Cov-Scarlet Pimpernel

Transcription

Smarr Publishers
English
for
Classical Studies
A Student’s Companion to
The Scarlet
Pimpernel
by Abigail E. Schoolfield
Copyright © Watson Educational Services, Inc., 2006
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The Scarlet Pimpernel / 1
W
Introduction to the Scarlet Pimpernel
RITTEN by the Hungarian-born Baroness Orczy (1865-1947) (her actual name is
Emma Magdalena Rosalia Maria Josefa Barbara Orczy), The Scarlet Pimpernel is
only one of the many books written by this prolific author. In reality, Orczy
produced the Scarlet Pimpernel first as a play and then published the book later. Orczy wrote
many sequels including The Elusive Pimpernel (1908), Eldorado (1913), The League of the
Scarlet Pimpernel (1919), The Triumph of the Scarlet Pimpernel (1919), Sir Percy Hits Back
(1927), Adventures of the Scarlet Pimpernel (1929), and The Way of the Scarlet Pimpernel
(1933). These works were not as successful as the first adventure of Sir Percy Blakeney.
While she is best known for her novels, Orczy was an artist as well. Orczy’s father, Baron
Felix Orczy was a composer and conductor of no mean talent. Baron Orczy’s own father
personally knew and was a friend to Wagner and Liszt. Baroness Orczy became established as a
writer after the stage version of The Scarlet Pimpernel. However, at first over a dozen
publishers rejected the book. In the late 1910s Baroness Orczy and her husband moved to
Monte Carlo, where they stayed during the Nazi occupation. Her husband died in 1942 and after
World War II, Orczy spent her remaining years in England.
Regarding literature, the French Revolution offers much inspiration that produces some of
the best writings found in the world. You are about to read one of those products. The
Revolution has a profound effect upon authors because a whole range of emotions are
embodied within the struggle between the rural folks and the townspeople, the nobility and the
king, the king and the people of France, and ultimately, France and the rest of Europe. There is
the sense of injustice at first, then the rampant terror and fear that takes place are truly
unparalleled in sublimity. There is love and devotion on the one hand; cruelty and betrayal on
the other.
The Scarlet Pimpernel will have all of these elements. This is a well-written novel that moves
very quickly and is replete with suspense. This novel offers a wonderful story of love, a griping
tale of adventure, and more than an occasional touch of humor.
The basic plot of the novel is simple: the French government wants to have the head of the
courageous Scarlet Pimpernel, a pseudonym for an Englishman, who commands a small—but
dedicated—group of men who rescue many victims from death. Why does such a man endanger
his life in order to save a few French nobles? Undoubtedly, the Scarlet Pimpernel has absolutely
nothing else to do. This was a diversion, a daring pastime, to end the tedium common to a life
of leisure. Truly, the life of the Scarlet Pimpernel is hardly boring or commonplace.
T
A Short History of the French Revolution
HE FRENCH REVOLUTION is the culmination of the Age of Reason. While the
steady rejection of divine authority (the Bible) was common throughout Europe during
the 18th century, the people of France were especially hostile to the Gospel. In the
previous century, the French central government waged war against some of its most honorable
and productive citizens—the Huguenots. These people, who consisted primarily of artisans and
merchants, embraced Calvinism, and thus placed themselves against the Roman Church with its
pope. The only thing that the French kings did was to drive the Huguenots out of France, which
benefited other lands, such as the English colonies in the New World.
In addition to the departure of the Huguenots, the urban center of Paris began to become more
industrialized, which brought slums, poverty, and crime. Two years preceding the revolution in
1789, Paris suffered an industrial depression. Thousands were without work and without means
2 / The Scarlet Pimpernel
to support themselves. However, the agrarian classes in the surrounding provinces were not
affected too badly, because the yeoman farmers and peasants lived off the land. An animosity
grew between the “progressive” urban and the “conservative” agrarian communities.
Also not to be overlooked is the influence of the American colonies fighting for and winning
their independence from Great Britain. This influence was significant in two ways. First,
France’s participation in the war helped to bankrupt the regime of Louis XVI. By 1789, sixty
percent of the budget went to paying off the interest on the debts accumulated by the French
government. And second, and more significant, the early American political tradition of
government by the consent of the governed struck a responsive chord with French liberals. Of
course, this American concept is contingent upon a moral citizenship who values liberty. The
French had no such tradition, since, as a whole, they were never a Bible-believing people,
unlike the English colonists, who enjoyed the Great Awakening about thirty-five years prior to
the War for American Independence.
Due to his financial crisis, King Louis was advised to convene an estates general. This was the
first estates general since 1614. With such a lapse of time, no one but the historians knew
anything about the powers and the organization of the estates general. History books were read,
even by the common people. Thousands of pamphlets were published prior to the convening of
the estates general, which fed the public’s desire to be educated about this legislative body.
However, the estates general was doomed from the start. There were three estates, or classes:
the clergy, the nobility, and the commoners. In order for a law to pass the estates general, two
of the three estates must vote in favor of the legislation. This arrangement ensured that reforms
in the government would be slow in coming. The interests of the clergy and nobility often
countered those of the commoners, who were outvoted 2 to 1 consistently.
On June 20, 1789, the third estate (the commoners) separated from the estates general,
established the National Assembly, and declare itself to be the lawful representative of the
French people. Of course, King Louis at first refused to recognize the claim of the National
Assembly, but reluctantly does so eventually. Nevertheless, on July 14, 1789, a large mob
attacked and stormed the Bastille, a symbol of oppression to the Paris citizens. This was the
first bloodshed in the revolution. Also, this violence led to the organization of a rival army,
called the National Guard, against the royal army of the king.
The National Assembly established a constitution, which created a limited monarchy. By now
King Louis had lost most of his influence and was forced to sign the document. At this time,
many of the nobles, including the king’s brothers left the country and were actively soliciting
help from foreign powers to regain France and restore a “sensible” government. The hope was,
including the king’s, to create a war that would topple the revolutionary forces in France. The
Legislative Assembly under the new constitution declared war on Austria, and weeks later
Prussia joined Austria against France. This conflict would last for nearly twenty years.
In September 1792, a convention was convened in order to create a new constitution. The
Convention abolished the institution of royalty and the First French Republic was established.
As a “military necessity,” King Louis XVI was publicly executed. Also, the Convention
declared war on England and Holland. A few months later Spain, Sardinia, and Tuscany entered
the war against France.
After alienating all of Europe against France, the French leaders widened the rift by
proclaiming the “propaganda decrees.” This statement announced to the “oppressed” peoples of
Europe that the French armies were ready to “liberate” any who desired freedom. It was not
long before mob psychology took over, and the moderates were ousted by the radical
republicans led by Robespierre. For over a year, the Reign of Terror claimed 16,500 lives. The
terror was directed primarily at the agrarian classes in the surrounding provinces, which did not
support the revolution or the war with the foreign powers. The city of Paris claimed only
sixteen percent of the total victims, while the western provinces alone witnessed the slaughter
of fifty-two percent of this number.
Finally, the killing frenzy ended when Robespierre was accused of treason, arrested, and
executed with twenty-one of his friends on July 28, 1794.
ROBERT W. WATSON
The Scarlet Pimpernel
Lesson One
1.1 Vocabulary
carnage n.
pungent adj.
insularity n.
querulous adj.
defalcation n.
1.2 Vocabulary Exercise
1. I’m not sure what Mrs. Jones put on the turkey, but it was very ________________; I had
this bad taste in my mouth for days.
2. The _______________ was indescribable; so many bodies were scattered throughout the
streets, that it would take weeks to bury all of the dead.
3. Jack’s _____________ is puzzling. Most people enjoy being around friends, but Jack just
keeps to himself.
4. Did you read in the paper this morning about the bank president? Apparently he has left the
country with millions of dollars from the bank. Now that is what I call a
___________________ in every sense.
5. My brother is a pain. He is such a ________________ fellow, since he is never satisfied and
always complaining.
1.3 Readings: The Scarlet Pimpernel, chapters 1–2
1.4 Recall Questions
1. In which time in history does this story begin?
2. How had so many French aristocrats recently been able to escape the guillotine?
3. Why had Citizen Grospierre gone to the guillotine?
4. What was the mob so fascinated by at the West Barricade?
5. What did Citizen Bibot learn from the captain of the guard about the old lady he had
encountered who claimed her grandson had the plague?
6. What was the usual kind of conversation at The Fishermen’s Rest?
7. Who was expected for dinner at The Fishermen’s Rest that evening?
8. What was the discussion between Mr. Jellyband and Mr. Hempseed that so amused the two
strangers?
1.5 Critical Thinking

In chapters 1 and 2, you have character sketches of some of the common people from
French and from England. Compare and contrast the people’s views on life and liberty.

Disguise will be an important element in this novel. How does the Scarlet Pimpernel
effectively use disguise in chapter 1 to escape?
Lesson Two
2.1 Vocabulary
peremptory adj.
tureen n.
foppish adj.
implacable adj.
1. I thought I had a good plan; but the company’s president _____________ privilege
overruled it and gave preference to his nephew’s suggestions.
2. In the center of the table was the most beautiful _______________ that I have ever seen;
but the soup in it was wanting in favor.
3. I couldn’t believe that Jim was that _________________ about the way his spent hours
looking for a shirt to wear for your birthday party.
4. When you called Tracy “fat,” you have made an _______________ enemy who is sure to
get even with you someday.
1. What is the feeling in England toward the revolution in France?
2. How did Lord Antony react to the sight of the two strangers at The Fishermen’s Rest?
3. What is curious about the two strangers’ exit from The Fishermen’s Rest?
4. Why does the Englishman who is rescuing the aristocrats call himself the Scarlet Pimpernel,
and what is a scarlet pimpernel?
5. How many men are in the League of the Scarlet Pimpernel?
6. Why is the Comtesse so bitter toward Marguerite Blakeney?

Contrast the difference in aristocratic bearing between the Vicomte de Tournay and Lord
Antony.

In chapter 4, what details do you learn about the Scarlet Pimpernel? What is your opinion
thus far about the Scarlet Pimpernel? Does he inspire admiration? Why or why not?
Lesson Three
3.1 Vocabulary
scion n.
onerous adj.
equanimity n.
impugn v.
3.2 Vocabulary Exercise: Which word in each line does not belong with the group?
1. florid
onerous
formidable
arduous
2. descendent
scion
proxy
progeny
3. impugn
contradict
dispute
interdict
4. equanimity
collateral
composure
poise
1. How did the Comtesse react when Marguerite Blakeney entered the coffee room?
2. What are Suzanne’s own personal feelings toward Marguerite?
3. Why was everyone shocked when Marguerite married Sir Percy Blakeney?
4. Briefly explain Sir Percy’s background.
5. How does Sir Percy respond to the young Vicomte’s challenge to a duel?
6. What does Sir Andrew notice in Sir Percy as Marguerite is leaving the room to say goodbye to her brother?

The Comtesse dislikes Marguerite solely based on a rumor. What is your Christian duty
regarding rumors? If you were the Comtesse, how would you have handled the situation
upon seeing Marguerite?
Lesson Four
4.1 Vocabulary
ineradicable adj.
guffaw n.
ennui n.
1. irreparable
ineradicable
irascible
incorrigible
2. guffaw
laugh
lament
cackle
3. interest
ennui
monotony
tedium
1. Why does Marguerite beg Armand not to go back to France?
2. Why does Marguerite believe that Sir Percy no longer loves her?
3. Armand suspects that Percy’s apparent contempt for Marguerite has altered her feelings in
what way?
4. Why had Marguerite so hated the Marquis de St. Cyr?
5. What treason had the Marquis committed and how did Marguerite accidentally make it
known?
6. Whom does Marguerite run into on her way back to The Fisherman’s Rest?
7. Why has Chauvelin been sent to England?
8. What does Chauvelin want Marguerite to do and how does she respond?
 While both Marguerite and Chauvelin claim to be republicans, contrast the differences in
their views of republicanism.
4.6 Bonus Thoughts
 What is republicanism? When the U.S. Constitution was created, the federal government
guaranteed that all states would have republican governments. However, the concept of
“republic” is much abused today. In modern thought, a republic is a civil government
having a president as its head, rather than a king (monarchy). But this definition fails to
reach the substance of what a republic is. We certainly cannot determine what a republic is
by considering those nation-states which call themselves “republics,” such as the People’s
Republic of China.
In his Federalist Paper No. 39, James Madison offers the following commit regarding a
genuine republic: “It is essential to such a government that it be derived from the great body
of the society, not from an inconsiderable proportion or a favored class of it.” In addition to
this, the offices of elected officials must have a definite tenure in order to avoid a few men
controlling the civil government. However, as demonstrated in ancient Rome and the
current American empire, republics are effective only when populations are small. At the
adoption of the U.S. Constitution, the entire population of the original thirteen states was
about three million persons. Civil governments over large populations tend towards
centralization, where everyone is expected to conform to a determined standard, usually
imposed by the power elite. On the other hand, a republic operates well when the population
is smaller, because smaller populations often have a commonality of religion, race, and
culture. Empires like the United States lack unity except when enforced by coercion.
Those bent toward creating empires cannot claim their actions are in the interest of
republicanism. Body politics, like all living things, must divide in order to be healthy. In the
case of France during the revolution, the consolidation of power at the center destroys
republicanism. In the case of the current central government, if it were serious about
“guaranteeing” a republican form of civil government, the regime would encourage the
decentralization of the several states into many more sovereign bodies so that the
populations could enjoy a republican form of government, which safeguards the local
cultures from outsiders, rather than trying to force all individuals to accept a non-culture
marked by materialism and faithlessness.
Lesson Five
5.1 Vocabulary
piquant adj.
apropos adv.
cognizance n.
jackanapes n.
1. I am happy that you are coming tonight; it could not have been at a better time, or more
______________ .
2. My little sister is very impish; indeed, she seems to be the very embodiment of a
____________________ for all of her pranks.
3. On the day of Pentecost, the devout men in Jerusalem took __________ that the apostles
had been with Jesus.
4. The pastries were a _________________ delight; they were sweet on the outside, but mildly
tart in the center.
1. What plan do Sir Andrew and Lord Tony discuss when they are left alone at The
Fisherman’s Rest?
2. What happened in the middle of the young men’s discussion?
3. What letter did Chauvelin find in Sir Andrew’s pocket-book?
4. How did Lady Portarles react to the words of the Comtesse against Lady Blakeney?
5. What did Chauvelin do with Sir Andrew and Lord Tony when he kidnapped them and why
did he let them escape?
6. How does Chauvelin blackmail Marguerite?
7. What is the general feeling at the ball toward Chauvelin?

Explain how Marguerite fails to be in control of her life regarding the actions of Chauvelin
and Percy.
Lesson Six
6.1 Vocabulary
doggerel n.
prosaic adj.
mullion adj.
vis-à-vis n.
ormolu n.
billet-doux n.
1. DOGGEREL : POETRY : :
(A) riddle : poem
(B) caricature : portrait
(C) epic : novel
(D) substitute : teacher
(E) lance : steed
2. BILLET-DOUX : LETTER : :
(A) tract : repentance
(B) grocery list : necessity
(C) portmanteau : case
(D) typewriter : computer
(E) fop : farmer
Which word in each line does not belong with the group?
3. prosaic
dull
laconic
lackluster
4. mullion
casement
pane
awning
5. counterpart
rogue
escort
vis-à-vis
6. gilt
ormolu
lamina
veneer
1. What keeps Marguerite from confiding in her husband?
2. What did Marguerite see that made her want to get closer to Sir Andrew?
3. How did Marguerite manage to get the note from Sir Andrew?
4. What information did the note give?
5. What did Marguerite pretend she thought the note contained?

Explain how Marguerite’s skill as an actress helps her to get the note from Sir Andrew.
Lesson Seven
7.1 Vocabulary
antiquated adj.
dowager n.
gourmand n.
recherché adj.
sobriquet n.
1. The diamonds were ___________________; indeed, they were of a very rare quality seldom
seen.
2. Anyone who uses a typewriter today is very ___________________; the word processor is
more efficient and is in keeping with today’s technology.
3. The ____________________ that I call my wife is “Little Kitten,” a name that reflects her
love for cats.
4. Lysander tells Hermia that he had an aunt, who was a ____________; since she had lots of
money, the couple would ask her for help.
5.
I don’t understand Jack; he seems to like good food, but when he eats, he acts like a pig and
a _______________________.
1. What does Marguerite ask the Cabinet Minister to do for her to allow her to be alone with
Chauvelin?
2. What is Chauvelin’s plan for catching the Scarlet Pimpernel now that he knows he will be
in the supper-room?
3. Whom does Chauvelin find in the supper-room while he waits for the Scarlet Pimpernel?
4. What does Marguerite learn are the results of her efforts?
5. What is the only promise Chauvelin will make to Marguerite as she leaves the ball?

In today’s reading, perception is everything. How does Chauvelin perceive Percy? How
does Marguerite perceive Chauvelin?
Lesson Eight
8.1 Vocabulary
effete adj.
diadem n.
punctilious adj.
1. effete
strong
anemic
feeble
2. diadem
coronet
chaplet
halidom
3. punctilious
meticulous
punctuated
fastidious
1. What does Marguerite discover about her husband's true feelings during their conversation?
2. Why had Marguerite held back the explanation of what happened in the case of the Marquis
de St. Cyr?
3. What promise does Sir Percy make to Marguerite when she tells him about Armand’s
danger?
4. What did Sir Percy’s note to Marguerite say?
5. What does Sir Percy confess his business has to do with when Marguerite voices her
suspicions?

What is the “mask” that Percy uses to hide his true identity? In today’s readings, explain
how the mask begins to disappear.
Lesson Nine
9.1 Vocabulary
chaff v.
efface v.
parry v.
1. The three musketeers were close friends, always tried to __________________ each other,
and seemed to have a good time regardless of what they were doing.
2. The candidate was shrewd; as he answered the questions presented to him by the reporters,
he very effectively ___________________ the most difficult ones and answered fully the
easy ones.
3. I tried to read the inscription on the stone; but time and the elements had ______________
the writing.
9.3 Readings: The Scarlet Pimpernel, chapters 18-20
1. What had Marguerite planned for that day?
2. What does Marguerite decide to do after she dresses?
3. Whose picture is on the wall of Sir Percy’s secret office?
4. What does Marguerite realize about her husband’s personality as she explores his office?
5. What does Marguerite find on her way out of the office?
6. What does Suzanne tell Marguerite that confirms her suspicions that Percy is the Scarlet
Pimpernel?
7. What arrived for Marguerite just as Suzanne was leaving?
8. Whom does Marguerite decide to go to for help in finding her husband?
9. How does Sir Andrew react at first when Marguerite tells him what she knows?
10. What plan do Marguerite and Sir Andrew choose together?
Critical Thinking

What do we learn about the character of Sir Percy by visiting his study?

Explain how the ring of Sir Percy is symbolic.
Lesson Ten
10.1 Vocabulary
indefatigable adj.
wizened adj.
alacrity n.
perfunctory adj.
impedimenta n.
1. indefatigable
deflectable
persistent
tenacious
2. wizened
necromantic
gnarled
wrinkled
3. alacrity
dispatch
lacrimation
haste
4. perfunctory
dank
dampened
lukewarm
5. impedimenta
paraphernalia
miming
chattels
1. What conclusion does Mr. Jellyband jump to when Lady Blakeney arrives at the
Fisherman’s Rest and says that Sir Andrew Ffoulkes is also coming?
2. Why had Marguerite not asked about Chauvelin at the inns she had passed?
3. What disguise had Sir Andrew assumed?
4. What disturbing news does Sir Andrew tell Marguerite?
5. What did Marguerite and Sir Andrew talk about in the course of the long night?
6. What is Brogard’s attitude toward Sir Andrew and Marguerite?
7. What information does Brogard give them about Percy?

Contrast the innkeepers Mr. Jellyband and the keeper of the “Chat Gris.”
Lesson Eleven
11.1 Vocabulary
surly adj.
squalid adj.
obsequiousness n.
factotum n.
1. With __________________, the nobles bowed low to the king, hoping to win his favor by
their much fawning.
2. Mr. Mitchell certainly is ____________________ with me ever since I hit his Lincoln
Towncar with my baseball.
3. The conditions in India were pitiful; the people lived in such ___________ conditions that I
was surprised that more people do not catch diseases due to the unwholesomeness of the
cities.
4. Mr. Maddox really thinks he has arrived in life; his position requires a _________________
to accompany him everywhere in order to do everything from shining his shoes to taking
notes in meetings.
1. What does Sir Andrew tell Marguerite he had seen as they were leaving Dover?
2. What does Sir Andrew do while Marguerite stays at Brogard’s and waits?
3. Who arrives while Marguerite is waiting in the attic?
4. What orders had Chauvelin given to Captain Jutley?
5. What is Chauvelin’s plan for capturing the Scarlet Pimpernel?
6. What does Marguerite hear as she watches Chauvelin?

Explain how disguise is used by various characters in today’s reading.

Explain how Orczy effectively builds suspense in chapter 24.
Lesson Twelve
12.1 Vocabulary
surreptitious adj.
interlocutor n.
unwonted adj.
1. surreptitious
2. interlocutor
3. unwonted
duplicate
ethicist
common
clandestine
rhetorician
customary
stealthy
lecturer
habitual
1. What is Marguerite tempted to do when Percy arrives and what stops her?
2. What happened that allowed Chauvelin to hide his surprise that Percy had recognized him
through his disguise?
3. What trick did Percy play on Chauvelin in order to escape?
4. Whom had Desgas seen Percy talking to and what were they discussing?
5. What bargain does Chauvelin make with the Jew that Desgas brought to him?
6. What does Chauvelin order Desgas to do just before he leaves to follow Percy?

Explain how Orczy uses irony in today’s readings.

Explain how the chapter’s title, The Eagle and the Fox, is appropriate.
Lesson Thirteen
13.1 Vocabulary
brine n.
ubiquitous adj.
precipitous adj.
banal adj.
1. We were so thirsty for a drink of fresh water; but the only water we could find was
___________________.
2. When I was small, I surely thought that my mother was ____________________. It seemed
that whenever I did something wrong, she was there to see it.
3. The __________________ fall of Sir Walter Raleigh in the eyes of James I led to his death
with an executioner’s axe.
4. The expression, “Have a nice day,” has become so trite; indeed, many greetings have
become ______________ because they are so commonplace.
1. What did Marguerite do when Desgas left?
2. What news does one of Chauvelin’s soldiers bring?
3. What does Chauvelin tell the soldiers to do if the Englishman is there when they reach the
hut?
4. What does he tell them to do if he is not there?
5. Why does Chauvelin decide to take the Jew with him instead of leaving him on the road
with the cart?
6. What is the Jew’s name?
7. What does Marguerite realize is waiting in the sea?
8. What happened as Marguerite was hurrying toward the hut?
9. What does Chauvelin threaten to do if Marguerite screams?
10. What does the group suddenly hear?

What mistakes in judgment does Chauvelin seem to make in today’s readings?
Lesson Fourteen
14.1 Vocabulary
bode v.
anathema n.
invigorate v.
1. bode
foretell
invoke
predict
2. anathema
implication
imprecation
malediction
3. invigorate
vitalize
tantalize
enliven
1. What did Marguerite do when she heard Percy approaching?
2. What surprise did the soldiers find when they entered the hut?
3. What were the plans in the note Chauvelin found in the hut?
4. What orders did Chauvelin give to the soldiers?
5. What did Chauvelin do with the Jew?
6. What did Marguerite discover about the Jew after Chauvelin had left?
7. How had Percy managed to get the note to the hut?
8. What had Sir Andrew been doing all this time?
9. Why had Percy given the fugitives two notes?
10. What great social event occurred when the party returned to England?

Explain how Orczy develops the plot in order to cause surprise for the reader.

Explain how Marguerite develops as a dynamic character in the novel.

Is Sir Percy’s yacht, Day Dream, a symbol? Why or why not?
Glossary for The Scarlet Pimpernel
alacrity (…-l²k“r¹-t¶) n. Cheerful willingness; eagerness; speed or quickness
anathema (…-n²th“…-m…) n. A formal ecclesiastical ban, curse, or excommunication; a
vehement denunciation; a curse
antiquated (²n“t¹-kw³”t¹d) adj. Too old to be fashionable, suitable, or useful; very old; aged
apropos (²p”r…-p½“) adv. At an appropriate time; by the way; incidentally
banal (b…-n²l“, b³“n…l) adj. Drearily commonplace and often predictable; trite
billet-doux (b¹l”³-d›“) n. A love letter
bode (b½d) v. To be an omen of; to predict; foretell
brine (brºn) n. The water of a sea or an ocean; a large body of salt water; salt water used for
preserving and pickling foods
carnage (kär“n¹j) n. Massive slaughter, as in war; a massacre
chaff (ch²f) v. To make fun of in a good-natured way; tease; to engage in playful teasing
cognizance (k¼g“n¹-z…ns) n. Conscious knowledge or recognition; awareness; observance;
notice
defalcation (d¹-f²l“k³”sh…n) n. A misuse funds; embezzlement
diadem (dº“…-dμm”) n. A crown worn as a sign of royalty; royal power or dignity
doggerel (dô“g…r-…l) n. Crudely or irregularly fashioned verse, often of a humorous nature
dowager (dou“…-j…r) n. A widow who holds a title or property derived from her deceased
husband; an elderly woman of high social station
efface (¹-f³s“) v. To rub or wipe out; erase; to make indistinct as if by rubbing
effete (¹-f¶t“) adj. Depleted of vitality, force, or effectiveness; exhausted; marked by selfindulgence, triviality, or decadence
ennui (¼n-w¶“) n. Listlessness and dissatisfaction resulting from lack of interest; boredom
equanimity (¶”kw…-n¹m“¹-t¶ ) n. The quality of being calm and even-tempered; composure
factotum (f²k-t½“t…m) n. An employee or assistant who serves in a wide range of capacities
foppish (f¼p“¹sh) adj. Of, relating to, or characteristic of a man preoccupied with his clothing
and manners; dandified
gourmand (g‹r-mänd“) n. A lover of good food; a gluttonous eater
guffaw (g…-fô“) n. A hearty, boisterous burst of laughter
implacable (¹m-pl²k“…-b…l) adj. Impossible to placate or appease
impedimenta (¹m-pμd”…-mμn“t…) n. Objects, such as provisions or baggage, that impede or
encumber
impugn (¹m-py›n“) v. To attack as false or questionable; challenge in argument
indefatigable (¹n”d¹-f²t“¹-g…-b…l) adj. Incapable or seemingly incapable of being fatigued;
tireless
ineradicable (¹n”¹-r²d“¹-k…-b…l) adj. Impossible to eliminate or be eliminated
insularity (¹n“s…-l…r) adj. Of, relating to, or constituting an island; living or located on an
island; suggestive of the isolated life of an island
interlocutor (¹n”t…r-l¼k“y…-t…r) n. Someone who takes part in a conversation, often formally or
officially
invigorate (¹n-v¹g“…-r³t”) v. To impart vigor, strength, or vitality to; animate
jackanapes (j²k“…-n³ps”) n. A conceited or impudent person; a mischievous child
mullion (m¾l“y…n) n. A vertical strip dividing the panes of a window
obsequiousness (¼b-s¶“kw¶-…s-nis) n. Full of or exhibiting servile compliance; fawning
onerous (¼n“…r-…s) adj. Troublesome or oppressive; burdensome
ormolu (ôr“m…-l›”) n. Any of several copper and zinc or tin alloys resembling gold in
appearance and used to ornament furniture, moldings, architectural details, and jewelry; an
imitation of gold
parry (p²r“¶) v. The deflecting or warding off of a thrust or blow, as in fencing; an evasive
answer or action
peremptory (p…-rμmp“t…-r¶) adj. Putting an end to all debate or action; not allowing
contradiction or refusal; imperative; having the nature of or expressing a command; urgent
perfunctory (p…r-f¾ngk“t…-r¶) adj. Done routinely and with little interest or care; acting with
indifference; showing little interest or care
piquant (p¶“k…nt) adj. Pleasantly pungent or tart in taste; spicy; appealingly provocative;
charming, interesting, or attractive
precipitous (pr¹-s¹p“¹-t…s) adj. Resembling a precipice; extremely steep; having several
precipices
prosaic (pr½-z³“¹k) adj. Consisting or characteristic of prose; matter-of-fact; straightforward;
lacking in imagination and spirit; dull
punctilious (p¾ngk-t¹l“¶-…s) adj. Strictly attentive to minute details of form in action or
conduct
pungent (p¾n“j…nt) adj. Affecting the organs of taste or smell with a sharp, acrid sensation;
penetrating, biting, or caustic
querulous (kwμr“…-l…s) adj. Given to complaining; peevish; expressing a complaint or
grievance; grumbling
recherché (r…-shμr”sh³“) adj. Uncommon; rare; exquisite; over-refined; forced; pretentious;
overblown
scion (sº“…n) n. A descendant or an heir; a detached shoot or twig containing buds from a
woody plant, used in grafting
sobriquet n. (s½“br¹-k³”) n. An affectionate or humorous nickname; an assumed name
squalid (skw¼l“¹d) adj. Dirty and wretched, as from poverty or lack of care; morally repulsive;
sordid
surly (sûr“l¶) adj. Sullenly ill-humored; gruff
surreptitious (sûr”…p-t¹sh“…s) adj. Obtained, done, or made by clandestine or stealthy means;
acting with or marked by stealth
tureen (t‹-r¶n“) n. A broad, deep, usually covered dish used for serving foods such as soups
or stews
ubiquitous (y›-b¹k“w¹-t…s) adj. Being or seeming to be everywhere at the same time;
omnipresent
unwonted (¾n-wôn“t¹d) adj. Not habitual or ordinary; unusual; not accustomed; unused
vis-à-vis (v¶”z…-v¶“) n. One that is face to face with or opposite to another; a date or an escort,
as at a party; one that has the same functions and characteristics as another; a counterpart
wizened (w¹z“…nd) adj. Withered; dried up
The Scarlet Pimpernel (Lessons 1–5)
Vocabulary Quiz #1
Instructions: Match the word with its definition.
A. carnage
D. querulous
G. tureen
J. scion
M. impugn
P. ennui
S. cognizance
B. pungent
E. defalcation
H. foppish
K. onerous
N. ineradicable
Q. piquant
T. jackanapes
C. insularity
F. peremptory
I. implacable
L. equanimity
O. guffaw
R. apropos
1. _____ a conceited or impudent person
2. _____ a misuse of funds; embezzlement
3. _____ troublesome or oppressive; burdensome
4. _____ listlessness and dissatisfaction resulting from lack of interest
5. _____ impossible to placate or appease
6. _____ conscience knowledge or recognition
7. _____ given to complaining; peevish; grumbling
8. _____ a hearty, boisterous burst of laughter
9. _____ penetrating, biting, or caustic
10. _____ at an appropriate time; by the way; incidentally
11. _____ of, relating to, or characteristic of a man preoccupied with clothing
12. _____ to attack as false or questionable
13. _____ putting an end to all debate or action
14. _____ appealingly provocative; charming, interesting, or attractive
15. _____ massive slaughter, as in war; a massacre
16. _____ a descendant or an heir
17. _____ impossible to eliminate or be eliminated
18. _____ a broad, deep, usually covered dish used for serving soups or stews
19. _____ quality of being calm and even-tempered
20. _____ suggestive of the isolated life of an island
Vocabulary Quiz #2
A. doggerel
D. vis-a-vis
G. antiquated
J. recherché
M. diadem
P. efface
B. prosaic
E. ormolu
H. dowager
K. sobriquet
N. punctilious
Q. parry
C. mullion
F. billet-doux
I. gourmand
L. effete
O. chaff
1. _____ an evasive action or answer
2. _____ marked by self-indulgence, triviality, or decadence
3. _____ an elderly woman of high social station
4. _____ to engage in playful teasing
5. _____ one that is face to face with or opposite another
6. _____ matter-of-fact; straightforward; lacking imagination and spirit; dull
7. _____ a crown worn as a sign of royalty; royal power or dignity
8. _____ too old to be fashionable, suitable, or useful
9. _____ to rub or wipe out; erase
10. _____ crudely or irregularly fashioned verse, often of a humorous nature
11. _____ a lover of good food; a gluttonous eater
12. _____ an affectionate or humorous nickname
13. _____ a love letter
14. _____ strictly attentive to minute details of form in action or conduct
15. _____ a vertical strip dividing the panes of a window
16. _____ forced; pretentious; overblown; uncommon; rare; exquisite
17. _____ an imitation of gold
Vocabulary Quiz #3
A. indefatigable
D. perfunctory
G. squalid
J. surreptitious
M. brine
P. banal
S. invigorate
B. wizened
E. impedimenta
H. obsequiousness
K. interlocutor
N. ubiquitous
Q. bode
C. alacrity
F. surly
I. factotum
L. unwonted
O. precipitous
R. anathema
1. _____ exhibiting servile compliance; fawning
2. _____ done routinely with little interest or care; acting with indifference
3. _____ not habitual or ordinary; unusual; not accustomed; unused
4. _____ to impart vigor, strength, or vitality to; animate
5. _____ cheerful willingness; eagerness; speed or quickness
6. _____ one who takes part in a conversation, often formally or officially
7. _____ drearily commonplace and often predictable; trite
8. _____ dirty and wretched; morally repulsive; sordid
9. _____ a vehement denunciation; a curse
10. _____ withered; dried up
11. _____ a large body of salt water
12. _____ an employee or assistant who serves in a wide range of capacities
13. _____ extremely steep; having several precipices
14. _____ sullenly ill-humored; gruff
15. _____ to be an omen of; to predict; foretell
16. _____ tireless
17. _____ being or seeming to be everywhere at the same time
18. _____ obtained, done, or made by clandestine or stealthy means
19. _____objects, such as provisions or baggage, that impede or encumber
Answer Keys to The Scarlet Pimpernel
Vocabulary Exercise, Lesson 1
1. pungent
2. carnage
3. insularity
4. defalcation
5. querulous
Lesson 1
1. The story is during the French Revolution.
2. There was a band of Englishmen who were helping the aristocrats to escape.
3. Grospierre allowed an entire family to escape.
4. The mob heard about Grospierre’s fate.
5. The woman was the Scarlet Pimpernel.
6. The conversation centered on politics.
7. Lord Antony, Sir Andrew Ffoulkes, and some French nobility.
8. The two men were discussing about French spies and how to outwit them.
1. peremptorily
2. tureen
3. foppish
4. implacable
Lesson 2
1. The English have a feeling of horror and disgust.
2. Lord Antony reacts with suspicion and caution.
3. One stranger got under an oak bench while the other exited through the door.
4. The name is to hide the identity of the leader of the league; a scarlet pimpernel is a common
English wayside flower.
5. There are twenty men.
6. Marguerite had apparently denounced the Marquis de St. Cyr, by which he with his entire
family was executed.
1. florid
2. proxy
3. interdict
4. collateral
Lesson 3
1. She did not want to see Marguerite and tried to leave the room.
2. Suzanne was fond of Marguerite and wished to see her.
3. Marguerite was brilliant and clever; she was a republican and did not care for riches nor
titles; however, she marries Sir Percy , who was rather witless and extremely wealthy.
1
4. Sir Percy’s mother became insane shortly after giving birth of Percy. Percy was educated
aboard and became wealthy after the death of both of his parents.
5. Basically, Sir Percy ignores the challenge.
6. Sir Percy gave a “curious look of intense longing, of deep and hopeless passion.”
1. irascible
2. lament
3. interest
Lesson 4
1. Marguerite felt alone and was afraid for the safety of Armand.
2. Marguerite told Percy about her part in the condemnation of Marquis de St. Cyr and Sir
Percy was revolted by the act.
3. Marguerite loves her brother even more.
4. The Marquis had Armand nearly beaten to death because Armand fell in love with the
Marquis’ daughter.
5. The Marquis was trying to get the Emperor in Austria to put down the revolution in France.
She spoke about the Marquis to her friends.
6. Marguerite sees Chauvelin.
7. Chauvelin is to learn the identity of the Scarlet Pimpernel
8. Marguerite is asked to find the Scarlet Pimpernel; she refuses to help Chauvelin
1. apropos
2. jackanapes
3. cognizance
4. piquant
Lesson 5
1. The two men plan to rescue the Comte de Tournay from France.
2. They were surprised by an ambush.
3. Chauvelin finds a letter signed by Armand St. Just
4. She reacts with indignation; she warns the Comtesse that by opposing Lady Blakeney will
only make her to look like a fool.
5. They were tied up and gagged; Chauvelin hoped that they would meet the Scarlet Pimpernel
at Lord Grenville’s ball.
6. Either Marguerite helps Chauvelin to find the Scarlet Pimpernel or Chauvelin will kill her
brother, Armand.
7. The English nobles have contempt and defiance for Chauvelin.
1. B
2. C
2
3.
4.
5.
6.
laconic
awning
rogue
veneer
Lesson 6
1. She had only a good-humored contempt for Sir Percy.
2. Lord Hastings gave a slip of paper to Sir Andrew.
3. When Sir Andrew began to burn the note, Marguerite took the note from his hand, blow out
the flames, and held the smoking paper under her nose.
4. The Scarlet Pimpernel would be in the supper room at 1:00.
5. She pretended it to be a love letter (billet doux).
1. recherché
2. antiquated
3. sobriquet
4. dowager
5. gourmand
Lesson 7
1. She asks him to find Sir Percy and to tell him that she is ready to leave the ball.
2. He will see who is in the supper room and will have all of the individuals followed by spies.
3. Chauvelin finds Sir Percy, napping.
4. Marguerite learns that Chauvelin failed to learn the identity of the Scarlet Pimpernel.
5. The day that Chauvelin and the Scarlet Pimpernel meet together on French soil, then
Armand will be sent to England.
1. strong
2. halidom
3. punctuated
Lesson 8
1. Sir Percy still had great passion and was hiding behind a mask to cover his true feelings.
2. She wanted to test Sir Percy regarding his love for her.
3. Armand would be safe.
4. The note stated that he had business in the north and would return in about a week.
5. Sir Percy was going to help Armand
1. chaff
2. parried
3. effaced
3
Lesson 9
1. Marguerite was expecting Suzanne to spend the day with her.
2. Marguerite decides to enter Sir Percy’s secret office.
3. The picture is one of Sir Percy’s mother.
4. Sir Percy is given to detail.
5. She finds a ring with the symbol of a scarlet pimpernel.
6. Suzanne heard that the Scarlet Pimpernel was in London and was going to France.
7. Marguerite receives the letter that compromised Armand.
8. She goes to Sir Andrew Ffoulkes.
9. He reacts first with suspicion and then with perplexity because of his oath for secrecy to the
Scarlet Pimpernel.
10. They would go to Dover to charter a boat to Calais.
1. deflectable
2. necromantic
3. lacrimation
4. dank
5. miming
Lesson 10
1. Marguerite is eloping with Sir Andrew.
2. She was worried about his spies.
3. He was disguised as a lackey, or servant.
4. The storm had permitted no ships to leave Dover.
5. They talked about the exploits of the Scarlet Pimpernel.
6. Brogard was very rude and obnoxious.
7. Sir Percy was at the inn, he ordered dinner, he left, and he would return.
1. obsequious
2. surly
3. squalid
4. factotum
Lesson 11
1. Sir Andrew saw Chauvelin on the beach at Dover, disguised as a cure, or priest.
2. He tries to find Sir Percy.
3. Chauvelin arrives with his men.
4. The reinforcements are to start the patrol duty and Desgas is to get six of his men to return
to the inn.
5. All strangers would be trailed but not stopped; the Scarlet Pimpernel would lead the troops
to Pere Blanchard’s Hut
6. She hears someone singing “God save the King.”
4
1. duplicate
2. ethicist
3. unwonted
Lesson 12
1. She wants to tell Sir Percy to flee and save himself; she was afraid that Chauvelin had men
nearby to capture her husband.
2. Chauvelin chokes on his soup.
3. Sir Percy put black pepper in his snuff box; Chauvelin took a pinch and inhaled the pepper.
4. Sir Percy was talking to a Jew about renting his cart and horse.
5. If Chauvelin can shake hands with Sir Percy, then the Jew will get ten gold pieces.
6. Desgas is to choose his men well.
1. brine
2. ubiquitous
3. precipitous
4. banal
Lesson 13
1. She started following behind the cart at a distance.
2. The soldiers did not find a tall stranger, but did find a fisherman’s hut.
3. If the tall Englishman is there, then the soldiers are to seize the hut at once.
4. If the tall Englishman is not there, then the soldiers are to wait until the Englishman is
inside the hut.
5. The Jew admits that he may cry out in alarm if he should be left alone on the road.
6. His name is Benjamin Rosenbum.
7. She sees the Day Dream, Percy’s yacht.
8. She is captured by Chauvelin.
9. All the men in the hut would be shot before her very eyes.
10. The groups hears someone singing, “God save the King!”
1. invoke
2. implication
3. tantalize
Lesson 14
1. She screams and tries to warn Percy.
2. The men that were inside the hut were gone.
3. The crew of the Day Dream was to send the boat to pick Percy up at the Chat Gris.
4. Chauvelin offers 1000 francs to every man who reaches the creek before Percy does.
5. Chauvelin has the Jew beaten.
6. The Jew was Percy in disguise.
5
7. Percy was able to free himself of his bonds, go to the hut, and drop the notes through a
chink in the wall.
8. Sir Andrew was walking along a road that would keep him out of harm’s way.
9. One was the correct instructions; the other was for Chauvelin, which took him in the
opposite direction.
10. The event is the marriage of Sir Andrew and Suzanne
Scarlet Pimpernel
Quiz #1
Scarlet Pimpernel
Quiz #2
Scarlet Pimpernel
Quiz #3
1. T
2. E
3. K
4. P
5. I
6. S
7. D
8. O
9. B
10. R
11. H
12. M
13. F
14. Q
15. A
16. J
17. N
18. G
19. L
20. C
1. Q
2. L
3. H
4. O
5. D
6. B
7. M
8. G
9. P
10. A
11. I
12. K
13. F
14. N
15. C
16. J
17. E
1. H
2. D
3. L
4. S
5. C
6. K
7. P
8. G
9. R
10. B
11. M
12. I
13. O
14. F
15. Q
16. A
17. N
18. J
19. E
6

Cov-Scarlet Pimpernel

Transcription

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