Text 05

THE FLY
Little Fly, Thy summer's play My thoughtless hand Has brush's away. Am I not A fly like thee? Or art not thou A man like me? For I dance, And drink, and sing,	Till some blind hand Shall brush my wing. If thought is life And strength and breath, And the want Of thought is death; Then am I A happy fly, If I live Or if I die.
МОТЫЛЕК
Жаль мотылька! Моя рука Нашла его В раю цветка. Мой краток век, Твой краток срок. Ты человек. Я мотылек. Порхаю, знаю: Сгребет, сметет	Рука слепая И мой полет. Но если мыслить И значит – быть, А кончив мысль, Кончаем жить, — То жить желаю Мой краткий срок, Весь век порхая, Как мотылек.
МУХА
Бедняжка муха, Твой летний рай Смахнул рукою Я невзначай. Я – тоже муха: Мой краток век. А чем ты, муха, Не человек?	Вот я играю, Пою, пока Меня слепая Сметет рука. Коль в мысли сила, И жизнь, и свет, И там могила, Где мысли нет, —

Так пусть умру я

Или живу, —

Счастливой мухой

Себя зову.

The above selection shows very well the difference in approach to Blake's famous verse displayed by two translators – Vladimir Toporov and Samuel Marshak.

1.7 Teachers versus poet eachers

Every quality translation is good in its own right. Each good translator is doing a marvelous job, anyway. The same applies – metaphorically and not – to EFL teaching. We teachers of English are paid for translating the cultural idiom in class. This noble work seems to be more often than not relegated to a mere memory drill. No time for poetry, let alone translation!

However, poetry can and must be an effective means for development of language awareness and linguistic ability. Interpretation of poetry, with subsequent translation, comes in handy for anyone who would like to teach EFL well. Poetry helps turn EFL teaching into a highly creative process, which implies getting on friendly terms with the subtleties of both the native and target language and literature.

There exists one curious view on EFL teachers. According to their attitude to written work done by students all teachers might be described by the two basic types: the transmitters and the interpreters. Mind the word: interpreters.

The purpose of the transmitter type of teacher is, primarily, the recording and acquisition of information; the response of such a teacher to student work is confined to assessment and correction. There are virtually no 'surprises', apart from some unpleasant ones, for the transmitter.

The interpreter type of teacher treats the learners to a particular delicatessen portion of material and seeks understanding and feedback. It is much more difficult but very rewarding. In this case, teaching equals art. The cognitive and personal development of the student becomes the purpose of the teaching process; the interpreter teacher not only replies and comments but uses the results in future teaching.

It is common knowledge, though, that the transmitter type prevails: such classroom communication policy makes it easier for the teacher to demonstrate competence to any superiors. The view of the present writer is that the ultimate goal of teacher training should be moulding poeteachers, that is, the interpreter type of teacher able to translate the cultural idiom well. This requires a number of important skills, some of which we have already started developing.

At all events, poetry can help self-actualize. Literary translation and other related activities are routine for the interpreter type of English teacher. When classroom communications are enriched with a variety of poetic means that can guarantee the teacher potent immunity against all sorts of contagious occupational hazards such as failing enthusiasm, idle staffroom chat, and you name others.

In a wider context, that helps change the system of education for the better. Locally first, and then – who knows.

INDIVIDUAL AND/OR SMALL GROUP TASKS

1. Preapare a description of what 'good poetry' is making use of Text 01 and 10.

2. Think of ways to illustrate the problems of poetic translation using Texts 03-05.

3. Show how O. Wilde emphasizes the quality of the translation of the Odyssey made by William Morris (Text 06).

4. Find as many common features as you can in Text 02 and Text 09.

5. Analyze the translations made by native and non-native speakers and show their advantages (Texts 07—08).

6. Evaluate the quality of translations made by students (Text 10).