Smarr Publishers
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Classical Studies
A Student’s Companion to
Animal Farm
by Robert W. Watson
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Animal Farm / 1
Introduction to Animal Farm
When George Orwell (a.k.a. Eric Blair) wrote Animal
Farm, the world was catching its breath after several
years of war. The novella is a fable in the sense that
animals in the book talk and act as though they are human
beings. Like Aesop, Orwell was able to pack a lot of
meaning into his story.
All commentators explain that the central purpose of
Animal Farm is to critique the failure of the Soviet state.
Even though he castigates the Soviet version of socialism,
Orwell is an argent socialist himself, who believes that
the socialism in the Soviet Union was a corruption of
Marxist ideals. However, Orwell still believed that
socialism was still the answer to the world’s problems of
misery and oppression. Yet, even though Orwell did not
intend it, Animal Farm is not just a condemnation of the
Soviet system of socialism, or even of totalitarianism in
its fascist, capitalist, or mercantilist manifestations. After all, these systems are not forms of
civil government, but rather economic systems. What Animal Farm demonstrates is the failure
of the political entity called the state. The state as a civil government is unable to offer or to
maintain liberty, because the interests of the state are counter to the interests of liberty.
As Animal Farm will demonstrate, the state is a criminal enterprise. It makes no difference
whether the state is “totalitarian” or “democratic.” One state may be a little less criminal than
another state, but any state will become despotic and oppressive if it is given the power to do so.
The animals in Animal Farm willingly give more power to the pigs (the elite on Animal Farm),
and soon they find themselves in worse conditions than before their “glorious revolution.” One
lesson never learned is when citizens give power to the state to do something for them, they
give power to the state to do something to them as well.
Regarding our own history, most of the founding fathers did not trust the state to be a friend of
liberty. After all, the founders had just finished a protracted war with a despotic British state
and most of these men had no desire to put themselves under another despot. Our founding
fathers tried—but failed—to ensure no American state would ever be formed from the thirteen
independent nations in North America. One of the most vocal of the opponents against the U.S.
Constitution was Patrick Henry, who prophetically states that many prominent men of his day
“…object to this government for its consolidating tendency. This is not
imaginary. It is a formidable reality. If consolidation proves to be as
mischievous to this country as it has been to other countries, what will the
poor inhabitants of this country do? This government will operate like an
ambuscade. It will destroy the state governments, and swallow the liberties of
the people, without giving them previous notice.”
Unfortunately, Patrick Henry was absolutely correct. Unprincipled men began from the
beginning to test the bounds of the Constitution, and the flaws became evident as industrialists
and bankers in New England gained control of the Northern political machines and used their
money to weaken the Constitutional intent.
Today, the political reality of the United States of America is that there is only one state—the
American state. The so-called states like Georgia or New York are not truly states, but rather
are administrative units of the consolidated American state. While George Orwell may have had
2 / Animal Farm
the Soviet Union in mind, Animal Farm is also a concise history of the United States starting
with liberty (War of Independence), to the consolidation of power (under John Marshall, Henry
Clay, and Abraham Lincoln), to the mass executions of those who would not submit to the state
(conquest of the Confederate States of America, the plains Indians, and the Filipinos), and
ending with its final despotism (twentieth century). Instead of being slaves to the state, to the
banks, and to the international corporations, perhaps it is time for Americans to try liberty
again.
ROBERT W. WATSON
Animal Farm / 3
Animal Farm
Lesson One
1.1 Vocabulary
preliminary adj.
vivacious adj.
elaborate v.
expound v.
1.2 Vocabulary Recognition
1. Snowball was a more _______________ pig than Napoleon, quicker in speech and more
inventive.
2. And then, after a few _______________ tries, the whole farm burst out into Beasts of
England in tremendous unison.
3. [The pigs] held secret meetings in the barn and _____________(ed) the principles of
Animalism to the [other animals].
4. [Snowball, Napoleon, and Squealer] had _________________(d) old Major’s teachings into
a complete system of thought, to which they gave the name of Animalism.
1.3 Reading Assignment: Animal Farm, chapters 1–2
1.4 Recall Questions
1. Why were the animals willing to lose an hour of sleep in order to come to a meeting?
2. According to Major, what was the nature of the animals’ lives?
3. What is the reason Major gives for the animals’ continuing to live in their miserable
condition?
4. What is the only creature that consumes without producing.
5. What is the name of the song that Major remembered in a dream?
6. On the farm, who were considered the most clever of animals and upon whom the task was
given to teach about and to organize for the coming revolution?
7. Napoleon, Snowball, and Squealer reduced the ideas of Major into a philosophy, which they
called what?
8. What does Moses the raven represent, and what is his Sugarcandy Mountain is a symbol
for?
4 / Animal Farm
9. What was the incident that began the rebellion on the farm?
10. Regarding the house, what resolution was passed?
11. When the animals returned from the hayfield, what was missing?
1.5 Critical Thinking
 How does the song “Beasts of England” serve as propaganda? Why is propaganda a useful
tool of the state for social control? Discuss.
 Consider Major and his doctrine of rebellion. You perhaps noticed that Major did not have
“a miserable life.” Indeed, the old pig admits that he was “lucky.” Is Major a hypocrite, who
plants the seeds of rebellion after he had a good, long life and knows that he will not suffer
from the consequences of casting aside the established social, political, and economic
order? What was his motive for sowing his seeds of discontent? What does the Bible teach
about “contentment”? Discuss.
 What are some of the traits of the “common” animals, and how does their naivete play into
the hands of the leaders of the revolution? How is the “common” working class used by the
American state today? Discuss.
1.6 Bonus Thoughts
 Rebellion verses Resistance: Important for understanding a Biblical response to tyranny is
knowing the difference between rebellion and resistance. In Proverbs 17:11, you will find
rebellion is an evil act: “An evil man seeketh only rebellion: therefore a cruel messenger
shall be sent against him.” Indeed, nowhere in the Bible will you find rebellion tolerated at
all. The Lord God considers rebellion to be the same as witchcraft, which is a capital
offense under the law of God in the Old Testament (1 Samuel 15:23 and Exodus 22:18). On
the other hand, resistance to evil is honorable. The Christian is commanded to resist the
Devil, the father of all lies. The early Christians never rebelled against civil governments,
but they did resist the evil in them, even as early as Acts chapter 4 when Peter and the
apostles were commanded not to speak in the name of Jesus. God has established limits on
civil government, whose only authority is to maintain justice (Romans 13:1–6). Being the
guardian of justice is the sole purpose of civil government. However, whenever civil
government exceeds or ignores its proper limitations and becomes the champion of evil—in
other words, a criminal enterprise—then no one is obligated to obey its laws. Nevertheless,
even resistance to evil may have some unpleasant consequences, particularly when resisting
criminals.
 Status quo: The American Declaration of Independence recognized the importance of
maintaining the status quo. Indeed, even if the injustices of a civil government are
egregious, these abuses of power may not be enough to establish another government. The
Declaration states in part, “Prudence, indeed, will dictate that governments long established
should not be changed for light and transient causes; and accordingly all experience hath
shown that mankind are more disposed to suffer, while evils are sufferable than to right
themselves by abolishing the forms to which they are accustomed.” In other words, the
status quo, or the way things are at the moment, enjoys the presumption, and therefore
should not be replaced unless there is something better to replace the way things are. This
Animal Farm / 5
presumption is not an acknowledgement that the status quo is right or even moral. However,
the presumption does mean that the way things are currently occupy the ground and must
stand until the status quo becomes so deficient as to allow something else to take its place.
The problem with rebellion is it is fostered by discontent, and this discontent fails to give
rise to a plan that will be better than the status quo. You will note that while the animals
changed the status quo with violence, they possessed no plan that was better than the rule
under Mr. Jones. The status quo may indeed require changing, but we must be sure that we
have something to take its place that will be better that the way things are.
 State verses Nation: A recurring principle in the Bible is God creates nations, while evil
men create states (or empires). In addition to this, God always divide nations by language
and custom, while evil men always consolidate nations by force. The state is a man-made
contrivance which uses coercion and intimidation to ensure obedience to its will. On the
other hand, a nation is a people who share a common culture and history, and generally
order their affairs through co-operative efforts, because the people have a commonality of
purpose. .
6 / Animal Farm
Animal Farm
Lesson Two
2.1 Vocabulary
dole v.
parasitical adj.
indefatigable adj.
fortnight n.
2.2 Vocabulary Recognition
1. Regarding his organizing various Animal committees, Snowball showed himself to be
______________, working tirelessly.
2. Every mouthful of food was an acute positive pleasure, now that it was truly their own food,
produced by themselves and for themselves, not ______________(d) out to them by a
grudging master.
3. The neighboring farmers laughed at the idea of animals working a farm and believed the
whole affair would end shortly within a ______________, or no better than half a month.
4. With the worthless _________________ human beings gone, there was more for everyone
to eat.
2.3 Reading Assignment: Animal Farm, chapters 3–4
2.4 Recall Questions
1. Due to their “superior” knowledge, who assumed the leadership role at Animal Farm?
2. What was Boxer’s personal motto?
3. While the animals understood how to vote, only the pigs were “clever” enough to present
what?
4. While Benjamin was able to read well, why did he not read often?
5. Since so many of the animals were unable to memorize the Seven Commandments, what
maxim did Snowball create, which embodied the essential principle of Animalism?
6. What explanation did Squealer give for the reason why the milk and apples had to be
reserved for the pigs?
7. Why were the pigeons in the “wildest excitement” on one October day?
8. Which of the animals fled from battle in order to hide after Jones fired his pistol?
Animal Farm / 7
9. What award did the sheep that died in the battle receive?
10. What did the animals do with the pistol that was abandoned by Jones?
2.5 Critical Thinking
 As consolidation of power begins under the pigs, what “rituals” appear? What is the purpose
of these rituals? What rituals are used by the American state and what are their purposes?
 What early indications appear in today’s readings that a class structure was beginning to
emerge in this so-called “equal” society? What traits in the animals determine what class
they will belong? Is there a way to avoid class structures in any society? Discuss.
 Explain why different and often antagonistic classes in a society will unite in a war against a
common “enemy.” Is this the reason for the fondness of the elite in a state to constantly
have wars?
 What was the motive of the farmers to attack Animal Farm? Was the motive a noble one? Is
capitalist totalitarianism any different than socialist or communist totalitarianism? Discuss.
2.6 Bonus Thoughts
 Origin of the State: Textbooks about political science suggest that states arise for a social
purpose. The theory usually supposes the world to be filled completely with murderers and
thieves, who will stop at nothing to kill and to loot. Thus, there is constant warfare of
individuals defending their property and lives. With this being the condition of the world, an
individual is unable to grow a garden or to conduct business, because he is expending all of
Leon Trotsky
(1879–1940)
Joseph Stalin
(1878–1953)
8 / Animal Farm
his wit and resources in defending himself. Therefore, society’s solution is to appoint a king
who will be responsible to defend the individual, so long as the individual gives up his
power of self-defense and pays a fee, called taxes. However, this social-purpose theory of
the creation of the state is nonsense. History shows that all states are born out of conquest,
bloodshed and theft. Generally, a small province will conquer a neighboring province, and
then other. During the conquests, many people are killed and lands are taken for the benefit
of the conqueror. Therefore, all states, whether totalitarian or democratic, are conceived in
criminal intent. As for our own history, the American experiment of a “Republic of
republics” died on Northern and Southern battlefields from 1861 through 1865. The result
of the conquest of the Southern nation and of the deaths of over one-million men, women,
and children was the replacing of the American constitutional republic with the American
state, baptized in blood and enriched by theft.
 Education and the State: We have heard so often, thanks to politicians and journalists, that
the ills of society can be cured with more education. According to the pundits, with a little
more education, our social problems will be wondrously eradicated. As the universal
panacea, more education has become fixed in the American psyche and is a maxim of
unquestionably validity. In fact, the doctrine of more education as a tenet of faith has
allowed politicians to deceive the simple, to plunder the citizens’ wealth, and to coerce the
“unenlightened.” Implicit in more education is the notion of reform. If the state can reform
its citizens by instilling good habits through enough “education,” as Plato suggests, then the
just state will emerge. However, call it whatever you wish, this reforming of citizens for the
purpose and betterment of the state fails to be education.
In his essay “Education, Past and Present,” John Gould Fletcher gets to the heart of the
matter by stating, “All that education can do in any case is to teach us to make good use of
what we are; if we are nothing to begin with, no amount of education can do us any good.”
In other words, a scoundrel, whether he is an illiterate pickpocket or a U.S. president with a
Ph.D. from Yale, is still a scoundrel. While this is true, Fletcher seems to think moral worth
and genius are innate. On the other hand, character and genius arguably are the result of
one’s earliest education that is received from parents or guardians. Therefore, it is of
paramount importance that parents cultivate the rudiments of moral character, religious
faith, and reading early in their children’s lives. The central lesson that children must learn
is that they are to love their God with their heart, soul, mind, and body, and this love for
God will be evinced by loving their neighbors. This responsibility belongs solely, not to
government, not to the church, but to parents, who should set the example for their children.
Animal Farm / 9
Animal Farm
Lesson Three
3.1 Vocabulary
blithe adj.
restive adj.
sordid adj.
ignominious adj.
3.2 Vocabulary Recognition
1. In glowing sentences [Snowball] painted a picture of Animal Farm as it might be when
___________ labor was lifted from the animals’ backs.
2. One day as Mollie strolled _________(ly) into the yard, flirting her long tail and chewing at
a stalk of hay, Clover took her aside.
3. Napoleon finally accuses Snowball for all of the failures on Animal Farm and explains that
the expelled pig was getting revenge for his ________________ expulsion.
4. [The farmers] had all the more reason for doing so because the news of their defeat had
spread across the countryside and made the animals on the neighboring farms more
__________ than ever.
3.3 Reading Assignment: Animal Farm, chapters 5–6
3.4 Recall Questions
1. Who finally deserts Animal Farm?
2. Animal Farm soon divided into factions being lead by either Snowball or Napoleon. Whose
faction was able to garner the support of the sheep?
3. The factions divided over the need for a windmill. While one side favored a windmill, what
did the other faction believe to be the most important task at the moment?
4. What caused Snowball to run away?
5. According to Napoleon, the Sunday meetings with debates were unnecessary, and what
would take place of the meetings?
6. In addition to the pistol in front of the flagpole, what else was mounted in this location?
7. What project commenced in chapter six which took all of the animals by surprise?
8. Since there were some items that could not be made at Animal Farm, Napoleon announced
to the assembly that he decided to do what?
10 / Animal Farm
9. When Clover went to read the Fourth Commandment, how was it changed?
10. After the storm, the animals discovered the windmill had been destroyed. Whom does
Napoleon blame for the windmill’s destruction?
3.5 Critical Thinking
 Consider Napoleon’s constant, negative criticism to the plans of Snowball. Should criticism
be withheld unless one has another way of accomplishing the task? Why is it easier to find
fault with plans rather than thinking of ways to make the plan work? Discuss.
 Explain how the dogs demonstrate that not all animals are no longer equal.
 If you are coerced to do something, is it a voluntary act, like losing half your rations if you
do not “volunteer”? How does the American state coerce its citizens to do things against
their will? Discuss.
 Why are people so easily convinced to accept the “official” reason why the state does
anything? Does this acceptance have any thing to do with a “public” education? Discuss.
3.6 Bonus Thoughts
 Criminality of the state: The rebellion by the animals in Animal Farm shows that all states
are formed by conquest. Land and other resources were violently taken away from the
owner. Clearly, violence and stealing are criminal acts, which are condemned by the Bible.
Yet, as already pointed out previously, evil men are constantly trying to consolidate nations
into a state in order to take more power from and to enslave individual human beings.
Therefore, do not be surprised when the leaders of the American state engage in criminal
acts under the guise of “law.” Indeed, because states are criminal organizations, born out of
violence and theft, they will establish one set of rules for the citizens and establish another
set of rules for the elite who control the state. If citizens are not to steal, then the state
should not steal by calling it “taxation.” If citizens are not to kidnap anyone, then the state
should not kidnap anyone by calling it “selective service.” If citizens are not to lie to the
state, then the state should not lie to the citizens by calling it “national secuity.” If citizens
are not to counterfeit money, then the state should not counterfeit money by calling it
“monetary policy.” In reality, the sole concern of the elite is its survival and selfpreservation. The laws, armed forces, and courts are for the protections of the state, not for
the citizens of the state. The state will do unimaginable acts of terror in the name of
“patriotism” against its own citizens as shown in history, particularly in the nineteenth and
twentieth centuries. More people have died and suffered at the hands of their own central
governments than by the hands of any “enemy.” In short, the state is a sociopath, exhibiting
anti-social and aggressive behavior common to all criminals.
 Industrialism: The construction of the windmill is significant as a symbol of Animal
Farm’s attempt to “modernize” and “industrialize” itself. The animals divided on the issue
of the windmill, because industrialization should have been a secondary concern to growing
enough food. In 1930, thirteen essays written by well-known scholars, poets, and writers
were combined into a volume called I’ll Take My Stand: The South and the Agrarian
Tradition. The essayists pointed out that the conflict throughout American history was a war
between the industrial way of life and the agrarian way of life. The former, or American
way, stresses a constant need to be doing something, or progressing, which is the mark of
Animal Farm / 11
immaturity. Only children feel the need to be doing something all of the time. Human
relationships are not important to industrialism. Control of nature is. In addition to this, man
is redefined as merely a “resource,” an increasingly minor part in the overall equation of
productive output. Personnel offices are now call departments of “human resources.” Also,
recently leaders in the American state were arguing the need to have a draft in order to
maintain the “inventory” of soldiers, an extremely callous and dehumanizing notion to be
sure.
On the other hand, the latter, or Southern or Agrarian way, emphasizes dependence on God
and a development of human relationships, which in turn provide the material for a
permanent culture. Man was intended to live the good life, a life free of stress and
cooperating with nature, not working against it. While agriculture provides for such a life,
the lure of the city with its empty promises offers only a poor diet, lack of exercise, and
high stress accompanied by mental and physical health problems. The Agrarians (as they
were later called) showed that the cities with their nomads, who never establish roots in a
community, were parasites, feeding off the rural communities for resources and labor.
Regarding Animal Farm, the animals were not suited for the industrialized life just like
human beings are not. Yet the pigs begin to coerce the other animals through propaganda
first, and threats second, to build a windmill that was supposedly to benefit everyone. As it
turns out, the industrialization of the farm ends up benefiting only the pigs, the “elite” of
Animal Farm. Frankly, having a windmill to make life more comfortable for the animals
was not logical. However, the building of the windmill offers a good example of the
infallible maxim, “when something doesn’t make sense, there’s a buck in it.”
Heage Windmill is one of few working windmills in England today.
12 / Animal Farm
Animal Farm
Lesson Four
4.1 Vocabulary
thwart v.
capitulate v.
stupefy v.
machination n.
4.2 Vocabulary Recognition
1. Led by three young Black Minorca pullets, the hens made a determined effort to
___________ Napoleon’s wishes.
2. The animals were ___________(ed). This [treason] was a wickedness far outdoing
Snowball’s destruction of the windmill.
3. For five days the hens held out, then they _______________ (d) and went back to their
nesting boxes.
4. In the late summer yet another of Snowball’s _______________(s) was laid bare. The
wheat crop was full of weeds.
4.3 Reading Assignment: Animal Farm, chapters 7–8
4.4 Recall Questions
1. According to the outsiders, what was the reason for the failure of the windmill?
2. How was Mr. Whymper deceived to think the food bins on Animal Farm were full?
3. What order from Napoleon created a rebellion among the hens?
4. How does Squealer discredit Snowball at the battle of Cowshed?
5. What was the reason given for the prohibition of singing “Beasts of England”?
6. Upon completion of the mill, what name did Napoleon give it?
7. Even though Napoleon was “clever” to get cash instead of a check for lumber, what was
learned about the £5 notes?
8. How was the completed windmill destroyed?
9. What did the pigs discover in the farmhouse, which made Napoleon sick for a couple days?
Animal Farm / 13
10. What was Squealer doing at midnight when all of the sudden his ladder broke, waking up
the inhabitants of Animal Farm?
4.5 Critical Thinking
 Consider the executions of the animals. Was society better after the executions? Were the
crimes connected with treason? Is treason ever justified? If the animals were unhappy with
the situation under Napoleon, were there any nonviolent remedies that they could have
used? or was a counter-revolution too late? (Consider Squealer actually being caught
changing the Commandments when considering your answer.) Discuss.
 What should be the standard for determining what violations of the law will be capital
offenses? Discuss.
 Read the poem about Napoleon. How does the poem give divine attributes to Napoleon? Do
these attributes also apply to the American state? In other words, has the American state
usurped the place of God? If so, how? Discuss.
 John Wayne in The Searchers states a man is good for only one allegiance in his lifetime,
and he gave his allegiance to the Confederate States of America. To whom should a
Christian owe his allegiance? Can an allegiance be divided between two masters? Discuss.
4.6 Bonus Thoughts
 Manipulation of the masses: Napoleon Bonaparte uttered the well-known statement,
“There are but two powers in the world, the sword and the mind. In the long run the sword
is always beaten by the mind.” Sun Tsu in his book, The Art of War, stressed the importance
of winning a war with little killing. Therefore, commanders of armies should use as much
deception as possible. It is easier and less costly to get a victory when the opposing force
thinks it is already defeated. In military terms, we call this deception of the mind
“psychological operations” or “pys-ops” for short. When a state uses pys-ops on its own
people, we call this “propaganda,” but the objectives are the same whether conducted by the
military or by the state; that is, to deceive. The purpose of this deception is to change
behavior of enemy armies, foreign states, or the subjects of the state. The control of
information is very important. The truth is never to be found on the front pages of a
newspaper. Only selected information is provided, and the use of this information is to serve
the purposes of the state, not to have a “well-informed public.” In fact, if anything makes
the newspapers, the issue must be a very trivial one, because the really serious issues are
kept secret. The insiders of the state must always create a false reality exactly the way the
pigs do when using misinformation and a reinterpreted history.
However, there is a another way to control the masses. In Animal Farm, the pigs become
ruthless, because they wish to keep their power over the other animals. Napoleon uses fear,
which is the best manipulator. Since Animal Farm mirrors the Soviet experiment, the
executions of the animals represent the “purges” instigated by Stalin. Stalin had many
innocent people tortured until they confessed to supporting Trotsky just to stop the pain.
Then Stalin had the victims executed, which caused everyone to be fearful of Stalin. In
short, if an individual lives in fear, then he is not free. Unfortunately, the citizens of the
United States have allowed the state to take away all of their liberties due to fear of being
unemployed, of growing old, and of imagining a terrorist behind every bush.
14 / Animal Farm
Animal Farm
Lesson Five
5.1 Vocabulary
morose adj.
taciturn adj.
frugal adj.
incumbent adj.
5.2 Vocabulary Recognition
1. Napoleon had denounced such ideas as contrary to the spirit of Animalism. The truest
happiness, he said, lay in the working hard and living _____________(ly).
2. Only old Benjamin was much the same as ever, except for being a little grayer about the
muzzle, and, since Boxer’s death, more _________ and _________ than ever.
3.
[Before he gave a toast,] there were a few words that Mr. Pilkington felt it
______________ upon him to say.
5.3 Reading Assignment: Animal Farm, chapters 9–10
5.4 Recall Questions
1. Who was in charge of instructing the young pigs?
2. What did the pigs make with the barley?
3. In April, Animal Farm becomes what political entity?
4. Who returns to Animal Farm, preaching the glories of Sugarcandy Mountain?
5. After Boxer retires, what did the horse plan to do during his time of leisure?
6. Why were the animals upset when the “doctor” came to take Boxer away?
7. Instead of being used to generate electricity, what was the completed windmill used for?
8. According to Napoleon, what is the “truest happiness”?
9. What did Clover see that caused the rest of the animals to become excited?
10. What was the new chant that the sheep had learned from Squealer?
11. What single saying replaced the Seven Commandments?
Animal Farm / 15
12. What caused the quarrel between Napoleon and Pilkington while they were playing cards?
5.5 Critical Thinking
 Squealer was able to convince the animals that they were free and not slaves. Was this true?
What is slavery? What is freedom? Are citizens of the American state free or are they slaves
according to your answers?
 Why is the betrayal of Boxer by the state so tragic? While Boxer appeared to have no
weaknesses, except perhaps his intelligence, did Boxer have a flaw regarding the
revolutionary ideals being equated with the leadership of Snowball and Napoleon? Discuss.
 If religion before the rebellion was wrong because it weakened the will to rebel, then why is
Moses the raven allowed to return to Animal Farm? What is the nature of religion—
revolutionary or conservative?
 How is the class structure strengthen in today’s reading? Why do ruling classes abuse their
power? Is revolution the only remedy to curb this lust for power?
5.6 Bonus Thoughts
 Republicanism: Whenever a modern state calls itself a “republic,” chances are the
designation is just a bunch of hogwash. You no doubt caught the irony of Animal Farm
being called a republic, while the animals were oppressed, lied to, and exploited. Regarding
the concept of republicanism, Noah Webster stated, “When you become entitled to exercise
the right of voting for public officers, let it be impressed on your mind that God commands
you to choose for rulers ‘just men who will rule in the fear of God.’…If a Republican
government fails to secure public prosperity and happiness, it must be because the citizens
neglect the divine commands, and elect bad men to make and administer the laws.” In
theory, under a republic, good people will elect good leaders to rule over them. However,
like the animals on Animal Farm, the citizens of a state (even when called a republic) will
have their choices of candidates severely limited, because only one political party is allowed
to officially exist. In the American state, there is only one party with two branches, both of
which support and foster socialism. Since there is no opposition party to the socialists, the
participation of the citizens of the United States has dropped considerably over the past few
decades. Why vote when the same policies are pushed by both branches of the single party?
However, republicanism is much more than just being able to vote for leaders. After all,
even the former Soviet Union had elections. Republicanism is centered on a commonality of
purpose. This purpose must be more substantial than abstract ideas or political jingoism. A
republic can be successful only when the population is small, the religion is shared by all,
and generally of the same race. As Animal Farm demonstrates, a society with many races
will always have a dominate race, like the pigs. Because the interests of the pigs were
different than the other animals, there would never be any commonality in spirit or deed
among the animals.
Once a republic loses its purpose and becomes too large with many religions and several
different races co-existing together, the republic must give way to a consolidated state,
where policy and purpose are directed downward from the oppressors instead of upward
from the people in the case of the republic. Relations under a republic is directed by
tradition and cooperation; but under the state, relationships are defined in legal terms, even
marriage.
16 / Animal Farm
Glossary for Animal Farm
blithe (blºth) adj. Carefree and lighthearted; lacking or showing a lack of due concern; casual;
jolly
capitulate (k…-p¹ch“…-l³t”) v. To surrender under specified conditions; come to terms; to give up
all resistance; acquiesce; yield
dole (d½l) v. To dispense as charity; to give out in small portions; distribute sparingly
elaborate (¹-l²b“…-r³t”) v. To work out with care and detail; develop thoroughly; to express at
greater length or in greater detail
expound (¹k-spound“) v. To give a detailed statement of; set forth; to explain in detail; elucidate
fortnight (fôrt“nºt”) n. A period of 14 days; two weeks
frugal (fr›“g…l) adj. Practicing or marked by economy, as in the expenditure of money or the
use of material resources; sparing
ignominious (¹g”n…-m¹n“¶-…s) adj. Marked by shame or disgrace; despicable; degrading;
debasing
incumbent (¹n-k¾m“b…nt) adj. Imposed as an obligation or a duty; obligatory; leaning or resting
on something else; currently holding a specified office
indefatigable (¹n”d¹-f²t“¹-g…-b…l) adj. Incapable or seemingly incapable of being fatigued;
tireless
machination (m²k”…-n³“sh…n) n. The act of plotting or a crafty scheme for the accomplishment
of a sinister end; conspiracy
morose (m…-r½s“) adj. Sullenly melancholy; gloomy
parasitical (p²r”…-s¹t“-¹-k…l) adj. Of, relating to, or characteristic of living off others
preliminary (pr¹-l¹m“…-nμr”¶) adj. Prior to or preparing for the main matter, action, or business;
introductory or prefatory
restive (rμs“t¹v) adj. Uneasily impatient under restriction, opposition, criticism, or delay;
resisting control; difficult to control
sordid (sôr“d¹d) adj. Filthy or dirty; foul; squalid; wretched; exceedingly mercenary
taciturn (t²s“¹-tûrn”) adj. Habitually untalkative; silent
thwart (thwôrt) v. To prevent the occurrence, realization, or attainment of; to oppose and defeat
the efforts, plans, or ambitions of; frustrate
vivacious (v¹-v³“sh…s) adj. Full of animation and spirit; lively
stupefy (st›“p…-fº”) v. To dull the senses or faculties of; to amaze; astonish
Animal Farm
Vocabulary Quiz
1. ______ After the death of old Major, the pigs felt it was ________________ upon them to
instruct the other animals in the doctrines of Animalism.
(A) blithe
(B) frugal
(C) ignominious
(D) incumbent
(E) vivacious
2. ______ While they were certain that Animal Farm would fail, the neighboring farmers were
becoming worried, since their own animals were becoming more ___________ and
uncooperative than usual.
(A) vivacious
(B) sordid
(C) restive
(D) indefatigable
(E) frugal
3. ______ When Jones and his men ran away from the fight, this amazing feat ____________
the animals in a way that they were unable to talk or move for a moment, but then they
broke out with rejoicing, knowing that the free-loading and ______________ humans were
gone.
(A) capitulated . . blithe
(B) elaborated . . frugal
(C) expounded . . ignominious
(D) thwarted . . indefatigable
(E) stupefied . . parasitical
4. ______ Of all of the animals, only Molly seemed to be ____________, walking about in a
continuous gloom.
(A) frugal
(B) ignominious
(C) incumbent
(D) indefatigable
(E) morose
5. ______ By his ___________ schemes and deceit, Napoleon was able to pervert history to
show that the hero Snowball was a(n) _________________ coward and traitor.
(A) blithe . . vivacious
(B) frugal . . taciturn
(C) incumbent . . restive
(D) morose . . indefatigable
(E) sordid . . ignominious
CONTINUE TO NEXT PAGE
1
11. ______ By nature, Benjamin the mule
was taciturn, but whenever he spoke, he
offered words of wisdom.
6. ______
At first, the pigs have difficulty of trying
A
and counteracting the “lies” of Moses, the
B
C
tamed raven, who speaks about Sugarcandy
D
Mountain. No error.
E
The word “taciturn” means
(A) impatient.
(B) happy.
(C) angry.
(D) silent.
(E) talkative.
7. ______
12. ______ The rebellion of the chickens
offers a lesson about counting the cost
before embarking on the road toward
civil disobedience, because capitulating
to the state will always mean
retribution and oftentimes execution.
Often staying up late at night, the plan
A
developed by Snowball was clearly of a
B
C
common, ordinary windmill. No error.
D
E
The word “capitulating” means most
nearly in this sentence
8. ______
Initially, the animals appeared to enjoy more
A
food and more leisure, because they were not
B
C
having to dole out food to the non-productive
D
humans. No error.
E
(A) giving up.
(B) forgiving.
(C) hindering.
(D) praying.
(E) destroying.
13. ______ Typical of all elitists, the pigs
allowed themselves to be indulged with
luxurious living, while they preached to
the other animals the virtue of living
frugally and within their means.
9. ______
They did not understand Snowball’s long
A
B
words, but they accepted his explanation, and
The word “frugal” means
(A) foul.
(B) lively.
(C) sparing.
(D) gloomy.
(E) restless.
all the humbler animals set to work to learn the
C
D
new maxim by heart. No error.
E
10. ______
Napoleon did not care for Snowball’s
A
committees, but he believed the education
B
of the youth were the most important project at
C
D
the moment. No error.
E
CONTINUE TO NEXT PAGE
2
The betrayal of Boxer by the elitist pigs on Animal Farm is the most
egregious event in Orwell’s novella. Hard working, loyal, and trusting.
14
Boxer represents the simple naive mass of people who think its
15
leaders have the same morals and goals as it does. When projects or
production fall behind, Boxer is willing “to work harder”. In fact, the
16
faithful horse thinks the success of Animal Farm is dependent upon his
strength. The reason for doing more than his “fair spare” is due to his
enormous strength, and him believing the promises of the pigs regarding
17
retirement. In other words, if one works hard early in life, then he can
relax later when he is unable to work. The powerful horse finally
overexerts himself, and the pigs no longer have no use for Boxer. The
18
state heartlessly uses the horse, and then callously profits from his death
when selling him to a glue manufacturer. The hypocrisy of the state is
clear when the propaganda convinces Boxer along with the other animals
that they should work for the good of all, but he actually works
19
for the good of a few, who trade Boxer’s life for a case of booze. Thus,
to the state, life is cheap and unimportant, human existence—or in the
case of Animal Farm, animal existence—provide for the elite.
20
3
14. A.
B.
C.
D.
NO CHANGE
misplaced modifier
comma splice
fragment
15. A.
B.
C.
D.
NO CHANGE
simple-naive
simple; naive
simple, naive
16. A.
B.
C.
D.
NO CHANGE
“to work harder.”
‘to work harder’.
[to work harder].
17. A.
B.
C.
D.
NO CHANGE
his
he
Boxer
18. A.
B.
C.
D.
NO CHANGE
haven’t any use
have any use
no use
19. A.
B.
C.
D.
NO CHANGE
he
him
them
20. A.
B.
C.
D.
NO CHANGE
misplaced modifier
comma splice
fragment
4
Answer Keys to Animal Farm
Vocabulary Recognition—Lesson 1
1. vivacious
2. preliminary
3. expound
4. elaborate
Lesson 1
1. Old Major had called the meeting, and the animals respected him.
2. Life is miserable, laborious, and short.
3. Human beings steal most of the productive labor of the animals.
4. Man is the only creature that consumes without producing.
5. The name of the song is “Beasts of England.”
6. Those who taught about and organized for the revolution were the pigs, the cleverest
animals on the farm.
7. The philosophy is called “Animalism.”
8. Moses is the state-church (being fed by Jones), and Sugarcandy Mountain is a symbol for
Heaven.
9. The animals were not fed, they broke into the storehouse, and when Farmer Jones and his
men tried to get them out, the animals turned on the men.
10. The animals resolved to make the house a museum and that no animal should ever live in
the house.
11. The milk was missing.
Vocabulary Recognition—Lesson 2
1. indefatigable
2. dole
3. fortnight
4. parasitical
Lesson 2
1. The pigs assumed leadership.
2. Boxer’s personal motto was “I will work harder!”
3. Only the pigs could present resolutions to be discussed and voted on.
4. Benjamin said there was nothing worth reading.
5. The maxim was “Four legs good, two legs bad.”
6. The pigs used brainpower, and their health was vital for Animal Farm; otherwise, Jones
would return and take over the farm.
7. Jones and several other men had entered Animal Farm, wanting to retake the farm.
8. Molly fled from the battle.
9. The sheep was awarded the title of “Animal Hero, Second Class.”
10. The animals mounted the pistol in front of the flagpole.
Vocabulary Recognition—Lesson 3
1. sordid
2. blithe
1
3. ignominious
4. restive
Lesson 3
1. Molly deserts Animal Farm.
2. Napoleon was able to garner the support of the sheep.
3. The other faction believe that a increase in food production was more necessary.
4. The dogs trained by Napoleon attacked Snowball, and in order to save his life, the pig ran.
5. A committee of pigs would decide the issues about running the farm, presided by Napoleon
himself.
6. The skull of old Major was mounted in front of the flagpole.
7. Napoleon had approved the building of the windmill.
8. Animal Farm would begin trading with the outside world, but only to get the necessities
needed for the farm.
9. The commandment which prohibited sleeping in beds, now had “with sheets” added to it.
10. Napoleon blames Snowball for the destruction of the windmill.
Vocabulary Recognition—Lesson 4
1. thwart
2. stupefy (stupefied)
3. capitulate
4. machination
Lesson 4
1. The walls of the windmill were too thin.
2. Napoleon had the bins filled with sand, putting grain on the top of the sand.
3. The hens were ordered to deliver up their eggs to be sold for food.
4. According to Squealer, Snowball was the secret agent of Jones, his wound was planned, and
he led several animals away from the fray.
5. The song is about rebellion, and now the rebellion is complete; therefore, the song was
unnecessary.
6. Napoleon named the mill, Napoleon Mill.
7. The £5 notes were worthless, because they were forgeries (counterfeited).
8. Frederick with several men attacked Animal Farm and then blow up the windmill with
explosives.
9. The pigs discovered bottles of whiskey.
10. Squealer was changing the Fifth Commandment to “No animal shall drink alcohol to
excess.”
Vocabulary Recognition—Lesson 5
1. frugal
2. frugal, taciturn
3. incumbent
Lesson 5
1. Napoleon personally looked after the education of the piglets.
2. The pigs brewed beer with the barley.
3. Animal Farm was proclaimed a republic.
4. Moses the raven returns to Animal Farm.
2
5. Boxer intended to learn the rest of the alphabet.
6. Boxer had been sold to a horse slaughterer.
7. The windmill was used to grind corn, which brought a very good profit.
8. The truest happiness is working hard and living frugally.
9. Clover and the other animals saw Squealer walking on his hind legs.
10. The chant was “four legs good, two legs better.”
11. The saying was “All animals are equal but some animals are more equal than others.”
12. Both Napoleon and Pilkington played an ace of spades at the same time.
Animal Farm
1. D
2. C
3. E
4. E
5. E
6. B (to counteract)
7. A (misplaced mod.)
8. E
9. A (indefinite subj.)
10. C (S-V agreement)
11. D
12. A
13. C
14. D
15. D (mechanics)
16. B (mechanics)
17. B (pronoun case)
18. C (double negative)
19. B (pronoun agreement)
20. C
3
4