V
第一单元
The author is not a preacher, and yet he does deliver a kind of sermon here.
作者并不是一个传教士，然而他在这里却发表了一种友好的说教。
Who is his audience?
他的观众是谁？
Interestingly, his audience is your teachers of Advanced English as a foreign language.
有趣地是，他的观众是你们那些把高级英语作为外语的老师们。
The author seeks to help them in their difficult task of teaching advanced students,
作者试着探求去帮助他们如何教先进的学生这一艰难的任务。
their task of leading their students to a higher level of ability and fluency.
他们的任务就是引导他们的学生到达更高一层的能力和流畅。
Does it encourage you to know that you are not the only one who is struggling at this level of language acquisition?
它是否怂恿你，让你知道你不是唯一的一个在语言获得阶段奋斗的人？
A KIND OF SERMON
一番说教
by W.S. Fowler
W·S·福勒
It is probably easier for teachers than for students to appreciate the reasons,
也许老师比学生更容易理解，
why learning English seems to become increasingly difficult once the basic structures and patterns of the language have been understood.
为什么学生在掌握了英语基本结构和句型后英语学习反而变得越来越困难了。
Students are naturally surprised and disappointed to discover that a process which ought to become simpler does not appear to do so.
学生们自然感到惊奇并失望地发现本来应该变得越来越容易的学习过程却完全不是那么回事。
It may not seem much consolation to point out that the teacher, too,
学生们并不感到多少安慰，在知道老师
becomes frustrated when his efforts appear to produce less obvious results.
在其努力所产生的效果似乎不及一开始明显也会灰心丧气。
He finds that students who were easy to teach,
他发现那些学生很容易去教，
because they succeeded in putting everything they had been taught into practice,
因为他们能把所学的知识很快的用于实践。
hesitate when confronted with the vast untounched area of English vocabulary and usage which falls outside the scope of basic textbooks.
可现在，他们却面对前阶段中从未学过的大量生词，惯用法显得踌躇不前。
He sees them struggling because the language they thought they knew now appears to consist of a bewildering variety of idioms,
他看到学生们在艰难地努力着，因为他们以前认为已经认识的语言现在似乎充满了令人头昏眼花的成语，
cliches and accepted phrases with different meanings in different contexts.
陈旧用语以及在不同上下文中有不同含义的惯用词组。
It is hard to convince them that they are still making progress towards fluency and that their English is certain to improve,
要想让他们相信他们仍朝着精通的方向发展，他们英语就一定提高是很困难的。
given time and dedication.
并且，只要肯花时间和持之以恒，
In such circumstances it is hardly surprising that some give up in disgust,
有些学生在此情况下厌恶地放弃了学习，这并不出人意外；
while others still wait hopefully for the teacher to give them the same confident guidance he was able to offer them at first.
同时，另一些学生仍然充满希望地盼着老师象开始时那样给他们以满怀信心的指导。
The teacher, for his part, frequently reduced to trying to explain the inexplicable,
从教师这方面看，由于往往不得不去讲解一些无法说清楚的东西，
may take refuge in quoting proverbs to his colleagues such as:"You can lead a horse to water but you can't make him drink,"
他常常会对同事们引用一些谚语权充台阶，比如：“你能牵马河边走，马不饮水你自愁，”or, more respectfully if less grammatically:"It ain't what you say.
或说得比较尊重对方但语法并不严谨：“倒不在乎说什么，
It's the way that you say it."
关键瞧您怎么说。”
His students might feel inclined to counter these with:"The more I learn, the less I know."
他的学生则会反唇相讥道：“我越学越糊涂。”
Of course this is not true.
事实当然并非如此。
What both students and teachers are experiencing is the recognition that the more complex structures one encounters in a language are not as vital to making oneself understood.
师生们正体验着一种共识，即学习中遇到的较复杂的语言结构在表达思想中并非至关重要，and so have a less immediate field of application.
因此也就少有可能立刻派上用场。
For the same reason, from the teacher's point of view, selecting what should be taught becomes a more difficult task.
出于同样的理由，在老师看来，恰当地选择教材变得更困难了。
It is much easier to get food of any kind than to choose the dish you would most like to eat on a given day from a vast menu.
任选一种食品比从品种繁多的菜单上单挑一道在某个特定日子里你想吃的菜要容易多了。Defining the problem is easier than providing the solution.
界定问题易于找出答案。
One can suggest that students should spend two or three years in an English-speaking country,
你可建议学生去讲英语的国家住两三年，
which amounts to washing one's hands of them.
这等于撒手不管他们。
Few students have the time or the money to do that.
没有几个学生陪得起时间花得起钱。
It is often said that wide reading is the best alternative course of action but even here it is necessary to make some kind of selection.
常言道：广泛阅读是最佳替代办法，但读书也应有所选择。
It is no use telling students to go to the library and pick up the first book they come across.
让学生走进图书馆随便拿起他们遇到的第一本书就读，这是无用的。
My own advice to them would be:
我会这样劝他们；
"read what you can understand without having to look up words in a dictionary(but not what you can understand at a glance);
“读无需查字典就懂的书（但并非过眼即懂的书），
read what interests you;
读你感兴趣的书；
read what you have time for(magazines and newspapers rather than novels unless you can read the whole novel in a week or so);
读时间允许的书（杂志和报纸，而不是长篇小说，除非你能在一周左右读完它）；
read the English written today, not 200 years ago;
读现在写的文章，而不是二百年前的文章；
read as much as you can and try to remember the way it was written rather than individual words that puzzled you."
读得尽量多一些，并尽量记住写作方法，而不要拘泥于令你困惑的个别单词。
And instead of "read", I could just as well say "listen to."
并且，代之以“读文章”，你应该“听文章”。
My advice to teachers would be similar in a way.
从某种意义上说，我对教师的劝告也是相同的。
I would say "It's no good thinking that anything will do,
我会说：“最好不要认为学什么都可以，
or that all language is useful.
或任何语言都有用。
It's no good relying on students to express themselves without the right tools for expression.
让学生没有掌握表达方法就去表达自己的思想是无益的。
It's still your duty to choose the best path to follow near the top of the mountain just as it was to propose a practicable short-cut away from the beaten track in the foothills.
正象在山脚下你弃老路而择近道一样，在距山顶不远处你也仍应尽心尽责为他们指一条攀顶之最佳路线。
And if the path you choose is too overgrown to make further progress,
如果你选的路线荆棘丛生，难以举步，
the whole party will have to go back and you will have to choose another route.
全队则需返回，你应另择佳途。
You are still the paid guide and expert and there is a way to the top somewhere."
你仍是雇用向导和登山专家，总能找到一条登顶之路。
Unit Two
第二单元
Beginning with the earliset pioneers,
从最早的先驱者开始，
Americans have always highly valued their freedoms, and fought hard to protect them.
美国人已经有了很贵重的自由，他们为了保护它们努力地战斗。
And yet, the author points out that there is a basic freedom which Americans are in danger of losing.
然而，作者指出有一种基本的自由美国人正处于失去它的危险中。
What is this endangered freedom?
这个将要绝种的自由是什么？
For what reasons could freedom-loving Americans possibly let this freedom slip away?
是什么原因让这些热爱自由的美国人很有可能让这个自由滑走？
And what steps can they take to protect it--their fifth freedom?
他们采用什么方法去保护他们的第五自由？
THE FIFTH FREEDOM
第五种自由
by Seymour St.John
西摩·圣约翰
More than three centuries ago a handful of pioneers crossed the ocean to Jamestown and Plymouth in search of freedoms they were unable to find in their own countries,
一小群早期拓荒者为了寻找在他们自己的祖国已不存在的自由，在三百多年前远涉重洋，来到詹姆斯敦和普列茅斯。
the freedoms we still cherish today:freedom from want, freedom from fear, freedom of speech, freedom of religion.
这自由我们今天仍然格外珍惜。它们是：脱离贫穷，消除恐惧、言论以及宗教信仰的自由。Today the descendants of the early settlers, and those who have joined them since,
如今这些拓荒者的后代以及后来加入其行列的新老移民
are fighting to protect these freedoms at home and throughout the world.
仍然在美国本土和世界各地为这些自由而奋斗着。
And yet there is a fifth freedom--basic to those four--that we are in danger of losing:
与此同时还存在着第五种自由，也是上述四种自由之基石，我们有丢失它的危险。
the freedom to be one's best.
它是达到个人成就顶峰的自由，
St.Exupery describes a ragged, sensitive-faced arab child,
在法国作家圣·埃克休帕里的作品里，一个破衣烂衫却长得聪明伶俐的阿拉伯少年，haunting the streets of a North African town, as a lost Moxart:he would never be trained or developed.
经常闲逛于北非某城市，被描写成一个被埋没的莫扎特，他不可能受到训练或培养。
Was he free? "No one grasped you by the shoulder while there was still time;
这个孩子有自由吗？“在还来得及的时候却得为到培养。
and nought will awaken in you the sleeping poet or musician or astronomer that possiby inhabited you from the beginning."
你也许很可能有着与生俱来的成为诗人、音乐家或天文学家的潜能，但却不可能被唤醒了。The freedom to be one's best is the chance for the development of each person to his highest power.
完善自我的自由是一种让每个人把自己的能力发展到最高水平的机会。
How is it that we in America have begun to lose this freedom,
在美国我们为什么会开始失去这一自由呢？
and how can we regain it for our nation's youth?
如何为我国的青年人重新获得这一自由呢？
I believe it has started slipping away from us because of three misunderstandings.
它之所以开始从我们身边悄然离去，我认为是由于以下三种误解所导致的。
First, the misunderstanding of the meaning of democracy.
首先是对民主的误解。
The principal of a great Philadelphia high school is driven to cry for help in combating the notion, 在费城、一所名牌中学的校长被迫大声疾呼，号召人们反对一种观点，
that it is undemocratic to run a special program of studies for outstanding boys and girls.
即认为给尖子生吃小灶是不民主的。
Again, when a good independent school in Memphis recently closed,
再如，当孟菲斯的一所教学质量好的私立学校在不久前停办时，
some thoughtful citizens urged that it be taken over by the public school system and used for boys and girls of high ability,
一些有头脑的市民力主将其纳入公立学校系统，专门用来培养尖子人才。
that it have entrance requirements and give an advanced program of studies to superior students who were interested and able to take it.
他们主张要设入学条件并为有兴趣、有能力的学生提供高级研修课程。
The proposal was rejected because it was undemocratic!
然而这项建议竟遭反对，理由是这样做不民主！
Thus, courses are geared to the middle of the class.
据此，课程均被定位在中等难度。
The good student is unchallenged, bored.
尖子生未受到挑战，情绪低落，
The loafer receives his passing grade.
差生也能及格。
And the lack of an outstanding course for the outstanding student, the lack of a standard which a boy or girl must meet, passes for democracy.
没有为优等生开设的培优课程，没有每位男女生都必须达到的标准反而带来了民主。
The second misunderstanding concerns what makes for happiness.
其次是对幸福的误解。
The aims of our present-day culture are avowedly ease and material well-being:
我们当今文化的取向明白无误地直指安逸和物质享受，
shorter hours; a shorter week; more return for less accomplishment;
更少的日工作小时和周工作日，干得更少，拿得更多，
more softsoap excuses and fewer honest, realistic demands.
更多的滑头的借口，更少实实在在的要求。
In our schools this is reflected by the vanishing hickory stick and the emerging psychiatrist.
反映到我们的学校里，便是精神病医生取代了教鞭。
The hickory stick had its faults, and the psychiatrist has his strengths.
以前用教鞭当然有不妥的时候，如今的精神病医生也功不可没。
But the trend is clear.
但趁势是显而易见的。
Tout comprendre c'est tout pardonner(To understand everything is to excuse everything).
Ｔｏｕｒｃｏｍｐｒｅｎｄｃ’ｅｓｔｐａｒｄｏｎｅｒ（原谅了一切才理解了一切。）
Do we really believe that our softening standards bring happiness?
我们真的相信较松的标准能带来幸福吗？
Is it our sound and considered judgment that the tougher subjects of the classics and mathematics should be thrown aside,
象某些教育专家建议的，用玩娃娃取代难学的古典文学和数学。
as suggested by some educators, for doll-playing?
这难道是我们经过深思熟虑作出的判断吗？
Small wonder that Charles Malik, Lebanese delegate at the U.N., writes:
无怪乎黎巴嫩驻联合国代表查尔斯·马立克会这样写道：
"There is in the West" (in the United States)
“在西方（美国）
"a general weakening of moral fiber.
普遍存在着道德滑坡。
(Our)leadership does not seem to be adequate to the unprecedented challenges of the age."
（我们的）领导似乎无从应付史无前例的时代的挑战。”
The last misunderstanding is in the area of values.
最后是对价值观的误解。
Here are some of the most influential tenets of teacher education over the past fifty years:
这里仅举几项在过去五十年里在师范教育界最具影响的信仰，
there is no eternal truth; there is no absolute moral law; there is no God.
永恒的真理是不存在的；绝对的道德准则是不存在的；上帝是不存在的。
Yet all of history has taught us that the denial of these ultimates,
但人类全部的历史却告诉我们：否定这些基本原则，
the placement of man or state at the core of the universe,
置人或国家于宇宙之中心，
results in a paralyzing mass selfishness;
将导致使世界瘫痪的整体自私自利。
and the first signs of it are already frighteningly evident.
而这恶果却已令人恐怖地初现端倪。
Arnold Toynbee has said that all progress,
阿诺德·汤因比曾经说，一切进步，
all development come from challenge and a consequent response.
一切发展均来自挑战以及相应的反应。
Without challenge there is no response, no development, no freedom.
而没有挑战，当然也没有了反应，没有了进步，没有了自由。
So first we owe to our children the most demanding,
因此，首先我们要为我们的孩子提供最艰深，
challenging curriculum that is within their capabilities.
最具挑战性的在其力所能及的范围内的课程。
Michelangelo did not learn to paint by spending his time doodling.
米开朗基罗学画时可不是心不在焉的乱画。
Mozart was not an accomplished pianist-at the age of eight as the result of spending his days in front of a television set.
莫扎特要是整天看电视，也就不可能在八岁就成为小有名气的钢琴家。
Like Eve Curie, like Helen Keller, they responded to the challenge of their lives by a desceplined training:
正象伊芙·居里和海伦·凯勒一样，他们都是以严格的训练来面对挑战。
and they gained a new freedom.
并且赢得了新的自由。
The second opportunity we can give our boys and girls is the right to failure.
我们可以给我们的男孩女孩们的第二个机会乃是有权失败。
"Freedom is not only a privilege, it is a test," writes De Nouy.
“自由不仅仅是一种特权，而且也是一种考验，”德·纽伊写道。
What kind of a test is it, what kind of freedom where no one can fail?
一个不允许失败的考验是一种什么样的考验呢？这种自由又将是什么自由呢：
The day is past when the United States can afford to give high school diplomas to all who sit through four years of insturction,
美国能为每一位来听上四年高中课程的学生,发张高中文凭。
regardless of whether any visible results can be discerned.
但不管是否学到东西，这个时代已一去不复返了。
We live in a narrowed world where we must be alert,awake to realism;
我们生活在一个变得越来越小的世界里，我们必须知晓现实主义，并对其保持警觉；
and realism demands a standard which either must be met or result in failure.
而现实主义所要求的标准应是一种要么必须达到，要么达不到的标准。
These are hard words, but they are brutally true.
这种说法过于严酷，但也句句是实。
If we deprive our children of the right to fail we deprive them of their knowledge of the world as it is.
如果剥夺了我们的孩子失败的权力，也就是剥夺了他们认识真实世界的权力。
Finally, we can expose our children to the best values we have found.
最后，我们应让孩子们全面了解我们已经找到的最好的价值。
By relating our lives to the evidences of the ages,
通过把我们的生活与各个时代，
by judging our philosophy in the light of values that history has proven truest,
可资证明的事件联系起来，通过已经过历史证明为最真实的价值观来评判我们的人生哲学。perhaps we shall be able to produce that "ringing message, full of content and truth, satisfying the mind,
我们也许能够提供一种充满真理、内容翔实、满足我们的思维，
appealing to the heart, firing the will, a message on which one can stake his whole life."
打劫我们心扉、燃起希望之火的，时时萦绕于耳的启示，一种受用终生的启示。
This is the message that could mean joy and strength and leadership--freedom as opposed to serfdom.
这是一个意味着快乐力量和领袖才能的启示—即自由而非奴役。
第三单元
Do you want a better life?
你想要一种更好的生活吗？
According to the author of the following article, the solution is easy.
根据作者下面的文章，方法是简单的。
Simply change the way you look at yourself--and you will change the way you live.
仅仅改变你看自己的方式，那么你将会改变你的生活方式。
Improving your self－image is your key to living a better life.
改变你的自我形象是过一种更好的生活的关键。
YOUR KEY TO A BETTER LIFE
美好生活的秘诀
by Maxwell Maltz
马克斯韦尔·马尔兹
The most important psychological discovery of this century is the discovery of the "self-image." 这个世纪心理学领域里最重要的发现就是“自我行象”。
Whether we realize it or not, each of us carries about with us a mental blueprint or picture of ourselves.
无论意识到与否，我们每个人大脑中都有一幅关于自己的蓝图或画像。
It may be vague and ill-defined to our conscious gaze.
如果我们有意识地去注视它，这个心象也许地会显得模糊不清、难以界定。
In fact, it may not be consciously recognizable at all.
事实上，它也许完全不能被有意识地辨认出来。
But it is there, complete down to the last detail.
但它确实存在而且细节分明。
This selfimage is our own conception of the "sort of person I am."
这个自我心象就是我们关于“我是哪种人”的自我概念。
It has been built up from our own beliefs about ourselves.
它是建立在我们关于自己的信念之上的。
But most of these beliefs about ourselves have unconsciously been formed from our past experiences,
但这大部分的关于我们自己的信念是在无意识中通过我们过去的经验、
our successes and failures, our humiliations,our triumphs,
我们的成功和失败、我们遭受的屈辱、我们的胜利
and the way other people have reacted to us, especially in early childhood.
以及别人对我们所作出的反应，尤其是在儿童时期对我们的反应等等形成的。
From all these we mentally construct a "self,"(or a picture of a self).
通过以上种种经历，我们在大脑中建立了一个“自我”（或是一个关于自我的画像。）Once an idea or a belief about ourselves goes into this picture it becomes"true", as far as we personally are concerned.
一旦某种关于我们自己的想法和信念进入到这幅图象当中，就我们自己而言，它即变成了“真实”。
We do not question its validity, but proceed to act upon it just as if it were true.
我们从不过问它的正确性，而是按此行事，似乎它确实是真的。
This self-image becomes a golden key to living a better life because of two important discoveries:
这个自我心象由于有了两个重要的发现而变成了打开通往更美好生活之门的金钥匙。
1.All your actions, feelings, behavior--even your abilities--are always consistent with this self-image.
１、你所有的行动、情感、举止—甚至你的能力—总是与这个自我心象保持一致。
In short, you will "act like" the sort of person you conceive yourself to be.
简言之，你将按照构想中的你去行事。
Not only this, but you literally cannot act otherwise, in spite of all your conscious efforts or will power.
不仅如此，无论你尽多大有意识的努力或有怎样的毅力，你都不可能有其他的行为模式。The man who conceives himself to be a "failure type person" will find some way to fail,
一位认定自己属于“失败型”的人们会设法去失败，
in spite of all his good intentions, or his will power, even if opportunity is literally dumped in his lap.
尽管他有着良好的愿望或意志力，即便有时幸运之神已经来敲门了。
The person who conceives himself to be a victim of injustice, one "who was meant to suffer" will invariably find circumstances to verify hid opinions.
一位认定自己是非正义的受害者的人，一位“注定要遭灾的人”，他将总是寻找一些根据去证实自己的观点。
The self-image is a "premise," a base, or a foundation upon which your entire personality,your behavior,
自我心象是个“前提”，一个基地或基础，在此之上你建立起你全部的个性、举止,
and even your circumstances are built.
甚至你的生活环境。
Because of this our experiences seem to verify, and thereby strengthen our self-images,
由此，我们的生活经验总象是去证实并因此而加强我们的自我心象。
and a vicious or a beneficent cycle, as the case may be, is set up.
并且，也就视具体情况不同而建立起一套恶性或良性循环。
For example, a schoolboy who sees himself as an "F" type student,
例如，一位把自己看作“失败”型的学校男生，
or one who is "dumb in mathematics," will invariably find that his report card bears him out.
一位数学上很“笨”的学生，将总是发现他的成绩报告单往往证明他判断的正确性。
He then has "proof".
于是他便有了“证据”。
A young girl who has an image of herself as the sort of person nobody likes,
一位自我心象为不讨人喜欢的小女孩，
will find indeed that she is avoided at the school dance.
会发现在学校的舞会上大家确实老是躲着她。
She literally invites rejection.
她的的确确是在自寻冷遇。
Her woebegone expression, her hang-dog manner, her over-anxiousness to please,
她那一脸苦相、羞臊的举止、过于想取悦别人的心态，
or perhaps her unconscious hostility towards those she anticipates will affront her--
或者也许是她无意之间对她觉得会冒犯她的人的敌意，
all act to drive away those whom she would attract.
这一切把她本应能够吸引过来的人都赶走了。
In the same manner, a salesman or a businessman will also find that his actual experiences tend to "prove" his self-image is correct.
同样地，一位售货员或一位商人也会发现他实际经历过的事趋向于“证明”他的自我心象是正确无误的。
Because of this objective "proof" it very seldom occurs to a person that his trouble lies in his self-image or his won evaluation of himself.
由于有这个客观的“证明”，一个人就很难发觉他的问题正是出在他的自我心象或他对自己的评价上。
Tell the schoolboy that he only "thinks" he cannot master algebra,
告诉那位男生他只是“认为”自己无法学会代数。
and he will doubt our sanity.
那他就会怀疑你的判断力。
He has tried and tried, and still his report card tells the story.
他试了又试，可成绩单却总是一样。
Tell the salesman that it is only an idea that he cannot earn more than a certain figure,
告诉售货员他挣的钱不会超过某个数字也只是一个想法而已。
and he can prove you wrong by his order book.
他就会拿出订单证明你错了。
He knows only too well how hard he has tried and failed.
他太了解他曾怎样艰苦地尝试过并失败了的。
Yet, as we shall see later,
然而，就象我们将要看到的那样，
almost miraculous changes have occurred both in grades of students,
学生的成绩和售货员的业务能力几乎是奇迹般地改变了
and in the earning capacity of salesmen--when they were prevailed upon to change their self-images.
在他们听劝改变自我心象之后。
2.The self-image can be changed.
２、自我心象能被改变。
numerous case histories have shown that one is never too young nor too old to change his self-image and thereby start to live a new life.
大量例子表明无论年长或年幼都可改变自我心象并由此开始新的生活。
One of the reasons it has seemed so difficult for a person to change his habits, his personality,or his way of live,
一个很难让人改变其生活习惯、人格或，其生活方式的原因之一仍是：
has been that heretofore nearly all efforts at change have been directed to the circumference of the self,
到目前为止，几乎所有的试图改变的努力都是朝着可以说是自我的外围，
so to speak, rather than to the center.
而不是中心进行的。
Numerous patients have said to me something like the following:
很多病人对我说了如下的话：
"If you are talking about 'positive thinking',
“如果你要讲什么‘积极思维’，
I've tried that befroe, and it just doesn't work for me."
我以前早试过了，只是对我无效。”
However, a little questioning invariably brings out that these individuals have employed "positive thinking",
然而，如果细问一下，我们就会明白这些人所用的“积极思维”
or attempted to employ it, either upon particular external circumstances,
或他们想要用的“积极思维”，只是针对某个具体的外部情况，
or upon some particular habit or character defect ("I will get that job."
或是一些个别的习惯或性格缺陷（“我要得到那份工作”）
"I wil be more calm and relaxed in the future."
“以后我要更冷静和放松。”
"This business venture will turn out right for me," etc.)
“这次商业冒险会对我有利”等等，
But they had never thought to change their thinking of the "self" which was to accomplish these things.
但是他们从未想过要改变对将去干这些事的“自我”的看法。
Jesus warned us about the folly of putting a patch of new material upon an old garment,
耶稣警告我们把一块新布补在旧衣上，
or of putting new wine into old bottles.
或是把新酒倒入旧瓶中都是愚蠢的。
"Positive thinking" cannot be used effectively as a patch or a crutch to the same old selfimage. “积极思维”不可能被有效地当做一个补丁或拐杖用于旧的自我心象上。
In fact, it is literally impossible to really think positively about a particular situation,
事实上，你绝对不会积极地去思考某个具体问题，
as long as you hold a negative concept of self.
如果你是对自我持的是否定态度的话
And, numerous experiments have shown that once the concept of self is changed,
并且，大量实验表明：一旦关于自我的概念改变了，
other things consistent with the new concept of self, are accomplished easily and without strain.
其他与新自我相一致的事物就很容易完成，且无需绞尽脑汁。
One of the earliest and most convincing experiments along this line was conducted by the late Prescott Lecky,
已故普斯科特·莱基曾作过一个实验，也是最早期且最具说服力的实验之一。
one of the pioneers in self-image psychology.
自我心象心理学先驱之一，
Lecky conceived of the personality as a "system of ideas",
他假定个性是一个思想体系，
all of which must seem to be consistent with each other.
其中所有的思想看上去必须是相互一致、相互协调的。
Ideas which are inconsistent with the system are rejected,
与该体系不一致的思想是被排斥的，
"not believed," and not acted upon.
不被相信的并且不被用作行动的指南。
Ideas which seem to be consistent with the system are accepted.
而与该系统相一致的思想则被接受。
At the very center of this system of ideas--the keystone--the base upon which all else is built,
在这个思想体系的最中心—核心思想—其他思想均建立在其之上的基础思想就是
is the individual's "ego ideal," his "self-image," or his conception of himself.
一个人的“自我概念”，他的“自我心象”，或他对自己的否定。
Lecky was a school teacher and had an opportunity to test his theory upon thousands of students. 莱基是位学校教师，因此有机会在学生中检验他的理论。
Lecky theorized that if a student had trouble learning a certain subject,
根据莱基的理论，如果一位学习某门功课有困难，
it could be because (from the student's point of view)it would be inconsistent for him to learn it.
这可能是因为（从学生的角度看）他不合适于那门课。
Lecky believed, however, that if you could change the student's self-conception,
然而莱基相信如果你能够改变学生之所以有这种观点的自我认定的模式，
which underlies this viewpoint,his attitude toward the subject would change accordingly.
他对那门课的态度也会随之改变。
If the student could be induced to change his self-definition,
如果学生听劝改变他的自我定义，
his learning ability could also change.
他的学习能力也将改变。
This proved to be the case.
这一点已经被证实。
One student who misspelled 55 words out of a hundred and flunked so many subjects that he lost credit for a year,
一位写100个词就错55个，并由于多门功课不及格而失去了一年学分的学生，
made a general average of 91 the next year and became one of the best spellers in school.
在第二年里每门成绩平均９１分，并成为学校拼写最好者之一；
A boy who was dropped from one collgeg because of poor grades,
一位由于成绩不佳而从学院退学的男生
entered Columbia and became a straight "A" student.
进了哥伦比亚大学并成为全优生，
A girl who had flunked Latin four times, after three talks with the school counselor, finished with a grade of 84.
一位４次都没通过拉丁文考试的女生在与学校顾问谈了三次话后，拉丁语课程以８４分通过了，
A boy who was told by a testing bureau that he had no aptitude for English, won honorable mention the next year for a literary prize.
一位被一个考试机关告之他没有学英语的天赋的男生第二年获得了文学荣誉奖。
The trouble with these students was not that they were dumb,
这些学生的问题不是他们笨
or lacking in basic aptitudes.
或缺乏基本能力。
The trouble was an inadequate self-image("I don't have a mathematical mind";
问题在于一个不正确的自我心象（“我没有学数学的脑袋”，
"I'm just naturally a poor speller").
“我天生写不好字”）
They "identified" with their mistakes and failures.
他们认为自己与错误和失败是共存的。
instead of saying "I failed that test" (factual and descriptive) they concluded "I am a failure."
他们不是说：“我那次考试失败了”（事实上的，描述性的）而是下结论道：“我是个失败者。”Instead of saying "I flunked that subject" they said "I am a flunk-out."
他们不是说：“我那门功课考糟了”而是说：“我是个糟糕的学生。”
For those who are interested in learning more of Lecky's work, I recommend securing a copy of his book:
对于那些有兴趣多读点莱基的著作的人，我推荐一本他的书：
Self Consistency, a theory of Personality.
《自我一致，一个关于个性的理论》
The Island Press, New York, N.Y.
海岛出版社，纽约州，纽约市。
Unit Four
第四单元
Romance, betrayal, intrigue and tragedy--the making of a fascinating novel--are all there in The Gadfly.
浪漫，背叛，阴谋和悲剧，构成了一部着魔的小说，所有这些都在牛虻中有。
Ethel V oynich's first novel, The Gadfly came out in 1897 and became one of the most widely read books of the 20th century.
埃塞尔·丽莲·伏尼的第一部小说，牛虻在１８９７年出版，在２０世纪里成为最广泛地读物。
We join the story in the closing pages, just after Arthur has been executed.
仅仅在Arthur被执行死刑后，我们才把故事的结尾连接起来。
Gemma, reading his last letter from prison, recognizes Arthur as her long-lost lover, only to lose him again--this time for ever.
Gemma，读了他从牢中来的最后一封信，意识到Arthur将成为她长久失去的爱人，仅仅再一次失去，但这一次却是永远。
EPILOGUE
尾声
(From The Gadfly)
选自《牛虻》
by Ethel L. Voynich
埃塞尔·李·伏尼契
She stood still for a little while with the paper in her hand;
她手里拿着信，静静地站了一会儿，
then sat down by the open window to read.
然后在敞开的窗旁坐下读了起来。
The letter was closely written in pencil, and in some parts hardly legible.
信是用铅笔写的，密密麻麻，有些地方几乎难以辨认了，
But the first two words stood out quite clear upon the page;
但头两个字却清晰地跃然纸上，
and they were in English:
字是用英语写的：
"Dear Jim."
“亲爱的吉姆，”
The writing grew suddenly blurred and misty.
字迹突然变得模糊不清，象蒙上了一层雾。
And she had lost him again--had lost him again!
她又一次失去了他—又一次失去了他！
At the sight of the familiar childish nickname all the hopelessness of her bereavement came over her afresh,
一看到那熟悉的带孩子气的小名，她的心又一次被那种失去亲人无助的痛楚所攫住。
and she put out her hands in blind desperation,
她茫然绝望地伸出双手，
as though the weight of the earth-clods that lay above him were pressing on her heart.
好象压盖在他身上的土块，正沉沉地压向自己的心上。
Presently she took up the paper again and went on reading:
不一会，她又拿起信，接着往下读：
"I am to be shot at sunrise tomorrow.
“明天一早，太阳升起之时，我就要被枪毙；
So if I am to keep at all my promise to tell you everything, I must keep it now.
所以如果我真的要信守诺言，告诉你一切的话，现在就必须兑现了。
But, after all, there is not much need of explanations between you and me.
不过，我们之间毕竟没有多少需要解释的。
We always understood each other without many words, even when we were little things."
我们彼此总能心领神会，不需过多的言语；甚至当我们还是两个小不点的时候就已如此了。”"And so, you see, my dear, you had no need to break your heart over that old story of the blow. “所以，亲爱的，你不必再为过去的那一耳光而伤心了；
It was a hard hit, of course;
当然，那是重重的一击，
but I have had plenty of others as hard, and yet I have managed to get over them,
但是我一生中经受过多次如此沉重的打击，我都设法挺过来了，
--even to pay back a few of them, --and here I am still, like the mackerel in our nursery-book(I forget its name),
—甚至还反击了几次。此刻，我仍象我们读过的小人书里（书名我忘记了）
'Alive and kicking, oh!' This is my last kick though;
的那条鲭鱼那样“活蹦乱跳的哟！”。不过这是我最后一跳了，
and then, to-morrow morning, and-- 'Finita la Commedia!'
明天一早，“喜剧结束了！”
You and I will translate that:'The variety show is over';
你我也可这样翻译：“杂耍结束了”
and will give thanks to the gods that they have had, at least, so much mercy on us.
同时，我们还得感谢众神，至少，他们给了我们如此多的恩惠，
It is not much, but it is something;
虽不是大恩大惠，这就算是幸运的了。
and for this and all other blessings may we be truly thankful!
对这一切和其他所有的恩赐，我们真应该好好感谢！
"About that same to-morrow morning, I want both you and Martini to understand clearly that I am quite happy and satisfied,
“还是明天早上的那件事，我希望你和玛蒂尼都能清楚地明白：我十分地快活和满足，and could ask no better thing of Fate.
不能向命运之神要求更好的结局了。
Tell that to Martini as a message from me;
请替我把这些话转达给玛蒂尼；
he is a good fellow and a good comrade, and he will understand.
他是一个好人，一个好同志，他会理解的。
You see, dear, I know that the stick-in-the-mud people are doing us a good turn and themselves a bad one by going back to secret trials and executions so soon,
亲爱的，你瞧，我知道那些极端保守的人这么急于恢复秘密审讯和秘密处决实际上是帮了我们的忙，而给他们自己帮了倒忙。
and I know that if you who are left stand together steadily and hit hard,
我也知道，如果你们活下来的人紧密地团结在一起奋力反击，
you will see great things.
你们就会取得伟大的胜利。
As for me, I shall go out into the courtyard with as light a heart as any child starting home for the holidays.
至于我，我会象准备回家度假的孩子那样，带着轻松的心情走到外面的院子里去。
I have done my share of the work, and this death-sentence is the proof that I have done it thoroughly.
我已经完成了我的那份工作，这死刑判决正好证明了我工作完成得十分彻底。
They kill me because they are afraid of me;
他们杀了我，是因为他们害怕我。
and what more can any man's heart desire?
一个人能这样，还渴望得到别的什么呢？
"It desires just one thing more, though.
“不过，我还渴望一件事情。
A man who is going to die has a right to a personal fancy,
一个快要死的人有权拥有个人幻想，
and mine is that you should see why I have always been such a sulky brute to you,
我的愿望就是让你明白我为什么一直对你象头愠怒的野兽，
and slow to forget old scores.
为什么老是忘不掉宿怨。
Of course, though, you understand why, and I tell you only for the pleasure of writing the words. 当然，你是清楚的，但是我还是想告诉你，仅仅是为了享受写这几个字的乐趣，
I loved you, Gemma, when you were an ugly little girl in a gingham frock, with your hair in a pig-tail down your back;
我爱过你，琼玛，当你还是个身穿花条布衫背后拖着一条辫子的丑丫头时，我就爱上了你。and I love you still.
现在依然爱你。
Do you remember that day when I kissed your hand, and when you so piteously begged me 'never to do that again'?
你还记得那天我吻了你的手，而你却央求我：“再别这样干了”这件事吗？
It was a scoundrelly trick to play, I know;
我知道这是一个卑劣的手段，
but you must forgive that;
但你一定要原谅我，
and now I kiss the paper where I have written your name.
现在我又吻着写有你名字的信纸。
So I have kissed you twice, and both times without your consent.
所以，我已经吻过你两次了，每次都没经过你的同意。
"That is all. Good-bye, my dear."
“就说这些，别了，亲爱的。”
There was no signature, but a verse which they had learned together as children was written under the letter.
信尾没有签名，而是写着他们童年时一起学过的一首诗句：
"Then am I A happy fly, If I live or if I die."
“不管我活着还是死去，我都是一只快乐的飞虻。”
Half an hour later Martini entered the room, and startled out of the silence of half a life-time,
半个小时后，玛蒂尼走进房间，见状猛然一惊，一下子冲破半生的沉默；
threw down the placard he was carrying and flung his arms about her.
他丢下手中的布告，一把抱住琼玛。
"Gemma! What is it, for God's sake?
“琼玛！看在上帝的份上，你这是怎么了？
Don't sob like that--you that never cry! Gemma! Gemma, my darling!"
别这样哭泣—你从来不哭的！琼玛！我亲爱的琼玛！”
"Nothing, Gesare; I will tell you afterwards--
“没什么，彻萨雷；我以后再告诉你—
I--can't talk about it just now."
我—现在没法说。”
She hurriedly slipped the tear-stained letter into her pocket;
她匆匆地把那封沾满泪水的信偷偷塞进口袋，
and rising leaned out of the window to hide her face.
起身探出窗外，不让他看到自己的脸。
Martini held his tongue and bit his moustache.
玛蒂尼咬着自己的小胡子，一言不发。
After all these years he had betrayed himself like a schoolboy--and she had not even noticed it!
经过这么多年以后他终于象一个小学生一样暴露了自己的真实感情—而她却甚至没有察觉到！
"The Cathedral bell is tolling," she said after a little while,
“大教堂的钟响了，”过了一会儿她控制住了自己，
looking round with recovered self-command. "Someone must be dead."
转过头来说，“一定是有人死了。”
"That is what I came to show you," Martini answered in his everyday voice.
“我就是想来告诉你这件事。”玛蒂尼用他平日的声调回答到。
He picked up the placard from the floor and handed it to her.
他从地上拾起布告递给她。
Hastily printed in large type was a black-boredred announcement that:"Out dearly beloved Bishop, 这是一份加了黑边框的公告，是用大号字体匆匆地印刷出来的：“我们敬爱的主教，
His Eminence the Cardinal, Monsignor Lorenzo Montanelli," had died suddenly at Ravenna,
罗伦梭尼里红衣主教阁下，”在拉文纳溘然长逝。
"from the rupture of an aneurism of the heart."
因心脏动脉瘤破裂。”
She glanced up quickly from the paper, and Martini answered the unspoken suggestion in her eyes with a shrug of his shoulders.
她的眼睛迅速地离开了布告向上瞥了一下，玛蒂尼看出了她眼中暗示的意思，于是耸耸肩说："What would you have, Madonna?
“你还会怎么说呢，夫人？”
Aneurism is as good a word as any other."
动脉瘤可是一个最贴切的词了。”
Unit Five
第五单元
As the author points out below, the success of science has less to do with a particular method than with an essential attitude of the scientist.
就像作者下面指出的一样，科学的成功很少是由于一个特别的方法，而是因为科学家的基本态度。
This attitude is essentially one of inquiry, experimentation and humility before the facts.
在事实之前，这个态度本质上是调查，实验，和谦卑。
Therefore, a good scientist is and honest one.
因此，一个好的科学家是诚实的。
True scientists do not bow to any authority but they are ever ready to modify or even abandon their ideas if adequate evidence is found contradicting them.
真正的科学家不会对任何权威弯腰的，而是当发现大量的事实和他们相矛盾时，他们不断地改变或甚至抛弃他们的思想。
Scientists, as human beings, may not be more honest than others, but in their profession, they do place a high value on honesty.
科学家们，作为人类并不比其他的人诚实，但是在他们的职业里，他们很看重诚实。SCIENCE AND THE SCIENTIFIC ATTITUDE
科学与科学态度
by Paul G. Hewitt
保罗·Ｇ·休伊特
Science is the body of knowledge about nature that represents the collective efforts,
科学是关于自然的知识主体，代表了人类集体的努力，
insights, findings, and wisdom of the human race.
洞察力，新发现和智慧。
Science is not something new but had its beginnings before recorded history when humans first discovered reoccurring relationships around them.
科学不是某种新事物，它始于有文字记载的历史前，人类首次发现其周围重复出现的事物之间的各种关系之时。
Through careful observations of these relationships,
通过对这些相互关系的仔细观察，
they began to know nature
他们开始认识自然，
and because of nature's dependability, found they could make predictions to enable some control over their surroundings.
又由于自然的可靠性，他们发现自己可以预测未来从而能够对周围环境实施某种程度上的控制。
Science made its greatest headway in the sixteenth century when people began asking unanswerable question about nature--
在十六世纪，科学取得了最大的进步。那时的人们已经开始就自然现象提出一些可以回答的问题，
when they began replacing superstition by a systematic search for order--
那时，人们已开始用对秩序的规律系统的研究来代替迷信；
when experiment in addition to logic was used to test ideas.
那时，人们除了使用逻辑外，还运用实验来验证各种观点。
Where people once tried to influence natural events with magic and supernatural forces,
过去人们曾试图用魔术和超自然的力量来左右自然现象，
they now had science to guide them.
然而现在他们用科学来作指导。
Advance was slow, however, because of the powerful opposition to scientific methods and ideas. 但是，由于对科学方法与思想强烈的反对，进步是缓慢的。
In about 1510 Copernicus suggested that the sun was stationary and that the earth revolved about the sun.
大约在1510年，哥白尼提出了太阳静止不动，地球绕太阳旋转之观点。
He refuted the idea that the earth was the center of the universe.
他驳斥了地球是宇宙中心的观点。
After years of hesitation, he published his findings but died before his book was circulated.
经过几年的犹豫，他发表了自己研究成果，还没等到他的书广泛流传，哥白尼就逝世了。His book was considered heretical and dangerous and was banned by the Church for 200 years.
他的书被认为是异端的、危险的，并被教会禁锢了二百年。
A century after Copernicus, the mathematician Bruno was burned at the stake--largely for supporting Copernicus,
在哥白尼之后一个世纪，数学家布鲁诺被烧死在火刑柱上—主要是因为支持哥白尼，suggesting the sun to be a star, and suggesting that space was infinite.
认为太阳是一棵恒星，并且还认为太空是无限的。
Galileo was imprisoned for popularizing the Copernican theory and for his other contributions to scientific thought.
伽俐略因为普及哥白尼的理论以及他对科学思想的其它贡献而被关进监狱。
Yet a couple of centuries later, Copernican advocates seemed harmless.
然而，几个世纪以后，哥白尼的拥护者们似乎就没有危害了。
This happens age after age.
这种事情一个时代接一个时代都会发生。
In the early 1800s geologists met with violent condemnation because they differed with the Genesis account of creation.
在十九世纪初，地质学家们遭到强烈遣责，因为他们的观点与《创世纪》中所叙述的创世观点相左。
Later in the same century, geology was safe, but theories of evolution were condemned and the teaching of them forbidden.
可就在同一世纪稍晚些时候，地质学就安全了，但是有关进化的理论依然遭到谴责，并被禁止教授。
This most likely continues.
这种情况很可能继续下去，
"At every crossway on the road that leads to the future,
“因为在通往未来大道上的每一个十字路口，
each progressive spirit is opposed by a thousand men appointed to guard the past."
各种进步精神都会遭到上千名受命维护过去的卫道士们的反对。”
Every age has one or more groups of intellectual rebels who are persecuted,
每一个时代都会有一批或更多的知识分子叛逆者都会在那个时候遭到迫害、condemmed,or suppressed at the time; but to a late age, they seem harmless and often essential to the elevation of human conditions.
谴责，甚至是镇压；但在后来的岁月，他们似乎无害，并且在提高人类条件上起着重要作用。The enormous success of science has led to the general belief that scientists have developed and are employing a "method"--
科学的巨大成功引出一个普遍的信念，即科学家们已经研制并且运用了一种“方法”—
a method that is extremely effective in gaining, organizing, and applying new knowledge.
一种在获得、组织和运用新的知识方面极端有效的方法。
Galileo, famous scientist of the 1600s, is usually credited with being the "Father of the Scientific Method."
伽俐略，十七世纪的著名科学家，被认为是“科学方法之父”。
His method is essentially as follows:
他的主要方法如下：
1.Recognize a problem.
１、认明问题。
2. Guess an answer.
２、猜想答案。
3.Predict the consequences of the guess.
３、预测猜想结果。
4. Perform experiments to test predictions.
４、进行实验证明预测。
5. Formulate the simplest theory that organizes the three main ingredients:
５、用公式表述形成这三大要素：
guess, prediction, experimental outcome.
猜想、预测及实验结果的最简明的理论。
Although this cookbook method has a certain appeal,
尽管这标准化的方法有一点的吸引力。
it has not been the key to most of the breadthroughs and discoveries in science.
但它并不是大多数科学突破和发现的关键。
Trial and error, experimentation without guessing,
反复试验、不作猜测的实验，
accidental discovery, and other methods account for much of the progress in science.
偶然的发现，还有其它的方法都是许多科学进步的原因所在。
Rather than a particular method, the success of science has more to do with an attitude common to scientists.
科学的成功不在于采用特殊的方法，它更取决于科学家们所共有的一种态度。
This attitude is essentially one fo inquiry, experimentation, and humility before the facts.
这种态度的实质就是探究、实验和尊重事实。
If a scientist holds and idea to be true and finds any counterevidence whatever,
如果一位科学家认为某种观点是正确的，可后来又发现相反的证据，
the idea is either modified or abandoned.
他就会修改或放弃这一观点。
In the scientific spirit, the idea must be modified or abandoned spite of the reputation of the person advocating it.
依照科学的精神，不管提出这一观点的人有多高的声望，这个观点都必须修正或放弃，
As an example, the greatly respected Greek philosopher Aristotle said that falling bodies fall at a speed proportional to their weight.
例如，深受人们尊重的希腊哲学家亚里士多德说过：落体的速度与其重量成正比。
This false idea was held to be true for more than 2,000 years because of Aristotle's immense authority.
因为亚里士多德的巨大权威，这一错的观点在２０００多年的时间里一直被认为是正确的。In the scientific spirit, however, a single verifiable experiment to the contrary outweighs any authority,
然而，依照科学的精神，单单一次反证实验就可胜过任何权威。
regardless of reputation or the number of followers and advocates.
不管你的名望有多高，或者追随者和拥护者的人数有多少。
Scientists must accept facts even when they would like them to be different.
科学家必须接受事实，即使他们希望事实不是如此。
They must strive to distinguish between what they see and what they wish to see--
他们必须力求去把他们所看到的及他们所希望看到的加以区分——
for humanity's capacity for self-deception is vast.
因为人类的自欺能力是很强的。
People have traditionally tended th adopt general rules, beliefs, creeds, theories,
人们往往倾向于采纳一般的规则、信仰、信念、理论
and ideas without thoroughly questioning their validity and to retain them long after they have been shown to be meaningless,
和观点，而不经过全面地询问它们正确与否，而且早在它们被证明是毫无意义的、
false, or at least questionable.
错误的、或至少是有疑问的之后，仍保留不改。