2 0 2 3 年度

一般選抜

学力検査（外国語）「コミュニケーション英語Ⅰ・コミュニケーション英語Ⅱ・
コミュニケーション英語Ⅲ・英語表現Ⅰ・英語表現Ⅱ」

設問 【 1 】〜【 8 】【 1 】〜【 5 】Ⅱ

【5】
Ⅲ

マーク式
解答番号

1

〜

36

記述式
外

【6】
Ⅰ・Ⅱ

【 6 】Ⅲ 〜【 8 】

マーク式
解答番号
記述式

37

〜

46

FC1
FC4

【 1 】 次の対話文が自然な流れをもつように、

1

〜

6

に入る最も適当な応答

文を、それぞれ①〜④の中から選び、マーク解答用紙（1）にマークしなさい。
解答番号は、
（1） 1

〜
（6） 6

。

（配点 18 点）［A couple are talking.］,
A：Isn t it about time you went to the hairdresser?
B：

1

（1）①

Do you think that yours is getting too long?

②

Why? Do you think my hair looks so untidy?

Has it been that long since I went last time?
,④ Isn t it usually in the afternoon when you go?
,
A：Well, I wouldn t say that exactly, but it is rather long.
③

B：

2

（2）①

,
I guess you re right. It has been several months since I last had
it cut.

②

You are quite correct. I really long to get it cut in a much
shorter style.

③

外

FC4

How can you say that? I only went to the hairdresser a few

hours ago.
,,
④ Don t look so shocked! I haven t always liked my hair long, youknow.
A：Has it been that long? That surprises me.

B：

3

（3）①

Yes, it has. You know I always like to give you a surprise foryour birthday.

②

Yes, it has. There is often a reason for looking bad for,someone s birthday.

③

Yes, it has. It was just before I organized the party for yourfortieth birthday.

④

Yes, it has. I remember it clearly, because it was the day before
my birthday.

A：I remember too. You wanted to look smart for your birthday party.
B：So I did. What do you think about me changing the style of cut this
time?
A：

4

（4）①

,
I don t think you should. I like it this way. But how aboutcoloring it?
,,② It s fashionable to cut it all off nowadays. Why don t you try
that?
③

,
To be honest, I don t want to think about your new hairstyle at
all.

④

,
,
You d better ask someone else to cut mine. I m not confident to
do it.

,,
B：That s maybe a good idea. I ve noticed a few gray hairs recently. I could
hide those.

外

FC1
FC4

A：

5

Where did you put the big scissors? I can never find them.
,② Why don t you put them with all the others in the drawer?
,,③ Where did you see those? I can t say that I ve noticed any.
,
④ Why can t you see the gray ones? Is your eyesight okay?

（5）①

B：On the top, but you hardly notice them. What color do you think would
suit me?
A：

6

（6）①

,

,
How about painting your head black? You d look funny!

②

How about a light brown? It would make you look younger.

③

How about it if you choose the most suitable color for me?

④

How about having a break, and just letting your hair grow?

B：I m not so sure that it would take the years off, but I could give it a try!

外FC4

【 2 】 次の各組において、それぞれ①〜⑦の語を空所に入れて日本語とほぼ同じ意味
7の英文を完成させたい。その場合、〜12に入れるのに最も適当なもの

を、それぞれ①〜⑦の中から選び、マーク解答用紙（1）にマークしなさい。
解答番号は、（1） 7〜（6） 12。

（配点 24 点）（1）天然ガス、石炭、石油などの化石燃料は私たちの近代生活を支えてきたが、いま人類が直面しているおそらく最大の課題は、それに代わり得る安価で再生可
能な、かつ環境を汚染しないエネルギー源を見つけ出すことだろう。

Fossil fuels such as natural gas, coal and oil
lives, but perhaps the greatest challenge facing humanity today is to finduncostly, renewable, and non-polluting sources of energy
fossil fuels.

7①

modern②replace③

supported

⑤

our

⑥

which

⑦

have

④

can

（2）ヨーロッパ諸国の旧植民地は、そのほとんどが20世紀に政治的な独立を勝ち得たが、その多くは経済や文化の面でいまだに西欧の国々に依存している状況にあり、その支配はしばしば「新植民地主義」と呼ばれる。

Most of the former colonies of European countries
in the 20th century, but many are stillin8

terms of economy and culture. This dominance is often called“neocolonialism.”① on⑤

Western②

independence③ countries⑥

dependent⑦ political④

gained外FC1FC4

（3）いま世界で使われている文字の種類は、新聞で使われているものに限っても約40種類あり、エジプトの象形文字のような過去の文字まで含めるなら優に400種類を超えるそうだ。

It is said that there are about forty types of characters used in theworld today, if we limit themused in9

characters such as Egyptian

newspapers and,hieroglyphs, there are well over four hundred types.
①

past

②

including

③

those

⑤

are

⑥

which

⑦

if

④

to

（4）メキシコの「ユカタン」という地名は、じつは完全な誤解に由来している。ヨー
ロッパ人に土地の名前を聞かれた現地人は「ユカタン」と答えたのだが、これは実際には「何を言っているのか分かりません」という意味だったのだ。

The place name“Yucatan”in Mexico can in fact
a complete miscommunication. When

10

about the nameof the place, the local people answered“Yucatan”, but it actually meant,“I don t understand you.”
外FC4① traced②Europeans

③

by

to

⑥

asked

⑦

back

⑤

④ be

（5）ホモサピエンスの脳は大きいとよく言われるが、重要なことは、そのサイズと構造が体全体の大きさに占める比率である。測定によれば、一般の哺乳類の平均と比べて私たち人類の脳は 5 倍も大きいとされている。

It is often said that Homo sapiens has a large brain, but

11

its size and structure in proportion to the whole body. According to
the average ofmeasurements, our brain ismammals in general.
①matters

②

than

③

is

⑤

times

⑥

larger

⑦

five

④

what

（6）私の初めての日本体験は大阪でのホームステイだった。それまで学んできた日
本語とはまったく別物のような関西弁に最初は戸惑ったが、慣れるにつれて、そのリズミカルな響きや意味のおかしさに魅力を感じるようになった。

My first experience of Japan was a homestay in Osaka. At first, I was
confused by the Kansai dialect, which seemed
Japanese that I had learned, but as Ithe
, I came12

to appreciate its rhythmic sounds and funny meanings.
①

different

②

it

③

completely

⑤

used

⑥

from

⑦

got

④

to

外

FC1
FC4

【 3 】 次の（1）〜（10）の各文には 4 か所下線が施してある。そのうち 1 か所を訂正すれば、その文は正しい英文になる。その箇所をそれぞれ①〜④の中から選び、マーク
解答用紙（1）にマークしなさい。
解答番号は、（1） 13〜（10） 22。

（配点 20 点）（1）His ①initial plan met ②with criticism from his co-workers, so heproposed an ③alternative plan ④what seemed more realistic
and practical.

13（2）①Given the current problems related ②for social justice and theenvironment, the business ③case for corporate social responsibility
is stronger than ④ever.

14（3）Like ①much other primates, Japanese monkeys live in groups②within which there ③are complex ④social interactions.

15（4）Sociology is wide in ①scope, encompassing everything from
②casually encounters ③between people ④to cross-cultural

conflicts and globalization.
外

FC4

16

（5）It is ①not wonder that he has ②won the championship, ③as in

the last few months he became a ④new man.

17（6）The WHO stated ①that it was more important to ②provide

two vaccinations to the poor people of the world than to give
extra ③protect to ④those in wealthy countries.

18

（7）The North Pole is ①fundamentally different from the South Polein ②which the former is a ③frozen sea ④while the latter is acontinent.

19（8）Wind and water ①has a powerful influence ②on landscape because

they are ③continually eroding the soil and ④even rocks.

20（9）Linguists have discussed the extent ①to which children have an②inborn linguistic ability as ③opposing to learning a languageby ④imitating adult speakers.

21（10）①Spy thrillers by the author are concerned ②by the inner③feelings of the characters, ④rather than external action.

22

外

FC1
FC4

【 4 】 次の（1）〜（4）の A の文に対する B の応答として、最も不適切なものを、それぞれ①〜④の中から選び、マーク解答用紙（1）にマークしなさい。
解答番号は、（1） 23〜（4） 26。

（配点 16 点）,（1）A：You ll never get that right unless you concentrate.

B： 23

,

,

① You re right. I ll stop thinking about it and see what happens.

,I m doing my best! Please let me try to do it one more time.
,③ It s odd, but I could do it quite easily yesterday. I wonder why?
,,
④ Please be patient; I m almost there. It won t take much longer.
②（2）A：Mr. Tsubota is off work today. Shall we call off our meeting?

B： 24

,

① Yes, I think we d better. His input is essential to our discussion.

,
Yes, I don t think there is anything that cannot wait until tomorrow.
,,③ No, don t phone him. He shouldn t have come to the office today.
,④ No, I believe we can still do something useful, even if he s not②

there.
,（3）A：You want to borrow my car? That s out of the question.
外

FC4

B： 25

,

① Oh, please. I lent you mine the other day, didn t I?

,,
I know you re worried, but I ll be very careful with it.
,,③ It s only for an hour or two. I ll bring it straight back.
②④

So, what question do you suggest that I ask you then?

（4）A：Shall we eat now, or would you prefer to wait?

B： 26① Can you decide when, just for a change?

,,
Yes, that s a great idea. Let s do both.
,,③ I m not so hungry right now. Let s wait.
②④

Any time from now is just fine with me.

外

FC1
FC4

【 5 】 次の英文を読み、下記の設問Ⅰ、Ⅱに対する最も適切な答えを、それぞれ①〜④の中から選び、マーク解答用紙（1）にマークしなさい。また、下記の設問Ⅲの英文を和訳し、記述解答用紙（E）に記入しなさい。
解答番号は、Ⅰ（1） 27〜（5） 31、Ⅱ（1） 32〜（5） 36。

（配点ⅠⅡ 35 点、Ⅲ 5 点）

In 1881, two young British princes serving as midshipmen in the Royal
Navy visited Japan, where they had a meeting with the emperor. This,（ a ）encounter wasn t the most significant between the royal families ofBritain and Japan, or the most extravagant — the princes bought a metal
teapot and cups as a gift for their father in a tourist market — but it was
symbolic of the long and complex interaction between the two countries.
While they were in Japan, the princes, aged just 16 and 17, got tattoos on
their arms: a couple of birds, storks, for Prince Albert and a dragon and atiger for the future George V, Prince George.
“ Tattoos were part of naval culture and were a British aristocratic

fashion in the late 19th century,”explains Rachel Peat, the curator of a,
new exhibition,“Japan: Courts and Culture”, which opened at the Queen s
Gallery.“But in Japan, tattooing had very different connotations. It has
外FC4been both a （b）respected art form and at various times illegal, so there is amysterious atmosphere and almost danger to getting a tattoo.”
The sense of something distant, desirable and difficult to access has beena key part of the western fascination for Japanese art, culture and objects.
It is shown in this first exhibition dedicated to works of art from Japan in,
the royal collection, for which the Queen s galleries have been speciallyredesigned. While it is not a comprehensive survey of Japanese art —no calligraphy or kimonos and only one netsuke miniature sculpture — it
reveals a fascinating story of diplomacy, taste and power through artistry
and craftsmanship.

The first royal contact came in 1613, with an exchange of gifts that
included a set of samurai armour, （c）shortly before Japan closed itself towestern influence for more than 200 years. Not that this put an end to theattraction for all things Japanese. If anything, the closure of Japan madeits products all the more fashionable and sought after, and via Chineseand Dutch merchants, the royal family continued to build its collection of
porcelain and lacquer products, whose secrets of manufacture were still
unknown in the west. The reopening of Japan in the 19th century encourageda renewal of royal visits and a new appreciation and understanding ofJapanese art in the west, and the start of the 20th century saw warm
relations between the countries. The breakdown caused by the Second
World War was healed in the 1950s with a coronation gift from Emperor
Hirohito to the new British queen, which was widely regarded as an（d）attempt to use art to symbolise a new era of cooperation.

“ These objects are normally dispersed across 15 different historicand royal residences,”says Peat.“So bringing them together and seeing
them as a whole is quite something. Many of the objects are gifts directly
commissioned by the imperial family, and in some cases even designed bythem. The result is work of the most（e）exquisite quality, but also work thatreveals a fascinating history — complete with highs and lows — of an everchanging relationship not only between courts, but between cultures.”

外

FC1
FC4
（Art of diplomacy: 300 years of Japanese art in Britainʼs royal collection by
Nicholas Wroe, The Guardian, 7 Apr 2022. Copyright Guardian News & Media Ltd
2023)

Ⅰ According to the passage, choose the best answer.
（1）What are we told about the visit of the two British princes to Japan

in 1881?
①

The princes bought a tea set at a common tourist market as asouvenir for their father.

②

Prior to their visit, the teenaged princes both got tattoos, whichwere illegal in Japan.

③

The long, friendly relationship between Britain and Japan ended
as a result of their visit.

④

The two princes were given presents of birds, dragons and tigers
on behalf of the emperor.

27（2）Why have western people always been so attracted to Japanese art?
①

The first exhibition of the royal collection started a fashionableinterest in all forms of Japanese art.

②

The geographical distance and the difficulty in obtaining art
objects made Japanese art more attractive.

③

Comprehensive surveys on Japanese art were often conducted in
the west, and the results were published.

④
外

FC4

Japanese art forms such as calligraphy, kimono and sculptures
were introduced in the west by diplomats.

28,（3）What happened during Japan s long period of isolation from othercountries?
①

It caused some Japanese to sell their armour to Europe, which
made some merchants very rich.

②,
Because it lasted for 200 years, British people s interest inJapanese art stopped completely.

③

Interest in the west shifted to Chinese culture, and art form
there was taken abroad by the Dutch.

④

People became even more interested in Japanese art, and still
managed to acquire art objects.

29（4）Which of the following is not true about relations between Britain

and Japan after the opening of the country?
①

They restarted visiting each other, and the Second World War
made it even easier for the visits to occur.

②

The visits by the British Royal family raised awareness ofJapanese art among people in the west.
,③ The Japanese emperor s gift to the new queen helped to improve
relations between the countries.
④

Except for the period during and just after the war, Britain andJapan have usually been on good terms.

30

外

FC1
FC4

（5）Why is the new exhibition“Japan: Courts and Culture”so unusual?
①

Each object shown there was designed in the form of a member ofthe imperial family.

②

The objects on show are normally kept in many different places,
and not seen together.

③

Fifteen objects have been gathered together, but many others arestill yet to be found.

④

Most of these objects keep changing, due to the complications ofroyal relationships.

外

FC4

31

Ⅱ Choose the word that can best replace the underlined word.
（1）（a）encounter：（2）（b）respected：（3）（c）shortly：（4）（d）attempt：（5）exquisite：（e）①

addition②

meeting③

motion④argument①

admired②announced③

criticised④connected

①

just

②

exactly③rather④

finally①emphasis

②

event

③

effort④

exception①

interesting②

imperial③

bitter④

beautiful

32

33

34

35

36

Ⅲ Translate the underlined part into Japanese:

Not that this put an end to the attraction for all things Japanese.

外

FC1
FC4

【 6 】 次の英文を読み、下記の設問Ⅰ、Ⅱに対する最も適切な答えを、それぞれ①〜④の中から選び、マーク解答用紙（1）にマークしなさい。また、下記の設問Ⅲの英文を和訳し、記述解答用紙（E）に記入しなさい。
解答番号は、Ⅰ（1） 37〜（5） 41、Ⅱ（1） 42〜（5） 46。

（配点ⅠⅡ 35 点、Ⅲ 5 点）,
Stonehenge in southern England （a）ranks among the world s most iconic
sites and one of its greatest enigmas. The great stone circle on Salisbury
Plain inspires awe and fascination — but also intense debate some 4,600
years after it was built by ancient Britons who left no written record.
,
The monument s mysterious past has brought into existence countless
tales and theories. According to folklore, Stonehenge was created by
Merlin, the wizard who magically transported the massive stones from
Ireland, where giants had （b）assembled them. Another legend says invading
Danes put the stones up, and another theory says they were the ruins of a
Roman temple.
Centuries of（c）fieldwork show the monument was more than a millennium
in the making, starting out 5,000 years ago as a circular earth bank andditch. A complicated pattern of wooden posts was replaced in about 2600
外FC4

B.C. by 80 bluestones from Wales that were rearranged at least three times
after the larger stones were added several hundred years later. These hugesandstone blocks, each weighing around 25 tons, were transported some 19
miles（30 kilometers）to create a continuous outer circle with five trilithons（pairs of uprights with a horizontal stone on top） forming a horseshoe,
shape within. It s been estimated that it took well over 20 million hours toconstruct Stonehenge.

,
Modern debate over the monument s meaning has two main camps: those

who see it as a holy site, and others who believe it represents a scientific,observatory. Both camps base their theories on the site s astronomicalinfluence, with alignments to the sun and moon taken as evidence of rituals
linked to the changing seasons and the summer and winter solstices.
Alternatively, some stones lined up particularly with stars point to a
Stone Age calendar used for working out dates or to （d）reflect or predict
astronomical events such as solar eclipses.
Recently a radical new theory has emerged — that Stonehenge served asa“prehistoric Lourdes.”Lourdes is the famous religious site in the southof France where Christians go to take the healing waters. Stonehenge may
also have become a place of healing. This idea revolves around the smaller
bluestones, which, researchers argue, must have been credited with magicalpowers for them to have been floated, dragged, and hauled 145 miles（233kilometers）from west Wales. A team led by Tim Darvill of Bournemouth
University, U.K., announced in 2005 that it had located the site thebluestones came from, only for another study to suggest the stones had
made the journey earlier, （e）powered naturally by ice age glaciers. Work at
Stonehenge co-directed by Darvill in 2008 supported the hypothesis, also
based on a number of Bronze Age skeletons unearthed in the area that show
signs of bone deformities.
Competing to solve the enduring prehistoric puzzle is Sheffield,
University s Mike Parker Pearson, co-leader of the Stonehenge Riverside
Project, which is partly funded by the National Geographic Society.
,
Discoveries by the project team supported Parker Pearson s claim that
Stonehenge was a center for ancestor worship linked by the River Avon andtwo ceremonial avenues to a matching wooden circle at nearby Durrington
Walls. The two circles with their temporary and permanent structures
represented, respectively, the domains of the living and the dead, according
to Parker Pearson.
,“Stonehenge isn t a monument in isolation,”he says.“It is actually oneof a pair — one in stone, one in timber. The theory is that Stonehenge is a

外

FC1
FC4

kind of spirit home to the ancestors.”（From the website of National Geographic: Stonehenge）

外FC4

Ⅰ According to the passage, choose the best answer.
（1）Why does Stonehenge attract so much attention in the world?
① Ancient Britons have been writing and debating about the site forthe past 4,600 years.
② According to historians, it took over a million years to complete,
Stonehenge s construction.

③ The stones are shaped to form a giant puzzle, which no one has

yet managed to solve.
④

Even after so many years, people still marvel at this place, andwonder about its purpose.

37,（2）In which order were Stonehenge s various parts erected?
①

Wooden posts were used to replace the bluestones after they had
been moved 3 times.

②

The larger stones were the last to be put up, after the wooden
posts and the bluestones.

③

Merlin began the construction, which was later completed by Irish
giants and the Danes.

④

Firstly the stone circles were made, but they were rebuilt later
to make a Roman temple.

38（3）What evidence is there that Stonehenge may have been a ritual site?
①

Some stones seem to be lined up with the movement of the sunand moon, possibly for special ceremonies.

②

The stars seem to move between certain stones in random
patterns, causing people to worship them.

③

Stonehenge has a pair of camps, which suggests that ancientpeople often went there for special holidays.

④

The builders of Stonehenge sometimes moved the stones to line
up with the sun and moon on special days.

39

外

FC1
FC4

（4）Why has Stonehenge been recently compared with Lourdes?
①

The smaller bluestones somehow magically moved themselvesfrom there, bringing their great healing powers with them.

②

The waters of Stonehenge may have been drunk by ancientpeoples to fight off diseases, as also happens today at Lourdes.

③

Some skeletons with deformed bones were found in 2008 ,suggesting that those people may have gone there to be healed.

④

When the great stones at Stonehenge spin round and round, sickpeople often find that their problems have disappeared.

40,（5）What is Parker Pearson s theory about Stonehenge?
①

He believes that Stonehenge was one of two sites representing
life and death, connected by the river Avon.

②

He believes that Stonehenge should not be a lonely place, butneeds to be built in both wood and stone.

③

He believes that Stonehenge was really a prehistoric jigsaw
puzzle, and we need to put the stones in order.

④ He believes that Stonehenge was built by the National GeographicalSociety, who paid for the whole project.

外

FC4

41

Ⅱ Choose the word that can best replace the underlined word.
（1）（a）ranks：（2）（b）assembled：（3）（c）fieldwork：（4）（d）reflect：（5）
powered：
（e）

①

waits

②

stops

③

stands④

continues

①

met

②

constructed

③

broke

④

gathered

①

study

②

farming③

specialty④

thought①

answer②

show③

reject④question①created

②

moved

③

ignored

④

led

42

43

44

45

46

Ⅲ Translate the underlined part into Japanese.

,
It s been estimated that it took well over 20 million hours to construct

Stonehenge.
外

FC1
FC4

【 7 】 次の（1）〜（6）の対になった文がほぼ等しい意味になるように、（
1 語を入れなさい。ただし、各語の最初の 1 字は（）内に適当な）内に示してあるので、それに続けて単語を綴りなさい。
解答は、記述解答用紙（E）に記入しなさい。

（配点 24 点）（1）My dad was raised with five other children.

My dad was（b（u））with other five children.

,（2）Please don t close that window. This room needs some fresh air.

Please（l）that window（o）. This room needs some fresh air.

（3）I cannot understand why you made that decision. Please explain it again

to me.
I cannot understand the（r（f））your decision. Please explain it

again to me.
,,（4）I m not really good at making speeches, but I ll have a go at it.

外

FC4

,
,
I m not really good at making speeches, but I ll（g）it a（t（5）We have to build the new cot before the baby arrives.

We have to（p）the new cot（t）before the baby arrives.

,（6）It s not difficult to learn to dance, if you have a good teacher.

,It s（q（e））to learn to dance, if you have a good teacher.

）.

【 8 】 日本文のあらすじを参考に、英文中の㋐〜㋘の（さい。ただし、各語の最初の 1 字は（）内に適当な 1 語を入れな）内に示してあるので、それに続けて単語を綴りなさい。
解答は、記述解答用紙（E）に記入しなさい。

（配点 18 点）

At the age of nine, Oliver was a pale, thin child. He and the otherworkhouse boys never had enough warm clothes or food. They were given
only three meals of thin soup every day. On Sundays they had a small pieceof bread. They were ㋐（f）in a big hall. A large pot stood at one end of

the room, and the soup was served by the master. Each boy had one small
bowl of soup and no more. The bowls never needed washing, because theboys cleaned them with their spoons until they shone.
One day Oliver and his friends decided that one boy would walk up to themaster after supper and ask for more soup. Oliver was ㋑（c）. In theevening, the boys sat down at the tables. The master stood by the pot, andthe soup was served. It disappeared quickly. The boys whispered and madea sign to Oliver. He stood up from the table and went to the master with hisbowl and spoon in his hands.
‘Please sir,’he said.‘I want some more.’
外FC4

The master was a fat, healthy man, but he went very pale. He looked with㋒（s）at the small boy.

‘What?’said the master at last in a quiet voice.
‘Please, sir,’repeated Oliver.‘I want some more.’

The master hit Oliver with his spoon, then seized him and cried ㋓（f）

help. Mr. Bumble ran into the room, and the master told him ㋔（w）

Oliver said.
‘He asked for more?’Mr. Bumble cried.‘I cannot believe it. One day

they will hang the boy.’
He took Oliver away and ㋕（s）him in a dark room. The next morning

a notice appeared on the workhouse gate. Five pounds were ㋖（o）

to anybody who would take Oliver Twist. Oliver was a prisoner in that
cold, dark room for a whole week. Every morning he was taken outside towash, and Mr. Bumble beat him with a stick. Then he was taken into thelarge hall where the boys had their soup. Mr. Bumble beat him in front of
everybody. When night came he tried to sleep, but he was cold, ㋗（l）

and frightened.
But one day, outside the high workhouse gate, Mr. Bumble met Mr.
Sowerberry. Mr. Sowerberry was a tall, thin man who wore black clothes
and made coffins. Many of his coffins were for the poor people who diedin the workhouse. Mr. Bumble told him,‘Mr. Sowerberry, do you know
anybody who wants a boy? And five pounds? ’ He raised his stick and㋘（p）to the notice on the gate.

（CHARLES DICKENS, PEARSON ENGLISH ACTIVE READRES LEVEL1: OLIVERTWIST, 2008, Reprined by permission of Pearson Education Limited.）〈あらすじ〉

9 歳のオリバーは、やせて青白い顔をしていた。救貧院の子どもたちには暖かい服もなく、彼らはいつも飢えていた。毎日3回、大きなホールで食事を与えられたが、小さなボウル一杯のスープだけで、それ以上は何もなかった。ある日、子どもたちは相談し、誰か一人が代表で先生のところへ行き、もう少しスープをもらえるよう頼むことに決めた。そしてその代表に選ばれたのはオリバーだった。その晩、いつものように食事が終わると、子どもたちはささやき合い、オリバーに合図を送った。オリバーは立ち上がり、先生の方へ行くと言った。
「先生、お願いです。もう少しください。
」先生は驚いてオリバーを見た。
「何だって？」先生はオリバーを押さえつけ、大きな声で助けを呼んだ。慌ててやって来たバンブルさんに、先生がオリバーの言ったことを伝えると、彼はオリバーを暗い部屋に閉じ込めてしまった。次の日、救貧院の門には張り紙が貼られていた。オリバーを引き取ってくれる人には 5 ポンドを提供する、というものだった。
バンブルさんは、毎日みんなの前でオリバーにお仕置きをした。オリバーは夜になって

外

FC1
FC4

も、寒くて、寂しくて、怖くて、眠ることができなかった。ある日、バンブルさんは救貧院の外で葬儀屋のサワベリー氏に会うとこう言った。
「誰か男の子を欲しがっている
人はいませんかね？ 5 ポンド付きで。」そして門の張り紙を、持っていた杖で指し示した。

外FC4