Thinking as a hobby

Unit1思考作为一种嗜好还是个孩子的时候我就得出了思考分为三种等级的结论。

后来思考成了嗜好，我进而得出了一个更加离奇的结论，那就是：我自己根本不会思考。

那个时候我一定是个很让大人头疼的小孩。

当然我已经忘记自己当初在他们眼里是什么样子了,但却记得他们一开始在我眼中就是如何不可理喻的。

第一个把思考这个问题带到我面前的是我文法学校的校长，当然这样的方式，这样的结果是他始料不及的。

他的办公室里有一些小雕像，就在他书桌后面一个高高的橱柜上面。

其中一位女士除了一条浴巾外一丝不挂。

她好像被永远地冻结在对浴巾再往下滑的恐惧中了。

而不幸的是她没有手臂，所以无法把浴巾拉上来。

在她的身边蜷伏着一头美洲豹，好像随时都会往下跳到档案橱柜最上层的抽屉上去，我懵懵懂懂地把那个抽屉上标着的"A-AH"理解成为猎物临死前绝望的哀鸣/惨叫。

在豹子的另一边端坐着一个健硕的裸体男子，他手肘支在膝头，手握拳托着腮帮子，全然一副痛苦不堪的样子。

过了一些时候，我对这些雕像有了一些了解,才知道把它们放在正对着犯错的孩子的位置是因为对校长来说这些雕像象征着整个生命。

那位裸体的女士是米洛斯的维纳丝。

她象征着爱。

她不是在为浴巾担心，而是忙着显示美丽。

美洲豹象征着自然，它在那里显得很自然而已。

那位健硕的裸体男子并不痛苦，他是洛丁的思索者，一个纯粹思索的象征。

要买到表达生活在你心中的意义的小石膏像是很容易的事情。

我想我得解释一下，我是校长办公室的常客，为我最近做过或者没做的事情。

用现在的话来说我是不堪教化的。

其实应该说，我是顽劣不羁，头脑迷糊的。

大人们从来不讲道理。

每次在校长桌前接受处罚，那些雕像在他上方白晃晃地耀眼时，我就会垂下头，在身后紧扣双手，两只鞋不停地蹭来蹭去。

校长透过亮晶晶的眼镜片眼神暗淡地看着我，：“我们该拿你怎么办呢？”哦，他们要拿我怎么办呢？我盯着旧地毯更狠命地蹂躏我的鞋。

“抬起头来，孩子！你就不能抬起头来吗？”然后我就会抬起头来看橱柜，看着裸体女士被冻结在恐惧中，健硕的男子无限忧郁地凝视着猎豹的后腿。

现代大学英语精读t h i n k i n g a s a h o b b y 原文课文对比版SANY标准化小组 #QS8QHH-HHGX8Q8-GNHHJ8-HHMHGN#T h i n k i n g a s a H o b b yby William GoldingWhile I was still a boy, I came to the conclusion that there were three grades of thinking; and since I was later to claim thinking as my hobby, I came to an even stranger conclusion - namely, that I myself could not think at all.I must have been an unsatisfactory child for grownups to deal with. I remember how incomprehensible they appeared to me at first, but not, of course, how I appeared to them. It was the headmaster of my grammar school who first brought the subject of thinking before me - though neither in the way, nor with the result he intended. He had some statuettes in his study. They stood on a high cupboard behindhis desk. One was a lady wearing nothing but a bath towel. She seemed frozen in an eternal panic lest the bath towel slip down any farther, and since she had no arms, she was in an unfortunate position to pull the towel up again. Next to her, crouched the statuette of a leopard, ready to spring down at the top drawer of a filing cabinet labeled A-AH. My innocence interpreted this as the victim's last, despairing cry. Beyond the leopard was a naked, muscular gentleman, who sat, looking down, with his chin on his fist and his elbow on his knee. He seemed utterly miserable.Some time later, I learned about these statuettes. The headmaster had placed them where they would face delinquent children, because they symbolized to him to whole of life. The naked lady was the Venus of Milo. She was Love. She was not worried about the towel. She was just busy being beautiful. The leopard was Nature, and he was being natural. The naked, muscular gentleman was not miserable. He was Rodin's Thinker, an image of pure thought. It is easy to buy small plaster models of what you think life is like.I had better explain that I was a frequent visitor to theheadmaster's study, because of the latest thing I had done or left undone. As we now say, I was not integrated. I was, if anything, disintegrated; and I was puzzled. Grownups never made sense. Whenever I found myself in a penal position before the headmaster's desk, with the statuettes glimmering whitely above him, I would sink my head, clasp my hands behind my back, and writhe one shoe over the other.The headmaster would look opaquely at me through flashing spectacles. "What are we going to do with you"Well, what were they going to do with me I would writhe my shoe some more and stare down at the worn rug."Look up, boy! Can't you look up"Then I would look at the cupboard, where the naked lady was frozen in her panic and the muscular gentleman contemplated the hindquarters of the leopard in endless gloom. I had nothing to say to the headmaster. His spectacles caught the light so that you could see nothing human behind them. There was no possibility of communication."Don't you ever think at all"No, I didn't think, wasn't thinking, couldn't think - I was simply waiting in anguish for the interview to stop."Then you'd better learn - hadn't you"On one occasion the headmaster leaped to his feet, reached up and plonked Rodin's masterpiece on the desk before me."That's what a man looks like when he's really thinking."I surveyed the gentleman without interest or comprehension."Go back to your class."Clearly there was something missing in me. Nature had endowed therest of the human race with a sixth sense and left me out. This must be so, I mused, on my way back to the class, since whether I had broken a window, or failed to remember Boyle's Law, or been late for school, my teachers produced me one, adult answer: "Why can't you think"As I saw the case, I had broken the window because I had tried to hit Jack Arney with a cricket ball and missed him; I could not remember Boyle's Law because I had never bothered to learn it; and I was late for school because I preferred looking over the bridge into the river. In fact, I was wicked. Were my teachers, perhaps, so good that they could not understand the depths of my depravity Were they clear, untormented people who could direct their every action by this mysterious business of thinking The whole thing was incomprehensible. In my earlier years, I found even the statuette of the Thinker confusing. I did not believe any of my teachers were naked, ever.Like someone born deaf, but bitterly determined to find out about sound, I watched my teachers to find out about thought.There was Mr. Houghton. He was always telling me to think. With a modest satisfaction, he would tell that he had thought a bit himself.Then why did he spend so much time drinking Or was there more sensein drinking than there appeared to be But if not, and if drinking were in fact ruinous to health - and Mr. Houghton was ruined, there was no doubt about that - why was he always talking about the clean life and the virtues of fresh air He would spread his arms wide with the action of a man who habitually spent his time striding along mountain ridges."Open air does me good, boys - I know it!"Sometimes, exalted by his own oratory, he would leap from his desk and hustle us outside into a hideous wind."Now, boys! Deep breaths! Feel it right down inside you - huge draughts of God's good air!"He would stand before us, rejoicing in his perfect health, an open-air man. He would put his hands on his waist and take a tremendous breath. You could hear the wind trapped in the cavern of his chest and struggling with all the unnatural impediments. His body wouldreel with shock and his ruined face go white at the unaccustomed visitation. He would stagger back to his desk and collapse there, useless for the rest of the morning.Mr. Houghton was given to high-minded monologues about the good life, sexless and full of duty. Yet in the middle of one of these monologues, if a girl passed the window, tapping along on her neat little feet, he would interrupt his discourse, his neck would turn of itself and he would watch her out of sight. In this instance, he seemed to me ruled not by thought but by an invisible andirresistible spring in his .His neck was an object of great interest to me. Normally it bulged a bit over his collar. But Mr. Houghton had fought in the First World War alongside both Americans and French, and had come - by who knows what illogic - to a settled detestation of both countries. If either country happened to be prominent in current affairs, no argument could make Mr. Houghton think well of it. He would bang the desk, his neck would bulge still further and go red. "You can say what you like," he would cry, "but I've thought about this - and I know what I think!"Mr. Houghton thought with his neck.There was Miss. Parsons. She assured us that her dearest wish was our welfare, but I knew even then, with the mysterious clairvoyance of childhood, that what she wanted most was the husband she never got. There was Mr. Hands - and so on.I have dealt at length with my teachers because this was my introduction to the nature of what is commonly called thought.Through them I discovered that thought is often full of unconscious prejudice, ignorance, and hypocrisy. It will lecture on disinterested purity while its neck is being remorselessly twisted toward a skirt. Technically, it is about as proficient as most businessmen's golf, as honest as most politician's intentions, or - to come near my own preoccupation - as coherent as most books that get written. It iswhat I came to call grade-three thinking, though more properly, it is feeling, rather than thought.True, often there is a kind of innocence in prejudices, but in those days I viewed grade-three thinking with an intolerant contempt and an incautious mockery. I delighted to confront a pious lady who hatedthe Germans with the proposition that we should love our enemies. She taught me a great truth in dealing with grade-three thinkers; because of her, I no longer dismiss lightly a mental process which for nine-tenths of the population is the nearest they will ever get to thought. They have immense solidarity. We had better respect them, for we are outnumbered and surrounded. A crowd of grade-three thinkers, all shouting the same thing, all warming their hands at the fire of their own prejudices, will not thank you for pointing out thecontradictions in their beliefs. Man is a gregarious animal, and enjoys agreement as cows will graze all the same way on the side of a hill.Grade-two thinking is the detection of contradictions. I reachedgrade two when I trapped the poor, pious lady. Grade-two thinkers do not stampede easily, though often they fall into the other fault and lag behind. Grade-two thinking is a withdrawal, with eyes and ears open. It became my hobby and brought satisfaction and loneliness in either hand. For grade-two thinking destroys without having the power to create. It set me watching the crowds cheering His Majesty theKing and asking myself what all the fuss was about, without giving me anything positive to put in the place of that heady patriotism. But there were compensations. To hear people justify their habit of hunting foxes and tearing them to pieces by claiming that the foxes like it. To her our Prime Minister talk about the great benefit we conferred on India by jailing people like Pandit Nehru and Gandhi. To hear American politicians talk about peace in one sentence and refuse to join the League of Nations in the next. Yes, there were moments of delight.But I was growing toward adolescence and had to admit that Mr. Houghton was not the only one with an irresistible spring in his neck. I, too, felt the compulsive hand of nature and began to find that pointing out contradiction could be costly as well as fun. There wasRuth, for example, a serious and attractive girl. I was an atheist at the time. Grade-two thinking is a menace to religion and knocks down sects like skittles. I put myself in a position to be converted by her with an hypocrisy worthy of grade three. She was a Methodist - or at least, her parents were, and Ruth had to follow suit. But, alas, instead of relying on the Holy Spirit to convert me, Ruth was foolish enough to open her pretty mouth in argument. She claimed that the Bible (King James Version) was literally inspired. I countered by saying that the Catholics believed in the literal inspiration of Saint Jerome's Vulgate, and the two books were different. Argument flagged. At last she remarked that there were an awful lot of Methodists and they couldn't be wrong, could they - not all those millions That was too easy, said I restively (for the nearer you were to Ruth, the nicer she was to be near to) since there were more Roman Catholics than Methodists anyway; and they couldn't be wrong, could they - not all those hundreds of millions An awful flicker of doubt appeared in her eyes. I slid my arm round her waist and murmured breathlessly that if we were counting heads, the Buddhists were the boys for my money. Ruth has really wanted to do me good, because I was so nice. The combination of my arm and those countless Buddhists was too much for her. That night her father visited my father and left, red-cheeked and indignant. I was given the third degree to find out what had happened. It was lucky we were both of us only fourteen.I lost Ruth and gained an undeserved reputation as a potential libertine.So grade-two thinking could be dangerous. It was in this knowledge, at the age of fifteen, that I remember making a comment from the heights of grade two, on the limitations of grade three. One evening I found myself alone in the school hall, preparing it for a party. The door of the headmaster's study was open. I went in. The headmaster had ceased to thump Rodin's Thinker down on the desk as an example to the young. Perhaps he had not found any more candidates, but the statuettes were still there, glimmering and gathering dust on top of the cupboard. I stood on a chair and rearranged them. I stood Venus in her bathtowel on the filing cabinet, so that now the top drawer caught its breath in a gasp of sexy excitement. "A-ah!" The portentous Thinker I placed on the edge of the cupboard so that he looked down at the bath towel and waited for it to slip.Grade-two thinking, though it filled life with fun and excitement, did not make for content. To find out the deficiencies of our elders bolsters the young ego but does not make for personal security. I found that grade two was not only the power to point outcontradictions. It took the swimmer some distance from the shore and left him there, out of his depth. I decided that Pontius Pilate was a typical grade-two thinker. "What is truth" he said, a very common grade two thought, but one that is used always as the end of an argument instead of the beginning. There is still a higher grade of thought which says, "What is truth" and sets out to find it.But these grade-one thinkers were few and far between. They did not visit my grammar school in the flesh though they were there in books.I aspired to them partly because I was ambitious and partly because I now saw my hobby as an unsatisfactory thing if it went no further. If you set out to climb a mountain, however high you climb, you have failed if you cannot reach the top.I did meet an undeniably grade one thinker in my first year at Oxford.I was looking over a small bridge in Magdalen Deer Park, and a tiny mustached and hatted figure came and stood by my side. He was a German who had just fled from the Nazis to Oxford as a temporary refuge. His name was Einstein. But Professor Einstein knew no English at that time and I knew only two words of German. I beamed at him, trying wordlessly to convey by my bearing all the affection and respect that the English felt for him. It is possible - and I have to make the admission - that I felt here were two grade-one thinkers standing side by side; yet I doubt if my face conveyed more than a formless awe. I would have given my Greek and Latin and French and a good slice of my English for enough German to communicate. But wewere divided; he was as inscrutable as my headmaster. For perhapsfive minutes we stood together on the bridge, undeniable grade-one thinker and breathless aspirant. With true greatness, Professor Einstein realized that any contact was better than none. He pointedto a trout wavering in midstream.He spoke: "Fisch."My brain reeled. Here I was, mingling with the great, and yethelpless as the veriest grade-three thinker. Desperately I sought for some sign by which I might convey that I, too, revered pure reason. I nodded vehemently. In a brilliant flash I used up half of my German vocabulary. "Fisch. Ja. Ja."For perhaps another five minutes we stood side by side. ThenProfessor Einstein, his whole figure still conveying good will and amiability, drifted away out of sight.I, too, would be a grade-one thinker. I was irrelevant at the best of times. Political and religious systems, social customs, loyalties and traditions, they all came tumbling down like so many rotten applesoff a tree. This was a fine hobby and a sensible substitute for cricket, since you could play it all the year round. I came up in the end with what must always remain the justification for grade-one thinking, its sign, seal, and charter. I devised a coherent systemfor living. It was a moral system, which was wholly logical. Of course, as I readily admitted, conversion of the world to my way of thinking might be difficult, since my system did away with a number of trifles, such as big business, centralized government, armies, marriage...It was Ruth all over again. I had some very good friends who stood by me, and still do. But my acquaintances vanished, taking the girls with them. Young women seemed oddly contented with the world as it was. They valued the meaningless ceremony with a ring. Young men, while willing to concede the chaining sordidness of marriage, were hesitant about abandoning the organizations which they hoped would give them a career. A young man on the first rung of the Royal Navy, while perfectly agreeable to doing away with big business and marriage, got as red-necked as Mr. Houghton when I proposed a world without any battleships in it.Had the game gone too far Was it a game any longer In those prewar days, I stood to lose a great deal, for the sake of a hobby.Now you are expecting me to describe how I saw the folly of my ways and came back to the warm nest, where prejudices are so often called loyalties, where pointless actions are hallowed into custom by repetition, where we are content to say we think when all we do is feel.But you would be wrong. I dropped my hobby and turned professional.If I were to go back to the headmaster's study and find the dusty statuettes still there, I would arrange them differently. I would dust Venus and put her aside, for I have come to love her and know her for the fair thing she is. But I would put the Thinker, sunk in his desperate thought, where there were shadows before him - and at his back, I would put the leopard, crouched and ready to spring.。

Unit1思考作为一‎种嗜好‎还‎是个孩子的时‎候我就得‎出了思考‎分为三种等级‎的结‎论。

后来思考成了‎嗜好，我进而得出了一‎个更加离奇的结论‎，那‎就是：我自己‎根本不会‎思考。

‎那个时候我‎一定‎是个很让大人头疼‎的小孩。

当然我已经忘‎记自己当初在他们‎眼里‎是什么样子了‎,但却记‎得他们一‎开始在我眼中‎就是‎如何不可理喻的。

‎第一个把思考这个问题‎带到我面前的是我‎文法‎学校的校长，‎当然这样‎的方式，‎这样的结果是‎他始‎料不及的。

他的办‎公室里有一些小雕像，‎就在他书桌后面一‎个高‎高的橱柜上面‎。

其中一‎位女士除‎了一条浴巾外‎一丝‎不挂。

她好像被永‎远地冻结在对浴巾再往‎下滑的恐惧中了。

‎而不‎幸的是她没有‎手臂，所‎以无法把‎浴巾拉上来。

‎在她‎的身边蜷伏着一头‎美洲豹，好像随时都会‎往下跳到档案橱柜‎最上‎层的抽屉上去‎，我懵懵‎懂懂地把‎那个抽屉上标‎着的‎"A-AH"理解‎成为猎物临死前绝望的‎哀鸣/惨叫。

在豹‎子的‎另一边端坐着‎一个健硕‎的裸体男‎子，他手肘支‎在膝‎头，手握拳托着腮‎帮子，全然一副痛苦不‎堪的样子。

过‎了一‎些时候，我对‎这些雕像‎有了一些‎了解,才知道‎把它‎们放在正对着犯错‎的孩子的位置是因为对‎校长来说这些雕像‎象征‎着整个生命。

‎那位裸体‎的女士是‎米洛斯的维纳‎丝。

‎她象征着爱。

她不‎是在为浴巾担心，而是‎忙着显示美丽。

美‎洲豹‎象征着自然，‎它在那里‎显得很自‎然而已。

那位‎健硕‎的裸体男子并不痛‎苦，他是洛丁的思索者‎，一个纯粹思索的‎象征‎。

要买到表达‎生活在你‎心中的意‎义的小石膏像‎是很‎容易的事情。

‎我想我得解释一下，我‎是校长办公室的常‎客，‎为我最近做过‎或者没做‎的事情。

‎用现在的话来‎说我‎是不堪教化的。

其‎实应该说，我是顽劣不‎羁，头脑迷糊的。

‎大人‎们从来不讲道‎理。

每次‎在校长桌‎前接受处罚，‎那些‎雕像在他上方白晃‎晃地耀眼时，我就会垂‎下头，在身后紧扣‎双手‎，两只鞋不停‎地蹭来蹭‎去。

Thinking as a Hobby思考作为一种嗜好While I was still a boy, I came to the conclusion that there were three grades of thinking; and since I was later to claim thinking as my hobby, I came to an even stranger conclusion--namely, that I myself could not think at all.还是个孩子的时候我就得出了思考分三种等级的结论。

后来思考成了嗜好，我进而得出了一个更加离奇的结论，那就是：我自己根本不会思考。

I must have been an unsatisfactory child for grownups to deal with. I remember how incomprehensible they appeared to me at first, but not, of course, how I appeared to them. It was the headmaster of my grammar school who first brought the subject of thinking before me--though neither in the way, nor with the result he intended. He had some statuettes in his study. They stood on a high cupboard behind his desk. One was a lady wearing nothing but a bath towel. She seemed frozen in an eternal panic lest the bath towel slip down any farther; and since she had no arms, she was in an unfortunate position to pull the towel up again. Next to her, crouched the statuette of a leopard, ready to spring down at the top drawer of filing cabinet labeled A-AH. My innocence interpreted this as the victim's last, despairing cry. Beyond the leopard was a naked, muscular gentleman, who sat, looking down, with his chin on his fist and his elbow on his knee. He seemed utterly miserable.那个时候我一定是个很让大人头疼的小孩。

思考作为一种嗜好还是个孩子的时候我就得出了思考分三种等级的结论。

后来思考成了嗜好，我进而得出了一个更加离奇的结论，那就是：我自己根本不会思考。

那个时候我一定是个很让大人头疼的小孩。

当然我已经忘记自己当初在他们眼里是什么样子了,但却记得他们一开始在我眼中就是如何不可理喻的。

第一个把思考这个问题带到我面前的是我文法学校的校长，当然这样的方式，这样的结果是他始料不及的。

他的办公室里有一些小雕像，就在他书桌后面一个高高的橱柜上面。

其中一位女士除了一条浴巾外一丝不挂。

她好象被永远地冻结在对浴巾再往下滑的恐惧中了。

而不幸的是她没有手臂，所以无法把浴巾拉上来。

在她的身边蜷伏着一头美洲豹，好象随时都会往下跳到档案橱柜最上层的抽屉上去，我懵懵懂懂地把那个抽屉上标着的"A-AH"理解成为猎物临死前绝望的哀鸣/惨叫。

在豹子的另一边端坐着一个健硕的裸体男子，他手肘支在膝头，手握拳托着腮帮子，全然一副痛苦不堪的样子。

过了一些时候，我对这些雕像有了一些了解,才知道把它们放在正对着犯错的孩子的位置是因为对校长来说这些雕像象征着整个生命。

那位裸体的女士是米洛斯的维纳丝。

她象征着爱。

她不是在为浴巾担心，而是忙着显示美丽。

美洲豹象征着自然，它在那里显得很自然而已。

那位健硕的裸体男子并不痛苦，他是洛丁的思索者，一个纯粹思索的象征。

要买到表达生活在你心中的意义的小石膏像是很容易的事情。

我想我得解释一下，我是校长办公室的常客，为我最近做过或者没做的事情。

用现在的话来说我是不堪教化的。

其实应该说，我是顽劣不羁，头脑迷糊的。

大人们从来不讲道理。

每次在校长桌前接受处罚，那些雕像在他上方白晃晃地耀眼时，我就会垂下头，在身后紧扣双手，两只鞋不停地蹭来蹭去。

校长透过亮晶晶的眼镜片眼神暗淡地看着我，：“我们该拿你怎么办呢？”哦，他们要拿我怎么办呢？我盯着旧地毯更狠命地蹂躏我的鞋。

“抬起头来，孩子！你就不能抬起头来吗？”然后我就会抬起头来看橱柜，看着裸体女士被冻结在恐惧中，健硕的男子无限忧郁地凝视着猎豹的后腿。

Lesson 1 Thinking as a Hobby1 While I was still a boy, I came to the conclusion that there were three grades of thinking; and that I myself could not think at all.2 It was the headmaster of my grammar school who first brought the subject of thinking before me. He had some statuettes in his study. They stood on a high cupboard behind his desk. One was a lady wearing nothing but a bath towel. She seemed frozen in an eternal panic lest the bath towel slip down any farther, and since she had no arms, she was in an unfortunate position to pull the towel up again. Next to her, crouched the statuette of a leopard, ready to spring down at the top drawer of a filing cabinet. Beyond the leopard was a naked, muscular gentleman, who sat, looking down, with his chin on his fist and his elbow on his knee. He seemed utterly miserable.3 Some time later, I learned about these statuettes. The headmaster had placed them where they would face delinquent children, because they symbolized to him whole of life. The naked lady was the Venus. She was Love. She was not worried about the towel. She was just busy being beautiful. The leopard was Nature, and he was being natural. The naked, muscular gentleman was not miserable. He was Rodin's Thinker, an image of pure thought.4 I had better explain that I was a frequent visitor to the headmaster's study, because of the latest thing I had done or left undone. As we now say, I was not integrated. I was, if anything, disintegrated. Whenever I found myself in a penal position before the headmaster's desk, I would sink my head, and writhe one shoe over the other.5 The headmaster would look at me and say,6 "What are we going to do with you?"7 Well, what were they going to do with me? I would writhe my shoe some more and stare down at the worn rug.8 "Look up, boy! Can't you look up?"9 Then I would look at the cupboard, where the naked lady was frozen in her panic and the muscular gentleman contemplated the hindquarters of the leopard in endless gloom. I had nothing to say to the headmaster. His spectacles caught the light so that you could see nothing human behind them. There was no possibility of communication.10 "Don't you ever think at all?"11 No, I didn't think, wasn't thinking, couldn't think - I was simply waiting in anguish for the interview to stop.12 "Then you'd better learn - hadn't you?"13 On one occasion the headmaster leaped to his feet, reached up and put Rodin's masterpiece on the desk before me.14 "That's what a man looks like when he's really thinking."15 Clearly there was something missing in me. Nature had endowed the rest of the human race with a sixth sense and left me out. But like someone born deaf, but bitterly determined to find out about sound, I watched my teachers to find out about thought.16 There was Mr. Houghton. He was always telling me to think. With a modest satisfaction, he would tell that he had thought a bit himself. Then why did he spend so much time drinking? Or was there more sense in drinking than there appeared to be? But if not, and if drinking were in fact ruinous to health - and Mr. Houghton was ruined, there was no doubt about that - why was he always talking about the clean life and the virtues of fresh air?17 Sometimes, exalted by his own oratory, he would leap from his desk and hustle us outside into a hideous wind.18 "Now, boys! Deep breaths! Feel it right down inside you - huge draughts of God's good air!"19 He would stand before us, put his hands on his waist and take a tremendous breath. You could hear the wind trapped in his chest and struggling with all the unnatural impediments. His body would reel with shock and his face go white at the unaccustomed visitation. He would stagger back to his desk and collapse there, useless for the rest of the morning.20 Mr. Houghton was given to high-minded monologues about the good life, sexless and full of duty. Yet in the middle of one of these monologues, if a girl passed the window, his neck would turn of itself and he would watch her out of sight. In this instance, he seemed to me ruled not by thought but by an invisible and irresistible spring in his neck.21 His neck was an object of great interest to me. Normally it bulged a bit over his collar. But Mr. Houghton had fought in the First World War alongside both Americans and French, and had come to a settled detestation of both countries. If either country happened to be prominent in current affairs, no argument could make Mr. Houghton think well of it. He would bang the desk, his neck would bulge still further and go red. "You can say what you like," he would cry, "but I've thought about this - and I know what I think!"22 Mr. Houghton thought with his neck.23 This was my introduction to the nature of what is commonly called thought. Through them I discovered that thought is often full of unconscious prejudice, ignorance, and hypocrisy. It will lecture on disinterested purity while its neck is being remorselessly twisted toward a skirt. Technically, it is about as proficient as mostbusinessmen's golf, as honest as most politician's intentions, or as coherent as most books that get written. It is what I came to call grade-three thinking, though more properly, it is feeling, rather than thought.24 True, often there is a kind of innocence in prejudices, but in those days I viewed grade-three thinking with contempt and mockery. I delighted to confront a pious lady who hated the Germans with the proposition that we should love our enemies. She taught me a great truth in dealing with grade-three thinkers; because of her, I no longer dismiss lightly a mental process which for nine-tenths of the population is the nearest they will ever get to thought. They have immense solidarity. We had better respect them, for we are outnumbered and surrounded. A crowd of grade-three thinkers, all shouting the same thing, all warming their hands at the fire of their own prejudices, will not thank you for pointing out the contradictions in their beliefs. Man enjoys agreement as cows will graze all the same way on the side of a hill.25 Grade-two thinking is the detection of contradictions. Grade-two thinkers do not stampede easily, though often they fall into the other fault and lag behind. Grade-two thinking is a withdrawal, with eyes and ears open. It destroys without having the power to create. It set me watching the crowds cheering His Majesty the King and asking myself what all the fuss was about, without giving me anything positive to put in the place of that heady patriotism. But there were compensations. To hear people justify their habit of hunting foxes by claiming that the foxes like it. To her our Prime Minister talk about the great benefit we conferred on India by jailing people like Nehru and Gandhi. To hear American politicians talk about peace and refuse to join the League of Nations. Yes, there were moments of delight.26 But I was growing toward adolescence and had to admit that Mr. Houghton was not the only one with an irresistible spring in his neck. I, too, felt the compulsive hand of nature and began to find that pointing out contradiction could be costly as well as fun. There was Ruth, for example, a serious and attractive girl. I was an atheist at the time. And she was a Methodist. But, alas, instead of relying on the Holy Spirit to convert me, Ruth was foolish enough to open her pretty mouth in argument. She claimed that the Bible was literally inspired. I countered by saying that the Catholics believed in the literal inspiration of Saint Jerome's Vulgate, and the two books were different. Argument flagged.27 At last she remarked that there were an awful lot of Methodists and they couldn't be wrong, could they - not all those millions? That was too easy, said I restively (for the nearer you were to Ruth, the nicer she was to be near to) since there were more Roman Catholics than Methodists anyway; and they couldn't be wrong, could they - not all those hundreds of millions? An awful flicker of doubt appeared in her eyes. I slid my arm round her waist and murmured that if we were counting heads, the Buddhists were the boys for my money. She fled. The combination of my arm and those countless Buddhists was too much for her.28 That night her father visited my father and left, red-cheeked and indignant.I was given the third degree to find out what had happened. I lost Ruth and gained an undeserved reputation as a potential libertine.29 Grade-two thinking, though it filled life with fun and excitement, did not make for content. To find out the deficiencies of our elders satisfies the young ego but does not make for personal security. It took the swimmer some distance from the shore and left him there, out of his depth. A typical grade-two thinker will say, "What is truth?" There is still a higher grade of thought which says, "What is truth?" and sets out to find it.30 But these grade-one thinkers were few and far between. They did not visit my grammar school in the flesh though they were there in books. I aspired to them, because I now saw my hobby as an unsatisfactory thing if it went no further. If you set out to climb a mountain, however high you climb, you have failed if you cannot reach the top.31 I therefore decided that I would be a grade-one thinker. I was irreverent at the best of times. Political and religious systems, social customs, loyalties and traditions, they all came tumbling down like so many rotten apples off a tree. I came up in the end with what must always remain the justification for grade-one thinking. I devised a coherent system for living. It was a moral system, which was wholly logical. Of course, as I readily admitted, conversion of the world to my way of thinking might be difficult, since my system did away with a number of trifles, such as big business, centralized government, armies, marriage...32 It was Ruth all over again. I had some very good friends who stood by me, and still do. But my acquaintances vanished, taking the girls with them. Young people seemed oddly contented with the world as it was. A young navy officer got as red-necked as Mr. Houghton when I proposed a world without any battleships in it.33 Had the game gone too far? In those prewar days, I stood to lose a great deal, for the sake of a hobby.34 Now you are expecting me to describe how I saw the folly of my ways and came back to the warm nest, where prejudices are called loyalties, pointless actions are turned into customs by repetition, where we are content to say we think when all we do is feel.35 But you would be wrong. I dropped my hobby and turned professional.。

thinking as a hobby总结概括
《思考作为一种业余爱好》是一篇关于思考的文章。

思考是指人们通过自我反省、逻辑推理和思维训练来探索和理解问题的过程。

本文将从思考的重要性、不同类型的思考以及思考对个人和社会的影响等方面进行拓展。

首先，思考作为一种业余爱好对个人的重要性不言而喻。

通过思考，个人可以培养批判性思维、创造性思维和解决问题的能力。

思考有助于拓展人们的思维边界，开阔视野，从而提高个人的认知能力和智力水平。

同时，思考也是人们自我探索和提高自我意识的重要途径。

其次，思考可以分为不同类型，包括理论思考、实践思考和道德思考等。

理论思考是指通过逻辑推理和知识积累来分析问题，寻求解决方案。

实践思考是指通过实际操作和实验来验证理论，并从实践中获得新的思考。

道德思考是指人们对道德价值观和伦理原则进行思考，从而指导个人的行为和决策。

最后，思考作为一种业余爱好对社会也具有重要影响。

社会需要有思考者来解决各种复杂的问题和挑战。

思考者可以提出创新的理论和方法，为社会发展和进步做出贡献。

同时，思考者也可以帮助他人思考，促进知识的传播和共享，推动社会的智力发展。

总之，《思考作为一种业余爱好》强调了思考的重要性，以及思考对个人和社会的积极影响。

通过思考，个人可以培养自己的能力和智力，而社会也可以从思考
者的贡献中获得智慧和进步。

因此，我们应该将思考作为一种业余爱好，并积极参与其中。

Unit 1 Thinking as a Hobbyby William Golding1 While I was still a boy, I came to the conclusion that there were three grades of thinking, and since I was later to claim thinking as my hobby, I came to an even stranger conclusion - namely, that I myself could not think at all.开头说发现我不会思考2 It was the headmaster of my grammar school who first brought the subject of thinking before me. He had some statuettes in his study. They stood on a high cupboard（碗柜，食厨）behind his desk. One was a lady wearing nothing but a bath towel. She seemed frozen in an eternal panic lest （唯恐，担心，以免）the bath towel slip down any farther, and since she had no arms, she was in an unfortunate position to pull the towel up again. Next to her, crouched（蜷伏的）the statuette of a leopard （豹）, ready to spring down at the top drawer of a filing cabinet（档案橱柜）Beyond the leopard was a naked（裸体的，无装饰的）, muscular gentleman, who sat, looking down, with his chin（下巴）on his fist（拳）and his elbow on his knee. He seemed utterly（完全地）miserable.校长的三个雕塑，一个裹着浴巾的女人，一只蜷伏的豹，一个裸体沉思的男人3 Some time later, I learned about these statuettes. The headmaster had placed them where they would face delinquent（怠忽的，有过失的，流氓）children, because they symbolized to him to whole of life. The naked lady was Venus. She was Love. She was not worried about the towel（毛巾，纸巾）. She was just busy being beautiful. The leopard was Nature, and he was being natural. The muscular gentleman was not miserable. He was Rodin's Thinker, an image of pure thought.4 I had better explain that I was a frequent visitor to the headmaster's study, because of the latest thing I had done or 1eft undone. As we now say, I was not integrated（综合的，协调的）. I was, (if anything）, disintegrated（分裂的，奔溃的）, and I was puzzled. Whenever I found myself in a penal（刑事的，刑罚的）position before the headmaster's desk, I would sink （下沉，沉没，降低）my head, clasp（扣住，紧紧缠绕）my hands behind my back, and writhe（翻滚，扭动，苦恼）one shoe（鞋，蹄铁，给。

思考作为一种嗜好还是个孩子的时候我就得出了思考分三种等级的结论。

后来思考成了嗜好，我进而得出了一个更加离奇的结论，那就是：我自己根本不会思考。

那个时候我一定是个很让大人头疼的小孩。

当然我已经忘记自己当初在他们眼里是什么样子了,但却记得他们一开始在我眼中就是如何不可理喻的。

第一个把思考这个问题带到我面前的是我文法学校的校长，当然这样的方式，这样的结果是他始料不及的。

他的办公室里有一些小雕像，就在他书桌后面一个高高的橱柜上面。

其中一位女士除了一条浴巾外一丝不挂。

她好象被永远地冻结在对浴巾再往下滑的恐惧中了。

而不幸的是她没有手臂，所以无法把浴巾拉上来。

在她的身边蜷伏着一头美洲豹，好象随时都会往下跳到档案橱柜最上层的抽屉上去，我懵懵懂懂地把那个抽屉上标着的"A-AH"理解成为猎物临死前绝望的哀鸣/惨叫。

在豹子的另一边端坐着一个健硕的裸体男子，他手肘支在膝头，手握拳托着腮帮子，全然一副痛苦不堪的样子。

过了一些时候，我对这些雕像有了一些了解,才知道把它们放在正对着犯错的孩子的位置是因为对校长来说这些雕像象征着整个生命。

那位裸体的女士是米洛斯的维纳丝。

她象征着爱。

她不是在为浴巾担心，而是忙着显示美丽。

美洲豹象征着自然，它在那里显得很自然而已。

那位健硕的裸体男子并不痛苦，他是洛丁的思索者，一个纯粹思索的象征。

要买到表达生活在你心中的意义的小石膏像是很容易的事情。

我想我得解释一下，我是校长办公室的常客，为我最近做过或者没做的事情。

用现在的话来说我是不堪教化的。

其实应该说，我是顽劣不羁，头脑迷糊的。

大人们从来不讲道理。

每次在校长桌前接受处罚，那些雕像在他上方白晃晃地耀眼时，我就会垂下头，在身后紧扣双手，两只鞋不停地蹭来蹭去。

校长透过亮晶晶的眼镜片眼神暗淡地看着我，：“我们该拿你怎么办呢？”哦，他们要拿我怎么办呢？我盯着旧地毯更狠命地蹂躏我的鞋。

“抬起头来，孩子！你就不能抬起头来吗？”然后我就会抬起头来看橱柜，看着裸体女士被冻结在恐惧中，健硕的男子无限忧郁地凝视着猎豹的后腿。

Unit 1 Text ⅠThinking as a HobbyParaphrases of the Text1.The leopard was Nature, and he was being natural.3The leopard symbolizes Nature,which stands for all animal needs or desires.美洲豹象征着自然,它在那里显得很自然而已;2.Nature had endowed the rest of the human race with a sixth sense and left meout.15Everybody, except me ,is born with the ability to thin大自然赋予其余的所有的人第六感觉却独独漏掉了我;3.You could hear the wind trapped in the cavern of his chest and struggling with allthe unnatural impediments. His body would reel with shock and his ruined face go white at the unaccustomed visitation.19你能听到风被他的胸腔堵住,遇到障碍物艰难前进发出的声音;他的身体因为不习惯这样的感觉而摇摇晃晃,脸色变得惨白;4.In this instance, he seemed to me ruled not by thought but by an invisible andirresistible spring in his neck.20Mr. Houghton’s deeds told me that he was not ruled by thought, instead, he would feel a strong urge to turn his head and look at the girls.在这种情况下,我认为他不是受思想,而是受他后颈里某个看不到却无法抗拒的发条的控制;5.Technically, it is about as proficient as most businessmen’s golf, as honest as mostpolitician’s intentions, or to come near my own preoccupation - as coherent as most books that get written.23This ironical sentence shows that the author not only considers those people incompetent,dishonest and incoherent but also despises most businessmen, distrust most politicians and dislikes most publications.从技术上而言,它娴熟如同商人玩高尔夫,诚实如同政客的意图,或者——更接近我自己的领域——有条理如同大多数写出来的书;6.We had better respect them, for we are outnumbered and surrounded.24The Grade 3 thinkers usually represent the great majority, so we has to respect them because we are surrounded by them.我们最好尊重他们,因为我们处于他们的包围之中,势单力薄;7.Man enjoys agreement as cows will graze all the same way on the side of a hill.24 The author thinks that just like cows always eat the grass of the same side of a hill, it is probably human nature to enjoy agreement because it seems to bring peace, security, comfort and harmony.人是一种爱群居的动物,就象牛喜欢沿着山坡的同一条道路吃草一样喜爱共识;8.I slid my arm round her waist and murmured breathlessly that if we were countingheads, the Buddhists were the boys for my money. She fled. The combination of my arm and those countless Buddhists was too much for her.27我伸手揽过她的腰屏住呼吸低声说,如果算人数我该捐钱给佛教徒;露丝的确是为我好,因为我人这么好;但是我的手臂加上那些数不胜数的佛教徒实在让她无法忍受了;9.It was Ruth all over again. I had some very good friends who stood by me, and stilldo. But my acquaintances vanished, taking the girls with them.32What had happened to Ruth and me now happened again. My grade-two thinking frightened away many of my acquaintances.又是露丝的问题;我曾有一些很要好的朋友站在我这边,他们现在仍然站在我这边;但是我的熟人都不见了,带着他们的女孩子消失了;Unit 2 Text ⅠSpring SowingParaphrases of the Text1....sleep and yet on fire with excitement, for it was the first day of their first springsowing as man and wife.3Although they were still not fully awake, the young couple was already greatly excited, because that day was the first day of their first spring sowing since getting married.有些困乏,也很兴奋,因为这是他们作为夫妇第一个春播的第一天;2.But somehow the imminence of an event that had been long expected loved, fearedand prepared for made them dejected.3The couple had been looking forward to and preparing for this spring planting for a long time. But now that the day had finally arrived, strangely, they felt somehow a bit dejected, unhappy, sad, or depressed.但是随着春播的迫近,这一他们为之期待许久,热爱,害怕和准备的大事的临近,他们反而有些沮丧;3.Mary, with her shrewd woman’s mind, thought of as many things as there are in lifeas a woman would in the first joy and anxiety of her mating.3Mary, like all sharp and smart women, thought of everything that was going to happen in the rest of her life. At that time, she had the complex thoughts of a woman at the first crucial moment of her marriage. She was filled with joy and anxiety and was bothered by many thoughts.玛丽用她精明的女性的思维,思考着一个女人在新婚生活中所得到的快乐和生活中的琐事;4.Martin fell over a basket in the half-darkness of the barn, he swore and said that aman would be better off dead than (4)It would be better for him to die than tripped over a basket.马丁再昏暗的谷仓中被一只篮子绊倒了;5.And somehow, as they embraced,all their irritation and sleepiness left them. Andthey stood there embracing until at last Martin pushed her from him with pretended roughness and said:“Come, come, girl, it will be sunset before we begin at this rate.”4All the anger, unhappiness and drowsiness melted away with their hug. They remained in each others arms until finally Martin pushed her away, with pretended roughness.他们就这样拥抱着,直到最后马丁推开了玛丽,并假装强硬的说道：“来吧,快点,姑娘,再这样下去当我们开始时太阳都要下山了;”6....as they walked silently...through the little hamlet, there was not a soul about.5 When they walked silently through the small village, they saw not a single person around.当他们穿着生皮鞋穿过小村庄时,那还没有其他人;7.And they both looked back at the little cluster of cabins that was the center of theirworld, with throbbing hearts. For the joy of spring had now taken complete hold of them.5他们带着悸动的心跳同时回头看看村庄中相似的小屋,那就是他们生活的世界的中心;春播的喜悦已经紧紧地包裹住了他们;8.Suppose anybody saw us like this in the field of our spring sowing, what would theytake us for but a pair of useless, soft, empty-headed people that would be sure to die of hunger12If people should see us like this with your arm around my waist, what would they think of us They were sure to regard us as a pair of good-for-nothings, people who are unable to endure hardships and foolish and, therefore, were sure to die of hunger.“想想如果有人看到我们在春播的土地上这样,他们只会把我们当成一对没用、软弱、没脑子的会被饿死的傻瓜,呼”9.She became suddenly afraid of that pitiless, cruel earth, the peasant’s slave master,which would keep her chained to hard work and poverty all her life until she would sink again into its bosom.13She became afraid of the earth because it was going to force her to work like a slave and force her to struggle against poverty all her life until she died and was buried in it.10.It overpowered that other feeling of dread that had been with her during themorning.17But when she sat and looked around the village, the fields and the people, a strange feeling of happiness arose in her. The feeling of joy drove away the feeling of terror that she had had in the morning.11.The strong smell of the upturned earth acted like a drug on their nerves.2012.All her dissatisfaction and weariness vanish from Mary’s mind with the deliciousfeeling of comfort that overcame her at having done this work with her husband.34Unit 3 Text ⅠGroundless BeliefsParaphrases of the Text1.They rest upon mere tradition, or on somebody’s bare assertion unsupported byeven a show of proof (1)They are only based on tradition, or on somebody’s assertion, but are not supported even by the least amount of proof.这些说法仅仅根据传统,或者根据某人毫无证据的断言……2.But if the staunchest Roman Catholic and the staunchest Presbyterian had beenexchanged when infants,and if they had been brought up with home and all other influences reversed, we can had very little doubt what the result would have been.3 If they were exchanged when they were infants and brought up different homes and under different influences, then the staunchest Roman Catholic would be the staunchest Presbyterian, vice versa. This shows that our beliefs are largely influenced by surroundings. 不过,如果在婴儿时期把最虔诚的罗马天主教徒和长老会教义信徒予以交换,然后使他们在相反的家庭与影响下长大,所能得出的结果是毋庸置疑的;3.It is consistent with all our knowledge of psychology to conclude that each wouldhave grown up holding exactly the opposite beliefs to those he holds now (3)我们可以根据所掌握的心理学知识得出结论,两人长大后会持有与现在恰好相反的观点……4.Of course we do not cease, when we cease to be children, to adopt new reliefs onmere suggestion.4Of course it does not mean that when we grow up we no longer have these mistaken beliefs. We are still easy and often willing victims of newspapers and advertising.当然,我们长大后也不会停止仅仅根据建议接受新观点;5.We should remember that the whole history of the development of human thoughthas been full of cases of such “obvious truths” breaking down when examined in the light of increasing knowledge and reason.8我们应该记住,在人类思想发展的整个历史过程中充满了这种“明显的真理”现象,经过人类不断增长的知识与理性的检验,这些“真理”不攻自破;6.The age-long struggle of the greatest intellects in the world to shake off thatassumption is one of the marvels of history.9世界上最伟大的学者们经过长期斗争否定了这一假设,这也是人类历史上的一大奇迹;7.Many modern persons find it very difficult to credit the fact that men can even havesupposed otherwise.10许多现代人发现很难相信人们曾有过另一种假设;8.We adopt and cling to some beliefs because—or partly because—it “pays” us to doso. But, as a rule, the person concerned is about the last person in the world to be able to recognize this in himself.14Peoples who hold those beliefs through self-interest usually will not admit this. They usually try to cloak themselves with beautiful altruistic words.我们之所以接受并且坚持某些观点的原因是——或者部分原因是——这样做对我们“有好处”;9.There is many a man who is unconsciously compelled to cling to a belief because heis a “somebody”in some circle—and if he were to abandon that belief, he would find himself nobody at all.15Many people are forced to hold a belief because he has become an important person in his group. If he gave up that belief, he would turn insignificant at once.许多人无意识地被迫坚持某种观点,因为他是某个圈子里的“重要人物”——如果他放弃这一观点,就会成为无足轻重的小人物;10.Somewhat similar is the acceptance of an opinion through the desire—probably notrecognized by the person concerned—to justify his own nature, his own position, or his own behaviour.17另一种类似的情况是有些人出于证明自己的性格、立场或行为的愿望而接受某一种观点,也许当事人不承认这一点;Unit 4 Text ⅠLions and Tigers and BearsParaphrases of the Text1.Of course, anybody who knows anything about New Y ork knows the city’s essentialplatitude --- that you don’t wander around Central Park at night --- and in that, needless to say, was the appeal; it was the thing you don’t do.1Everybody who knows New York knows the widely discussed topic there, that is, you should not wander in Central Park at night because it’s dangerous. However, precisely because of the risk, there are always people attracted to do so. They just wish to do what people normally don’t do.当然,了解纽约的人都知道关于这座城市老生常谈的话题——夜里不能在中央公园闲逛——而这,不用说,正是吸引力所在：它是你平常不会做得事情;2.So far , so normal, and this could have been an outdoor summer-stock Shakespeareproduction anywhere in America, except in one respect (3)And tonight’s performance could be any outdoor performance of Shakespeare’s play one regularly finds in summer in America. There was only one difference.到目前为止,一切还算正常,这和美国任何地方在室外上演的莎士比亚夏令剧目没什么不同,除了一点：3....the rotating red light was like a campfire in the wild, warning what’s out there tostay away.3旋转着的红色警灯就像野外的篝火,警告四周存在的威胁不要靠近;4.I got my bearings.6 I found where i was. 我终于认清了方向;5.The park was to be strolled through, enjoyed as an aesthetic experience, like a walkinside a painting.7人们漫步于公园,享受美的体验,犹如走进一幅油画中一样;6.I was emboldened by the realization: I was no longer afraid; I was frightening.9意识到这点,我的胆子就大了起来：我不再害怕了,令人害怕的是我;7.The park is now framed, enveloped even, by the city, but there was no escaping therecognition that the city—contrived, man-made, glaring obtrusive, consuming wasteful and staggering quantities of electricity and water and energy--- was very beautiful.12But there was no denying the fact you have to admit that the city was very beautiful, although it was not a natural kind of beauty, it was artificial and showy, and it used up a great amount of water and energy.公园现在被镶嵌在城市中,甚至被城市包裹,但不可否认的是这座城市——这座经过雕琢的、人工打造的、灯火辉煌8.And then, nature finding herself unable to resist, it started to pour.24Unit 9 Text ⅠThe Damned Human RaceParaphrases of the Text1.That is to say, I have subjected every postulate that presented itself to the crucialtest of actual experiment, and have adopted it or rejected it according to the result.para.2In other words, I have put every theory or hypothesis there is to the decisive test of actual experiment.也就是说,通过实验,我对每一种假设都进行了检测,并根据实验结果采纳或者否定了这一假设;2.I was aware that … have not scrupled to cheat the ignorant and the helpless out oftheir poor servings in order to partially appease that appetite. para.4I knew that many man who have more money than they can ever use have shown a maddesire to get more, and they have not ed to cheat poor people and their few saving in order to y that desire.我意识到,许多人虽然聚敛了不计其数的财富,然而他们仍然渴望更多,并且从无知又无助的人身上肆无忌惮地夺取微薄的财富,以便来平息心中的愿望;3.Men keep harems but it is by brute force, privileged by atrocious laws which theother sex were allowed no hand in making. para.6人妻妾成群,只是依靠暴力,由暴力的法律来授予特权;然而女性是无权参与制定这些法律的;4.He will not even enter a drawing room with his breast and back naked, so alive arehe and his mates to indecent suggestion. para.8他甚至不会裸露着乳房和屁股走进卧室,但他和同伴对下流的暗示又十分敏感;5.No--- Man is the Animal that Blushes. He is the only one that does it --- or hasoccasion to. para.8No, man is not the only animal that laughs, but it is true that man is the animal that blushes. He is the only animal that does it or has the need to.不——人是会脸红的动物;是唯一会脸红的动物——或者说有必要脸红;6.Man---when he is King John, with a nephew to render untroublesome, he uses ared-hot iron; para.9In the case of King John who wanted to get rid of his nephew he used a red-hot iron to torture him.当他作为约翰国王的时候,为了除掉侄子,他会用烧红的烙铁来折磨他；7.The cat is moderate---unhumanly moderate, she only scares the mouse, she does nothurt it; she doesn’t dig out its eyes, or tear off its skin, or drive splinters under its nails---man-fashion; when she is done playing with it she makes a sudden meal of itand puts it out of its trouble. para.9猫是适度的——与人不同的是它在吓唬老鼠,并不去伤害它;它不去挖老鼠的眼睛,剥它的皮,或者把木条钉进它的指甲里——像人一样;在它戏弄玩老鼠之后,他、便突然把它当饭吃了,使它脱离痛苦;8.He sets himself apart in his own country, under his own flag, and sneers at the othernations, and keeps multitudinous uniformed assassins on hand at heavy expense to grab slices of other people’s countries…para.13It is claimed that man is the only Patriot. Only man is capable of such noble sentiment. But what does it mean It simply means that he keeps himself away from others, occupies a piece of land, calls it his own country, and thinks that he is better than others, then he puts up a flag and gathers together a group of killers and steals land from others.他打着国旗,在自己的国度里自诩与众不同,并嘲笑其他国家;他不惜花费重金,屯兵无数,就是为了吞噬大片他人的国土9.He is the only animal that has the True Religion, several of them. He is the onlyanimal that loves his neighbor as himself, and cuts h is throat if his theology isn’t straight. He has made a graveyard of the globe in trying his honest best to smooth his brother’s path to happiness and heaven. para.14In trying to make it easy for his brother to find happiness and go to heaven, he has turned the world into a graveyard he has caused the death of millions around the world in converting them to his religion人是唯一信仰宗教的的动物;他是唯一信奉正统宗教——几种宗教的动物,也是唯一爱邻居就像爱自己一样的动物,如果邻居的神学理论不纯正,人就割断她的喉咙;他把全球变成了一个大墓地,千方百计为他的兄弟谋求幸福,为其上天堂铺平道路;10.The higher animals have no religion. And we are told that they are going to be leftout, in the Hereafter. I wonder why It seems questionable taste. para.14And we are told that they will not be allowed to go to the next world heaven. I wonder why It seems to show poor taste to leave out the higher animal and allow only human beings to go to heaven.高级动物没有宗教信仰;我们被告知,它们死后将被排除在天堂之外;我不明白这是为什么看来这是值得怀疑的选择标准;Unit 11 Text ⅠSoldier’s HeartParaphrases of the Text1.There is a brief purring sound, then a rhythmic drumming. para.2There is the sound of the plane dropping bombs or guns firing shells rhythmically.2.…it was the course for upper division students known as the colloquium. para.43.I don’t suppose many of our soldiers in the Gulf War have suffered from it --- theywere spared a long engagement. para.74.Two of the guards were the kind Chekhov describes in “Ward No.6” para.95.Once he waggled the stump under my face with a sly smile. This, he gave me tounderstand, was why he had been excused from military service. para.9Once he waved what remained of his trigger finger in front of me with a tricky smile. By doing this, he made me believe that this the cutting of his finger was the reason why he was able to escape being drafted into the army.6.Speaking only for myself, I think they brought me out of the fog in which I had beenwalking. para.10As far as I’m concerned, I think the shock treatment was effective and it helped me to regain my senses and become normal.7.I believe with Shakespeare that there are more thinkgs in heaven and earth than aredreamed of in the philosophy of those who serve the world, and who administer its institutions, and grow rich. para.11I agree with what Shakespeare says, that is there are more important things in heaven and in the world, things that are missing in the philosophy of the rich and powerful, things that these people have never dreamed of.8.The men and women I worked with in universities were pale and unreal incomparison. They were hollow and filled with words. para.22Compare to the people with whom I fought side by side during the war, the people I worked with in universities were pale and unreal. They talked a lot but their words were empty and meaningless because they had not experienced real life.9.They were deaf to the music. para.27My war experience gave me poetry and music. I would never get tired of writing about it. But they just didn’t care to know what happened in the war.。