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Голоса
ГОЛОСА: A Basic Course in Russian (Sixth Edition), strikes a true
balance between communication and structure. It takes a contemporary
approach to language learning by focusing on the development of functional
competence in the four skills (listening, speaking, reading, and writing), as well
as the expansion of cultural knowledge. It also provides comprehensive
explanations of Russian grammar along with the structural practice students
need to build accuracy.
The sixth edition of this bestselling communicatively based text for beginning
Russian has been updated by putting a greater focus on contemporary culture
and simplified, visual grammar explanations that will better engage students.
Books One and Two are a basic proficiency-oriented complete course in Russian
language designed to bring students to the ACTFL Intermediate range in
speaking (A2/B1 on the CEFR scale) after 200–250 classroom contact hours,
or two years of academic study. The program also covers the basic morphology of
Russian (declension, case government, conjugation). The program has been the
bestseller as a college Russian textbook through five editions since 1993. It is
designed to be the principal textbook for a two-year college sequence running at
3 to 5 hours a week — a total of 150 to 250 hours of face-to-face instruction at
the college level, double at the high school level.
ГОЛОСА is divided into two books (Book One and Book Two) of ten units
each. The units are organized thematically, and each unit contains dialogs, texts,
exercises, and other material designed to enable students to read, speak, and
write about the topic, as well as to understand simple conversations. The
systematic grammar explanations and exercises enable students to develop a
conceptual understanding and partial control of all basic Russian structures.
This strong structural base enables students to accomplish the linguistic tasks
and prepares them for further study of the language.
Print and eTextbooks are accompanied by a Student Workbook and a
rich companion website (www.routledge.com/cw/golosa) offering audio
and video material and fully integrated exercises to use alongside the
text. The companion website, powered by Lingco, is fully available for
separate purchase from Lingco. Teachers can preview the new
companion websites and create their courses.
For resources on how to set up and customize your course, please
visit the Help Center on the Lingco Language Labs website at
www.lingco.io. It includes articles that explain how the platform
works and what you can do with it. Students may join their teacher's
course on Lingco and will be able to enter their access code or
purchase access at any point in the 14-day grace period that begins
on the first date of access. Students receive 12 months of access that
begins after a free 14-day grace period.
Multimedia (audio and video) for ÃÎËÎÑÀ is found exclusively on
the companion website.
Richard M. Robin, Professor of Slavic Linguistics and International Affairs is the

Russian language program director at the George Washington University.
Within the field of Russian language pedagogogy, he specializes in language
proficiency assessment, listening comprehension, and the use of authentic
media in the lower levels of instruction. Over the last thirty years, he has
collaborated on a half-dozen Russian language textbooks.
Karen Evans-Romaine, Professor of Russian, is co-director of the Russian

Language Flagship program at the University of Wisconsin–Madison. She and
Russian Flagship co-director Dianna Murphy have co-edited a volume,
Exploring the US Language Flagship Program: Professional Competence in a
Second Language by Graduation (2017) and have co-authored articles on
pedagogical and co-curricular practices in the Russian Flagship. Evans-
Romaine teaches Russian language, literature, and culture.
Galina Shatalina, Professor of Russian, is the Russian course coordinator for

the George Washington University.
Голоса
A Basic Course in Russian
Book One
Sixth Edition
Richard M. Robin
Karen Evans-Romaine
Galina Shatalina
Cover image: Richard M. Robin
Sixth edition published 2023

by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 Richard M. Robin, Karen Evans-Romaine, Galina Shatalina
The right of Richard M. Robin, Karen Evans-Romaine, and Galina Shatalina to be identified as
authors of this work has been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or
by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks and
are used only for identification and explanation without intent to infringe.
First edition published by Prentice Hall 1994

Fifth edition published by Pearson 2012
British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data

A catalog record is available upon request
ISBN: 9780367612818 (hbk)

ISBN: 9780367612801 (pbk)
ISBN: 9781003104971 (ebk)
DOI: 10.4324/9781003104971
Typeset in Literaturnaya
This book has been prepared from camera-ready copy provided by Richard M. Robin.
Companion Website: www.routledge.com/cw/golosa

Contents
Introduction vii
Scope and Sequence xvii
Алфавит 1
Урок 1: Немного о себе 22
Урок 2: Что у меня есть? 55
Урок 3: Какие языки вы знаете? 95
Урок 4: Образование 142
Урок 5: Мой день 187
Урок 6: Дом, квартира, общежитие 239
Урок 7: Семья 289
Урок 8: В магазине 341
Урок 9: Что мы будем есть? 390
Урок 10: Биография 440
Appendix A: Spelling Rules 487

Appendix B: Nouns and Modifiers 488
Appendix C: Declensions 489
Appendix D: Numerals 500
Appendix E: Grammatical Terms 501
Russian-English Glossary 503
English-Russian Glossary 527
Index 549
Introduction
ГОЛОСА: A Basic Course in Russian, Book One, Sixth Edition, strikes a true
balance between communication and structure. In today’s language learning
environment teachers and learners often feel that they must choose between
immediate, albeit still developing, communicative performance versus structural
competence that leads to communicative effectiveness as learners ascend the
proficiency ladder. The authors of ГОЛОСА believe that both goals are realistic in
a basic Russian sequence. ГОЛОСА takes a contemporary approach to language
learning by focusing on the development of functional competence in the four
skills (listening, speaking, reading, and writing), as well as the expansion of
cultural knowledge. It also provides comprehensive explanations of Russian
grammar along with the structural practice students need to build accuracy.
What’s New to This Edition

Users of previous editions will notice some major changes at once.
1. Redistributed topics. The Sixth Edition redistrubutes aspects of some of the

topics from Book Two into Book One. Now early on, in Book One, Unit 2,
students engage in some talk about the weather. The “communications”
theme of the Book Two, Unit 8 from the Fifth Edition is now distributed
evenly throughout the two volumes.
2. Activities based on the non-instructional Internet. The Russian-language

internet is now robust enough to support activities based on the authentic,
non-instructional Internet. For that reason, many activities direct students to
Internet websites intended for native speakers of Russian, such as omon.ru,
Russia’s largest shopping site. Such activities promote a greater degree of
student autonomy for real-task-based assignments.
Голоса Book One  Introduction vii

3. Focus on diversity and inclusion. The Sixth Edition of ГОЛОСА broadens its
representation of the diversity of the Russian-speaking world through
language activities including people and locations outside European Russia:
the former Soviet republics of Caucasus and Central Asia. Users will find the
greatest changes in dialog activities and the video units. The emphasis on the
ethnic diversity of the Russophone world also leads to a greater emphasis on
the geography of Russia and the former Soviet Union. In addition, the
authors of the Sixth Edition have endeavored to reflect the variety of Russian-
language learners’ backgrounds, identities, and interests.
4. Syllable stress exercises. Most textbook authors mark syllable stress, but
stress markers do not consistently lead to correct stress usage. The Sixth
Edition of ГОЛОСА is the first textbook to address the issue of stress
recognition head-on in exercises designed to raise students’ sensitivity to
syllable stress.
5. “Can-I-say-it” activities. Students often find themselves miscommuni-

cating in a foreign language because they assume they have more linguistic
resources at their command than in fact they do. Textbook activities
sometimes compound the problem: they require student responses only
when the authors have concluded that a cogent response is a matter of
picking the right words and fitting them into known grammatical structures.
But in the real world, learners produce incomprehensible language precisely
because they cannot figure out whether the target utterance is within the
realm of their linguistic possibilities. Знаете ли вы, как сказать... activities
help students to figure out what they should be able to say and when it’s not
yet time to address an attempted topic.
6. Instant reading activities. Like most language textbooks today, ГОЛОСА

features an abundance of scaffolded activities in the interpretative skills of
reading and listening. But occasionally students are encouraged when they
find things to read that require almost no preparatory work. In past
textbooks, “effortless” texts are heavily-contexted realia like theater
schedules. But such material, while clear, is predictable and presents few or
no intriguing challenges. We have replaced such texts with an infographic in
each unit called Это интересно! — instantly accessible topics for discussion
— even in the target language, albeit at a simple level.
7. Updated video interviews. About half the video component is new — from
2021 and 2022 and includes locations from Moscow, St. Petersburg,
Arkhangelsk, Kiev, Almaty, and Nur-Sultan.
viii Голоса Book One  Introduction

The Structure of ГОЛОСА
Голоса is divided into Book One and Book Two, each with ten units, organized
thematically. The conversational core of each unit is the set of four to five dialogs
that introduce new vocabulary and grammar structures while recycling old ones.
Activities for interpretive skills are scaffolded to promote comprehension
strategies. Those activities often preview structures that will be activated in units
to follow shortly thereafter. The systematic grammar explanations and exercises
enable students to develop a conceptual understanding and partial control of all
basic Russian structures. This strong structural base enables students to
accomplish the linguistic tasks and prepares them for further study of the
language.
Students successfully completing Books 1 and 2 of Голоса will be able to

perform the following tasks:
 Listening. Understand simple conversations about daily routine, home,

family, school, and work. Understand simple public announcements, media
advertisements, personal interviews, and brief news items such as weather
forecasts. Get the gist of more complicated scripts such as short lectures and
news items.
 Speaking. Use complete sentences to express immediate needs and

interests. Hold simple conversations about daily routine, home, family,
school, and work. Discuss basic likes and dislikes. Manage simple
transactional situations in stores, transportation hubs, hotels, dormitories,
libraries, academic settings, and so on.
 Reading. Read signs and public notices. Understand common written

advertisements and announcements. Understand basic personal and
business correspondence. Get the gist of important details in brief articles of
topical interest such as news reports on familiar topics, weather forecasts,
and entries in reference books. Understand significant parts of longer
articles on familiar topics and brief literary texts.
 Writing. Write short notes to Russian acquaintances, including invitations,

thank-you notes, and simple directions. Write longer messages and letters
providing basic biographical information. Write simple compositions about
daily routine, home, family, school, work, hobbies and interests.
Голоса Book One  Introduction ix

Students who have completed Голоса will also develop their language and
intercultural competence as measured by the ACTFL World-Readiness
Standards for Learning Languages, the “5 Cs”:
 Communication. Голоса emphasizes the use of Russian for “real-life”

situations. Students working through the activities will learn to communicate
on a basic level in conversation and writing and will be better prepared to
communicate in the Russian-speaking world outside the classroom.
 Cultures. Students will understand the essentials of “small-c” culture

necessary to function in Russia and areas where Russian is often used. The
sections on Культура и быт (Culture and Everyday Life) provide necessary
background information for each unit’s topic and will give students and
teachers material for further discussion of culture in the Russian-speaking
world, in Russian or English. Students should gain enough control of
sociolinguistic aspects of Russian necessary for basic interaction, such as
forms of address, greetings and salutations, giving and responding to
compliments and invitations, and telephone etiquette. Students will also be
acquainted with some of the cultural heritage associated with the language:
famous writers and their works, as well as other figures in the arts.
 Connections. Students will learn, through readings, audio and video

materials, activities, and information in Культура и быт, about widely
varying aspects of society, family life, daily rituals, housing, education, the
economy, and culture in the Russophone world.
 Comparisons. Through an examination of basic aspects of Russian language

and culture, students will be able to make some conclusions about language
and culture at home. Голоса’s approach to grammar encourages students to
think about linguistic structures generally. Through Голоса’s approach to
“large-c” and “small-c” culture, students will be able to compare societies,
careers, living spaces, economic and educational systems, family life, and
other aspects of culture in the Russian-speaking world and their own
culture(s).
 Communities. The reading materials in the textbook, and the listening and
video exercises, allow students to gain a sense of how Russia and Russian-
speaking regions might look, sound, and feel, and will better prepare
students to engage in active communication with friends and colleagues in
the Russophone world.
x Голоса Book One  Introduction

Features of the Голоса Program
 Focused attention to skills development. Each language skill (listening,

speaking, reading, writing) is addressed in its own right. Abundant activities
are provided to promote the development of competence and confidence in
each skill area.
 Modularity. Голоса incorporates the best aspects of a variety of methods as

appropriate to the material. All skills are presented on an equal footing, but
instructors may choose to focus on those that best serve their students’
needs without violating the structural integrity of individual units or the
program as a whole.
 Authenticity and cultural relevance. Each unit contains authentic materials

and realistic communicative activities for all skills. In addition, each unit
features two e-mails with accompanying exercises to help students both
focus on aspects of form and grammar and get the gist of what they are
reading, giving students further practice in reading and understanding more
complex, connected prose.
 Spiraling approach. Students are exposed repeatedly to similar functions

and structures at an increasing level of complexity. Vocabulary patterns of
reading texts are recycled in listening scripts.
 Learner-centered approach. Each unit places students in communicative

settings where they can practice the four skills while developing their
intercultural communicative competence. In addition to core lexicon,
students acquire personalized vocabulary to express individual needs and
interests.
 Comprehensive coverage of beginning grammar. Communicative goals do

not displace conceptual control of the main points of Russian grammar. By
the end of Book One, students have had meaningful contextual exposure to
all the cases in both the singular and plural, as well as tense/aspects. Book
Two spirals out the basic grammar and fills in those items needed for basic
communication and for reading texts geared toward the general reader, such
as simple prose and press articles.
Голоса Book One  Introduction xi

 Learning strategies. Students acquire strategies that help them develop
skills for interpretative, interpersonal, and presentational communication.
This problem-solving approach leads students to become independent and
confident in using the language in a variety of ways.
 Phonetics and intonation. Pronunciation is fully integrated and practiced

with the material in each unit’s audio materials and Student Activities
Manual (SAM) exercises, rather than covered in isolation. Intonation
training includes statements, requests, commands, questions, nouns of
address, exclamations, and non-final pauses. Dialog and situation practice
help students to absorb aspects of Russian phonetics and intonation. The
Sixth Edition includes new exercises on syllable stress awareness.
Textbook and Student Activities Manual Structure
Each Голоса textbook and Student Activities Manual (SAM) unit is organized
as follows:
Точка отсчёта
This warm-up section uses illustrations and simple contexts to introduce the
unit vocabulary. A few simple activities provide practice of the new material,
thereby preparing students for the recorded Разговоры, which introduce the
unit topics.
Разговоры для слушания. Students listen to semiauthentic conversations

based on situations they might encounter in the Russian-speaking world, from
homestays to shopping. Simple pre-script questions help students understand
these introductory conversations. Students learn to grasp the gist of what they
hear, rather than focus on every word. The Разговоры serve as an introduction
to the themes of the unit and prepare students for active conversational work to
follow in Давайте поговорим.
Давайте поговорим
Диалоги. As in previous editions, the Диалоги introduce the active lexicon and
structures to be learned.
xii Голоса Book One  Introduction

Упражнения к диалогам. These exercises help develop the language presented
in the dialogs. They consist of communicative exercises in which students learn
how to search out language in context and use it. Exercises proceed from less-
complicated activities based on recognition to those requiring active use of the
language in context. This set of activities prepares students for the Игровые
ситуации.
Вопросы к диалогам. Straightforward questions in Russian, focused on the

dialogs, beginning with Unit 5.
Игровые ситуации. Roleplays put the students “on stage” with the language
they know.
Устный перевод. This section, which requires students to play interpreter for a
non-Russian speaker, resembles the Игровые ситуации, but here students find
that they must be more precise in conveying their message.
Грамматика
This section contains grammatical presentations designed to encourage
students to study the material at home. They feature clear, succinct
explanations, charts and tables for easy reference, and numerous examples.
Exercises allow for practice of new vocabulary and structures.
Давайте почитаем
Authentic reading texts are supplemented with activities that direct students’
attention to global content. Students learn strategies for guessing unfamiliar
vocabulary from context and for getting information they might consider too
difficult. The variety of text types included in Давайте почитаем ensures that
students gain extensive practice with many kinds of reading material: official
documents, daily schedules, menus, shopping directories, maps,
advertisements, weather reports, classified ads, résumés, social networking
sites, brief messages, e-mail correspondence, news and other informational
articles, poetry, and short stories.
Давайте послушаем
Guided activities teach students strategies for developing global listening skills.
Questions in the textbook accompany texts on the audio program (scripts appear
in the Instructor’s Resource Manual). Students learn to get the gist of and
extract important information from what they hear, rather than trying to
understand every word.
Голоса Book One  Introduction xiii

Learners are exposed to a great variety of audio materials, including voicemail
messages, personal audio postings, public announcements, weather reports,
radio and TV advertisements, brief speeches, conversations, interviews, news
features and reports, and poems.
Культура и быт
Culture boxes, spread throughout each unit, serve as an introduction to realia of
the Russian-speaking world.
Это интересно!
An additional free-floating feature of each unit is an activity called Это
интересно! These infographics provide accessible texts that require no
scaffolding but can lead to class discussion in Russian.
Словарь
The Словарь at the end of each unit contains all active-vocabulary items. The
Словарь at the end of the book lists the first unit in which the entry is
introduced, along with those units where the use of the word is further
developed.
Student Workbook
The Workbook is available in hard copy and online. It is the main vehicle for
student work outside of class. Each version has advantages and drawbacks.
Instructors can choose, keeping in mind that the hardcopy Workbook allows
handwriting practice. But instant feedback is unavailable. The online workbook
provides instant feedback, but not in activities involving free composition (about
a third of all activities — more in the more advanced units). The Workbook
consists of the following parts:
Устные упражнения. In Oral Drills, students practice active structures and

receive immediate feedback in the form of an audio “key.”
Числительные. Students become familiar with numbers in context and at

normal conversational speed. These sections are especially important for
transactional situations.
Фонетика и интонация. Голоса has been the field’s leader in explicit work in
phonetics and intonation. The Sixth Edition features newly created activities to
raise learners’ sensitivity to role of syllable stress in Russian.
xiv Голоса Book One  Introduction

Письменные упражнения. The written homework section starts with
mechanical manipulation and builds up to activities resembling free
composition. More complex exercises toward the end of this section provide
students with further listening, reading, and especially composition practice.
Here students listen to brief audio items, write notes and compositions, and
prepare presentations or other more challenging assignments based on material
presented in this unit. This section requires the integration of several skills, with
a particular focus on writing. Finally, the Sixth Edition includes activities that
address an oft-overlooked problem in production. Students sometimes attempt
utterances for which they have no hope of communicative success. Students are
asked to determine which utterances they can say, as opposed to those where
they might want to wait until they have more linguistic wherewithal.
Video
The scaffolded video program covers both books and runs a little over two hours.
Each video unit is between five and ten minutes long and features authentic
interviews in which Russians you might meet every day—not actors—discuss
their daily lives and introduce you to their families, homes, hometowns,
workplaces, and events in their lives. The Sixth Edition now features more faces
and places from outside European Russia.
Instructor Resources
Instructor’s Resource Manual (IRM)

The Instructor’s Resource Manual is available for online download. It provides
sample syllabi, lesson plans, and scripts for all audio and video exercises.
Testing Program
The modular Testing Program allows for maximum flexibility: each unit of the
Testing Program consists of a bank of customizable quiz activities closely
coordinated with the vocabulary and grammar presented in the corresponding
unit of the textbook. The quiz activities primarily elicit discrete answers. In
addition, a highly flexible testing program provides two types of tests for each
unit—one that solicits more open-ended answers, and one that elicits more
discrete answers. The Testing Program is available in electronic formats (both as
fixed PDFs and fully editable texts and Microsoft docx.
Голоса Book One  Introduction xv

Acknowledgements
The authors would also like to thank the many who were involved in the audio
and video ancillaries:
Assel Almuratova, Zenoviy Avrutin, Vladimir Bunash, Aleksey Burago,

Snezhana Chernova, Jihane-Rachel Dančik, Anna Danilevskaya, Dina Dardyk,
Sasha Denisov, Olga Fedycheva, Sergei Glazunov, Matvei Ganapolsky, Mikhail
Ganapolsky, Tatyana Gritsevich, Mikail Gurov, Valery Gushchenko, Nadezhda
Gushchenko, Alexander Guslistov, Ludmila Guslistova, Eugene Gutkin, Ksenia
Ivanova, Natalia Jacobsen, Nadezhda Krylova, Yuri Kudriashov, Aleksandra
Kudriashova, Elena Kudriashova, Tatiana Kudriashova, Ida Kurinnaya, Katya
Lawson, Boris Leskin, Anastasiya Lezina, Anna Litman, Igor Litman, Liliana
Markova, Aleksandr Morozov, Natasha Naumenko, Yura Naumkin, Yuri
Olkhovsky, Mikhail Openkov, Vsevolod Osipov, Anton Otsupok, Elena
Otsupok, Pavel Otsupok, Viktor Otsupok, Elena Ovtcharenko, Kristin Peterson,
Yuri Petrushevsky, Sergei Petukhov, Aleksei Pimenov, Artur Ponomarenko,
Viktor Ponomarev, Olga Pospelova, Oksana Prokhvacheva, Yaroslavl
Pryshchepa, Alex Reyf, Olga Rines, Mark Segal, Andrei Shatalin, Ekaterina
Shengeliya, Klara Shrayber, Nikolai Smetanin, Yelena Solovey, Ksenia Titova,
Emily Urevich, Mark Yoffe, and Andrei Zaitsev.
Special thanks to Timothy Sergay, University at Albany, State University of New

York, a meticulous and thoughtful reader who alerted us to errors in the previous
edition and provided us with questions and suggestions to improve this textbook;
Stuart Goldberg, Georgia Institute of Technology, for his helpful comments and
suggestions; Irina Shevelenko, University of Wisconsin–Madison, for
consultations as we prepared this and previous editions; Alexei Pavlenko,
Colorado College, for his help in connecting us with students at the Nevsky
Institute, St. Petersburg, some of whom appear on the video; Rachel Stauffer,
University of Illinois at Urbana-Champaign, and Thomas Jesús Garza,
University of Texas at Austin, whose thoughtful work on diversity inspired our
thinking about how to represent the Russian-speaking world and how to make
this textbook more welcoming to more students. We treasure the memory of our
Ohio University colleague Vera Belousova, alas no longer with us, with gratitude
for her many comments and moral support as we prepared the third and fourth
editions.
xvi Голоса Book One  Introduction

Scope and Sequence
Алфавит 1
Коммуникативные задания
The Russian alphabet and sound system
Vowel reduction
Palatalization
Devoicing of consonants in final position
Consonant assimilation
Print, italic, and cursive
Урок 1: Немного о себе 22

Greetings and good-byes, formal and informal
Introducing and giving information about yourself
Asking for information about someone else
Reading Russian business cards
Russian social networking
Letters to and from Russian host family
Formal and informal speech situations: ты – вы
Russian names
Grammatical gender: introduction
Gender of names
Gender of modifier “my”
Grammatical case: introduction
Nominative case in singular
Prepositional case: introduction
The verb to be in Russian present-tense sentences
Saying “hello”
Introductions
Physical contact
Голоса Book One  Scope and Sequence xvii

Russian names over time
Урок 2: Что у меня есть? 55

Greeting friends at the airport
Russian homestays
Russian family members
Talking about the weather
Reading and listening to ads
Gender of Russian nouns
Nominative plural of nouns
The 5- and 7-letter spelling rules
Pronouns он, она, оно, они
Whose? Possessive modifiers чей, мой (neuter, plural), твой, наш, ваш, его,
её, их
Nominative case of adjectives
What? что vs. какой
This is/these are: это vs. этот, это, эта, эти
Have: У меня (тебя, вас) есть
Talking about the weather
Temperatures in Celsius
Slippers at home: тапочки
Global temperatures 1880–2020
Урок 3: Какие языки вы знаете? 95

Talking about languages
Discussing ethnic and national backgrounds
Reading and listening to ads about language programs
Verb conjugation: present and past tense
Position of adverbial modifiers
xviii Голоса Book One  Scope and Sequencе

Talking about languages: русский язык vs. по-русски
Talking about nationalities
Prepositional case of singular and plural modifiers and nouns
Preposition о; о vs. об
Conjunctions: и, а, но
The place of foreign languages in Russia
Комплименты: responding to compliments
Meanings of last names
Урок 4: Образование 142

Talking about where and what people study
Making a presentation about yourself
Reading and writing academic schedules
Reading diplomas and transcripts
Reading: Choosing a university in Russia
Listening to a university welcome speech
Study verbs: учиться, изучать, учить, заниматься
The 8-letter spelling rule
На каком курсе...?
На + prepositional case for location
Accusative case of modifiers and nouns
Любить + accusative or infinitive
Prepositional case of question words and personal pronouns
Question words and sentence expanders: где, что, как, какой, почему, потому
что
Тоже vs. также
The most popular majors in Russia
Russian grading system
Russian diplomas
Schools in Russia
Higher education in Russia: universities and institutes
Голоса Book One  Scope and Sequence xix

University departments
“College” in Russian
Standardized exams: Единый государственный экзамен (ЕГЭ)
Higher education around the world
Урок 5: Распорядок дня 187

Talking about daily activities and schedules
Talking about classes
Asking and telling time on the hour
Making and responding to simple invitations
Talking on the phone
Reading handwritten Russian
Listening to a podcast: the daily life of a student
Listening to voicemail
Speaking and writing in paragraphs
Class: курс, занятия, урок, лекция, пара
Days of the week
Times of the day: утром, днём, вечером, ночью
Time on the hour
New verbs to answer: Что вы делаете?
Stable and shifting stress in verb conjugations
Going: идти vs. ехать; я иду vs. я хожу
Asking where: где and куда
В/на + accusative case for direction
Expressing necessity or obligation: должен, должна, должно, должны
Free (not busy): свободен, свободна, свободно, свободны
Evening vs. night in Russian
Names for days of the week
xx Голоса Book One  Scope and Sequencе

Урок 6: Дом, квартира, общежитие 239
Talking about homes, rooms, furnishings
Adjectives used to name a room
Colors: Какого цвета...?
Making and responding to invitations
Online furniture shopping
Reading a letter about communal apartments
Renting an apartment
Хотеть
Verbs of position: стоять, висеть, лежать
Genitive case of pronouns, question words, and singular modifiers and nouns
Ownership, existence, and presence: (у кого) есть что
Nonexistence and absence: (у кого) нет чего
Possession and attribution (of): genitive case of noun phrases
Specifying quantity
At someone’s place: у кого
Review: uses of the genitive case
Ты и вы
How many rooms?
Apartment size in square meters
Housing in Russia
Russian apartments, dormitories, and dachas
Living space in the U.S. and Russia
Урок 7: Наша семья 289

Naming family members
Talking about people: names, ages, professions, where they were born, where
they grew up
Talking about professions and workplaces
Reading and writing foreign names of workplaces
Telling where your city is located
Голоса Book One  Scope and Sequence xxi

Reading job ads and résumés
Listening: family game show
Video: families talk about themselves
Born, grew up: родился, вырос
Expressing age: the dative case of pronouns; год, года, лет
Genitive plural of nouns and modifiers: introduction
Specifying quantity
Comparing ages: моложе/старше кого на сколько лет
Telling someone’s name: зовут
Accusative case: summary
Accusative case of nouns, modifiers, and pronouns
Various kinds of families: sexual orientation and gender identity
Teachers vs. professors
Global demographics
Урок 8: В магазине 341

Asking for advice about purchases
Making simple purchases
Birthday greetings
Presents and gift-giving
Measuring in metric
Online clothes shopping
Past tense: был, была, было, были
Have and did not have: the past tense of есть and нет
Went: ходил vs. пошёл, ездил vs. поехал
Dative case of modifiers and nouns
Uses of the dative case
• Expressing age
• Indirect objects
• The preposition по
• Expressing necessity, possibility, impossibility, the forbidden
xxii Голоса Book One  Scope and Sequencе

• Expressions of possibility and impossibility: можно, невозможно
• Other dative subjectless constructions: трудно, легко, интересно
• Liking or not liking: нравиться
The market: рынок
Clothing measurements in various countries
Урок 9: Что мы будем есть? 390

Making plans to go to a restaurant
Reading menus
Ordering meals in a restaurant
Making plans to cook dinner
Russian food stores
Russian restaurants and cafés
Listening to restaurant advertisements
Eating and drinking: conjugation of есть and пить
For in Russian: для vs. за
Instrumental case with the preposition с
Verbs in -овать: советовать
Future tense of быть
The future tense
Verbal aspect – introduction
Verbs for buying, taking, giving
Question words and pronouns
Metric system: weight and volume
Tipping in Russia
Tipping around the world
Голоса Book One  Scope and Sequence xxiii

Урок 10: Биография 440
Talking more about yourself and your family
Saying you are adopted
Telling where your city is located
Points on the compass
Reading and listening to short biographies
Listening: career and family
Expressing resemblance: похож на кого
Expressing location: на севере (юге, востоке, западе) (от) чего
Entering and graduating from school: поступать/поступить (куда), окончить
(что)
Indicating the year in which an event takes (took) place: В каком году?
Time expressions with через and назад
Verbal aspect: past tense
Review of going verbs
Have been doing: use present tense
Graduate school in Russia
Which Tolstoy?
First jobs
xxiv Голоса Book One  Scope and Sequencе

Алфавит
Русское письмо
The Russian alphabet and sound system
• Vowel reduction
• Palatalization
• Devoicing of consonants in final position
• Consonant assimilation
• Print, italic, and cursive
Голоса Book One  Алфпвит 1

Русский алфавит
Introduction to the Russian Alphabet
АБВГДЕЁЖЗИЙКЛМНОПРСТУФХЦЧШЩЪЫЬЭЮЯ
The Russian alphabet contains 33 characters: 10 vowel letters, 21 consonant

letters, and two signs. Russian spelling closely reflects pronunciation. Once you
have learned the alphabet and a few pronunciation rules, you will be able to
recognize many familiar words and proper names.
Some Russian letters look and sound somewhat like their English counterparts:
СONSONANTS
LETTER APPROXIMATE PRONUNCIATION

К к like k in skit, but without aspiration or breath
М м like m in mother
С с like s in sail—(never like k)
Т т like t in stay, but tongue against upper teeth
VOWELS

А a when stressed, like a in father
О o when stressed, between the o in mole and the vowel sound in talk
2 Голоса Book One  Алфавит

Words you knew all along: Each word is under a drawing that illustrates it.
ма́ска ма́ма ма́сса тост
кот ко́смос а́том
Who’s there?
— Кто там?
— Том
Stress
Stress refers to the “strong” syllable in a word. A desert gets little rain. A
dessert is something sweet. In Russian (as in English), the place of stress
affects the sound of some vowels. Listen to the first two words above: ма́ска,
ма́ма. The stressed а is pronounced like the а in father, whereas the unstressed
а is pronounced like the a in about. This change in the sound of an unstressed
vowel letter, called vowel reduction, is even more noticeable with the vowel letter
о. For example, in the word ко́смос, the unstressed о in the second syllable is
reduced to the sound of a in about.
Stress marks appear only in dictionaries and Russian-language textbooks like this
one. If a capitalized vowel is stressed, it’s not marked, e.g. Отто, not Óтто.
Голоса Book One  Алфпвит 3

Some Russian letters look like Greek letters, which you may recognize from
their use in mathematics or by some student organizations:

Г г like g in gamma
Д д like d in delta, but with tongue against upper teeth
Л л like l in lambda, but tongue against upper teeth
П п like p in spot (looks like Greek pi)
Р р flap r, similar to trilled r in Spanish; similar to tt in better and butter
(looks like Greek rho)
Ф ф like f in fun (looks like Greek phi)
Х х like ch in Bach (looks like Greek chi)
More geographical names
Да́ллас Корк
Оклахо́ма Ха́ртфорд
Омаха Ога́ста
You’ll no doubt recognize . . .
Да! па́спорт
ла́мпа фо́то
па́па фотоаппара́т
порт фото́граф
сорт Ха-ха-ха!
Your textbook is called . . .

Голоса́ “voices” (Го́лос is one voice).
4 Голоса Book One  Алфавит

Another random document with
no related content on Scribd:
Bull and the Cockpit probably whistled the tune as they wended their
way homeward to crab-apple ale and spiced gingerbread.
Next to the Champions of Christendom, the King’s Knight Champion
of England is perhaps the most important personage—in the point of
view of chivalry. I think it is some French author who has said, that
revolutions resemble the game of chess, where the pawns or pieces
(les pions) may cause the ruin of the king, save him, or take his
place. Now the champ pion, as this French remark reminds me, is
nothing more than the field pion, pawn, or piece, put forward to fight
in the king’s quarrel.
The family of the Champion of England bears, it may be observed,
exactly the name which suits a calling so derived. The appellation
“Dymoke” is derived from De Umbrosâ Quercu; I should rather say it
is the translation of it; and Harry De Umbrosâ Quercu is only Harry of
the Shady or Dim Oak, a very apt dwelling-place and name for one
whose chief profession was that of field-pawn to the king.
This derivation or adaptation of names from original Latin surnames
is common enough, and some amusing pages might be written on
the matter, in addition to what has been so cleverly put together by
Mr. Mark Anthony Lower, in his volume devoted especially to an
elucidation of English surnames.
The royal champions came in with the Conquest. The Norman dukes
had theirs in the family of Marmion—ancestors of that Marmion of Sir
Walter Scott’s, who commits forgery, like a common knave of more
degenerate times. The Conqueror conferred sundry broad lands in
England on his champions; among others, the lands adjacent to, as
well as the castle of Tamworth. Near this place was the first nunnery
established in this country. The occupants were the nuns of St.
Edith, at Polesworth. Robert de Marmion used the ladies very
“cavalierly,” ejected them from their house, and deprived them of
their property. But such victims had a wonderfully clever way of
recovering their own.
My readers may possibly remember how a certain Eastern potentate
injured the church, disgusted the Christians generally, and irritated
especially that Simeon Stylites who sat on the summit of a pillar,
night and day, and never moved from his abiding-place. The offender
had a vision, in which he not only saw the indignant Simeon, but was
cudgelled almost into pulp by the simulacre of that saint. I very much
doubt if Simeon himself was in his airy dwelling-place at that
particular hour of the night. I was reminded of this by what happened
to the duke’s champion, Robert de Marmion. He was roused from a
deep sleep by the vision of a stout lady, who announced herself as
the wronged St. Edith, and who proceeded to show her opinion of De
Marmion’s conduct toward her nuns, by pommelling his ribs with her
crosier, until she had covered his side with bruises, and himself with
repentance. What strong-armed young monk played St. Edith that
night, it is impossible to say; but that he enacted the part
successfully, is seen from the fact that Robert brought back the
ladies to Polesworth, and made ample restitution of all of which they
had been deprived. The nuns, in return, engaged with alacrity to inter
all defunct Marmions within the chapter-house of their abbey, for
nothing.
With the manor of Tamworth in Warwickshire, Marmion held that of
Scrivelsby in Lincolnshire. The latter was held of the King by grand
sergeantry, “to perform the office of champion at the King’s
coronation.” At his death he was succeeded by a son of the same
Christian name, who served the monks of Chester precisely as his
sire had treated the nuns at Polesworth. This second Robert fortified
his ill-acquired prize—the priory; but happening to fall into one of the
newly-made ditches, when inspecting the fortifications, a soldier of
the Earl of Chester killed him, without difficulty, as he lay with broken
hip and thigh, at the bottom of the fosse. The next successor, a third
Robert, was something of a judge, with a dash of the warrior, too,
and he divided his estates between two sons, both Roberts, by
different mothers. The eldest son and chief possessor, after a
bustling and emphatically “battling” life, was succeeded by his son
Philip, who fell into some trouble in the reign of Henry III. for
presuming to act as a judge or justice of the peace, without being
duly commissioned. This Philip was, nevertheless, one of the most
faithful servants to a king who found so many faithless; and if honors
were heaped upon him in consequence, he fairly merited them all.
He was happy, too, in marriage, for he espoused a lady sole heiress
to a large estate, and who brought him four daughters, co-heiresses
to the paternal and maternal lands of the Marmions and the Kilpecs.
This, however, is wandering. Let us once more return to orderly
illustration. In St. George I have shown how pure romance deals with
a hero. In the next chapter I will endeavor to show in what spirit the
lives and actions of real English heroes have been treated by native
historians. In so doing, I will recount the story of Sir Guy of Warwick,
after their fashion, with original illustrations and “modern instances.”
SIR GUY OF WARWICK,
AND WHAT BEFELL HIM.
“His desires
Are higher than his state, and his deserts
Not much short of the most he can desire.”
Chapman’s Byron’s Conspiracy.
The Christian name of Guy was once an exceedingly popular name

in the county of York. I have never heard a reason assigned for this,
but I think it may have originated in admiration of the deeds and the
man whose appellation and reputation have survived to our times. I
do not allude to Guy Faux; that young gentleman was the Father of
Perverts, but by no means the first of the Guys.
The “Master Guy” of whom I am treating here, or, rather, about to
treat, was a youth whose family originally came from
Northumberland. That family was, in one sense, more noble than the
imperial family of Muscovy, for its members boasted not only of good
principles, but of sound teeth.
The teeth and principles of the Romanoffs are known to be in a
distressing state of dilapidation.
Well; these Northumbrian Guys having lived extremely fast, and
being compelled to compound with their creditors, by plundering the
latter, and paying them zero in the pound, migrated southward, and
finally settled in Warwickshire. Now, the head of the house had a
considerable share of common sense about him, and after much
suffering in a state of shabby gentility, he not only sent his daughters
out to earn their own livelihood, but, to the intense disgust of his
spouse, hired himself as steward to that noble gentleman the Earl of
Warwick. “My blood is as good as ever it was,” said he to the fine
lady his wife. “It is the blood of an upper servant,” cried she, “and my
father’s daughter is the spouse of a flunkey.”
The husband was not discouraged; and he not only opened his office
in his patron’s castle but he took his only son with him, and made
him his first clerk. This son’s name was Guy; and he was rather
given to bird-catching, hare-snaring, and “gentism” generally. He had
been a precocious youth from some months previous to his birth,
and had given his lady-mother such horrid annoyance, that she was
always dreaming of battles, fiery-cars, strong-smelling dragons, and
the wrathful Mars. “Well,” she used to remark to her female friends,
while the gentlemen were over their wine, “I expect that this boy”
(she had made up her mind to that) “will make a noise in the world,
draw bills upon his father, and be the terror of maid-servants. Why,
do you know——” and here she became confidential, and I do not
feel authorized to repeat what she then communicated.
But Master Guy, the “little stranger” alluded to, proved better than
was expected. He might have been considerably worse, and yet
would not have been so bad as maternal prophecy had depicted
him. At eight years ... but I hear you say, “When did all this occur?”
Well, it was in a November’s “Morning Post,” that announcement
was made of the birth; and as to the year, Master Guy has given it
himself in the old metrical romance,
“Two hundred and twenty years and odd,

After our Savior Christ his birth,
When King Athelstan wore the crown,
I livéd here upon the earth.”
At eight years old, I was about to remark, young Guy was the most
insufferable puppy of his district. He won all the prizes for athletic
sports; and by the time he was sixteen there was not a man in all
England who dared accept his challenge to wrestle with both arms,
against him using only one.
It was at this time that he kept his father’s books and a leash of
hounds, with the latter of which he performed such extraordinary
feats, that the Earl of Warwick invited him from the steward’s room to
his own table; where Guy’s father changed his plate, and Master
Guy twitched him by the beard as he did it.
At the head of the earl’s table sat his daughter “Phillis the Fair,” a
lady who, like her namesake in the song, was “sometimes forward,
sometimes coy,” and altogether so sweetly smiling and so beguiling,
that when the earl asked Guy if he would not come and hunt (the
dinner was at 10 a. m.), Guy answered, as the Frenchman did who
could not bear the sport, with a Merci, j’ai été! and affecting an iliac
seizure, hinted at the necessity of staying at home.
The youth forthwith was carried to bed. Phillis sent him a posset, the
earl sent him his own physician; and this learned gentleman, after
much perplexity veiled beneath the most affable and confident
humbug, wrote a prescription which, if it could do the patient no good
would do him no harm. He was a most skilful man, and his patients
almost invariably recovered under this treatment. He occasionally
sacrificed one or two when a consultation was held, and he was
called upon to prescribe secundum artem; but he compensated for
this professional slaying by, in other cases, leaving matters to
Nature, who was the active partner in his firm, and of whose success
he was not in the least degree jealous. So, when he had written the
prescription, Master Guy fell a discoursing of the passion of love,
and that with a completeness and a variety of illustration as though
he were the author of the chapter on that subject in Burton’s
“Anatomy of Melancholy.” The doctor heard him to the end, gently
rubbing one side of his nose the while with the index-finger of his
right hand; and when his patient had concluded, the medical
gentleman smiled, hummed “Phillis is my only joy,” and left the room
with his head nodding like a Chinese Mandarin’s.
By this time the four o’clock sun was making green and gold pillars
of the trees in the neighboring wood, and Guy got up, looked at the
falling leaves, and thought of the autumn of his hopes. He whistled
“Down, derry, down,” with a marked emphasis on the down; but
suddenly his hopes again sprang up, as he beheld Phillis among her
flower-beds, engaged in the healthful occupation which a sublime
poet has given to the heroine whom he names, and whose action he
describes, when he tells us that
“Miss Dinah was a-walking in her garding one day.”

Guy trussed his points, pulled up his hose, set his bonnet smartly on
his head, clapped a bodkin on his thigh, and then walked into the
garden with the air of the once young D’Egville in a ballet, looking
after a nymph—which indeed was a pursuit he was much given to
when he was old D’Egville, and could no longer bound through his
ballets, because he was stiff in the joints.
Guy, of course, went down on one knee, and at once plunged into
the most fiery style of declaration, but Phillis had not read the Mrs.
Chapone of that day for nothing. She brought him back to prose and
propriety, and then the two started afresh, and they did talk! Guy felt
a little “streaked” at first, but he soon recovered his self-possession,
and it would have been edifying for the young mind to have heard
how these two pretty things spoke to, and answered each other in
moral maxims stolen from the top pages of their copy-books. They
poured them out by the score, and the proverbial philosophy they
enunciated was really the origin of the book so named by Martin
Tupper. He took it all from Phillis and Guy, whose descendants, of
the last name, were so famous for their school-books. This I expect
Mr. Tupper will (not) mention in his next edition.
After much profitable interchange of this sort of article, the lady
gently hinted that Master Guy was not indifferent to her, but that he
was of inferior birth, yet of qualities that made him equal with her;
adding, that hitherto he had done little but kill other people’s game,
whereas there were nobler deeds to be accomplished. And then she
bade him go in search of perilous adventures, winding up with the
toast and sentiment, “Master Guy, eagles do not care to catch flies.”
Reader, if you have ever seen the prince of pantomimists, Mr.
Payne, tear the hair of his theatrical wig in a fit of amorous despair,
you may have some idea as to the intensity with which Master Guy
illustrated his own desperation. He stamped the ground with such
energy that all the hitherto quiet aspens fell a-shaking, and their
descendants have ever since maintained the same fashion. Phillis
fell a-crying at this demonstration, and softened considerably. After a
lapse of five minutes, she had blushingly directed Master Guy to
“speak to papa.”
Now, of all horrible interviews, this perhaps is the most horrible.
Nelson used to say that there was only one thing on earth which he
dreaded, and that was dining with a mayor and corporation.
Doubtless it is dreadful, but what is it compared with looking a grave
man in the face, who has no sentiment into him, and whose first
remark is sure to be, “Well, sir, be good enough to tell me—what can
you settle on my daughter? What can you do to secure her
happiness?”
“Well,” said Guy, in reply to this stereotyped remark, “I can kill the
Dun cow on the heath. She has killed many herself who’ve tried the
trick on her; and last night she devoured crops of clover, and twice
as many fields of barley on your lordship’s estate.”
“First kill the cow, and then——,” said the earl with a smile; and
Shakespeare had the echo of this speech in his ear, when he began
the fifth act of his Othello. Now Guy was not easily daunted. If I
cared to make a pun, I might easily have said “cowed,” but in a grave
and edifying narrative this loose method of writing would be
extremely improper. Guy, then, was not a coward—nay, nothing is
hidden under the epithet. He tossed a little in bed that night as he
thought the matter over, and the next morning made sheets of paper
as crumpled as the cow’s horns, as he rejected the plans of assault
he had designed upon them, and sat uncertain as to what he should
do in behoof of his own fortune. He at length determined to go and
visit the terrible animal “incognito.” It is the very word used by one of
the biographers of Guy, an anonymous Northumbrian, who published
the life on a broad sheet, with a picture of Master Guy which might
have frightened the cow, and which is infinitely more ugly. Neither
the black-letter poem, the old play, nor the pamphlets or ballads, use
the term incognito, but all declare that Guy proceeded with much
caution, and a steel cuirass over his jerkin. I mention these things,
because without correctness my narrative would be worthless. I am
not imaginative, and would not embroider a plain suit of fact upon
any account.
Guy’s carefulness is to be proved. Here was a cow that had been
more destructive than ever Red Riding Hood’s Wolf was—that Count
Wolf, who used to snap up young maidens, and lived as careless of
respectability as was to be expected of a man once attached to a
“marching regiment,” and who turned monk. The cow was twelve
feet high, from the hoof to the shoulder, and eighteen feet long, from
the neck to the root of the tail. All the dragons ever heard of had
never been guilty of such devastation to life and property as this
terrible cow. Guy looked at her and did not like her. The cow
detected him and rushed at her prey. Guy was active, attacked her in
front and rear, as the allies did the forts of Bomarsund; very
considerably confused her by burying his battle-axe in her skull;
hung on by her tail as she attempted to fly; and finally gave her the
coup de grace by passing his rapier rapidly and repeatedly through
her especially vulnerable point behind the ear. In proof of the fact,
the scene of the conflict still bears the name of Dunsmore Heath,
and that is a wider basis of proof than many “facts” stand upon, to
which we are required by plodding teachers to give assent.
Besides, there is a rib of this very cow exhibited at Bristol. To be sure
it is not a rib now of a cow, but out of reverence to the antiquity of the
assertion which allegedly makes it so, I think we are bound to
believe what is thus advanced. Not that I do myself, but that is of no
consequence. I have a strong idea that the cow was not a cow, but a
countess (not a Countess Cowper), who made war in her own right,
lived a disreputable life, was as destructive to wealthy young lords as
a Lorette, and won whole estates by cheating at écarté. Guy took a
hand, and beat her.
Poor Master Guy, he was as hardly used as ever Jacob was, and
much he meditated thereupon in the fields at eventide. The stern earl
would by no means give his consent to the marriage of his daughter
with the young champion, until the latter had performed some
doughtier deeds than this. The boy (he was still in his teens) took
heart of grace, divided a crooked sixpence with Phillis, and
straightway sailed for Normandy, where he arrived, after meeting as
many thieves by the way as if he had walked about for a month in
the streets of Dover. But Master Guy killed all he met; there is a
foolish judicial, not to say social, prejudice against our doing the
same with the bandits of Dover. I can not conjecture why; perhaps
they have a privilege under some of the city companies, whereby
they are constituted the legal skinners of all sojourners among them,
carrying filthy lucre.
Guy met in Normandy with the last person he could have expected
to fall in with—no other than the Emperor of Almayne, a marvellously
ubiquitous person to be met with in legends, and frequently
encountered in the seaports of inland towns. The historians are here
a little at issue. One says that Master Guy having found a certain
Dorinda tied to the stake, and awaiting a champion who would stake
his own life for her rescue, inquired the “antecedents” of the position.
Dorinda, it appears, had been as rudely used as young lady possibly
could be, “by the Duke of Blois, his son,” and the duke was so
enraged at Dorinda’s charge against his favorite Otto, that he
condemned her to be burned alive, unless a champion appeared in
time to rescue her by defeating the aforesaid Otto in single combat.
Guy, of course, transacted the little business successfully; spoiled
Otto’s beauty by slashing his nose; and so enchanted Dorinda, that
she never accused her champion of doing aught displeasing to her.
Anxious as I am touching the veracity of this narrative, I have
recorded what biographers state, though not in their own words. But
I must add, that in some of the histories this episode about Dorinda
is altogether omitted, and we only hear of Master Guy appearing in
panoply at a tournament given by the Emperor of Allemagne, in
Normandy—which is much the same, gentle reader, as if I were, at
your cost, to give a concert and ball, with a supper from Farrance’s,
and all, not in my house, but in yours. Nevertheless, in Normandy
the tournament was held, and the paternal Emperor of Allemagne,
having then a daughter, Blanche, of whom he wished to get rid, he
set her up as the prize of the conquering knight in the tournament.
I think I hear you remark something as to the heathenness of the
custom. But it is a custom sacred to these times; and our neighbors
(for of course neither you nor I could condescend to such manners)
get up evening tournaments of whist, quadrilles, and a variety of
singing—of every variety but the good and intelligible, and at these
modern tournaments given for the express purpose which that
respectable old gentleman, the Emperor of Allemagne, had in view
when he opened his lists; the “girls” are the prizes of the carpet-
knights. So gentlemen, faites votre jeu, as the philosopher who
presided at Frescati’s used to say—faites votre jeu, Messieurs; and
go in and win. Perhaps if you read Cowper, you may be the better
armed against loss in such a conflict.
I need not say that Master Guy’s good sword, which gleamed like
lightning in the arena, and rained blows faster than ever Mr.
Blanchard rained them, in terrific Coburg combats, upon the
vulnerable crest of Mr. Bradley—won for him the peerless prize—to
say nothing of a dog and a falcon thrown in. Master Guy rather
ungallantly declined having the lady, though her father would have
given him carte blanche; he looked at her, muttered her name, and
then murmured, “Blanche, as thou art, yet art thou black-a-moor,
compared with my Phillis;”—and with this unchivalric avowal, for it
was a part of chivalry to say a thing and think another, he returned to
England, carrying with him the “Spaniel King’s Charls,” as French
authors write it, and the falcon, with a ring and a perch, like a huge
parroquet.
Master Guy entered Warwick in a “brougham,” as we now might say,
and sorely was he put to it with the uneasy bird. At every lurch of the
vehicle, out flapped the wings, elongated was the neck, and Master
Guy had to play at “dodge” with the falcon, who was intent upon
darting his terrific beak into the cavalier’s nose. At length, however,
the castle was safely reached; the presents were deposited at the
feet of Phillis the Fair, and Guy hoped, like the Peri, and also like that
gentle spirit to be disappointed, that the gates of paradise were
about to open. But not so, Phillis warmly praised his little regard for
that pert minx, Blanche, or Blanc d’Espagne, as she wickedly added;
and she patted the spaniel, and offered sugar to the falcon; and,
after the dinner to which Guy was invited, she intimated in whispers,
that they were both “too young as yet” (not that she believed so), and
that more deeds must be done by Guy, ere the lawyers would be
summoned by her papa to achieve some of their own.
The youthful Guy went forth “reluctant but resolved,” and he would
have sung as he went along,
“Elle a quinze ans, moi j’en ai seize,”

of Sedaine and Grétry, only neither poet nor composer, nor the opera
of Richard Cœur de Lion, had yet appeared to gladden heart and
ear. But the sentiment was there, and perhaps Sedaine knew of it
when he penned the words. However this may be, Master Guy,
though soft of heart, was not so of arm, for on this present cause of
errantry he enacted such deeds that their very enumeration makes
one breathless. His single sword cleared whole forests of hordes of
brigands, through whose sides his trenchant blade passed as easily
as the sabre, when held by Corporal Sutton, through a dead sheep.
Our hero was by no means particular as to what he did, provided he
was doing something; nor what cause he fought for, provided there
were a cause and a fight. Thus we find him aiding the Duke of
Louvain against his old friend the Emperor of Allemagne. He led the
Duke’s forces, slew thousands upon thousands of the enemy, and,
as though he had the luck of a modern Muscovite army, did not lose
more than “one man,” with slight damage to the helmet of a second.
Master Guy, not yet twenty, surpassed the man whom Mr. Thiers
calls “ce pur Anglais,” Mr. Pitt, for he became a prime minister ere he
had attained his majority. In that capacity he negotiated a peace for
the Duke with the Emperor. The two potentates were so satisfied
with the negotiator, that out of compliment they offered him the
command of their united fleet against the Pagan Soldan of
Byzantium. They did not at all expect that he would accept it; but
then they were not aware that Master Guy had much of the spirit
which Sidney Smith, in after-years, discerned in Lord John Russell—
and the enterprising Guy accepted the command of the entire fleet,
with quite an entire confidence.
He did therewith, if chroniclers are to be credited, more than we
might reasonably expect from Lord John Russell, were that
statesman to be in command of a Channel squadron. Having swept
the sea, he rather prematurely, if dates are to be respected, nearly
annihilated Mohammedanism—and he was as invincible and
victorious against every kind of Pagan. It was in the East that he
overthrew in single combat, the giants Colbron and his brother
Mongadora. He was resting after this contest, and leaning like the
well-breathed Hotspur, upon his sword, at the entrance to his tent,
when the Turkish governor Esdalante, approaching him, politely
begged that he might take his head, as he had promised the same to
an Osmanlee lady, who was in a condition of health which might be
imperilled by refusal. Master Guy as politely bade him take it if he
could, and therewith, they went at it “like French falconers,” and Guy
took off the head of his opponent instead of losing his own. This little
matter being settled, Guy challenged the infidel Soldan himself,
putting Christianity against Islamism, on the issue, and thus
professing to decide questions of faith as Galerius did when he left
Olympus and Calvary to depend upon a vote of the Roman senate.
Master Guy, being thrice armed by the justness of his quarrel,
subdued the infidel Soldan, but the latter, to show, as we are told, his
insuperable hatred for Christianity, took handfuls of his own blood,
and cast it in the face of his conqueror—and no doubt here, the
victor had in his mind the true story of Julian insulting “the Galilæan.”
We thus see how history is made to contribute to legend.
And now the appetite of the errant lover grew by what it fed upon. He
mixed himself up in every quarrel, and could not see a lion and a
dragon quietly settling their disputes in a wood, by dint of claws,
without striking in for the lion, slaying his foe, and receiving with
complacency the acknowledgments of the nobler beast.
He achieved something more useful when he met Lord Terry in a
wood, looking for his wife who had been carried off by a score of
ravishers. While the noble lord sat down on a mossy bank, like a
gentleman in a melodrama, Guy rescued his wife in his presence,
and slew all the ravishers, “in funeral order,” the youngest first. He
subsequently stood godfather to his friend Terry’s child, and as I am
fond of historical parallels, I may notice that Sir Walter Scott
performed the same office for a Terry, who if he was not a lord, often
represented them, to say nothing of monarchs and other characters.
Master Guy’s return to England was a little retarded by another
characteristic adventure. As he was passing through Louvain, he
found Duke Otto besieging his father in his own castle—“governor”
of the castle and the Duke. Now nothing shocked Master Guy so
much as filial ingratitude, and despite all that Otto could urge about
niggardly allowance, losses at play, debts of honor, and the
parsimony of the “governor,” our champion made common cause
with the “indignant parent,” and not only mortally wounded Otto, but,
before the latter died, Guy brought him to a “sense of his situation,”
and Otto died in a happy frame of mind, leaving all his debts to his
father. The legacy was by way of a “souvenir,” and certainly the
governor never forgot it. As for Guy, he killed the famous boar of
Louvain, before he departed for England, and as he drew his sword
from the animal’s flank, he remarked, there lies a greater boar, and
not a less beast than Otto himself. However, he took the head and
hams with him, for Phillis was fond of both; and as she was wont to
say, if there was anything that could seduce her, it was brawn!
When Master Guy stepped ashore at Harwich, where that
amphibious town now lies soaking, deputations from all quarters
were awaiting him, to ask his succor against some terrible dragon in
the north that was laying waste all the land, and laying hold of all the
waists which the men there wished to enclose. King Athelstan was
then at York hoping to terrify the indomitable beast by power of an
army, which in combat with the noxious creature made as long a tail,
in retreat, as the dragon itself.
Now whatever this nuisance was which so terribly plagued the good
folks in the North, whether a dragon with a tongue thirty feet long, or
anything else equally hard to imagine, it is matter of fact that our
Master Guy assuredly got the better of it. On his return he met an
ovation in York; Athelstan entertained him at a banquet, covered him
with honor, endowed him with a good round sum, and thus all the
newborn male children in the county became Guys. At least two
thirds of them received the popular name, and for many centuries it
remained in favor, until disgrace was brought upon it by the York
proctor’s son, whose effigy still glides through our streets on each
recurring 5th of November.
I will not pause on this matter. I will only add that the Earl of Warwick,
finding Guy a man whom the King delighted to honor, accepted him
for a son-in-law; and then, ever wise, and civil, and proper, he
discreetly died. The King made Guy Earl of Warwick, in his place,
and our hero being now a married man, he of course ceased to be
Master Guy.
And here I might end my legend, but that it has a moral in it Guy did
a foolish but a common thing, he launched out into extravagant
expenses, and, suddenly, he found himself sick, sad, and insolvent.
Whether, therewith, his wife was soured, creditors troublesome, and
bailiffs presuming, it is hard to say. One thing, however, is certain,
that to save himself from all three, Earl Guy did what nobles often do
now, in the same predicament, “went abroad.” Guy, however,
travelled in primitive style. He went on foot, and made his inn
o’nights in church-yards, where he colloquized with the skulls after
the fashion of Hamlet with the skull of “poor Yorick.” He had given
out that he was going to Jerusalem, but hearing that the Danes were
besieging Athelstan at Winchester, he went thither, and, in modest
disguise, routed them with his own unaided hand. Among his
opponents, he met with the giant Colbron whom he had previously
slain in Orient lands, and the two fought their battles o’er again, and
with such exactly similar results as to remind one of the peculiar
philosophy of Mr. Boatswain Cheeks.
This appearance of Colbron in two places is a fine illustration of the
“myth,” and I mention it expressly for the benefit of the next edition of
the Right Reverend Doctor Whateley’s “Historical Fallacies.” But to
resume.
Guy, imparting a confidential statement of his identity and intentions
to the King, left him, to take up his abode in a cave, in a cliff, near his
residence; and at the gates of his own castle he received, in the
guise of a mendicant, alms of money and bread, from the hands of
his wife. I strongly suspect that the foundation of this section of our
legend rests upon the probable fact that Phillis was of that quality
which is said to belong to gray mares; and that she led Guy a life
which made him a miserable Guy indeed; and that the poor
henpecked man took to bad company abroad, and met with small
allowance of everything but reproach at home And so he “died.”
A dramatic author of Charles I.’s reign, has, however, resuscitated
him in “A Tragical History of Guy, Earl of Warwick,” enacted several
times in presence of that monarch, and professedly written by a
certain “B. J.,” whom I do not at all suspect of being Ben Jonson.
The low comedy portion of this tragic drama is of the filthiest sort,
dealing in phrases and figures which I can hardly conceive would
now be tolerated in the lowest den of St. Giles’s, certainly not out of
it. If Charles heard this given more than once, as the titlepage
intimates, “more shame for him.” If his Queen was present, she
haply may not have understood the verba ad summam caveam
spectantia, and if a daughter could have been at the royal
entertainment, why then the very idea revolts one, and pity is almost
lost in indignation. That the author himself thought well of the piece,
which he printed in 1661, is proved by the defiant epigraph which
says:—
“Carpere vel noli nostra vel ede tua.”
I must not devote much space to a retrospective review of this piece,

particularly as the action begins after Guy has ceased to be “Master,”
and when, on his announcement of going to Jerusalem (perhaps to
the Jews to do a little business in bills), Phillis makes some matronly
remarks in a prospective sense, and a liberty of illustration which
would horrify a monthly nurse.
However, Guy goes forth and meets with a giant so huge, that his
squire Sparrow says it required four-and-twenty men to throw
mustard in his mouth when he dined. From such giants, Heaven
protects the errant Guy, and with a troop of fairies, wafts him to
Jerusalem. Here he finds Shamurath of Babylon assaulting the city,
but Guy heaps miracle on miracle of valor, and produces such
astounding results that Shamurath, who is a spectator of the deeds
and the doer; inquires, with a suspicion of Connaught in the accent
of the inquiry, “What divil or man is this?”
The infidel is more astonished than ever when Guy, after defeating
him, takes him into controversy, and laying hold of him as Dr.
Gumming does of Romanism, so buffets his belief that, the soldier,
fairly out of breath and argument, gives in, and declares himself a
Christian, on conviction.
During one-and-twenty years, Guy has a restless life through the five
acts of this edifying tragedy, and when he is seen again in England,
overcoming the Danes, he intimates to Athelstan that he has six
years more to pass in disguise, ere a vow, of which we have before
heard nothing, will be fulfilled. Athelstan receives all that is said, in
confidence; and promises affably, “upon my word,” not to betray the
secret. Guy is glad to hear that Phillis is “pretty well;” and then he
takes up his residence as I have before told, according to the legend.
He and an Angel occasionally have a little abstruse disquisition; but
the most telling scene is doubtless where the bread is distributed to
the beggars, by Phillis. Guy is here disguised as a palmer, and Phillis
inquires if he knew the great Earl, to which Guy answers, with a wink
of the eye, that he and the Earl had often drank at the same crystal
spring. But Phillis is too dull, or too melancholy to trace her way
through so sorry a joke.
And now, just as the hour of completion of the vowed time of his
disguise, Guy takes to dying, and in that state he is found by
Rainhorn, the son who knows him not. He sends a token by the
young fellow to Phillis, who begins to suspect that the palmer who
used to be so particular in asking for “brown bread” at her gate, must
be the “Master Guy” of the days of sunny youth, short kirtles, and
long love-making. Mother and son haste to the spot, but the vital
spark has fled. Phillis exclaims, with much composed thought, not
unnatural in a woman whose husband has been seven-and-twenty
years away from home, and whose memory is good: “If it be he, he
has a mould-wart underneath his ear” to which the son as
composedly remarks, “View him, good mother, satisfy your mind.”
Thereupon the proper identification of the “party” is established; and
the widow is preparing to administer, without will annexed, when
Rainhorn bids her banish sorrow, as the King is coming. The son
evidently thinks the honor of a living king should drown sorrow for a
deceased parent; just as a Roman family that can boast of a Pope in
it, does not put on mourning even when that Pope dies; the having
had him, being considered a joy that no grief should diminish.
Athelstan is evidently a King of Cockayne, for he affably expresses
surprise at the old traveller’s death, seeing, says his Majesty, that “I
had appointed for to meet Sir Guy” to which the son, who has now
succeeded to the estate, replies, in the spirit of an heir who has been
waiting long for an inheritance:—“that the death has happened, and
can not now be helped.”
But the most remarkable matter in this tragedy is that uttered by
Time, who plays prologue, epilogue, and interlude between the acts.
Whatever Charles may have thought of the piece, he was doubtless
well-pleased with Time, who addresses the audience in verse, giving
a political turn to the lesson on the stage. I dare say the following
lines were loudly applauded, if not by the king, by the gallants,
courtiers, and cavaliers generally:—
“In Holy Land abroad Guy’s spirits roam,

And not in deans and chapters’ lands at home.
His sacred fury menaceth that nation,
Which held Judea under sequestration.
He doth not strike at surplices and tippets,
To bring an olio in of sects and sippets;
But deals his warlike and death-doing blows
Against his Saviour’s and his sov’reign’s foes.”
How the Royalist throats must have roared applause, and

warrantably too, at these genial lines; and how must the churchmen
in the pit have stamped with delight when Time subsequently
assured them that Guy took all his Babylonian prisoners to
Jerusalem, and had them probably christened by episcopally-
ordained ministers! If the house did not ring with the cheers of the
Church-and-King audience there, why they were unworthy of the
instruction filtered through legend and tragedy.
Such is the story of “Master Guy;” a story whose incidents have
doubtless meaning in them, but which were never turned to more
practical purpose than when they were employed to support a
tottering altar and a fallen throne. Reader, let us drink to the immortal
memory of Master Guy; and having seen what sort of man he was
whom the king delighted to honor, let us see what honors were
instituted by kings for other deserving men.
GARTERIANA.
“Honor! Your own worth before
Hath been sufficient preparation.”— The Maid’s Revenge.
A brief sketch of the history of the foundation of the Order of the

Garter will be found in another page. Confining myself here to
anecdotical detail, I will commence by observing, that in former
times, no Knight could be absent from two consecutive feasts of the
order, without being fined in a jewel, which he was to offer at St.
George’s altar. The fine was to be doubled every year, until he had
made atonement. Further, every knight was bound to wear the
Garter in public, wherever he might be, on pain of a mulct of half a
mark. Equally obligatory was it on the knight, in whatever part of the
world he was residing, or however he was engaged, to wear the
sanguine mantle of the order from the eve of St. George till vesper-
time on the morrow of the festival. Some of the chevaliers who were
in distant lands must have caused as much surprise by their
costume, as a Blue-coat boy does, wandering in his strangely-
colored garb, in the streets of Paris. I need not allude to the absurd
consequence which would attend the enforcing of this arrangement
in our own days. Hunting is generally over before the eve of St.
George’s day, and therefore a robed Knight of the Garter could never
be seen taking a double fence, ditch and rail, at the tail of the
“Melton Mowbray.” But even the sight of half a dozen of them riding
down Parliament street at the period in question, would hardly be a
stranger spectacle. A slight money offering of a penny exempted any
rather loose-principled knight from attending divine service at St.
George’s Chapel when he was in or near Windsor. When a knight
died, all his surviving comrades were put to the expense of causing a
certain number of masses to be said for his soul. The sovereign-lord
of the order had one thousand masses chanted in furtherance of his
rescue from purgatory. There was a graduated scale through the
various ranks till the knight-bachelor was come to. For him, only one
hundred masses were put up. This proves either that the knight’s
soul was not so difficult of deliverance from what Prince Gorschakoff
would call the “feu d’enfer,” or that the King’s was so heavily pressed
to the lowest depths of purgatory by its crimes, that it required a
decupled effort before it could be rescued.
“Companionship,” it may be observed, profited a knight in some
degree if, being knave as well as knight, he fell under the usual
sentence of being “drawn, hanged, and beheaded.” In such case, a
Knight of the Garter only suffered decapitation, as Sir Simon Burley
in 1388. The amount of favor shown to the offending knight did not
admit of his being conscious of much gratitude to him at whose
hands it was received. It may be mentioned, that it did not always
follow that a nobleman elected to be knight willingly accepted the
proffered Garter. The first who refused it, after due election, in 1424,
was the Duke of Burgundy. He declined it with as much scorn as
Uhland did the star of merit offered to the poet by the present King of
Bavaria.
In treating of stage knights, I shall be found to have placed at their
head Sir John Falstaff. The original of that character according to
some namely, Sir John Fastolf, claims some notice here, as a Knight
of the Garter who was no more the coward which he was said to be,
than Falstaff is the bloated buffoon which some commentators take
him for. Sir John Fastolf was elected Knight of the Garter in 1426.
Monstrelet says he was removed from the order for running away,
without striking a blow, at the battle of Patay. Shakespeare’s popular
Sir John has nothing in common with this other Sir John, but we
have Falstolf himself in Henry VI. act iv. sc. 1, with Talbot, alluding to
his vow, that
“When I did meet thee next,

To tear the Garter from thy craven’s leg,
The which I have done, because unworthily
Thou wast installed in that high degree.”
This sort of suspension or personal deprivation was never allowed

by the rules of the order, which enjoined the forms for degrading a
knight who was proved to have acted cowardly. The battle of Patay

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Golosa A Basic Course in Russian

Book One 6th Edition Robin

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Lughatuna al-Fusha: A New Course in Modern Standard

Richard M. Robin, Professor of Slavic Linguistics and International Affairs is the

Karen Evans-Romaine, Professor of Russian, is co-director of the Russian

Galina Shatalina, Professor of Russian, is the Russian course coordinator for

Sixth edition published 2023

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2023 Richard M. Robin, Karen Evans-Romaine, Galina Shatalina

First edition published by Prentice Hall 1994

British Library Cataloguing-in-Publication Data

Library of Congress Cataloging-in-Publication Data

ISBN: 9780367612818 (hbk)

Companion Website: www.routledge.com/cw/golosa

Appendix A: Spelling Rules 487

What’s New to This Edition

1. Redistributed topics. The Sixth Edition redistrubutes aspects of some of the

2. Activities based on the non-instructional Internet. The Russian-language

Голоса Book One  Introduction vii

5. “Can-I-say-it” activities. Students often find themselves miscommuni-

6. Instant reading activities. Like most language textbooks today, ГОЛОСА

viii Голоса Book One  Introduction

Students successfully completing Books 1 and 2 of Голоса will be able to

 Listening. Understand simple conversations about daily routine, home,

 Speaking. Use complete sentences to express immediate needs and

 Reading. Read signs and public notices. Understand common written

 Writing. Write short notes to Russian acquaintances, including invitations,

Голоса Book One  Introduction ix

 Communication. Голоса emphasizes the use of Russian for “real-life”

 Cultures. Students will understand the essentials of “small-c” culture

 Connections. Students will learn, through readings, audio and video

 Comparisons. Through an examination of basic aspects of Russian language

x Голоса Book One  Introduction

 Focused attention to skills development. Each language skill (listening,

 Modularity. Голоса incorporates the best aspects of a variety of methods as

 Authenticity and cultural relevance. Each unit contains authentic materials

 Spiraling approach. Students are exposed repeatedly to similar functions

 Learner-centered approach. Each unit places students in communicative

 Comprehensive coverage of beginning grammar. Communicative goals do

Голоса Book One  Introduction xi

 Phonetics and intonation. Pronunciation is fully integrated and practiced

Textbook and Student Activities Manual Structure

Разговоры для слушания. Students listen to semiauthentic conversations

xii Голоса Book One  Introduction

Вопросы к диалогам. Straightforward questions in Russian, focused on the

Голоса Book One  Introduction xiii

Устные упражнения. In Oral Drills, students practice active structures and

Числительные. Students become familiar with numbers in context and at

xiv Голоса Book One  Introduction

Instructor’s Resource Manual (IRM)

Голоса Book One  Introduction xv