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A Student’s Companion toA Student’s Companion toA Student’s Companion to Arms and the ManArms and the ManArms and the Man

by Robert W. Watsonby Robert W. Watsonby Robert W. Watson

$9.95 IN USA

Arms and the Man / 1

Introduction to Arms and the Man

A S IS the case with many of George Bernard Shaw’s plays, Arms and the Man is a delightful comedy. The plot is rather straightforward, but does offer some unique surprises. The

setting is during the Balkan wars of the 1880s. Like the area that surrounds modern-day Israel, the Balkans have always suffered from a constant history of unrest and conflict. The reasons for this conflict will be explained later. Arms and the Man is a satire that exposes the romantic ideals that center on war, which are personified in Bluntschli, a Swiss mercenary, and Sergius, a Bulgarian officer. Raina Petkoff holds to an unrealistic view of war at first and must eventually decide between her fiancé, Sergius, and Bluntschli, who hides in her bedroom when he flees from the front lines with the rest of the defeated Serbian army.

The title of the play comes from Vergil’s invocation in the Aeneid: “I sing of arms and of a man: his fate had made him fugitive.” The motifs of reality verses appearance and romance verses practicality are used effectively in this play. On the other hand, unlike the great Roman epic, Aeneid, one can argue that the theme for Arms and the Man is anti-war. If Arms and the Man is a satire, then the satire must have the audience laugh at something that is ridiculous. It is doubtful that Shaw would merely have the audience reject the “dress-parade” vision of war, only to have it adopt the maxim expressed by Confederate General Nathan Bedford Forrest that “War means fightin’, and fightin’ means killin’.” As Forrest points out, war is no laughing business. While Forrest is realistic about war, Shaw goes a bit further by suggesting that most wars are caused by an unwanted intervention of alien people and nations into the affairs of others. Local squabbles should be handled by the folks that are directly affected. However, super powers have never been able to resist the temptation of creating misery for common people.

Being part of the modernist movement, Shaw seems to contradict himself. While he would support the notion that a people ought to enjoy a self-determination on a national level, Shaw thinks that a micro-managing of a country’s economy and social life is perfectly acceptable. Of course, the balance between the two positions would seem to be a point when one crosses the line from being a paternal advisor to an obnoxious busybody. The weakness of modernism was its being based on evolution where government, society, religion, and even art developed as the result of an impersonal determinism. The modernists like Shaw believed that there was something wrong with the world, and the answer to that problem was socialism. The paternal advisor was part of this evolutionary scheme. The self-appointed elite believed that it naturally has superior knowledge as to what is best for everyone else, a belief that is, of course, pure foolishness.

The war discussed in Arms and the Man is not concerned about self-defense, but rather with empire building. The former kind of conflict is honorable; the latter is dishonorable, and will lead to unpleasant consequences for a country, whose industrial, military, and political leaders are desirous to keep the citizens in a constant state of war. Such leaders are dangerous for a people who wish to have peace and safety for themselves and their children. The modern State has caused more death and misery in the past 150 years than in any other time in history. Arms and the Man allows us a brief moment to sit back and to ask ourselves, “Why should it be so?” ROBERT W. WATSON

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The Balkan Peninsula in 1878

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Arms and the Man Lesson One

1.1 Vocabulary

prosaic adj. quintessential adj. epigram n. cognate adj. repertory n. 1.2 Vocabulary Exercise

1. Karen got a “A” in the course, but her grade was the _______________ norm, because the students in this particular class were very bright.

2. After drinking a couple of cups of coffee together, the two strangers discovered that they were ____________________, because they had the same great grandfather.

3. After hearing Dr. Chasten’s very interesting and delightful lecture about Martha Washington, the audience was disappointed with the next speaker, who offered a very ______________ talk about the habits of the common house fly.

4. We were surprised to learn that our long lost cousin was a member of a _____________, a stage company that specialized in producing works by Shaw.

5. One ______________ that comes from the poetry of Alexander Pope is, “To err is human, to forgive divine.”

1.3 Reading Assignment: Arms and the Man, Preface 1.4 Recall Questions

1. What was the purpose of Shaw’s visiting Florence, Italy, in 1894?

2. To which political party does George Bernard Shaw belong?

3. What one element does Shaw consider essential to drama?

4. According to Shaw, what causes an author and manager to succeed and what causes them to fail?

5. To what other institutions does Shaw compare the theater?

6. Why does Shaw think that the actors in his play will have trouble sympathizing with him?

7. What does Shaw believe is a good alternative to the conventional, romantic view of life?

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1.5 Critical Thinking:

From reading the preface, what do you think are Shaw’s religious, political, and social views? What statements does he make that reveal his beliefs?

Socialism has been repudiated in Europe and in the Union of Soviet Socialists Republics. However, even in the United States today, there has always been supporters for the system. Why is there an attraction for the socialist model of governing society?

Is Shaw correct when he states that “There is only one religion, though there are a hundred versions of it”? Why or why not?

1.6 Bonus Thoughts

Fabian Socialism: A group of upper-middle class intellectuals emerged in 1884 as the British counterpart of the German Marxian revisionists. This group was to be known as the “Fabian Society” and became known through Sidney Webb’s Facts for Socialists (1884) and then through the famous Fabian Essays in Socialism (1889).

The Fabians were named after Fabius, the famous Roman general which opposed Hannibal. Like Fabius, the Fabians waited patiently until they could “strike hard.” Of course, when to strike is the recurring issue. Rejecting the revolutionary tactics of most Marxists, the middle-class Fabians chose to be more directly involved in politics and to make practical gains through conventional means such as labor unions and cooperative movements.

It has been said that the Fabians “combined an ounce of theory with a ton of practice.” The practice in this case was to influence public opinion towards socialism. The influence of public opinion was to be accomplished, not through mass organization, but rather by the selective education of a powerful “few” who would lead the reforms in government. Part of the educating of this elite few was accomplished through the London School of Economics, founded in 1895 by Sidney and Beatrice Webb.

Through the Fabian Essays and the support of literary figures such as George Bernard Shaw and H.G. Wells, the Fabians were indeed influential among British intellectuals and governmental officials. However, a serious split in the Fabian organization began when the Webbs and Shaw decided to side with British imperial expansion by supporting the Boer War in South Africa and other colonial adventures. According to the Fabians’ thinking, an extended British Empire would be a more efficient conduit for reform than trying to reform several smaller countries. Not only is the notion extremely paternalistic, such a claim is erroneous, because government is not supposed to be efficient or to be involved in the economy. Efficiency is better achieved through decentralization, rather than through centralization. For an example, as a part of the social sphere, home education, which is decentralized, has proven to produce better education at less the cost, in contrast to the centralized governmental system.

By the 1930s, the Fabians stopped being an economical and political influence. The Webbs admired the Soviet Russia, an admiration that was not shared by many in their group. Also, the British Labour Party supported by union activism made the Fabians unnecessary, and the activists did not trust the Webbs due to their paternalistic nationalism. But, perhaps the most important reason for the Fabians’ decline was they were eclipsed by John Maynard Keynes, whose economic theories were adopted by all centralized states. Nevertheless, one could argue that since many of the reforms that they advocated were actually implemented during and after the Great Depression, the Fabians’ mission was complete in that Britain

Arms and the Man / 5

had become a centralized welfare state, based on the socialist model. Today, the major political parties in the United States have adopted the socialists’ agenda, and thus, there is no true opposition party in the U.S. politics.

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Arms and the Man Lesson Two

2.1 Vocabulary

fusillade n. intimidate v. petulant adj. dandify v. projectile n. 2.2 Vocabulary Exercise

1. The wad of paper became a powerful _______________________ as it was hurled through the air by John’s strong arm.

2. When the prankster set off the firecrackers in the street, the sound seemed to be the same as a _____________________ of several hundred muskets.

3. Mrs. Frankenstein had difficulty finding a babysitter for her child; Boris was a _______________ little monster who constantly whined and complained.

4. Jack refused to allow the research project to __________________ him; he approached the task one step at a time.

5. Ever since he returned from his visit with his Uncle who lives in London, Cordell has become _______________ both in his manners and dress, acting the fop.

2.3 Reading Assignment: Arms and the Man, Act I 2.4 Recall Questions

1. What news does Raina's mother bring?

2. What two nation are fighting against the Russians and Bulgarians?

3. Why does Raina feel ashamed of herself?

4. What does the Serbian soldier do to make sure Raina will not call for help?

5. How does Raina help the enemy soldier?

6. Even though he was Swiss, what was the reason given by the mercenary for joining the forces of Serbia?

7. What does the soldier admit he keeps in his pockets instead of ammunition?

8. According to the soldier, what are the only two kinds of soldiers?

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9. What is the real reason the Bulgarians were able to win the battle?

10. What does Raina tell the soldier not to do while she is gone to get her mother?

2.5 Critical Thinking:

Explain how Raina reveals her pretentious aristocratic ideals during her encounter with the Serbian soldier.

Discuss how war fails to be a science, that is, an activity of precision and predictability. 2.6 Bonus Thoughts

The Eastern Question: During the decades before the twentieth century, no part of Europe had the problems of nationality and political unrest than those in the Balkan peninsula. Even today, the Balkan region continues to be in turmoil. This wedge-shaped area between Europe and the Middle East is slightly larger than the State of Texas. Within this region at the beginning of the twentieth century there lived approximately sixty million people, divided among themselves by six different religious faiths, by at least a dozen nationalities, and owing a restless and turbulent political allegiance to six states: Greece, Serbia, Montenegro, Romania, Bulgaria, and Turkey. In addition, around the periphery of the peninsula, there were numerous groups under the control of outside powers like Russia and Austria-Hungary. Unfortunately for the normal development of the Balkan peoples, their self-determination was constantly interfered with by the major European powers.

Geographically, the Balkan peninsula is the connecting link between Asia and Europe, the bridge over which for hundreds of years the movements of invasion and commerce have passed. Yet the whole region is a wild tangle of mountains, running at all different angles from each other. Indeed, the word Balkans means “mountains.” These mountains divide the peninsula into pockets, enclaves, and other small areas. This fact of geography alone is enough to account for the modern heterogeneity of the Balkan population. Invaders and immigrants throughout the centuries have left behind in remote valleys some of their peoples.

At the beginning of the nineteenth century, the entire peninsula rendered a lukewarm obedience to the Ottoman Empire, the overlord of the area, but which was also called “the sick man of Europe.” However, by 1830, Montenegro, Greece, and Serbia became independent, followed by Romania in 1858. The European powers watched closely these four nationalist movements at the expense of Turkey and would not have been achieved at all without the connivance and interference of the European powers. As the Balkan peoples entered the closing years of the nineteenth century, and as Turkish power and prestige declined still further, this type of interference became ever more characteristic of European politics. Caught in the web of international rivalries, the inherently baffling problems of the Balkan peoples themselves became well-nigh unsolvable. The peninsula was called the “European powder keg.” The interference of other nations in the affairs of other peoples is never a good idea. In this case, the Balkan states were only the keg; it was the great powers that furnished the powder. This explosive situation still exists today.

A good example of this incendiary nature of Balkan politics happened during the 1870s. The chief opponents who stared at each other across the Balkan mountains were Russia and Great Britain. At that time Turkish power still extended in a broad belt across the peninsula,

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north of Greece, and south of Romania, Montenegro, and Serbia. This region torn by bitter racial conflicts, was called Macedonia. It was the troubled homeland of Bulgarians and Albanians, and also of large populations of the four autonomous or independent Balkan states. A rebellion broke out in Macedonia in the summer of 1875, chiefly in the Bulgarian areas. The Turks sought to suppress the insurrection by brutal methods, which were widely reported throughout Europe. Aroused by these events, Russia declared war upon Turkey in 1877, alleging as its aims the creation of an independent Bulgaria and the enlarging of the other Balkan states. The lesser Balkan powers joined their neighbor to the North. Turkish armies were soundly defeated, and Turkey was forced to grant all of the Russian demands at the peace talks in San Stefano in 1878. Bulgaria, representing a national group scarcely known in western Europe three years before, emerged as a new autonomous state, while Romania, Greece, Serbia, and Montenegro had to be content with minor enlargements. Turkey was left with only small pieces of Macedonia.

However, Great Britain refused to endorse this settlement. The British were convinced that Bulgaria would be only a puppet to Russia. This being the case, Russia would then have access through the Black Sea and the Straits to the Mediterranean Sea. This access to the Mediterranean concerned Great Britain, because a Russian presence apparently would have been a threat to the British route to India, recently made possible by the completion of the Suez Canal. Therefore British statesmen insisted that the terms of San Stefano be revised. Austria, France, and Germany for whatever reasons agreed with the British demand, and in the summer of 1878, the Congress of Berlin chipped away the results of the war. Bulgaria was reduced in size, the southern part being wholly detached from her control. Most of the gains of the other Balkan states were canceled. Macedonia was largely restored to Turkey. Then, having rebuffed all the Balkan peoples as well as Russia, the western powers gathered to themselves certain rewards: Great Britain assumed authority over the Turkish island of Cyprus; Austria-Hungary took over the administration of two Turkish provinces greatly coveted by Serbia: Bosnia and Herzegovina; and France was encouraged to seize portions of the Turkish Empire in north Africa.

It was but a short-lived settlement. Within a generation every major and minor power concluded that the spoils under of the Congress of Berlin were not enough and therefore sought new ways to satisfy its Balkan appetites. The inevitable tragedy of this posturing and building of alliances came to fruition as World War I began in the Balkans.

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Arms and the Man Lesson Three

3.1 Vocabulary

minaret n. imperturbability n. jejune adj. akimbo adj. salver n. 3.2 Vocabulary Exercise

1. Even though the speaker had the reputation of being a great orator, we were disappointed after listening to his ____________________ words with trite phrases and clichés.

2. Sarah thought that her brother would become angry after she called him “a pig-headed, silly fool.” However, Mike remained calmed, showing the _________ of his nature and character.

3. During my visit to Istanbul, I finally saw the familiar ______________ that were so visible in the photographs that I have seen of the city.

4. Poor Dad! Just as the waitress approached our table with our food, she stumbled, causing the food on the ______________ to fall and to cover Dad with our meal.

5. Jeff knew he was in trouble; the only time his mother stood at the door and had arms ______________, hands on her hips, was when he was in trouble.

3.3 Reading Assignment: Arms and the Man, Act II 3.4 Recall Questions

1. What are Louka and Nicola arguing about?

2. Why was Catherine at first angry with Major Petkoff?

3. Who arrives as the Major and Catherine talk?

4. Why is Sergius resigning from the army?

5. About whom do Sergius and Major Petkoff tell interesting stories from the war?

6. What does Sergius do after Raina leaves the garden?

7. What does Louka tell Sergius about Raina?

8. Who arrives after Sergius and Major Petkoff go into the library?

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9. What is his reason for coming?

10. Why does the Major say he needs Bluntschli to stay?

3.5 Critical Thinking:

Explain how Raina’s falling in love with Bluntschli is a violation of her aristocratic ideals.

The servants are not very fond of their employers. Are they justified in their feelings? Why or why not?

What are the Biblical guidelines regarding the relationship between masters and servants? How are those guidelines violated in this play?

How does Shaw attack the romantic notion of warfare and nationalism? 3.6 Bonus Thoughts

Nationalism: Nationalism is often confused with an allegiance to a State, which is merely an external, man-made contrivance that forces different regions and nations together in an unnatural union. The United States of America is a prime example of a State that maintains a union by coercion, and not by any nationalistic feelings between North and South, East and West, Christian and non-Christian. The all-powerful, centralized state, a product of flawed human reason, is relatively new in history, getting its start during the Renaissance. A welfare State like the United States of America is not at all a nation. Not only is a State not necessarily a nation, a nation is not solely the product of race, religion, language, and geography, even though these elements may contribute towards nationhood. A nation is a unity of a people. There are two things that are indispensable to creating a national unity—first, a rich inheritance of memories, and second, the longing to preserve those memories. When a people receives a store of past memories that has been passed down to it, this people creates a spiritual unity that has been brought into existence by complex historical events, by common traditions, and a similar imagination. A nation, like an individual, is the product of experience, of achievement, and of failure with common triumphs to rejoice in; with common sacrifices to remember. But most important, it is the common sorrows that are especially the basis of nationhood. Grief and sacrifices are a more potent element in the creation of a nation than are the common joys.

When a people begins to look back upon a beloved hero, upon those who have been brave and true, upon a William Wallace, a George Washington, or a Stonewall Jackson, when a people begins to look back upon a common foe, upon the English, upon the British, or upon the Yankees, then it is this people that becomes conscious of a unity that no other force could ever have produced. Men are not bound together or kept apart by external and incidental things. They are not united or disunited by racial, or linguistic, or religious, or geographical conditions. Ireland has been united to England for centuries by linguistic ties. She has largely lost her own language. Yet she cherishes memories that keep alive the sense of the Irish nation. For a long time Poland had been dismembered; Russia had taken one part, Austria a second, and Germany a third. Yet the Poles kept in their hearts the memories of the past, and so the Polish nation lives today. It is the influence of common experience, penetrated by poetry, by music, and by passion, that is fundamental in the creation of a nation. Like an individual, a nation is the result of a long past of triumph and of sacrifice, of devotion and of defeat. Service and sacrifice in the cause of a beloved ideal seal the soul to

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the object of its devotion. To toil and to suffer for the common welfare and for the birth of common hopes, to win eternal life through losing it, is the sure road to that high unity of a people that we call a nation. And there is nothing in all the world to confirm a nation’s faith when that faith has been abused, humiliated, and defeated at the hands of a hateful enemy.

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Arms and the Man Lesson Four

4.1 Vocabulary

divan n. hookah n. officious adj. phlegmatical adj. calumny n. 4.2 Vocabulary Exercise

1. Sharon nearly fell off the __________________, because she dropped down and leaned back in one motion, forgetting that it did not have a back to it.

2. The senator knew that the __________________ courtesy shown by the petitioners was the overt signal that they wanted a favor from him.

3. Displayed in the middle of the Johnson’s living room was a ____________, a souvenir from their travels through the Middle East. Mr. Johnson said that the smoking urn is also called a “hubble-bubble.”

4. When he stated that only the mayor slept during council meetings, the irresponsible journalist wrote a terrible______________ against the mayor of our town,.

5. The fiery preacher in the pulpit did not seem like the same _____________ man, whom I heard at a civil meeting while presenting his proposal in a very calm and tranquil manner.

4.3 Reading Assignment: Arms and the Man, Act III 4.4 Recall Questions

1. What is Bluntschli doing for Major Petkoff and Sergius after lunch?

2. On what does the Major bet with Catherine?

3. What does Raina admit to Bluntschli when they are alone?

4. What do Raina and Bluntschli realize is in the Major’s coat?

5. What had Bluntschli done with the coat to make sure it would not be stolen?

6. What news comes to Bluntschli in the stack of telegrams?

7. What invitation does Sergius give Bluntschli?

8. What weapons does Bluntschli choose?

Arms and the Man / 13

9. Who is caught listening at the door as Sergius, Raina, and Bluntschli argue?

10. What have Nicola and Louka been pretending for Louka's protection?

11. Why is Raina not impressed with all of Bluntschli's possessions?

4.5 Critical Thinking:

Compare and contrast Bluntschli with Sergius. Who is the better man? Why?

Explain how Bluntschli represents the norm in the play, that is, he is the standard by which all other characters are measured.

While the play is humorous, explain how Shaw reveals the horror of war. 4.6 Bonus Thoughts

The Military and the Centralized State: During the War for American Independence, General George Washington had difficulty retaining soldiers due to the short enlistment period of three months. Nevertheless, Washington shared the Congress’s concern about a standing army, which represented the greatest threat to the liberty of a free people. Historically, the standing army was used by the monarchs and emperors of the world to suppress citizens and to wage unnecessary wars of conquest. Indeed, today’s modern American army is unconstitutional. After their recognition as independent and sovereign entities, the several states put in the U.S. Constitution a provision that prohibited a standing army, which of course is ignored today, like so many provisions in the Constitution since 1861. Under Article I, section 8, Congress was given the power “To provide and maintain a Navy,” but only “To raise and support Armies, but no Appropriation of Money to that Use shall be for a longer Term than two Years.” In other words, while a navy was necessary to protect the coasts of the states, an army was necessary only in the case of a military emergency. The first line of defense was the navy, to be followed by the state militias of citizen soldiers, not an army of professional soldiers. The lessons Great Britain learned when it was the world’s policeman was that the butting into other people’s business will create hatred for the busybody and that constant conflict will eventually bankrupt the economy. The United States of America has been the world’s policeman since World War II and unfortunately the industrialists and politicians have not learned a single lesson from the British experience. The existence of a standing army in the United States only shows how Americans have become careless about their freedom that was purchased at a fearful price by George Washington and his small band of citizen soldiers.

In Arms and the Man, Bluntschli represents the busybody on an individual level, while the Russians represent interventionists on a national one. Neither Bluntschli nor the Russians had any business becoming entangled in the affairs of others, an outcome that would not have concerned them at all.

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Glossary for Arms and the Man akimbo (…-k¹m“b½) adj. Placed in such a way as to have the hands on the hips and the elbows

bowed outward; being in a bent, bowed, or arched position calumny (k²l“…m-n¶) n. A false statement maliciously made to injure another's reputation; the

utterance of maliciously false statements; slander cognate (k¼g“n³t”) adj. Related by blood; having a common ancestor dandify (d²n“d…-fº”) v. To act like a dandy, which is a man who affects extreme elegance in

clothes and manners; to be foppish divan (d¹-v²n“) n. A long backless sofa, especially one set with pillows against a wall epigram (μp“¹-gr²m”) n. A short, witty poem expressing a single thought or observation; a

concise, clever, often paradoxical statement fusillade (fy›“s…-läd”) n. A discharge from a number of firearms, fired simultaneously or in

rapid succession imperturbability (¹m”p…r-tûr“b…-b¹l“¹-t¶) n. Unshakable calm and collected disposition intimidate (¹n-t¹m“¹-d³t”) v. To make timid; fill with fear; to coerce by threats hookah (h‹k“…) n. Also called hubble-bubble; an Eastern smoking pipe designed with a long

tube passing through an urn of water that cools the smoke as it is drawn through jejune (j…-j›n“) adj. Not interesting; dull; lacking maturity; childish minaret (m¹n”…-rμt“) n. A tall, slender tower on a mosque, having one or more projecting

balconies from which the people are summoned to prayer officious (…-f¹sh“…s) adj. Marked by excessive eagerness in offering unwanted services or

advice to others petulant (pμch“…-l…nt) adj. Unreasonably irritable or ill-tempered; peevish; contemptuous in

speech or behavior phlegmatical (flμg-m²t“¹-k…l) adj. Having a calm, sluggish temperament; unemotional projectile (pr…-jμk“t…l) n. A fired or thrown object, such as a bullet, having no capacity for self-

propulsion prosaic (pr½-z³“¹k) adj. Matter-of-fact; straightforward; lacking in imagination and spirit quintessential (kw¹n”t…-sμn“sh…l) adj. Having the nature of being the most typical repertory (rμp“…r-tôr”¶) n. A theater in which a resident company presents works from a

specified repertoire, usually in alternation salver (s²l“v…r) n. A tray for serving food or drinks

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Arms and the Man Vocabulary Quiz

1. ______ When she first hears of her fiancé’s bravery in battle, Raina reproaches herself for

her typical and ___________ doubts.

(A) officious (B) cognate (C) akimbo (D) quintessential (E) prosaic

2. ______ While in bed, Raina hears a __________ of firearms outside her window as a

soldier sneaks into her room.

(A) epigram (B) fusillade (C) minaret (D) salver (E) divan

3. ______ The seasoned mercenary mercilessly makes fun of the unprofessional and

__________ younger soldiers, who childishly saw war as a game.

(A) jejune (B) officious (C) cognate (D) quintessential (E) phlegmatical

4. ______ Unlike the romantic and emotional Raina, the chocolate cream soldier is calm and

________, showing a very calm disposition.

(A) jejune (B) cognate (C) phlegmatical (D) quintessential (E) officious

5. ______ The chocolate cream soldier refers to the older soldiers as used-up ___________

lacking propulsion and movement who hide behind the younger soldiers.

(A) minarets (B) epigrams (C) salvers (D) projectiles (E) hookahs

CONTINUE TO NEXT PAGE

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6. ______

Although he wants to keep up his position in A B society, Major Petkoff has no desire to adopt C such modern customs as ringing a bell for the servants or to bathe daily. No error. D E 7. ______

In his efforts to impress the Russian army, A B Major Petkoff is careful to let them know that C D he has a library. No error. E 8. ______

Although Sergius appears to be deeply in love with Raina, his flirtation with Louka indicates A B that he is actually bored of his relationship C with Raina. No error. D E

9. ______

Returning to the garden after getting her hat, A Louka quickly ends her conversation with B C Sergius and goes into the house. No error. D E

10. ______

The comments Raina makes to her mother A about Sergius are further indication that the B C couple are not in love. No error. D E

11. ______ Catherine is surprised when Louka enters carrying a salver on which is a card that reads “Captain Bluntschli.”

A “salver” is

(A) a sofa (B) a theater (C) a slander (D) a pipe (E) a tray

12. ______ Although Raina completely

loses her presence of mind when she sees the “chocolate cream soldier,” Catherine is able to keep her imperturbability.

The word “imperturbability” most nearly means

(A) calmness (B) anger (C) a witty statement (D) laugher (E) excitability

13. ______ While Major Petkoff, Sergius,

and Bluntschi work in the library, Raina daydreams on the divan.

A “divan” is a

(A) floor (B) bacony (C) sofa (D) window seat (E) swing

CONTINUE TO NEXT PAGE

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The play Arms and the Man contains various examples of the hypocrisy of human nature. Particularly in the love relationships in the story. 14 By the end of the play, both Sergius and Raina realize that they have been lying to others and to theirselves about their love. 15 The reproofs from Louka and Bluntschli help them see their 16 shallowness. Instead of pursuing the woman who he truly loves, 17 Sergius proposes to the woman who’s family is as rich and prominent 18 as his own. Similarly, Raina continues to pretend to be in love with Sergius after she falls in love with Bluntschli. Bluntschli returns the feelings of Raina he thinks she is only seventeen years old and does not voice his feelings until he learns she is actually twenty-three. 19 Each character in Arms and the Man must overcome their own 20 hypocrisy and misconceptions before finding true happiness. END

A. NO CHANGE B. fused sentence C. fragment D. dangling modifier A. NO CHANGE B. theirself C. themselves D. themself A. NO CHANGE B. Raina and Sergius C. they D. their A. NO CHANGE B. whose C. who’s D. whom A. NO CHANGE B. who C. whose D. whom A. NO CHANGE B. run-on sentence C. fragment D. dangling modifier A. NO CHANGE B. they’re C. her D. his

14.

15.

16.

17.

18.

19.

20.

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Answer Keys to Arms and the Man Vocabulary Exercise, Lesson 1 1. quintessential 2. cognate 3. prosaic 4. repertory 5. epigram Lesson 1 1. Shaw wanted to study the religious art of the Middle Ages, and how this art was destroyed

by the Renaissance. 2. Shaw belonged to the Socialist party. 3. In order to be correctly called “drama,” the work must have conflict. 4. According to Shaw, when playwrights produce a play to attract the common people, they

succeed; when they do not attract the common people, they fail 5. Shaw compares the theater to the school, the church, the government, and the courts. 6. Shaw has a dislike for traditional romance, chivalry, and gentility. 7. Shaw insists that a scientific and realistic view of life is better than a romantic one. Vocabulary Exercise, Lesson 2 1. projectile 2. fusillade 3. petulant 4. intimidate 5. dandified Lesson 2 1. Raina's fiancé has won an important battle. 2. The two nations were Austria and Serbia. 3. Raina had previously thought her fiancé a coward. 4. The soldier takes her cloak away. 5. Raina hides the soldier behind a curtain when her mother and the Russian officer comes in. 6. Serbia was the first country that the soldier entered after leaving Switzerland. 7. The soldier keeps chocolates. 8. The two kinds of soldiers are young ones and old ones 9. The Serbians accidentally got the wrong cartridges for their guns. 10. Raina warns the soldier not to fall asleep. Vocabulary Exercise, Lesson 3 1. jejune 2. imperturbability 3. minarets 4. salver 5. akimbo

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Lesson 3 1. Nicola is trying to get Louka to be more respectful to the family. 2. The Major allowed the war to just end with a peace agreement, instead of trying to annex

Serbia and make the Prince into an Emperor. 3. Sergius arrives. 4. Sergius is resigning, because he is disgusted with the cowardice of attacking when the army

is strong and of hiding when the army is weak. 5. They discuss the exploits of a certain Swiss mercenary. 6. Sergius begins flirting with Louka and tries to kiss her. 7. Louka tells Sergius that Raina loves someone else. 8. It is the Swiss soldier from Act I. 9. The Swiss mercentary returns the Major's coat that Raina and Catherine gave him. 10. The Major needs Bluntchli’s help with the plan of getting the regiments to Philippopolis. Vocabulary Exercise, Lesson 4 1. divan 2. officious 3. hookah 4. calumny 5. phlegmatical Lesson 4 1. Bluntschli is writing orders to send three regiments to Philippoplis. 2. The Major bets that his coat is not in its usual closet. 3. Raina admits that her nobility is all just an act. 4. Raina and Bluntschli realize that the coat contains a portrait of Raina that she gave

Bluntshli. 5. Bluntshli pawned it. 6. Bluntschli learns that his father is dead. 7. Sergius challenges Bluntschli to a duel. 8. Bluntschli chooses machine guns. 9. Louka was evesdropping. 10. Nicola and Louka pretended to be engaged. 11. Raina loves Bluntschli simply as her chocolate cream soldier.

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Arms and the Man

1. D 2. B 3. A 4. C 5. D 6. D (parallelism) 7. D (pronoun reference) 8. C (idiom) 9. E 10. D (S-V agreement) 11. E 12. A 13. C 14. C 15. C (pronoun usage) 16. B (indefinite object) 17. D (pronoun case) 18. C (pronoun case) 19. B 20. D (pronoun reference)

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