèÿíèÿ íà Áðèòàíèþ. Îíî ïðîäîëæàëîñü ïî÷òè 400 ëåò. Áëàãîäàðÿ ðèìëÿíàì íà
òåððèòîðèþ Áðèòàíèè ïðîíèêëî õðèñòèàíñòâî. Â IV âåêå íåìåöêèå
ïëåìåíà àíãëîâ, ñàêñîâ è þòîâ çàõâàòèëè Áðèòàíèþ. Âñå ýòè ïëåìåíà èìåëè ìíîãî îáùåãî â ðå÷è è òðàäèöèÿõ. Ýòè ïëåìåíà òðàäèöèîííî íàçûâàëè àíãëè÷àíàìè.  êîíöå V — íà÷àëå VI âåêîâ
ñòàëà ðàñïàäàòüñÿ ïëåìåííàÿ îðãàíèçàöèÿ, ÷òî çàëîæèëî êîðíè
19
ôåîäàëüíîé ñèñòåìû: âîçíèêëà ÷àñòíàÿ ñîáñòâåííîñòü, íà÷àëîñü
ðàçäåëåíèå òðóäà. Âñå ýòè òåíäåíöèè áûëè óñêîðåíû ââåäåíèåì
õðèñòèàíñòâà, êîòîðîå äîáàâèëî ê âîèíó è ñåëüñêîõîçÿéñòâåííîìó ðàáî÷åìó åùå è ÷åëîâåêà óìñòâåííîãî òðóäà.
IV. Do this text in the writing form and insert the key words into
the gaps.
Towards the end of the IVth century the invasion of all Europeans
by _____ peoples compelled the Romans to leave Britain, because
they were needed to ___ their own country. The fall of the Roman
Empire followed soon. As soon as the Britons were left to themselves
they had very little peace for many years.Sea-robbers ____ in shi ps
from other countries, and the Britons were always busy trying to
defend themselves. Among these Germanic tribes were some called
Angles, Saxons and Jutes who ___ in the central and northern parts
of Europe. It was a wild and fearless race. The Britons could never ___
them ____. They were forced ___ many of their customs and learn to
speak their languages.
The Germanic tribes were ___ (that is to say they believed in
many gods). The gods of the Anglo-Saxons were: Tu - god of Darkness,
Freia - goddess of Prosperity. When people learned _______ time into
weeks and the week into 7 days, they gave the days the names of their
gods. It is not hard _____ that Sunday is the day of the sun, Monday
- the day of the moon and so on.
______________________________
to divide up; to guess; barbaric; came sailing; lived; pagans; to adopt;
drive away; defend.
V. Reading.
1. Make the written translation of the text.
It is one thing to argue that English civilization springs out of the
countryside and the quality of our civilization have long been mutually
supporting. By that I mean that the loveliness of the countryside has
inspired our literature and music and painting. And the character of
our civilization has in its turn helped to mould and adorn the landscape.
These points are not, I think, difficult to maintain. But why this
20
should have happened in England, and to a lesser extent in Scotland,
but not in the related cultures of France, Germany and Italy is something
that I find mystifying. Perhaps it is because we live in an island, and
the whole island provides, in itself, the feeling of security and enclosure
that continental peoples have only been able to create within the walls
of cities.
ÒÅÊÑÒ V / TEXT V
ROMAN CONQUEST AND OCCUPATION
Ceasar’s two invasions were a little more than
reconnaissances in force. The first was made in the
summer of 55 B.C. The second invasion was an actual
invasion, conquest of Britain. During this period a
thorough economic penetration of South-East Britain
went on. It marked the growth of trade and towns.
The Roman occupation of Britain lasted nearly
400 years. Certainly, Roman conquest and the Latin
language and the Roman mode of production affected
to some extent the life of the Britons, but those effects
were not so much permanent. And, finally, Christianity, introduced by the legions, remained the religion of
those parts of Britain which escaped the English conquest, penetrated thence to Ireland.
ðàçâåäêà
ïðîíèêíîâåíèå
õðèñòèàíñòâî,
ëåãèîíû
èçáåæàòü
ASSIGNMENT TO TEXT V
I. Check the meaning of the words in your dictionary.
invasion, penetrate, affect, conquest, growth, permanent.
II. Answer the questions:
1. How many Roman invasions were there?
2. By what is this period characterized?
3. What invasion was an actual one?
4. How long did the Roman occupation last?
5. Christianity was introduced by the Romans, wasn’t it?
21
III. Translate the sentences from English into Russian. Use them
while retelling the text:
1. The Romans thought a great deal of fighting and they were so
strong that they usually managed to win most of the battles they
fought.
2. Caesar wrote many interesting accounts of Britain. The art of
writing was very much advanced in Rome.
3. But clever as these soldiers were, it was not easy to conquer
the Britons, and the Romans had to encamp troops all over the
country.
4. The names of many English towns never dropped the Latin
endings, and you can find Lancaster, Manchester, Worcester, Leicester,
and many others on the map.
IV. It is interesting to know. Read and translate the text.
The culture of the early Britons changed greatly under the
influence of Christianity. Christianity penetrated into the British Isles
in the IIIrd century. This was the time when the great Roman Empire
was ruled over the northern and western parts which included Britain,
Gaule (France) and Spain. The eastern part of the Roman Empire
was ruled by Diocletian. The southern part was ruled by two other
emperors. Diocletian hated the Christians who were then a secret
religious sect. His fierce prosecution of the Christians caused many of
them to flee to Britain and Gaule.
In the year 306, Constantine the Great, the son of Constantine
Chlora and Elene, the daughter of a British Chief, became emperor
over the whole of the Roman Empire. He stopped the prosecution of
the Christians and became a Christian himself. Christianity was made
the Roman national faith. It was brought to all countries belonging to
the Roman Empire. The Druids of the Celts in Britain disapeared. All
Christian churches were centralized in the city of Constantinople
which was made the capital of the Roman Empire. This religion was
called the Catholic Church («catholic» means «universal»). The Greek
and Latin languages became the languages of the Church all over
Europe.
22
V. Reading.
1. Check the meaning of the words in your dictionary:
converse, urban, match, splendour, surpass, sustain, claim, boast.
2. Are the sentences true or false? Correct the false sentences:
a) London can be compared with Paris or Rome.
b) Parts of London are very beautiful.
c) Oxford, Cambridge, Bath are not so beautiful as London.
3. Text for reading.
The converse of my argument that civilization in the islands is
based on the countryside must be that our towns and cities are often
surpassed by the urban civilization of our West European neighbours.
That point of view is not difficult to sustain.
I doubt whether anyone would claim that we have cities in
Britain that can match the perfection of Florence or Siena or Venice.
Neither, I imagine, would anyone seriously claim that London, as a
capital city, can be compared as a unity with Paris or Rome. Parts of
London are of unrivalled beauty. Edinburgh, of course, stands out in
splendour among British cities, and we can boast no other planned
city like it. Oxford, Cambridge, Bath, all have their devotees. On the
other hand, there are probably more individual buildings of outstanding
quality in Britain, and more beautiful villages, than in any other
comparably small area in the world.
23
ÒÅÊÑÒ VI / TEXT VI
THE SOCIAL STRUCTURE OF DOMESDAY
ENGLAND
20 years after the conquest
William sent
commissionaires to almost every town, village
throughout England with power to call together the
leading men of the township, to examine them, and to
make a complete survey of the åconomic life of the
country. The survey had two objects: first - to provide
the necessary information for the levying of property tax
and, second, to give the king detailed knowledge of the
extent and distribution of the wealth, lands and
revenues of his vassals. The survey presents more or less
accurate picture of the social structure of England at
those times. The unit of agricultural economy was
manor. Some of these manors were held directly from
him by a number of vassals, wordly and acclesiastical.
They in turn had a larger or smaller number of subvassals who were the actual holders of the manors.
Every village, however small or remote, had to fit into
framework, and society was graded into a series of
groups mounting step by step from the serf at the
bottom to the king at the top.
The Domesday Survey classified the cultivators of
the soil into classes, and even numbered them, so that it
is possible to present a rough, statistical account of the
population (taking into account the adult males).
Class
Prop. of total
Number
population
slaves
9%
25.000
borders and
cotters
32%
89.000
villeins
38%
106.000
tradesmen
18%
33.000
Slaves were by the time of Domesday a rapidly
vanishing class. (House-servants or shepherds and
ploughmen on the lords’ land.) Borders and cotters were
the holders of small patches of land outside the
framework of the open-field system. Though most of
them were serfs, some were recognized as free tenants.
The villeins, holders of 15—30 acres in the common
fields, were the centre around which the whole life of
the manor revolved. Their services were regularized and
24
êîìèññèîíåðû
ïåðåïèñü
âçèìàíèå
èìóùåñòâåííîãî
íàëîãà
äîõîäû
åäèíèöà
ñâåòñêèé;
äóõîâíûé
âëàäåëüöû
äîëæíà áûëà
ñîîòâåòñòâîâàòü
ìîäåëè
ïàñòóõè
ïàõàðè
ñèñòåìà
îòêðûòûõ
ïîëåé
the manor revolved. Their services were regularized and
most often increased after the conquest. Like the slaves,
the freemen of Domesday were a declining class. Even
in 1086 many who were free before the Conquest had
come to be considered unfree as the result of the
change in ownership of the land. After the Domesday
period the free disappeared rapidly. The Normans
introduced into England a body of written and rigid
feudal law which tended to force all cultivators into the
one group, that of serfs with no legal rights against the
lord of the manor. For the population that time was one
of the increasing burdens and general misery. Every
trick of the lawyers was used to add to these burdens,
and besides his heavy labour services the villein had all
sorts of disabilities.
èñ÷åçëè
íàñåëåíèå
äîáàâëÿëè
ASSIGNMENT TO TEXT VI
I. Check the meaning of the terms in your dictionary and learn them
by heart:
survey, distribution of wealth, revenue, holders of land, vanishing
(declining) class, shepherds, borders, cotters, ploughman, open-field
system, common-field system, tend, slaves, tradesman.
II. Answer the questions to the text:
1. What was done 20 years later after the Conquest?
2. What were the two objects of Survey?
3. What was the main unit of agricultural structure?
4. Who was the holder of the manor?
5. What was the structure of society at this period?
III. Translate the sentences from Russian into English:
1. Çåìëÿ áûëà êîíôèñêîâàíà è ïåðåäàíà íîðìàííñêèì áàðîíàì.
2. Â Áðèòàíèè áûë óñòàíîâëåí ôåîäàëèçì.
3. Ãëàâíàÿ ÷åðòà ôåîäàëèçìà — äåëåãèðîâàíèå âëàñòè.
4. Âëàñòü áàçèðîâàëàñü íà âëàäåíèè çåìëåé.
5. Äðóæèííèêàì ãàðàíòèðîâàëàñü çåìëÿ çà âîåííóþ ñëóæáó
ëèáî çà êàêèå-òî äðóãèå óñëóãè.
25
IV. Match a line in A with a line in B.
A
1. Slaves were by the time
2. Borders and cotters
3. The villeins were the
centre around which
4. Freemen
5. The population
B
a. were the holders of land in
the open-field system
b. was a declining class.
c. was characterized by
misery
d. a vanishing class
e. the life of the manor
revolved
V. Make a written summary of the chapter.
VI. Reading.
1. Read the text about Britain by Gordon Winter. It will be continued
after each unit.
Even our mountains, which have been moulded for thousands
of years by the erosion of sun and wind and rain, are beginning to
crumble away because of the erosion caused by human feet. Snowdon is
the worst victim so far, but it is not the only mountain to suffer. This is
a major problem of landscape management, and we are still only
fumbling our way towards a solution. In parts of the Lake District the
National Trust has found that it can control human erosion by closing
specific paths, or areas of mountainside, until they have had time to
recover; but I suspect that that is no more than a temporary palliative in
the face of the general problem of overpopulation, combined with
increasing mobility and leisure. It seems to me inevitable that we shall
have to devise some form of rationing of access, in some parts of the
country, if we are to prevent crowds from destroying the scenery and
the solitude that they have come to admire.
2. Find the English equivalents for these words in the text:
âûçûâàòü (áûòü ïðè÷èíîé ÷åãî-ëèáî), æåðòâà, ñòðàäàòü, ïåéçàæ, óïðàâëåíèå, ðåøåíèå, òðîïèíêà, âûçäîðàâëèâàòü, ïîäîçðåâàòü, óâåëè÷èâàòü, íåèçáåæíûé, ïðåäîòâðàùàòü, óíè÷òîæåíèå,
âîñõèùàòüñÿ.
26
ÒÅÊÑÒ VII / TEXT VII
STATE, BARON, CHURCH
The Conqueror’s two sons, William II and Henry
I, continued to strengthen the power of the state at the
expense of the feudal nobles. Henry began a process of
taking the administration of justice out of the hands of
private individuals and made it solely the affair of the
state. Almost all Henry’s innovations had a financial
object, and one of the most important was the
establishment of a special department, the Exchequer, to
deal with the collection of revenue. Much of the king’s
income came from the crown manors, the rest from the
property tax. And the various feudal dues and aids. All
these were collected by the sheriff in each county and
paid over to the Exchequer, which was a special
development of the king’s council, a feudal body which
originally consisted of the tenants-in-chief. On Henry’s
death the worst tendencies of feudalism, which had
been suppressed under the Norman kings, became
evident. Private wars and private castles sprang
everywhere. Hundreds of tyrants tortured and plunded
the unfortunate peasantry and
chaos
reigned
everywhere. This atmosphere of strained feudal anarchy
was sharp enough to make the masses welcome an
attempt of the crown to diminish the power of nobles.
The state machinery which Henry I had set up was
overhauled and extended. More and more powers were
given to the travelling commissioners who represented
the king in all parts of the country. Increased use was
made of the sheriffs as permanent representatives of the
crown. At the same time they were kept under the
closest control. The interest of the crown was to do
away with unauthorized exactions so that its own
revenue could be as large as possible. Almost every
reform of this age has its object the increasing and
better collection of the king’s dues. Apart from the
barons, the increasing power of the state had to meet
the claims of the church to be recognized as an
independent, international organization. The struggle
between church and state in England was only a part of
a battle that extended all over Europe with varying
27
çà ñ÷åò
îòïðàâëåíèå
ïðàâîñóäèÿ
ãîñóäàðñòâåííîå
äåëî
óñòàíîâëåíèå;
êàçíà÷åéñòâî
ôåîäàëüíûé
îðãàí
ñòðîæàéøèé
ïðèçíàííîé
ðàñïðîñòðàíèëàñü
a battle that extended all over Europe with varying
results. The church in the main supported the
centralizing actions of the crown against the barons, the
latter were opposed to the power of the church courts.
These courts took cases away from the local feudal
jurisdiction just as much as from the crown courts, and
the barons were suspicious of any attempt on the part of
the church to introduce Roman law because of the
support which it gave to state absolutism. Reasons of
this kind explain the unstable alliances and constant
shifting of support which mark the three cornered
antagonism of crown, barons and church in the Middle
Ages.
ïîääåðæèâàëà
äåëà
ñîþç
ASSIGNMENT TO TEXT VII
I. Check the meaning of the terms in your dictionary and learn them
by heart:
at the expense, administration of justice, affair of the state,
establishments, feudal body, feudal anarchy, to do away with something,
to support the centralizing actions, to oppose to the power, alliance.
II. Answer the questions to the text:
1. How many sons did William the Conqueror have?
2. What was the main aim of their policy?
3. What were the features of feudalism at this period?
4. What was Henry’s state machinery?
III. State if these statements are true or false:
1. The alliances of Crown, Baron and Church were unstable.
2. The power of the state wasn’t increasing in the Middle Ages.
3. Church wanted to be an independent international organization.
4. Church and State had no battle.
5. The barons opposed to the power of the state and church.
IV. Translate the text from Russian into English.
Ãåíðè I, ñûí Âèëüÿìà Çàâîåâàòåëÿ, ïðîäîëæàë â Ñðåäíèå
âåêà ïîëèòèêó óêðåïëåíèÿ ãîñóäàðñòâåííîé âëàñòè. Îí ñäåëàë ïðàâîñóäèå äåëîì ãîñóäàðñòâà, îðãàíèçîâàë Êàçíà÷åéñòâî. Êàçíà÷åéñòâî ÿâëÿëîñü ôåîäàëüíûì îðãàíîì è ñîñòîÿëî èç äðóæèííèêîâ.
28
Îíî çàíèìàëîñü ñáîðîì íàëîãîâ. Áðèòàíèÿ áûëà ïîäåëåíà íà ãðàôñòâà. Âî ãëàâå êàæäîãî ãðàôñòâà ñòîÿë øåðèô, êîòîðûé ñîáèðàë
ôåîäàëüíûå íàëîãè è ñäàâàë â êàçíó.
Îãðîìíàÿ âëàñòü áûëà ïðåäîñòàâëåíà êîìèññèîíåðàì, êîòîðûå
ÿâëÿëèñü ïðåäñòàâèòåëÿìè êîðîíû è îñóùåñòâëÿëè êîíòðîëü íàä
øåðèôàìè.Ñðåäíèå âåêà óâåí÷àëèñü òðîéíûì àíòàãîíèçìîì öåðêâè, áàðîíîâ è ãîñóäàðñòâà. Ãîñóäàðñòâî õîòåëî áûòü åäèíîâëàñòíûì
ïðàâèòåëåì. Öåðêîâü õîòåëà áûòü íåçàâèñèìîé îò ãîñóäàðñòâà, à áàðîíû õîòåëè èçáàâèòüñÿ îò îïåêè öåðêâè è ãîñóäàðñòâà.
V. It is interesting to know. Read and translate the text.
The First Universities
Most of the British writers and poets about whom we are going to
speak were educated at universities. It will be interesting to know how
and when the two great universities of Oxford and Cambridge were
founded in England.
Before the XIIth century people got to think that books and the
learning that was to be found in books belonged to the Church only,
and that common people who were not priests or monks had no
business to meddle with books or book-learning. But with the
development of such sciences as medicine and law, corporations of
general study, called «universitas» appeared in Italy and France. The
fully developed university had four faculties: three superior (higher)
faculties, that of Theology, (the study of religious books), of Canon
Law (church laws) and of Medicine and one inferior (primary)
faculty, that of Art, where seven subjects were studied: Latin Grammar,
Rhetoric (the art of impressive speaking), Logic, Arithmetic, Geometry,
Astronomy and Music.
Paris was the great centre for higher education for English
students. In the middle of the XIIth century a controversy on the study
of Logic arose among the professors. A group of professors were expelled.
Followed by their students, they went over to Britain and founded
schools at the town of Oxford in 1168 which formed the first university.
However, the plague and war and other trouble led to a temporary
dispersion of the schools. A second university was founded in 1209 in
Cambridge, to which a body of students migrated from Oxford. The
graduates were awarded with degrees: Bachelor of Science, Master of
Arts and Doctor.
Towards the end of the XIIIth century colleges where other
subjects were studied appeared around the universities.
29
It became the custom for students to go about from one great university to another, learning what they could from the most famous teachers in each place.
2. Continue the sentences:
a) It is interesting to know that the two great universities of
Oxford and Cambridge were founded...
b) With the development of such sciences as medicine and law
the universities appeared in...
c) The Universities had four faculties: ...
d) A group of professors and students expelled went to the town
of Oxford and founded the university in...
e) The second university was formed...
f) It became the custom for students...
ÒÅÊÑÒ VIII / TEXT VIII
THE GREAT CHARTER
The period between the Conquest and 1200 was
one of the growing state power. It was recognized that
the king had certain rights and duties - the duty of
keeping the peace, of leading the army in war, of
securing his vassals in the possession of their domains,
and the right to levy certain dues, to exact certain
military and other services (ultimate owner of the land).
In the same way the vassal had his corresponding rights
and duties. But the barons still retained the right of
rebellion. John, the ablest and most unscrupulous of the
kings, did make the attempt to pass beyond the power
which the crown could claim without a violation of the
feudal law. He levied arbitrary feues and aids, he
confiscated estates of his vassals.In short, he attempted
to go beyond the whole system of property relations
lying at the root of the feudal system. The church was
similarly treated. The result was the complete isolation
of the crown from these sections that had previously
been its strongest supportes. At the very moment,
having lost the support of barons, John became involved
in a direct dispute with Pope Innocent III over the
filling of the vacant archbishoprie of Canterbury. All
that manifests the fact that the movement against John
was to some extent of a popular character. Unwillingly
he submitted, and at Punnymede on June 15th 1215 he
d h
f d
d
b di d b h
30
îáåñïå÷åíèå,
ïîìåñòüå
ñîõðàíÿëè
âîññòàíèå
íàðóøåíèå
âîâëå÷åí
Ïàïà
àðõèåïèñêîïñòâî
ïîä÷èíèëñÿ
,
y
,
accepted the programme of demands embodied by the
barons in Magna Charter. Magna Charter has been
rightly regarded as a turning point of English history,
but almost for wrong reasons. It was not a
«constitutional document». What it did was to set out in
detail the way in which John had gone beyond his rights
as a feudal overlord and to demand that his unlawful
actions should stop. It marked the alliance between the
barons and the citizens of London by breaking the
freedom of merchants from arbitrary taxations. The
most famous clause declared that «no freeman» «...the
second word excluded from any possible benefit the
overwhelming mass of the people who were still in
villeinage». More important was the clause setting up a
permanent committee of 24 barons to see that John’s
promises were kept. This particular device did not work
well, but it did open a new way along which the barons
could conduct a political struggle as a class rather than
individuals. It also prepared the way for the entry of
new classes onto the political field. The contents of
Magna Charter shows that it expresses mostly the
interests of barons. But historically-progressive role of
the Charter consists of the fact that the growth of the
influence of the layers of the population was great and it
mainly provided the success for the barons in their
attempts to limit king’s power.
êðåïîñòíàÿ
çàâèñèìîñòü
ASSIGNMENT TO TEXT VIII
I. Check the meaning of the terms in your dictionary and learn them
by heart:
domain, rebellion, violate — violation, submit, demand, unlawful
action, benefit, device, limit king’s power, influence.
II. Read the text. Answer the questions to it:
1. By what was the period between the Conquest and 1200
characterized?
2. What were king’s rights and duties?
3. The vassals in their turn had rights and duties, didn’t they?
4. Who was the king? What do you know about him?
5. Did the king violate the system of property relations in Britain? Why?
6. What were his relations with Church?
7. What is Magna Charter?
31
8. Is it a constitutional document?
9. Did 24 barons restrict the king’s power? How?
10. What is the historical role of Charter?
III. Translate this text from Russian into English.
Ïåðèîä ìåæäó ïåðèîäîì çàâîåâàíèÿ è 1200 ãîäîì õàðàêòåðèçîâàëñÿ ðàñòóùåé âëàñòüþ ãîñóäàðñòâà. Äæîí, êîòîðûé öàðñòâîâàë â ýòî âðåìÿ, ïîïûòàëñÿ íàðóøèòü ôåîäàëüíûå çàêîíû ÷àñòíîé ñîáñòâåííîñòè. Èç-çà ýòîãî îí ëèøèëñÿ ïîääåðæêè áàðîíîâ è
öåðêîâíèêîâ. Õàðòèÿ ïîÿâèëàñü êàê äîêóìåíò, íåîáõîäèìûé ïðåæäå âñåãî áàðîíàì. Îíà îãðàíè÷èâàëà âëàñòü êîðîëÿ. Ýòîò äîêóìåíò
íåëüçÿ ñ÷èòàòü êîíñòèòóöèîííûì, íî îí ïîäãîòîâèë ïîÿâëåíèå
íîâûõ êëàññîâ íà ïîëèòè÷åñêîé àðåíå.
IV. Comment upon the tense-forms of the verbs:
- it was recognized...
- John did make the attempt...
- he levied fues...
- Magna Charter has been regarded...
- Magna Charter shows that...
- it is mainly provided...
V. Reading.
1. Read the text and translate it into Russian orally:
In the past, of all the many influences that have fashioned our
landscape, the most important has been the need to grow food. That
need, the basic human necessity, is likely to provide the most reliable
indicator when we are seeking guidelines to fashion the landscape of
the future. Whatever else we may forecast about the future of these
islands, it is clear that we shall need to grow more of our own food.
We shall no longer be able to import half the temperate food we eat,
as we have so needlessly been able to do in the recent past.
With few exceptions the landscape that is fashioned by efficient
farmers will provide scenery that pleases the eye.
2. Give some derivatives of the words:
influence, prove, fashion, base, necessity, forecast, provide.
32
ÒÅÊÑÒ IX / TEXT IX
PARLIAMENTARY ORIGINS
The barons who remained in opposition under
Simon de Monford were forced to rely on the other
classes, and when in 1264 Simon defeated Henry at
Lewes a whole wing of his army was drawn off the
citizens of London. After Lewes the desertions from the
baronial ranks went on, and the movement began as a
result to assume a really popular character. It included
the town merchants, the lesser landowners, those of the
clergy who were opposed to the growing power of the
Papacy and the students of Oxford drawn mostly from
the middle and lower classes. It was under the
circumstances (the growth of economical and social
significance of these social elements) that de Monford
summoned to his Parliament of 1265 representatives of
the burgesses of the towns as well as two knights from
each shire. The feudal period had created a growing
differentiation between the great barons and the lesser
landowners or knights. While the former retained bands
of armed followers and looked to war and politics as
their natural activity, the latter were willing to live on
their estates and made the largest possible income from
them. These knights were early drawn into local
government though the shire courts and in 1254
representative knights of the shire were formally
summoned to the Council. In the reign of Henry’s son
Edward Parliament assumed permanently the form
which de Monford had given it. There is no evidence
that at first the knights and burgers took any active part
in the proceedings.They were mainly to agree to the
taxes which the king wanted to draw up . Like the jury,
Parliament was a royal convenience rather than a right
of the subject. Parliament was developed as a tax
collecting apparatus, and, if it became a focus for
opposition, this was quite outside of the crown. In 1295
Edward was seriously involved in wars with France and
Scotland and recently conquered Wales. He therefore
summoned that is known as the «Model Parliament»
because it contained all the elements which were to
become recognized as necessary to make a full
33
ïîëîæèòüñÿ íà
ïðèîáðåòàòü
äóõîâåíñòâî
ñîçâàë
áþðãåðû; ûöàðè
âî âðåìÿ
ïðàâëåíèÿ
ñâèäåòåëüñòâî
çàñåäàíèÿ
îáðàçöîâûé
assembly. This Model Parliament made a large grant of
money . Edward levied a heavy property tax, tolls on
wool exports and seized some of the property of the
church. These levies were strongly resisted, and in 1297
the «Confirmation of the Charter» was secured. Thus he
acknowleged the right of the Parliament to vote taxes.
Edward promised, in effect that no new taxes would be
raised in future without the consent of Parliament. The
opposition was still largely of the traditional baronial
type, but what is important is the new parliamentary
forms which this opposition was beginning to make. It
was during the same period that the final steps were
taken which gave Parliament its modern forms. At first
all sections set together as one body, and, inevitably, the
proceedings were dominated by the great barons. Then
came a period of experiment. Sometimes there were
three «Houses» – barons, clergy and commons.
Sometimes the knights of the shire sat with the barons,
sometimes with the burgesses. Then the clergy ceased to
sit in Parliament and formed their own Convocation,
and the divisions into Lords and Commons took place.
In this division the knights of the shire – representing
the smaller landowners — took their places in the
Commons with the
representatives of the town
merchants. This grouping, found only in England, was
an exact reflection of the unique distribution of class
forces in this country toward the close of the Middle
Ages. Great power was concentrated in the hands of a
very small number of powerful noble families, mostly
related to the crown and fighting bitterly for supremacy
among themselves. They saw in Parliament a convenient
means through which to dominate the state machine,
and its wide powers were in practice often exercised by
the ruling clique of nobles. The whole period was one of
transition, of a delicate balance of class forces and
Parliament, at the same time a reflection and a
battleground of these forces.
ïîøëèíû
çàõâàòèë
áåç ñîãëàñèÿ
ïàëàòû
ñîçûâ
îáùèíû
çåìëåâëàäåëüöû
ïîëå áèòâû
ASSIGNEMENT TO TEXT IX
I. Check the meaning of the words in your dictionary and learn them
by heart:
assume popular character; clergy; summon the Parliament;
burgesses; in the reign; proceedings; royal convenience; knights; tax
34
collecting apparatus; tolls on wool; without the consent; Lords and
Commons; landowner; cease; Convocation.
II. Read and translate the text. Answer the questions to it:
1. Why did the barons rely on other classes?
2. When did the movement begin to assume popular character?
3. What classes did that movement consist of?
4. What did king Edward promise to Parliament?
5. What were the main «houses» of the Parliament? How many
houses are there now?
6. How were the «houses» represented?
7. For whom was Parliament a convenient means to dominate the
state machine?
III. Translate from Russian into English:
1. Ôåîäàëüíûé ïåðèîä ñîçäàë ðàñòóùóþ äèôôåðåíöèàöèþ
ìåæäó áàðîíàìè è ìåíüøåé ÷àñòüþ ðûöàðåé, èëè ìåëêèõ çåìëåâëàäåëüöåâ.
2. Íå ñóùåñòâóåò ñâèäåòåëüñòâà òîãî, ÷òî áþðãåðû è ðûöàðè
ïðèíèìàëè ó÷àñòèå â çàñåäàíèÿõ ïàðëàìåíòà.
3. Ïàðëàìåíò ðàçâèâàëñÿ êàê àïïàðàò äëÿ ñáîðà íàëîãîâ, è
åñëè îí ñòàë öåíòðîì îïïîçèöèè, òî ñäåëàíî ýòî áûëî ïîìèìî
âîëè êîðîëÿ.
4. Îáðàçöîâîìó ïàðëàìåíòó óäàëîñü çàðàáîòàòü áîëüøóþ ñóììó
äåíåã.
5. Êîðîëü Ýäâàðä îáåùàë, ÷òî â áóäóùåì íîâûå ïîøëèíû íå
áóäóò óâåëè÷èâàòüñÿ áåç ñîãëàñèÿ ïàðëàìåíòà.
6. Íà ýòàïå ýêñïåðèìåíòà ïîÿâèëîñü òðè ïàëàòû: áàðîíîâ,
äóõîâåíñòâà è îáùèí.
IV. It is interesting to know. Read the text by Hornby. Translate
and learn the underlined words. Retell the text.
1. People outside Great Britain believe and their belief seems
reasonable, that if a man is elected to sit in Parliament, he ought to
have a seat.Indeeed, most Parliaments provide each member not
only with a seat, but with a reserved seat, often a desk in which papers
can be kept.
35
2. The House of Commons was rebuilt after the war. The new
House of Commons has many improvements, including airconditioning and the provision of microphones. It has however
seats only for 2/3 of its 630 members. They have got the place for
the Speaker, for the Opposition, the places for Independent
members, those who do not belong to either of the two great
political parties.
3. Another difference between the British House of Commons
and Parliamentary Chambers in many other countries is that in the
House of Commons there are benches. From this we get the terms
«front benches», «back benches», «cross benches». The term «front
benches» stands for the two benches, one on each side of the House,
as far as the centre of gangway. The front bench on the Speaker’s
right is for the Prime Minister and the leading members of the
Government. That on the Speaker’s left is for the leader of the
Opposition and those members of the Opposition who have formed,
or who are likely to form an alternative government. The back benches
are occupied by members who have no right to front bench seats. The
cross benches may be used by those Independent members who do
not vote regularly.
4. Only 4 members of the House of Commons have reserved seats.
One, of course, is the Speaker; another member is «the Father of
the House of Commons». The other two reserved seats are for the
Prime Minister and the leader of the Opposition.
5. If a member of the House of Commons wants to speak, he tries
to catch the Speaker’s eye. The Speaker decides who is to speak next.
The member who is named remains standing and speaks from the
place where he has been sitting. He must address the Speaker not the
House as a whole. The only members who speak from the Clerk’s table
are the Government and Opposition leaders.
6. When they vote in the House of Commons members have to
leave their benches and walk out into two corridors (called the lobbies).
As they pass out they are counted by 4 persons — two for each side it may take 10—15 minutes before figures are announced.
36
ÒÅÊÑÒ X / TEXT X
KING ALFRED THE GREAT AND HIS ENGLAND
The 9th century with its break-up of tribal structure
and its advance to feudalism, in all its course was the
century of Alfred the Great. Alfred’s military achievements
were no accident, his ability to profit by experience
amounted to genious. He saw and remended the defects in
the English defensive system. He built a fleet of ships
which were longer, higher, steadier and faster than Danish
ships, which was the main reason for the defeat of the
Danes. Despite the urgency of military problems Alfred did
not neglect other aspects of government. Alfred’s care for
the administration of justice is testified both by history and
legend. He revived the dying practice of law-giving,
established a court school, learned to read Latin and
translated the world history of Orosius and Bede’s
«Ecclesiastical History of English People». Alfred also
inspired the collection and systematic arrangement of
earlier annals and traditions of the English race, and the
compilation now known as the Anglo-Saxon Chronicles.
ïîðàæåíèå
ïðåíåáðåãàòü
âîçðîäèë
ASSIGNMENT TO TEXT X
I. Check the meaning of the terms in your dictionary and learn them
by heart:
break-up; advance; profit; tribal; achievement; defeat; administration
of justice; practice of law-giving.
II. Read the text and answer the questions:
1. The IXth century was marked by a break-up of tribal structure,
wasn’t it?
2. What were the greatest military achievements of Alfred the Great?
3. Was he a well-educated person for his times? Why?
37
III. Match a word in A with its derivative in B. Translate them.
A
to break
tribe
to achieve
to profit
to remend
to defend
urgent
to revive
to inspire
to arrange
to establish
to govern
to test
B
remendment
break-up
urgency
inspiration
arrangement
government
to testify
tribal
profit
establishment
achievement
defensive
revival
IV. Read and translate the text about Alfred the Great.
ALFRED THE GREAT (871—899)
Born at Wantage 849
Buried at Winchester
The Witan, so it turned out, chose well, for Alfred, seasoned
by many battles, proved also to be a great ruler. Though he was not, so
it is said, a man of any great physical strength, yet he was a considerable
warrior. He defeated the Danish onslaught, led by Gurthrum in 878,
at the famous battle of Ethandun. In 884 Alfred received the submission
not only of the English but also of many Welsh princes, and, after
897, the Danes, too, had learnt not to give him further trouble.
Maraudings were successfully combated by enlarging the navy, and the
defences of the country were improved by fortifying townships and by
building forts.
But great though Alfred’s military achievements were, his real
greatness lay not in war, which only destroys, but in the arts of peace.
Much of Alfred’s work, like his culinary misfortune, is probably fabulous,
but he did three great things which must be noted, for they alone are
enough to raise him high above others of his age: he started, after the
fashion of Charles the Great, a court school to educate the nobility; he
encouraged the greatest scholars of the day to come to England; and he
38
translated the «published» three medieval «best sellers», Bede’s History,
Boethius’s Consolation of Philosophy and Gregory’s Pastoral Care. Thus
indeed he gave to the English their first literature, for hitherto all
books had been written in Latin, the Esperanto of scholars.
If ever a king deserved the epithet Great it was Alfred, for he
was not only great among warrior kings, but was wiser than his
generation and many of those who followed as well.
to season — çàêàëÿòü
warrior
— áîåö, âîèí
onslaught — àòàêà
maraudings — ãðàáåæè
to combat — îòáèòü
V. Retell the text according to the plan:
1. Facts about his life.
2. Political opinions.
3. Work habits.
4. Interests.
5. Ambitions.
VI. Write a similar profile about a politician, real or imaginary.
Use these expressions:
- a member of...
- represents...
- comes from...
- speaks... languages
- believes in...
- he likes going
- he’d like to do (stay)
VII. Reading.
Read this text by Gordon Winter and translate it into Russian in the
written form. Translate the ideas, not word by word.
With few exceptions, the landscape that is fashioned by efficient
farmers will provide scenery that pleases the eye. I know that there are
those who complain of factory farming, or of prairie farming when
they see hedges being grubbed out to create larger fields. In some
cases the destruction of hedges has gone too far, but when that
happens it is not in the farmers’ long-term interest and cannot therefore
be described as efficient farming. Fields need to be big enough to be
worked by today’s machinery; we cannot hope to maintain the
39
multi plicity of small fields that were enclosed when farms were worked
by horses and oxen. Some hedges, and areas of woodland, must be
retained because they provide shelter and windbreaks for livestock
and crops, and because they provide a habitat for the wild life which
is a part of the balance of nature, and without which efficient farming
cannot continue. Almost all farmers now accept this.
ÒÅÊÑÒ XI / TEXT XI
CONCLUSION. RELICS OF THE ROMAN
OCCUPATION
Britain was a Roman province from the first
century A.D. until the beginning of the 5th c. A.D. The
area occupied covered south, east and midland Britain
and stretched north to the lowlands of Scotland, waste
over the whole Wales, but did not include Devan and
Cornwell. Most of the evidence for reconstructuring the
life of Roman Britain consists of objects in museums, and
of buildings and monuments still to be seen.The conquest
was achieved by force of arms and until the end the
Romans had to keep armies on the frontiers especially in
the North. We shall find therefore that in the North of
Britain and in Wales the relics are mostly military. While
Roman soldiers were defending the outposts of the
Empire against Picts and Saxons (Britons) a kind of
provincial Roman life was developing in lowland Britain.
Various kinds of towns existed in Britain under the
Roman occupation. Among them was London, probably
the commercial capital. Not all the Roman-British people
lived in towns. Many lived in native villages. Some wellto-do people lived in the country estates that we know as
villas. The villa was a self-supporting farm and grew its
own food. In some villas small industries were carried on
(in a farm in Gloucestershire the local wool production
has been found). The work on the farm was done by
slaves. The Roman occupation ceased in Britain because
troops were withdrawn to try in vain to defend the rest
of the Empire against the barbarians.
40
ñîñòîèò
îáåñïå÷åííûå
èìïåðèÿ;
âàðâàðû
ASSIGNMENT TO TEXT XI
I. Translate the terms from Russian into English:
ïðîâèíöèÿ, âåê, çàíèìàòü, ïðîòÿíóòüñÿ, âêëþ÷àòü, ïåðåñòðîéêà, ñîñòîÿòü èç, îáúåêò, àðìèÿ, ãðàíèöà, ðåëèêâèÿ, âîåííûé, çàùèùàòü, ïðîâèíöèàëüíûé, ñóùåñòâîâàòü, îáåñïå÷åííûé,
âàðâàðû, èìïåðèÿ, ïðîìûøëåííîñòü, ãðàôñòâî, ïðîäîëæàòü, íàïðàñíî, ïîääåðæèâàòü, ðàáû, ðàçâèâàòüñÿ, êîììåð÷åñêèé.
II. Translate the sentences from Russian into English:
1. Îêêóïàöèÿ Áðèòàíèè ðèìëÿíàìè äëèëàñü â òå÷åíèå 400 ëåò.
2. Ôàêòè÷åñêè, áûëî äâà ðèìñêèõ íàøåñòâèÿ.
3. Ðèìñêèå çàâîåâàíèÿ ïðèâåëè ê ðîñòó ãîðîäîâ è òîðãîâëè
íà òåððèòîðèè Áðèòàíèè.
4. Ðèìëÿíå ïðèíåñëè õðèñòèàíñòâî, êîòîðîå îêàçàëî âëèÿíèå íà ðàçâèòèå íàóêè è êóëüòóðû.
5. Ëàòèíñêèé ÿçûê è ðèìñêèé îáðàç æèçíè èçìåíèëè æèçíü
áðèòàíöåâ.
III. Ñontinue the ideas; make your own text.
There were two Roman...
The first was...
The second was...
The Roman occupation lasted...
The Roman economic penetration was marked by...
Roman customs, mode of life... affected...
The Romans brought all these things by force that is why...
The provincial life was developing...
But the Romans and the Britons didn’t become...
VI. Read the text and put down 5 questions to it.
When the Saxon and other pagan tribes invaded Britain, they
didn’t spare their enemies. Most of the British Christians were put to
death or driven away and took refuge in Wales and Ireland where they
lived, some as lonely hermits, others in groups as brotherhoods. There,
far from persecution they could build churches and devote themselves
to worshi p.
They told people stories of Christian martyrs and visitations by
saints (called «visions») which were typical of the literature of that time.
41
It was not until the end of the VIth century that monks came
from Rome to Britain again. The head of the Roman Church was Pope
Gregory. He thought he could spread his influence over England if he
converted the people to Christianity. Firm in this purpose, he sent
monks to convert the Anglo-Saxons. The part of England where they
landed was Kent and the first church they built was in the town of
Canterbury. Up to this day it is the English religious centre. Later,
Christianity spread to Northumbria where some influence from the first
Roman Christians still remained.
ÒÅÊÑÒ XII / TEXT XII
THE NORMAN CONQUEST AND ITS EFFECTS
All the elements of the feudalism were already
growing up in England when the Norman conquest
intensified the process of establishing feudalism. All
land was now held in feudal service, the services and
dues became more regular and definite, many English
freemen cultivating village lands became «villeins» —
the new Norman lords did not bother about their
special privileges. And there was now the barrier of
language between the ruling class and the farming
ruled class. For two centuries after the Norman
Conquest, England was ruled by foreign kings. Under
their rule the Anglo-Saxon and Norman elements
were gradually welded together. After the Conquest
Norman French became the language of the upper
classes and the Government. French was used in
Parliament, in the law-courts, in all official writings.
English was looked upon as a rude and
barbarious tongue, and was only heard on the lips of
serfs and yeomen, or of those who were still proud of
the fact that they were native born. In the 14th c.
English came into its own again. In 1362 it was
ordained that all pleadings in law courts should be in
English, and Parliament was first opened with an
English speech. By the end of the century the poet
Chaucer had fixed English as the literary language of
the country by writing his «Canterbury Tales» in his
own tongue.
42
ñëèëèñü
ãðóáûé ÿçûê
éîìåíû
ïðîâîçãëàøåíî;
çàñåäàíèÿ
ASSIGNMENT TO TEXT XII
I. Translate the terms from Russian into English and remember
them:
çàâîåâàíèå, ïðîöåññ, îïðåäåëåííûé, îáðàáàòûâàòü (çåìëþ),
ïðèâèëåãèè, ïðàâÿùèé êëàññ, ñëèâàòüñÿ, ñóä, ãðóáûé, éîìåí,
çàñåäàíèå, ïðîâîçãëàøàòü, ôèêñèðîâàòü, ïðàâèòü.
II. Answer the questions:
1. When was the Norman conquest?
2. All the land was held in feudal service, wasn’t it?
3. What were the elements of feudalism at that time in England?
4. What was the state language?
5. Who had fixed English as the literary language?
III. Read and translate the text about Geoffrey Chaucer, learn the
underlined words by heart.
Geoffrey Chaucer was born in 1340 in London, soon after the
Hundred Years’ War broke out. His father was a wine merchant. But
they always lived only in rented houses and the poet didn’t inherit
any property. Many people, however, think he must have been educated
at Oxford or Cambridge but nothing is known about that.
At 20, Chaucer was in France serving as an esquire and was then
taken prisoner by the French. All his friends helped to ransom him.
On his return to England, Chaucer passed into attendance
of Duke of Lancaster, the fourth son of the king. At court he met
travellers and men of law who came to England from other
countries, and the realities of life had taught him more about the
world than did all the absurdities taught by churchmen at universities
of the Middle Ages when the printing of books had not yet been
invented.
Chaucer’s earliest poems were written in imitation of the French
romances. Chaucer spoke French well and was fond of French poetry.
It had taught him rhyme and rhythm. He liked the metric princi ple
of French verse. He translated from the French a famous allegorical
poem of the XIIIth century, «The Romance of the Rose».
43
During 1373 and the next few years Chaucer travelled much
and lived a busy life.He made three tri ps to Italy, one to France, his
next tri p was to Florence. There he came in contact with Italian
literature.
Chaucer returned a changed man. Italy was the first country
where the bourgeoisie triumphed over feudalism, and it was there
that Chaucer saw the first city-republics. Italian literature was at its
height and opened to Chaucer a new world of art. To this period
belong the following poems:«The House of Fame», a poem «The
Parliament of Birds»...
The third period of Chaucer’s creative work begins from the
year 1384 when he left behind the Italian influence and became
entirely English. It was at this time that he wrote his masterpiece,
«The Canterbury Tales». When the new king, Henry IV, came to the
throne in 1399, the poet immediately addressed a poem to him. Chaucer
died in 1400 and was buried in Westminster Abbey in London.
IV. Translate this information about Chaucer from Russian into
English.
×îñåð áûë âåëè÷àéøèì ïèñàòåëåì XIV âåêà.  ñâîèõ ïðîèçâåäåíèÿõ îí ïèñàë î êðåñòüÿíàõ, íî áûë ïðåäñòàâèòåëåì íîâîãî
çàðîæäàþùåãîñÿ êëàññà áóðæóàçèè. Îí áûë ïåðâûì, êòî íà÷àë
ïèñàòü â ðåàëèñòè÷åñêîé ìàíåðå.
Îí ðîäèëñÿ â Ëîíäîíå, â 1340 ãîäó, ïîñëå òîãî êàê ðàçðàçèëàñü Ñòîëåòíÿÿ âîéíà. Åãî ðîäèòåëè áûëè äàëåêî íå áîãàòûìè
ëþäüìè. Ñ÷èòàåòñÿ, ÷òî îí ïîëó÷èë îáðàçîâàíèå â Îêñôîðäå èëè
Êåìáðèäæå. Îí õîðîøî ãîâîðèë ïî-ôðàíöóçñêè è óâëåêàëñÿ ôðàíöóçñêîé ïîýçèåé. Â 1384 ãîäó îí íàïèñàë ñâîå âûäàþùååñÿ ïðîèçâåäåíèå «Êåíòåðáåðèéñêèå ðàññêàçû».
44
ÒÅÊÑÒ XIII / TEXT XIII
SOCIAL ASPECTS OF THE EARLY MIDDLE AGES
From the 11th to
the 13th century thorough
progress was made in technique and in utilising waste
lands, rural society and agricultural tenures remained for
the most part static. During the whole of that period the
bulk of cultivators were of villein status: they held their
land «at the will of the lord» and rended him certain
services in return for the protection he offered against
neighbours and outsiders. In addition to the performance
of services, the villein was under certain obligation fixed
by customs. When a villein died and his son took over the
holdings, he had to pay a fine on entry. In view of the
mortuary fees payable to the church, the burdens on a
dead man’s family were abominably heavy and often
reduced it to poverty. If a villein’s daughter married, the
lord of the manor received a compense for the loss of
services which she rendered while single.
óãîäüÿ
ïî âîëå;
îêàçûâàëè
çàùèòà
øòðàô
ïîõîðîííûé
áðåìÿ
íå çàìóæåì
ASSIGNMENT TO TEXT XIII
I. Translate the terms from Russian into English and remember them:
óãîäüÿ, ñåëüñêîå îáùåñòâî, âîëÿ, çàùèùàòü, ïðåäëàãàòü,
îáÿçàííîñòü, âûïîëíåíèå, øòðàô, áðåìÿ, êîìïåíñàöèÿ, âëàäåíèå, ïîõîðîííûå ðàñõîäû.
II. Tell if the sentences are true or false. Correct the false ones:
1. Most cultivators were of freemen status.
2. Peasantry was given land in return for military service.
3. If a villein’s daughter married, the lord received a compence.
4. Villeins rended lord some services but they didn’t receive any
protection from outsiders.
III. Choose any topic you like and write a report:
1. The Britons:
a) What can you say about the people who lived in Britain in the
IVth century?
45
b) Who were they?
2. The Roman conquest:
a) When were the Britons conquered by Rome?
b) Who was their leader?
c) Did they become one nation?
3. The Celtic tribes:
a) What were they?
b) Who was their first king?
c) When did they come to Britain?
4. Alfred the Great:
a) What do you know about this outstanding person?
5. The features of feudalism in Britain:
a) When was it established?
b) How is feudalism connected with land?
6) The origins of the English Parliament
IV. Translate these terms from Russian into English:
ïðåäîñòàâëÿòü çàùèòó, îáåñïå÷åííûå ëþäè, îòêàçûâàòüñÿ
(ïðåíåáðåãàòü), ñîïðîòèâëÿòüñÿ, ïðåêðàòèòü, ïðèîáðåòàòü (äîñòèãàòü), â ïðàâëåíèå, îòïðàâëåíèå ïðàâîñóäèÿ, ïîääåðæèâàòü, âûãîäà, âëàäåëåö, äîõîäû, ïðîíèêàòü, ãàðàíòèðîâàòü çåìëþ, ñîçûâàòü ïàðëàìåíò, ïåðåäà÷à âëàñòè.
V. What do these terms mean? Explain their meaning in English
or simply translate:
tribes, lay-out, to reign, kingdom, a military service, chiefsand-nobles, kinship group, shire, merchants, to exact services, servile
labour, break-up of tribal organisation, common and private property,
to levy taxes, revenues.
VI. This text is on England of the XIVth — XVIIth centuries. Translate
it from Russian into English, but do not translate word by word.
Çà ìðà÷íûìè ñðåäíèìè âåêàìè ïîñëåäîâàëî âðåìÿ, êîòîðîå
âîøëî â ëèòåðàòóðó è èñêóññòâî êàê «Ðåíåññàíñ». Ýòî ñëîâî óïîòðåáëÿëîñü äëÿ îáîçíà÷åíèÿ ïåðèîäà â êóëüòóðíîì ðàçâèòèè Åâðîïû ìåæäó XIV è XVII âåêàìè. ×åëîâåê óâèäåë ìèð â íîâîì ñâåòå.
 ýòîé ñâÿçè âåëèêèå ãåîãðàôè÷åñêèå îòêðûòèÿ Êîëóìáà è àñòðîíîìè÷åñêàÿ ñèñòåìà Êîïåðíèêà ñûãðàëè âàæíóþ ðîëü.
46
Ôðèäðèõ Ýíãåëüñ ïèñàë, ÷òî «Ðåíåññàíñ áûë âðåìåíåì, êîòîðîìó íóæíû áûëè ãèãàíòû, è êîòîðîå ïîðîäèëî ãèãàíòîâ».
Ïåðâîé áóðæóàçíîé ñòðàíîé ñòàëà Èòàëèÿ. Ëèòåðàòóðà ýòîãî
ïåðèîäà ó÷èëà, ÷òî ÷åëîâåê èìååò ïðàâî æèòü, ëþáèòü, íàñëàæäàòüñÿ æèçíüþ è ðàçâèâàòü ñâîè òàëàíòû. Ñ÷àñòüå ÷åëîâåêà çàâèñèò òîëüêî îò íåãî. Ïèñàòåëè Ðåíåññàíñà ñòàëè îñíîâîïîëîæíèêàìè òåîðèé, êîòîðûå çàòåì ïîìîãàëè ëþäÿì áîðîòüñÿ çà ñâîáîäó.
Ðåíåññàíñ áûë âðåìåíåì âåëè÷àéøåé ïðîãðåññèâíîé ðåâîëþöèè, êîòîðóþ êîãäà-ëèáî ïåðåæèâàëî ÷åëîâå÷åñòâî.
47
ÑËÎÂÀÐÜ / VOCABULARY
A
ability (n)
accelerate (v)
add (v)
accept (v)
acclesiastical (adj.)
account (n)
achievement (n)
acquisition (n)
administration (n)
ñïîñîáíîñòü
óñêîðÿòü (ñÿ)
äîáàâëÿòü, ïðèáàâëÿòü
ïðèíèìàòü, äîïóñêàòü, ïðèçíàâàòü
äóõîâíûé
ñ÷åò, îò÷åò, ìíåíèå, äîêëàä
äîñòèæåíèå
ïðèîáðåòåíèå
óïðàâëåíèå (äåëàìè), îòïðàâëåíèå
(ïðàâîñóäèÿ)
ïðîäâèæåíèå
äåëî
ñåëüñêîõîçÿéñòâåííûé
ïîìîùü, ïîääåðæêà, ñáîðû, íàëîãè
ñîþç, îáúåäèíåíèå
ñîåäèíÿòü(ñÿ), âñòóïàòü â ñîþç
àíàðõèÿ
ñòàðûé, äðåâíèé
àðõèåïèñêîï
àðõèåïèñêîïñòâî
âîîðóæåííûé
ñîáðàíèå, àññàìáëåÿ
ïðèíèìàòü, ïðèñâàèâàòü(ñåáå);
ïðèíèìàòü (õàðàêòåð, ôîðìó)
ïîïûòêà
âëàñòü, âëàñòè
óïîëíîìî÷åííûé, ðàçðåøåííûé
advance (n)
affair (n)
agricultural (adj.)
aid (n)
alliance (n)
ally (v)
anarchy (n)
ancient (adj.)
archbishop (n)
archbishoprie (n)
armed (adj.)
assembly (n)
assume (v)
attempt (n)
authority (n)
authorized (adj.)
B
battle (n)
battleground (n)
benefit (n)
bishop (n)
blend (with) (v)
body (n)
bother (v)
bound (adj.)
break-up (n)
bulk (n)
burden (n)
burden (v)
burgesses (n)
áèòâà, ñðàæåíèå
ïîëå áèòâû
âûãîäà, ïîëüçà
åïèñêîï
ñìåøèâàòü (ñÿ)
îðãàí
íàäîåäàòü, áåñïîêîèòü (ñÿ)
ñâÿçàííûé, îáÿçàííûé, âûíóæäåííûé
ðàçâàë, ðàñïàä, ðàçðóøåíèå
áîëüøîå êîëè÷åñòâî
íîøà, òÿæåñòü, áðåìÿ
íàðóøàòü, îòÿãîùàòü
ãðàæäàíèí, æèòåëü ãîðîäà,
èìåþùåãî ñàìîóïðàâëåíèå
48
C
case (n)
castle (n)
cease (v)
chiefs (n)
church (n)
circumstance (n)
claim (v)
äåëî, ñóäåáíîå äåëî
çàìîê
ïåðåñòàâàòü, ïðåêðàùàòü
âîæäè (ïëåìåíè, êëàíà)
öåðêîâü
îáñòîÿòåëüñòâî
òðåáîâàòü, ïðåòåíäîâàòü,
óòâåðæäàòü
äóõîâåíñòâî
êåðë
êîìèññèîíåð, ïîñûëüíûé
îáùèé, îáùåñòâåííûé,
îáûêíîâåííûé, îáùåïðèíÿòûé
ïàëàòà îáùèí, ïðîñòîé íàðîä
çàêàí÷èâàòü, çàâåðøàòü
ðóêîâîäèòü
îãðàíè÷èâàòü, ïðèäåðæèâàòüñÿ
(÷åãî-ë.)
êîíôèñêàöèÿ
çàâîåâûâàòü, ïîêîðÿòü
çàâîåâàòåëü, ïîáåäèòåëü
çàâîåâàíèå
ïîñëåäñòâèÿ
êîíñîëèäàöèÿ, óêðåïëåíèå
ñîäåðæàíèå
ñîäåéñòâîâàòü, æåðòâîâàòü
(äåíüãè), äåëàòü âêëàä,
ñîòðóäíè÷àòü
óäîáñòâî, âûãîäà
ñîîòâåòñòâîâàòü
äâîð (êîðîëÿ), ñóä
êîðîíà, êîðîëåâñêàÿ âëàñòü
çåìëåäåëåö
îáû÷àé, ïðèâû÷êà, òðàäèöèÿ
îáû÷íûå (ïîøëèíû)
clergy (n)
coerl (n)
comissionaire (n)
common (adj.)
commons (n)
complete (v)
conduct (v)
confine (v)
confiscation (n)
conquer (v)
conqueror (n)
conquest (n)
consequences (n)
consolidation (n)
content (n)
contribute (v)
convenience (n)
correspond (v)
court (n)
crown (n)
cultivator (n)
custom (n)
customary (dues) (adj.)
49
D
declare (v)
îáúÿâëÿòü, ïðèçíàâàòü,
ïðîâîçãëàøàòü
ïàäåíèå, ñíèæåíèå, óõóäøåíèå
ïðèõîäèòü â óïàäîê, óõóäøàòüñÿ,
óìåíüøàòüñÿ
ïîðàæåíèå, êðóøåíèå
íàíîñèòü ïîðàæåíèå, ðàçðóøàòü
îáîðîíÿòü (ñÿ), çàùèùàòü (ñÿ)
îáîðîíèòåëüíûé
îáîðîíà
ïåðåäà÷à (ïðàâ)
õðóïêèé, ñëàáûé (ðàâíîâåñèå)
òðåáîâàòü
îòäåë, îòäåëåíèå, îòðàñëü,
âåäîìñòâî
ïóñòûíÿ
îñòàâëåíèå, äåçåðòèðñòâî,
çàáðîøåííîñòü
ðàçâèòèå
óñòðîéñòâî, ïðèñïîñîáëåíèå,
ñïîñîá, ñðåäñòâî, ïëàí, çàòåÿ
äèôôåðåíöèàöèÿ, ðàçëè÷åíèå,
âèäîèçìåíåíèå
ðàñïðåäåëåíèå, ðàçäà÷à,
ðàñïðîñòðàíåíèå
(ðàç)äåëåíèå
ãîñïîäñòâîâàòü, âëàñòâîâàòü,
âîçâûøàòüñÿ (íàä ÷åì-ë.)
ñáîðû, íàëîãè, ïîøëèíû
decline (n)
decline (v)
defeat (n)
defeat (v)
defend (v)
defensive (adj.)
defensive (n)
delegation (rights) (n)
delicate (balance) (adj.)
demand (v)
department (n)
desert (n)
desertion (n)
development (n)
device (n)
differentiation (n)
distribution (n)
division (n)
dominate (v)
dues (n)
E
engaged (in) (adj.)
entry (n)
escape (v)
establish (v)
çàíÿòûé (÷åì-ë.)
âõîä, âõîæäåíèå, âñòóïëåíèå
áåæàòü, èçáåæàòü, èçáàâèòüñÿ
îñíîâûâàòü, ñîçäàâàòü,
óñòàíàâëèâàòü
èìóùåñòâî, èìåíèå, ïîìåñòüå
î÷åâèäíûé, ÿñíûé
òðåáîâàòü, âûìîãàòü
âûìîãàòåëüñòâî, ÷ðåçìåðíûé
íàëîã, ïîáîðû
êàçíà÷åéñòâî
estate (n)
evident (adj.)
exact (v)
exaction (n)
Exchequer (n)
50
exploiting (adj.)
extent (n)
F
fight (v)
fight (n)
fine (n)
fine (v)
fit (v)
framework (n)
freedom (n)
G
gain (v)
generation (n)
grade (v)
grade (n)
grant (v)
growth (n)
ýêñïëóàòèðóþùèé
ïðîòÿæåíèå, ïðîñòðàíñòâî, ñòåïåíü,
ìåðà
äðàòüñÿ, ñðàæàòüñÿ, âîåâàòü, áîðîòüñÿ
áîé, äðàêà, áîðüáà
ïåíÿ, øòðàô
øòðàôîâàòü; íàëàãàòü øòðàô, ïåíþ
ñîîòâåòñòâîâàòü, ãîäèòüñÿ, ñîâïàäàòü
ðàìà, îáðàìëåíèå, ðàìêè
ñâîáîäà, íåçàâèñèìîñòü
äîáûâàòü, âûèãðûâàòü, ïîëó÷àòü
ïîêîëåíèå
ðàñïîëàãàòü ïî ðàíãó, ñîðòèðîâàòü,
ïîñòåïåííî ìåíÿòüñÿ
ñòåïåíü, ðàíã, êëàññ, çâàíèå
äàðèòü, æàëîâàòü, ïðåäîñòàâëÿòü
ðîñò, ðàçâèòèå, ïðèðîñò
H
hold (land ) (v)
holder (n)
äåðæàòü, èìåòü, âëàäåòü(çåìëåé)
âëàäåëåö, äåðæàòåëü
I
income (n)
increase (n)
increase (v)
inevitable (adj.)
influence (n)
influence (v)
influent (n)
innovate (v)
innovation (n)
äîõîä, çàðàáîòîê
âîçðàñòàíèå, ðîñò, óâåëè÷åíèå
âîçðàñòàòü, ðàñòè, óâåëè÷èâàòü(ñÿ)
íåèçáåæíûé, íåìèíóåìûé
âëèÿíèå, âîçäåéñòâèå
îêàçûâàòü âëèÿíèå
ïðèòîê, âòåêàþùèé, âïàäàþùèé
ââîäèòü íîâøåñòâà
íîâîââåäåíèå, íîâøåñòâî
51
inspiration (n)
inspire (v)
integrate (v)
introduce (v)
introduction(n)
invade (v)
invasion (n)
involve (v)
isolate (v)
âäîõíîâåíèå, âëèÿíèå, ñòèìóëèðîâàíèå
âíóøàòü, âäîõíîâëÿòü, âñåëÿòü (÷óâñòâà)
ñîñòàâëÿòü öåëîå, îáúåäèíÿòü,
îñóùåñòâëÿòü ðàñîâóþ èíòåãðàöèþ
ââîäèòü, ïðåäñòàâëÿòü, âíîñèòü íà
ðàññìîòðåíèå
ââåäåíèå, ïðåäñòàâëåíèå
âòîðãàòüñÿ, îâëàäåâàòü, çàõâàòûâàòü
âòîðæåíèå, íàøåñòâèå, íàáåã
âîâëåêàòü
èçîëèðîâàòü, îòäåëÿòü, îáîñîáëÿòü
èçîëÿöèÿ, óåäèíåíèå
J
judge (n)
judge (v)
jury (n)
justice (n)
ñóäüÿ
ñóäèòü, ðåøàòü, ñ÷èòàòü, ïîëàãàòü
æþðè, ïðèñÿæíûå
ïðàâîñóäèå, ñïðàâåäëèâîñòü
K
kingdom (n)
knight (n)
knowledge (n)
êîðîëåâñòâî, öàðñòâî
ðûöàðü
çíàíèå, ýðóäèöèÿ, èçâåñòèå
L
labour (n)
law (n)
lawyer (n)
layer (n)
lay-out (n)
legal (adj.)
legion (n)
levy (taxes) (v)
loss (n)
òðóä, ðàáîòà
çàêîí
þðèñò, àäâîêàò
ñëîé, ïëàñò
óêëàä
þðèäè÷åñêèé, ïðàâîâîé, çàêîííûé
ëåãèîí
âçèìàòü (íàëîãè),îáëàãàòü (íàëîãàìè)
ïîòåðÿ, óòðàòà, óáûòîê, óùåðá
52
M
machinery (n)
manor (n)
merchant (n)
minority (n)
misery (n)
mortuary (adj.)
mount (v)
N
nobility (n)
noble (n)
O
object (n)
oppose (to) (v)
opposition (n)
overhaul (n)
overhaul (v)
overwhelming (adj.)
own (adj.)
owner (n)
ownership (n)
P
pastoral (adj.)
patch (n)
peasantry (n)
penetrate (v)
penetration (n)
perform (v)
performance (n)
permanent (adj.)
persist (v)
persistence (n)
pleadings (n)
ploughman (n)
plunder (n)
preacher (n)
previous (adj.)
private (adj.)
proceedings (n)
property (n)
provide (v)
provision (n)
àïïàðàò (ãîñóäàðñòâåííûé)
ïîìåñòüå
êóïåö
ìåíüøèíñòâî, ìåíüøàÿ ÷àñòü
íèùåòà, áåäíîñòü
ïîõîðîííûé, ïîãðåáàëüíûé
âçáèðàòüñÿ, âîñõîäèòü, ïîäíèìàòüñÿ
äâîðÿíñòâî, ðîäîâàÿ çíàòü
äâîðÿíèí, òèòóëîâàííîå ëèöî, ïýð
îáúåêò, ïðåäìåò, öåëü
îêàçûâàòü ñîïðîòèâëåíèå,
ïðîòèâèòüñÿ
îïïîçèöèÿ
òùàòåëüíûé îñìîòð, ïåðåñìîòð
ðàçáèðàòü, òùàòåëüíî îñìàòðèâàòü
íåñìåòíûé, ïîäàâëÿþùèé
ñîáñòâåííûé
âëàäåëåö, ñîáñòâåííèê
ñîáñòâåííîñòü, âëàäåíèå
ïàñòóøåñêèé
íåáîëüøîé ó÷àñòîê çåìëè
êðåñòüÿíñòâî
ïðîíèêàòü, âõîäèòü
ïðîíèêàíèå, ïðîíèêíîâåíèå
èñïîëíÿòü, âûïîëíÿòü
èñïîëíåíèå, âûïîëíåíèå
ïîñòîÿííûé, íåèçìåííûé,
äîëãîâðåìåííûé
óïîðñòâîâàòü, íàñòîé÷èâî ïðîäîëæàòü
óïîðñòâî, ïîñòîÿíñòâî, âûíîñëèâîñòü
çàùèòà, çàñòóïíè÷åñòâî, ñóäåáíûå
ïðåíèÿ
ïàõàðü
ãðàáåæ
ñâÿùåííèê
ïðåäûäóùèé, ïðåäøåñòâóþùèé
÷àñòíûé, ëè÷íûé
çàñåäàíèÿ, ðàáîòà (êîìèññèè)
èìóùåñòâî, ñîáñòâåííîñòü, õîçÿéñòâî
ñíàáæàòü, îáåñïå÷èâàòü
ñíàáæåíèå, îáåñïå÷åíèå
53
Q
quality (n)
êà÷åñòâî, ñîðò, îñîáåííîñòü
R
rank (n)
reason (n)
rebel (n)
rebel (v)
rebellion (n)
reconnaisance (n)
reduce (v)
reduction (n)
reign (n)
rely (on) (v)
remainder (n)
remote (adj.)
rend (v)
render (n)
render (v)
represent (v)
representative (n)
êàòåãîðèÿ, ðÿä, ðàçðÿä, ñòåïåíü
ïðè÷èíà
ïîâñòàíåö, áóíòîâùèê
âîññòàâàòü, ïðîòåñòîâàòü
âîññòàíèå, áóíò
ðàçâåäêà, ïðîùóïûâàíèå
ïîíèæàòü, îñëàáëÿòü, ñîêðàùàòü
ñíèæåíèå, óìåíüøåíèå
öàðñòâîâàíèå, âëàñòü
äîâåðÿòü, ïîëàãàòüñÿ íà
îñòàòîê, îñòàòêè
îòäàëåííûé
ðâàòü, ðàçðûâàòü, ðàñùåïëÿòü
îïëàòà
âîçäàâàòü, ïëàòèòü
ïðåäñòàâëÿòü, áûòü ïðåäñòàâèòåëåì
ïðåäñòàâèòåëü, äåëåãàò,
óïîëíîìî÷åííûé
(ãîäîâîé) äîõîä
îæèâàòü, âîñêðåñàòü, âîçðîæäàòü
âðàùàòü(ñÿ), âåðòåòü(ñÿ)
êîðåíü, ïðè÷èíà
óêîðåíÿòüñÿ, ïóñêàòü êîðíè
ãðóáûé
óïðàâëÿòü, ïðàâèòü, ðóêîâîäèòü
ïðàâÿùèé (êëàññ)
ñåëüñêèé, äåðåâåíñêèé
revenue (n)
revive (v)
revolve (v)
root (n)
root (v)
rude (adj.)
rule (v)
ruling (class) (adj.)
rural (adj.)
S
secure (v)
security (n)
seize (v)
serf (n)
servant (n)
servile (adj.)
shepherd (n)
sheriff (n)
shift (v)
shire (n)
single (adj.)
îõðàíÿòü, îáåñïå÷èâàòü áåçîïàñíîñòü
îõðàíà, çàùèòà, áåçîïàñíîñòü
õâàòàòü, ñõâàòèòü, çàõâàòûâàòü
êðåïîñòíîé, ðàá
ñëóãà, ïðèñëóãà
ðàáñêèé
ïàñòóõ
øåðèô
ïåðåìåùàòü(ñÿ), ïåðåäâèãàòü(ñÿ)
ãðàôñòâî
îäèí, îäèíîêèé(àÿ), õîëîñòîé,
íåçàìóæíÿÿ
54
society (n)
soil (n)
sole (adj.)
spring (n)
spring (v)
stage (v)
strengthen (v)
stride (n)
stride (v)
submit (v)
summon (v)
suppress (v)
supremacy (n)
supreme (adj.)
survey (n)
T
tax (n)
tenants-in-chief (n)
tend (v)
tenure (n)
testify (v)
thane (n)
thorough (adj.)
toil (n)
toil (v)
toll (n)
torture (v)
total (adj.)
township (n)
trace (n)
trade (n)
trade (v)
tradesman (n)
treat (v)
tribal (adj.)
tribe (n)
trick (n)
trick (v)
troops (n)
tyrant (n)
ó
îáùåñòâî
ïî÷âà, çåìëÿ
åäèíñòâåííûé, èñêëþ÷èòåëüíûé
ïðûæîê, ñêà÷îê, èñòî÷íèê, ïðè÷èíà
âñêàêèâàòü, ïðîèñõîäèòü, ïðîðàñòàòü
àðåíà, ìåñòî äåéñòâèÿ, ïîïðèùå
óñèëèâàòü(ñÿ), óêðåïëÿòü(ñÿ)
áîëüøîé øàã
øàãàòü (áîëüøèìè øàãàìè)
ïîä÷èíÿòü(ñÿ), ïîêîðÿòü(ñÿ)
ñîçûâàòü (ñîáðàíèå), ñîáèðàòü,
ïðèçûâàòü
ïðåñåêàòü, ñäåðæèâàòü, ïîäàâëÿòü
âåðõîâíàÿ âëàñòü
âåðõîâíûé, âûñøèé
îáîçðåíèå, îáçîð, îáñëåäîâàíèå
íàëîã, ïîøëèíà
äðóæèííèêè
èìåòü òåíäåíöèþ, êëîíèòüñÿ ê ÷åìóëèáî
âëàäåíèå, ïðåáûâàíèå â äîëæíîñòè
ñâèäåòåëüñòâîâàòü, òîðæåñòâåííî
çàÿâëÿòü
òàí
ïîëíûé, ñîâåðøåííûé, òùàòåëüíûé
òÿæåëûé òðóä
óñèëåííî òðóäèòüñÿ
ïîøëèíà, äàíü, ïðàâî âçèìàíèÿ
ïîøëèíû
ïûòàòü, ìó÷èòü
âåñü, öåëûé, ñîâîêóïíûé, òîòàëüíûé
ìåñòå÷êî, ðàéîí
ñëåä, ÷åðòà
çàíÿòèå, ðåìåñëî, òîðãîâëÿ
òîðãîâàòü, îáìåíèâàòü(ñÿ)
òîðãîâåö, êóïåö, ðåìåñëåííèê
îáðàùàòüñÿ, îáõîäèòüñÿ, èìåòü äåëî
ïëåìåííîé, ðîäîâîé
ðîä, ïëåìÿ
õèòðîñòü, îáìàí
îáìàíûâàòü, íàäóâàòü
îòðÿä, âîéñêà
òèðàí, äåñïîò
55
U
urgency (n)
íàñòîÿòåëüíîñòü,
áåçîòëàãàòåëüíîñòü
ñðî÷íûé, êðàéíå íåîáõîäèìûé,
íàñòîé÷èâûé
urgent (adj)
V
vary (v)
vassal (n)
villa (n)
villein (n)
villeinage (n)
ìåíÿòü(ñÿ), èçìåíÿòü(ñÿ)
âàññàë
âèëëà
âèëëàí, êðåïîñòíîé
êðåïîñòíîå ñîñòîÿíèå, êðåïîñòíàÿ
çàâèñèìîñòü
ïðèìåíÿòü íàñèëèå
íàðóøåíèå, íàñèëèå, âòîðæåíèå
violate (v)
violation (n)
W
wander (v)
waste (v)
áðîäèòü, ñòðàíñòâîâàòü
òðàòèòü âïóñòóþ, ïîðòèòü,
îïóñòîøàòü
âîëíà
ñïëà÷èâàòü, îáúåäèíÿòü
îáåñïå÷åííûé, çàæèòî÷íûé
ìàñòåðñêàÿ, öåõ
wave (n)
weld (v)
well-to-do (adj.)
workshop (n)
56
ÑÏÈÑÎÊ ËÈÒÅÐÀÒÓÐÛ
1. Morgan D. A Short History Of The British People. VEB Verlag
Enzyklopadie. Lei pzig, 1970.
2. Gordon Winter. Beautiful Britain. London, 1978.
3. Moscow News. 1994—95.
4. Hecker M.J., Volosova T.D. English Literature. Moscow, 1969.
57
Äëÿ çàìåòîê
58
ÑÎÄÅÐÆÀÍÈÅ / CONTENT
Ââåäåíèå ....................................................................................... 3
Tåêñò I ........................................................................................... 8
TåêñòII .......................................................................................... 11
Tåêñò III ...................................................................................... 15
Òåêñò IV ...................................................................................... 18
Òåêñò V...................................................................................... 21
Òåêñò VI ...................................................................................... 24
Tåêñò VII ..................................................................................... 27
Tåêñò VIII .................................................................................... 30
Òåêñò IX ...................................................................................... 33
Òåêñò X ....................................................................................... 37
Tåêñò XI ...................................................................................... 40
Tåêñò XII ..................................................................................... 42
Tåêñò XIII ................................................................................... 45
Ñëîâàðü......................................................................................48
Ñïèñîê ëèòåðàòóðû....................................................................57
59
Ó÷åáíîå èçäàíèå
Ïèëèïåíêî Âàëåíòèíà Àëåêñååâíà
Áîáðîâà Òàìàðà Àëåêñååâíà
ÏÐÀÊÒÈÊÓÌ
ÏÎ ÀÍÃËÈÉÑÊÎÌÓ ßÇÛÊÓ
(Ïî èñòîðèè Àíãëèè Ñðåäíèõ âåêîâ)
Ãëàâíûé ðåäàêòîð À.Â. Øåñòàêîâà
Ðåäàêòîð Î.Â. Èçîòîâà
Òåõíè÷åñêèé ðåäàêòîð Í.Í. Çàõàðîâà
Õóäîæíèê Í.Í. Çàõàðîâà
ËÐ ¹ 020406 îò 12.02.97
Ïîäïèñàíî â ïå÷àòü 25.01 2001 ã. Ôîðìàò 60x84/16.
Áóìàãà òèïîãðàôñêàÿ ¹ 1. Ãàðíèòóðà Òàéìñ. Óñë. ïå÷. ë. 3,4.
Ó÷.-èçä. ë. 3,75. Òèðàæ 75 ýêç. Çàêàç
. «Ñ» 8.
Èçäàòåëüñòâî Âîëãîãðàäñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòà.
400062, Âîëãîãðàä, óë. 2-ÿ Ïðîäîëüíàÿ, 30.
60