Cuadernillo N 4 2do Cuat

UNIVERSIDAD NACIONAL DE LA MATANZA
DIRECCIÓN DE PEDAGOGÍA UNIVERSITARIA
CUADERNILLO INGLÉS TRANSVERSAL IV
2023
Proyecto original: Dr. Efraín Davis
Coordinación: Mgter. Saraceni, Ana Claudia
Equipo: Esp. Almada, Graciela

Mgter. Marrari, Andrea
Mgter. Suchecki, Myriam
Colaboradores: Lic. Marchegiani, Paola

Prof. Minitti, Christian
Lic. Prado, Andrea
Alumnos para acreditación.

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following information.
User: 111222333444
Password: 111222333444
Table of Contents
Contents Page
Diagnostic …………….... 3
Unit 1 “Innovation”…….. 7
SECTION 1……………..… 8
SECTION 2……………….. 18
SECTION 3……………..... 25
SECTION 4……………..... 29
Unit 2 “Adaptability”….. 30
SECTION 1……………….. 31
SECTION 2……………….. 37
SECTION 3……………….. 45
SECTION 4………………. 48
Unit 3 “Persuasion”……. 51
SECTION 1………………. 52
SECTION 2………………. 63
SECTION 3………………. 72
SECTION 4………………. 75
Unit 4 “Negotiation”….. 77
SECTION 1………………. 78
SECTION 2………………. 83
BRAVE NEW WORLD…… 87
2
DIAGNOSTIC TEST
PROFESSIONS
3
DIAGNOSTIC
PROFESSIONS
Part A: Group Work. Let’s talk it over
1. Have a look at these images.

Which one/s, do you think, belong/s to each Department from
UNLaM? Write the number in the boxes below.
1 2 3 4 5
6 7 8 9 10
HUMANITY HEALTH ECONOMICS ENGINEERING LAW
NUMBERS
2. Group among yourselves according to the

Department you are studying at.
When you are in groups, discuss the possible answers to these questions. One
member of the group will read the answers to the rest of the class. As he/she
reads out, the other groups will take down notes in the chart below.
a. What is your ideal job?
b. What type of work environment do you prefer?
c. In your opinion, what is your ideal employer like?
DEPARTMENTS IDEAL JOB WORK ENVIRONMENT IDEAL EMPLOYER

HUMANITY
LAW
HEALTH
ECONOMICS
ENGINEERING
4
PART B: Individual work
Reading time
1. Have a look at this text.

2. Read the title. Why do you think it is called like this?
The Best Job in the World
I just might have the best job in the entire world. It's certainly the job that
best fits my passions and personality. I am an ethnomusicologist. It's a fancy-
sounding word with a simple meaning. Let's break it down: "ethno" means
"people," "-ologist" means someone who studies something, and "music" -
you already know what that means. In other words, I study the music of
different types of people all around the world.
My specialty is the music of Central America. For three months of every
year, I travel to the mountains of Ecuador with my notebook, my audio
recorder, and my microphone. I seek out local musicians. I record the music
they play. I also write down their stories: who they are, where they come
from, how they learned to play music, and what their songs mean to them
and their people.
I guess you could say that I'm part journalist and part music producer. The
music producer part is easy: I just turn on my microphone and let the
musicians do what they do best. But the journalist part took practice. First, I
needed to learn enough Quechua, the local language of the area, to
communicate with others. Then I needed to make friends with people in
the community. I needed to show them who I was, why I was there, and
what I planned to do with my recordings.
I spend the other nine months of each year teaching and writing about
what I learned in the mountains of Ecuador. I teach a class at the local
college called "The Music of the Quechua Peoples," and I am just finishing
up a book called "Mountain Songs." Going from my air-conditioned office
at the college to a tiny mountain village in Central America can be quite
an adjustment, but it’s part of what keeps my job interesting. I return from
my travels exhausted, but by the end of the school year, I always find myself
excited to visit my Quechua friends again.
Retrieved from: https://myteacherbin.com/the-best-job-in-the-world/
3. Read the text and check your predictions about the topic of the text.
4. Answer these questions

a. Do you agree with the writer’s idea about “The Best Job”? Why (not)?
b. Would you like to have a similar job? Why (not)?
c. Do you think jobs always turn out to be ideal?
5
VIDEO TIME
Talking about Ideal Jobs, let’s watch this video and explain which problem
the main character has to face.
https://www.youtube.com/watch?v=dwcavo44AFk
• Has this ever happened to you?

• What’s the problem with Mónica? Bear in mind that she is a
chef.
WRITTEN DIAGNOSTIC (VIRTUAL CLASS)
Let's work in the Forum from Miel.
1. Individually write, in a six-sentence paragraph, the description of your

future ideal job. Include its positive and negative aspects (if you feel
there are any).
2. Before you write, remember to read your classmates descriptions and
use some expressions of agreement or disagreement to comment on
their ideas
You description should include:

• The type of working environment you dream of
• Strengths necessary to work there
• Possible weaknesses of the staff
• Personality traits required from the employers for the expected position.
In your contribution you are expected to include the following:

• Connectors to link the sentences. (Remember the differences between
a clause and a sentence. Clauses contain a subject (which is the actor)
and a verb (which is the action the subject performs). Sentences are
made up of independent and dependent clauses that describe a
subject, where they are, the mood, and the action they are taking.)
• Use of passive voice.
• Hypothetical ideas about the present.
• Variety of tenses (S. Present, Present Continuous, Present Perfect)
You will get this feedback from the tutor after writing your contribution:
DIAGNOSTIC EXAM. THE RESULTS CAN BE: WELL DONE or TO BE IMPROVED
MForm. Watch the video and do the activities in the MForm.

6
UNIT 1
INNOVATION
7
UNIT 1
INNOVATION
SECTION 1
Fun time
Who are these men?

Use their surnames to solve this puzzle and find the hidden word
a. _ ______
b. _____
c. ____ _____
d. _ __
e. _ _ _
a. c.
b.
d. e.
a- b- c- d- e-
8
Let’s discuss
1. Do these men have any characteristics in common?

2. Would you call them ‘innovative entrepeneurs’?
3. Why did they become famous?
4. Are they related to the title of the unit?
5. Do you agree with this quotation? Why (not)?
6. What is the connection between innovation and creativity?
You may want to use these phrases to express your opinions and,
perhaps, include some of the ideas suggested in the section called “Food for
Thought”
Phrases to express your ideas.
I suspect that….
I’m fairly certain that …
It’s my opinion that…….
It seems to me that …
9
Is there any difference between Innovation & Creativity?
An innovative entrepreneur identifies opportunities and creates value for

their customers or clients. Innovation is fundamental in the development of
a successful business.
Innovation is taking an idea and turning it into something valuable and

relevant. Creativity is the ability to see the world in new ways, find hidden
patterns, make connections between seemingly disparate things, and
generate new ideas. Innovation often drives creativity, but creativity does
not always lead to innovation.
In other words, to be a creative, innovative, and visionary entrepreneur,
you must have the proper mindset.
READING TIME
We are going to read a text called “HOW TO USE YOUR CREATIVITY TO

BOOST1 YOUR CAREER”
Do you think the men mentioned before used their ideas to boost their
careers?
1. Read the introduction of the text and underline the answers to these
questions
a- How can you boost your career opportunities and get success in your
business?
b. What effect can creative individuals have on other people?
c. How can you convince possible employers that you are creative?
1 To boost: to help or encourage (something) to increase or improve.
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2. Read the rest of the text and correct these sentences according to the
information provided
a. The subtitles of the text are examples of creative solutions implemented by

successful entrepreneurs
______________________________________________________________________
b. Creative thinkers have the same possibilities to succeed in different

environments as any other person.
_________________________________________________________________________
c. It is not always useful to get everything ready before an interview,
improvisation is necessary.
_________________________________________________________________________
d. Your creativity will be quite profitable in your area of expertise.
_________________________________________________________________________
e. Creativity and innovation cannot be taught, it is something innate.
_________________________________________________________________________
f. Team meetings tend to be quite useless to coach your mates in creativity.
_________________________________________________________________________
How to use your creativity to boost your career.
Are you creative at work? No, we’re not asking if you’re a dab hand and
watercolour – we mean are you a creative thinker? Do you problem-solve
easily and enjoy thinking laterally? If so, you could be boosting your career
opportunities, and contributing to the success of your business.
The companies where employees can think and operate creatively tend to
do better than in those where there is no place for imagination. A creative
person who takes on a situation or a project can be a breath of fresh air,
inspiring others to ‘think outside the box’. Creative people, therefore, hold a
huge amount of power if they can exploit it to its full potential.
Creativity fuels innovation, so demonstrating you’ve had this impact in your

role can really impress potential employers and boost your career
opportunities. Before you start to work on your CV or head off to an interview,
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you might want to take a few moments to prepare some examples of how
your creative thinking provided your company with a great solution to a
problem. Be certain to back them up with solid evidence, so you can prove
you’ve also got the qualities to deliver tangible results. It’s no good having lots
of creative flair and good ideas if they don’t work in reality – you need to
communicate to your potential employer that you spotted an opportunity,
understood why it would be beneficial to all concerned, and then acted on
your instinct to bring about change and success.
Use creative thinking to maximise opportunities
Is there a sense of frustration within your team or organisation about a

particular project or process? If so, it could be the ideal opportunity to exercise
your creative thinking. Bring together an inter-disciplinary team to collaborate
on streamlining and improving the situation, then present your findings to the
people who can make it happen. Such an exchange of knowledge and ideas
can shape future direction and being involved in innovation is a sure-fire way
to boost your career, on paper and in practice.
Invest in ideas generation
If you have a budget for team-building in your current role, why not consider
activities focused on getting employees to step away from their usual way of
thinking, going beyond their comfort zone and seeing things from a different
perspective? If you don’t control a budget, why not suggest such an
endeavour to your line manager? There are plenty of organisations that
specialise in innovation workshops and training - such as arts institutions and
theatre companies – and could result in increased employee engagement,
corporate growth and driving business success. Great for flexing your creative
muscles and great for your CV.
Make your workplace culture more creative
Something as simple as a less formal approach to meetings and presentations

can work wonders in encouraging creative thinking. We’ve all heard of
writer’s block, but it’s not just wordsmiths who can struggle to find creative
inspiration. If team meetings always take the same dull format, why not mix
things up with a quick new task to get everyone thinking more freely? If annual
reports or presentations send the entire audience to sleep, why not look at
ways of better engaging with them, perhaps through amusing visuals, off-the
wall facts or short break-out sessions to get everyone talking and thinking?
Facilitating change in this way will demonstrate to potential employers your
ability to inspire and motivate others, which in turn adds value to their business
and boosts your employability.
12
Adapted for pedagogical purposes and retrieved from: https://www.progressiverecruitment.com/en-
be/blog/2015/12/how-to-use-your-creativity-to-boost-your-career/
Glossary:
dab hand: someone who is very good at a particular activity
watercolour: paint mixed with water
REFLECTING TIME
In the text you can read that ….
Creativity fuels innovation, so demonstrating you’ve had this impact in your

role can really impress potential employers and boost your career
opportunities.
3. Copy from the text actions suggested by the author to promote creativity
in your career. These are two examples
Bring together an inter-disciplinary team to collaborate on streamlining and

improving the situation
Why not mix things up with a quick new task to get everyone thinking more
freely?
__________________________________________________________________________
4.Which of the creative actions suggested in the text can fuel innovative
ideas in your future career?
Department Innovative ideas
Political
Science
Engineering
Humanity
Health
Economics
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RECALLING TIME – Relative Pronouns
Read these sentences extracted from the text. Notice how these ideas are
expressed.
A creative person who takes on a situation or a project can be a breath of

fresh air, inspiring others to ‘think outside the box’.
The companies where employees can think and operate creatively tend to
do better than in those where there is no place for imagination.
Then present your findings to the people who can make it happen.
There are plenty of organizations that specialise in innovation workshops and

training
How to use relative pronouns

A relative pronoun or a grammar connector is a word that is used to give more
information about the noun that comes right before it.
Who Refers to a person (as the verb’s subject)
Which Refers to an animal or thing
Whom Refers to a person (as the verb’s object)
That Refers to a person, animal, or thing
Where Refers to a place
Whose Expresses possession of the previous noun.
TO WORK ON YOUR OWN
1. Choose the correct relative pronoun
Innovative Thinking Skills

Innovative thinking is a highly valued skill in a workplace where/which1 growth
is expected to be enhanced naturally. People which/who2 can think
creatively to provide solutions to business processes are sought by employers.
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Employees whose/where3 critical thinking and creativity skills are well
developed possess innovative thinking capabilities which/whose4 will
contribute to bring new ideas into their workplace.
Innovative thinking
Innovative thinking is a creative thought process where/which5 is used to
generate ideas and solutions. It is a complex task that/whose6 involves finding
new methods to approach problems or procedures. Innovative thinking
produces results that/where7 change or challenge the status quo. In the
workplace, this means looking for ways to think differently to produce better
business practices for both employees and customers.
2. Write the suitable relative pronoun.
Innovative thinking skills

Innovators ….……. 1 possess these traits will contribute new ideas:
Creativity
Creativity is often associated with artistic talents. Being creative can be a way
of looking at the world differently. Creative individuals ………. 2 ideas are
usually generated through multiple methods like brainstorming and group
input are constantly implementing methods ………. 3 help them to put new
ideas into practice.
Problem-solving
People ………. 4 practice innovative thinking naturally find ways to solve
problems. They usually seek alternative ways ………. 5 they can make
something work. They often learn from failure and are not afraid to take risks.
Instead of seeing an impossible task, they are optimistic individuals ……….6
daring attitude makes them find the challenge invigorating.
SPEAKING TIME
Elevator Pitch - an innovative strategy which is used to give a successful

speech.
We are all aware of the importance of transmitting any message in a

successful way, mainly in the work environment. When a professional wants
to let the others know about his/her idea, product, innovation or any other
15
type of message it is essential s/he does it properly. Currently, many
companies ask their employees to prepare short but effective
presentations, called elevator pitches, to upload them to the company’s
social media for all the others to watch and listen to their mates' proposals.
The elevator pitch is the perfect example of an innovative action to

develop, in just a few minutes, a strategy that will help your interlocutor to
discover a little more about you or your project.
In a world where everything is moving faster and faster, you have to adapt
because PowerPoint presentations which have 30-pages don’t sell
anymore, and potential clients don’t have that much time to offer you. A
concept that interests them must be summarized in a clear and persuasive
argument in just a few minutes. Here, we show you how.
Elevator pitch: what is it?
The elevator pitch, also called a sales speech in English, is a simple principle
used with a clear purpose. You are an entrepreneur, a salesman or simply a
project carrier and you want to convince a high-ranking person, a financer or
a superior, to believe in your project and invest in it.
A pitch is a presentation, always oral, of a project or an idea intended to get

your interlocutor’s attention and approval. The most important aspect of this
concept is that the speech must be concise. It should not exceed the time
needed for an elevator ride.
Elevator Pitch: How to organize it?
The structure of an elevator pitch is quite easy to remember, then you just
have to practice to make a good presentation pitch.
These pitches have a very simple format. They generally start with a hook,
an engaging idea, and/ or question, and, then, they consist of four steps.
HOOK
1- The speaker introduces the CONTEXT
2- The speaker introduces the PROBLEM
3- The speaker provides a possible SOLUTION
4- The speaker talks about the ADVANTAGES of his/her proposal.
16
VIDEO TIME
A. Let’s watch this video about the different steps of an elevator pitch and
notice the expressions used by the narrator in each part of the pitch.
https://www.youtube.com/watch?v=Z 3gwFIvE87Y
B. Watch the video again and decide which of these expressions

and/or connectors is used to introduce the different parts of a typical
elevator pitch.
SO THAT - BUT - THANKS TO - THEREFORE
(Context) _________ new radiation therapies, more and more patients with
head and neck cancer survive. (Problem) ____________in 70 percent of all
cases those patients develop swallowing problems making harder for them
to eat or drink (Solution) ____________, I am researching how we can help
those patients by training their mouths, tongue and throat muscles
(Advantage) ___________ in the end, these patients can enjoy their meal
again.
This pitch does not begin with a hook. Can you think of a possible question
to engage the audience?
17
SECTION 2
VIRTUAL
SPEAKING TIME FOR THE NEXT FACE-TO-FACE LESSON
Getting ready to prepare your elevator pitch
Remember
It is called an “elevator pitch” because
it should be something you can deliver
in the time it takes to ride an elevator.
Therefore, practice, practice, practice.
Elevator Pitches: MODELS
These are two different types of elevator pitches. Read them and work with
the activities below
A- Read pitch N°1 and answer these questions.
1- Who prepared this pitch? An entrepreneur, a salesman or simply a

project carrier?
__________________________________________________________________________
__________________________________________________________________________
2- What is the main topic of the pitch?
__________________________________________________________________________
__________________________________________________________________________
3- What idea is expressed to set the context of the pitch?

__________________________________________________________________________
__________________________________________________________________________
4- What is the problem expressed by the speaker?

__________________________________________________________________________
__________________________________________________________________________
5- What is the proposal about? Just an idea, a product, an

innovation or any other type of message?
__________________________________________________________________________
__________________________________________________________________________
18
6- What is/are the advantage/es of this proposal?
__________________________________________________________________________
__________________________________________________________________________
7- Why do you think the speaker included the initial paragraph of his
speech?
__________________________________________________________________________
__________________________________________________________________________
B. Label the different parts of the pitch.
Hook / Context / Problem / Solution / Advantages
C: Underline the words/phrases that can help us to identify each part.
Example # 1 Speaker: Harrison Smith, UP School of Marine

Science & Policy Master’s student
https://youtu.be/WDJqemi_AUg
______________
We've all heard that robots are taking over the job market but what if I told you that
retail and manufacturing aren't the only industries where robots are making a splash?
_______________
Oceanography has been revolutionized with the advent of high-tech observatories
that allow people like you and me to see the ocean in ways that people 50 years
ago could only dream about. Today we have robots that dive thousands of meters
below the ocean surface and robots that can see a centimeter from an orbit
thousands of miles away.
__________________
Now, we don't always think of satellites as robots but they are and for oceanography,
they provide an unparalleled daily global snapshot of the world's oceans. But when
it comes time to validate the data from these multi-million-dollar taxpayer-funded
ventures, we fill a boat with people fuel, scientific instruments, we send it to the
19
middle of the ocean to repeat the satellite's measurements. Sounds expensive, or
tedious?
_________________
I think there's a better way, one that uses the tools we already have. My research
explores using underwater robots, called gliders, to validate data from ocean-
observing satellites. Now gliders are already taking all the same measurements that
are taken on a satellite validation cruise at a fraction of the cost.
____________
If we can use the resources we already have more efficiently, satellite
oceanography can rocket forward and leave the tedious jobs to the robots. Thank
you!
Example # 2; Speaker: Brandon Gallie, Owner of a social media marketing

business
A- Read pitch N°2 and answer these questions.
1- Who prepared this pitch? An entrepreneur, a salesman or simply a

project carrier?
__________________________________________________________________________
__________________________________________________________________________
2- What is the main topic of the pitch?
__________________________________________________________________________
__________________________________________________________________________
3- What idea is expressed to set the context of the pitch?

__________________________________________________________________________
__________________________________________________________________________
4- What is the problem expressed by the speaker?

__________________________________________________________________________
__________________________________________________________________________
5- What is the proposal about? Just an idea, a product, an

innovation or any other type of message?
__________________________________________________________________________
__________________________________________________________________________
20
6- What is/are the advantage/es of this proposal?
__________________________________________________________________________
__________________________________________________________________________
7- Why do you think the speaker included the initial paragraph of his
speech?
__________________________________________________________________________
__________________________________________________________________________
Social media is vitally important for today’s small business. It’s almost like a
modern-day business card. _____________ But no matter what you do, you
can’t get it working for you. This is deeply frustrating and, also exhausting.
After spending months or even years on this, you’re still no closer than you
were at the beginning. But here’s what you need to realize. Social media is
a lot easier than you think.
The reason why you’ve failed is simply because you’re doing it wrong. As
someone who owns a social media marketing business, this is something I
see every day. _____________ That’s why I’ve created a report called “10
Deadly Mistakes Small Business Owners Make When Using Social Media.”
____________ In this report, you’re going to learn about the simple errors
you’re probably making…plus how to turn these around to your advantage
and get things right the first time. _______________ This report is FREE and
available for instant download. To grab your copy, simply click here now.
B. Label the different parts of the pitch.
C: Underline the words/phrases can help us to identify each part.
21
Here you have more information and help on what
aspects to take into account when preparing a pitch
https://youtu.be/pnzbdOI9Bw0
After watching this video, what are the three most important
aspects to take into account when delivering a pitch?
HANDS-ON PRACTICE
Imagine you are the writer of this article, and you need to convince an editor
to publish it in an important best-selling magazine.
1. Read the text and solve the following activity.
Why Innovation Isn’t Everyone’s Job
I hear it far too often: innovation should be part of everyone’s job. To that
point, when I searched “innovation isn’t everyone’s job,” Google returned
only four results. All of them directed to the same article, which made the
point that while innovation isn’t everyone’s job, it should be. Executives are
constantly lamenting that new ideas only come out of “the labs” or “Product”
when, in fact, the company is made up of thousands of people with great
ideas. I understand why this can seem foolhardy or disheartening.
But in the same way that I don’t want just anyone fixing my plumbing or
representing me in court, I don’t want just anyone being responsible for
innovation. Most people acknowledge that innovation is a process. We even
continue to hire dedicated Innovation teams. Yet we still try to make
innovation everyone’s job. There are countless articles telling us why to do so
and how to do it.
However, I want to highlight five reasons why we should stop trying to make
innovation part of everyone’s job.
It devalues the process and the role of your Innovation function. The more we
propagate the idea that anyone can innovate, the less we value a formal
innovation process. Innovation needs to be about consistently generating
solutions in a way that advances the organization’s defined strategic
objectives.
22
It negatively impacts morale. Having a great idea that makes the company
a ton of money sounds wonderful. As there are ways to get a broader group
of employees involved in innovation, traditional idea banks can be outright
harmful to your innovation culture if not implemented carefully.
It over-emphasizes product innovation. When companies try to get everyone

involved in innovation, they often skip the crucial step of explaining the
different kinds of innovation. If the goal is to get more people involved in
innovation, it’s important to have an organized way of identifying how their
skills and ideas can translate into different forms of innovation.
It decentralizes crucial learnings. Like any good business function, innovation

needs to be managed. While it’s possible to broaden the scope of who’s
involved in innovation efforts, it takes a full system of governance, processes,
metrics, and tools to ensure that that new breadth is productive.
It drains resources. Making innovation part of everyone’s job means forcing

everyone to take on a second day job. Companies that excel at innovation
use their limited resources more effectively. They devote the bulk of their time
and money to the most promising projects. Then they earmark remaining
funds for trendspotting and primary customer research, or they pay to bring in
outside experts with varying viewpoints.
Therefore, building a culture of innovation is a worthy pursuit. Taking the next

step and making everyone an innovator is a step that may ultimately arise. It’s
important to build a centralized structure for managing innovation and to
empower members of your Innovation team to be champions. Train them to
reach out to other employees so that they can elicit ideas that reflect
management’s strategic goals.
So, if you teach them how to act as shepherds who want to participate in
targeted moral challenges, the result will be great. Your trained innovators
and your large workforce are both assets that you can leverage. All the effort
that your whole team has made will be reflected in excellent results.
Adapted for pedagogical purposes. Retrieved from: https://medium.com/new-markets-insights/why-

innovation-isnt-everyone-s-job-69c9e0afc48f
23
2. Recognize the possible parts from this text for a potential pitch and
copy in each the box below the sentence/s that you may want to use
to prepare it.
CONTEXT PROBLEM SOLUTION ADVANTAGE
e.g.
I hear it far too

often: innovation
should be part of
everyone’s job.
Executives are
constantly
lamenting that
new ideas only
come out of “the
labs” or
“Product” when,
in fact, the
company is
made up of
thousands of
people with
great ideas
24
SECTION 3
LITERATURE
BRAVE NEW WORLD. Chapter 1
AN INNOVATIVE OR A PERFECT WORLD?
Have a look at this image
a. Who can you see in the picture?

b. What calls your attention?
c. Does this look like a perfect world? Why (not)?
d. Do you think there is much innovation in this picture? Why (not)?
Think and give your opinions on these ideas related to “A Perfect World” Do
you agree or not? Why?
a. Human beings are worried about their freedom of thought,

governments have to attempt to control our minds.
b. Science and technology will solve all our problems.
c. Many times, being isolated as a human being is positive.
d. Happiness is the main goal of life.
e. Dating should be fun and carefree.
f. Being a consumer is a very important aspect of our life.
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PHRASES TO EXPRESS YOUR IDEAS
Use these phrases to express your opinions:
What we are more concerned with is…

We strongly believe that…
In this sort of situation…
Bearing in mind…
Aldous Huxley, in full Aldous Leonard Huxley, (born July 26, 1894,
Godalming, Surrey, England—died November 22, 1963, Los Angeles,
California, U.S.), English novelist and critic gifted with an acute and far-ranging
intelligence whose works are notable for their wit and pessimistic satire. One
of his most prominent novels is Brave New World (BNW) which is a dystopian
novel. Dystopian novels imagine that “progress” might have terrible results. In
other words, striving for utopia might result in horrific dystopia.
LET'S DISCUSS
Dystopian Novels
a. Have you ever seen or read any of these novels?

b. Which ones(s)?
c. Did you like it/them? Why (not)?
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After reading this information and looking at these images, what do you think
BNW could be about? Which topics do you think this novel will deal with? You
can choose the combination of topics you want. Account for your choices.
Morality Economy
Society Religion
Politics Technology
Ecology Feminism
CENTRAL LONDON HATCHERY AND CONDITIONING CENTRE
COMMUNITY, IDENTITY, AND STABILITY
1.Are these sentences related to this centre or not?
a. The centre is related to people’s health.

b. There are scientists who work for the improvement of society.
c. All the groups are represented in this organization.
d. The heads of the centre are extremely powerful people.
e. The motto is community and identity.
2.Let’s read the first chapter of the novel and check if your previous ideas
are right or not. Account for your answers.
27
These phrases can help you to express your ideas:
● To start with…,
● We should mention…,
● What’s more…,
● That raises the problem of…,
● It seems as if…
3. In this chapter, the Director shows how people are grouped according to
their characteristics. Which of these words do you associate with ALPHAS,
BETAS, GAMMAS, DELTAS and EPSILONS? Why?
clever / bosses / narrow-minded / trained / obedient / workers / servants
4.Describe the different classes in the Brave New World.
Way of Jobs they do Personal Colour

fertilizing traits worn
Alphas
Betas
Gammas
Deltas
Epsilons
28
SECTION 4
VIRTUAL
LITERATURE
BRAVE NEW WORLD. Chapters 2 - 4
AN INNOVATIVE OR A PERFECT WORLD?
Read Chapters 1-4
Think to give your opinion. Use the phrases worked throughout the unit to
express your ideas.
a. “Everybody belongs to everyone else”. Why was this lesson so important

in the Brave New World?
b. Why were Bernard and Helmholtz considered “strange” in this society?
c. What was the purpose of the Solidarity Services? Are these services a
criticism of something in our present world?
d. What about soma? How do you interpret it?
e. Innovation is a key aspect in the creation of the Brave New World. Provide
examples of innovation.
MFORM (Link will be sent by your teacher via MIeL)

Read chapters 2 to 4 from BNW and choose the correct option.
29
UNIT 2
ADAPTABILITY
30
UNIT 2
ADAPTABILITY
SECTION 1
READING TIME
1. Take a close look at the following pictures and predict the content of
the text on the next page.
1 2
4
3
5 6
2. Read the following text and find a word/an expression/an idea that
can describe each picture.
31
ADAPTABILITY IN THE WORKPLACE
Adaptability is a skill that is in high demand today, but why is it important in

the workplace?
Employees who can adjust to new conditions at work and who can
effortlessly, confidently, and effectively make changes in what they do, are
invaluable to your organization. Having people who are willing and eager
to acquire new skills will help your business be more than just nimble and
responsive. Adaptable employees can proactively take advantage of
opportunities and drive growth.
There are certain attitudes and character traits that are strong indicators of
a candidate's ability to perform well and contribute to the team in changing
circumstances. These are known as soft skills and include interpersonal,
communication, creative thinking, and problem-solving skills.
Being adaptable can be important when working on projects, developing

strategies, and implementing different approaches to meeting goals. By
showing adaptability skills, you reveal how motivated you are to try new
things and learn new skills.
REFLECTING TIME
In the text, you can read that ….

By showing adaptability skills, you reveal how motivated you are to try new
things and learn new skills.
3. Cross out the quality that does not describe an adaptable employee.
Why do you think so? Use information from the text.
Active learner. Able to motivate others

Creative problem-solver. despite setbacks.
Irritated with ambiguity. Afraid of adverse situations.
Good communicator. Willing to learn new things
Adaptable to change. differently or pursue new
Able to work well in a fast- goals.
changing environment. Favourable attitude to
Uncomfortable with criticism. changing technologies.
Open to ask for help.
32
4.Read the following quotation and explain if you
are an adaptable person and why.
You may want to use these phrases to express your opinions.

Use these phrases to express your opinions.
• In my honest opinion …
• I truly feel …
• From my perspective, …
READING TIME
5. Read the text “Adaptability in the workplace” and complete the blanks
with the following soft skills that contribute to making adaptability a soft skill.
1. Ability to learn 2. Teamwork skill 3. Curiosity
4. Communication skills 5. Organization skills 6. Resourcefulness
28
ADAPTABILITY IN THE WORKPLACE
Adaptability is a soft skill that is useful for all work environments.

Adaptability means being flexible and adjusting to changing factors,
conditions, or environments.
Being able to adapt to changing environments and work processes makes
you a competitive job candidate and a strong overall professional. Having
adaptability skills means you are open and willing to learn new things and
take on new challenges. Developing your adaptability can also mean
developing other soft skills like communication and interpersonal skills.
Types of Adaptability Skills
1. ……………………………………………………………………………….
Being resourceful means being innovative and creative while working
toward your goals. Your goals might be straightforward, but the journey
isn't. You must have solid problem-solving skills. When issues come your way,
you need to know how to solve them. And you need to be able to take the
initiative to get started or know when to ask for help.
2. ………………………………………………………………………….……..
You can learn independently or through collaboration. However, time and
critical thinking are often required. Learning is continuous, but it is essential
to welcome feedback as you receive it as it improves your learning
opportunities.
3. …………………………………………………………………..…………..
Don’t underestimate the importance of this skill. It's also important to be a
good, active listener when others communicate with you. Your
interpersonal skills and emotional intelligence are also tested when talking
with others.
4. ……………………………………………………………….…………………
This skill shows us where our resources are — from our contact lists to our
availability. It will show you what is necessary to achieve your goals or finish
your work. In today’s world, you’ll need to keep both your physical and
digital space organized.
5. ………………………………………………………………….………………
When you work as a team, personality types, and opinions can clash. But
that shouldn't matter if everyone on the team sees the value of having
diverse people and perspectives at work.
Conflict may occur, but working as a team means you can resolve conflict
with your problem-solving skills and still produce great work. And an
adaptable leader can inspire a team to thrive under pressure with their
calmness and sureness.
29
6. …………………………………………………………………………………………
It leads you to be open-minded about new opportunities and indicates a
growth mindset. You approach things with a positive attitude and take on
new projects with excitement. If you experience and explore this skill, you
will probably take risks.
How to know if you’re an adaptable worker.
You might just be an adaptable worker already. If you aren't adaptable,
that's OK because this is a skill you can develop. Here are four signals that
you are an adaptable person:
1. You're a present person: Rather than dwell on the past or worry too much
about the future, you put mindfulness to the test and embrace change
as it happens.
2. You love positive self-talk: Your attitude says "I know I can do this with
hard work" rather than thoughts of self-doubt and poor self-esteem.
3. You see the bigger picture: You can see your goals and identify why
they're
important. When challenges arise, you don't forget and keep
working hard.
4. You like to experiment: Doing things the same way forever doesn't
level
you up, and it gets boring. You look for new ways of doing your
work, and you learn something in the process.
Adaptability doesn't just click and happens instantly. All types of

adaptability skills take time and, most importantly: patience.
6. Re-read the text and identify the correct answer.

1. Adaptability is described as
a. Flexibility. b. Inequity. c. Rigidity. d. Inelasticity.
2. Which of the following are characteristics of adaptable people?

a. Positivity b. Fear c. Disrespect d. Fairness
3. When an adaptable person faces a new problematic situation, he needs

to ask for help. By doing so, this person shows his/her …
a. Objectivity. b. Resourcefulness.
c. Curiosity. d. communication skills.
4. If an adaptable person learns and accepts feedback, this person

hacuriosity b. the ability to learn c. organizational skills d. teamwork skills.
30
RECALLING TIME
Have a look at these sentences taken from the text. What do they have in
common?
a. If you aren't adaptable, that's OK because this is a skill you can
develop.
b. If you experience and explore this skill, you will probably take risks.
USING SUPPOSITIONS
• When we want to talk about generally true things, especially rules,

and laws, we can use a conditional sentence type 0.
“If you aren’t adaptable, that’s OK because this is a skill you can develop.”
IF+SUBJECT+VERB (SIMPLE PRESENT), SUBJECT + VERB (SIMPLE PRESENT)
• To predict possible future events and their advantages, a type 1

conditional sentence is necessary.
“If you experience and explore this skill, you will probably take risks.”
IF+SUBJECT+VERB (SIMPLE PRESENT), SUBJECT+WILL+VERB (BARE INFINITIVE)
• When we want to refer to an imaginative present, we can use a

conditional sentence type 2 (unreal) to speculate about
a consequence that is unreal because we know it is impossible.
“If you weren’t patient, you wouldn't work in such fast-developing

environment.”
IF+SUBJECT+VERB (SIMPLE PAST), SUBJECT+WOULD+ VERB (BARE INFINITIVE)
REMEMBER: If you use the verb “to be” as the main verb of the If clause, it
should be conjugated “were” no matter the subject
31
TO WORK ON YOUR OWN
Choose the correct tense according to the type of conditional indicated in

brackets.
A. If you adapt / adapted, you are open /will be open to change. (Zero
conditional)
B. To adapt is to grow, to change, and to change you must forego what
you once believed to be “right”, classify it as “wrong”, and then adopt
what you now believe to be the new “right”. If you don’t / didn’t, you
stagnate /will stagnate. (Zero conditional). This is something that not
only individuals but organizations struggle with – habits that have
defined their success in the past rather than questioning whether or not
those same habits will continue defining success in the future. Chances
are, they won’t. If they do /did, then Blockbuster, which failed to adapt
to a “new right” (i.e. new reality), will still be / would still be in
business.(Second conditional).
C. If people are not / were not ready to listen to others’ points of view, they
will be / are limited in their thinking, which means they will also be
limited in their adaptability. (First conditional)
SPEAKING TIME
Elevator Pitch - an innovative strategy to give a successful speech.
How to adapt to new ways of communication in the present global

professional work environment
In Unit 1, we learned that an elevator pitch is used to describe a brief
speech that outlines an idea for a product, service, or project. The pitch will
describe the “pain point” or problem a team is attempting to solve, what
approaches have already been attempted to resolve the issue, and what
the start-up has to offer that has not been tried before. Moreover, the pitch
is intended to explain the advantages, in clear and direct terms, why the
idea or product can succeed where other novel concepts have not.
32
As seen, the elevator pitch includes the following elements: context,
problem, solution, and advantage. In this unit, we will focus on the context
and the problem.
POSSIBLE STRUCTURE OF A PITCH
HOOK
Many speakers choose to open their pitches with a hook. So you can begin your
pitch with an attention-grabbing detail that should be captivating and relatable.
This opener might be a surprising statistic, a pain point that your audience can relate
to, or a thought-provoking question.
You can express your ideas using the following tenses and grammar structures:
• Simple Present
• Simple Past
• Present Perfect
• Passive Voice
• Conditional Sentences
• Relative Pronouns / Connectors
• Use of like, such as, for example, for instance, etc.
You can try these frequently used expressions:

• When was the last time you …
• Now,…
• Today,…
• Picture this:...
• Let's face it, …
• Have you ever (noticed)…?
• You know how…
• Is it me or…?
• You know that feeling when…
• Ever wished you could…
• Let’s be real here:...
• Did you know that….?
• What (would you say) if I told you…
Once you’ve made a splash with your hook, it’s time to reel the listener in by
explaining why you’re making this pitch.
33
CONTEXT
You can begin your context by

• introducing yourself, (name and surname), mentioning your profession, and
workplace;
• giving a brief summary of the background of the topic, including the most
relevant information such as eye-opening statistics examples and/or
comparisons. You can use the following expressions and phrases to cite the
source on which the current state of the topic is based:
• According to …, …
• In accordance with …, …
• Based on …, …
• Thanks to…, …
• Simple Present
• Simple Past
• Present Perfect
• Present Continuous
• Conditional Sentences (Generally types 0 and 1)
• Use of like, such as, for example, for instance, etc.
PROBLEM
You can begin your problem by defining and describing the pain point (weakness)
or problem you hope to address or value you can add. A pain point is an area of
difficulty or frustration that users experience with a product or service. The
description of the problem refers to the negative aspect/s of the topic.
The problem can be presented as a question or a statement and it may contain
information about:
• the people who it affects;
• its impacts;
• eye-opening statistics.
• Simple Present
• Simple Past
• Present Perfect
• Passive Voice
• Conditional Sentences (Generally type 2)
• Adjectives and Adverbs
34
• I/We can see/say/... *¹
• I/We have found out/seen/… *¹
• It has been found out …*¹
*¹ To complete the idea you can use the following:

…that the (main) problem is ... (describe the pain point or problem).
Besides,/Moreover,/What's more,/ (provide more details). This affects ...
(those who are affected) because/as/due to/... (impact). Therefore, ...
WORK GROUP
A. Re-read the example pitch # 1 and complete the following chart with
the possible structures (see the previous chart) and the content of a pitch. In
this case, the hook is done as an example.
We've all heard that robots are taking over the job market but what if I told
you that retail and manufacturing aren't the only industries where robots are
making a splash?
Oceanography has been revolutionized with the advent of high-tech
observatories that allow people like you and me to see the ocean in ways
that people 50 years ago could only dream about. Today we have robots
that dive thousands of meters below the ocean surface and robots that can
see a centimeter from an orbit thousands of miles away.
Now, we don't always think of satellites as robots but they are and for
oceanography, they provide an unparalleled daily global snapshot of the
world's oceans. But when it comes time to validate the data from these
multi-million-dollar taxpayer-funded ventures, we fill a boat with people,
fuel, and scientific instruments, we send it to the middle of the ocean to
repeat the satellite's measurements. Sounds expensive, or tedious?
I think there's a better way, one that uses the tools we already have. My
research explores using underwater robots, called gliders, to validate data
from ocean-observing satellites. Now gliders are already taking all the same
measurements that are taken on a satellite validation cruise at a fraction of
the cost.
oceanography can rocket forward and leave the tedious jobs to the robots.
Thank you
35
ELEVATOR STRUCTURE CONTENT
PITCH
We've all heard that robots are taking over the
job market but what if I told you that retail and
HOOK manufacturing aren't the only industries where
robots are making a splash?
Thought-
provoking (Present Perfect: We've all heard
question. Present Continuous: are taking over / are
making
Expression: what if I told you that … )
CONTEXT
PROBLEM
36
SECTION 2
VIRTUAL
Getting ready to prepare your elevator pitch
ELEVATOR PITCH: MODELS
the activities below.
ELEVATOR PITCH # 1
A. Read pitch # 1 and answer these questions
1. Who prepared this pitch? An entrepreneur, a salesman, a project

carrier, or a researcher?
__________________________________________________________________________
__________________________________________________________________________
2. What is the main topic of the pitch?

__________________________________________________________________________
__________________________________________________________________________
3. What idea is expressed to set the context of the pitch?

__________________________________________________________________________
__________________________________________________________________________
4. What is the problem expressed by the speaker?

__________________________________________________________________________
__________________________________________________________________________
https://www.youtube.com/watch?v=cMaHs2kFFds
Speaker: Ellie Martin, WEISS, Department of medical physics

and biomedical engineering
37
I'm Ellie Martin I am a research fellow in the department of medical physics
and biomedical engineering and I research therapeutic uses of ultrasound.
In the UK, one in six people have a neurological disorder of some sort so like
Parkinson's epilepsy or Alzheimer's.
These are all horrible diseases, often treated with long-term drug use, and
that can leave patients with serious side effects and sometimes in the end
the drugs stop working.
People are also sometimes treated with brain surgery but that’s obviously
very risky and difficult to recover from.
So what if we had a drug-free surgery-free treatment for some of these
diseases?
My research has currently focused on developing a device that can treat
some of these diseases using ultrasound. It has little or no side effects and
without the need for any surgery or drugs. Ultrasound is sound at a frequency
above the pitch of human hearing, and it's usually known for taking pictures
of babies in the womb where they're born but it can also be used to perform
treatments in different ways for lots of different conditions.
By focusing ultrasound through the skull, we can modulate the activity in the
brain suppressing some areas or increasing other areas, and treat some of
these disorders so this is called transcranial ultrasonic neuromodulation.
B. Re-read the pitch, underline the hook, if included, the context and the
problem, and complete the following chart with the possible structures (see
chart on page 33) and content of a pitch.
STRUCTURES
ELEVATOR PITCH # 1 CONTENT
HOOK
CONTEXT
PROBLEM
ELEVATOR PITCH # 2
C. Read pitch # 2 and answer these questions.
1. Who prepared this pitch? An entrepreneur, a salesman, a project carrier,

or a researcher?
38
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
3. What idea is expressed to set the context of the pitch?

__________________________________________________________________________
__________________________________________________________________________
4. What is the problem expressed by the speaker?

__________________________________________________________________________
__________________________________________________________________________
https://www.youtube.com/watch?v=dqIEE-g_-Uc
Speaker: Katie Sunday - Universidad de Dayton
Let's face it, sometimes men just don't understand women and that's okay.
We don't expect you to all the time, but it would be nice if a male who is
developing an iPhone app for us, understood us better.
Ten million female iPhone users have repeatedly shown interest in the app
market but there are two problems here.
One, not a lot of apps exist for women, and two the apps that do exist, kind
of fall short of the mark and that's mainly because men are developing
them.
So our team, we believe that we can connect with this dissatisfied and
under-targeted market to bring very tailored apps, specifically for women.
We're seeking a 100,000 dollar investment in exchange for a 25 percent
stake in equity and a 10X return.
We'll roll out one app quarterly, starting six months from the initial investment.
We expect the break-even to occur by the end of year one.
We're MissApp, we're designing for women and it's because well, women
like technology too.
39
D. Re-read # 2 the pitch, underline the context and the problem, and
complete the following chart with the possible structures (see chart on page
33) and content of a pitch.
ELEVATOR PITCH # 2 STRUCTURE CONTENT
HOOK
CONTEXT
PROBLEM
40
READING TIME
1. Look at the following text “Adaptability in The Age Of Digital Darwinism”

and complete it with the correct information.
A Author
B Date of Publication
C Title suggestion
2. Read the text quickly and decide which paragraph explains each of
these ideas.
a. Workers’ worries about adaptability and what they do to cope with it,
b. Advantages and disadvantages of adaptability for companies that
have joined or are not in the process of change.
c. A challenging thought by well-known biologists.
d. New actions taken by human beings to adapt to their changing
working environment.
e. Survivors in this world of change at a rapid pace.
f. Technological developments that are constantly inviting human beings
to adapt to their new digital-driven life environment.
3. Say whether these statements are true or false. When false, give the
correct version according to the text.
a. Technological change has the power to innovate companies but also

to destroy them.
b. Companies such as Netflix, Uber, Apple, Amazon, and Google could
capitalize thanks to adaptability.
c. In the future, all workers will need only social and emotional skills and
creativity.
d. Artificial intelligence, machine learning, and robotic process
automation will replace blue-collar workers but not white-collar workers.
41
INNOVATION
Adaptability Is Key to Survival in The Age Of Digital Darwinism
Rob Gonda Forbes Councils Member
Forbes Technology Council COUNCIL POST|
Membership (Fee-Based)
POST WRITTEN BY
Rob Gonda
Senior digital transformation executive. CIO/CTO/CDO who sold five
companies and led digital for Sapient, McDonald's and Catalina Mktg.
May 24, 2018,09:00am EDT
Charles Darwin said in “On the Origin of the Species” that it is not the
strongest or most intelligent of the species that survives but the one that is
most adaptable to change.
While we are a long way off from 1859, the idea is just as relevant as it ever
was. We are a species whose habitat is now ruled by technology, and it is
changing at a rapid pace. Connectivity, data analytics, artificial
intelligence, and the Internet of Things are rapidly changing our world and
environment.
Technological change has brought tremendous opportunity for innovative

organizations, but it is also driving to extinction companies that fail to adapt.
Companies that do not have a high level of adaptability will fade away
through dissolution. “Blockbuster” didn’t adapt to the shift to digital media.
Kodak didn’t adapt to the shift from film to digital. Meanwhile, organizations
and entrepreneurs that have embraced change and adaptability have
been able to capitalize on it. Netflix, Uber, Apple, Amazon, and Google are
all perfect examples of adaptability. Companies need to approach the
idea of adaptability with structure, strategy, technology, and culture to
continually respond to the changing circumstances and the environment.
If this pace of change is scary for organizations, it is even more frightening

for workers. We can no longer use the same assumptions, and many of our
traditional behaviours have become outdated. Many workers focus on
42
cultivating their emotional intelligence to learn more about their own
emotions and the emotions of others.
Like organizations, humans will also face obsolescence if they fail to adapt.
Regardless of their role, almost all workers will need to seek higher
educational attainment and spend more time on activities that require
social and emotional skills, creativity, cognitive capabilities, and other skills
that cannot as easily be automated. The talk about artificial intelligence,
machine learning, and robotic process automation is scaring many but
exciting just a few. These technologies appear to be aiming to replace
some blue-collar workers and could soon do the same with white-collar
workers.
Those who ultimately survive in the coming years will be those who embrace
change and have the willingness and enthusiasm to adapt.
Adapted for pedagogical purposes. CREDIT: Adaptability Is Key To Survival In The Age Of Digital
Darwinism, Rob Gonda, https://www.forbes.com/sites/forbestechcouncil/2018/05/24/adaptability-is-
key-to-survival-in-the-age-of-digital-darwinism/?sh=35d3ed3408c7
3. Complete the following ideas with information from the text.
a. Charles Darwin’s opinion implies that after 164 years our species is still
surviving thanks to …………………………………………………………..……..
b. Our world and environment are changing because of …………………..
c. Companies will survive only if they …………………………………………….
d. Companies will reach adaptability with ………………………………………
e. To avoid failure to adapt, humans will need to ……………………………….
f. Blue-collar workers, and soon, white-collar workers, are afraid of
technologies, such as artificial intelligence, machine learning, and
robotic process automation,
because…………………………………………………………..
g. The author of the article might have wanted the audience to think that
…………………………………………………………………………………………
4. Label these extracts of the previous text with the different parts of a
pitch.
A- CONTEXT B. PROBLEM C. SOLUTION D. ADVANTAGE
43
Those who ultimately survive in the coming years will be those who
embrace change and have the willingness and enthusiasm to adapt.
We are a species whose habitat is now ruled by technology, and it is

changing at a rapid pace. Connectivity, data analytics, artificial
intelligence, and the Internet of Things are rapidly changing our world and
environment.
Companies need to approach the idea of adaptability with structure,

strategy, technology, and culture to continually respond to the changing
circumstances and the environment.
Technological change has brought tremendous opportunity for

innovative organizations, but it is also driving to extinction companies that
fail to adapt. Companies that do not have a high level of adaptability will
fade away through dissolution.
5. Imagine you are a digital marketer. The information from the

previous activity might help you to prepare a pitch to convince
the CEO of a company to hire your services. So, write the context
and problem of your own pitch version. Use the necessary
expressions for each part, and be prepared to share it with your
classmates.
According to the text “Adaptability Is Key to Survival

in The Age of Digital Darwinism” give your personal
opinion about the following quotation.
44
SECTION 3
LITERATURE
BRAVE NEW WORLD: Chapters 5 - 8
ADAPTABILITY IN BRAVE NEW WORLD
READING TIME
1. Have a look at these images

a. What do they make you think of?
b. Who can you see in the pictures?
c. What main differences can you mention?
d. Do they look like they are parts of a perfect world? Why (not)?
2. Based on your interpretations of what the pictures illustrate, in groups of

five, give your opinion on the following ideas. Remember to use the
expressions for exchanging ideas from Units 1 and 2
a. Human beings are happier if they live in contact with nature.

b. Human beings live their life just as it is.
c. Technology always simplifies human life.
d. Family life is important for every person.
More phrases to express your opinion.

• As I see it…
• As I thought about this problem/issue/situation, I realized that…
• I’d like to point out…
• Based on my own experience, I find that…
• I don’t know about you, but I can say/but I think…
• I was wondering if it might be possible to…
• Maybe we could consider…
45
3. Match the following topics with their definitions.
Discrimination Disobedience Guiltiness Shame Bullying Abuse of

power
a. ______________ A feeling of worry or unhappiness because you have

done something wrong.
b. ______________ A misuse of power by someone in a position of authority
who can use the leverage they have to oppress persons in an inferior position
or to induce them to commit a wrongful act.
c. ______________ A painful feeling of humiliation or distress caused by the
consciousness of wrong or foolish behaviour.
d. ______________ The unjust or prejudicial treatment of different
categories of people, especially on the grounds of ethnicity, age, sex, or
disability.
e. ______________ The behaviour of a person who hurts or frightens
someone smaller or less powerful, often forcing that person to do something
they do not want to do.
f. ______________ The quality of being disobedient ( refusing to do what
someone in authority tells you to do).
GROUP WORK
4. In groups, debate the following extracts from the novel. Take into
account the following questions.
a. Where do these extracts come from?
b. What happened before and after each extract?
c. Which topics from the previous activity can you find in these extracts?
Justify.
Extract 1
…When they went to Amsterdam for the Sports, Bernard was miserable.
He wouldn’t talk to her friends. He refused the half-gramme soma ice cream
that she offered him.
“I’d rather be myself,” he said. “Myself and nasty. Not somebody else,
however happy. Soma makes you feel happy, but it stops you thinking.”
46
Extract 2
… The young man pointed to the blood in the centre of the square. “I ought
to have been there,” he said. “Why wouldn’t they let me be the sacrifice? I
would have gone round ten times - twelve, fifteen. Palowhtiwa only got as
far as seven. They could have had twice as much blood from me. but they
wouldn’t let me. They dislike me because of my colour. It’s always been like
that. Always.” Tears filled the young man’s eyes; he was ashamed and
turned away….
Extract 3
… Quickly, he changed the subject, “I wonder if you’d like to come back
to London with us?” he asked.
Listening to Linda’s story in her little house, Bernard had understood who
the father of this young savage must be. If he could take him to London he
would be able to defeat the Director. Bernard was not going to Iceland if
he could help it…
Extract 4.
…”Ladies and gentlemen, excuse me for interrupting your work like this. A
painful duty forces me to do so. The safety of Society has been endangered.
This man — he pointed accusingly at Bernard — this man who stands
before you has deceived me. He is an Alpha-Plus to whom much has been
given and from whom, therefore, much must be expected. but he has
shown himself unworthy of the trust we gave him. His opinions on Sport and
soma are dangerous. He hardly ever plays games and he does not often
take soma. He has been thinking for himself. In other words, he has refused
to obey the teachings of Our Ford. He has refused to behave off-duty “like
a babe in a bottle”. Therefore, he is an enemy of Society. Others might
follow his terrible example. For this reason, I intend to dismiss him. I shall
transfer him from this great Centre to a Sub-Centre in Iceland. There, he will
have a small opportunity to mislead others by his unfordly example.
GROUP WORK
In groups, find examples of the topics from the first

activity from chapters 5 to 8 and justify your choice.
47
SECTION 4
VIRTUAL
LITERATURE
BRAVE NEW WORLD: Chapters 5 - 8
ADAPTABILITY IN BRAVE NEW WORLD
1. MFORM (Link will be sent by your teacher via MIeL)
Order these events. The first one is done as an example.
A Mustapha Mond ordered Bernard to take Linda and John to

London.
B Bernard interrupted the Director’s judgement to introduce Linda

and John to the audience.
C Lenina swallowed a gramme of “soma” during her journey to the

Savage Reservation.
D John was happy to know that Lenina was not Bernard’s wife.
E After the first religious ritual, they met a handsome man, John.
1 F The Director told Bernard that he had gone to New Mexico with a
pretty Beta-Minus girl who had disappeared on the last day there.
G Lenina was disgusted with the scenario she was being part of.
H Bernard and Lenina met Linda in a dirty little house.
I The Director rushed out of the room after John called him “father”.
48
J Bernard and Lenina travelled to the Savage Reservation.
K Linda confessed she had given birth to John, and he was

Thomas’s son. Bernard knew that the Director was called Thomas.
L Linda saw the Director, ran forward, and hugged him.
A. Discussion of the main events from chapters 5 to 8.

B. What does the anecdote the Director told Bernard tell us about the
Director?
C. Contrast the “two worlds”:
IN THE RESERVATION IN THE NEW WORLD
D. What similarities and differences can you see between John

and Bernard?
Similarities
49
Differences
John Bernard
Adaptability is another key point in “Brave New

World”. Justify your answer.
50
UNIT 3
PERSUASION
51
UNIT 3
PERSUASION
SECTION 1
READING TIME
Let’s discuss
Have a look at these images. Which quote best matches all

of them? Why?
a. "If you wish to win a man over to your ideas, first make him your friend."
(Abraham Lincoln).
b. "He who wants to persuade should put his trust, not in the right
argument, but in the right word. The power of sound has always been
greater than the power of sense." (Joseph Conrad)
c. “We must have perseverance and, above all, confidence in
ourselves. We must believe that we are gifted for something and that this
thing, at whatever cost, must be attained.” (Marie Curie)
A B C
You may want to use these phrases to express your opinions and
perhaps include some of the ideas suggested in the section called “Food
for thought”.
52
Phrases to express your ideas
I´d say that …
It's difficult to say, but I'd guess that …
I honestly feel that …
I'm convinced that …
In a case/situation like this, …
It may seem that … but in fact/actually, …
Communication skills
Speaking with intent and confidence can help you persuade others
effectively. Speak clearly to avoid confusion, and only use non-verbal
gestures that the other person can understand easily. Use vocabulary that
is simple and positive. Focus on building credibility, rather than intimidating
listeners.
While sharing ideas, be engaging and use a tone that appeals to the
listener. List the positive features of your idea and refrain from demeaning
theirs. For example, if you are selling a product, talk extensively about how
your product is better and sparingly about the shortcomings of the product
they already own. Honouring and respecting a customer's purchasing
decisions can help build trust.
2. Read the title of the text. What is the connection between these images
and the title of the following article?
3. Can you think of a possible definition of “persuasion”?

Persuasion refers to … / can be defined as … / means that …
53
READING TIME
1. Read the text quickly and spot a paragraph that defines “persuasion.”
Is it similar or different from your definition?
2. Read the text again and match these subtitles with the corresponding
section (see dotted lines …).
a. How can I be more assertive?

b. How to be persuasive
c. How do you use the principles of persuasion?
d. What are the principles of persuasion?
e. How can I deter someone from their current belief?
The Principles of Persuasion
The cornerstone of the psychology of persuasion is a set of six principles

delineated by pioneering researcher Robert Cialdini, professor emeritus
at Arizona State University.
………………………………………………………………………………………
The psychologist Robert Cialdini developed six principles of
persuasion which have been used in business schools as well as in
boardrooms. They are:
• Reciprocity: People feel the need to give back to someone who
provided a product,
service, or information.
• Scarcity: People want items that they believe are in short supply.
• Authority: People are persuaded by a credible expert on a particular
topic.
• Consistency: People strive to be consistent in their beliefs and
behaviors.
• Likability: People are influenced by those who are similar,
complimentary, and
cooperative.
• Consensus: People tend to make choices that seem popular among
others.
54
………………………………………………………………………………………
Choosing the right principle for persuasion depends on the context.
Imagine what may happen in a political campaign, if a political
candidate doesn´t use an authority figure, such as a recognized
physician, economist, or scientist, to support his/her arguments. In this
context, a political adviser - unlike other private firms - hoping to get
more votes may apply the authority principle by securing an expert’s
endorsement. In a social context, an individual may deepen a
relationship by inviting an acquaintance to a birthday party; due to
the reciprocity principle, the acquaintance may then return the favor
another time.
..………………………………………………………………………………………
While persuasion is a science, it’s also an art. It’s a balance between
pushing your perspective without being aggressive and being
assertive but not dismissive. But with the right combination, a
thoughtful and persuasive message can help you personally or
professionally.
People can experiment with various strategies to become more

convincing. One important concept is that people are more likely to
be persuaded by those they like. Spending time with a colleague to
get to know each other or simply offering a friendly smile and nod can
help you become more persuasive. Another tactic is to have someone
else vouch/corroborate for you, lending credibility to your belief or
decision without seeming too pushy.
………………………………………………………………………………………
Assertiveness is about standing up for yourself, rather than putting
anyone else down. You can become more assertive by being clear
and concise about what you’d like, and repeating yourself if
necessary. You can also offer solutions to potential barriers and explain
that you understand the other person’s point of view.
…………………………………………………………………………………………
Telling someone not to do something is often the best way to get them
to do it - what
is colloquially referred to as “reverse psychology.” Research finds that
when people are told they must do something, they are quickly and
strongly motivated to do the opposite.
Implementing the right principle of persuasion means establishing
credibility and trust with the audience.
Adapted for pedagogical purpose from:

https://www.psychologytoday.com/us/basics/persuasion
55
GROUP WORK
1. Spot examples of each of the principles of persuasion and explain why the
example relates to the principle.
• Reciprocity:
• Authority:
• Likability:
2. According to the description given above about "assertiveness", say

which expression reflects it and perhaps include some of the ideas
suggested in the section called “Food for thought”.
a. Sorry to bother you, but can I have the report by this evening?
b. I need the report this evening.
c. Could you prepare the report for this evening?
3. The article refers to "reverse psychology" as one of the strategies of

persuasion. Have you ever used it or have you ever been persuaded by
means of it? How? Why?
You may want to use these expressions to give your opinion.

You are welcome to include these expressions and also the ones seen in
the previous units.
Phrases to express your ideas
I perceive that …
I'm quite sure that
According to their performance/work, they could have …
From my perspective …
As far as I understand …
I might be wrong but …
I'm of mixed opinions about …
56
RECALLING TIME
Have a look at these sentences taken from the text. What do the phrases
in bold type have in common?
a. In a social context, an individual may deepen a relationship by

inviting an acquaintance to a birthday party; due to the
reciprocity principle, the acquaintance may then return the
favor another time.
b. But with the right combination, a thoughtful and persuasive
message can help you personally or professionally.
c. Research finds that when people are told they must do
something, they are quickly and strongly motivated to do the
opposite.
MODAL VERBS
• These phrases contain: modal verb + infinitive.
As you may remember, we often use modal verbs when we want to

express an opinion or attitude about a fact. All modal verbs are about
the speaker’s or writer’s point of view.
Which ideas do they express?

In a and b, may and can: near possibility
In c, must: obligation
• Other modal verbs
Could and might: remote possibility

Potential clients could/might build a network of experts.
Will: prediction or promise

The pitcher will probably do his/her best. (prediction)
We will provide you with the latest technology. (promise)
Should: advice
You should take advantage of the persuasive strategy.
Would: hypothesis
How would you persuade your potential clients?
57
TO WORK ON YOUR OWN
1. Fill in the blanks with the appropriate modal. The intended meaning
is given in the parenthesis.
Using Persuasion in Marketing
Principles Examples
1. Consensus You .............. show your client list to your potential clients.
(near possibility)
2. You …………… ask your potential clients to agree to try your

Consistency samples. (near possibility)
3. Scarcity You …………… tell your potential clients what they’ll lose
by not choosing your product. (advice)
4.Authority Our trustworthy expert ………….. promote your product

successfully. (promise)
5. …………… you send free samples to make your

Reciprocity potential clients feel the need to give back?
(hypothesis)
6. Likability Manager to employee: you ………….. make your potential

clients more familiar with our company or sales force.
(obligation)
2. Choose the appropriate modal verb.
Pitcher Prototypes
Pitchers ………………. 1(may/must) be categorized by catchers into one of

three prototypes: the showrunner, the artist, and the neophyte.
Showrunners come off as professionals and ………………. 2(will/might)
combine creative inspiration with production know-how. Artists appear to
be quirky and unpolished and ……………….. 3(might/will) prefer the world
of creative ideas to quotidian reality. Neophytes ……………….. 4(will/might)
be—or act as if they were—young, inexperienced, and naïve. By
58
successfully projecting yourself as one of the three creative types and
getting your catcher to view himself or herself as a creative collaborator,
you ……………….. 5(would/can) improve your chances of selling an idea.
My research also has implications for those who buy ideas: catchers
……………….. 6(could/should) beware of relying on stereotypes. It’s all too
easy to be dazzled by pitchers who ultimately can’t get their projects off the
ground, and it’s just as easy to overlook the creative individuals who
……………….. 7(can/would) make good on their ideas. That’s why, catchers
………………. 8(should/might) test every pitcher´s expertise, experiences, or
finished products. In a meeting with a showrunner, for example, the catcher
……………….. 9(will/can) ask how the pitcher ………………..
10(would/should) react to various changes to his or her ideas.
SPEAKING TIME
Elevator Pitch - an innovative strategy to give a successful speech
How to persuade others about your proposal as a possible solution

In Unit 2, we worked on the first two parts of a PITCH: the CONTEXT and
the PROBLEM STATEMENT. Now, we are going to deal with the third part:
the SOLUTION, and the last one: the ADVANTAGES.
In the SOLUTION, you will explain to your interlocutors the way you can
solve the problem successfully. To do that, you need to include the
proposal which describes the solution for the problem and tells the
decision-maker how you believe the problem will be solved, that is to say,
what change/s should be implemented.
Now, to close a pitch it is important to state the ADVANTAGES of the

SOLUTION to highlight that it will work satisfactorily, focusing on its positive
aspects.
To do so, it is useful to consider these structures.
59
POSSIBLE STRUCTURE OF A PITCH
SOLUTION
You can present the solution by describing the proposal and telling the
decision-maker how you believe it will be fixed.
The solution can be presented as a question or a statement and it may

contain information about:
• the proposal,
• the key differentiator.
You can express your ideas using the following tenses and grammar
structures:
• Simple Present
• Present Perfect
• Modal verbs
• Passive Voice
• Conditional Sentences: generally type 1

• I/We think that I/We can help you to solve ... (define the problem they
experience) by providing ... (present your solution)
• I/we think that I/we can address this problem…. (connector) I/we
need …. (solution).
• I/we might also need …. (details).
• With help of/from …
• I'm not sure if you are aware …. .
ADVANTAGES
The advantages can be presented as a statement and you may include the
following aspects:
• Why it is the best moment to carry out the solution.
• A wide range of opportunities your interlocutor can seize by
mentioning figures and/or percentages.
• Underline how your solution can stand out from other proposals
or outperform the competition.
You can express your ideas using the following tenses and grammar
structures:
• Simple Future
60
• Present Perfect
• Modal verbs
• Passive Voice
• Conditional Sentences: generally type 1
• Adverbs
• If we/you work hard on …(this/the idea/proposal/…), /we/ you will …

, *¹
• My/Our/The new project will boost .... (this field/area/aspects) *¹
• If we/you get this, we/you will instantly … (see the changes/), *¹
• If you compare … (the proposals/all the models/the samples/…), this
is much better *¹
• Introducing this new tendency, everything will be better *¹
• I/we believe I/we can …. (outline key differentiator) that will provide
(customer´s/client's goal) *¹
•
*¹ To complete the idea you can use the following: because I/we/you can
(get better results/ improve sales/make money by revenue streams) as I/we
have already achieved (key growth metrics, product development, market
validation, strategic clients or partnerships, etc.).
GROUP WORK
A. Re-read the example pitch # 1 and complete the following chart with the
possible structures (see the previous chart) and content of a pitch. In this pitch,
the SOLUTION is done as an example.
Example # 1 Speaker: Harrison Smith, UP School of Marine Science & Policy

Master’s student
making a splash?
61
multi-million-dollar taxpayer-funded ventures, we fill a boat with people,
fuel, and scientific instruments. We send it to the middle of the ocean to
repeat the satellite's measurements. Sounds expensive, or tedious?
the cost.
thank you

PITCH
Statement I think there's a better way, one that uses the
tools we already have. My research explores
SOLUTION key using underwater robots, called gliders, to
differentiator validate data from ocean-observing
satellites. Now gliders are already taking all
the same measurements that are taken on a
satellite validation cruise at a fraction of the
cost.
(Simple Present: explores / have
Present Continuous: are taking
Passive Voice: are taken
Relative Pronoun: that
Expressions: I think / Now)
…
ADVANTAGES
62
SECTION 2
VIRTUAL
REFLECTING TIME
Elevator Pitches: MODELS
the activities below.
A. Read pitch # 1 and answer these questions
1. Who prepared this pitch? An entrepreneur, a salesman, a project carrier

or a researcher?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. What is the proposal about? Just an idea, a product, an innovation

or any other type of message?
_______________________________________________________________________
_______________________________________________________________________
4. What is/are the advantage/es of this proposal?
_______________________________________________________________________
_______________________________________________________________________
5. Why do you think the speaker included the initial paragraph of his
speech?
_______________________________________________________________________
_______________________________________________________________________
63
Speaker # 1: Ester Bonmati, Weiss Senior Research Fellow.
(Weiss: Wellcome / EPSRC Centre for Interventional and
Surgical Sciences)
https://www.youtube.com/watch?v=csw6SVl8igE
Hi. This is Esther Bermatti and I'm a Weiss fellow. I would like to talk about my
research on pancreatic cancer.
Did you know that pancreatic cancer has the lowest survival rate? In the Uk
currently the one year survival rate for pancreatic cancer is only about 25
percent and this has not improved for the last 40 years.
Here in Weiss we are developing a technology to change that one way to
diagnose pancreatic cancer is by having an endoscopic ultrasound.
This is a test that clinicians do to examine the digestive system. During this
test the clinician passes a flexible tube into the mouth and onto the stomach
using a camera, then the pancreas can be seen using ultrasound.
This medical procedure is hard to perform and learn mainly due to the small
field of view.
With help from clinicians we have developed a system to assist these
procedures to make them more accurate, faster and safer.
This system shows the position of the endoscope and shape while the
clinician is doing the exploration, so they have a better idea of what organs
they are examining.
We are currently working on the clinical translation of the research methods
so patients can benefit from this advanced technology.
Thanks for watching
problem, solution, and advantages, and complete the following chart with the
possible structures (see chart on page ….) and content of a pitch.

PITCH
… With help from clinicians, we have developed
a system to assist these
SOLUTION procedures to make them more accurate,
faster, and safer.
This system shows the position of the
endoscope and shape while the clinician is
doing the exploration, so they have a better
idea of what organs they are examining.
64
…
… We are currently working on the clinical

translation of the research methods, so
ADVANTAGES patients can benefit from this advanced
technology.
…
B. Read pitch # 2 and answer these questions
1. Who prepared this pitch? An entrepreneur, a salesman, a project carrier

or a researcher?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. What is the proposal about? Just an idea, a product, an innovation

or any other type of message?
_______________________________________________________________________
_______________________________________________________________________
4. What is/are the advantage/es of this proposal?
_______________________________________________________________________
_______________________________________________________________________
5. Why do you think the speaker included the initial paragraph of his
speech?
_______________________________________________________________________
_______________________________________________________________________
65
Speaker # 2: Brandon Gaille. Fast Company, Forbes, Inc, Entrepreneur.
“Did you hear about the pregnant bed bug? She gave birth in the spring.
Jokes aside, bed bugs are a serious problem in the US. In fact, it’s estimated
that 20% of Americans have discovered bed bugs in their home. In the past,
these bugs were extremely difficult to get rid of. You either needed to
fumigate your home or throw your mattress out.
Luckily this is a thing of the past. Today’s pest controllers use something
called heat treatments. This is a method of pest control that uses super-
heated vapor. No living creature can withstand extreme temperatures. This
means bed bugs die immediately upon contact with this vapor. Bob’s pest
control can kill 100% of your bed bugs, including their larvae and eggs. Not
only that, we can do it in only 2-3 hours. To learn more about please contact
us at…”
problem, solution, and advantages, and complete the following chart with the
possible structures (see chart on page ….) and content of a pitch.

PITCH
… Luckily this is a thing of the past. Today’s pest
controllers use something called heat
SOLUTION treatments. This is a method of pest control that
uses super-heated vapor. No living creature
can withstand extreme temperatures. This
means bed bugs die immediately upon
contact with this vapor.
…
ADVANTAGES Bob’s pest control can kill 100% of your bed

bugs, including their larvae and eggs. Not only
that, we can do it in only 2-3 hours. To learn
more please contact us at…”
…
66
C. Now, imagine you belong to a political consultancy firm. Read the
information extracted from the text "The Principles of Persuasion" and
provide a possible solution and advantage using the structures and
expressions seen above.
STEPS OF THE USEFUL INFORMATION

PITCH
CONTEXT While persuasion is a science, it’s also an art. It’s a balance

between pushing your perspective without being aggressive
and being assertive but not dismissive. But with the right
combination, a thoughtful and persuasive message can
help you personally or professionally.
PROBLEM Imagine what may happen in a political campaign if an
advertiser or political candidate doesn´t use an authority
figure, such as a recognized physician, economist, or
scientist to support his/her arguments.
SOLUTION In this context (in a political campaign) - a political adviser
- hope to get more votes - apply the authority principle
- secure an expert’s endorsement.
ADVANTAGE Unlike other firms - implement the right principle of persuasion

- establish credibility and trust with the audience/voters.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
67
READING TIME
a. Can you relate the following image with manipulation and persuasion?
Why (not)?
b. Now, read the text and solve the following activities.
The Difference Between Persuasion & Manipulation
Why Persuasion Is Good

To accurately discern the difference between persuasion and
manipulation it is essential to understand the ethics that undergird
persuasion. There are some communication theorists who have declared
that persuasion is “ethically neutral.” That is to say that persuasion is neither
good nor bad, but merely an impartial process. However, I do not accept
this position. I would contend that the Aristotelian viewpoint that
persuasion is not neutral, but noble, is correct. Aristotle stressed that
persuasion is inherently good because it is one of the primary means
through which truth becomes known. Through the persuasive method an
idea is put forth with evidence and a person is allowed to freely choose
to either accept or reject that persuasive appeal.
At its core, persuasion is the pursuit of truth. It is through persuasion that

positive change occurs. For example, persuasive messages have been
scientifically proven to prompt high school students to refrain from
smoking, increase lifesaving blood donations, and prevent youth from
joining gangs. Communication scholars Gass and Seiter echo this idea
when they assert, “Persuasion helps forge peace agreements between
nations. Persuasion helps open up closed societies. Persuasion is crucial to
the fund-raising efforts of charities and philanthropic organizations.
Persuasion convinces motorists to buckle up when driving or to refrain from
driving when they’ve had a few too many drinks. Persuasion is used to
convince an alcoholic or drug-dependent family member to seek
professional help. Persuasion is how the coach of an underdog team
inspires the players to give it their all. Persuasion is a tool used by parents
68
to urge children not to accept rides from strangers or to allow anyone to
touch them in a way that feels uncomfortable.”
The corruption of persuasion

To be sure, when persuasion is distorted, it can become manipulative,
which is dangerous. Through manipulation, con artists, cult leaders and
dictators have abused, enslaved, and even massacred millions.
However, as detrimental as manipulation is, it should never be confused
with persuasion. Manipulation is the perversion of persuasion. It is not
concerned with truth, but rather deceit. Aristotle commented on this in
his acclaimed work, Rhetoric when he emphasized, “an abuse of the
rhetorical faculty can work great mischief, the same charge can be
brought against all good things save virtue itself, and especially against
the most useful things such as strength, health, wealth, and military skill.
Rightly employed, they work the greatest blessing; and wrongly
employed, they work the greatest harm.”
Let's analyze if a message is manipulative.
Intention
Intention is a primary factor in judging whether a request is manipulative.
If a person attempts to present an idea or behavior that is not in the best
interest of another, they are engaging in manipulation. Sadly, this is all
too common. People frequently fall into the trap of abusing others in the
pursuit of what they desire. One of the root causes of this Machiavellian
perspective is not viewing others with equality. The renowned
philosopher Immanuel Kant wrote about this mindset when he
suggested that the foundational precept of morality is treating a person
as a human being and not as a thing.
Withholding Truth
Manipulation involves distorting or withholding truth. Often, this is seen
through exaggerating the advantages of a behavior, idea or product.
It was this form of manipulation that prompted the phrase Caveat
Emptor, which is Latin for “Buyer Beware,” to become prevalent. The
phrase was particularly widespread during those historical periods when
there was little accountability for sellers. The saying was a warning to
potential buyers to be leery of those selling goods, and to make sure
that they verified, before making a purchase, that the quality of the
product was identical to the claims made by the seller. Even today most
people have experienced being told about the features or benefits of
a product or service and then after purchasing it realized that they had
been misled. This is wrong, as anything other than honest representation
is blatant manipulation.
69
Coercion
Coercion is the third and most obvious component of a manipulative
appeal. It is the removal of free choice, the ultimatum – do it or else. In
contrast, persuasion involves influence, but never force. As
communication scholar Dr. Richard Perloff writes, “a defining
characteristic of persuasion is free choice. At some level the individual
must be capable of accepting or rejecting the position that has been
urged of him or her.” Therefore, an invitation that one is unable to say
no to is not persuasive in nature, but is coercive and accordingly
manipulative.
Adapted for pedagogical purpose from:

https://www.hoffeldgroup.com/the-difference-between-persuasion-manipulation/
a. Read the article again and stand your point about the two most important
differences between persuasion and manipulation. Account for your
answer with information from the text.
REFLECTING TIME
In the text you can read …
At its core, persuasion is the pursuit of truth. It is through persuasion that

positive change occurs.
70
b. Persuasion in your future professional life. According to the Department
that your program belongs to answer this question: Which of the
principles of persuasion can be most frequently applied in your future
profession? Can you provide an example where a positive change
occurs?
Department Principle of Persuasion Example
Political Science
Engineering
Humanity
Health
Economics
71
SECTION 3
LITERATURE
BRAVE NEW WORLD: Chapter 9
A PERSUADING OR MANIPULATIVE WORLD
READING TIME
Look at the images below related to chapter 9.

a. In what kind of building do you think chapter 9 begins?
b. Who was probably taken there? Why?
c. What were patients probably given to get better?
d. Check if your answers to the previous activity were right or wrong.

e. Read the following situations and decide which behaviours are
persuasive and which are manipulative. Justify your answer.
1. Dr. Shaw let Linda have as much soma as she wanted.

2. Bernard criticized the social system in front of the powerful people who
came to see him.
3. The film Linda and John saw had a very satisfactory and morally correct
ending.
You may want to use these expressions to give your opinion.
You are welcome to include these expressions and also the ones seen up
to now.
72
Phrases to express your ideas.
I hold the view that …

Generally, it is thought that …
I´d like to point out that …
As far as I'm concerned …
What I mean is …
REFLECTING TIME
Choose one of the situations from the previous activity and write an eight-
sentence paragraph on how to persuade the doctor (situation 1) or the
audience (situation 2 or 3). Use 2 of the principles of persuasion and the
appropriate expressions provided below. If necessary, you can include
different modal verbs. Be prepared to share it with the class.
Let me help you with/get you/ …

I´d be happy to fix/organize that for you/ …
I can do/fix/… that for you if you´d …
Reciprocity Try our product/prototype/… for a month for free.
If you don’t (use this technique/buy this product/…),

you’ll miss out!
It would be a pity if you …
Scarcity Accept our/my offer/proposal. Don´t let the dice be
loaded against you.
Don't you feel you're fighting a losing battle.
Try/use/ our …
According to researchers/the CEO of …/…, …

Speak to our Head of …/ ….
Authority He/she has over 20 years´experience
selling/organizing/producing …
As stated by experts/winners of …/ …, …
In keeping with Simone de Beauvoir/Michel
Foucault/…, …
73
To start operating/dealing/… you have to buy/sell/… as
you said/agreed/… .
I understand you agree to try our
Consistency samples/method/proposal/… . As you signed up for the
store credit card/ the rewards programme/… ,
Considering that you proposed that any
salesperson/employee/customer/… who …,
Our institution/company is going to cut you a

deal/improve the offer/… because we like you.
Likability
We had the same problem/situation/… as you and this is
what we did about it.
We are similar in that we share a common problem but we
solved it expertly by … . Therefore,
As we appreciate your loyalty/commitment/…, we are
going to help you with …
Consensus On the basis of/Based on the testimonial ads/…,

As claimed by all the users/…, …
In agreement with online reviews, …
As you can see in the latest statistics/research/report/…, …
74
SECTION 4
VIRTUAL
LITERATURE
BRAVE NEW WORLD
Chapters 9 – 12
A PERSUADING OR MANIPULATIVE WORLD?
READING TIME
Read chapters 9 to 12.
SPEAKING TIME FOR NEXT FACE-TO-FACE CLASS
a.Spot examples of persuasion and manipulation in the Brave New World.
b.Imagine you are John “the Savage” representing Deltas and delivering a
pitch in front of Mustapha Mond. Write the appropriate context, problem,
solution, and advantages for a pitch whose topic is “Manipulation in the
Brave New World” taking into account chapters 9 to 12. Use the expressions
seen for each step.
• Your Pitch version about “Manipulation in the Brave New World”
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CONTEXT (Manipulation in the Brave New World)
PROBLEM (Use of rhymes in moral propaganda and advertisement

to control the society)
SOLUTION (Your proposal)
ADVANTAGES (Benefits)
76
UNIT 4
NEGOTIATION
77
UNIT 4
NEGOTIATION
SECTION 1
READING TIME
What Is a Negotiation?
The term negotiation refers to a strategic discussion that resolves an issue in

a way that both parties find acceptable. In a negotiation, each party tries
to persuade the other to agree with their point of view. Negotiations involve
some give and take, which means one party will always come out on top
of the negotiation. The other, though, must concede—even if that
concession is nominal.
By negotiating, all involved parties try to avoid arguing but agree to reach
some form of compromise. Negotiating parties vary and can include buyers
and sellers, an employer and prospective employee, or governments of two
or more countries. The process continues until both parties agree to
a resolution.
So, what do you think about these questions?
a. What is the main goal of a negotiation?
b. What do both parties do in a negotiation?
c. Which are the parties involved in the negotiation you are engaged
with?
d. Which part of the pitch can be associated, in some way, with the
resolution?
78
Let’s continue reading about negotiation. What type of conflicts do
you think there could be in a negotiation?
WHAT ARE THE CONFLICT NEGOTIATION MODELS?

Here are four models often used to find solutions in conflict negotiation, with
examples:
Integrative negotiation or win-win approach
In this approach, both parties achieve or exceed their goals in a value-
creating process. Both parties look for solutions that benefit each side,
integrating the goals into one main approach. An added benefit of this
approach is that it creates a positive connection for future negotiations.
Example:
A salesperson is looking for a new job that requires less travel or a higher salary
to compensate for travel expenses. During salary negotiations with a
company, they ask to either travel less or receive more pay. The employer
can't afford to pay the salesperson a higher salary, so they offer less travel with
the possibility of some telecommuting. This is an integrative negotiation
because the salesperson can travel less and the employer can hire a talented
candidate within their company budget.
Distributive negotiation or win-lose approach
A distributive negotiation is when only one party can gain benefits. This type
of negotiation is common when there's a limited resource or the team can
only try one approach. Negotiating a specific price for a product is often
distributive negotiation, since there can be only one agreed-upon price.
Example:
A talent agency signs a promising client who could bring in a lot of profit. Since
only one agent can represent the client, each agent needs to make a
proposition for why they're the most suitable employee for the job.
Lose-lose approach
In a lose-lose approach, neither party receives the outcome they wanted. In
some cases, each side negotiates for part of their desired goal, but they don't
get everything they expected.
Example:
Two clothing retailers in the same shopping center attempt to undercut the
other's sale price to get more holiday shoppers. If a negotiation to advertise
the same discount rates for the season doesn't work as intended, both stores
may continually lower prices to the point that neither store profits.
Compromise approach
In the compromise approach, both parties attempt to avoid a lose-lose
outcome by acknowledging they could benefit from accepting a result that
limits negative consequences.
Example:
If the same two clothing retailers agree to advertise a sale price lower than
originally intended but still profitable, they have made a compromise.
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Which are the main characteristics of the different approaches?
APPROACH CHARACTERISTICS
Integrative or win-win
Distributive or win-lose
Lose-lose
Compromise
REFLECTING TIME
As you can see all the negotiation approaches are closely connected to
the purpose of the pitches.
Going back to our model pitch, what type of negotiation do you think is
present here? Why?
Speaker: Harrison Smith, UP School of Marine Science & Policy Master’s

student.
making a splash?

multi-million-dollar taxpayer-funded ventures, we fill a boat with people fuel,
scientific instruments, we send it to the middle of the ocean to repeat the
satellite's measurements. Sounds expensive, or tedious?
80
the cost.
Thank you.
TO SUM UP
• IMPORTANT ASPECTS TO TAKE INTO ACCOUNT WHEN PREPARING THE

PITCH
• the HOOK, the CONTEXT, the PROBLEM, the SOLUTION and the
ADVANTAGES.
• the negotiation approach.
• IMPORTANT ASPECTS TO TAKE INTO ACCOUNT WHEN DELIVERING THE

PITCH
• check how you look.
• make eye contact.
• don’t speak too fast.
• don’t speak in a monotonous way.
• be positive.
• use a visual aid (flyer).
FLYER
A flyer is a single sheet of marketing collateral used to promote a product,

service, upcoming event, business, or brand in a single, eye-catching, easy-
to-digest format.
In simple terms, a flyer is a printed paper containing information about a pitch.
It is used to increase awareness and draw attention to the different item(s).
The main focus of creating and distributing flyers is attracting attention,
generating interest in the promoted item, and encouraging people to take
action, such as visiting a website, attending an event, or making a purchase.
The components or elements a flyer usually includes are:
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• Heading: The headline or title that grabs the reader’s attention. It
aims to capture the readers’ attention and convince them to
read the rest of the content.
• Body Copy: The main body copy that follows the heading
provides users with more details about what the pitch is about.
Use only key words, do not include complex sentences.
• Images: Graphics or images used to convey the message visually.
Example:
IMPORTANT!!!
• The more they understand your idea, the greater the likelihood of
investors, venture capitalists, and potential customers supporting or
advocating for you. Another added benefit is that visuals can elicit
emotions and emotions play an important role in decision-making.
82
SECTION 2
LITERATURE
BRAVE NEW WORLD. Chapter 13 to 16
REFLECTING TIME
Negotiations in the Brave New World
1. Taking into account the text: “ WHAT ARE THE CONFLICT NEGOTIATION
MODELS?”(PAGE 78), answer these two questions: Which negotiation
approach can you identify in these situations from Brave New World?
Why?
SITUATION # 1
John and the Delta Group at Park Lane Hospital. Chapter 13.
“Listen, I beg you," said the Savage earnestly. "Please listen to me." He had
never spoken in public before. He found it very difficult to express what he
wanted to say. 'Don't take that terrible stuff. It's poison, it's poison. I say, Mr
Savage," said the Alpha officer. He smiled as he spoke. He was trying to hide
his fear and to please John. 'T say, Mr Savage, would you mind letting me
'Poison to the soul as well as to the body, John shouted.
Yes-er-yes-But let me get on, please-There's a good fellow. He touched

John's arm with great caution. He approached him as if he were a violent
animal. Just let me- Never shouted the Savage. But look here, old
fellow "Throw all that terrible poison away.”
The words throw away alarmed the Deltas. They could not understand John
when he called soma poison. But when they heard him say "throw it away'
they were frightened. They understood that he wanted to take away their
soma. They began to shout angrily.
'I come to bring you freedom," said the Savage, turning towards the Deltas.
'I come..."
The Alpha officer heard no more. He had run out of the hall and was looking
up a number in the telephone book. (..)
NEGOTIATION APPROACH: ……………………………
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SITUATION # 2
Mustapha Mond and John at Mond´s study. Chapter 14.
Mustapha Mond shook hands with all three of them. But it was to John that
he spoke. So you don't much like civilisation, Mr Savage,' he said.
(………………….)
Let me tell you about the Cyprus experiment."
"What was that?' asked the Savage.
Mustapha Mond smiled. 'It began in AF 473. The Controllers removed all the
people from the island of Cyprus. Then they sent twenty-two thousand
Alphas to live there. The Alphas were put in charge of the farms and
factories. They were told to manage their own affairs. But there were no
Deltas or Epsilons to do the unpleasant work. The result was exactly what
was expected. The land wasn't properly farmed. The workers in the factories
refused to do their work. The laws were broken. Orders were disobeyed. All
the people doing low-grade work tried to seize high- grade jobs. All those
with high-grade jobs were interested only in keeping them. In less than six
years these Alphas were fighting each other. Yes, civil war had broken out.
Nineteen thousand out of twenty-two thousand were killed. Then, those who
were left alive begged the World Controller to take over the government of
the island. The Controllers did so. And that was the end of the only society
of Alphas that the world has ever seen.
The Savage looked very sad at these words. "The best kind of society,' said
Mustapha Mond, 'is shaped like an iceberg-a mountain of ice floating in the
sea.
Eight-ninths of the people live quietly, usefully and happily out of sight. They
obey orders. Nobody need trouble about them, because they are
contented. They live below the water-line, as you might say. One-ninth of
the people-the Alphas, the people with responsible work to do-live above
the water-line. They form the top of the iceberg. Their needs are greater
than those of the Deltas and Epsilons who live obedient lives below the
water-line." (...)
NEGOTIATION APPROACH: …………………….
84
SITUATION # 3
The reporter from “The Hourly Radio” and John at the towers, between
London at the south coast. Chapter 16.
'Good morning, Mr Savage,' he said. 'I represent The Hourly Radio”.
The Savage sprang to his feet in alarm. 'I beg your pardon,' said the reporter.
I had no intention of surprising you. But, as I was saying, I am the
representative of The Hourly
"What do you want?" asked the Savage.
"Well, of course, our readers would be very interested in your experience, Mr

Savage. Just a few words from you- He smiled at John as he spoke. Then he
unpacked a small radio from its case. 'Hello!" he said to the microphone.
'Hello! Edzel? Good, good! Primo. Mellon speaking. Yes, yes. I've got him
here. Mr Savage will now take the microphone and say a few words.
He turned to John again, smiling the famous smile that had made him the
best-known reporter in London. "A few words, please, Mr Savage. Just tell
our readers why you came here to this lonely place-what made you leave
London so suddenly. And, of course, tell them about that whip' (John's face
showed his surprise. How did they know about the whip?) "We are all very
eager to know about the whip. And then say something about Civilisation.
You know: "What I think about the Civilised Girl!" Something like that. Just a
few words, a very few."
At this, John rushed at him. He seized him by the shoulder, spun him round,
and kicked him very hard. Half a minute later, London's best reporter was on
his way back to the capital.
NEGOTIATION APPROACH:………………………
85
SPEAKING TIME
a. Negotiations are part of the novel “Brave New World” in many of its
parts. Take them into account and write a complete pitch (context, problem,
solution, and advantage) as if you were Bernard Marx proposing Mustapha
Mond a new idea to improve any aspect of The World State. Use all the
structures seen in class. Suggested ideas: Sleep Teaching Lessons, Soma,
Reading, Relationships, The Use of Technology. What model of negotiation
does Bernard Marx adopt in your pitch.
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👉 This video is a summary of the

novel, Brave New World. We hope it
helps you.
https://www.sparknotes.com/lit/bravenew/video-summary/
86
BRAVE NEW WORLD
ALDOUS HUXLEY
87
Chapter One
A low grey building. Low for those times. Yet it contained thirty-four Doors. Over
the chain door were the words: CENTRAL LONDON HATCHERY AND
CONDITIONING CENTRE.
Here, human eggs were brought to birth-or hatched- by scientists,
Children were produced from those eggs. That was the meaning of HATCHERY
Here, too, the human eggs were treated by scientists. The eggs were made
clever or stupid or average. They were made tall or short. Then the children
that came out of the eggs were trained and educated. They received the
training and education for their particular social class or group. The World
State decided what sort of people they should become. That was the
meaning of CONDITIONING.
Over the main door, too, was the World State's motto: COMMUNITY,
IDENTITY, STABILITY. Those three words expressed the World State's political
programme. By COMMUNITY, the World State meant that its citizens must live
at peace with each other. They must live only to serve the State. By IDENTITY,
the World State meant that everybody in each social group must be exactly
like everybody else in that group. They must not try to be different. Indeed,
after their training and education-their 'conditioning-they would not have the
power to be different.
By STABILITY, the World State meant that its citizens must be contented
and obedient. They must not try to change society in any way. The World State
knew what was best for everybody.
The very big room on the lowest floor looked north. It was cold. The
scientists wore white coats. They had dead- coloured rubber gloves on their
hands. The light was frozen and dead. Only the yellow barrels of due
microscopes shone. On work table after work table, the light lay an those
polished tubes as yellow as butter.
"And this,' said the Director, opening the door, is the Fertilising Room. This
is where life is given to the human eggs.
Three hundred Fertilisers-the scientists who brought the eggs to life-were
bending over their instruments. An anxious band of new students followed the
Director. They wrote all his words in their notebooks. The Director of Hatcheries
and Conditioning for Central London always took his new students round the
Centre. He gave them a general idea of how it worked. They needed a
general idea in order to do their special work well. Tomorrow, they would start
on their special work. Special work and particular ideas made it easy to fit
people into the social system. Everybody in the World State did the special
work and had the particular ideas for which he had been conditioned.
Tall and rather thin, but upright, the Director advanced into the
Fertilising Room. Old? Young? Thirty? Fifty? Fifty-five? It was hard to say.
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Anyhow, nobody asked. In this year of Stability-After Ford 632-human beings,
like everything else, changed very little.
'I shall begin at the beginning, said the D.H.C. Some students wrote even
that down: Begin at the beginning "These,' he waved his hand, are the
incubators. He pointed to the glass tubes in which life was given to the eggs.
Mixed together in a warm liquid, male seed and female eggs joined. Children
were produced like this. They did not have fathers or mothers or homes. They
were brought to life in the World State Hatcheries. They were brought up in
the World State Nurseries.
The Director reminded the students that men and women gave the
Centre male seed and female eggs. They did this for the sake of the Social
System. They were rewarded for it, too.
After being examined under powerful microscopes, the fertilised eggs
were divided into five groups. Those in the top group were called Alphas. Then
came the Beras. Then the Gammas. Then the Deltas. Then the Epsilons.
The Alphas and Betas were left to grow in the warm liquid. The Gammas,
Deltas and Epsilons were treated with X-rays and drugs. The eggs in these low
groups multiplied to provide the World State with its less educated servants.
They looked after the machines in the factories and carried out other
necessary work. They did not need to be clever to do their work. The Fertilisers
in the Centre could produce as many as ninety-six Gammas or Deltas or
Epsilons from a single egg. Each of them would look and feel and think exactly
like all the others in the group.
"This is progress,' said the Director. The discovery of how to control birth
and produce people like machines is the cause of our social stability. Nobody
thinks of making changes. Nobody wants to make changes. We plan human
beings and then we match them to their future employment.
The Alphas and Betas were also trained to be obedient servants of the
World State. But as future managers, directors and highly-skilled workers, they
were also trained to be clever. They were few in number compared with the
other groups.
The Director was now joined by Henry Foster, a yellow- haired, healthy-
looking young man. Mr Foster explained the work of the Conditioning
Department at the Centre. This was a big laboratory in which the growing
human eggs received the minds and bodies that the World State decided to
give them.
The State knew how many Alphas, Betas, Gammas, Deltas and Epsilons
it wanted. It knew, in other words, how many clever and how many stupid
people it needed. The Conditioning Departments in Hatcheries in all parts of
the world produced the right numbers in each group.
"We produce our babies,' Mr Foster said, 'as socialised human beings.
They are grown here as Epsilons or Alphas. We produce them as we need
them-Betas, Gammas, Deltas, too. We produce them to be future factory
workers, future Fertilisers, or future Directors of Hatcheries. Epsilons,' he
explained, 'don't need human intelligence. They are as stupid as animals. But
89
they must be made ready for their work as quickly as possible. The other
groups are given the intelligence-the cleverness-they need. Then all are
trained to do their work and to like it.'
The students then learned how X-rays and drugs and liquid food were
given to the growing eggs. They saw how the eggs were conditioned. Future
workers in hot countries were trained to enjoy heat. Future space engineers
were trained to enjoy being head over heels. This training was called
'conditioning'. Through conditioning, the eggs were being prepared for their
future work. Through conditioning, the eggs were being prepared for their
future social rank. Conditioning made them happy and obedient.
"That,' said the Director, 'is the secret of happiness and virtue. We make
people like what they have got to do. All our training aims at that. We
condition our babies and our children to like a social future from which they
cannot escape.'
It was now time to go up to the Nurseries where the children were trained.
Chapter Two
Mr Foster was left in the room in which the living eggs came out of the glass
bottles. The D.H.C. and his students went up to the fifth floor. They entered one
of the Nurseries where children were conditioned for their future life. Here, the
children received social and moral training. The Nurseries prepared them to
be contented and obedient citizens.
This Nursery was a large bare room, very bright and sunny. Half a dozen
nurses dressed in white were setting out bowls of flowers in a long row. They
gave the Director their respectful attention.
"Set out the books,' he ordered. They obeyed in silence. Books were set
out between the flower bowls. They were children's books. Each was open at
a brightly-coloured picture of an animal or a fish or a bird.
"Now bring in the children.' The nurses returned in a minute or two,
pushing in carriages. Each carriage had four shelves. Each shelf contained a
baby. All exactly the same. All dressed in brown. They were a Delta group.
'Put them down on the floor.' The babies were unloaded. They began
to creep towards the bright flowers and books. Small hands reached out to
touch. The Director waited until they were all happily busy. Then he gave the
signal.
The Chief Nurse pressed a button. There was a loud noise: deafening
alarm-bells and whistling.
The children cried out, nearly mad with fear, noises exploding all round
them.
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'And now,' the Director shouted, 'we will repeat the lesson with a mild
electric shock."
He waved his hand again. The Chief Nurse pressed another button. The
crying of the babies increased to a scream. They were being hurt now as well
as frightening. Their little bodies twisted and turned.
That's enough,' the Director signalled to the Chief Nurse. The bangs, bells
and whistling stopped. The children cried quietly.
'Offer them the books and the flowers again.' At the sight of the flowers
and the bright pictures, the babies cried wildly again. Flowers and electric
shocks, books and loud noises, were joined together in their minds. Two
hundred lessons like that would make them hate flowers and books for ever.
The Director explained to the students that Delta babies must be trained
to hate books. It would be a waste of time for low-group people to read.
A student asked a question. He could understand that Deltas must not
waste time. He knew that reading might give them ideas and so upset their
training. But why was it necessary to make them hate flowers?
Patiently, the D.H.C. explained. Not so very long ago (about a century
or so), Gammas, Deltas, even Epsilons, had been conditioned to like flowers-
flowers in particular and wild nature in general. The idea was to make them
want to visit the country frequently. This used up a lot of transport-buses, trains,
and planes.
If they consumed transport, wasn't that a good thing? asked the
student.
'Yes. That was quite good, the D.H.C. replied. 'But they didn't consume
anything else on these country visits." Wild flowers and lovely scenes, he
explained, cost nothing. A love of nature keeps no factories busy. It was better
to rub out the love of nature among the lower groups.
"We condition them to hate the country,' said the Director. "But at the
same time we train them to love all country sports. And we make sure that
country sports need expensive apparatus-cameras, guns, clothes, and so on.
So they consume manufactured articles as well as transport."
"I understand," said the student. He became silent, full of admiration.
It was time to move on to the sleep-teaching room. The theory of sleep-
teaching had been known for a long time. The earliest experiments failed
because the wrong subjects were taught. Sleep-teaching could not help
people to think. But it could condition them to believe in what the State
taught.
"They ought to have started on moral education,' said the Director.
'Moral education demands faith not thought. We now know how to use sleep-
teaching properly."
They entered a large darkened room. Eighty little beds stood in a row
against the wall, There was a sound of light breathing and of a continuing
whisper.
A nurse rose as they entered and came to attention in front of the
Director.
91
"What's the lesson this afternoon?' he asked.
We had Elementary Sex for the first forty minutes,' she answered. 'But
now we've changed over to Elementary Class Consciousness."
These children were at the beginning of their training. This was why their
lessons were called elementary. Their hatching and conditioning placed
each of them in a particular social group or 'class' and so they had to be
trained to like their class. Training them to enjoy being members of their group
(or class) was called training in "Class Consciousness'.
The social organisation of After Ford (AF) 632 not only conditioned its
children to like what they had got to do, it also conditioned them to like what
they had got to be.
The Director walked slowly down the long line of little beds. Eighty little
boys and girls lay softly breathing. There was a whisper under every pillow:
"...all wear green," a soft but very clear voice was saying. 'And Delta
children wear khaki, a brown colour. Oh no, I don't want to play with Delta
children. And Epsilons are still worse. They are too stupid to be able to read or
write. Besides, they wear black, which is such a nasty colour. I'm a Beta.
There was a pause; then the voice began again.
"Alpha children wear grey. They work much harder than we do,
because they are so very clever. I'm really very glad I'm a Beta; because I
don't work so hard. And then we are much better than the Gammas and
Deltas. Gammas are stupid. Gammas are stupid. They all wear green, and
Delta children wear khaki. Oh no, I don't want to play with Delta children. And
Epsilons are still worse. They are too stupid to be able...
The soft clear voice continued to whisper beneath the eighty pillows.
'Sleep-teaching,' said the Director, 'is the greatest moralising and
socialising force of all time."
The students wrote his words down in their little books. He continued:
"The Beta children in this room will have that lesson repeated fifty more
times before they wake. Then again on Thursday, and again on Saturday. A
hundred and twenty times three times a week for thirty months. After which
they go on to a more difficult lesson."
The Director continued with his lesson. 'At last,' he said, 'the child's mind
is completely formed of these suggestions. And the men and women too, all
their lives, are conditioned. And all these suggestions are our suggestions!
Suggestions from the World State.
He shouted out the words. A noise made him turn round.
'Oh, Ford!' he said. 'I've woken the children.'
Chapter Three
Outside, in the garden, it was playtime. Without clothes in the warm June sun,
six or seven hundred little boys and girls were running across the grass or
92
playing ball games. Expensive apparatus was needed for all the games. As
the Director pointed out, the Controllers 'would not approve of a new game
unless it needed complicated apparatus. The factories must be kept busy.
Many of the children were playing sex games. The Director reminded
the students that sex play between children used to be punished. In the bad
old days of "love" and 'marriage' and 'families' free and healthy sex was not
permitted. 'Now,' he said, 'things are different. We encourage everyone to
enjoy sex at any age. We produce our children in the Hatcheries, not in
'homes'. Our science has freed us from the disgusting arrangement that
people used to call 'marriage'. Not so very long ago,' he said, 'human beings
were born in families.'
The students could hardly believe this. They were shocked.
"Yes," he said. "People actually had 'fathers' and 'mothers'. And they
were not ashamed of it. They did not know any better."
The students were now to have the honour of a talk from. the Resident
Controller for Western Europe, his fordship Mustapha Mond. Their eyes opened
wide with respect and admiration when the Director told them this. There were
ten World Controllers. And one of the ten...!
"This,' said the Director, 'is the Controller. This is his fordship, Mustapha
Mond.
" A man of middle height had appeared. He had black hair, a curved
nose, and full red lips. He sat down on the garden seat and began to talk to
them. His voice was strong and deep.
"You all remember those beautiful words of Our Ford's: History is bunk.
Our Ford meant, of course, that History is nonsense. History is a waste of time."
The students wrote it all down.
"That's why you have not been taught any history. But now the time has
come to tell you a little.'
The Director looked anxious. It was said that the Controller had
forbidden books locked up in his room. Bibles, poetry, Shakespeare-Ford knew
what!
'Don't worry, Director,' said Mustapha Mond, smiling. 'I won't damage
their conditioning."
He turned to the students again. 'Just try to understand," he said, "what
it was like to have a mother. Imagine being born instead of being hatched by
scientists in a Centre like this."
They tried to imagine it, but they couldn't.
"Try to imagine,' he said, 'what living with one's family meant.
They couldn't.
'And do you know what a home was?"
They shook their heads.
He described home to them-a few, small, over-crowded rooms lived in
by a man, a woman, and their children. No air. No space. A dirty prison.
Darkness, disease, and smells.
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One of the students turned pale and felt sick, as the Controller
continued. He explained that home damaged people's minds as well as their
bodies. It was not possible to condition people properly in such a place.
People brought up in a home had bad social ideas. They thought of the
other members of their family in a special way. They loved, or they sometimes
hated, their relations. They believed in love and marriage. They thought they
owned their children. The children thought that their parents belonged to
them.
What misery it all could be! What dangerous emotions grew up
between the members of a family group! A mother watched over her babies
like a cat watching over its kittens. A cat that could talk. A cat that could say,
'My baby, my baby, over and over again. Family life was full of the most
terrible dangers. The world used to be full of people who had been damaged
by family life. But the World State had now freed the human race from this
beastly condition. The moral training of the State Nurseries had replaced the
unhealthy ideas encouraged by family life.
"Yes,' said Mustapha Mond to the students. 'You may well tremble.
History is full of terrible lessons. People brought up in a home sometimes loved
their family more than they loved Society. Sometimes they hated each other.
There was much madness in the world in those days. They had not learned the
great sleep-teaching lesson: Everyone belongs to everyone else.”
The students applauded. They agreed with this statement. It had been
repeated to them in their sleep over sixty-two shond times. Everyone belongs
to eary . They believed it beyond argument.
The Controller explained that it was not surprising that people in the old
days were mad and wicked and miserable. Mothers, marriage, love! Their
society did not allow them to be sane and virtuous and happy. They were not
conditioned to obey. They were tempted and they felt guilty. They
experienced diseases and pain, doubes and unemployment. Their family life
gave them strong feelings Having these strong emotions, how could they
have balanced minds? They could not be stable. They had to be unsteady
creatures.
"Stability,' said the Controller, 'stability. There can be no civilisation
without social stability. And Society cannot be stable if people are unsteady.
People must be trained to be stable. They must be satisfied with things as they
are."
Listening to him, the students felt bigger, more comfortable, safer.
He explained to them that the social machine turns, turns, and must
keep on turning. It is death for millions if the machine stops. People must not
put their wishes before the needs of Society.
The factory wheels must turn steadily, or a thousand million people will
die for lack of food. But the wheels cannot turn by themselves. There must be
people to look after them; people as steady as the wheels; steady people,
obedient people, contented people.
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People who are made anxious by thoughts of children or parents
cannot look after the wheels properly. Nor can people who are made mad
by love. Nor people in pain; nor sick people; nor people afraid of old age; nor
people afraid of being poor. And if they cannot look after the wheels... the
dead bodies of a thousand million men and women would be hard to bury or
burn.
"Stability, repeated the Controller. 'Stability is all this." He pointed to the
gardens, the great buildings of the Hatchery and Conditioning Centre, the
children playing on the grass.
'Fortunate boys!' said the Controller to the students. "Your lives have
been freed from deep feelings, such as love and hate. We have preserved
you as far as possible from having emotions at all."
He explained to them that ideas such as sleep-teaching, artificial birth,
social conditioning, and the class system had been known for a very long
time. Men were afraid of these ideas. They thought that their liberty was in
danger. They made laws to prevent the practice of these ideas.
Then, in AF 141, the Nine Year War began. Millions were killed. The
economic system broke down. Men had a choice between World Control
and destruction. Between Stability and madness. They chose Control and
Stability.
They chose full production and a consumer society. They chose
planned artificial birth and conditioned upbringing in State Nurseries. They
chose the class system. These things made people happy to do what they
had got to do; and happy to be what they had got to be.
They dated their years from the year of the introduction of Our Ford's
first motor car-the famous 'Model T'. They forgot about dangerous ideas such
as Christianity, and all other religions. They forgot about liberty; Shakespeare;
and all books written before AF 150.
They organised a World State. They replaced the old religious services
and feasts with Ford's Day Ceremonies and Community Songs and Solidarity
Services.
Society was everything. Individuals were nothing. Everyone belongs to
everyone else."
In AF 178 the scientists invented soma-the perfect drug. Better than
alcohol or tobacco. Better than morphia, heroin, cocaine or cannabis. It had
none of the disadvantages of earlier drugs.
People could now escape from real life whenever they liked. There
were no unpleasant after-effects. Soma cured sadness, overcame
disappointment, removed discontent.
The conquest of old age completed the victory. "The World State,' the
Controller ended, 'now knows how to keep everyone happy and obedient."
Back in the four thousand rooms of the Centre the four thousand
electric clocks struck four. An electric voice called:
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'Main Day-Workers off duty. Second Day-Workers take over. Main Day-
Workers off..."
Lenina Crowne, who worked in the Hatchery, was having a bath. Her
friend Fanny asked her who she was going out with.
'Henry Foster.'
"You should go out with someone else sometimes.'
"I will," said Lenina. 'I'm getting a bit tired of Henry every day.'
She pulled on her stockings. 'Do you know Bernard Marx?' she asked.
Fanny looked anxious. "You don't mean to say-?'
"Why not? Bernard is an Alpha-Plus. Besides, he's asked me to visit an
uncivilised tribe with him. Very few people are allowed to visit the tribes.
Bernard is allowed to because he is a psychologist and studies people's minds.
He can take me with him. These tribes live beyond civilisation. They live in
places called Reservations."
"But his reputation?"
"What do I care about his reputation?"
'He spends most of his time by himself-alone." Fanny sounded afraid as
she said it. People who liked being alone were suspected of having anti-social
ideas.
"Well, he won't be alone when he is with me,' replied Lenina. 'And
anyhow, why are people so nasty to him? I think he's rather sweet.' She smiled
to herself.
'He's so ugly,' said Fanny.
"I rather like his looks."
'He's so small,' answered Fanny. She was disgusted. 'You don't expect
an Alpha-Plus to be small. Deltas and Epsilons-low class people-are small.
I think that's rather sweet,' said Lenina. 'He's like a pet cat.'
Fanny was still more disgusted. "They say that somebody made a
mistake when Bernard was in the bottle. They thought he was a Gamma and
put alcohol in the tube with the blood. That stopped him growing properly."
'What nonsense!' Lenina was angry. All I can say is that I am going to
accept his invitation. I do want to visit a Savage Reservation with him and see
those wild tribes.' 'You're impossible, Lenina!"
Back turned to back, Fanny and Lenina continued their dressing in
silence.
There, I'm ready,' said Lenina. 'Do I look nice?'
'Perfect!' said Fanny. She could never resist Lenina's attractiveness for
long.
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Chapter Four
The roof of the Centre was crowded with men from the Alpha Changing
Rooms. When Lenina arrived she was greeted with smiles. She was a popular
girl. She saw the small thin body and sad face of Bernard Marx. As usual, he
was alone.
'Bernard!' she went up to him. 'I was looking for you." The others turned
to them enquiringly. 'I wanted to talk to you about our plan to go to New
Mexico. I'd love to come with you for a week in July."
Bernard looked uncomfortable. 'Hadn't we better talk about it
somewhere else?'
Lenina laughed. "How funny you are!" She really did think he was funny,
but she liked him. 'I suppose we shall travel by the Blue Pacific Rocket?
It was bright and warm up there on the roof. Helicopters made a
buzzing noise and rocket-planes flew overhead.
Bernard Marx breathed deeply, He looked up at the blue sky and then
into Lenina's face, "Isn't it beautiful! His voice trembled a little.
She smiled at him. 'Perfect for a game of golf,' she said. 'Now I must
hurry. Henry gets angry if I keep him waiting."
She waved her hand and ran away across the wide flat roof.
'How pretty she is!' thought Bernard as he watched her.
Henry Foster sat in his plane, waiting for her. "Four minutes late,' he said.
He started the engines and the machine rose straight up into the air.
They were high over London. A red rocket dived towards the Charing-T Tower.
Henry looked at his watch, "The New York Red Rocket is seven minutes
late,' he said. "These Atlantic services are disgustingly unpunctual."
They were now flying over the six kilometre belt of parkland that
surrounded Central London. The various classes had their sports grounds here.
Near Shepherd's Bush two thousand Beta-Minuses were playing tennis. In the
Ealing Square a Delta sports meeting and club sing-song was taking place.
"What a nasty colour khaki is, remarked Lenina, expressing the
prejudices of her class. All the members of her social class had learned to feel
this in the sleep-teaching lessons. They had been conditioned to dislike khaki.
A black and khaki army of workmen was repairing the Great West Road.
At Brentford, green Gamma girls were moving slowly into a factory. They
looked like a ribbon of green insects.
'I'm glad I'm not a Gamma,' said Lenina.
Ten minutes later they reached Stoke Poges and started their game of
golf.
Bernard hurried across the roof like a man pursued. He felt guilty and
helpless. He felt lonely because of his lack of sympathy with the system.
Even Lenina was making him suffer. For weeks he had been afraid to
ask her to come with him. Now she had said yes and still he was miserable.
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She had said yes, but she had rushed off with Henry Foster. She thought
Bernard was funny because he did not want to discuss their private affairs in
public. She was in sympathy with the system: he was not. She believed that
everyone belongs to everyone else: he did not. She was therefore healthy and
virtuous: he was not.
Bernard had many problems. He lacked confidence. He was shorter
than an Alpha ought to be. This made him hesitate to give orders to low-class
people. He did not feel confident with people of his own class either. He
believed that people of his own Alpha Group scorned him. The more he
believed this, the worse he behaved. How he envied confident men like Henry
Foster!
He climbed into his plane and flew south towards the river.
His friend Helmholtz Watson worked in the College of Emotional
Engineering. He was a writer and lecturer. He wrote plays and films. He also
wrote articles for The Hourly Radio, the upper-class newspaper, and he
invented clever social poetry for sleep-teaching lessons. His Directors admired
his cleverness, but were afraid that he was sometimes too clever.
Like Bernard, Helmholtz Watson often felt himself to be alone. But his
sense of being apart from his fellow men arose from different reasons.
Helmholtz was tall and good- looking, but he knew that he was cleverer than
most of his social group. Bernard was short and knew that most of his fellows
thought him strange and ugly. What the two friends shared was the
knowledge that they were different from the other Alphas.
Helmholtz did not know what he wanted. His cleverness, his success at
work and sport, his popularity of these things satisfied him. Really he was
interested in something else. But in what? That was the problem that Bernard
had come to discuss with him.
"I know that I've got something important to say and the power to say
it. Only I don't know what it is, and I can't make use of the power, said
Helmholtz.
"But your work is good, Helmholtz."
'It's not important. What I write about is not important. How can you say
something about nothing?"
'Hush!' said Bernard suddenly, and lifted a warning finger. They listened.
'I believe there's somebody at the door,' he whispered.
Helmholtz got up and opened the door quickly. There was, of course,
nobody there.
'I'm sorry,' said Bernard, both feeling and looking foolish. 'I've been rather
worried lately. If you knew all the trouble I've had..."
He was very sorry for himself. Helmholtz listened uncomfortably. 'Poor
little Bernard!' he said to himself. He wished that his friend would show a little
more pride.
The old religions-Christianity, Buddhism, Islam and all the others-had

decayed. The citizens of the World State had no use for them. People who
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were kept young by science and kept happy by soma did not need old-
fashioned religion.
But everyone was expected to attend Solidarity Services. At these
services, groups of twelve people met together. There were always six men
and six women in each group.
The president of the group began by giving them soma. They sang
religious songs praising Our Ford. They worshipped the World State. Then, when
they were excited by the music and the soma, they made love.
Solidarity Services reminded people that Everyone belongs to everyone
else. The songs expressed their gratitude to the State They praised the State
for organising their lives. For giving them youth, health and pleasure. For
removing all their worries. They were grateful because they were never
expected to think for themselves. They were never lonely. They were always
together, always enjoying themselves. They grew up together in the Nurseries.
They lived and worked together. They all thought the same thoughts.
For all these blessings they gave thanks. The Solidarity Services reminded
the people that happiness was found in 'togetherness'. They reminded them
that they owed everything to Our Ford. Our Ford's ideas had taken the place
of the old religions.
At the end of a Solidarity Service, when the lights began to fade, the
worshippers danced. Round and round they went. Faster and faster. Our Ford
was coming! Soon-now -he would appear to them.
They sang the 'Orgy-porgy' song as they spun round. And when the
dance and the love-making ended, they were at peace. At peace in this
wonderful world of Our Ford. Happy in their beautiful World State.
That night, when he left Helmholtz, Bernard flew to the Community
Singery. It was an immense building in the centre of London. Seven thousand
rooms provided meeting places for the Solidarity Groups, Bernard's group met
there on Thursdays. He always attended the services, but he did not enjoy
them. The pleasure that the others found escaped him.
He was afraid that he was late. It was bad to be late for a Solidarity
Service. He was afraid that the president would be angry.
He opened the door. Thank Ford! He was not the last to arrive. He sat in
one of the empty chairs round the circular table. He hoped to escape
attention.
The girl next to him asked, "What were you playing this afternoon? Golf
or tennis?"
I wasn't playing either of them,' Bernard answered.
She was astonished and turned away from Bernard. There was a tall,
good-looking man on her other side.
A good beginning for a Solidarity Service,' Bernard thought miserably.
He knew that he was not going to enjoy himself. Once again he would fail. He
could never share in the experiences of his companions.
The president stood up. The music began. Soma was blessed and
passed round. Each worshipper swallowed the sacred food. Drums beat.
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The soma began to work. Eyes shone. Faces smiled. A deep Voice
spoke: "Oh, Ford, Ford, Ford."
'Ford!' the group answered. 'Ford is coming.'
The drums beat louder. Round they went in the dance. They moved to
the rhythmic beat of the drums: 'Ford- Ford; Ford, Ford, Ford,' quicker and
quicker.
The music played the Orgy-porgy song. The dancers sang it:
Orgy-porgy, Ford, and fun,
Kiss the girls and make them One.
Boys at one with girls at peace;
Orgy-porgy gives release.
Darker and darker grew the room. Quicker and quicker went the
dance. Only a faint red light lit the faces of the group.
Their excitement grew. 'Orgy-porgy; Orgy-porgy,' they shouted. The
drum beat stopped. The deep Voice whispered, 'Orgy-porgy-now."
The circle of dancers broke up.
Later-much later-they were standing on the roof. The night was calm and
warm.
"Wasn't it wonderful?' said Fifi Bradlaugh. "Wasn't it wonderful?' She
looked at Bernard. Her face was peaceful. The Solidarity Service had filled her
with deep joy. She was made perfect. "Everyone belongs to everyone else."
'Didn't you think it was wonderful?' she repeated. Her eyes were shining
with the delight of 'togetherness'.
"Yes, I thought it was wonderful,' Bernard lied. Then he looked away. He
was as miserable and as lonely as he had been when the service began. The
happiness of the other members of the group made his own misery worse.
They belonged to each other. He belonged to nobody. They were at
peace with themselves and the System. He was at war with himself; and he
could not find happiness in the System.
Was it his own fault? Or was the fault in the System?
'Alone; always alone,' he thought sadly. "What is wrong with me? Why
am I different?'
But aloud he said to Fifi Bradlaugh, 'Quite wonderful.' Then he walked
away from his happy companions.
Chapter Five
Strange, strange, strange: that was what Lenina thought of Bernard Marx. She
had wondered more than once whether she should go to New Mexico with
him. She could go instead to the North Pole with Benito Hoover. But she had
been to the North Pole with George Edzel only last summer, and she had not
100
enjoyed it. She had only been to America once before; for a cheap weekend
in New York.
She liked the idea of flying west again, and of staying there for a whole
week. And for three days of that week they would be in the Savage
Reservation. Not more than half a dozen people in the whole Centre had
visited the uncivilised tribes. Bernard was one of the few men who could get
permission to do so. This was because he was a very clever mind-scientist: an
Alpha-Plus psychologist. For Lenina, this was an opportunity that would never
come again.
And yet, Bernard was so strange that she hesitated. She almost thought
of risking the Pole again with Benito. At least he was not odd like Bernard.
Benito was not always wanting to get away from people. He did not think that
being in a crowd was a waste of time. Bernard wanted to walk and talk alone
with her. People thought that was very strange behaviour.
When they went to Amsterdam for the Sports, Bernard was miserable.
He wouldn't talk to her friends. He refused the half-gramme soma ice cream
that she offered him.
“I'd rather be myself,' he said. 'Myself and nasty. Not somebody else,
however happy, Soma makes you feel happy but it stops you thinking."
He pushed the soma ice cream away impatiently.
'Don't lose your temper,' said Lenina. 'A gramme is always better than a
damn."
This was a lesson that she had learned during her sleep- teaching. She
meant that soma stopped people being angry. "Oh, for Ford's sake, be quiet!'
Bernard shouted.
On their way back across the English Channel he flew his helicopter just
above the waves.
'Look,' he said.
"It's frightening," said Lenina. She switched on the radio.
Bernard switched it off. 'I want to look at the sea," he said. "I can't enjoy
it with that beastly noise going on. I want to be myself. I don't want always to
be part of something else. I want to escape from the World Society
sometimes."
Lenina was crying. "You shouldn't say such things. Everyone works for
everyone else."
"I wish I could be free,' said Bernard. "I wish I could escape from my social
conditioning."
'Bernard, you are saying wicked things. I don't know what you mean.
We are all free to have the most wonderful time. Everybody is happy now."
He laughed. "Yes, everybody's happy now. That's another sleep-
teaching lesson. But don't you want to be happy in your own way?"
Please take me back. And why don't you have some soma when you
get these miserable ideas of yours? Then you'd forget all about them. Instead
of being miserable you'd be happy like everybody else."
101
Bernard was silent. At last he spoke in a small, tired voice: "We'll go
back."
Bernard knocked at the Director's door and entered the room. He

breathed deeply, because he knew that the Director often criticised him. This
made him anxious.
He placed a sheet of paper on the Director's desk.
"An order for you to sign, Director,' he said, speaking as confidently as
possible.
The Director gave him an unpleasant look. But Mustapha Mond had
already signed the order in his big black writing, so the Director had no choice.
He signed it and was about to give it back to Bernard.
For the New Mexican Reservation?' he said, sounding astonished.
'Yes.'
The Director leaned back in his chair. 'How long ago was it?' he said,
speaking more to himself than to Bernard. Twenty years, I suppose. Nearer
twenty-five. I must have been your age."
Bernard felt uncomfortable. He didn't himself object to talking about the
past, but people were trained not to do so. The Director always behaved so
correctly and Bernard was ashamed for him. What could have made him do
this forbidden thing?
'I had the same idea as you,' the Director was saying. "I wanted to have
a look at the savages. I went to New. Mexico for my summer holiday, taking
a girl with me. She was a pretty Beta-Minus, and I think-' (he shut his eyes) "I
think she had yellow hair.' He paused.
And then, on the last day, she got lost. She must have gone for a walk
alone. I was asleep after lunch. When I woke she was gone. We searched for
her that day and the next, but we couldn't find her. She must have been killed
by a wild beast. It made me very sad at the time. More than it ought to have
done, I dare say. It's the sort of accident that might have happened to
anybody. And, of course, the social organisation remains, although people
die."
But this sleep-teaching lesson did not seem to have had much effect.
The Director shook his head and sat in silence, sadly remembering.
You must have had a terrible shock,' said Bernard, almost enviously. At
least, the Director had once had a real experience, even if it was a sad one.
At the sound of his voice the Director looked at him angrily. He felt guilty.
He should not have allowed himself to talk like that to Bernard.
'Don't imagine, he said, 'that I was in love with that girl. Our relationship
was entirely healthy. I really don't know why I told you such a stupid story."
He was very angry with himself and ashamed of allowing Bernard into
his secret. His eyes showed his hate.
'Mr Marx,' he went on, 'I'm not at all pleased with the reports about you.
Your behaviour outside working hours is bad. You are too often alone. You do
102
not take part in social events. And so, I warn you. If you do not improve I shall
have you moved to a Sub-Centre, probably in Iceland. Good morning."
Bernard did not believe for a moment that the Director would carry out
his threat. People were not moved to Iceland for such weak reasons. That
evening, he boasted to Helmholtz about his "argument' with the Director.
Helmholtz was sad to hear him. He liked Bernard. He was the only man
to whom he could talk about important subjects. But he hated to hear Bernard
boasting, because he knew that he was really a coward.
Chapter Six
Bernard and Lenina had an uneventful journey by the Blue Pacific Rocket. It
arrived at Santa Fe less than forty seconds late. Before going on to the Savage
Reservation they had to see the Warden.
He was a short, red, moon-faced, broad-shouldered Alpha-Minus, with
a loud voice. He talked non stop, as if he was giving them sleep-teaching
lessons. Once started, he went on and on, booming at them in that loud
voice.
...five hundred and sixty thousand square kilometres divided into four
separate Sub-Reservations, each surrounded by a powerful electric fence
supplied with current from the Grand Canyon hydro-electric station... over five
thousand kilometres of fences at sixty thousand volts..."
"You don't say so!' said Lenina politely. She had secretly swallowed half
a gramme of soma when the Warden started booming. The result was that
she could now sit quietly, not really listening, not thinking of anything. But her
large blue eyes were fixed on the Warden and she appeared to be giving him
her complete attention.
"To touch the fence is immediate death,' said the Warder solemnly.
"There is no escape from a Savage Reservation. Those who are born in the
Reservation have to die there."
He looked hard at Lenina, to whom he had taken quite a fancy.
'Remember, my dear young lady, in the Reservation, children still are born.
They are not hatched out of bottles, as they are in the civilised world. They
actually have mothers and fathers."
The Warden hoped that by referring to this shameful subject he would
disgust Lenina. But, protected by soma, she only smiled and repeated, 'You
don't say so!'
Leaning forward, the Warden tapped the table with his finger and said,
'You ask me how many people live in the Reservation. I can only reply that we
do not know. We can only guess."
"You don't say so."
"My dear young lady, I do say so. About sixty thousand, I
suppose...absolute savages:..our Inspectors occasionally visit...otherwise, no
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communication with the civilised world...quite cut off...still preserving their
disgusting habits and customs...marriage, if you know what that is, my dear
young lady...families...no civilised training or conditioning...terrible religions
such as Christianity... diseases...priests...wild animals...'
They got away from him at last. Bernard telephoned Helmholtz to see if
there was any news. When he hung up the receiver his face was pale. He
looked very unhappy.
"What's the matter?' Lenina asked him.
"The matter?' he dropped heavily into a chair. 'I'm going to be sent to Iceland
when I get back to London. Helmholtz, says that the Director has given the
order for me to go."
Nothing was left of his pretended courage. His imaginary boldness had
faded. He could not even boast. Why, he wondered, had he been such a
fool as to make the Director angry?
Lenina persuaded him to take four tablets of soma. He forgot his
troubles by the time the plane arrived.
They landed at a village called Malpais.

"There's a rest-house here, where you can sleep,' said their pilot. "This
young savage,' he pointed to an Indian, 'will show you round. There is a
religious ceremony today for you to watch and I'll be back for you tomorrow.'
He smiled at Lenina. 'Don't be afraid,' he said. "The savages won't do
you any harm. They are too frightened of our weapons to try any tricks.'
They followed their guide. 'I don't like it,' said Lenina. don't like that man.'
The Indian certainly did not look very friendly, but he led them towards
the centre of the village.
'Besides,' she said, 'he smells."
In the village the drums began to beat. Their guide left them at the
entrance to the square while he went for orders. Feather-covered Indians,
their faces painted, were rushing past them and into the square. Some had
live snakes in their hands. And the drums went on throbbing.
'I don't like it,' said Lenina, 'I don't like it.'
She was disgusted by the dirt, the piles of rubbish, the dust, the dogs,
the flies. She held her handkerchief to her nose.
'How can they live like this?' she cried.
"They've been doing it for the last five or six thousand years,' answered
Bernard, 'so I suppose they must be used to it by now."
"Oh!" She seized his arm. 'Look.'
An almost naked Indian was very slowly climbing down a ladder from a
door high up in the wall of a nearby house. He moved with the caution of
extreme old age. His face was deeply wrinkled. He had no teeth. A thin beard
showed white against his dark skin and his long grey hair hung round his face.
His body was bent and so thin as to be almost fleshless.
"What's the matter with him?' whispered Lenina.
104
"He's old, that's all,' Bernard answered. He was surprise too; but he made
an effort to appear calm.
"Old?' she repeated. 'But the Director is old. A lot of people are old; but
they are not like that.'
"That's because we don't allow them to be like that. We preserve them
from diseases. We keep them artificially youthful. So, of course, they don't look
like that. Partly,' In added, 'because most of them die long before they reach
this old creature's age. Artificial youth until sixty, and then- crack!-the end.'
Lenina felt in her pocket for some soma, but she had left her bottle at
the rest-house. Bernard's pockets were also empty.
Their guide returned and led them into the square. It was crowded with
Indians. In the centre there was a stage. The drums beat faster and faster.
Suddenly, a band of painted men appeared on the platform, going round
and round in a strange dance. The crowd began to sing with the dancers,
louder and louder. Two carved figures of gods were raised at each side of the
square. The noise was deafening. Then the leader gave a signal and there
was immediate and terrible silence.
Then a boy of about eighteen came out of the crowd and stood before
the leader. His hands were crossed over his chest and his head was bowed.
Slowly, he began to walk round the platform. A tall man, holding a long whip,
followed him. The man with the whip was an Indian priest. His face was
covered with a mask. The mask made him look like a dog a dog walking on
two legs.
The whip was raised. The crowd waited. The whiplash fell across the
boy's bare back. The dog-man struck again and again. At each blow the
boy's body trembled; but he made no sound, walking on at the same steady
pace. Blood Bowed from his wounds and the crowd shouted whenever the
whip fell on his back.
Once round, twice round...five times round...six times round...and the
whip rising and falling...the blood Cowing...the crowd shouting...the boy
silently walking...
Lenina covered her face with her hands. She began to cry. 'Oh, stop
them, stop them!' she begged.
Seven times round. Then the boy, still without a sound, fell forward on his
face. An old priest bent over him, touched his back with a long white feather
and held it up or the crowd to see. He shook blood off it on to the ground.
There was a great shout. The drums beat wildly. The Priest, the dancers,
the crowd, ran out of the square. Only me boy still lay there. Then three old
women came out of one of the houses, lifted him up and carried him in.
Lenina was still crying. "Terrible, terrible l' she kept repeating. Bernard
could not comfort her. "Terrible, terrible. That blood!' She trembled. 'Oh, I wish
I had my soma."
Suddenly, a young man appeared. His dress was Indian; but his hair was
yellow. His eyes were pale blue and his skin was white, though sunburnt.
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'Hello. Good morrow,' said the stranger, in faultless but old-fashioned
English. 'You are civilised, aren't you? You come from the Other Place, outside
the Reservation?
"Who on earth- -?" Bernard began in astonishment.
The young man pointed to the blood in the centre of the square. "I
ought to have been there,' he said. "Why wouldn't they let me be the
sacrifice? I would have gone round ten times-twelve, fifteen. Palowhtiwa only
got as far as seven. They could have had twice as much blood from me. But
they wouldn't let me. They dislike me because of my colour. It's always been
like that. Always. Tears filled the young man's eyes; he was ashamed and
turned away, Lenina was so astonished that she forgot her own troubles. She
looked at the stranger: 'Do you mean to say that you wanted to be hit with
that whip?"
"Yes,' said the young man, 'to make the rain come and the corn grow.
And to please our gods, Pookong and Jesus. And then to show that I can bear
pain without crying out.' He stood proudly in front of her. "To show,' he said,
'that I am a man."
And then he was silent and surpised. For the first time in his life a lovely
girl was smiling at him.
'Such a nice-looking boy,' Lenina was thinking. And a really beautiful
body."
The blood rushed up into the young man's face. He dropped his eyes,
raised them again only to find her still smiling at him. He was so overcome that
he had to turn away. He pretended to be looking very hard at the other side
of the square.
Bernard began to question him. The young man kept his eyes fixed on
Bernard's face as he answered. He wanted so much to see Lenina smiling at
him that he dared not look at her again.
He explained that Linda and he were strangers in the Reservation.
Linda, he said, was his mother. (The word mother made Lenina look very
uncomfortable.) She had come from the Other Place long ago, before he
was born, with a man who was his father.
Remembering his last conversation with the Director, Bernard listened
very carefully to the young man. "Go on, go on," he said excitedly.
The young man told them that Linda had gone walking alone in the
mountains. She had fallen down a steep place and hurt her head. Some
hunters from Malpais had found her and brought her to the village.
Linda had never seen his father again. His father's name was Thomas.
Bernard grew even more excited: the Director's first name was Thomas.
"And so,' the young man ended, "I was born in Malpais. In Malpais,' he
repeated, and shook his head sadly.
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It was such a dirty little house at the end of the village! Inside, when they
entered, it was dark and smelly and full of flies.
"Lindal' the young man called.
From the other room a rather hard female voice answered, "Coming."
They waited. In bowls on the floor were the remains of a meal, perhaps
several meals.
The door opened. A fat, yellow-haired woman came in. She stood
looking at the strangers, her mouth wide open in surprise. Lenina noticed with
disgust that two of the front teeth were missing. And the colour of those that
remained! She trembled. The woman was worse than the old man that they
had seen. So far! And all the lines in her face-and her red nose and cheeks-
and those bloodshot eyes-and the dirty blanket she was wearing. Oh, much
worse than the old man, much worse!
And suddenly the creature poured out words. She rushed at Lenina with
her arms wide open and held her tightly. Then-Ford! Ford! Lenina felt sick-she
began to kiss her. And she smelt terribly of alcohol. Lenina broke away as
quickly as she could.
'Oh, my dear, my dear,' the woman cried. 'If you knew how glad I am
to see a civilised face. After all these years! Yes, and civilised clothes,' She
touched Lenina's shirt with her black-nailed hands. Do you know, dear, I've still
got my old clothes. The ones I came away in. I've kept them in a box. I'll show
them to you afterwards. Though, of course, they are full of holes now."
Her tears began to flow. "I suppose John told you? What I had to suffer!
And not a gramme of soma anywhere. Popé used to bring me a drink of
mescal every now and then. Popé is a man I used to know. But mescal makes
you feel so ill afterwards. I used to feel so ashamed the next day. And I was so
ashamed.
Just think of it! I had Thomas's baby. Me, a Beta-having a baby! Put
yourself in my place."
Lenina shuddered with fear at the very suggestion.
Though it wasn't my fault, I swear. I obeyed all the sleep-teaching
lessons, but something went wrong."
She wiped her eyes with her fingers. Then she blew her nose on the dirty
skirt that hung below her blanket.
She saw Lenina's look of disgust. 'Oh, I'm sorry,' she said. 'I oughtn't to
have done that. But there aren't any handkerchiefs here. There's nothing
civilised here. How can I keep clean? And look at the clothes I'm wearing. This
nasty wool lasts and lasts. And you're supposed to mend it if it gets torn. But
I'm a Beta. I worked in the Fertilising Room in the Hatchery. Nobody ever
taught me how to mend clothes. Besides, it wasn't right to mend them. Throw
them away when they've got holes in them and buy new: "The more stitches,
the less riches.' Isn't that right? Mending is anti-social. But it's all different here.
It's like living with lunatics-everything they do is mad."
She looked round and saw that John and Bernard had left them. They
were walking up and down outside the house.
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“For example,' she said to Lenina, 'they don't understand that
everybody belongs to everyone else. Here, nobody is supposed to belong to
more than one person. Once, a lot of women came and beat me because
their men had been coming to see me. It was terrible. They believe in
marriage. and they know nothing about artificial birth in bottles. So they have
babies all the time, like animals. They are mad and cruel.'
Linda covered her face with her hands. 'Oh, Ford, Ford, Ford! It's too
disgusting. And when I think that I-! And yet John has been a great comfort to
me. I don't know what I should have done without him. Even though he once
tried to kill poor Waihusiwa-or was it Popé?-just because I used to let them visit
me sometimes. I never could make him understand that that was what
civilised people ought to do. John is as mad as the Indians in that way. I
suppose he got those ideas from them. Of course, he was with them a lot of
the time even though they were often unkind to him. They wouldn't let him do
all the things the other boys did. That was a good thing in a way, because it
made it easier for me to condition him a little. But I couldn't give him much
civilised training because there was so much I didn't know. It wasn't my
business to know. I am a Beta and 1 always worked in the Fertilising Room. So
how could I answer when my child asked me how a helicopter works or who
made the world?"
Chapter Seven
Outside, in the dust and dirt, Bernard and John were walking slowly up and
down.
"It's hard for me to understand,' Bernard was saying. It's as if you and I
were living in different worlds and in different centuries. You have a mother-a
shameful and disgusting idea to me. You live in all this dirt. Your world knows
old age and disease. You talk about gods. I shall never understand unless
you explain.'
'Explain what?"
"Everything. All your life here.'
Then John told him about his very early life. About hating Popé because
he came to see Linda. He told him how poor Linda tried to learn to weave
cloth with the Indian women. But she failed. He told him about the women
beating Linda because Popé and other men came to see her. They beat him,
too, when he tried to protect Linda. That was when he was a very little boy.
He told him how Linda drank more and more alcohol and how she was
sometimes very loving to him and sometimes very unkind. But he loved her
always because she was his mother. Bernard was puzzled by that. Bernard's
world knew nothing about parents or children.
The happiest times were when Linda told John about the Other Place-
the place she had come from. She told him about flying and all the other
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wonderful things. She told him about the lovely music that came out of a
box...about the nice games you could play... the delicious things to eat and
drink...the light that came when you pressed a little thing in the wall...the
pictures that you could hear and feel and smell, as well as sec. She told him
about the pink and green and blue and silver houses as high as mountains.
She told him that in the Other Place everybody was happy ...nobody
was ever sad or angry. She told him that there everybody belonged to
everyone else. She told him about the wonderful boxes in which you could
see and hear what was happening at the other side of the world. She
described the babies in lovely clean bottles, and no dirt at all anywhere
...people never lonely, but living together and always gay.
But he also listened when the old men of the village talked to the
children. They described a very different world ...a world ruled by gods and
devils...controlled by ideas of right and wrong...a world in which natural forces
threatened men but obeyed the gods. Strange and wonderful stories, too.
Quite as strange and wonderful as Linda's.
As a little boy, John lay in bed and imagined Linda's London; but the
gods and devils of Malpais were there, too. So were the ideas of right and
wrong. The old men of Malpais answered questions that Linda could not. So
he took their knowledge with him into his dreams of the Other Place.
Linda taught him to read. She drew pictures on the wall and wrote their
names underneath: an animal sitting down, a baby inside a bottle. THE CAT IS
ON THE MAT. THE TOT IS IN THE POT. He learned quickly and easily. But the only
book they had was the textbook that Linda had used in the Fertilising Room.
It took him a quarter of an hour to read just the title. He threw the book on the
floor. It was too difficult.
The boys of the village laughed at him because of his torn clothes, and
because Linda had been hit by the other women. They sang a nasty song
about her. He comforted himself by thinking, 'I can read, but they can't. They
don't even know what reading is.' So he pretended that he didn't mind when
they made fun of him.
He asked Linda to give him the book again. The more the boys pointed
at him and sang the nasty song, the harder he worked at his reading. Soon he
could read all the words quite well. Even the longest. But what did they mean?
He asked Linda; but even when she could answer she could not always make
it clear.
It was the same when he asked her questions about religion. She could
never give clear answers. The old men of the village always claimed to know.
One day, soon after he was twelve, he came home and found a book
that he had never seen before. It was lying on the floor in the bedroom. It was
a thick book and looked very old. He picked it up and looked at the title-
page. The book was called The Complete Works of William Shakespeare.
Linda was lying on the bed, drinking mescal. "Popé brought the book,'
she said. 'He found it in a cupboard in a ruined house in the mountains. It's
supposed to have been there for hundreds of years. I expect it has. I looked
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at it, and it seemed nonsense to me." She took another drink and went to
sleep.
John opened the book. The words rolled through his mind like the drums
of Malpais. This language was exciting, powerful, beautiful-it was magic.
Wherever he read, he found his own thoughts and feelings put into words.
His hate for Popé:
O villain, villain, smiling, damned villain! .
..One may smile, and smile, and be a villain.
His steady love for Linda:
Love is not love
Which alters then it alteration finds.
His wonder at old Mitsima the priest:
You, lord Archbishop,
Whose white investments figure innocence.
His own aching need to understand himself and the world he lived in:
We are such stuff
As dreams are made on, and our little life
Is rounded with a sleep.
This man Shakespeare knew it all. He had put all these things into words.
And now John had words in which to express his feelings. This old book by
Shakespeare had given him a new language. He read and re-read
Shakespeare. He learned much of it by heart.
When he was fifteen he was taught by Mitsima to make clay pots and
bows and arrows. He also learned to shoot.
At sixteen, he watched the marriage of Kothlu and Kiakime. When the
ceremony was over, Linda said to him, "It seems a lot of nonsense to me. In
the Other Place we don't have marriages. When a boy wants to have a girl,
he just... But where are you going, John?"
John did not answer. He ran and ran...anywhere...just to be by himself.
In silence, but violently and hopelessly, he had loved Kiakime. And now it was
finished.
That same year, the other boys were made men by Mitsima. But when
John tried to take part in the religious ceremony he was driven away. 'Not for
you, white-hair! Not for the son of the she-dog!' the men said. And the other
boys laughed at him. 'Go!' They threw stones at him, and his head was
bleeding.
He was alone, outside the village. Alone in the dark valley. Above him,
lights shone from the houses and there was the sound of singing.
'Alone, always alone,' John said, sadly.
His words reminded Bernard of his own fate. 'So am I,' he said, 'terribly
alone."
'Are you?" John looked surprised. 'I thought that in the Other Place-I
mean, Linda always said that nobody was ever alone there.'
Bernard replied uneasily, 'I'm different from most people, I suppose."
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Quickly, he changed the subject. 'I wonder if you'd like to come back
to London with us?' he asked.
Listening to Linda's story in her little house, Bernard had understood who
the father of this young savage must be. If he could take him to London he
would be able to defeat the Director. Bernard was not going to Iceland if he
could help it.
'Would you like that?' he repeated. John smiled. 'Do you really mean it?'
"Of course. If I can get permission to take you out of the Reservation.'
'Linda as well?'
Bernard hesitated. That ugly creature! No, it was impossible. Unless,
unless... Bernard suddenly understood that her very ugliness might be a help.
She was so ugly that she would necessarily give him an advantage in his
struggle with the Director. And the Director would be afraid to be recognised
as the father of a child. The shame of the discovery would defeat him. This
was Bernard's great chance.
'But of course!' he said.
John breathed deeply. "To think that it should be coming true! I've
dreamt of this all my life. Do you remember what Miranda says?'
Unlike John, Bernard had not read any of Shakespeare's plays. He did
not even know that Miranda was a character in The Tempest.
"Who is Miranda?' he asked.
But John had not heard his question. O wonder!' he was saying. His eyes
shone. He was thinking of Lenina. 'O brave new world,' he began. Then his
face went pale. 'Are you married to her?' he asked.
'Am I what?'
Married to Lenina. You know? – for ever. They say "for ever" in the
Reservation. Marriage is for ever. It can't be broken.'
'Ford, no!' Bernard couldn't help lauguing.
John also laughed, but for another reason. He laughed for pure joy.
"O brave new world!' He repeated Miranda's words in Shakespeare's
play. Words that people in the Other Place were no longer allowed to read.
Like Linda, they would have thought Shakespeare nonsense even if they had
read him.
'O brave new world that has such people in it!' Bernard looked at him in
astonishment. "You have a strange way of speaking,' he said. 'And anyhow,
you had better wait until you actually see your new world."
Chapter Eight
Arrangements were quicly made. Bernad telephoned his request to

Mustapha Mond in London. A few minutes after speaking to his Fordship's
fourth personal secretary, he was passed on to the third secretary, then the
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second, and then the first. At last, he heard the deep voice of the World
Controller himself.
"This is of great scientific interest,' said the great man. "Bring these two
people back to London. The necessary orders are being sent to the Warden
of the Reservation at this moment."
In a few hours, Bernard and Lenina were back in London, together with
Linda and John.
The next afternoon, at twenty-seven minutes past two, the Director
walked into the Fertilising Room at the Centre Henry Foster was by his side. As
always, the Centre was working smoothly. Lights flashed on and off. Machines
turned quietly. Tubes filled and emptied. Scientists' heads bent over
microscopes. Babies in bottles were being fed. Eggs were being hatched.
Children in the Nurseries were being conditioned.
But the Director's face wore an angry look. 'I must make a public
example of him,' he was saying. 'And it must be done in this, room. The
Fertilising Room contains more high-class workers than any other in the Centre.
They mu see what happens to an Alpha-Plus when his private life is
unsatisfactory. I have told Marx to meet me here at half past two.'
"He does his work very well,' said Henry, pretending to be generous to
Bernard.
I know. But that's all the more reason for punishing him. His great brain
makes him responsible for providing a moral example. He has failed to do so.
By his unusual behaviour he has struck at Society. Ah, but here he comes."
Bernard had entered the room and was advancing towards them. He
tried to look self-confident, but he was really very nervous.
Mr Marx, said the Director, you read from your holiday last night, I
understand?'
'Yes, replied Bernard, and his voice trembled.
'Yes-s-s-s, repeated the Director, hissing on the s like a snake. He was
very angry indeed. He raised his voice. Ladies and gentlemen,' he shouted.
Everyone in the room stopped work and looked towards the Director.
'Ladies and gentlemen, excuse me for interrupting your work like this. A
painful duty forces me to do so. The safety of Society has been endangered.
This man-' be pointed accusingly at Bernard-this man who stands before you
has deceived me. He is an Alpha-Plus to whom much has been given and
from whom, therefore, much must be expected. But he has shown himself
unworthy of the trust we gave him. His opinions on sport and soma are
dangerous. He hardly ever plays games and he does not often take soma. He
has been thinking for himself. In other words, he has refused to obey the
teachings of Our Ford. He has fused to behave off-duty like a babe in a bottle'.
Therefore, he is an enemy of Society. Others might follow his terrible example.
For this reason, I intend to dismiss him. I shall transfer him from this great Centre
to a Sub-Centre in Iceland. There, he will have small opportunity to mislead
others by his unfordly example.'

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The Director paused. In his self-important manner he ned to Bernard.
'Marx,' he said, 'can you give any son why I should not carry out the
judgement?'
'Yes, I can, Bernard answered in a loud voice.
"Then give it,' said the Director.
'It's in the passage.' Bernard hurried to the door and threw it open.
'Come in,' he commanded.
There was an astonished cry. Shouts of disgust were heard. Rolling as
she walked, Linda came into the room. She was smiling her broken smile and
showing her black teeth. How terrible she looked, surrounded by all those firm,
youthful bodies and lovely young faces.
"There he is,' said Bernard, pointing to the Director.
'Do you think I didn't recognise him?' Linda asked angrily. She turned to
the Director. 'Of course I knew you, Thomas. But perhaps you've forgotten me.
Don't you remember? Your Linda!'
She stood looking at him, still smiling confidently. But gradually, seeing
the Director's disgust, her smile faded. 'Don't you remember me, Thomas?' she
repeated, in a trembling voice. Her eyes were anxious, full of pain. She held
out her arms to him. Someone began to laugh.
"Thomas!' She ran forward, threw her arms round his neck, hid her face
on his chest.
"What is the meaning-?' began the Director. Red in the face, he tried to
push her away. She held him tight. 'But I'm Linda, I'm Linda.' The laughter in the
room drowned her voice.
She shouted, 'I'm Linda. You made me have a baby." There was silence
at once. The Director went pale. He stopped struggling with her. He looked at
her face in fear.
"Yes,' she repeated, 'a baby. I was the mother of your baby.' Then she
turned away from him and covered her face with her hands. 'I was so
ashamed, Thomas; but it wasn't my fault-I don't know how-If you knew how
I've suffered. But he was a comfort to me all the same.' She turned towards
the door. 'John!' she called. 'John!"
He came in at once, looked round, then walked quickly across the
room. He fell on his knees in front of the Director, and said in a clear voice, 'My
father!'
At this word, laughter broke out again, as if it would never stop. My
father! And it was the Director! Oh Ford, Oh Ford! That was really too amusing.
Pale, wild-eyed, the Director looked round in fear and shame. He put
his hands over his ears and rushed out of the room.
Chapter Nine
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After the scene in the Fertilising Room, all the upper- class people in London
were eager to see the good-looking young Savage. The Director had left the
Centre that day and never returned. But nobody was sorry for him. Nor did
anybody want to see Linda. She had been hatched out of a bottle and
conditioned like anybody else. And she looked so terrible that she made
people feel sick. So, all the best people were quite determined not to see
Linda.
And Linda had no desire to see them. For her, the return to civilisation
was the return to soma. She lay in bed all the time, demanding more and
more soma. Dr Shaw let her have as much as she wanted.
'It will kill her off in a month or two,' he told Bernard. 'But we can't make
her young again, so it's the best thing to do.'
John objected to her having so much soma, though he' did not know
quite how serious it was. But Linda behaved so badly if her supply was reduced
that he had to give in.
So it was John they all wanted to see. And Bernard, who had been
appointed his Guardian, was now in a very strong position. He gave the
invitations. For the first time in his life he was treated as a person of great
importance. There were no more jokes about his lack of height or whispers
about his anti-social behaviour. Pretty Alpha and Beta-Plus girls tried to win his
favour. Men of power struggled to be added to his list of visitors.
Bernard enjoyed his new position and boasted to Helmholtz about it.
Helmholtz listened in silence, Bernard was angry because Helmholtz did not
congratulate him.
"You are envious,' he said. Helmholtz shook his head. 'I'm rather sad,
that's all,' he answered.
The days passed. Success made Bernard behave foolishly. Now that he
was important he liked the world much better. But he still criticised the social
system. He criticised it in front of the powerful people who came to see him. It
made him feel even more important. And he did sincerely believe that there
were things that were wrong. His visitors listened politely, because they
wanted to see the Savage. But behind Bernard's back they said, "That young
man will come to a bad end."
In his first report to Mustapha Mond, Bernard wrote, "The Savage shows
surprisingly little astonishment at civilised inventions. No doubt this is partly
Linda's doing. She told him about them when they lived in the Reservation. But
it is chiefly because he thinks so much about "the soul", as he calls it. When I
tried to point out to him that..."
The Controller was not interested in Bernard's ideas. He was going to put
the report away without reading any more. But his attention was held by some
later sentences.... though I must confess,' Bernard had written, 'that I agree
with the Savage in some ways. Our Society does not encourage us to think.
Intelligent people-Alphas and Betas -are expected to spend their free time
playing stupid games. Our books and newspapers do not produce ideas. Our
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Society cannot, therefore, satisfy the deepest needs of thoughtful people.
Something is missing. I should like to draw your fordship's attention to...'
Mustapha Mond laughed out loud. The creature was solemnly trying to
teach him-him-about the social order! 'I ought to give him a lesson,' he said to
himself. 'He must be mad.' Then he threw back his head and laughed again.
For the moment, the lesson would not be given.
Bernard's orders from the Controller were 'to show the Savage every
detail of civilised life'. This kept him busy, but he enjoyed it. When he toured
factories, colleges or schools with the Savage', Bernard was treated with
immense respect. It was always Bernard who did most of the talking. He felt
almost like a World Controller, on these occasions.
But the Savage was not so happy. He was disgusted by the factories in
which low-class workers were kept contented by their social conditioning and
their allowance of soma. He was made angry by schools and colleges where
nobody read Shakespeare. The teachers were surprised when he mentioned
Shakespeare's name. John had little patience with the sleep-teaching lessons
and the social conditioning. The whole educational system forgot about what
he called 'the soul'. He was sickened by it all.
Bernard's second report contained these remarks: "The Savage refuses
to take soma. He is very sad because his mother takes so much. It should also
be noticed that he frequently goes to see her, although she is so ugly. He thinks
that he has a duty towards her, and he even seems to "love" her. He believes
that human beings need to form loving relationships with each other."
But it was the empty amusements and 'immoral' arrangements of this
"brave new world' that most disturbed John. He was in love with Lenina. He
found it hard to understand her. She had been conditioned to think of 'love'
just as a physical thing. She could not understand his feelings towards her.
One evening Bernard asked Lenina to take John to the cinema. Lenina
was sharing in Bernard's new importance. She was his friend and had helped
to bring John out of the Reservation. Many powerful people wanted to know
her.
'And yet,' she said to her friend, Fanny, 'I sometimes fee dishonest.
Everybody asks me what it is like to make love to a Savage. And I have to tell
them that I don't know.' She shook her head. 'Most men don't believe me. But
it's true. I wish it were not. John is so very good-looking.'
"But doesn't he like you?' asked Fanny.
'Sometimes I think he does and sometimes I think he doesn't. He won't
touch me. He tries not to look at me. But sometimes if I turn round suddenly I
catch him looking. And you know how men look when they like you.'
Lenina was very disturbed by the situation. She didn't understand John
at all, yet she liked him more and more. She was very excited that evening as
she got ready to go out with him. Perhaps this was her chance.
The film they saw was full of love scenes between a good-looking hero
and a Beta blonde. Unfortunately, owing to a blow on the head in a
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helicopter accident, the hero forgot his conditioning. He tried to keep the girl
for himself. She was rescued by three Alphas and happily left him. He was sent
to a Re-conditioning Centre. So it was a very satisfactory and morally correct
ending. The audience had learned an important social lesson in a very
pleasant way.
But John hated it. I don't think you ought to see things like that,' he said
to Lenina.
"Things like what?"
'Like that disgusting film."
"Disgusting? I thought it was lovely."
'It was ignoble.'
She shook her head. 'I don't know what you mean.' Why was he so
strange? Why did he use such empty words? Ignoble! He was spoiling the
evening-on purpose.
In the plane he hardly looked at her. Obedient to laws of which she
knew nothing, he sat silent. Faithful to his moral beliefs, he did not touch her.
But he trembled with his love for her.
When they reached her flat, he said good night and got back into the
plane.
"But John-I thought you were-I mean, aren't you?'
He tried to smile, but it was not a good attempt. Then he was gone.
Drying her eyes, Lenina took out her soma bottle. She swallowed a large
dose. She needed it.
Chapter Ten
Bernard had to shout through the locked door. The Savage refused to open
it.
"But everybody is in the other room, waiting for you,' called Bernard.
"Let them wait,' answered John through the door.
"But you know quite well, John, that I asked them on purpose to meet
you.'
"You ought to have asked me first whether I wanted to meet them.
"But you always came before, John."
That's exactly why I don't want to come again.'
"Just to please me,' Bernard begged. "Won't you come to please me?"
'No.'
'Do you seriously mean it?"
'Yes.'
"But what shall I do?' Bernard asked miserably.
"Go to the Devil,' replied John.
"Some of the most important people in London are here tonight."
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John replied by cursing Bernard and the important people. He used the
violent language of the Reservation.
Bernard saw that it was no good. He had to creep back and inform his
distinguished guests that the Savage would not appear that evening.
They received the news angrily. The men felt that they had been tricked
into behaving politely to Bernard. And Bernard was an unimportant creature.
They remembered his unhealthy reputation and anti-social opinions. The more
important they were, the angrier they were.
As for the women, they wondered why they had taken the trouble to
be nice to Bernard. He was a creature with the body of a low-class man, even
if he had an Alpha-Plus brain. They all felt insulted, and said so.
Lenina alone said nothing. Pale, she sat in a corner. Her blue eyes were
sad. She could not share the feelings of the others. She had come to the party
with a joyful but anxious mind. 'In a few minutes,' she had said to herself as she
entered the room, 'I shall see John. I shall tell him that I like him more than
anybody I have known.' (The word love was not in her language. She had
been conditioned not to recognise what it meant.)
"Then,' she thought, 'when I have told him that, perhaps he will say...'
What would he say? She was confused. 'Why was he so strange the
other night?' she wondered. 'And yet I'm sure he really does like me. I'm sure...'
It was at this moment that Bernard gave the news: the Savage wasn't
coming to the party.
Lenina felt sick. Her heart seemed to stop beating. 'Perhaps it's because
he doesn't like me,' she said to herself, 'He's refused to come because he
doesn't like me.'
She heard Fanny's voice saying, 'It's true about the alcohol. Somebody
made a mistake and put it in Bernard's hatching-bottle. That's why he's so
small."
Henry Foster was whispering to a very important man- the Arch-
Community-Songster of Canterbury-It may interest you to know that our ex-
Director was going to send Marx to Iceland.'
Poor Bernard! All his self-confidence left him. Pale and frightened, he
moved about the room, apologising. He promised the angry guests that the
Savage would appear next time. He begged them to eat and drink.
They ate, but they paid no attention to him. They drank and were rude
to his face. They talked to one another about him as if he had not been there.
And now, my friends... said the Arch-Community- Songster of
Canterbury. He spoke in the beautiful voice with which he began the
ceremonies on Ford's Day. 'And now, my friends, I think perhaps the time has
come He rose, put down his glass, and walked towards the door.
Bernard rushed towards him. 'Must you really go, Arch- Songster?--It's
very early still. I'd hoped you would-‘
Yes, he had been very hopeful when Lenina had told him that the great
man would come. She had shown Bernard a jewel that the Arch-Songster had
given her. The Arch- Songster liked Lenina very much, but he would not have
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come to Bernard's party except for the Savage. Having the Arch-Songster as
his guest could have made Bernard famous. And now he was leaving!
Must you go?' he repeated. 'I had hoped-‘
"Young man,' said the Arch-Songster in a loud voice. There was silence
at once. 'Let me give you a word of advice.' He shook his finger at Bernard.
'Before it's too late. A word of good advice. Improve your behaviour."
He made a sign to Lenina, who obediently and sadly followed him out
of the room. She was thinking of John as she went.
The other guests followed at a respectful distance. The last of them shut
the door noisily. Bernard was alone. He sank into a chair, covered his face with
his hands and began to cry. A few minutes later, he swallowed four soma
tablets.
Upstairs in his room, the Savage was reading Shakespeare's play Romeo
and Juliet. He was thinking of Lenina as he read: 'Beauty too rich for use, for
earth too dear...’
Bernard slept happily enough; soma brought forgetfulness. In the

morning he was back in the miseries of space and time. Back in the present.
He went to his work at the Conditioning Centre in very low spirits. Success had
left him and his old sad self had returned.
The Savage was sympathetic. 'You are more like you were at Malpais,'
he said, when Bernard told him about the party. 'Do you remember when we
first talked together? Outside the little house. You are like what you were then."
"Because I'm unhappy again; that's why."
"Well, I'd rather be unhappy than have the sort of false, lying happiness
that you have been enjoying."
"It's easy to say that,' said Bernard bitterly. "You were the cause of my
sadness. You refused to come to my party and so turned everyone against
me."
He knew that he was not being just. He had to agree with the Savage
that 'friends' who so quickly turned into enemies were not real friends. The
people at his party had needed only a slight excuse to hate him. But, in spite
of recognising the truth of this, He did not entirely forgive the Savage. He -
needed John's sympathy but he was still angry with him. It was no use being
angry with the Arch-Community- Songster or the other important people. He
could not punish them. But the Savage was his friend. He could make him
suffer, in a mild way, the punishments that his enemies had escaped.
Bernard's other friend was Helmholtz. When he was successful and
popular, he had been angry with Helmholtz. He had accused him of envy.
Now, he went and asked him to forgive him. He needed the friendship that
he had been ready to lose.
Helmholtz forgave him at once. He behaved as though there had been
no quarrel. His generous character made Bernard feel ashamed of himself. He
was grateful to Helmholtz for his friendship. But he was angry because he felt
ashamed. He could not quite forgive his friend for being so generous!
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He poured out the story of his miseries and accepted comfort. Not for
some days did he learn that Helmholtz had also been in trouble with Authority.
He had been accused of criticising the System.
'I was teaching my Third Year Students,' Helmholtz explained. "They were
studying the "Use of Rhymes in Moral Propaganda and Advertisement".
People remember the sleep-teaching much better when it rhymes. "A
gramme is better than a damn" teaches them quickly. They remember the
rhyme and then they remember to take soma when they feel angry. "Ending
is better than mending": that teaches them to throw away old things and buy
new ones. I always give the students a lot of examples to study. This time, I
gave them some poetry that I had written. It was an experiment. I wanted to
share my feelings with them.'
"What were your rhymes about?' asked Bernard.
"They were about being alone.' Helmholtz laughed. 'Ford! The students
lost their tempers. They made a terrible fuss and reported me to the Principal.
He threatened to dismiss me. He said I was a dangerous man.'
'I'm not surprised,' said Bernard. 'You were arguing against the sleep-
teaching. Everybody learns that being alone is dangerous."
'I know. But I wanted to see the effect." 'Well, you've seen now.'
Helmholtz laughed again. 'I think I am discovering subjects that are
worth writing about. I know that I can write well. But the stuff I write for the
State is worthless. It's not about real life or real people. I must use the power
that I feel inside me. At last, something seems to be coming to me.'
In spite of his troubles, Helmholtz seemed strangely happy, Bernard
thought.
Helmholtz and the Savage became friends at once. They liked each
other so much that Bernard felt jealous. In all these weeks he had not arrived
at such an understanding of the Savage as Helmholtz immediately won.
Watching them, listening to their conversation, he found himself sometimes
wishing that he had not brought them together. He was ashamed of his
jealousy. He tried to conquer it. He took soma when it was very bad. But it
always returned.
At his third meeting with the Savage, Helmholtz read his rhymes about
being alone.
"What do you think of them?' he asked when he had finished.
The Savage shook his head. 'Listen to this,' was his answer. He unlocked
the drawer in which he kept his precious book. Then he began to read
Shakespeare's poem "The Phoenix and Turtle'.
Helmholtz listened with growing excitement. He had never dreamt that
language could have such power. He had never imagined that words could
stir up such deep emotion.
Bernard interrupted the reading with a foolish joke. He was punishing his
two friends for liking each other more than they liked him.
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At their next two or three meetings he repeated this miserable little trick.
It was both simple and effective; both Helmholtz and the Savage were hurt. It
gave them great pain when the poetry was spoilt. In the end, Helmholtz
threatened to kick him out of the room if he did it again. Surprisingly enough,
the next interruption came from Helmholtz himself.
The Savage was reading Romeo and Juliet aloud. He was reading with
great emotion, because he saw himself as Romeo and Lenina as Juliet.
Shakespeare's play about unfortunate young lovers seemed to have been
written especially for him.
Helmholtz was puzzled by the human situations in the play. He admired
the poetry but he could not share in the opinions and the emotions. Even the
imaginative Helmholtz had been conditioned by the brave new world. 'Love',
as Shakespeare and the Savage understood it, meant nothing to him. Taken
word by word, he thought the writing was wonderful. But he had no sympathy
with the lovers.
That old fellow Shakespeare can teach us all how to write,' he said. 'But
why make such a fuss about a boy having a girl?"
The Savage went on reading. He came to the scene where Juliet's
father and mother tried to make her marry Paris. Helmholtz laughed loudly at
this.
'It's nonsense,' he said. 'Mothers and fathers, indeed! And why didn't the
stupid girl simply tell them that she was having Romeo? I can't take this
seriously. Shakespeare could write, but the situation isn't real.' He laughed until
the tears ran down his face.
The Savage closed his book. He got to his feet and locked the book up
in its drawer. He was not going to waste Shakespeare on Helmholtz any more.
Helmholtz stopped laughing. He apologised to John. He tried to explain,
because the Savage was pale with anger.
‘I understand,' said Helmholtz, 'that Shakespeare was a wonderful poet.
I understand, too, that the human situations in his play seemed important then.
He could get excited about them. They were important to him. They are
important to you. But I have been conditioned by my Society. In my world, the
things he wrote about are not important. Fathers and mothers!-a boy having
a girl!- you cannot expect me to get excited about those subjects. But I also
know that a writer must be excited-hurt or angry or joyful- if he is going to write
anything worth reading. I have got to find the subjects that mean something
to me. But what? What?'
He was silent. Then, shaking his head, 'I don't know,' he said at last, "I
don't know."
Chapter Eleven
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Henry Foster approached Lenina while she was at work in the Conditioning
Room.
"Would you like to come to a cinema this evening?"
Lenina shook her head without speaking.
'Are you going out with someone else?' He was interested to know
which of his friends was going out with each other. "Is it Benito?' he asked.
She shook her head again.
Henry saw the tiredness in her eyes, the sadness at the corners of her
unsmiling mouth. "You're not feeling ill, are you?' he asked. He was alarmed.
People ought never to be ill in the brave new world.
Once more, Lenina shook her head.
You ought to go and see the doctor,' said Henry. 'A doctor a day keeps
anxiety away,' he added cheerfully. But the sleep-teaching lesson only
angered Lenina. 'Oh, for Ford's sake, be quiet!' she said, turning back to her
work.
A doctor indeed! She would have laughed, if she hadn't been so near
to tears. John,' she said to herself. 'John..."
An hour later, in the Changing Room, Fanny was arguing with her. 'It's
foolish to let yourself get into such a condition,' she said. 'And what are you
making such a fuss about? A man-one man!'
"But he's the one I want.'
'As though there weren't millions of other men in the world.'
'But I don't want them.'
'How can you know till you've tried?'
"I have tried."
"But how many?' asked Fanny angrily. 'One, two?"
'Dozens. But it wasn't any good,' she added.
"Well, you must go on trying,' said Fanny. But she didn't sound so
confident. 'Nothing will happen if you don't try."
"But meanwhile-
'Don't think of him."
'I can't help it.'
"Take soma, then.'
'I do.'
‘Well, go on.’
‘But when the effect of the soma wears off I still like him I shall always
like him.’
‘Then you must go and take him," said Fanny with decision. Whether he
wants it or not."
But you don't know how strange he is!"
"All the more reason for being firm."
"It's easy to say that."
"Don't let him be foolish. Act.' Fanny sounded very serious. "Act at once.
Do it now."
‘ I'd be frightened,' said Lenina.
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"You've only got to take half a gramme of soma first. now I'm going to
have my bath.' She marched off, with her towel under her arm.
The door bell rang. The Savage hoped that it was Helmholtz. He had
decided to tell him about his love for Lenina. He was therefore impatient for
him to arrive.
He jumped up and ran to the door. "I knew it would be you, Helmholtz,'
he shouted.
There, lovely in a new white suit, stood Lenina. She was wearing a little
white cap on her beautiful hair.
"Oh!" said the Savage, as if someone had struck him a heavy blow.
Half a gramme of soma had made Lenina forget her fears. "Hello, John,'
she said, smiling, and walked past him into the room. He closed the door and
followed her. Lenina sat down. There was a long silence.
"You don't seem very glad to see me, John,' she said at last.
"Not glad?" The Savage looked at her sadly. Then suddenly he fell on his
knees, took her hand and kissed it. He worshipped her as a goddess. "Not
glad? Oh, if you only knew,' he whispered. 'Admired Lenina!
Indeed, the top of admiration, worth
What's dearest to the world!...
Hear my soul speak:
The very instant that I saw you, did
My heart fly to your service!...
I,
Beyond, all limit of what else I’ the world,
Do love, prize, honour you
He spoke to her in Shakespeare's language. No other words could
express his love.
She did not fully understand him. But the sound of his voice and the look
in his eyes were enough. She knew beyond doubt that he 'liked' her. She knew
nothing of 'love', as he meant it. But she smiled at him. She bent down and
put her face close to him.
He stood up. 'I must do something to prove myself worthy of you."
"Why should you think it necessary- Lenina began. But she left her
sentence unfinished. He was so annoying and so strange. She had thought he
was going to kiss her lips. And now he was standing away from her.
"In Malpais,' the Savage was saying, 'a man had to bring his girl the skin
of a mountain lion. He proved his courage and his love like that.'
"There aren't any lions in England,' Lenina replied angrily.
'And if there were,' the Savage said in disgust, 'people would kill them
from helicopters. Or use poison gas. I wouldn't do that, Lenina. I'd kill a lion with
my bare hands for you."
He dared to look at her again. Her puzzled face told him that she did
not understand him. Anxiously, he struggled to tell her how he felt.
'I'll do anything,' he went on. 'Anything you want- anything you tell me I
mean, I'd clean the floor if you wanted me to."
122
'It isn't necessary,' said Lenina. 'Besides, we've got Epsilon servants to do
that kind of work.'
'I know,' said the Savage. 'But for you, for you. Just to show that I-‘
‘And what has cleaning floors got to do with lions?
To show how much-‘
‘Or lions with being glad to see me? She was getting more and more
impatient.
"I hadn't meant to say I love you. Not until-Listen. Lenina In Malpais,
people get married."
"Get what? Her voice sounded angry. What was he talking about now?
‘For always. They make a promise to live together for always.
"What an unpleasant idea!' Lenina was really disgusted. "For Ford's sake,
John, don't talk such nonsense. I can't understand a word you say. First you
talk about lions; then it's marriage. You are driving me mad.'
She jumped up and seized him by the wrist. "Answer me this question:
do you really like me or don't you?"
There was a moment's silence. Then, in a very low voice, he said, "I love
you more than anything in the world."
"Then why on earth didn't you say so?' she cried. "Instead of talking
nonsense about lions and marriage. You have made me miserable for weeks,
and if I didn't like you so much I would never forgive you."
And suddenly her arms were round his neck. He felt her lips soft against
his own. He found himself thinking of the film they had seen together. He tried
to pull himself away from her, but she tightened her arms.
"Why didn't you say so?' she whispered. "You silly boy. I wanted you so
much. And if you wanted me too, why didn't you-?’
"But, Lenina- he began. She stepped away from him. For a moment he
thought that she had understood him. He hoped that she shared his ideas on
love and marriage.
But how could she? She belonged to the social system of the brave new
world. He watched in horror as she began to take off her clothes. The poetry
of Shakespeare rang in his head. How lovely she was! And how dangerous!
Lines from Othello filled his memory:
O thou...
Who art in lovely fair and smell'st so sweet...would thou hadst ne'er been
born!
She advanced towards him. "Darling. Darling! If only you had spoken
before.' She held out her arms.
But instead of also saying 'Darling l' and holding out his arms, the Savage
fell back against the wall.
Lenina pressed herself against him. 'Put your arms round me and hug
me,' she commanded. "Kiss me, John.' She had her poetry, too-the magic of
her voice and body.
'Hug me till you drug me, honey."
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The Savage broke free. He pushed her roughly away.
'Oh! you're hurting me- She was suddenly silent. Fear made her forget
the pain. Opening her eyes, she had seen his face-no, not his face, a fierce
stranger's, pale with anger. 'But what is it, John?' she whispered. He did not
answer, but only looked at her with those mad eyes. His hands were trembling.
He was breathing deeply. His eyes did not leave her frightened face. "What is
it?" she cried.
Her cry seemed to free him. 'Go,' he shouted. 'Get out of my sight or I'll
kill you.'
"Oh, don't, don't, please don't.' She raised her arm to protect herself.
Then she ran towards the bathroom and locked herself in.
Outside, in the other room, the Savage was marching up and down. He
shouted out lines from Shakespeare-lines that described the beauty and the
guiltiness of women. There were no other words that could match his terrible
experience with Lenina.
She remained behind the locked door. 'John!' she called, in a small,
frightened voice. Still he shouted wildly. Her scent still maddened him. Her
powder was white on his shoulder. Her dangerous magic filled the room.
'John, may I have my clothes?"
He seized them and kicked the bathroom door, 'Open! he ordered.
'No, I won't.' Her voice was frightened.

‘Then how can I give them to you?’
Pass them through the window above the door."
He did what she suggested and Lenins dressed herself. She sat listening
to his footsteps and his shouting. She wondered how long he would go on.
Could she run for safety or must she wait until he left the flat?
She was interrupted in the middle of these frightened thoughts. The
telephone bell rang in the other room. She heard the voice of the Savage:
'Hello... Yes...What?.... Who's ill?...Is it serious?...I'll go at once...Where has she
been taken?...Three, Park Lane...Thank you."
Lenina heard him put the receiver down. Then the outer door banged.
There was silence. She opened the bathroom door a crack. She looked
carefully round the room. He had gone. Her heart was beating wildly. She ran
to the door and slipped through. But she did not feel safe until she was nearly
home.
Chapter Twelve
The Park Lane Hospital for the Dying was sixty floors high and brightly painted.
As the Savage got out of his halientes con iluntered planes rose from the roof.
They flew away across the Park, taking dead bodies to the London
Crematorium.
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John was directed to Room 81, a large bright room. Here, Linda was
dying, together with nineteen other old people. The air was alive with music.
At the foot of every bed was a television set. Every quarter of an hour the
scent of the room was changed.
"We try,' said the nurse, 'to make things as pleasant as possible.
"Where is she?' asked the Savage.
The nurse was annoyed. 'You are in a hurry,' she said.
Is there any hope?' he asked.
"You mean of her not dying? No, of course there isn't. When somebody's
sent here, there's no-' Noticing his sad face, she stopped. 'Why, what's the
matter?' she asked. She was not used to seeing sad visitors. In fact, she was
not used to visitors. Very few came. 'You're not feeling ill, are you?"
The Savage shook his head. 'She's my mother,' he said softly. "Take me
to her.'
The nurse looked at him in disgusted surprise. Mother! What a terrible
thing to say! And he didn't seem ashamed! Her face went red. She felt quite
sick. She trembled. She pretended that she had not heard.
Still disgusted, she led the way down the ward. The other dying people
still looked young. Their hearts and brains were old, but not their faces. Only
Linda looked old and ugly.
She was lying in the last bed, next to the wall. Raised on pillows, she was
watching television. Her fat, pale face looked stupid but happy. She was
hardly conscious.
"Well, make yourself comfortable,' the nurse said to John. 'I must go to
Number Three. She might die at any minute.' The Savage sat down beside the
bed.
'Linda,' he whispered, taking her hand.
She turned. Her eyes grew brighter as she recognised him. The mists of
soma, of television, of mechanical music and scent fell away. She pressed his
hand, she smiled, her lips moved. Then, quite suddenly, her head fell forward.
She was asleep.
He sat watching her. He was looking for the young, bright face that he
knew when he was a child. He remembered how she had sung to him in
Malpais. He forgot the bad things. He remembered the good. How beautiful
her songs were! How wonderful the stories she told him about the Other Place
the brave new world! He still kept the memory of her Other Place. He
remembered it as a heaven. He kept its goodness and loveliness whole in his
mind, even though he was living in the real London.
A sudden noise broke into his dreams. He brushed away his rears and
looked round. A stream of eight-year-old children poured into the room. They
all looked exactly alike. They were all dressed in khaki-coloured clothes. They
climbed on the beds. They looked at the television sets and they looked into
the dying faces.
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Linda astonished and rather alarmed them. 'Oh, look, look! They spoke
in frightened voices. "What is the matter with her? Why is she so fat?"
They had never seen a face like hers before. They had never seen a
face that was not youthful or a body that was not beautiful. All the other dying
people looked young.
'Isn't she ugly?' they whispered. 'Look at her mouth!"
One of them climbed on Linda's bed and looked closely at her sleeping
face. 'I say he began. His sentence ended in a shout of pain. The Savage
seized him by the collar, lifted him off the bed, and shook him.
His cries brought the Head Nurse hurrying to the rescue.
What have you been doing to him?' she demanded fiercely. 'I won't
have you striking the children.'
'Well, then, keep them away from this bed. The Savage's voice was
trembling with anger. 'What are these nasty little brats doing here at all? This
is not a place for badly- behaved children. It's disgusting!'
"Disgusting? What do you mean? They are not brats, as you call them.
These children are being death-conditioned. This is an important part of their
education. They are brought into hospitals for the dying. They learn that death
is neither sad nor frightening. And I warn you that if you interfere with their
training I shall have you thrown out.'
The Savage rose to his feet. He moved towards her. She fell back,
frightened. With a great effort, he controlled himself. Without speaking, he
turned away and sat down again by Linda's bed.
More confident, but still a little frightened, she repeated, 'I've warned
you.' But she led the children away to the other beds.
Linda had opened her eyes for a moment. Then she closed them again.
The Savage tried to think back to the days when she sang to him. Back to his
childhood. Back to when she was his loving young mother.
She opened her eyes again and smelt the scented air. She smiled like a
baby. 'Oh, Popél' she said.
"But, Linda!' the Savage said. 'Don't you know me?' He pressed her
hand. Somehow, he must force her into the present. He must drag her away
from these hateful memories. He must make her understand the situation. It
was terrible but it was real. She must leave her soma dreams and die like a
human being. But her eyes closed once more.
'Don't you know me?' he repeated, bending over and kissing her.
Her lips moved. ‘Popé!' she whispered again.
In his misery, he took her by the shoulders and shook her.
'I'm John!" he shouted. 'I'm John!'
Linda opened her eyes. She saw him-She knew him- 'John!'-but he was
part of her dream world. She was back in a heavenly Malpais. A magic
Malpais where there was pleaty of soma. She was with Popé again. And John
was jealous of Popé.
"Everyone belongs to every- she began. But her voice died away. Her
mouth fell open. She made a despairing effort to fill her lungs with air. She had
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forgotten how to breathe. She tried to cry out-but no sound came. Only her
frightened eyes showed how she was suffering. Her hands went to her throat.
She fought for breath, but the air no longer existed for her.
The Savage was on his feet, bent over her. "What is it, Linda? What is it?"
The look she gave him was full of fear. She seed to be accusing him. She
tried to raise herself in bed, but fell back on the pillows. Her face was terribly
twisted. Her lips were blue.
The Savage ran towards the Head Nurse. "Quick, quick! he shouted.
"Quick!"
The nurse was surrounded by children. Don't shout! Think of the little
ones. You might easily disturb their conditioning. They cannot be allowed to
fear dying or to think it is sad."
He pushed the children aside. "Quick, quick!" he caught her by the arm.
"Quick! Something's happened. I shook her I was angry, I've killed her!"
By the time they reached her Linda was dead. The Savage stood in
silence for a moment. Then he fell on his knees beside the bed. He covered
his face with his hands, sobbing uncontrollably. The tears ran down his face.
The nurse did not know what to do. She had never seen anybody
behave like this before. In the brave new world nobody loved another person
enough to cry at death. The children had stopped playing their games round
the other beds. They were all astonished by the Savage.
Should she speak to him? Should she remind him of where he was?
Should she explain the harm he might do to these poor children? He was
undoing all their death- conditioning. He was making them think that death
was a terrible thing. He was giving them anti-social ideas.
She stepped forward and touched him on the shoulder. "Can't you
behave yourself?" she said in a low angry voice. But, looking round, she saw
that half a dozen children were advancing. In another moment...She must
keep them away. The conditioning of the whole group might be put back six
or seven months.
She hurried towards them. "Now, who wants a sweet?" she asked in a
loud, cheerful voice.
"Me!” shouted every child. Bed 20 was completely forgotten.
Oh, God, God, God...' the Savage kept repeating to himself. In his
misery, it was the only word he could speak. 'God!' he whispered it aloud.
'God...'
"Whatever is he saying?' said a clear voice, very near to him. The
Savage turned round. Ten children, all exactly alike, all sucking sweets, stared
at him. They stood in a row, laughing when he looked at them.
One of them pointed. 'Is she dead?' he asked. The Savage stared at
them in silence. Then in silence he rose to his feet. In silence he walked slowly
towards the door.
'Is she dead?' repeated the enquiring child, running by his side.
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The Savage looked down at him. Still without speaking he pushed him
away. The child fell over and at once began to cry. The Savage did not even
look round.
Chapter Thirteen
There were one hundred and sixty-two servants at the Park Lane Hospital for
the Dying. They were all in the Delta Group and looked exactly alike. At six
o'clock, when their working day was over, they were given their soma
allowance.
They were all collected in the hospital hall as the Savage was leaving.
His thoughts were completely taken up with Linda. He was thinking only of her
death, of his sorrow, of his guilt. Not knowing what he was doing, he began to
push his way through the crowd.
"Who are you pushing? Where do you think you are going?"
Their voices were all the same. Their faces were all the same. Their
clothes were all the same. They were all angry. They were all tired. As he
pushed, they pushed him.
He woke once more to real life. He looked round him. He knew what he
saw. He recognised where he was. He was filled with disgust. These people
were like insects. This brave new world was full of insects. They had crept over
Linda's bed. They had insulted the mystery of her death. They were now
creeping across his sorrow.
He stopped. He looked at them with astonished eyes. They were not
real people at all. Taller than any of them, he stood amongst them.
Shakespeare's words in The Tempest came back to his memory. Once,
he had thought they truly described 'the Other Place'. 'How many goodly
creatures are there here!' he shouted. 'O brave new world...
'Come over here for your soma," a loud voice said. 'Be quiet. Behave
properly. Hurry up."
A door had been opened. A table and chair had been carried into the
hall. A self-confident young Alpha entered. He was carrying a big black box.
The crowd of Delta servants made a satisfied noise. They forgot all about the
Savage. They gave all their attention to the black box which the young man
had placed on the table. He unlocked it and lifted the lid.
"Oh-oh!' said one hundred and sixty-two Delta voices, as if he were
performing a magic trick.
The young man took out a handful of little boxes. 'Now,' he ordered,
'step forward, please. One at a time, and no pushing."
One at a time, with no pushing, they came forward for their soma pills.
The Savage stood looking on. 'O brave new world, O brave new world...
In his mind Shakespeare's singing words seemed to change their sound. They
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had been laughing at him as he watched the ugly scene. Suddenly, they rang
out like a call to arms.
"O brave new world!' Shakespeare's words suggested the possibility of
action. They became a command. This ugliness must be changed. A noble
life must be made for these poor creatures.
No pushing shouted the young Alpha angrily. He shut the lid of the box.
You will not have any soma unless you behave well.
The Deltas were quiet at once. The threat was terrible. No soma! What
a fearful fate!
"That's better," said the young man. He opened the box again.
Linda had depended on soma. Linda had died. Other people must live
in freedom. Suddenly, the Savage understood what he must do. Suddenly, he
knew his duty.
"Now,' said the Alpha.
Another khaki female stepped forward to the table.
"Stop!' called the Savage in a loud and ringing voice. "Stop!
He pushed his way to the table. The Deltas stared at him with
astonishment.
"Ford!' said the Alpha to himself. "It's the Savage." He was frightened.
'Listen, I beg you,' said the Savage earnestly. "Please listen to me.' He
had never spoken in public before. He found it very difficult to express what
he wanted to say. 'Don't take that terrible stuff. It's poison, it's poison."
"I say, Mr Savage,' said the Alpha officer. He smiled as he spoke. He was
trying to hide his fear and to please John. "I say, Mr Savage, would you mind
letting me-‘
Poison to the soul as well as to the body,' John shouted.
Yes-er-yes-But let me get on, please-There's a good fellow. He touched
John's arm with great caution. He approached him as if he were a violent
animal. Just let me-‘
"Never!' shouted the Savage.
"But look here, old fellow-
"Throw all that terrible poison away."
The words 'throw away alarmed the Deltas. They could not understand
John when he called soma 'poison'. But when they heard him say 'throw it
away' they were frightened. They understood that he wanted to take away
their soma. They began to shout angrily.
"I come to bring you freedom,' said the Savage, turning rowards the
Deltas. 'I come...
The Alpha officer heard no more. He had run out of the hall and was
looking up a number in the telephone book.
'He isn't in his own rooms, Bernard said. 'He isn't in mine or in yours. He's
not at our Club; not at the Centre or the College. Where can he have gone?"
129
Helmholtz looked puzzled too. They had come back from their work
expecting to find the Savage at one or the other of their usual meeting places.
But there was no sign of the fellow. It was annoying; they had intended to go
out in Helmholtz's sports plane. They'd be late for dinner if he didn't come soon.
"We'll wait five more minutes,' said Helmholtz, "If he doesn't come by
then, we'll-
The ringing of the telephone bell interrupted him. He picked up the
instrument. 'Hello! Helmholtz Watson speaking."
He listened for a long time. Then, 'Ford!' he exclaimed.
"I'll come at once." "What is it?' asked Bernard.
"That was a fellow I know at the Park Lane Hospital for the Dying,' said
Helmholtz. "The Savage is there. He seems to have gone mad. Anyhow, it's
urgent. Will you come with me?"
Together, they hurried out of the room.
'But do you like being slaves? Don't you want freedom? You are slaves
because you have no freedom. The Savage was shouting these words as they
entered the Hospital. His face was angry. His eyes were bright. 'Do you enjoy
being treated like babies? Yes, babies. It's disgusting. Their stupidity made him
so angry that he insulted them. He was trying to save them, but they didn't
care. His insults had no effect on them. They did not begin to understand. Their
stupid faces were empty of thought or feeling. He forgot his pity for them. He
began to hate these less-than-human creatures.
'Don't you want to be free and men? Don't you even understand what
manhood and freedom are?" He spoke excitedly, angrily. But his words came
easily, in a rush. 'Don't you?' he repeated, but got no answer to his question.
'Very well, then,' he went on grimly. 'I'll teach you. I'll make you be free
whether you want to or not.' He pushed open a window and began to throw
out the little boxes of soma. Handful after handful fell to the ground below.
For a moment the Deltas were silent. They could not believe their eyes.
They watched the Savage's terrible deed in astonishment.
'He's mad,' whispered Bernard, staring with wide open eyes. "They'll kill
him. They'll-‘
A great shout went up from the Deltas. A khaki-coloured mob of angry
creatures moved towards the Savage. 'Ford help him!' said Bernard and
turned his eyes away.
'Ford helps those who help themselves,' shouted Helmholtz Watson. He
gave a great laugh-almost a laugh of joy and began to push his way through
the crowd.
'Free, free!' the Savage shouted. With one hand he continued to throw
soma out of the window. His other hand aimed blows at the Deltas who were
attacking him.
And suddenly Helmholtz was at his side. Helmholtz was fighting too.
'Good old Helmholtz,' roared the Savage. 'Free! Men at last!' And still he threw
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the poison out of the window. "Yes,' he shouted, "men! men! And there was
no more poison left. He picked up the box. He showed them that it was empty.
'You're free!'
Shouting louder than ever, the Deltas attacked the Savage and
Helmholtz with redoubled fury.
Bernard stood hesitating on the edge of the fight. "They're done for,' he
thought to himself. Excitedly, he ran forward to help them. Then he thought
again and stopped. Then, ashamed of his cowardice, he stepped forward
again. Then again, he was afraid. He was incapable of taking a decision. They
might be killed if he didn't help them: he might be killed if he did. He was still
hesitating when 'Ford be praised!' the police ran in. They were wearing their
gas masks, ready for action.
Bernard rushed to meet them. He waved his arms. He felt that he was
doing something at last. He shouted "Help!' several times. He repeated it
louder each time. If he shouted loudly enough, he could believe that he was
helping. 'Help! Help! HELP!
The policemen pushed him out of the way and got on with their work.
Three men carried spraying-machines on their backs. They began to pump
clouds of soma gas into the air. Two policemen set up a loudspeaker. Four
others pushed their way into the crowd. Using soma pistols, they skilfully
knocked out the fiercest fighters. They picked them off one by one with well-
aimed soma shots. The soma spray from the machines gradually overcame
the others.
"Quick, quick!' shouted Bernard. "They'll be killed if you don't hurry.
They'll-Oh!' Annoyed by his foolish words, one of the policemen had given him
a shot from a soma gun. Bernard stood for a moment on unsteady legs. Then
he fell in a heap on the floor.
Suddenly, a Voice spoke from the loudspeaker. It was the Voice of
Reason, the Voice of Good Feeling. A sound track was playing Anti-Riot
Speech Number Two (Medium Strength). The State knew how to deal with
every situation. This particular record was right for this kind of trouble.
'My friends, my friends!' said the Voice. It spoke from the depths of its
mechanical heart. It spoke so sadly that even the policemen's eyes filled with
tears. 'My friends, what is the meaning of this? Why aren't you all being happy
and good together? Happy and good,' the Voice repeated. 'At peace, at
peace.' The Voice trembled and sank to a whisper. 'Oh, I do want you to be
happy,' the Voice began again. It spoke so lovingly, 'I do want you to be
good. Please, please be good and...'
Two minutes later, the Voice and the soma gas had produced their
effect. In tears, the Deltas were kissing each other. They had their arms round
each other's necks. Even Helmholtz and the Savage were almost crying. A
fresh supply of soma pills was brought in. Each Delta was given a handful. Then
they left the hospital hall, two by two, crying as though their hearts would
break. The sound of the Voice followed them. 'Goodbye, my dearest, dearest
131
friends,' it said. 'Ford keep you! Goodbye, my dearest, dearest friends, Ford
keep you. Goodbye my dearest, dearest...'
When the last of the Deltas had gone, the policeman in charge of the
loudspeaker switched it off. The beautiful Voice was silent.
"Will you come quietly?' asked the Police Captain, 'Or must we-?' He
pointed his soma gun at them.
'Oh, we'll come quietly,' the Savage answered. He had a cut lip, a
scratched neck, and his left hand had been bitten.
Holding his handkerchief to his bleeding nose, Helmholtz also agreed
to go with the Captain.
Bernard was now conscious again. He moved towards the other door
as quietly as possible. With luck, he thought, he might escape.
But a policeman saw him. "Hi, you there,' he called. He hurried across
the hall and laid a hand on the young man's shoulder.
Bernard turned towards the Captain. His face wore a look of surprise.
Escaping? He hadn't dreamed of such a thing!
'I really can't imagine what you want me for,' he said to the Police
Captain.
"You're a friend of the prisoners, aren't you?"
"Well said Bernard, and hesitated. He really couldn't say that he was not.
"Why shouldn't I be?" he asked.
Come on with us, then,' said the Captain. He led the three of them
towards the door and a waiting police car.
Chapter Fourteen
The three were shown into the Controller's study. This was the private room in
which the great man worked.
'His fordship will be down in a moment,' said the Gamma manservant.
Then he closed the door and left them to themselves.
Helmholtz laughed aloud.
'It's more like a coffee party than a trial,' he said. Then he let himself fall
into the most comfortable armchair. 'Cheer up, Bernard, he added, catching
sight of his friend's green unhappy face.
But Bernard refused to be cheered. He did not answer. He did not even
look at Helmholtz. He went and sat down in the most uncomfortable chair in
the room. Perhaps he might escape the Controller's worst anger if he sat in an
uncomfortable chair!
The Savage meanwhile wandered round the room. He looked at the
books on the shelves. He looked at the records and tapes. He picked up a
large black book from the table under the window. There were gold letters on
its cover: My Life And Work, by Our Ford. He turned the pages and read a few
132
sentences here and there. Just as he was deciding that the book did not
interest him, the door opened, the Resident World Controller for Western
Europe walked quickly into the room.
Mustapha Mond shook hands with all three of them. But it was to John
that he spoke. 'So you don't much like civilisation, Mr Savage,' he said.
The Savage looked at him. He had been prepared to lie, to be angry,
or to refuse to answer. But he changed his mind when he saw the Controller's
face. He might as well tell the truth to this clever, good-tempered man. 'No, I
don't, he answered, shaking his head.
Bernard looked even more frightened at this. What would the Controller
think? This was terrible. A friend of his was telling the Controller that he didn't
like civilisation. The Controller would have no mercy on a man who mixed with
such people.
'But John,' he began. 'You'
One look from Mustapha Mond frightened him into silence.
'Of course,' the Savage went on, 'you have some very nice things. All
that music in the air, for example-
"It reminds you of Prospero's island in The Tempest, does it?' said
Mustapha Mond.
The Savage smiled with sudden pleasure. 'Have you read Shakespeare's
plays, too?" he asked. 'I thought that nobody knew about Shakespeare.'
'Almost nobody. I am one of the very few. Shakespeare is prohibited.
There is a law against reading him. He makes people think, and that is
dangerous. That is why we do not allow people to read him. But as I make the
laws here, I can also break them. And I can break the laws in safety, Mr Marx,'
he added, turning to Bernard. 'I'm afraid you can't do that.'
Bernard sank into an even more hopeless misery.

"But why is it against the law?' the Savage asked. 'Why is Shakespeare
prohibited?' He was so excited at meeting a man who read Shakespeare that
he had forgotten everything else.
The Controller shook his head. 'Because it's old stuff. That's the chief
reason. We haven't any use for old things here.
'Even when they're beautiful?'
Particularly when they're beautiful. Beauty is attractive.
We don't want people to be attracted to old things. We want them to
like the new ones."
But the new ones are so stupid. Those terrible films you have. All about
planes and helicopters, and people kissing without feeling love for each other.
Why don't you let them see Shakespeare's plays? Why don't you let them see
Othello, for example? That would teach them something about human
nature."
'I've told you; it's old. Besides, they couldn't understand it.
Yes, that was true. John remembered how Helmholtz- even Helmholtz--
had laughed at Romeo and Juliet.
133
"Well, then', he said, after a pause, 'let them see something new that is
like Othello. If it were new, they could understand it.'
"That's what we have all been wanting to write,' said Helmholtz.
"Something new, but full of meaning."
And that is what you will never write,' said the Controller.
"Why not?' asked John.
"Yes, why not?' Helmholtz repeated. He, like the Savage, was forgetting
the unpleasant situation that they were in. Only Bernard, sick with anxiety,
remembered that they were in danger. But the other two prisoners ignored
him.
"Why not?' asked Helmholtz again.
'Because our world is not the same as Othello's world. People suffer in
that play. You can only write about people suffering when there is social
disorder. The world is steady now. Safe and steady. People are happy. They
get what they want. They never want what they cannot get. They have
enough of everything; they are safe; they are never ill. They are not afraid of
death. They do not know about love, as Shakespeare understood it. They do
not know about old age. They are not worried by mothers or fathers. They've
got no wives or children. They have no loves to feel strongly about. They are
conditioned by their social training to behave as they ought to behave. And
if anything should go wrong, there is soma to put it right. And you, Mr Savage,
have been throwing soma out of the window in the name of liberty. Liberty!’
He laughed. "You expect Deltas - low class citizens-to know what liberty is! And
now you expect them to understand Othello! My good boy!"
The Savage was silent for a little while. 'All the same," he said at last,
"Othello is good. Othello is better than those films in your cinemas."
"Of course it is," the Controller agreed. "But that is the price we have to
pay for a steady world-for our social stability. You have to choose between
happiness and what people used to call "high art". We've sacrificed high art.
We have our third-rate cinemas and offer our people pleasant sensations
instead.'
'But they don't mean anything."
"They don't try to mean anything. They provide the audience with
pleasant sensations."
"But they're-they're stupid-those stories are idiotic."
The Controller laughed. "You are not being very polite to your friend Mr
Watson. He writes a lot of the stories from which the films are made. He is one
of our most distinguished writers. But we call him an Emotional Engineer. Like
other writers, he has to help to condition our people. His stories increase their
contentment. He never makes people think."
"The Savage is right,' said Helmholtz sadly. 'My stories are stupid-idiotic.
How can they be anything else? I write when I have nothing to say."
"Exactly. But you have to be very clever to do that. You make your works
of art out of nothing."
134
The Savage shook his head. 'It all seems terrible to me."
'Of course it does. You have been used to life in a Savage Reservation.
You have experienced misery. You have known an unstable world. You have
had to fight against bad luck. You have had to struggle against temptation.
You have fallen in love. You cannot understand the steady, untroubled
happiness of our people.'
'I suppose not,' said the Savage after a silence. 'But must you produce
those terrible Deltas? He passed his hand m eyes. He tried to wipe away the
memory of de contented servants of the State. He tried to forget the human
insects creeping over Linda's death-bed. He tried to forget the faces of the
Deltas who had attacked him. Each face exactly like all the others! Then he
looked at his left hand. He felt again the sharp teeth that had bitten him. "They
are not human," he said, because they are not free. They are slaves."
"But they are very useful,' answered the Controller. 'I tell you, our State is
built on them. Those contented servants slaves, you choose to call them-
provide us with our social stability. They are invaluable."
His deep voice would surely have persuaded any listener to agree with
him. Mustapha Mond was a clever speaker.
"I was wondering,' said the Savage, "why you produce Deltas at all. You
can make any kind of people in the bottles at the Centre. Why don't you
make everybody an Alpha?"
Mustapha Mond laughed. "Because we have no wish to have our
throats cut,' he answered. "We believe in happiness and stability. A society of
Alphas could not fail to be unstable and miserable. Imagine a factory in which
the staff were all Alphas. All of them would be thinking people. Each would
be capable-within limits of making a free choice. Each would be fit for
responsible work. Imagine what would happen!' he repeated.
The Savage tried to imagine it. He was not very successful.
"It would fail completely,' went on the Controller. "A man who was
Alpha-hatched and Alpha-conditioned would go mad in a factory. He would
go mad if he had to do Delta work. He would start to break things up. Alphas
can be trained to be good servants of the State, but only if they are given
Alpha work. A Delta or an Epsilon citizen can be expected to make Delta or
Epsilon sacrifices for the sake of society. The reason is that they are trained to.
They do not see themselves as making sacrifices. Their conditioning has laid
down the rails along which they must run. They can't help themselves. They
have been trained to be happy in the work they must do. Each one of us goes
through life enclosed in the bottle of our social training. But if we happen to
be Alphas our social bottles are enormous compared with Delta or Epsilon
bottles. Alphas have much more freedom than low-class workers. They must
obey the State, of course. But they would suffer terribly if they were enclosed
in Delta or Epsilon bottles. You can surely understand this? Let me tell you
about the Cyprus experiment."
"What was that?' asked the Savage.
135
Mustapha Mond smiled. 'It began in AF 473. The Controllers removed all
the people from the island of Cyprus. Then they sent twenty-two thousand
Alphas to live there. The Alphas were put in charge of the farms and factories.
They were told to manage their own affairs. But there were no Deltas or
Epsilons to do the unpleasant work. The result was exactly what was expected.
The land wasn't properly farmed. The workers in the factories refused to do
their work. The laws were broken. Orders were disobeyed. All the people doing
low-grade work tried to seize high- grade jobs. All those with high-grade jobs
were interested only in keeping them. In less than six years these Alphas were
fighting each other. Yes, civil war had broken out. Nineteen thousand out of
twenty-two thousand were killed. Then, those who were left alive begged the
World Controller to take over the government of the island. The Controllers did
so. And that was the end of the only society of Alphas that the world has ever
seen.'
The Savage looked very sad at these words.
"The best kind of society,' said Mustapha Mond, "is shaped like an
iceberg mountain of ice floating in the sea. Eight-ninths of the people live
quietly, usefully and happily out of sight. They obey orders. Nobody need
trouble about them, because they are contented. They live below the water-
line, as you might say. One-ninth of the people-the Alphas, the people with
responsible work ro do-live above the water-line. They form the top of the
iceberg. Their needs are greater than those of the Deltas and Epsilons who live
obedient lives below the water-line."
And are those low-class workers really happy?"
"They are happier than high-class people. They are happier than your
friends, for example. Mustapha Mond pointed to Helmholtz and Bernard as he
spoke.
"In spite of the terrible work they have to do?' asked the Savage.
'Terrible work? They don't find it terrible. Indeed, they like it. It's light work
and it's childishly simple. It demands little effort of mind or body. They have
seven and a half hours of fairly gentle work each day. Then they have their
soma ration. Each worker is allowed a fixed number of soma tablets for each
day's work. They have a lot of organised sport and free cinemas. What more
can they ask for?
True, Mustapha Mond added, 'they might ask for shorter working hours.
And we could give them a shorter working day. We have inventions that
would reduce all lower-class working hours to three or four a day. But would
they be any happier for that? No, they wouldn't. The experiment was tried,
more than a century ago. All the workers in Ireland were given a four-hour
working day. What was the result? Unrest, disorder, and greatly increased
soma-taking. The extra freedom from work did not bring happiness to the
Deltas and Epsilons. They did not know how to use their freedom. The
Inventions Office is full of thousands of plans to save work. But we don't use
them. For the sake of the low-class workers we don't put those plans into
practice. It would be cruel to give them more free time.
136
"It's the same with agriculture,' he went on. 'We could produce all our
food artificially if we wanted to. But we don't. We prefer to keep a third of the
population at work on the farms. It takes longer to produce food from farms
than it does from factories. Besides, we have to think of our social stability. We
don't want changes. Every change is a threat to stability. That is another
reason why we are careful how we use scientific inventions. Every scientific
discovery is a possible danger to society. Even science can be our enemy.
Yes, even science.'
Science? The Savage was thoughtful. He knew the word science. But
he was not quite sure what it meant. Shakespeare did not mention science.
Nor did the wise old men in his village. Linda had talked about it, but he had
not learned much from her. Science, he thought, was what you made
helicopters and planes with. It was because of science that Linda had
laughed at the religious ceremonies in the village. Perhaps it was science that
prevented even Helmholtz from understanding Shakespeare. Science
stopped you from getting old and ugly. He was puzzled, but he tried to
understand the Controller's meaning.
"Yes," Mustapha Mond was saying. "Our social stability must be
guarded. It is not only art that can be dangerous. Not only old books. Not only
Shakespeare. Science, too, is dangerous. We have to watch it very carefully."
"What?" said Helmholtz, in astonishment. "But we are always saying that
science means everything to our society. That is one of the sleep-teaching
lessons that everybody learns."
"They learn it three times every week between the ages of thirteen and
seventeen,' said Bernard.
'And we teach everybody at the College to respect science,' said
Helmholtz.
"Yes, I know,' said Mustapha Mond. 'But what kind of science?' He was
smiling as he asked the question. 'You've had no scientific training, so you
can't judge. I was once a good scientist. Perhaps you could say that I was too
good. I was certainly good enough to understand that the everyday science
of our society, is not real science at all. It's just a cookery book. It doesn't try to
answer any important questions. Nobody is allowed to question it. Well, I'm in
control of our science now. I keep it quiet and harmless. I make sure that the
scientists obey orders. But when I was young and a good scientist, I asked a
lot of questions."
"What happened?' asked Helmholtz Watson.
The Controller looked sad for a moment. "Very nearly what is going to
happen to you young man,' he answered. 'I was nearly sent to an island where
I couldn't do any harm."
The words shocked Bernard. 'Send me to an island?' he shouted. He
jumped up, ran across the room and stood in front of the Controller. He waved
his arms in despair. "You can't send me. I haven't done anything. It was the
others. I swear it was the others.' He pointed accusingly to Helmholtz and the
Savage. 'Oh, please don't send me to an island. I promise I'll do what I ought
137
to do. Give me another chance. Please give me another chance.' The tears
began to flow. 'I tell you, it's their fault,' he cried. 'Not to an island-oh, please,
your fordship, please-Wild with fear, he went down on his knees before the
Controller.
Mustapha Mond tried to make him stand up, but he refused. He
begged for mercy. His tears flowed. His words poured out. In the end, the
Controller had to ring the bell for his fourth secretary.
'Bring three men,' he ordered. "Take Mr Marx into a bedroom. Give him
a lot of soma. Then put him to bed and leave him.'
The fourth secretary went out. He soon returned with three strong
servants. Still shouting and crying, Bernard I was carried out of the room.
'One would think he was going to have his throat cut," said the
Controller as the door closed behind him. "Yet, if he used his brain-if he
thought-he'd understand that his punishment is really a reward. He's being
sent to an island. He's being sent to a place where he will meet interesting
people. Everyone who is too intelligent for our society gets sent to an island
sooner or later. People with ideas of their own-people who ask awkward
questions-find themselves on an island. If they don't accept society as it is, we
put them where they can do no harm. But they are interesting, intelligent
people.' He paused, then added, 'I almost envy you, Mr Watson."
Helmholtz laughed. "Then why aren't you on an island yourself?"
'Because, in the end, I preferred this,' the Controller answered. 'I had to
choose. Either to go to an island where I could study science, or to join the
Controllers' Council where I could be trained to become a Controller. If I had
studied science on an island my discoveries would never have been made
known. My work would have been kept secret. So, I chose this. I let my science
go and became a Controller.'
He was silent for a moment. 'Sometimes,' he added, 'I rather regret the
science. Happiness is a hard master- particularly other people's happiness. If
one isn't conditioned to accept happiness unquestioningly, it's a much harder
master than truth. Most of our people are conditioned to accept their
happiness without asking questions. But when I was a scientist I taught myself
to ask questions."
He was silent again. Then he spoke more cheerfully "Well, well, duty is
duty. One cannot please oneself. I'm interested in truth. I like science. But truth
and science are public dangers. Science has brought us great advantages.
It has helped us to create the most stable society that history has ever known.
But we cannot allow science to undo its own good work. That is why we so
carefully limit its inquiries. That's why I almost got sent to an island. We don't
allow science to explore too far. We keep our scientists. busy with immediate
problems. All other inquiries are discouraged. We don't want big theories
about the nature of the world.'
He paused, thoughtfully. It's curious,' he said, 'how confident people in

Our Ford's time used to be about scientific progress. They seem to have
138
believed that it could be allowed to continue. Knowledge and truth were all-
important, they thought. True, ideas were beginning to change even then.
Our Ford himself helped to teach people that comfort and happiness were
more important than truth and beauty, Mass production-making goods by
machines -forced people to change their ideas. The pursuit of happiness-
looking for happiness-keeps the factory wheels turning. Love of beauty can't
do that.
'People work hard and are obedient when they are rewarded with
happiness. Even so, uncontrolled science was permitted and people went on
talking about truth and beauty right up to the Nine Years' War. That terrible
war made people want something different. They soon changed their ideas
about science and knowledge and truth and beauty when the germ-warfare
bombs started to drop. Science was controlled after the Nine Years' War.
People were ready for any controls after that. Anything for a quiet life. We
have gone on controlling ever since. It hasn't been very good for truth, of
course. But it has been very good for happiness. One can't have something
for nothing. Happiness has got to be paid for. You're paying for it, Mr Watson.
You are paying because you happen to be too much interested in beauty. I
was too much interested in truth. I paid too.'
"But you didn't go to an island,' said the Savage, breaking a long silence.
The Controller smiled. "That's how I paid. By choosing to serve happiness.
Other people's happiness-not mine- It's lucky,' he added, after a pause, 'that
there are such a lot of islands in the world. I don't know what we should do
without them. Put you all in a gas-chamber, I suppose. But it would be a pity
to kill you. Tell me, Mr Watson, would you like a warm and sunny island?'
Helmboltz rose from his comfortable chair. 'I should like a stormy island,'
he answered. 'I believe I might write better if there were lots of storms and
wind."
The Controller smiled at him. 'I like your spirit, Mr Watson. I like it very
much indeed. Even though, as Controller, I must disapprove of it. What about
the Falkland Islands?"
‘Yes, I think that will do,' Helmholtz answered. 'And now, if you don't
mind, I'll go and see how poor Bernard is."
Chapter Fifteen
When they were alone the Savage spoke again. "Your society-your brave new
world seems to have paid a fairly high price for its happiness. Running after
happiness has cost a lot. You have no great art. You do not allow freedom to
your scientists. You are afraid of both art and science. Have you sacrificed
anything else?'
139
"Well, religion, of course,' replied the Controller. "There used to be
something called God. That was before the Nine Years' War. But I was
forgetting-you know all about God, I suppose.'
"Well the Savage hesitated. He would have liked to say something. His
thoughts about God were mixed up with loneliness, with quiet, with night, with
beauty-with death. He would have liked to speak to the Controller about all
of these things. But there were no words-not even in Shakespeare.
The Controller, meanwhile, had crossed to the other side of the room.
He unlocked a heavy cupboard and took out a thick black book.
'I have always found religion interesting,' he said. 'You have never read
this, for example."
The Savage took the book. He read the title: The Holy Bible.
The Controller showed his many more religious books ‘I’ve got a big
collection,' he said. "I keep them locked up in the cupboard. The writings of
Our Ford are on the shelves for everyone to see. He laughed.
"But if you know about God, why don't you tell the people asked the
Savage angrily, "Why don't you give them these books about God?
For the same reason as we don't give them Othello. Books like the Bible
and Othello are old. They are about God hundreds of years ago. They are not
about God now."
"But God does not change."
“No. But men do."
"What difference does that make?"
"All the difference in the world,' said Mustapha Mond. 'Let me read to
you from two of these religious books."
He read to the Savage from the first book: "We do not belong to
ourselves. Nothing that we own "belongs" to us. We did not make ourselves
and we are not our own masters. We are God's property. Young, rich people
may think that they control their own lives. But, as they get older, they will
discover that men are not independent. They will discover the need for
prayer. They will discover the need for God."
Mustapha Mond paused. He put down the first book. He picked up the
second. He turned over the pages. Take this, for example,' he said. He began
to read in his deep voice: 'A man grows old. He feels weak. He thinks he is only
ill. He hopes to get better. But the sickness from which he is suffering is old age.
And a terrible disease it is. Only with God's help can men face the disease of
old age. As we get older-as we feel the disease more-we turn towards God.
We understand him. His presence in our lives is a comfort. God takes away the
pain and loss that old age brings to man.”
The Controller shut the book and leaned back in his chair. "You see?'
he said. 'Men needed God once upon a time. But now we can be
independent of God. Our society keeps people young to the end of their lives.
They don't have to fear old age any more. They don't get old. They still feel
140
and behave like young people until they die. We have soma and youth to
comfort us. We don't need God."
Then you think there is no God?' asked the Savage.
'I think there probably is,' said Mustapha Mond. 'But our civilisation
doesn't need God. We have chosen machinery, medicine and happiness. We
have forgotten about God. He cannot do anything for us. We have solved
the problems that God used to solve for men.'
'But,' the Savage argued, "it is natural to believe in God. It is natural to
ask his help when you are alone-when it is night-when you are thinking about
death.'
'But people are never alone now,' said Mustapha Mond. 'We make
them hate being alone. Their lives are arranged so that they are almost always
with other people."
The Savage agreed sadly. At Malpais he had suffered because he had
been kept out of the village life. In civilised London he was suffering because
he could never escape from crowds. He could never be quietly alone.
'But doesn't there seem to be a God?' he asked. 'A God who arranges
human lives. A God who punishes and rewards people?"
"Well, does there?' the Controller asked him. 'Your favourite writer,
Shakespeare, says in King Lear that "the gods are just". No doubt. But the laws
of the gods, as you call them, are really made by the people who organise
society. In our brave new world the gods work as the Controllers want them
to."
'Are you sure?' asked the Savage. 'Are you quite sure that your people
are not paying a high price for that comfort that you give them? Are you sure
that the gods are not punishing them? They are not free, you know. And it
seems to me that they are therefore less than human." "They are happy, hard-
working citizens,' answered the Controller. They consume a lot of goods and
they keep the factories busy.”
"If you helped them to think about God, they wouldn't depend on
pleasure so much. They would have a reason for bearing things patiently, for
doing things with courage. I have seen it with the Indians in the Reservation."
I'm sure you have,' said Mustapha Mond, "But then we aren't Indians.
There isn't any need for a civilised man to hear anything that's seriously
unpleasant. And as for doing things-Ford forbid that he should get that idea
into his head! It would upset the whole social order if men started doing things
on their own."
"What about self denial, then? If you had a God, you'd have a reason
for self denial. People would not want all the possessions that they now desire
to own. They would learn to go without things."
'But industrial civilisation is only possible when there's no self denial. If our
people gave up their pleasures and their possessions, the factory wheels
would stop turning. And a fine situation we'd be in then!' said Mustapha
Mond.
141
"If you had a God, people would understand about love." The Savage
was thinking about Lenina as he said this. 'Love! Love is disturbing. Love makes
people unstable. And instability means the end of civilisation. We don't want
our people to fall in love with each other. We want them to amuse themselves
and to have a good time.'
"But God is the reason for everything noble and fine and heroic. If you
had a God-
"My dear young friend,' said Mustapha Mond, 'civilisation has absolutely
no need of nobility or heroism. These things are the result of political mistakes.
In a properly organised society like ours, nobody has any opportunities for
being noble or heroic. Conditions have to be thoroughly unstable before
there are such opportunities. Where there are wars, nobility and heroism
obviously have some purpose. Where there are divided loyalties, where there
are objects of love to be fought for or defended-in all these situations, nobility
and heroism are needed. But there aren't any wars nowadays. The greatest
care is taken to prevent people from loving anyone or anything too much.
People are so conditioned that they can't help doing what they ought to do.
And what they ought to do is mainly pleasant. We have made life as easy as
possible. And if ever anything unpleasant does happen, there's always soma
to give people a holiday from the facts. There's always soma to calm anger.
There's always soma to turn enemies into friends. There's always soma to make
people patient and long-suffering. In the past, people could become patient
and forgiving and long- suffering only by making a great effort, Years of hard
moral training were necessary. Now, you swallow some soma tablets, and
there you are. Anybody can be virtuous now. You can carry at least half your
morality about in a bottle. Christianity without tears-that's what soma is.'
'But the tears are necessary,' answered John. "There is a story that one
of the old Indians used to tell us. The story about the Girl of Matsaki. The young
men who wanted to marry her had to work in her garden. It seemed easy; but
there were flies and all kinds of stinging insects. They were magic insects with
terrible stings. Most of the young men could not bear the pain. But the one
that could he got the girl!"
"A charming story,' said the Controller. 'But in civilised countries you can
have girls without digging gardens for them! And there aren't any stinging
insects. We got rid of them all, centuries ago."
The Savage looked at him. "You got rid of them,' he said. "Yes, that's just
like you. Getting rid of everything unpleasant instead of learning to live with it.
Your brave new world does not teach people to live properly. You encourage
them to be comfortable all the time. They never have to think. They never
have to suffer. Life is too easy."
He was suddenly silent, thinking of his mother. Linda had floated out of
her life. Floated away in a sea of singing lights and scented airs. She had
floated away from the prison of her memories, her habits, her aged and ugly
body. And Thomas, his father, ex-Director of Hatcheries and Conditioning-
Thomas was still on a soma "holiday". Thomas was so full of soma that he had
142
forgotten pain. He was in a world of dreams where he could not hear cruel
words and laughter. A beautiful world, where he could no longer see Linda's
disgusting face or feel her fat arms round his neck.
"What your people need, the Savage said, 'is life with tears for a
change. Nothing costs enough here. I told Henry Foster that. His answer was
that the Conditioning Centre cost twelve and a half million dollars. He could
not understand what I meant by cost. Like everybody else, he measures
everything by money."
“We prefer it like that,' answered the Controller. "We prefer to do things
comfortably."
'I don't,' replied the Savage. 'I don't want comfort. I want God. I want
poetry. I want danger. I want freedom. I want to be able to choose goodness
or sin.'
'In fact,' said Mustapha Mond, 'you are claiming the right to be
unhappy."
"Yes," the Savage answered, angrily. 'I am claiming the right to be
unhappy.'
"You are claiming the right to grow old and ugly. The right to be ill. The
right to have too little to eat. The right to live in fear of what may happen
tomorrow. The right to suffer pain.'
There was a long silence.
'I claim all those things,' said the Savage at last.
Mustapha Mond looked at him sadly. "You can have them,' he said.
Chapter Sixteen
The door of Bernard's flat was open when Helmholts and Bernard returned
from the Controller's house.
‘John!’ they called as they entered. There was no answer. Then the
bathroom door opened. The Savage came into the sitting room.
"I say! Helntholtz exclaimed, you do look ill, John!"
"Did you eat something that didn't agree with you? asked Bernard.
The Savage answered, 'Yes, I ate civilisation."
"What do you mean?"
"It poisoned me. I've been sick."
He sat down and passed his hand across his face. 'I shall rest for a few
minutes,' he said. "I am rather tired.'
After a short silence, Helmholtz said, 'We've come to say goodbye. We
leave tomorrow morning."
"Yes,' said Bernard, 'we have to go tomorrow. The Savage saw that he
looked braver and more determined than usual. "And John," he continued,
leaning forward in his chair, 'I want to say how sorry I am. I am really ashamed
143
of everything that happened yesterday. Helmholtz has been wonderful to me.
If it hadn't been for him, I should-
"Now, now,' Helmholtz said. 'Don't think about it any more.'
There was a silence. In spite of their sadness, the three young men were
glad to be together. They understood each other at last.
"I went to see the Controller today,' said the Savage.
"What for?"
"To ask if I could go to the islands with you."
'And what did he say?' asked Helmholtz eagerly.
The Savage shook his head. 'He wouldn't let me."
"Why not?"
He said he wanted to go on with the experiment. But I'm damned,' the
Savage shouted with sudden fury. I'm damned if I'll go on being experimented
with. Not for all the Controllers in the world. I shall go away tomorrow too."
'But where?' the others asked.
The Savage shook his head. 'I don't know. Anywhere. I don't care, But I
must be alone.'
Between London and the south coast there was a line of towers. They
were once used as beacons for night-flying planes and helicopters. The lights
shining from the tops of the towers guided the pilots. But several accidents
had happened, and the route into London had been moved further west. So
the towers were empty and the skies above them were silent. The planes now
went the new way to London.
It was to one of these lighthouses that the Savage decided to escape
from London and all its so-called civilisation. The tower was strong and still in
good repair. When he first explored it he thought it might be too comfortable.
He needed to make himself pure again. The comforts of the brave new world
had tempted him. So, he stayed awake through the whole of his first night in
the tower. He had to punish himself.
He spent those hours of darkness on his knees, praying. Sometimes he
stretched his arms out until they ached. "Oh, forgive me!' he prayed. 'Oh,
make me pure! Oh, help me to be good." Again and again he did this until he
nearly fainted with pain.
But when morning came, he felt that he was a better man. He had
chosen the tower so that he could be alone and because the views were so
beautiful. The loveliness of the countryside reflected the presence of God.
Now that he had prayed and asked forgiveness, he felt able to climb to the
top of his tower. He looked out over the bright and sunny land. He thought
about God and tried to forget London and Lenina. Especially, he tried to
forget Lenina-that lovely creature who knew neither God nor love.
In those first few days he began to be happy again. The woods, the
open countryside, the rivers and lakes delighted him. After the bare deserts of
Malpais, the English scene was wonderful to John. And the peace! Whole
144
days passed during which he never saw a human being. There were no
electro-magnetic golf courses or tennis courts nearby. No popular places for
mass entertainment. Flowers and the beautiful country were the only
attractions here. And so, as there was no good reason for coming, nobody
came. During the first days the Savage lived alone and undisturbed.
Before he left London he had bought things that he would need in the
tower: blankets, rope, string, nails, some tools, matches, pots, and pans and
some food. But he had bought as little artificial tinned food as possible.
Instead, he had bought seeds. He would make a garden near his tower and
grow his own natural food. By next spring, his garden would be producing
enough to make him independent of the outside world. Meanwhile, he could
hunt. He set to work to make a bow and arrows. The wood near his tower
contained the right sort of trees; and old Mitsima, the Indian, had taught him
what to do. The work gave him great pleasure. After all those lazy weeks in
London it was pure delight to be doing something that demanded skill and
patience.
He had almost finished making the bow when he found that he was
singing with happiness. At once, he felt ashamed of himself: ashamed and
guilty. He had not come here to sing and to enjoy himself. He had come to
escape from the evils of 'civilised' life. He had come to make himself good.
Happy in making his bow, he had forgotten what he had sworn to remember.
He had forgotten poor Linda and his own unkindness to her. He had forgotten
her terrible death. He had forgotten those disgusting children creeping like
insects over her bed. He had forgotten his own sorrow, He had forgotten God.
He had sworn to remember all these things. Yet, here he was, sitting happily
over a bow that he was making- singing- actually singing-.
Half an hour later, three Delta-Ainus farmworkers who were driving to
their work saw an astonishing sight. They saw the Savage standing outside his
tower. He was bare to his waist, and he was hitting himself with a whip of
knotted rope. Blood was running down his back.
The driver of the lorry stopped at the side of the road. He and his two
companions watched the Savage's self- punishment. One, two, three... they
counted the blows. After the eighth blow, John dropped the whip. He ran to
the edge of the wood and was violently sick. Then he picked up the whip and
began to hit himself again. "Nine, ten, eleven, twelve...
"Ford!" whispered the driver. Ford' his companions said. Unnoticed by
John, they drove away.
Three days later, the newspaper reporters arrived at the tower.
The Savage had finished his bow and had started on his arrows. He was
fixing feathers to them when the first newspaper man crept up behind him.
"Good morning, Mr Savage,' he said. "I represent The Hourly Radio'.
The Savage sprang to his feet in alarm.
'I beg your pardon,' said the reporter. 'I had no intention of surprising
you. But, as I was saying, I am the representative of The Hourly-
"What do you want?' asked the Savage.
145
"Well, of course, our readers would be very interested in your
experience, Mr Savage. Just a few words from you- He smiled at John as he
spoke. Then he unpacked a small radio from its case. "Hello l' he said to the
microphone. 'Hello! Edzel? Good, good! Primo Mellon speaking. Yes, yes. I've
got him here. Mr Savage will now take the microphone and say a few words."
He turned to John again, smiling the famous smile that had made him
the best-known reporter in London. "A few words, please, Mr Savage. Just tell
our readers why you came here to this lonely place-what made you leave
London so suddenly. And, of course, tell them about that whip." (John's face
showed his surprise. How did they know about the whip?) "We are all very
eager to know about the whip. And then say something about Civilisation.
You know: "What I think about the Civilised Girl!" Something like that. Just a few
words, a very few.
At this, John rushed at him. He seized him by the shoulder, spun him
round and kicked him very hard. Half a minute later, London's best reporter
was on his way back to the capital.
Eight minutes after that, The Hourly Radio was on sale. Its front page told
the story: MYSTERY SAVAGE KICKS REPORTER. DANGEROUS DEEDS AT LONELY
TOWER.
Four other reporters risked the Savage's anger. Each in turn called at the
tower. Each was treated alike. 'Fool! shouted the last, from a safe distance.
"Why don't you take some soma?"
'Get away!' The Savage shook his fist. The reporter retreated a few steps.
Then he turned round again. 'You'll be sorry for this,' he said.
"Oh, shall I?" the Savage shouted. He picked up a large stick and rushed
forward. The man from The Fordian Science Monitor ran to the safety of his
helicopter.
After that, the Savage was left for a time in peace. A few helicopters
came and hovered over the tower. He shot an arrow into the nearest. There
was a sudden shout and the machine climbed swiftly. They kept at a
respectful distance afterwards and he got used to their noise. He dug the
garden that he was making and, after a few days, the watchers lost interest.
They flew away. For most of the day the sky above his head was empty, and,
but for the birds, silent.
The weather was breathlessly hot. There was thunder in the air. He had
dug all morning and was resting on the floor. And suddenly the thought of
Lenina overcame him. It seemed to him that she was in the room. He heard
her speaking to him. 'Sweet!' she was saying, 'put your arms round me!"
'No, no, no, no! he cried out loud. He sprang to his feet, maddened by
his memories. He tried to think of poor Linda, breathless, speechless, with the
fear of death in her eyes. Poor Linda whom he had sworn to remember. But it
was still the presence of Lenina that possessed him. 'Sweet, sweet, her voice
repeated. 'You wanted me. Why didn't you have me?"
146
The whip was hanging on a nail by the door. It was ready to use on any
reporters who might still dare to come. The Savage seized it and ran out of the
tower. He raised it high in the air, bringing the knotted cords down on his own
back.
At each blow he cried out, 'Oh, Linda, forgive me. Forgive me, God!
I'm bad. I'm wicked. Go away, Lenina!"
Three hundred metres away, Darwin Bonaparte, the London Film
Corporation's finest big-game photographer, was watching the Savage. For
the past three days he had been setting up his cameras in a tree. For the past
three nights he had been planting microphones round the tower. For three
days and nights Darwin Bonaparte had been very uncomfortable, Now his
great moment had come. 'Splendid!' he said to himself as the Savage started
his astonishing performance. 'Splendid!'
He kept his big cameras aimed on the Savage. He got a close-up shot
of that suffering face. He slowed the movement down for half a minute. A
very amusing effect! The audiences would love that. His microphones picked
up all the sounds and his instruments recorded them. The blows, the cries of
pain, the Savage's wild words. And finally, when John turned round to go
inside, Darwin Bonaparte got a close-up shot of his blood-stained back.
"Well, that was splendid!' he said to himself when it was all over. 'It will
be a wonderful film. My best, I think, since The Love-Life of the Gorilla.'
Twelve days later, a film called The Savage of Surrey was being shown
all over Western Europe.
The effect of Darwin Bonaparte's film was immediate and immense. On
the day that it was first shown the helicopters returned to the tower.
John was digging in his garden. His thoughts were busy with Linda. He
was trying so hard to see the meaning of it all. Why had God let her die so
terribly? Was Mustapha Mond right? Did men need God if they had soma?
"Yes!"' he cried angrily. 'Men do.' He drove his spade deep into the soil.
There was a roar overhead. The sky darkened. There were more
helicopters than ever before. They dropped slowly to the earth. People-men
and women--got out. They were laughing and talking. They stood in a circle
round him. They aimed cameras at him. They threw sweets and nuts towards
him. And every minute their numbers increased.
The Savage stood like a trapped animal. He stood with his back to the
wall of his tower. He was speechless with disgust.
Then a packet of nuts struck him on the face. The pain stung him into
anger.
'Go away!' he shouted.
The animal had spoken! There was a roar of laughter. People clapped
their hands. 'Good old Savage,' they shouted. 'Hurrah, hurrah!' And then he
heard cries of: "Whip, whip! The whip!”
He seized the whip from its nail behind the door and shook it at his
laughing enemies.
There was a shout of applause.
147
He advanced towards them. A woman cried out in fear. They hesitated.
For a moment it looked as if they would run away from him. Then, conscious
of the force their numbers gave them, they stood still. They were brave
because there were so many of them.
The Savage had not expected them to show courage. He stopped and
spoke to them. "Why don't you leave me alone? He was almost begging them
to go away-to leave him in peace.
'Have a few nuts,' said the man nearest to the Savage. He was not
feeling very brave, but he smiled as he spoke. "They are good for you."
The Savage paid no attention to the offer. "What do you want with me?"
he asked. He turned from one laughing face to another. "What do you want
with me?"
"The whip,' answered a hundred voices. 'Let us see you whip yourself."
Others repeated the cry. Soon, the whole crowd was shouting. They
spoke the words together as if they were singing some terrible song: "We-want-
the-whip! We- want-the-whip!"
United in their effort, they seemed tireless. They could go on for ever.
"We-want-the-whip!'
Another helicopter arrived. It dropped in the open space between the
crowd and the tower. For a moment, the roar of its air-screws drowned the
shouting. Then, as the machine landed and its engines stopped, the terrible
cry began again: 'We-want-the-whip!"
The door of the helicopter opened. Out got a young man and a lovely
girl. When he saw the young woman, the Savage trembled and turned pale.
She stood, smiling at him-an uncertain, hesitating smile. Moments
passed. Her lips moved. She was saying something to him, but the sound of
her voice was covered by the shouting.
"We-want-the-whip! We-want-the-whip!"
The young woman pressed her hands together. Her face was sorrowful.
Her blue eyes seemed to grow larger, brighter. Suddenly, two tears rolled
down her face. Again, she tried to speak. Then, she held out her arms to the
Savage and moved towards him.
We-want-the-whip! We-want...'
And suddenly, they had what they wanted. The Savage rushed at her
like a madman. He struck at her with his whip.
She turned away. Ran. Fell down. 'Henry, Henry!' she shouted. But her
companion had run out of harm's way. He was hiding behind the helicopter.
The crowd was delighted. Not understanding pain, they were excited
by it. Hungrily, they watched. They pushed each other out of the way, like
pigs round a bucket.
'Kill, kill, kill!' the Savage was shouting. The whip rose and fell. He was
striking his own shoulders and Lenina's fallen body. At each word the whip
came down: 'Kill-kill -kill-kill!'
They copied his actions. They pretended to beat each other and
themselves. Excited by the idea of pain, trained to do what everyone else did,
148
they all joined in. Someone began to sing 'Orgy-porgy'. Immediately the
whole crowd was singing and dancing. Round and round they went. Round
and round Lenina and her Savage. 'Orgy-porgy! Orgy-porgy! Whip! Whip!
Whip!' The Orgy-porgy dance had them all in its power.
It was long after midnight when the last of the helicopters flew away.
Deep in a soma sleep, the Savage lay outside his tower.
When the sun was high in the sky he woke. He lay still for a moment.
Then he remembered what he had done. He remembered everything. He
remembered that he and Lenina had been at the centre of that terrible Orgy-
porgy dance. Now he was as dirty as the rest of them.
'Oh, my God, my God!' He covered his eyes with his hand.
That evening, a cloud of helicopters ten kilometres long new towards
the tower. All the newspapers had described last night's exciting Orgy-porgy
dance.
"Savagel they called as they got out 'Mr Savage!”
There was no answer.
The door of the tower was open. They pushed their way in. Through an
arch on the other side of the room they could see the bottom of the stairt.
And they saw a body that was hanging from the stair-rail.
"Mr Savage!
Slowly, very slowly, like the needles of a compass, the feet turned
towards the right: north, north-east, east, south- cast, south, south-south-west;
then paused, and after a few seconds turned slowly, slowly back towards the
left. South- south-west, south, south-east, cast...
149

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UNIVERSIDAD NACIONAL DE LA MATANZA

DIRECCIÓN DE PEDAGOGÍA UNIVERSITARIA

CUADERNILLO INGLÉS TRANSVERSAL IV

Proyecto original: Dr. Efraín Davis

Coordinación: Mgter. Saraceni, Ana Claudia

Equipo: Esp. Almada, Graciela

Colaboradores: Lic. Marchegiani, Paola

Alumnos para acreditación.

BRAVE NEW WORLD…… 87

Part A: Group Work. Let’s talk it over

1. Have a look at these images.

HUMANITY HEALTH ECONOMICS ENGINEERING LAW

2. Group among yourselves according to the

DEPARTMENTS IDEAL JOB WORK ENVIRONMENT IDEAL EMPLOYER

1. Have a look at this text.

Retrieved from: https://myteacherbin.com/the-best-job-in-the-world/

4. Answer these questions

• Has this ever happened to you?

WRITTEN DIAGNOSTIC (VIRTUAL CLASS)

Let's work in the Forum from Miel.

1. Individually write, in a six-sentence paragraph, the description of your

You description should include:

In your contribution you are expected to include the following:

MForm. Watch the video and do the activities in the MForm.

Who are these men?

1. Do these men have any characteristics in common?

Phrases to express your ideas.

An innovative entrepreneur identifies opportunities and creates value for

Innovation is taking an idea and turning it into something valuable and

We are going to read a text called “HOW TO USE YOUR CREATIVITY TO

b. What effect can creative individuals have on other people?

1 To boost: to help or encourage (something) to increase or improve.

a. The subtitles of the text are examples of creative solutions implemented by

b. Creative thinkers have the same possibilities to succeed in different

d. Your creativity will be quite profitable in your area of expertise.

f. Team meetings tend to be quite useless to coach your mates in creativity.

How to use your creativity to boost your career.

Creativity fuels innovation, so demonstrating you’ve had this impact in your

Use creative thinking to maximise opportunities

Is there a sense of frustration within your team or organisation about a

Invest in ideas generation

Make your workplace culture more creative

Something as simple as a less formal approach to meetings and presentations

Creativity fuels innovation, so demonstrating you’ve had this impact in your

Bring together an inter-disciplinary team to collaborate on streamlining and

Department Innovative ideas

A creative person who takes on a situation or a project can be a breath of

There are plenty of organizations that specialise in innovation workshops and

How to use relative pronouns

Who Refers to a person (as the verb’s subject)

Which Refers to an animal or thing

Whom Refers to a person (as the verb’s object)

That Refers to a person, animal, or thing

Where Refers to a place

Whose Expresses possession of the previous noun.

TO WORK ON YOUR OWN

1. Choose the correct relative pronoun

Innovative Thinking Skills

2. Write the suitable relative pronoun.