Les Misérables

Total Page:16

File Type:pdf, Size:1020Kb

Les Misérables Step Three Step Three READING AND TRAINING WEB Victor Hugo B1.2 Les Misérables K E Y S About the author Page 16 – exercise 1 Page 6 – exercise 1 1 C 2 B 3 A 4 D 5 A 1 Chateaubriand was a famous French Page 16 – exercise 2 Romantic writer of the early 19th 1 no one century, and he was a great 2 because inspiration for young Victor Hugo. 3 nothing 2 It was a journal in which Victor 4 the only person Hugo published his poems and also 5 as old as the works of his friends. 6 few 3 Victor Hugo was concerned with the 7 was popular social and political problems of his time. The Bagne of Toulon 4 In Les Misérables Victor Hugo Page 19 – exercise 1 describes the social injustices in France between 1815 and 1832. 1 It was located in the seaport of 5 It has inspired films, musicals and Toulon, in the south of France. plays. 2 King Louis XV created the bagne in 6 On Victor Hugo’s 80th birthday the 1748. street on which he lived was renamed 3 French convicts who had previously in his honour: Avenue Victor Hugo. been sent to the galleys. 7 He had a hero’s funeral and was 4 Prisoners on the galleys rowed long buried in the Pantheon in Paris. hours in very bad conditions. 5 New prisons were built because the galleys had become obsolete. CHAPTER ONE 6 Prisoners did construction work and also worked for big factories near Before you read the port. Page 7 – exercise 1 7 Their living conditions were very difficult because they worked long 1 C 2 A 3 B 4 C 5 B hours in dangerous jobs and Sunday 1 K E Y T O T H E A C T I V I T I E S was their only free day. Their diet was Page 26 – exercise 2 also very poor. 1 beautiful 8 Green caps were for the prisoners 2 rich sentenced to life imprisonment, and 3 kind red caps were for all the others. 4 heavy 5 weak CHAPTER TWO 6 build 7 dangerous Before you read 8 greedy 9 unattractive Page 20 – exercise 1 10 dirty 1 B 2 A 3 B 4 B 5 B 6 B Page 27 – exercise 3 Page 26 – exercise 1 1 My sister used to collect stamps. 1 Fantine was thin, pale, had blue eyes 2 Robert used to design clothes. and wore a cap over her beautiful 3 Brad used to rob banks. blonde hair. 4 I used to play volleyball in high 2 Mrs Thénardier was the manager of school. the inn, together with her husband. 3 Fantine left Paris because she was Page 28 – exercise 5A looking for work in Montreuil. 1 convent 4 Fantine asked Mrs Thénardier to 2 desperate look after her daughter. 3 greedy 5 Mr Thénardier wanted a lot of 4 dismissed money to look after the little girl. 5 revenge 6 The Thénardiers treated Cosette Page 28 – exercise 5B very poorly. 7 Mr Madeleine was the owner of a 1 greedy glass factory that employed many 2 revenge workers. He was also the mayor of 3 desperate the town of Montreuil. 4 convent 8 Fauchelevent had a bad accident 5 dismissed and Mr Madeleine saved his life. Page 29 – exercise 7 9 Mr Javert did not like Mr Madeleine 1 C 2 C 3 B 4 C because he was convinced that he had already seen him in the past, and that he was a criminal. CHAPTER THREE 10 She lost her job at the factory because some of the other workers Before you read discovered her secret. Page 30 – exercise 1 11 She became ill because she ate very 1 A 2 A 3 C 4 A 5 C little and didn’t buy wood to warm her house, since she had to save money Page 38 – exercise 1 and send it to the greedy Thénardiers. 1 C 2 C 3 A 4 B 5 C 12 Fantine sold her beautiful long hair, her teeth and then herself. 2 K E Y T O T H E A C T I V I T I E S Page 39 – exercise 2 3 Harry, who speaks French perfectly, 1 If Bill were a doctor, he would help was our travel guide this summer. sick people. 4 Sue and Rob, who were bored at 2 If Susan had a pony, she would go home, wanted to go on holiday. riding every weekend. 5 Pat’s Pizza Place, where we ate last 3 If Alex were an astronaut, he would night, makes the best pizza. go to Mars. 6 The science museum, where we met 4 If Lizzie were a famous actress, she Sally last week, is open only on would work in Hollywood. weekends. 5 If Charlie knew Karen’s number, he Page 50 – exercise 3 would phone her. Across Page 40 – exercise 3 3 convent 5 bucket 7 revenge 1 for 2 since 3 since 4 for 5 for 8 dismiss 10 bishop 6 since 7 since 8 for 9 since 10 for Down 1 Devil 2 stable 3 candlestick Page 41 – exercise 6 4 witness 7 rags 8 doll 9 Mayor 1 daughter – the three remaining words are names of jobs or Paris at the time of King professions Louis-Philippe 2 convent – the other three words are profit-making entities Page 55 – exercise 1 3 silver – the other three words are 1 The centre of the city was very not a metal crowded. It was a maze of narrow, 4 bishop – the other three words winding streets and old buildings have nothing to do with religion from earlier centuries. It was a dark, 5 plain – the other three words are unhealthy and often dangerous place. the opposite of plain 2 Very busy and also very dirty. 3 Water from the Rivers Saine was distributed by people carrying CHAPTER FOUR buckets from a pole on their shoulders. Before you read 4 He was a government official, and Page 42 – exercise 1 tried to improve living conditions in 1 A 2 B 3 C 4 C 5 A the centre of the city. 5 19 km Page 48 – exercise 1 6 The middle and upper classes could 1 A 2 C 3 A 4 B 5 D 6 B 7 C 8 A now afford to travel quickly and 9 C 10 D 11 A 12 B comfortably to other parts of the Page 49 – exercise 2 country. Communications, transportation and trade greatly 1 My grandmother, who is 90 years improved during this time. old, gave me this new watch. 7 With violent riots 2 Six Flags Magic Mountain, where there are 19 roller coasters, is my favourite amusement park. 3 K E Y T O T H E A C T I V I T I E S CHAPTER FIVE Haussmann and the Before you read renovation of Paris Page 65 – exercise 1 Page 56 – exercise 1 1 Emperor Napoleon III asked 1 C 2 A 3 B 4 C 5 B Haussmann to renovate Paris and Page 62 – exercise 1 make it a more modern city. 1 Jean Valjean had promised Fantine 2 It needed to be renovated because that he would fetch Cosette. many neighbourhoods were crowded 2 He lived in an old building called and dirty and there was a big traffic Gorbeau House. problem. 3 Cosette spent her days playing with 3 He built new, wide streets with tall her doll, singing and laughing. trees and beautiful new buildings and 4 He didn’t go out during the day squares. because he did not want anyone to 4 Transportation by train was see him. becoming very popular and the city 5 They had to leave their home in needed new train stations. Paris because Valjean discovered that 5 Many Parisians were against Javert was nearby. Haussmann’s projects because they 6 Javert and his men followed Valjean upset their daily routine. and Cosette during the night. 6 Open answer. 7 Valjean carried Cosette across a bridge and then climbed a wall, which was very difficult. On the other side CHAPTER SIX of the wall they were safe. Before you read 8 Fauchelevent, the gardener at the Bernardine Convent, helped Valjean Page 66 – exercise 1 and Cosette find shelter. 1 C 2 B 3 C 4 B 5 A 9 He told her that Valjean was his Page 76 – exercise 1 brother, Ultime. 10 They lived in the Bernardine 1 E 2 J 3 G 4 I 5 A 6 L 7 D 8 F Convent because Valjean worked in 9 M 10 H 11 K the garden and Cosette was educated Page 76 – exercise 2 there. It was a safe and comfortable 1 wrote, had met place for them. 2 bought, had asked Page 62 – exercise 2 3 had married, went 1 think 4 had studied, explored 2 have time 5 was, had had 3 planning to 6 chose, had seen 4 weren’t many 7 decided, had heard 5 aren’t allowed 8 knew, had spent 6 lent 9 had, had worked 10 arrested, had stolen Page 63 – exercise 3 1 C 2 B 3 C 4 B 4 K E Y T O T H E A C T I V I T I E S Page 77 – exercise 3 Page 91 – exercise 3 1 people 1 translated 2 Today 2 inspired 3 built 3 important 4 settlements 4 founders 5 army 5 masterpiece 6 town 6 influenced 7 centre 7 shocked 8 buildings 8 realism 9 capital 9 travelled 10 largest Page 92 – exercise 4 11 centre TRACK 09 Beautiful gardens in Paris The Paris Opera House is also known as the Garnier Palace, in honor of its Page 81 – exercise 1 brilliant architect, Charles Garnier.
Recommended publications
  • Les Mis Education Study Guide.Indd
    And remember The truth that once was spoken, To love another person Is to see the face of God. THE CHARACTERS QUESTIONS / • In the end, what does Jean society who have lost their DISCUSSION IDEAS Valjean prove with his life? humanity and become brutes. Are there people in our society • Javert is a watchdog of the legal who fi t this description? • What is Hugo’s view of human process. He applies the letter nature? Is it naturally good, of the law to every lawbreaker, • Compare Marius as a romantic fl awed by original sin, or without exception. Should he hero with the romantic heroes of somewhere between the two? have applied other standards to a other books, plays or poems of man like Jean Valjean? the romantic period. • Describe how Hugo uses his characters to describe his view • Today, many believe, like Javert, • What would Eponine’s life have of human nature. How does that no mercy should be shown been like if she had not been each character represent another to criminals. Do you agree with killed at the barricade? facet of Hugo’s view? this? Why? • Although they are only on stage • Discuss Hugo’s undying belief • What does Javert say about his a brief time, both Fantine and that man can become perfect. past that is a clue to his nature? Gavroche have vital roles to How does Jean Valjean’s life play in Les Misérables and a illustrate this belief? • What fi nally destroys Javert? deep impact on the audience. Hugo says he is “an owl forced What makes them such powerful to gaze with an eagle.” What characters? What do they have does this mean? in common? Name some other • Discuss the Thénardiers as characters from literature that individuals living in a savage appear for a short time, but have a lasting impact.
    [Show full text]
  • Jean Valjean, After Spending Nineteen Years in Jail and in the Galleys For
    Les Miserables by Victor Hugo – A Summary (summary from http://education.yahoo.com/homework_help/cliffsnotes/les_miserables/4.html) Jean Valjean, after spending nineteen years in jail and in the galleys for stealing a loaf of bread to feed his starving family (and for several attempts to escape) is finally released, but his past keeps haunting him. At Digne, he is repeatedly refused shelter for the night. Only the saintly bishop, Monseigneur Myriel, welcomes him. Valjean repays his host's hospitality by stealing his silverware. When the police bring him back, the bishop protects his errant guest by pretending that the silverware is a gift. With a pious lie, he convinces them that the convict has promised to reform. After one more theft, Jean Valjean does indeed repent. Under the name of M. Madeleine he starts a factory and brings prosperity to the town of Montreuil. Alone and burdened with an illegitimate child, Fantine is on the way back to her hometown of Montreuil, to find a job. On the road, she entrusts her daughter to an innkeeper and his wife, the Thénardiers. In Montreuil, Fantine finds a job in Madeleine's (Valjean’s) factory and attains a modicum of prosperity. Unfortunately she is fired after it is discovered that she has an illegitimate child. At the same time, she must meet increasing financial demands by the Thénardiers. Defeated by her difficulties, Fantine turns to prostitution. Tormented by a local idler, she causes a disturbance and is arrested by Inspector Javert. Only Madeleine's (Valjean’s) forceful intervention keeps her out of jail.
    [Show full text]
  • Les Mis, Lyrics
    LES MISERABLES Herbert Kretzmer (DISC ONE) ACT ONE 1. PROLOGUE (WORK SONG) CHAIN GANG Look down, look down Don't look 'em in the eye Look down, look down You're here until you die. The sun is strong It's hot as hell below Look down, look down There's twenty years to go. I've done no wrong Sweet Jesus, hear my prayer Look down, look down Sweet Jesus doesn't care I know she'll wait I know that she'll be true Look down, look down They've all forgotten you When I get free You won't see me 'Ere for dust Look down, look down Don't look 'em in the eye. !! Les Miserables!!Page 2 How long, 0 Lord, Before you let me die? Look down, look down You'll always be a slave Look down, look down, You're standing in your grave. JAVERT Now bring me prisoner 24601 Your time is up And your parole's begun You know what that means, VALJEAN Yes, it means I'm free. JAVERT No! It means You get Your yellow ticket-of-leave You are a thief. VALJEAN I stole a loaf of bread. JAVERT You robbed a house. VALJEAN I broke a window pane. My sister's child was close to death And we were starving. !! Les Miserables!!Page 3 JAVERT You will starve again Unless you learn the meaning of the law. VALJEAN I know the meaning of those 19 years A slave of the law. JAVERT Five years for what you did The rest because you tried to run Yes, 24601.
    [Show full text]
  • Les Misérables School Edition Parts Chart MUSIC THEATRE INTERNATIONAL
    Les Misérables School Edition Parts Chart MUSIC THEATRE INTERNATIONAL SCENE Characters ACT I 1 Prologue Convict 1 Convict 2 Convict 3 Convict 4 Convict 5 Javert Valjean Farmer Laborer Bishop Constable 1 Constable 2 The Chain Gang Constables Laborers Sister, Servant Onlookers 2 End of the Day Foreman Worker 1 Worker 2 Woman Girl 1 Girl 2 Girl 3 Girl 4 Girl 5 Fantine Valjean Chorus - the poor Chorus - the workers Women 3 I Dreamed a Dream Fantine 4 The Docks Sailor 1 Sailor 2 Sailor 3 Old Woman (hair) Pimp Whore 1 Whore 2 Whore 3 Prostitutes Bamatbois Javert Constables (nonsing) 2 Bystanders (nonsing) Valjean 5 The Cart Crash Valjean Cart scene to courtroom Onlooker 1 Onlooker 2 Onlooker 3 Onlooker 4 Fauchelevant Javert Bystanders (nonsing) 6 Fantine's Death Fantine Valjean Javert Nuns (nonsing) Les Misérables School Edition Parts Chart MUSIC THEATRE INTERNATIONAL SCENE Characters 7 Little Cosette Young Cosette Madame Thenardier Young Eponine (nonsing) 8 The Innkeeper's Song Thenardier Madame Thenardier Customers 9 The Bargain Valjean Thenardier Madame Thenardier Young Cosette (nons) 10 The Beggars Gavroche Marius Enjolras Solo Urchin Beggars Students Thenardier family 11 The Robbery Madame Thenardier Marius Eponine Thenardier Valjean Javert Thenardier family Beggars Cosette Valjean Constables 12 Stars Javert Gavroche Eponine Marius 13 The ABC Café Combferre Feuilly Courfeyrac Enjolras Joly Grantaire Gavroche Students 14 The People's Song Enjolras Combferre Feuilly Students Chorus 15 Rue Plumet Cosette Valjean Marius Eponine 16 A Heart Full
    [Show full text]
  • Infrastructure and Everyday Life in Paris, 1870-1914
    The Fragility of Modernity: Infrastructure and Everyday Life in Paris, 1870-1914 by Peter S. Soppelsa A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in The University of Michigan 2009 Doctoral Committee: Associate Professor Joshua H. Cole, Co-Chair Associate Professor Gabrielle Hecht, Co-Chair Professor Richard Abel Professor Geoffrey H. Eley Associate Professor Dario Gaggio Copyright 2009 Peter S. Soppelsa For Jen, who saw me through the whole project. ii Contents Dedication ii List of Figures iv Introduction: Modernity, Infrastructure and Everyday Life 1 Chapter 1: Paris, Modernity and Haussmann 35 Part One: Circulation, The Flow of Traffic 99 Chapter 2: The Dream Life of the Métropolitain, 1872-1895 107 Chapter 3: Paris Under Construction, 1895-1914 182 Part Two: Hygiene, The Flow of Light, Air, Water and Waste 253 Chapter 4: Opening the City: Housing, Hygiene and Urban Density 265 Chapter 5: Flows of Water and Waste 340 Conclusion: The Fragility of Modernity 409 Bibliography 423 iii List of Figures Figure 1: Morice's Marianne on the Place de la République 74 Figure 2: The departmental commission's 1872 Métro plan 120 Figure 3: A standard CGO horse-powered tram 122 Figure 4: CGO Mékarski system compressed air tram, circa 1900 125 Figure 5: Francq's locomotive sans foyer 127 Figure 6: Albert Robida, L'Embellissement de Paris par le métropolitain (1886) 149 Figure 7: Jules Garnier’s Haussmannized Viaduct, 1884 153 Figure 8: From Louis Heuzé's 1878 Pamphlet 154 Figure 9: From Louis Heuzé's 1878 Pamphlet 154 Figure 10: Le Chatelier's 1889 Métro Plan 156 Figure 11: 1890 Métro plan from Eiffel and the North Railway Company 163 Figure 12: J.B.
    [Show full text]
  • Agape Love and Les Mis
    Agape Love and Les Mis Prepared by Veronica Burchard Lesson Overview Lesson Details In this unit, students learn about agape or Subject area(s): English, Film, Religion, Living sacrificial love by viewing, discussing, and as a Disciple of Jesus Christ in Society, writing about the film (or play) Les Miserables, Responding to the Call of Jesus Christ , Social based on the novel by Victor Hugo. I used the Justice Tom Hooper film starring Hugh Jackman and Anne Hathaway. Grade Level: High School Since the film is long and can be hard to follow, Resource Type: Close Reading/Reflection, we watched it in short bursts, pausing to clarify Discussion Guide, Video characters and situations however needed. After each viewing session we spent several Special Learners days talking about the plot, characters, settings, This resource was developed with the following and so forth. My main goal was to make sure special learners in mind: they understood what was happening in each scene, and how each scene related to the Traditional Classroom whole. We would also listen to the songs Homeschooled Students together. This lesson desribes the process we followed and includes a unit assessment with a character quote matching exercise, reflection questions, and two essay questions. The author of this lesson shared it with other educators within the Sophia Institute for Teachers Catholic Curriculum Exchange. Find more resources and share your own at https://www.SophiaInstituteforTeachers.org. Lesson Plan In this unit, students learn about agape or sacrificial love by viewing, discussing, and writing about the film (or play) Les Miserables, based on the novel by Victor Hugo.
    [Show full text]
  • `` a Programme on Appreciation of Western Musical Les Misérables (Book: Written by Victor Hugo, 1832; Film: Directed by Tom Hooper, 2012)
    `` A Programme on Appreciation of Western Musical Les Misérables (Book: written by Victor Hugo, 1832; Film: directed by Tom Hooper, 2012) Teaching Suggestion 1 2 Section A: Scheme of Work Date Event / Purpose Course Materials 28 Jan (M) to Listen to four sound tracks. Soundtracks: 1 Mar (F) Overture / Look Down To familiarize students with the tune, rhythm I Dreamed a Dream and melody of the musical Bring Him Home Do you Hear the People Sing? To provide an environment for the “song-in- my-head” or “stuck song syndrome” to take effect so that students would feel that they To “hook” students with the music so that they are intrigued in the plot of the story 13 Feb (W) Introduce Les Misérables. Book and DVD Day 2 Author At the End of the day Morning Message and main idea Look down Background Do you hear the people sing? The story To prepare students for the film show. They students need the historical background to understand the plot. To tie the lyrics to the story and prepare students to discover and appreciate how the lyrics and the music help to advance the story plot To familiarize students with the music and the songs so that they could “learn” to like the film To learn the general time frame of the story as depicted in the film 14 Feb (Th) Introduce Musical Theatre. Handout Day 3 Duet Duet: The Confrontation; A Morning Quartet Heart Full of Love Chorus / Ensemble Quartet: One Day More; Red and Black Introduce the characters. Chorus / Ensemble: Look down; Fantine Do You Hear the People Sing Jevert Thenardier Enjolras
    [Show full text]
  • “Je Me Nomme Thénardier”: Through the Melodramatic Mirror
    “JE ME NOMME THÉNARDIER”: THROUGH THE MELODRAMATIC MIRROR by AMY ELLEN LAWS (Under the Direction of Timothy Raser) ABSTRACT The name Thénardier has become a synonym for “evil” as a result of Victor Hugo’s melodramatic characterization of Monsieur and Madame Thénardier in Les Misérables. Describing these characters in exquisite detail and revealing nearly countless evil deeds, the reader is left wondering how a couple capable of such deplorable acts could ever find redemption in what seems like a state of absolute evil. Upon closer examination of the melodramatic genre and Hugo’s own insertions through the lines of his characters and his poetry, he reveals the answer. The reader must decide if any of the characters in his novel are absolutely good or evil, and whether, in the melodramatic world, absolutes are even required. INDEX WORDS: Victor Hugo, Thénardier, melodrama, redemption, Les Misérables, Les Miz “JE ME NOMME THÉNARDIER”: THROUGH THE MELODRAMATIC MIRROR by AMY ELLEN LAWS B.A. East Tennessee State University, 2005 M.A.T. East Tennessee State University, 2009 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2015 © 2015 Amy Ellen Laws All Rights Reserved “JE ME NOMME THÉNARDIER”: THROUGH THE MELODRAMATIC MIRROR by AMY ELLEN LAWS Major Professor: Timothy Raser Committee: Catherine M. Jones Jonathan F. Krell Electronic Version Approved: Julie Coffield Interim Dean of the Graduate School The University of Georgia May 2015 iv DEDICATION This thesis is dedicated to my parents, Johnny and Sandy Laws.
    [Show full text]
  • LES MISERABLES Written by William Nicholson Alain Boublil, Claude
    LES MISERABLES Written by William Nicholson Alain Boublil, Claude- Michel Schönberg and Herbert Kretzmer Adapted from the Stage Musical "Les Misérables" Based on the novel by Victor Hugo May 20, 2012 BLACK SCREEN SUPERIMPOSE CAPTION: The year is 1815. The French revolution is a distant memory. Napoleon has been defeated. France is ruled by a King again. A1 EXT. TOULON PORT - DAY A1 RISE UP out of the iron-grey surface of the ocean, seething in the wind, towards the shore. Winter rain slices the air. Ahead, the port of Toulon, home of the French navy. A forest of tall masted warships. The great ships heave at anchor, the wind whipping their rigging. Through the sea spray we see the great ribs of warships under construction, and warships being refitted. SUPERIMPOSE CAPTION: Toulon Home port of the French navy 1 EXT. TOULON DOCK - DAY 1 Storm-lashed sea and driving rain. A great wave rises up and hammers down. As it recedes we see the figures of men heaving on great ropes, the sea water streaming down over their faces. The harsh storm light catches glints of metal: these men are CONVICTS, chained by manacles, heads shaved, wearing red shirts with prison numbers crudely stitched onto them. Now we see that the ropes run up to a ship that is being hauled ashore - a storm-damaged man-of-war, its masts broken, rising and falling on the surge. As yet another great wave rolls over the convicts, we follow the straining ropes down into the base of the slipway, and find the convict JEAN VALJEAN, up to his waist in water, chained by two sets of manacles, as the rain and spray and wind scream round him.
    [Show full text]
  • "Les Misérables," of Victor Hugo
    VICTOR HUGO. SCENES AND CNARACTEES PHOTOGRAPHED BY A. A. TURNER, AFTER THE ORIGINAL DESIGNS OF G. "JBRION. NET YORE : Carleion, Publisher, 41 3 Broadway. PAEIS: PAGNEERE. III DCCC LXIII. Entetbd according to Act of Congress, in the year 1862, by QEO. TV. CARLETON, in the Clerk's Omce of tho District Court of the United States for the Southeln Disttict of New Pork R CRAIGLIRAD, Pr~nter,Stereotyper, al~dZRI~ctrotyper, Ezrtolt j3utIbu1g, 81.83, nnd 85 Cer~lreSlrecl The American Publisher of Les blidrables feels that in tho reproduction of the admirable drawings of ill.Brion, he is but fulfilling a portion of his undertaking to afford to the American people as nearly as possible the same facilities which the French people enjoy for the exhaustive study of the master-piece of the century. These magnificent designs, multiplied by the most perfect and costly process known to the graphic art, are not mere illustrations of the immortal work; they are its authoritative interpretation, as is attested by the following letter received soon after the publication of Marius from Victor Hugo himself. Letter from Victor Hugo to tho Publishers, HAUTEVILLEHOUSE,July 19th, 1862. J~ESSIEURS:-I continue to applaud the admirable work of 3. Brion. His latest designs: Little Cosetts, Father Fauchelevent, Jean Valjean in the Grave, the Death of the Colonel, the Two Children under the Truck, provo aprofound and successful study of tlie book. A grand effect, very striking, and very melan- choly, is that of Napoleon returning towards Waterloo. In my opinion 31. Brion is becoming more and more successful in this translation, for wllich he unites a multitude of diverse qualifications His is a fine talent ;tlle success which he has obtained is deserved, and I am 11:q)pyto be tho occasion of it.
    [Show full text]
  • Les Miserables by Victor Hugo, Alain Boubil, Claude-Michel Schonberg
    Young Critics Reviews Spring 2010-2011 Les Miserables By Victor Hugo, Alain Boubil, Claude-Michel Schonberg, Jean-Marc Natel and Herbert Kretzman At the Hippodrome Theatre through March 6 By Abby Salazar ANYTHING BUT MISERABLE How would you change your life if you were given the opportunity to start over? Would you take revenge on those who made your life miserable, or would you devote yourself to building a completely new character for yourself, forgetting everything about your past? Jean Valjean, prisoner 24601, asks himself these questions in the new stage musical at the Hippodrome Theatre based on Victor Hugo's novel, "Les Miserables." Set in France during the 1800s, it explores the world of second chances through the story of an ex-convict's new life as depicted through powerful sonic effects and exemplary visuals. “Starting over” is a familiar phrase. Many times we regret things we've done and wish we could start over, but how can we erase things that have already happened? How often do we actually start over? Valjean has made terrible mistakes, but when he is presented with the opportunity to start over, he acts decisively. He not only changes his appearance, name and location but also his values, morals and attitude. He keeps his past to himself and completely alters his outlook on life. The writers of the show emphasize his development by making connections to his past yet giving space for him to act differently according to his new persona. In the opening scene, a group of men are working hard on a slave ship.
    [Show full text]
  • The History of Sewers
    The History of Sewers P – P in Paris 1 I’m driving down the road . 2 I’m driving down the road . 3 And I notice a treatment plant . 4 And I think . what treatment plant is that? 5 Raise your hand if this sounds familiar?? 6 The History of Sewers P – P in Paris 7 { The Orkney Islands (Scotland) are the ltilocation of excavations shhiowing early drainage systems. 8 StldScotland - 3200 BC { First lavatory-like plumbing systems were fitted into recesses in the walls of homes - with drained outlets. { Certain liquid wastes drained to areas either under or outside of bu ildings /homes. 9 The E arl y Y ears { Drains were constructed of sun-baked bricks or cut stone. { Babylonia was documented by many as the origin of the earliest known place to mold clay into pipe (via potter' s wheel) { People in larger homes squatted over an opening in the floor, their waste going into a cesspool below 10 { Until Roman times, Minoan plumbing and drainage were the most developed in what was then the Western World z Many of the drains from 2000 BC are still in service today on Crete { In Egypt, certain more well-to-do homes had "toilets" - the toilets used beds of sand to catch/contain the wastes z Servants cleaned the sand regularly 11 300 BC - 500 AD Greece { Pippoadadboes of lead and bronze were u udbysed by the Greeks to distribute water. { Greece had a system of aqueducts, but for the most part, few above-ground structural arches were incorporated; a lot of tunnels through hills, siphons under valley/rivers, etc.
    [Show full text]