From the time of my ufe
By Denis Healey TEXT DRAWING BACK THE CURTAIN
Denis Healey was born in 1917 and brought up in Yorkshire. After gainig a double first at Balliol College, Oxford, for six years he was a soldier learning about real life.
Another six years as International Secretary of the Labour Party taught him much about politics, both at home and abroad. From 1952 to 1992 he was a Labour Member of Parliament for Leeds.
He is a prolific journalist and broadcaster. He has published Healey's Eye, a book on his life as a photographer, and has contributed essays to many publications for the Fabian Society1 including New Fabian essays and Fabian International Essays.
When Shrimps Learn to Whistle, Signposts for the Nineties, also published by Penguin, include a selection of his earlier writings which are relevant to the world after the Cold War.
In the early years after the war, when we first heard the truth of what Russia was doing in Eastern Europe, and began to look more objectively at the Soviet Union itself, my generation was powerfully influenced by George Orwell's 1984, and by a flood of books which purported to analyse the nature of totalitarianism.
My visits to Eastern Europe cured me of any erratic illusions. No power could destroy national traditions which were rooted in centuries of history. Moreover, these peoples yearned to return to the Europe in which Chopin and Bartok were part of a common civilisation with Bach and Verdi. Once Stalin died, it was clear that Soviet Communism already carried the seeds of its own destruction. The Russia of Tolstoy, Tchaikovsky and Herzen was still there beneath the surface. Stalin could no more expunge it from the consciousness of its people than Hitler could liquidate the Germany of Beethoven, Goethe, and Kant.
-
220
-
221
-
I had been fascinated by Russia since I read its great novelists as a schoolboy. My years in the Communist Party at Oxford had given me sufficient understanding of Stalinism to reject it even while I still saw Russia as a socialist state and a necessary ally against Hitler. I was also impressed by much of pre-war Soviet culture.
-
The great Soviet film-makers of those days — Einstein, Pudovkin, and Dovzhenko — seemed superior to their Western rivals. Though I loathed "Socialist Realism", I admired the paintings of Deineka. They were in a book given me by a friend; she also introduced me to Shostakovich's opera, The Lady Macbeth of Mtsensk.
-
After the war I found that my friend had disappeared during the great purges, and that Lady Macbeth had been banned.
-
This helped to reinforce the bitter hostility I had developed for Soviet policies both at home and abroad.
-
When Stalin died, I was at first deeply suspicious of the changes introduced by his successors.
-
There were ample grounds for my distrust. The new men, all products of the old system, claimed loyalty to its principles.
-
At the beginning of 1956 Malenkov came to Britain as Deputy Premier, shortly after losing the leadership to Krushchev. His visit was such a propaganda success that people wondered how the Politburo could ever have replaced him.
-
Bulganin and Krushchev followed Malenkov to Britain a few months later. Their visit was less successful.
-
Yet in fact Krushchev continued and extended the liberal programmes which Malenkov had introduced. The Foreign Office rightly saw him during that visit as a shrewd and cunning political leader, by comparison with the better educated and more courteous Bulganin. By 1958 I myself had come to the conclusion that Krushchev was 'one of the half-dozen greatest political leaders of this century. It is doubtful whether any other known figure could operate the Soviet system on a basis of persuasion and incentive as successfully as he. His outstanding personal characteristics are pragmatism and self-confidence... Compared with Stalin he seems little interested in the theory of communism — his faith is all the more formidable because it is not overdogmatic. Both at home and abroad, he insists on seeing things for himself — no modern Prime Minister has travelled so widely. To this extent summit conferences may have a special value in dealing with the Russians today, providing the West can produce leaders of comparable ability' I still maintain these views; they apply even more to Gorbachev.
-
It was now clear that the picture which the West had painted of the Soviet Union in the early post-war years needed drastic revision. I made my first visit to Russia the following year as part of a Labour Party delegation, with Hugh Gaitskell and Nye Bevan. Our meeting with Krushchev confirmed the views I had now formed of him. He was exceptionally well briefed, but was not ashamed to ask Gromyko to put him right if necessary.
-
Kruschev never carried a chip on his shoulder about men born in more fortunate circumstances. He had a natural dignity and self-confidence which rejected class envy.
-
Most of our visit was spent in sightseeing. We were of course, with our consent, taken to schools, factories, and collective farms. It also included the visits to the Hermitage in Leningrad and the magnificent summer palace of Peter the Great overlooking the Gulf of Finland, its fountains sparkling in the autumn sun, its rococo buildings gleaming with white and gold; like most other palaces, it had been meticulously restored to its former glory after almost total destruction by the Nazis. In Leningrad we were given a concert at what had originally been the club where members of the first Russian Parliament, or Duma, used to meet. In those nineteenth-century surroundings, the concert itself was like a salon at the court of Queen Victoria, as sopranos and baritones in evening dress sang ballads and songs by "Kompositori Verdi" in voices of remarkable purity.
-
By comparison with the eighteenth-century canals of Leningrad, which might have been part of Amsterdam or Bremen, the Kremlin brought us to the heart of old Russia. I had imagined it a building as grimly functional as the Party it housed, and was quite unprepared for the mediaeval splendour of its palaces and churches, scattered among copses of birch and lilac.
-
My visit to Russia in 1959 began to give me some sense of these cultural changes. I was immensely impressed by the charm and quality of the young sixth formers we met in Leningrad at school.
-
In manner and appearance they could have come from any of the upperclass families described by Turgenev or Tolstoy. Similarly, the colleges which taught foreign languages and international affairs were giving a rounded education to able young men and women, who are now in key positions in their country, where their knowledge of the outside world is invaluable.
-
The creative intelligentsia, such outstanding people as Sakharov, with his strong opposition to using the hydrogen bomb, Solzhenitsyn, exposing the life in a labour camp (A Day in the life of Ivan Denisov-
-
222
-
223
- В.Д. Аракин, и.А. Новикова, г.В. Аксенова-Пашковская, с.Н. Бронникова, ю.Ф. Гурьева, е.М. Днанова, л.Т. Костина, и.Н. Верещагина, м.С. Страшникова, си. Петрушин
- Isbn 5-691-00978-8 (в пер.).
- Isbn 5-691-00978-8 (в пер.)
- Предисловие
- Essential course
- Text From doctor in the house
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Summary
- 2 Textual connectors and sequence markers
- Vocabulary exercises
- Thematic vocabulary
- Higher Education
- Text From to kill a mockingbird
- By Harper Lee
- Commentary
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- To betray smb' trust, win smb's trust
- Reading comprehension exercises
- Notes on style
- Syntactical stylistic devices
- Lexical stylistic devices
- Assignments to the analysis of style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- Conversation and discussion courts and trials thematic vocabulary
- Crime and Punishment
- B) Use the material of the text and the thematic vocabulary in answering the following questions:
- 7. Juvenile delinquency is an issue about which people all over the world are concerned.
- A) Read the extracts given below which present information on the gravity of the problem:
- 11. Get ready to act out a scene from the film Witness For The Prosecution
- Characters
- Scene One
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Paraphrase the following sentences using the phrases and word combinations:
- Make up and practise a dialogue using the phrases and word combinations.
- 12. Translate the following sentences into English using the phrases and word combinations:
- Notes on style
- Vocabulary exercises
- 5. Review the essential vocabulary and translate the following sentences into English:
- Getting to grips with phrasal verbs
- 1. Read the page from a dictionary and translate the sentences into Russian.
- 2. Complete the sentences below with a suitable phrasal verb:
- Conversation and discussion books and reading thematic vocabulary
- Graham Greene: 1904-1991
- Britain's favourite books: the top 100
- Unit four
- Text From ragtime1
- By e. L. Doctorow
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Vocabulary exercises
- 4. Paraphrase the following sentences using the essential vocabulary:
- 5. Use the essential vocabulary in answering the following questions:
- 6. Choose the right word ("to ignore", "to neglect" or their derivatives).
- 7. Fill in the blanks with postlogues:
- Make up short situations or a story using the essential vocabulary.
- Translate the following sentences into English:
- 2. Complete the sentences below with a suitable phrasal verb.
- 3. Replace the words in italics with the most suitable phrasal verbs from the dictionary entry.
- 4. Translate the sentences from Russian into English.
- Conversation and discussion
- Man and music
- Thematic vocabulary
- Understanding Music
- B) Find in the text the facts the author gives to illustrate the following:
- C) Summarize the text in five paragraphs specifying the development of 1) op era, 2) operetta and musicals, 3) instrumental music, 4) jazz and 5) rock.
- 2. Use the thematic vocabulary in answering the following questions:'
- 3. Below are opinions on the development of music.
- A) Spend a few minutes individually thinking of further arguments you will use to back up one of the opinions:
- 4. Group work. Split into buzz groups of 3—4 students each. Discuss the following, using the expressions of agreement or disagreement.
- Afro-American Music
- The Proms: a Living Tradition
- Unit five
- The lumber-room
- By h. Munro
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- The Difficult Child
- The Bell Family Charter
- 2) Phrases worded in a straightforward way and those worded in a less categorical, polite way.
- B) Be ready to act out the dialogue in class.
- 11. Below are some quotations dealing with family life and children. Illustrate them with a short story.
- Unit six
- Growing up with the media
- By p. G. Aldrich
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- 2. Complete the sentences below with a suitable phrasal verb.
- 3. Replace the words in italics with the most suitable phrasal verbs from the dictionary entry.
- 4. Translate into English using phrasal verbs.
- Conversation and discussion
- Television
- Thematic vocabulary
- A National Disease?
- The Story So Far
- A) Find the English equivalents for the following:
- B) Answer the following questions:
- 4. Read the following and extract the necessary information.
- Internet
- Television Questionnaire
- Unit seven
- From the time of my ufe
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- 4. Read the passage beginning with "After the war I found..." up to "... Where their knowledge of the outside world is invaluable" and pay attention to tones, weak forms and rhythm.
- 5. Complete the following sentences:
- Make up five sentences on each pattern.
- Pair work. Make up and act out a dialoue using the speech patterns.
- Translate the following sentences into English:
- Notes on style
- Vocabulary exercises
- 4. A) Give the Russian equivalents for:
- B) Fill in the blanks with the verb "to make" with a preposition:
- 5. Paraphrase the following sentences using the essential vocabulary.
- 6. Use the essential vocabulary in answering the following questions. Give full answers repeating the wording of the questions.
- Make up and practise short dialogues or stories using the essential vocabulary.
- Review the essential vocabulary and translate the following sentences into English:
- Conversation and discussion
- Customs and holidays
- Thematic vocabulary
- The Field of Folklore
- Issues for Discussion
- Unit eight
- From thursday eveninc
- By Ch. Morley
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- Conversation and discussion
- Family life
- Thematic vocabulary
- The Politics of Housework
- Appendix
- Unit one
- Organization and structure of the system of education in the usa
- British and american universities
- Unit two
- The us Court System
- Unit three
- Guide to Literary Analysis. Evaluating a Story
- Analyzing the Author's Style
- (Continued)
- Unit six
- Major British and American Broadcasting Companies, Networks, News Agencies
- International Federation of Journalists declaration of principles on the conduct of journalists
- Additional exercises1
- Composition subjects
- Respond to the following situations either in a short story, using a dialogue and a description, or in an essay form.
- Conversational expressions (Units one - eight)
- Unit one
- Persuasion
- Persuasion
- Some means that can be useful in persuading others
- Attack and response
- Response
- Unit three
- Unit four
- Agreement and disagreement
- Expressions showing criticism and virtues
- Unit five
- Reacting to opinion
- Giving clarification
- Unit seven
- Correcting people
- Unit eight
- Role playing
- Giving advice
- I would advise you to do...
- What you must decide
- Role cards
- Possible follow-ups
- Discussing a textbook
- Situation
- Cast list
- What you must decide
- Possible follow-ups
- Television
- Situation
- Cast list
- What you must decide
- Possible follow-ups
- The investigation
- Situation
- Cast list
- What you must decide (after the role play)
- Role cards
- Possible follow-ups
- An incident at school Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Nick's birthday
- Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Students' wedding Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Методические рекомендации студентам, готовящимся к проведению микроуроков
- Рекомендации по проведению микроуроков по работе с речевыми образцами
- Тренировочные упражнения
- Упражнения на применение изученных речевых образцов
- Рекомендации по проведению микроуроков по работе с текстом
- Рекомендации по проведению микроуроков по работе с лексикой
- Рекомендации по проведению микроуроков по работе над экспрессивной речью
- Рекомендации по проведению микроуроков по работе с аудиотекстом
- Рекомендации по проведению микроуроков
- По работе над фонетической стороной
- Устной речи и чтения
- Рекомендации по проведению микроуроков
- По письменному контролю выработанных
- Навыков и умений
- Appendix
- 119571, Москва, просп. Вернадского, 88,