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Голоса
ГОЛОСА: A Basic Course in Russian (Sixth Edition), strikes a true
balance between communication and structure. It takes a contemporary
approach to language learning by focusing on the development of functional
competence in the four skills (listening, speaking, reading, and writing), as well
as the expansion of cultural knowledge. It also provides comprehensive
explanations of Russian grammar along with the structural practice students
need to build accuracy.
The sixth edition of this bestselling communicatively based text for beginning
Russian has been updated by putting a greater focus on contemporary culture
and simplified, visual grammar explanations that will better engage students.
Books One and Two are a basic proficiency-oriented complete course in Russian
language designed to bring students to the ACTFL Intermediate range in
speaking (A2/B1 on the CEFR scale) after 200–250 classroom contact hours,
or two years of academic study. The program also covers the basic morphology of
Russian (declension, case government, conjugation). The program has been the
bestseller as a college Russian textbook through five editions since 1993. It is
designed to be the principal textbook for a two-year college sequence running at
3 to 5 hours a week — a total of 150 to 250 hours of face-to-face instruction at
the college level, double at the high school level.
ГОЛОСА is divided into two books (Book One and Book Two) of ten units
each. The units are organized thematically, and each unit contains dialogs, texts,
exercises, and other material designed to enable students to read, speak, and
write about the topic, as well as to understand simple conversations. The
systematic grammar explanations and exercises enable students to develop a
conceptual understanding and partial control of all basic Russian structures.
This strong structural base enables students to accomplish the linguistic tasks
and prepares them for further study of the language.
Print and eTextbooks are accompanied by a Student Workbook and a
rich companion website (www.routledge.com/cw/golosa) offering audio
and video material and fully integrated exercises to use alongside the
text. The companion website, powered by Lingco, is fully available for
separate purchase from Lingco. Teachers can preview the new
companion websites and create their courses.
For resources on how to set up and customize your course, please
visit the Help Center on the Lingco Language Labs website at
www.lingco.io. It includes articles that explain how the platform
works and what you can do with it. Students may join their teacher's
course on Lingco and will be able to enter their access code or
purchase access at any point in the 14-day grace period that begins
on the first date of access. Students receive 12 months of access that
begins after a free 14-day grace period.
Multimedia (audio and video) for ÃÎËÎÑÀ is found exclusively on
the companion website.
Richard M. Robin, Professor of Slavic Linguistics and International Affairs is the

Russian language program director at the George Washington University.
Within the field of Russian language pedagogogy, he specializes in language
proficiency assessment, listening comprehension, and the use of authentic
media in the lower levels of instruction. Over the last thirty years, he has
collaborated on a half-dozen Russian language textbooks.
Karen Evans-Romaine, Professor of Russian, is co-director of the Russian

Language Flagship program at the University of Wisconsin–Madison. She and
Russian Flagship co-director Dianna Murphy have co-edited a volume,
Exploring the US Language Flagship Program: Professional Competence in a
Second Language by Graduation (2017) and have co-authored articles on
pedagogical and co-curricular practices in the Russian Flagship. Evans-
Romaine teaches Russian language, literature, and culture.
Galina Shatalina, Professor of Russian, is the Russian course coordinator for

the George Washington University.
Голоса
A Basic Course in Russian
Book One
Sixth Edition
Richard M. Robin
Karen Evans-Romaine
Galina Shatalina
Cover image: Richard M. Robin
Sixth edition published 2023

by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 Richard M. Robin, Karen Evans-Romaine, Galina Shatalina
The right of Richard M. Robin, Karen Evans-Romaine, and Galina Shatalina to be identified as
authors of this work has been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or
by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks and
are used only for identification and explanation without intent to infringe.
First edition published by Prentice Hall 1994

Fifth edition published by Pearson 2012
British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data

A catalog record is available upon request
ISBN: 9780367612818 (hbk)

ISBN: 9780367612801 (pbk)
ISBN: 9781003104971 (ebk)
DOI: 10.4324/9781003104971
Typeset in Literaturnaya
This book has been prepared from camera-ready copy provided by Richard M. Robin.
Companion Website: www.routledge.com/cw/golosa

Contents
Introduction vii
Scope and Sequence xvii
Алфавит 1
Урок 1: Немного о себе 22
Урок 2: Что у меня есть? 55
Урок 3: Какие языки вы знаете? 95
Урок 4: Образование 142
Урок 5: Мой день 187
Урок 6: Дом, квартира, общежитие 239
Урок 7: Семья 289
Урок 8: В магазине 341
Урок 9: Что мы будем есть? 390
Урок 10: Биография 440
Appendix A: Spelling Rules 487

Appendix B: Nouns and Modifiers 488
Appendix C: Declensions 489
Appendix D: Numerals 500
Appendix E: Grammatical Terms 501
Russian-English Glossary 503
English-Russian Glossary 527
Index 549
Introduction
ГОЛОСА: A Basic Course in Russian, Book One, Sixth Edition, strikes a true
balance between communication and structure. In today’s language learning
environment teachers and learners often feel that they must choose between
immediate, albeit still developing, communicative performance versus structural
competence that leads to communicative effectiveness as learners ascend the
proficiency ladder. The authors of ГОЛОСА believe that both goals are realistic in
a basic Russian sequence. ГОЛОСА takes a contemporary approach to language
learning by focusing on the development of functional competence in the four
skills (listening, speaking, reading, and writing), as well as the expansion of
cultural knowledge. It also provides comprehensive explanations of Russian
grammar along with the structural practice students need to build accuracy.
What’s New to This Edition

Users of previous editions will notice some major changes at once.
1. Redistributed topics. The Sixth Edition redistrubutes aspects of some of the

topics from Book Two into Book One. Now early on, in Book One, Unit 2,
students engage in some talk about the weather. The “communications”
theme of the Book Two, Unit 8 from the Fifth Edition is now distributed
evenly throughout the two volumes.
2. Activities based on the non-instructional Internet. The Russian-language

internet is now robust enough to support activities based on the authentic,
non-instructional Internet. For that reason, many activities direct students to
Internet websites intended for native speakers of Russian, such as omon.ru,
Russia’s largest shopping site. Such activities promote a greater degree of
student autonomy for real-task-based assignments.
Голоса Book One  Introduction vii

3. Focus on diversity and inclusion. The Sixth Edition of ГОЛОСА broadens its
representation of the diversity of the Russian-speaking world through
language activities including people and locations outside European Russia:
the former Soviet republics of Caucasus and Central Asia. Users will find the
greatest changes in dialog activities and the video units. The emphasis on the
ethnic diversity of the Russophone world also leads to a greater emphasis on
the geography of Russia and the former Soviet Union. In addition, the
authors of the Sixth Edition have endeavored to reflect the variety of Russian-
language learners’ backgrounds, identities, and interests.
4. Syllable stress exercises. Most textbook authors mark syllable stress, but
stress markers do not consistently lead to correct stress usage. The Sixth
Edition of ГОЛОСА is the first textbook to address the issue of stress
recognition head-on in exercises designed to raise students’ sensitivity to
syllable stress.
5. “Can-I-say-it” activities. Students often find themselves miscommuni-

cating in a foreign language because they assume they have more linguistic
resources at their command than in fact they do. Textbook activities
sometimes compound the problem: they require student responses only
when the authors have concluded that a cogent response is a matter of
picking the right words and fitting them into known grammatical structures.
But in the real world, learners produce incomprehensible language precisely
because they cannot figure out whether the target utterance is within the
realm of their linguistic possibilities. Знаете ли вы, как сказать... activities
help students to figure out what they should be able to say and when it’s not
yet time to address an attempted topic.
6. Instant reading activities. Like most language textbooks today, ГОЛОСА

features an abundance of scaffolded activities in the interpretative skills of
reading and listening. But occasionally students are encouraged when they
find things to read that require almost no preparatory work. In past
textbooks, “effortless” texts are heavily-contexted realia like theater
schedules. But such material, while clear, is predictable and presents few or
no intriguing challenges. We have replaced such texts with an infographic in
each unit called Это интересно! — instantly accessible topics for discussion
— even in the target language, albeit at a simple level.
7. Updated video interviews. About half the video component is new — from
2021 and 2022 and includes locations from Moscow, St. Petersburg,
Arkhangelsk, Kiev, Almaty, and Nur-Sultan.
viii Голоса Book One  Introduction

The Structure of ГОЛОСА
Голоса is divided into Book One and Book Two, each with ten units, organized
thematically. The conversational core of each unit is the set of four to five dialogs
that introduce new vocabulary and grammar structures while recycling old ones.
Activities for interpretive skills are scaffolded to promote comprehension
strategies. Those activities often preview structures that will be activated in units
to follow shortly thereafter. The systematic grammar explanations and exercises
enable students to develop a conceptual understanding and partial control of all
basic Russian structures. This strong structural base enables students to
accomplish the linguistic tasks and prepares them for further study of the
language.
Students successfully completing Books 1 and 2 of Голоса will be able to

perform the following tasks:
 Listening. Understand simple conversations about daily routine, home,

family, school, and work. Understand simple public announcements, media
advertisements, personal interviews, and brief news items such as weather
forecasts. Get the gist of more complicated scripts such as short lectures and
news items.
 Speaking. Use complete sentences to express immediate needs and

interests. Hold simple conversations about daily routine, home, family,
school, and work. Discuss basic likes and dislikes. Manage simple
transactional situations in stores, transportation hubs, hotels, dormitories,
libraries, academic settings, and so on.
 Reading. Read signs and public notices. Understand common written

advertisements and announcements. Understand basic personal and
business correspondence. Get the gist of important details in brief articles of
topical interest such as news reports on familiar topics, weather forecasts,
and entries in reference books. Understand significant parts of longer
articles on familiar topics and brief literary texts.
 Writing. Write short notes to Russian acquaintances, including invitations,

thank-you notes, and simple directions. Write longer messages and letters
providing basic biographical information. Write simple compositions about
daily routine, home, family, school, work, hobbies and interests.
Голоса Book One  Introduction ix

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Students who have completed Голоса will also develop their language and
intercultural competence as measured by the ACTFL World-Readiness
Standards for Learning Languages, the “5 Cs”:
 Communication. Голоса emphasizes the use of Russian for “real-life”

situations. Students working through the activities will learn to communicate
on a basic level in conversation and writing and will be better prepared to
communicate in the Russian-speaking world outside the classroom.
 Cultures. Students will understand the essentials of “small-c” culture

necessary to function in Russia and areas where Russian is often used. The
sections on Культура и быт (Culture and Everyday Life) provide necessary
background information for each unit’s topic and will give students and
teachers material for further discussion of culture in the Russian-speaking
world, in Russian or English. Students should gain enough control of
sociolinguistic aspects of Russian necessary for basic interaction, such as
forms of address, greetings and salutations, giving and responding to
compliments and invitations, and telephone etiquette. Students will also be
acquainted with some of the cultural heritage associated with the language:
famous writers and their works, as well as other figures in the arts.
 Connections. Students will learn, through readings, audio and video

materials, activities, and information in Культура и быт, about widely
varying aspects of society, family life, daily rituals, housing, education, the
economy, and culture in the Russophone world.
 Comparisons. Through an examination of basic aspects of Russian language

and culture, students will be able to make some conclusions about language
and culture at home. Голоса’s approach to grammar encourages students to
think about linguistic structures generally. Through Голоса’s approach to
“large-c” and “small-c” culture, students will be able to compare societies,
careers, living spaces, economic and educational systems, family life, and
other aspects of culture in the Russian-speaking world and their own
culture(s).
 Communities. The reading materials in the textbook, and the listening and
video exercises, allow students to gain a sense of how Russia and Russian-
speaking regions might look, sound, and feel, and will better prepare
students to engage in active communication with friends and colleagues in
the Russophone world.
x Голоса Book One  Introduction

Features of the Голоса Program
 Focused attention to skills development. Each language skill (listening,

speaking, reading, writing) is addressed in its own right. Abundant activities
are provided to promote the development of competence and confidence in
each skill area.
 Modularity. Голоса incorporates the best aspects of a variety of methods as

appropriate to the material. All skills are presented on an equal footing, but
instructors may choose to focus on those that best serve their students’
needs without violating the structural integrity of individual units or the
program as a whole.
 Authenticity and cultural relevance. Each unit contains authentic materials

and realistic communicative activities for all skills. In addition, each unit
features two e-mails with accompanying exercises to help students both
focus on aspects of form and grammar and get the gist of what they are
reading, giving students further practice in reading and understanding more
complex, connected prose.
 Spiraling approach. Students are exposed repeatedly to similar functions

and structures at an increasing level of complexity. Vocabulary patterns of
reading texts are recycled in listening scripts.
 Learner-centered approach. Each unit places students in communicative

settings where they can practice the four skills while developing their
intercultural communicative competence. In addition to core lexicon,
students acquire personalized vocabulary to express individual needs and
interests.
 Comprehensive coverage of beginning grammar. Communicative goals do

not displace conceptual control of the main points of Russian grammar. By
the end of Book One, students have had meaningful contextual exposure to
all the cases in both the singular and plural, as well as tense/aspects. Book
Two spirals out the basic grammar and fills in those items needed for basic
communication and for reading texts geared toward the general reader, such
as simple prose and press articles.
Голоса Book One  Introduction xi

 Learning strategies. Students acquire strategies that help them develop
skills for interpretative, interpersonal, and presentational communication.
This problem-solving approach leads students to become independent and
confident in using the language in a variety of ways.
 Phonetics and intonation. Pronunciation is fully integrated and practiced

with the material in each unit’s audio materials and Student Activities
Manual (SAM) exercises, rather than covered in isolation. Intonation
training includes statements, requests, commands, questions, nouns of
address, exclamations, and non-final pauses. Dialog and situation practice
help students to absorb aspects of Russian phonetics and intonation. The
Sixth Edition includes new exercises on syllable stress awareness.
Textbook and Student Activities Manual Structure
Each Голоса textbook and Student Activities Manual (SAM) unit is organized
as follows:
Точка отсчёта
This warm-up section uses illustrations and simple contexts to introduce the
unit vocabulary. A few simple activities provide practice of the new material,
thereby preparing students for the recorded Разговоры, which introduce the
unit topics.
Разговоры для слушания. Students listen to semiauthentic conversations

based on situations they might encounter in the Russian-speaking world, from
homestays to shopping. Simple pre-script questions help students understand
these introductory conversations. Students learn to grasp the gist of what they
hear, rather than focus on every word. The Разговоры serve as an introduction
to the themes of the unit and prepare students for active conversational work to
follow in Давайте поговорим.
Давайте поговорим
Диалоги. As in previous editions, the Диалоги introduce the active lexicon and
structures to be learned.
xii Голоса Book One  Introduction

Упражнения к диалогам. These exercises help develop the language presented
in the dialogs. They consist of communicative exercises in which students learn
how to search out language in context and use it. Exercises proceed from less-
complicated activities based on recognition to those requiring active use of the
language in context. This set of activities prepares students for the Игровые
ситуации.
Вопросы к диалогам. Straightforward questions in Russian, focused on the

dialogs, beginning with Unit 5.
Игровые ситуации. Roleplays put the students “on stage” with the language
they know.
Устный перевод. This section, which requires students to play interpreter for a
non-Russian speaker, resembles the Игровые ситуации, but here students find
that they must be more precise in conveying their message.
Грамматика
This section contains grammatical presentations designed to encourage
students to study the material at home. They feature clear, succinct
explanations, charts and tables for easy reference, and numerous examples.
Exercises allow for practice of new vocabulary and structures.
Давайте почитаем
Authentic reading texts are supplemented with activities that direct students’
attention to global content. Students learn strategies for guessing unfamiliar
vocabulary from context and for getting information they might consider too
difficult. The variety of text types included in Давайте почитаем ensures that
students gain extensive practice with many kinds of reading material: official
documents, daily schedules, menus, shopping directories, maps,
advertisements, weather reports, classified ads, résumés, social networking
sites, brief messages, e-mail correspondence, news and other informational
articles, poetry, and short stories.
Давайте послушаем
Guided activities teach students strategies for developing global listening skills.
Questions in the textbook accompany texts on the audio program (scripts appear
in the Instructor’s Resource Manual). Students learn to get the gist of and
extract important information from what they hear, rather than trying to
understand every word.
Голоса Book One  Introduction xiii

Learners are exposed to a great variety of audio materials, including voicemail
messages, personal audio postings, public announcements, weather reports,
radio and TV advertisements, brief speeches, conversations, interviews, news
features and reports, and poems.
Культура и быт
Culture boxes, spread throughout each unit, serve as an introduction to realia of
the Russian-speaking world.
Это интересно!
An additional free-floating feature of each unit is an activity called Это
интересно! These infographics provide accessible texts that require no
scaffolding but can lead to class discussion in Russian.
Словарь
The Словарь at the end of each unit contains all active-vocabulary items. The
Словарь at the end of the book lists the first unit in which the entry is
introduced, along with those units where the use of the word is further
developed.
Student Workbook
The Workbook is available in hard copy and online. It is the main vehicle for
student work outside of class. Each version has advantages and drawbacks.
Instructors can choose, keeping in mind that the hardcopy Workbook allows
handwriting practice. But instant feedback is unavailable. The online workbook
provides instant feedback, but not in activities involving free composition (about
a third of all activities — more in the more advanced units). The Workbook
consists of the following parts:
Устные упражнения. In Oral Drills, students practice active structures and

receive immediate feedback in the form of an audio “key.”
Числительные. Students become familiar with numbers in context and at

normal conversational speed. These sections are especially important for
transactional situations.
Фонетика и интонация. Голоса has been the field’s leader in explicit work in
phonetics and intonation. The Sixth Edition features newly created activities to
raise learners’ sensitivity to role of syllable stress in Russian.
xiv Голоса Book One  Introduction

Письменные упражнения. The written homework section starts with
mechanical manipulation and builds up to activities resembling free
composition. More complex exercises toward the end of this section provide
students with further listening, reading, and especially composition practice.
Here students listen to brief audio items, write notes and compositions, and
prepare presentations or other more challenging assignments based on material
presented in this unit. This section requires the integration of several skills, with
a particular focus on writing. Finally, the Sixth Edition includes activities that
address an oft-overlooked problem in production. Students sometimes attempt
utterances for which they have no hope of communicative success. Students are
asked to determine which utterances they can say, as opposed to those where
they might want to wait until they have more linguistic wherewithal.
Video
The scaffolded video program covers both books and runs a little over two hours.
Each video unit is between five and ten minutes long and features authentic
interviews in which Russians you might meet every day—not actors—discuss
their daily lives and introduce you to their families, homes, hometowns,
workplaces, and events in their lives. The Sixth Edition now features more faces
and places from outside European Russia.
Instructor Resources
Instructor’s Resource Manual (IRM)

The Instructor’s Resource Manual is available for online download. It provides
sample syllabi, lesson plans, and scripts for all audio and video exercises.
Testing Program
The modular Testing Program allows for maximum flexibility: each unit of the
Testing Program consists of a bank of customizable quiz activities closely
coordinated with the vocabulary and grammar presented in the corresponding
unit of the textbook. The quiz activities primarily elicit discrete answers. In
addition, a highly flexible testing program provides two types of tests for each
unit—one that solicits more open-ended answers, and one that elicits more
discrete answers. The Testing Program is available in electronic formats (both as
fixed PDFs and fully editable texts and Microsoft docx.
Голоса Book One  Introduction xv

Acknowledgements
The authors would also like to thank the many who were involved in the audio
and video ancillaries:
Assel Almuratova, Zenoviy Avrutin, Vladimir Bunash, Aleksey Burago,

Snezhana Chernova, Jihane-Rachel Dančik, Anna Danilevskaya, Dina Dardyk,
Sasha Denisov, Olga Fedycheva, Sergei Glazunov, Matvei Ganapolsky, Mikhail
Ganapolsky, Tatyana Gritsevich, Mikail Gurov, Valery Gushchenko, Nadezhda
Gushchenko, Alexander Guslistov, Ludmila Guslistova, Eugene Gutkin, Ksenia
Ivanova, Natalia Jacobsen, Nadezhda Krylova, Yuri Kudriashov, Aleksandra
Kudriashova, Elena Kudriashova, Tatiana Kudriashova, Ida Kurinnaya, Katya
Lawson, Boris Leskin, Anastasiya Lezina, Anna Litman, Igor Litman, Liliana
Markova, Aleksandr Morozov, Natasha Naumenko, Yura Naumkin, Yuri
Olkhovsky, Mikhail Openkov, Vsevolod Osipov, Anton Otsupok, Elena
Otsupok, Pavel Otsupok, Viktor Otsupok, Elena Ovtcharenko, Kristin Peterson,
Yuri Petrushevsky, Sergei Petukhov, Aleksei Pimenov, Artur Ponomarenko,
Viktor Ponomarev, Olga Pospelova, Oksana Prokhvacheva, Yaroslavl
Pryshchepa, Alex Reyf, Olga Rines, Mark Segal, Andrei Shatalin, Ekaterina
Shengeliya, Klara Shrayber, Nikolai Smetanin, Yelena Solovey, Ksenia Titova,
Emily Urevich, Mark Yoffe, and Andrei Zaitsev.
Special thanks to Timothy Sergay, University at Albany, State University of New

York, a meticulous and thoughtful reader who alerted us to errors in the previous
edition and provided us with questions and suggestions to improve this textbook;
Stuart Goldberg, Georgia Institute of Technology, for his helpful comments and
suggestions; Irina Shevelenko, University of Wisconsin–Madison, for
consultations as we prepared this and previous editions; Alexei Pavlenko,
Colorado College, for his help in connecting us with students at the Nevsky
Institute, St. Petersburg, some of whom appear on the video; Rachel Stauffer,
University of Illinois at Urbana-Champaign, and Thomas Jesús Garza,
University of Texas at Austin, whose thoughtful work on diversity inspired our
thinking about how to represent the Russian-speaking world and how to make
this textbook more welcoming to more students. We treasure the memory of our
Ohio University colleague Vera Belousova, alas no longer with us, with gratitude
for her many comments and moral support as we prepared the third and fourth
editions.
xvi Голоса Book One  Introduction

Scope and Sequence
Алфавит 1
Коммуникативные задания
The Russian alphabet and sound system
Vowel reduction
Palatalization
Devoicing of consonants in final position
Consonant assimilation
Print, italic, and cursive
Урок 1: Немного о себе 22

Greetings and good-byes, formal and informal
Introducing and giving information about yourself
Asking for information about someone else
Reading Russian business cards
Russian social networking
Letters to and from Russian host family
Formal and informal speech situations: ты – вы
Russian names
Grammatical gender: introduction
Gender of names
Gender of modifier “my”
Grammatical case: introduction
Nominative case in singular
Prepositional case: introduction
The verb to be in Russian present-tense sentences
Saying “hello”
Introductions
Physical contact
Голоса Book One  Scope and Sequence xvii

Russian names over time
Урок 2: Что у меня есть? 55

Greeting friends at the airport
Russian homestays
Russian family members
Talking about the weather
Reading and listening to ads
Gender of Russian nouns
Nominative plural of nouns
The 5- and 7-letter spelling rules
Pronouns он, она, оно, они
Whose? Possessive modifiers чей, мой (neuter, plural), твой, наш, ваш, его,
её, их
Nominative case of adjectives
What? что vs. какой
This is/these are: это vs. этот, это, эта, эти
Have: У меня (тебя, вас) есть
Talking about the weather
Temperatures in Celsius
Slippers at home: тапочки
Global temperatures 1880–2020
Урок 3: Какие языки вы знаете? 95

Talking about languages
Discussing ethnic and national backgrounds
Reading and listening to ads about language programs
Verb conjugation: present and past tense
Position of adverbial modifiers
xviii Голоса Book One  Scope and Sequencе

Talking about languages: русский язык vs. по-русски
Talking about nationalities
Prepositional case of singular and plural modifiers and nouns
Preposition о; о vs. об
Conjunctions: и, а, но
The place of foreign languages in Russia
Комплименты: responding to compliments
Meanings of last names
Урок 4: Образование 142

Talking about where and what people study
Making a presentation about yourself
Reading and writing academic schedules
Reading diplomas and transcripts
Reading: Choosing a university in Russia
Listening to a university welcome speech
Study verbs: учиться, изучать, учить, заниматься
The 8-letter spelling rule
На каком курсе...?
На + prepositional case for location
Accusative case of modifiers and nouns
Любить + accusative or infinitive
Prepositional case of question words and personal pronouns
Question words and sentence expanders: где, что, как, какой, почему, потому
что
Тоже vs. также
The most popular majors in Russia
Russian grading system
Russian diplomas
Schools in Russia
Higher education in Russia: universities and institutes
Голоса Book One  Scope and Sequence xix

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University departments
“College” in Russian
Standardized exams: Единый государственный экзамен (ЕГЭ)
Higher education around the world
Урок 5: Распорядок дня 187

Talking about daily activities and schedules
Talking about classes
Asking and telling time on the hour
Making and responding to simple invitations
Talking on the phone
Reading handwritten Russian
Listening to a podcast: the daily life of a student
Listening to voicemail
Speaking and writing in paragraphs
Class: курс, занятия, урок, лекция, пара
Days of the week
Times of the day: утром, днём, вечером, ночью
Time on the hour
New verbs to answer: Что вы делаете?
Stable and shifting stress in verb conjugations
Going: идти vs. ехать; я иду vs. я хожу
Asking where: где and куда
В/на + accusative case for direction
Expressing necessity or obligation: должен, должна, должно, должны
Free (not busy): свободен, свободна, свободно, свободны
Evening vs. night in Russian
Names for days of the week
xx Голоса Book One  Scope and Sequencе

Урок 6: Дом, квартира, общежитие 239
Talking about homes, rooms, furnishings
Adjectives used to name a room
Colors: Какого цвета...?
Making and responding to invitations
Online furniture shopping
Reading a letter about communal apartments
Renting an apartment
Хотеть
Verbs of position: стоять, висеть, лежать
Genitive case of pronouns, question words, and singular modifiers and nouns
Ownership, existence, and presence: (у кого) есть что
Nonexistence and absence: (у кого) нет чего
Possession and attribution (of): genitive case of noun phrases
Specifying quantity
At someone’s place: у кого
Review: uses of the genitive case
Ты и вы
How many rooms?
Apartment size in square meters
Housing in Russia
Russian apartments, dormitories, and dachas
Living space in the U.S. and Russia
Урок 7: Наша семья 289

Naming family members
Talking about people: names, ages, professions, where they were born, where
they grew up
Talking about professions and workplaces
Reading and writing foreign names of workplaces
Telling where your city is located
Голоса Book One  Scope and Sequence xxi

Reading job ads and résumés
Listening: family game show
Video: families talk about themselves
Born, grew up: родился, вырос
Expressing age: the dative case of pronouns; год, года, лет
Genitive plural of nouns and modifiers: introduction
Specifying quantity
Comparing ages: моложе/старше кого на сколько лет
Telling someone’s name: зовут
Accusative case: summary
Accusative case of nouns, modifiers, and pronouns
Various kinds of families: sexual orientation and gender identity
Teachers vs. professors
Global demographics
Урок 8: В магазине 341

Asking for advice about purchases
Making simple purchases
Birthday greetings
Presents and gift-giving
Measuring in metric
Online clothes shopping
Past tense: был, была, было, были
Have and did not have: the past tense of есть and нет
Went: ходил vs. пошёл, ездил vs. поехал
Dative case of modifiers and nouns
Uses of the dative case
• Expressing age
• Indirect objects
• The preposition по
• Expressing necessity, possibility, impossibility, the forbidden
xxii Голоса Book One  Scope and Sequencе

• Expressions of possibility and impossibility: можно, невозможно
• Other dative subjectless constructions: трудно, легко, интересно
• Liking or not liking: нравиться
The market: рынок
Clothing measurements in various countries
Урок 9: Что мы будем есть? 390

Making plans to go to a restaurant
Reading menus
Ordering meals in a restaurant
Making plans to cook dinner
Russian food stores
Russian restaurants and cafés
Listening to restaurant advertisements
Eating and drinking: conjugation of есть and пить
For in Russian: для vs. за
Instrumental case with the preposition с
Verbs in -овать: советовать
Future tense of быть
The future tense
Verbal aspect – introduction
Verbs for buying, taking, giving
Question words and pronouns
Metric system: weight and volume
Tipping in Russia
Tipping around the world
Голоса Book One  Scope and Sequence xxiii

Урок 10: Биография 440
Talking more about yourself and your family
Saying you are adopted
Telling where your city is located
Points on the compass
Reading and listening to short biographies
Listening: career and family
Expressing resemblance: похож на кого
Expressing location: на севере (юге, востоке, западе) (от) чего
Entering and graduating from school: поступать/поступить (куда), окончить
(что)
Indicating the year in which an event takes (took) place: В каком году?
Time expressions with через and назад
Verbal aspect: past tense
Review of going verbs
Have been doing: use present tense
Graduate school in Russia
Which Tolstoy?
First jobs
xxiv Голоса Book One  Scope and Sequencе

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them, and concluded with “ye know these women are guilty of
treason!” One of the jury remarked, “they are not guilty of matters of
fact.” “Treason is fact,” replied the accuser, and added, “’tis true it is
but treason in their judgment; but go on according to our law, and if
you will not do it, I know how to proceed.” He then addressed the
prisoners, “’Tis not for religion we are pursuing you, but for treason.”
“It is for religion,” replied Harvey; “for I am of the same religion that
ye all are sworn to be of! I am a true Presbyterian; and,” turning to
the jury, “I charge you before the tribunal of God, as ye shall answer
there! ye have nothing to say to me but for my owning the
persecuted gospel.” They were both brought in guilty upon their own
confession, and condemned to be hanged at the Grassmarket on the
26th. They were executed according to their sentence, and died, not
with composure only, but with rapture.
When being brought from the tolbooth to the council-chamber to
be carried to the place of execution, the youngest, who had several
friends attending her, exclaimed, with an air of unearthly ecstacy,
“Behold, I hear my beloved saying unto me, ‘Arise, my dove, my fair
one, and come away!’” When in the room waiting the last
preparations, Bishop Paterson, with a kind of fiendish exultation,
said, “Marion, you said you would never hear a curate pray, now you
shall be forced to hear one,” and ordered a suffragan of his who was
in attendance to proceed; on which she turned to her companion,
and saying, “Come, Isobel, let us sing the 23d Psalm;” they
commenced immediately, and drowned the voice of the poor curate,
who, with his employers, stood amazed at the clear unbroken tones
of the youthful confessors.
On the scaffold, the most of her discourse was of God’s love to her
and the commendation of free grace. Ascending the ladder a few
steps, she sat down and said, “I am not come here for murder; for
they have no matter of fact to charge me with, but only my judgment.
I am about twenty years of age. At fourteen or fifteen, I was a hearer
of the curates and indulged; and while I was a hearer of these, I was
a blasphemer and Sabbath breaker, and a chapter of the Bible was a
burden to me; but since I heard this persecuted gospel, I durst not
blaspheme nor break the Sabbath, and the Bible became my
delight;” on which the town major called to the hangman—“Cast her
over,” which he immediately did.
Isobel, looking to the crowd from the scaffold, cried out—“Rejoice
in the Lord, ye righteous; and again I say rejoice.” When she went up
the ladder, “O! be zealous, sirs; be zealous! Love the Lord all ye his
servants; for in his favour there is life. O! ye his enemies, what will ye
do—whither will ye fly? for now there is a dreadful day coming on all
the enemies of Jesus Christ. Come out from among them all ye that
are the Lord’s own people;” then added, “Farewell, all created
comforts! farewell, sweet Bible! in which I delighted most, and which
has been sweet to me since I came into prison. Now, into thy hands I
commit my spirit, Father, Son, and Holy Ghost!” And while these
words yet trembled on her lips, she was launched into eternity. In
order to imbitter their punishment, they were hanged along with five
other women for child murder. The latter were attended by a curate,
who gave them every consolation, but upbraided their virtuous
companions in suffering in the most opprobrious terms as traitors.
Within a few days, John Murray, in Borrowstounness, Christopher
Miller, weaver, Gargunnock, and, on March 8th, William Gowgar,
Borrowstounness, with Robert Sangster, a Stirlingshire man, were
found guilty by a like speedy process, and hanged together in the
Grassmarket on the 11th, except Murray, who was reprieved.[133]
Their testimonies embraced the same topics, and were in every
respect similar to those of their worthy predecessors who had
vindicated the religious and civil liberties of their afflicted country at
the expense of their lives. Gowgar was rather more harshly used
than the rest. Some heads of an intended speech, written on a small
slip of paper, having fallen out of his Bible in the council chamber,
whither he had been taken just before being led to the gallows. After
some of the councillors had read it, they ordered the executioner to
tie his arms harder than usual, so that he could scarcely climb the
ladder; and when he began to speak, the drums were immediately
commanded to roll; nor would they even allow him to pray.
133. Murray had presented a petition to the Duke of York disowning king-killing
principles, which concluded rather strangely, considering the person to whom
it was addressed:—“For I declare I am no papist, and hate and abhor all
these jesuitical, bloody, and murdering principles.” When this was read in
council, Murray was asked who drew it, and with much difficulty was induced
to name Mr Spreul. Spreul was thereupon immediately called, and being
interrogated, asked to see the paper. This reasonable request was not
complied with; but York rose and imperiously demanded—“Sir, would you kill
the king?” Spreul, turning to the Chancellor, said—“My lord, I bless God I am
no papist. I lothe and abhor all these jesuitical, bloody, and murdering
principles; neither my parents nor the ministers I heard ever taught me such
principles.” York frowned; and Spreul afterwards suffered for his freedom of
speech, but Murray appears to have benefited by the business, for he was
afterwards pardoned as being “misled rather than malicious.”
Adam Urquhart, laird of Meldrum, having been accused, and

offered to be proved guilty of the most exorbitant oppression, the
council, to mark their sense of such conduct, renewed his former
commission with additional powers, for searching out and
apprehending all who had not taken the bond, or who had been at
Bothwell or harboured any who had been there. As a specimen of
the manner in which such searches were carried on, I give the
following:—Thomas Kennoway, one of the king’s guards, came to
the parish of Livingstone with a party late on Saturday, 19th March,
pretending that he had orders—for he produced none—to apprehend
such as had been concerned in the Bothwell rising. Having tampered
with the neighbours to procure a list of such as had been engaged,
he at last obtained the name of one young man who lived with his
father and brother in a small house near a moss, which the party
entered; and after smashing and destroying the furniture, under
pretence of searching for arms, Kennoway cursed the father for an
old devil, and swore “he would hang him at the tae end of a tow an’
his son at the t’ither;” and carried them all off along with him. When
they had marched some little way, Kennoway suffered the old man
and one of his sons to return, and proceeded with the other to a
hamlet at a considerable distance to search another suspected
house. When he alighted here, he obliged his prisoner to take off his
coat and cover his horse with it, in a cold stormy night, till the poor
fellow could scarcely stand with shivering. The person they were in
search of escaped out at a window in his shirt, and in this state ran
nearly a mile before he obtained shelter. Meanwhile the party took
away his father in his stead. They made a third attempt the same
night upon a fresh steading, still dragging their captives along with
them, but missed their prey.
Having spent the night in rioting, early on the Sabbath morning
they came to Swine-abbey, a public-house properly so called, and
having procured lights, “Kennoway,” says honest Wodrow, “swore
bloodily he feared they had brought the wrong man;” and the
prisoner peremptorily denying that he had been at Bothwell, two of
the soldiers were despatched to bring “the old dog” and the other
son. But by this time the young dog had got out of the way, and the
old one, through terror and maltreatment, was so ill that he could
neither ride nor walk. The troopers brought some women to bear
witness to the fact, and also that the prisoner was not the person
mentioned in their list. Chagrined at their disappointment, the valiant
Kennoway and his party endeavoured to drown their mortification in
“eight pints of wine and brandy, for which he swore the prisoners
should pay.” Thus passed the Sabbath. On Monday he held a court,
fined the old man in eight dollars, forced an heritor in West Calder to
give him a bond for five hundred merks, and committed many other
extravagances, of which the sufferers durst not complain, and for
which there was no redress. The young man was allowed to depart;
but in consequence of his harsh treatment, fevered, and died within
a few days.
Such burlesque courts now became common with the military, who
carried them to the most extravagant length. Cornet Graham, who
appears to have infested several parishes, held one at Dalry in the
beginning of the year, to which all men and women above the age of
sixteen, were summoned. Those who appeared were ordered to
declare upon oath whether they had ever been at any field-meetings
or countenanced any who frequented them, and whether they were
married or got any infants baptized by field-preachers. The infamous
Grierson of Lag was also particularly active in holding others in
Dumfries and Galloway, where great numbers of the inhabitants
were put to much expense, besides loss of time and damage to their
various occupations.
Some estimate may be formed of the extent of the wanton
extortion experienced by the most industrious part of the community
at this period, when it is recollected that not only all whom the
curates and clergy chose to denounce as guilty of “horrid contempt
of the law,” but all against whom they had the smallest grudge and
chose to name as witnesses of the contempt of others, were brought
from their homes, week after week, and kept dangling after their
court diets. The case of Mr James Aird of Milltoun will furnish an apt
illustration. While residing at Kilmarnock upon a very stormy
Sabbath, the church being very thin, one Carnegie, the curate, at the
close of his afternoon’s sermon caused the kirk doors to be locked,
and the names of the heads of families, parishioners, called over,
and all the absentees marked on purpose to be fined—an excellent
method of procuring attendance on rainy Sundays in country
parishes. Mr Aird was not only fined on this occasion, but was
brought before the justiciary shortly after, when fifty-five witnesses
were examined in order to prove his accession to Bothwell, not one
of whom could say a word about the matter; and much as they were
inclined to strain every point to get him forfeited, all failed, and he
was liberated. Yet was he forced to compound with the Laird of
Broich, who, on pretext of alleged converse, had got a gift of his
moveables, besides paying upwards of three hundred merks in
expenses before the justiciary. Nor did this terminate his sufferings;
ere three short months elapsed, parties were anew sent in pursuit of
him; and he was, after sleeping in the open fields upwards of forty
nights forced to abscond for several years, leaving his house and
effects to the mercy of the plunderer.
There is something truly diabolical in first torturing a suspected
person to force a confession of crime, and then producing this
confession in a criminal court, and upon it, without any other
evidence, condemning a man to die; yet such a practice was now
attempted to be introduced by Sir George Mackenzie, in order to
reach the lives of the persecuted. Before Mr Spreul was recovered
from the effects of his torture, the Lord Advocate served him with an
indictment; and an extrajudicial examination of several witnesses
took place before some of the councillors, against which the prisoner
protested; yet although both threatened and cajoled, their evidence
appeared so defective, that proceedings were delayed, though the
Duke of York pressed his immediate trial, “alleging they were at
much pains about poor country people, but Mr Spreul was more
dangerous than five hundred of them.” At length, June 10, he was
brought before the court upon a new indictment, “charged with
treason and rebellion, corresponding and being present with the
rebels at Bothwell, also keeping company and corresponding with Mr
John Welsh and Mr Samuel Arnot, the bloody and sacrilegious
murderers of the late Archbishop of St Andrews”—it being now the
custom to accumulate in the indictment a number of charges which
the public prosecutor himself knew to be false, and did not even
intend attempting to prove.
The panel was assisted by some of the first advocates at the bar—
Sir George Lockhart, Mr Walter Pringle, Mr James Deas, Mr
Alexander Swinton, and Mr David Theirs. It was contended by his
counsel, that he could not now be put upon his trial, or, in legal
language, “pass to the knowledge of an inquest,” because, being
examined before the council for the same crime, and having denied
the same, and thereafter being tortured two several times, persisted
in his denial, he cannot by the law of this and all other nations be
impanelled nor condemned for that crime upon any new probation.
The reply of the Lord Advocate was indeed worthy of himself:—“A
denial upon torture cannot infer absolute liberation, since no man’s
obstinacy should be of advantage to him—that were to make
disingenuity a remission, and tempt criminals to conceal truth; nor
does torture, in law, import any more than a presumption of
innocence—and, in law, presumptions may be taken off by clear
probation. Were torture to preclude future probation, it will follow, that
either crimes must be left undiscovered by not putting suspected
persons to torture, or criminals be absolved and suffered to go
unpunished, by wanting after opportunities of leading just probation
against them. The most that can be pleaded in law, is, that no man
can be tried upon the principal and chief points for which he was
tortured; but the panel was never tortured upon the grounds he is
now to be tried upon; besides, he neither cleared himself nor
satisfied the judges, but continued in one insuperable obstinacy. Nor
was it necessary to examine him respecting his accession to the
rebellion since it can be proven that previously to his torture he
confessed the crime.”
Sir George Lockhart offered to prove that the panel was tortured
twice most violently upon the very crime; that it is the opinion of all
lawyers, when once torture is used, it excludes all other probation,
even although there should afterwards appear the fullest evidence
against the accused; for, were it not so, double punishment would be
undergone—and the practice of this nation has been exactly
agreeable thereto. In the year 1632-33, John Toshach being pursued
as guilty of statutory treason for wilful fire and burning the house of
Frendraught, the panel being interrogated, not upon the whole fact,
but whether he entered into the vault with a candle that night the
house was burnt, and upon this subjected to torture and denied it.
The process was prolonged from August to November, and then to
February. His majesty’s advocate urging a new probation, and the
panel’s lawyers advancing his torture as a defence, the lords of
justiciary sustained it.
Sir George Mackenzie then consented that it would be sufficient
for the panel to prove that he was tortured upon this very point by
command of the council, and produced the commission. Sir George
Lockhart said he did not mean to accuse the committee appointed by
the council of illegal procedure by acting in opposition to their
commission; but it is certain the panel was interrogated upon the
crimes libelled, and his answers drawn up as his confession. The
lords repelled the defence, founded upon the torture, inasmuch as
the commission of council did not warrant the prisoner’s being
questioned upon any of the crimes mentioned in the indictment, and
adjourned the trial till the 13th.
At this sederunt several witnesses were examined, but none of
them brought the facts home to the prisoner, and the Lord Advocate
adduced his alleged confession in presence of the council as a
corroborative evidence. Sir George Lockhart argued that the
pretended confession before council could not be received, for it was
not acknowledged nor signed by the panel, besides being
extrajudicial and not taken before a competent judicature. The king’s
advocate offered to prove by witnesses that the confession was read
to the panel, and he could not disown it; his contumacy, therefore,
ought not to be of any use to him, unless one crime was brought
forward to defend another. Yet, following the merciful example of the
king, his master! and being unwilling to stretch any debateable point,
he only adduced this confession against the panel as an adminicle
and a presumption, joined with other pregnant grounds,—and what
can be stronger? Writs may be forged, witnesses may be false, but a
man will never confess untruly to his own hurt, and therefore a
confession, even before an incompetent tribunal, unless the
confessor can show what made him err. Then assuming, what does
not appear plain upon the record, his presence and converse with
rebels, he proceeds—“all that is wanting is, whether it was with a
criminal intention, of which his own confession must be owned the
most solid evidence.”
Sir George Lockhart insisted that there could not be one instance
produced of a confession importing forfeiture of life and estate not
signed by the person, or judge, if he cannot write; that in pecuniary
matters the bare verbal confession would not be admitted to be
proven by deposition of witnesses for one hundred pounds Scots—
and would it be admitted in a matter of life and fortune? The lords
“refused to sustain the confession to be proven by witnesses as a
mean of probation, either plenary or adminiculate.”
The advocate, as a last forlorn hope, moved “that the panel be
interrogated if he thinks the being at Bothwell Bridge rebellion?” The
panel answered, that he conceives that he is not obliged to answer,
because it is not the crime libelled, and he may as well be
interrogated upon any other point of treason. The lords having,
however, put the question, the panel answered, “that was no part of
the libel, and his future life should witness him to be both a good
subject and a good Christian.” The prosecutor now declared his
proof closed, and protested for an assize of error in case the inquest
assoilzie the panel. The jury were then enclosed and ordered to
return their verdict next day, which they did in the following terms:
—“The assize having considered the depositions of the haill
witnesses led against John Spreul, una voce, find nothing proven of
the crimes contained in the libel which may make him guilty.”
What follows marks as much almost as any deed of the times the
tyranny of the government and the servile prostitution of justice at
the fountainhead. When Spreul and his procurators, upon his
acquittal, took instruments and craved that he might be liberated, his
majesty’s advocate produced an act of council previously prepared:
—“Edinburgh, June 14, 1681. The council give order and warrant to
the justices, notwithstanding of any verdict or sentence upon the
criminal dittay lately pursued against John Spreul, to detain him in
prison until he be examined upon several other points they have to
lay to his charge.” Mr Spreul was accordingly remanded to jail; and
such was the persevering greed of his rapacious persecutors, that,
on the 14th of July, he, together with a William Lin, writer in
Edinburgh, was brought before the privy council for being at field-
conventicles. They were both accused of having at least heard
Presbyterian ministers preach when some of the congregation were
without doors, and likewise of resett and converse with
intercommuned persons; and the truth of the accusation being
referred to their oaths, because they would not swear, they were
both found guilty, and each of them fined five hundred pounds
sterling and sent to the Bass. Mr Spreul lay there six years, whence,
“from his long continuance in that place,” Wodrow adds, “he has yet
the compellation of Bass John Spreul, whereof he needs not be
ashamed.”[134]
134. This unusual severity was said to have been occasioned by Mr Spreul’s
rather imprudent answer; but as York repeatedly and voluntarily was present,
and appeared much interested in such spectacles, it would appear the
natural unfeeling disposition of the tyrant was stimulated by the horrible
maxims of his religion.
Mr Blackadder was seized in Edinburgh on Tuesday, April 5, and

has left the following account of his apprehension, so characteristic
of the manners of these satellites of prelatic domination, that I give it
at length:—“The party came to his house before he arose. His
daughter and servant were up expecting the Borrowstounness
carrier, who had promised to come that day. About five or six o’clock,
one knocked softly at the hanging gate. She looked through a hole in
the door and spied a man with a grey hat, and thought it had been
the carrier, who was there the night before with a grey hat of
somebody’s on his head. She opened the door, but it proved to be
Johnstoun the town-major, with a party at his back, who came into
the hall, and asked, ‘If there were any strangers in the house.’ She
said, ‘No.’ Yet he came to the chamber where her father was lying,
putting the end of his staff to the side of the curtain, and then went
up stairs to the gallery where the minister used to stay, and found
only his son lying in the bed, and came down again to his chamber,
saying to the minister’s wife, ‘Mistress, desire your husband to rise.’
He looking forth out of the bed, said, ‘How, now, major, is that you? I
am not surprised, but where is your order?’ The other said, ‘You are
only to rise and come down to a friend in the Canongate.’ ‘Well,’ said
the minister, ‘if I were dressed, I am ready.’
“Meanwhile he spoke gently to his men to wait on the prisoner, but
he himself went quickly to Dalziel in the Canongate; upon which and
other presumptions, the minister conjectured he had no order at the
time, except privately from Prelate Paterson, till after he was taken;
for he did not take him out of his house till he returned. After he
returned, the minister calling for a drink, sought a blessing, and
caused give them all a drink, and went forth; his wife being very
sickly, yet behaved more quietly than he could have believed. It was
observable that such a wicked person as the major was, who used to
swear and domineer in all such cases, did at that time carry most
calmly, as all the party did, not one menacing word being heard. The
major took him down the Cowgate, himself on the one hand, and the
minister’s son Thomas on the other, the party following, and brought
him to Dalziel’s lodgings, near the foot of the Canongate. The major
went first, the minister following. Dalziel himself opening the door,
the major told him he had brought the prisoner. Dalziel bade him
take him to the guard. The minister stepping up stairs, said—‘May I
speak a little?’ at which he rudely raged, ‘You, sir, have spoken too
much; I would hang you with my own hands over that outshot.’ He
knew not yet who he was, nor what was laid to his charge till
afterward, as the minister perceived by a strange alteration in his
calmness to him when he came to the court at twelve o’clock, at
which time he was called.
“His examinators were, the Duke of Rothes, chancellor; the king’s
advocate, Sir George Mackenzie; General Dalziel; and Bishop
Paterson of Edinburgh. In answer to questions from the Chancellor,
he acknowleged he was a minister at Troqueer, in Galloway, since
1653. ‘Did you excommunicate the king? or was you at Torwood at
the time?’ ‘I have not been at Torwood these four years.’ ‘But what
do you think of it? do you approve of it?’
“Perceiving that many such extraneous questions concerning his
thoughts and judgments of things might be asked, and being
resolved to make a stand at first, he shunned declaring his inward
sentiments, and answered—‘Though I be as free to answer to that
as to all the former, yet I must tell you I came here to give account of
my judgment to no man; therefore, seeing this is an interrogating of
me about my thoughts, I humbly beg to be excused. Produce a libel,
and I’ll endeavour to answer it as I can.’ On this point he was
repeatedly interrogated by the Chancellor and the Advocate, but to
no purpose.
“‘But do you approve of taking the king’s life?’ ‘No, I do not, and no
good man will.’ The Chancellor said, ‘Sir, you have done yourself a
favour in saying so. But we hear you keep conventicles since the last
indemnity?’ ‘I need not ask what is meant by conventicles, seeing
that term has been frequently applied to our preaching who are
ministers of the gospel, and under the strictest obligation to exercise
our ministry, as we shall be answerable at the great day. My lord, I
have the honour to be lawfully and duly called to the sacred function,
and am bound to exercise that office, which I ever did and still do
account my duty, abstracting from all indemnities whatever.’ ‘But you
have preached in the fields, that is, on moors and hill sides? I shall
not ask you if you have preached in houses or not, though there is
not liberty even for that.’ ‘I place no case of conscience, nor make
any difference betwixt preaching in houses or in the fields, but as
may best serve the convenience of the hearers; nor know I of any
restriction lying on me from the word of God, where I have my
commission, which reaches to houses and fields, within and without
doors.’ ‘You know, and no doubt have seen, the laws discharging
such preaching?’ ‘My lord, no doubt I have; and I am sorry that there
ever should have been laws and acts made against preaching the
gospel.’ ‘Not against preaching the gospel, but against sedition and
rebellion.’ ‘I preach no sedition or rebellion.’
“Then the Lord Advocate rose out of his place and came to the
prisoner, and courteously asked him, why he answered not more
clearly to the Chancellor about the excommunication, and alleged he
was straitened. To this insidious query, Mr Blackadder replied, ‘I am
noways straitened or confused about that; but I do of purpose shun
to answer such interrogatories as require me to give account of my
thoughts and judgment about persons or practices, not knowing how
many such questions may be put, or what use may be made of
them; and I am here only to answer for matters of fact that concern
myself.’ Then intending to speak somewhat more, he craved liberty
to be heard; to which the Chancellor replied, ‘You have leave to
speak, if you speak not treason;’ but immediately rose and went out
with the other two, it being near one o’clock, their dinner hour.
“Before the next examination, he sent his son to tell Colonel
Blackadder, a cousin of his, who went and informed General Dalziel,
whose comrade he had been in the wars, of the prisoner’s relation to
the house of Tulliallan, with which Dalziel also was connected. The
examination consisted only of a few trifling questions, and passed
smoothly. At two o’clock on Wednesday, Captain Maitland, who was
on the guard, told the prisoner he was to carry him up to the council
at three, and desired him to be ready. When the Duke went to the
council, he, Mr Blackadder, was ranked among three rank of
musketeers in Captain Maitland’s company, who marched him up the
rear of the life-guards who attended the Duke up streets. When he
came to the Parliament Close, the captain sent four soldiers to wait
on the prisoner in an outer room till he should be called. There he sat
from three till five o’clock, when the council rose. He was not called,
which he marvelled at; but sent his son Thomas to inquire what word
was concerning him, who answered he believed he was sentenced
to the Bass. On the morrow he was sent off. When they reached the
Fisherrow, they observed a gathering of people upon some occasion
or other at the end of the town, upon the green, which, when the
captain perceived, he took the alarm, apprehending it might be a
design to rescue the prisoner. Upon this he came to the minister, and
said, ‘If these people attempt to rescue you, you are a dead man; for
upon the first attack, I will shoot you through the head.’ The minister
said he knew nothing about it, and did not believe there was any
such design. They came to Castleton over against the Bass about
three afternoon. The prisoner dined the whole party there! and after
dinner two of them went over with him in a boat to the rock; and he
was delivered to the governor of the Scottish Bastile about five
afternoon, on Thursday, April 7, 1681, after he had laboured in the
work from 1662, when he was cast out in many and divers places in
the land under continual persecution, manifold hardships and
hazards, till he accomplished the service appointed by his master.”
Mr Gabriel Semple, son of Sir Bryce Semple of Cathcart, minister
of Kirkpatrick-Durham in Galloway, an able associate of Blackadder
and Welsh, particularly obnoxious as being one of the first who took
to the fields, was in July this year seized in the house of Sir Patrick
Hepburn of Blackcastle, at Oldhamstocks, and liberated upon giving
bond to appear when called for, under a penalty of ten thousand
merks. When seized, he was labouring under an ague and unable to
ride, yet would not the council dispense with his presence; but
procuring the accommodation of Lady Stevenstoun’s calash, he was
able to perform the journey, accompanied by his nephew. On his
arrival, he was lodged in the Canongate jail, where he lay for a short
time. When called before a committee of council, his petition was
read to him, and he was called to acknowledge it; but the clerk, in
reading, had added some strong expressions, disavowing the
principles for which Mr Semple was suffering, in hopes that he would
disclaim it. This he afterwards found had been done on purpose to
extort money from him, (but Lord Maitland, who was one of the
number, was very friendly.) When asked if he owned the supplication
after it was read, he requested a sight of the paper; and observing
that the paper itself had not been altered, he returned it, saying that
that paper was the very same he had written and given in; upon
which he was dismissed without being required to renew the bond,
and shortly after he withdrew to England.
His host, however, did not escape so easily. He was brought
before the council and fined in the sum of two hundred pounds
sterling, and imprisoned till he found caution to pay it.
Cargill had nobly kept the field, after all his brethren had retired to
safer stations, and his ministry had been greatly blessed. In
consequence, he had become an object of more eager pursuit; but
the Torwood excommunication had raised the malignant passions of
the persecutors to a degree of virulent animosity beyond what can
be imagined or accounted for by those who consider the transaction
an object of contempt; and a reward of five thousand merks was
offered for his apprehension. He delivered his last sermon upon
Dunsyre Common, from Isaiah xxvi. 20. “Come, my people, enter
thou into thy chambers, and shut thy doors about thee: hide thyself
as it were for a little moment, until the indignation be overpast.” That
night, through the persuasion of Messrs Smith and Boig, he went to
Covington-mill, where he was seized, together with his two
companions, by James Irvine of Bonshaw, who exclaimed with
satanic glee—“O blessed Bonshaw! and blessed day that ever I was
born! that has found such a prize this morning.” At Lanark, they
procured horses, and placing the prisoners on their bare backs,
Bonshaw with his own hands tied Mr Cargill’s feet below the animal’s
belly, painfully hard. “Why do you tie me so hard?” said the
venerable saint; “your wickedness is great; you will not long escape
the just judgment of God.”[135] Fearing a rescue, they pushed on for
Glasgow as fast as they could. When near the city, they turned him
on his horse, and led him in backward. They halted at the tolbooth till
the magistrates came to receive them. Multitudes flocked to gaze;
and while many stood weeping to see their late revered minister in
such a situation, John Nisbet, a dissolute character, the bishop’s
factor, addressed him tauntingly—‘Mr Donald, will you give us one
word more?’ alluding to an expression Mr Cargill sometimes used in
preaching. The prisoner, looking sorrowfully on him, replied—‘Mock
not, lest your bands be made strong; the day is coming, when you
shall not have one word to say though you would.’ This natural and
serious reproof was received as a prophecy; and Wodrow adds
—“This came very shortly to pass. Not many days after, the Lord
was pleased to lay his hand on that ill man. At Glasgow, where he
lived, he fell suddenly ill, and for three days his tongue swelled; and
though he seemed very earnest to speak, yet he could not command
one word, and died in great torment and seeming terror. Some yet
alive know the truth of this passage.”[136]
135. Crookshanks adds, “‘And if I be not mistaken, it will seize you in this place.’
And this was verified, for soon after he got the price of his blood; he was
killed in a duel near Lanark. His last words were—‘God damn my soul
eternally, for I am gone.’” Vol. ii. p. 85.
136. Crookshanks says, “Robert Godwin and John Hodge, two Glasgow men who
were witnesses to this, went to visit him. Godwin desired him to write what
kept him from speaking. He wrote that it was a just judgment from the Lord,
and the sayings of the minister verified upon him for his mocking at him; and
if he had the whole world, he would give it for the use of his tongue again.
But he died in great torment and seeming terror.” Vol. ii. p. 86.
Mr Cargill and his fellow-prisoners were brought to the capital, and

on the 15th July examined before the council. Being asked if he
owned the king’s authority and the king as his lawful prince, he
answered, as the magistrates’ authority is now established by the act
of parliament anent supremacy and the explanatory act, he denied
the same. When pressed to say explicitly if he owned the king as his
lawful prince, yes or no; he refused to give any other answer than he
had already given, and declined their interference respecting the
excommunication, that being entirely an ecclesiastical matter. He
acknowledged having seen Balfour, Henderson, and Russell, within
the last two years, but knew nothing of their intentions before the
deed—i. e. the archbishop’s death—was done. A copy of the sermon
alleged to have been preached by him at the Torwood, was
produced—so vigilant were their spies in procuring information—and
he was asked if it was a true copy. He desired time to consider
before he answered. He owned the lawfulness of defensive arms in
case of necessity, and did not consider those who were at Bothwell
rebels, but oppressed men; and refused to say whether he was there
or at Airs-moss. He did not see the Sanquhar declaration till after it
was proclaimed, but refused to say whether he had any hand in
advising it or not; and with regard to the principles it contained,
would give no opinion rashly. He further declared he could not give
his sense respecting the archbishop’s death, but that the Scripture
says that the Lord giving a call to a private man to kill, he might do it
lawfully, and instanced Jael and Phineas—thinks he is not obliged to
obey the king’s government as it is now established by the act of
supremacy. He was repeatedly before the council, but varied nothing
in his declarations.
Mr Walter Smith, though young in years, was an eminent Christian
and an excellent scholar. He had studied abroad under Leusden,
who highly esteemed him; and when he heard of his martyrdom,
burst into weeping, and said in broken English—“O! Smit, great,
brave, Smit; b’yond all as ever I taut.”[137] He declared he did not
think it lawful to rise in arms against lawful authority, but could not
acknowledge the present authority the king is invested with, as being
clothed with a supremacy over the church. The Sanquhar declaration
being read, he owned it, with this explication, that he did not look on
those who composed it as the regular representatives of the
Presbyterian church; he thought what the king had done, justified the
people in revolting against him, but as to declaring war, he did not
know if they were called or in a capacity to declare war; and thinks
that they thereby intended only to justify the killing of any of the
king’s forces in their own defence, when assaulted, otherwise it
might have been esteemed murder. As to these words where the
king is called an usurper and a tyrant, he knows certainly the king is
an usurper, and wishes he were not a tyrant.
137. He wrote several tracts; one on Fellowship Meetings, and another on the
Defections of the Times, which were highly esteemed; neither of which have I
seen.
James Boig, also a student of divinity, a young man of talent and

piety, was examined upon the same points, and bore testimony to
the same truths.
William Thomson, a farm-servant in Fife, apprehended when
coming from hearing sermon at Alloa, in a testimony, most admirably
written, considering his situation in life, coincided with his minister
—“I was before the year 1679,” said he, in that paper, “running away
with the rest of this generation to God-provoking courses.” “Now I do
with all my heart bless the Lord for his wonderful workings with me,
since he began with me. I think when I look on his dealings since
that time till now, I must say that I am a brand pluckt out of the fire.
O! that my heart and soul could praise him for all that he has done
for me; and now I am content to die a debtor to free grace!” He then
declared his adherence to the Scriptures, to the Covenants, National
and Solemn League, and to the Directory for Worship; and, “in the
last place, bore his testimony to the cross of Christ, as the only
desirable upmaking and rich lot of the people of God this day in
Scotland.” “There is no better way,” he added, “to carry the cross
right, than to cast all our care upon Christ, and trust him for all
things, and use our single endeavours in this matter; speak what he
bids us, and obey his voice in all things.”
William Cuthil—a seaman belonging to Borrowstounness, who
suffered at the same time—struck fairly at the root of the mischief—
the recalling of the Stuarts, which indeed was the first grand step of
backsliding by the honest people in Scotland, and not more
inconsistent in a religious than totally unaccountable in a rational or
political point of view—“The admitting Charles Stuart to the exercise
of kingly power, and crowning him while they knew he carried heart
enmity against the work and people of God, and while in the mean
time there was so much of his treachery made known to the
parliament by his commissionating James Graham, Earl of
Montrose, to burn and slay the subjects of this kingdom, that would
not side with, or would withstand, him in the prosecution of his
wickedness.” Another point in his testimony was equally just; it was
“against that unparalleled practice of ministers in quitting their
charges; and that which doth more aggravate their guilt, at his
command who had no power to act, nor right to be obeyed, either in
that or civil things, seeing he hath unkinged himself.”
Had the whole ministers in Scotland and England individually
refused to move till the people themselves had desired them, it is
more than probable that they never would have been ejected. It was
the great anxiety evinced, during their primary negotiations with
Charles, by each party and separate section to engross the whole of
the royal favour for themselves, that laid the foundation of his
tyranny, and cast into his hands a power which enabled him to
overthrow the constitution of this country;[138] and their at once
yielding to their own illegal ejectment confirmed it. If there be primary
principles of government, founded upon the constitution of our
nature, and, like the doctrines of revelation, suited to the necessities
and the existence of society, no power on earth has a right to uproot
or destroy them, more especially if planted with the genera] consent
of a nation; and such were the principles acknowledged, avowed,
legalized, and acted upon by the estates of Scotland at Glasgow,
which were said to be set aside by the act rescissory, but which were
afterwards at the Revolution acknowledged as inalienable; for these
the humblest of the martyrs shed their blood, and their sufferings
have only been decried by those who allege that Christian privileges
and civil privileges can be separated, or who suppose that a man
can enjoy rational freedom, while he is not allowed to worship God,
except in the manner prescribed by the state.
138. I believe, however, he owed much to the perverted education of the nobility,
and the contracted tutelage of the influential middle ranks. It appears to me
that the excellent men who superintended their studies, were more anxious
to instil into their young minds party principles than practical truths; and
likewise that the Presbyterian teachers, in their anxiety to keep aloof from the
lax morals of the cavalliers, acted with a severity which alienated the
affections of their pupils from themselves and their opinions.
In one instance, the Duke of York showed something like a respect
for these principles. A wild sect had originated with John Gib, a sailor
in Borrowstounness, named “the sweet singers,” or “the Gibbites,”
from their leader. These retired to solitary places, burned the
covenants, denied the king’s authority, refused to pay taxes,
disowned the division into chapters and verses of the Old and New
Testaments, the Psalms in metre, also the names of the months and
days of the week, fasted long in the immediate expectation of the
end of the world, and with curious inconsistency were constantly
singing the penitential Psalms. Such at least were some of the
charges against them; but when a number were apprehended and
lodged in the Canongate tolbooth, they were after a short
confinement dismissed, merely upon enacting themselves to keep
the peace.
Far different was the treatment of the five worthies above
mentioned. On the 26th of July, after a form of trial, they were all
found guilty of treason, and ordered to be hanged next day, the day
before parliament met. Mr Cargill came first. “As to the cause of my
suffering,” he said, “the main is my not acknowledging the present
authority, as it is established in the supremacy and explanatory act.
This is the magistracy that I have rejected that was invested with
Christ’s power.” “It is long,” said he, in the declaration which he left,
“since I could have ventured on eternity through God’s mercy and
Christ’s merits, yet death remained somewhat terrible; now that is
taken away; now death is no more to me than to cast myself down in
my husband’s arms. I have been most in the main things, not that I
thought the things concerning our times little, but that I thought none
could do any thing to purpose in God’s great and public matters till
they were right in their conditions.” When he attempted from the
scaffold to address the numerous assemblage, he was thrice
interrupted by the drums, yet was he not discomposed. “Ye see,”
said he, with a smiling countenance, “we have not liberty to speak, or
to speak what we would; but God knoweth our hearts; be not
discouraged at the way of Christ and the cause for which I am to lay
down my life, and step into eternity, where my soul shall be as full of
him as it can desire to be. And, now, this is the sweetest and most
glorious day that ever my eyes did see.” “The Lord knows I go up
this ladder with less fear and perturbation of mind than ever I entered
the pulpit to preach. I forgive all men the wrongs they have done
against me. I pray that the sufferers may be kept from sin and helped
to know their duty.” He afterwards prayed a little, and the executioner
turned him over praying. The others met death with equal solemn
confidence and joy.
On that same day the Duke of Rothes died; and Wodrow tells us,
“that, as through life, except when pushed on by others, he was
never for severities against Presbyterian ministers; so at his death
he had the advantage of some of them with him. He appeared
concerned upon views of eternity, and the Reverend Mr John
Carstairs waited upon him, and prayed with him—the Duke of
Hamilton and many others of his noble relations being present; and
few were present without being affected very sensibly.” By his death
the office of Chancellor becoming vacant, many of the chief nobility,
in expectation of succeeding him, became more subservient to the
royal Duke, which enabled him to carry his despotic measures with
greater facility than perhaps he could otherwise have done.

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Richard M. Robin, Professor of Slavic Linguistics and International Affairs is the

Karen Evans-Romaine, Professor of Russian, is co-director of the Russian

Galina Shatalina, Professor of Russian, is the Russian course coordinator for

Sixth edition published 2023

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2023 Richard M. Robin, Karen Evans-Romaine, Galina Shatalina

First edition published by Prentice Hall 1994

British Library Cataloguing-in-Publication Data

Library of Congress Cataloging-in-Publication Data

ISBN: 9780367612818 (hbk)

Companion Website: www.routledge.com/cw/golosa

Appendix A: Spelling Rules 487

What’s New to This Edition

1. Redistributed topics. The Sixth Edition redistrubutes aspects of some of the

2. Activities based on the non-instructional Internet. The Russian-language

Голоса Book One  Introduction vii

5. “Can-I-say-it” activities. Students often find themselves miscommuni-

6. Instant reading activities. Like most language textbooks today, ГОЛОСА

viii Голоса Book One  Introduction

Students successfully completing Books 1 and 2 of Голоса will be able to

 Listening. Understand simple conversations about daily routine, home,

 Speaking. Use complete sentences to express immediate needs and

 Reading. Read signs and public notices. Understand common written

 Writing. Write short notes to Russian acquaintances, including invitations,

Голоса Book One  Introduction ix

 Communication. Голоса emphasizes the use of Russian for “real-life”

 Cultures. Students will understand the essentials of “small-c” culture

 Connections. Students will learn, through readings, audio and video

 Comparisons. Through an examination of basic aspects of Russian language

x Голоса Book One  Introduction

 Focused attention to skills development. Each language skill (listening,

 Modularity. Голоса incorporates the best aspects of a variety of methods as

 Authenticity and cultural relevance. Each unit contains authentic materials

 Spiraling approach. Students are exposed repeatedly to similar functions

 Learner-centered approach. Each unit places students in communicative

 Comprehensive coverage of beginning grammar. Communicative goals do

Голоса Book One  Introduction xi

 Phonetics and intonation. Pronunciation is fully integrated and practiced

Textbook and Student Activities Manual Structure

Разговоры для слушания. Students listen to semiauthentic conversations

xii Голоса Book One  Introduction

Вопросы к диалогам. Straightforward questions in Russian, focused on the

Голоса Book One  Introduction xiii

Устные упражнения. In Oral Drills, students practice active structures and

Числительные. Students become familiar with numbers in context and at

xiv Голоса Book One  Introduction

Instructor’s Resource Manual (IRM)

Голоса Book One  Introduction xv