-
英译汉（
Unit1
、
2
、
3
、
5<
/p>
课文翻译）
Unit 1
A Kind of Sermon
一番说教
1
、第一段：
①
It
is
probably
easier
for
teachers
than
for
students
to
appreciate
the
reasons
why
learning
English
seems
to
become
increasingly
difficult
once
the
basic
structures
and patterns of
the language have been understood.
也许老师
比学生更容易理解，
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。
②
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。
2
、第二段：
①
It
may
not
seem
much
consolation
to
point
out
that
the
teacher,
too,
becomes
frustrated when his
efforts appear to produce less obvious results.
在知道老师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时，
学生
们并不感到多少安慰。
②
He finds that students
who were easy to teach, because they
succeeded
inputting
everything
they
had
been
taught
into
practice,
hesitate
when
confronted
with
the
vast untouched area of
English vocabulary and usage which falls outside
the scope
of basic textbooks.
他发现那些学生很容易去教，
因为他们能把所学的知识很快地用于实践。
可现
在，他们却面对前阶段中从未学过的大量生词、习惯用法显得踌躇不前
。
③
He sees them
struggling because the language they thought they
knew now appears
to
consist
of
a
bewildering
variety
of
idioms,
cliché
s
and
accepted
phrases
with
different meanings in different
contexts.
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、
陈旧用语以及在不同上下文中有不同含义的惯用词
组。
④
It is hard to convince them
that they are still making progress toward fluency
and
that their English is certain to
improve, given time and dedication.
要想让
他们相信他们仍朝着精通的方向发展，并且只要肯花时间和持之以恒，
他们英语就一定提
高是很困难的。
3
、第三段：
①
In
such
circumstances
it
is
hardly
surprising
that
some
give
up
in
disgust,
while
others still wait hopefully for the
teacher to give them the same confident guidance
he was able to offer them at first.
有些学生在此情况下厌恶地放弃了学习，
这并不出人意外；
同时，
另一些学生
仍然充满希望地盼着老师像开始
时那样给他们以满怀信心的指导。
②
The teacher, for his part,
frequently reduced to trying to explain the
inexplicable,
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,”
or,
more
respectfully
if
less
grammatically: “It
ain’t what you say. It’s the
way that you say it.”
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，
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，
或
说得比较尊重对方但语法并不严谨：倒不在乎说什么，关键瞧
您怎么说。
③
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。
4
、第四段：
①
Of course this is not true.
事实当然并非如此。
②
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 and so have a
less immediate field of application.
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，因此也就少有可能立刻派上用场。
③
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。
④
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。
5
、第五段：
①
Defining the problem is
easier than providing the solution.
界定问题比提供解决方法要更容易。
②
One
can
suggest
that
students
should
spend
two
or
three
years
in
an
English-
sp
eaking country, which amounts to
washing one’s hands of
them.
你可建议学生去讲英语的国家住两三年，这等于撒手不管他们。
③
Few students have the time
or the money to do that.
没有几个学生有时间或者金钱去做这件事。
④
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，但有所选择也是有必要的。
⑤
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。
⑥
My own advice to them would
be: “read what you can
understand
without having
to look up words in a
dictionary (but not what you can understand at a
glance); read
what interests you; read
what you have time for (magazines and newspapers
rather
than novels unless you can read
the whole novel in a week or so); read the English
written today, not 200 years ago; read
as much as you can and try to remember the
way it was
written rather
than individual words that puzzled
you.”
我会这样劝他们；读无需查字典就懂的书（但并非
过眼即懂的书）
，读你感兴
趣的书；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）
；读现在写
的文章，而不是二百年前的文章；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。
⑦
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。
6
、第六段：
①
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。
②
I
would
say
“It’s
no
good
thinking
that
anything
will
do,
or
that
all
language
is
useful.
我会说：最好不要认为学什么都可以，或任何语言都有用。
③
It’s no good relying on
students to express themselves without the
right
tools for
expression.
让学生没有掌握正确的工具和表达方法就去表达自己的思想是无益的。
< br>
④
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.
< br>正像在山脚下你弃老路而择近道一样，
在距山顶不远处你仍应尽心尽责为他们
指一条攀顶之最佳路线。
⑤
And if the path you choose
is too overgrown to make further progress, the
whole
party will have to go back and
you will have to choose another route.
如果你选的路线荆棘丛生，难以举步，全队则需返回，你应另择佳途。
⑥
You are still the paid
guide and expert and there is a way to the top
somewhere.
”
你仍然是付费的导游和专家，这也是达到顶峰的一种方式。
Unit 2
The Fifth Freedom
第五种自由
1
、第一段：
①
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,
the
freedoms
we
still
cherish
today:
freedom
from
want,
freedom
from fear, freedom
of speech, freedom of religion.
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。我们今天仍然格外珍惜自由。它们是：
脱离贫穷，消
除恐惧、言论以及宗教信仰的自由。
②
Today the descendants of
the early settlers, and those who have joined them
since,
are fighting to protect these
freedoms at home and throughout the world.
如今这些拓荒者的后代以及后来加入其行列的新老移民仍然在美国本土和世
界各
地为这些自由而奋斗着。
2
、第二段：
①
And yet there is a fifth
freedom
—
basic to those
four
—
that we are in danger
of
losing: the freedom to be
one’s
best.
与此同时还存在第五种自由，
也是上述四种自由之基石，
我们有丢失它的危险。
它是达到个人成就顶峰的自由。
②
St. Exupé
ry
describes a ragged, sensitive-faced Arab child,
haunting the streets of a
North African
town, as a lost Mozart: he would never be trained
or developed. Was
he free?
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，
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。
这个孩子有自由吗？
③“
No
one grasped you by the shoulder while there was
still time; and nought will
awaken in
you the sleeping poet or musician or astronomer
that possibly inhabited
you from the
beginning.”
在还来得及的时候却未得到培养。<
/p>
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。
④
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。<
/p>
3
、第三段：
①
How
is
it
that
we
in
America
have
begun
to
lose
this
freedom,
and
how
can
we
regain it for our nation’s
youth?
在美国我们为什么会开始失去这一自由呢？如何
为我国的青年人重新获得这
一自由呢？
②
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
以下三种误解导致的。
4
、第四段：
①
First, the misunderstanding
of the meaning of democracy.
首先是对民主含义的误解。
②
The
principal
of
a
great
Philadelphia
high
school
is
driven
to
cry
for
help
in
combating
the notion that it is undemocratic to run a
special program of studies for
outstanding boys and girls.
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，
即认为
给尖子生吃小灶是不民主的。
③
Again,
when
a
good
independent
school
in
Memphis
recently
closed,
some
thoughtful citizens
urged that it be taken over by the public school
system and used
for
boys
and
girls
of
high
ability,
that
it
have
entrance
requirements
and
give
an
advanced program of studies to superior
students who were interested and able to
take it.
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，
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。
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。
④
The proposal was rejected
because it was undemocratic! Thus, courses are
geared
to the middle of the class.
然而这项建议竟遭反对，
理由是这样做不民主！
因此，
课程被定位在中等难度。
⑤
The good student is
unchallenged, bored. The loafer receives his
passing grade.
尖子生未受到挑战，情绪低落，差生也能及格。
⑥
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
有为优生开设的培优课程，没有每位男女必须达到的标准反而带来了民主。
5
、第五段：
①
The second misunderstanding
concerns what makes for happiness.
其次是对幸福的误解。
②
The
aims
of
our
present-
day
culture
are
avowedly
ease
and
material
well-being:
shorter hours; a shorter week; more
return for less accomplishment; more softsoap
excuses and fewer honest, realistic
demands.
我们当今文化的取向明白无误地直指安逸和物质享受，
更少的日工作小时和周
工作日，干得更少，拿得更多，更多滑头的借口，更少
实实在在的要求。
③
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
。
④
The hickory stick had its
faults, and the psychiatrist has his strengths.
But the trend
is clear.
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。
但趋势是
显而
易见的。
⑤
Tout
comprendre
c’est
tout
pardonner
(To
understand
everything
is
to
excuse
everything).
（原谅了一切才理解了一切。
）
⑥
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？
⑦
Is it our sound and
considered judgment that the tougher subjects of
the classics and
mathematics
should
be
thrown
aside,
as
suggested
by
some
educators,
for
doll-playing?
像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。
这难道是我们
< br>经过深思熟虑作出的判断吗？
⑧
Small wonder that Charles
Malik, Lebanese delegate at the U.N.,
writes:
“
There is
in the West” (in the United States) “a
general weakening of
moral fiber.
无怪乎黎巴嫩驻联合国代表查尔斯·马立克会这样写道：
“在西方（美国）
普
遍存在着道德滑坡。
⑨
(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。
6
、第六段：
①
The last misunderstanding
is in the area of values.
最后是对价值观的误解。
②
Here are some of the most
influential
tenets
of
teacher education over the past fifty
years: there is no eternal truth; there
is no absolute moral law; there is no God.
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
，
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。
③
Yet all
of history has taught us that the denial of these
ultimates, the placement of
man or
state at the core of the universe, results in a
paralyzing mass selfishness;and
the
first signs of it are already frighteningly
evident.
但人类全部的历史却告诉我们：
否定这些基
本原则，
置人或国家于宇宙之中心，
将导致世界陷入自私自利的
瘫痪中。而这恶果却已令人恐怖地初现端倪。
7
、第七段：
①
Arnold
Toynbee
has
said
that
all
progress,
all
development
come
from
challenge
and a consequent response.
阿
诺德·汤因比曾经说，一切进步，一切发展均来自挑战以及相应的反应。
②
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。
③
So first we owe to our
children the most demanding, challenging
curriculum that is
within their
capabilities.
因此，
首先我们要为我们的孩子
提供最艰深，
最具挑战性的在其力所能及的范
围内的课程。
④
Michelangelo did
not learn to paint by spending his time doodling.
Mozart was not
an
accomplished
pianist
at
the
age
of
eight
as
the
result
of
spending
his
days
in
front of a television
set.
米开朗基罗学画时可不是心不在焉的乱画。
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。<
/p>
⑤
Like Eve Curie,
like Helen Keller, they responded to the challenge
of their lives by
a disciplined
training: and they gained a new freedom.
正像伊芙·居里和海伦·凯勒一样，他们都是以严格的训练来面对挑战。并且
赢得了
新的自由。
8
、第八段：
①
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是有权失败。
②“
Freedom is not only a
privilege, it is a test,” writes De
Nouy.
自由不仅是一种特权，也是一个考验。
③
What kind of a test is it,
what kind of freedom where no one can fail?
一个不允许失败的自由是一种什么样的自由呢？又是什么考验呢？
④
The day is past when the
United States can afford to give high school
diplomas to
all
who
sit
through
four
years
of
instruction,
regardless
of
whether
any
visible
results can be
discerned.
不管是否学到东西，
美国能为每一位来
听四年高中课程的学生，
发张高中文凭。
这个时代已一去不复返
了。
⑤
We live in a
narrowed world where we must be
alert
, awake to realism; and
realism
demands a standard which either
must be met or result in failure.
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
；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。
⑥
These
are hard words, but they are brutally true. If we
deprive
our children of the
right to fail we deprive them of their
knowledge of the world as it is.
这种说法过于
严酷，
但也句句属实。
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。
9
、第九段：
①
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。
②
By relating our lives to
the evidences of the ages, by judging our
philosophy in the
light of values that
history has proven truest, perhaps we shall be
able to produce
that “ringing message,
full of content and
truth, satisfying
the mind, appealing to
the heart,
firing the will, a
message on which one
can stake his whole life.” This is
the
message
that
could
mean
joy
and
strength
and
leadership
—
freedom
as
opposed to serfdom
.
< br>通过把我们的生活与各个时代，
可证明的事件联系起来，
通过已经经过历史证
明为最真实的价值观来评判我们的人生哲学。我们也许能够提供一种
充满真
理、内容详实、满足我们的思维，打动我们心扉、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。
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
。
Unit
3
Your Key to a
Better Life
美好生活的秘决
1
、第一段：
①
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“自我心象”
。
②
Whether we realize it or
not, each of us carries about with us a mental
blueprint or
picture of ourselves. It
may be vague and ill-defined to our
conscious gaze
.
无
论是否意识到，
我们每个人大脑中都有一幅关于自己的蓝图或画像。
如果我
们有
意识地去注视
它，这个
心象也许会显得模糊不清、难以界定。
③
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。
④
But it is there, complete
down to the last detail.
<
/p>
但它确实存在而且
细节分明
。
⑤
This
self-
image 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。
⑥
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。
⑦
But most of these beliefs
about ourselves have unconsciously been formed
from our
past experiences, our
successes and failures, our
humiliations
, our
triumphs
, and the
way other people have reacted to us,
specially in early childhood.
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、
我们的
成功和
失败、
我们遭受的
屈辱
、
我们的
胜利
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。
⑧
From all these we mentally
construct a “self,” (or a picture of a
self).
Once an idea
or a
belief about
ourselves goes into this
picture it
becomes
“
true,” as
far as
we
personally are concerned. We do not
question its
validity
, but
proceed to act upon it
just as if it
were true.
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）
。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”
。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。
2
、第二段：
①
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。
3
、第三段：
①
All your actions, feelings,
behavior
—
even your
abilities
—
are always
consistent
with this self-image.
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。
4
、第四段：
①
In short, you will “act
like” the sort of person you conceive
yourself
to be. Not only
this, but you literally cannot act
otherwise, in spite of all your conscious efforts
or
will power.
简言之，
你将按照构想中的你去行事。
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。
②
The man who conceives
himself to be a “failure type person” will
find
some way to
fail,
in
spite
of
all
his
good
intentions,
or
his
will
power,
even
if
opportunity
is
literally dumped in his lap.
一位认定自己属于
“失败型”
的人们会设法去失败，
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。
③
The person who
conceives himself to be a victim of injustice,
one
“
who was meant
to suffer” will invariably find
circumstances to verify
his opinions. <
/p>
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。
5
、第五段：
①
The
self-
image
is
a
“premise,”
a
base,
or
a
foundation
upon
which
your
entire
personality, your
behavior, and even your circumstances are built. <
/p>
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、
举止甚至你的生活环境。
②
Because
of
this
our
experiences
seem
to
verify,
and
thereby
strengthen
our
self-images, and a
vicious or a beneficent cycle, as the case may be,
is set up.
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。
并且，
也
就视具体情况不同而建立起一套恶性或良性循环。
③
For example, a schoolboy
who sees himself as an “F” type
student,
or one who is
“dumb
in mathematics,” will invariably find that his
report
card bears him out. He
then has “proof.”
例如，一位把自己看作“失败”型的学校男生，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。
于是他便有了
“证
据”
。
④
A
young girl who has an image of herself as the sort
of person nobody likes, will
find
indeed that she is avoided at the school dance.
She literally invites rejection.
一位自我心象
为不讨人喜欢的小女孩，
会发现在学校的舞会上大家确实老是躲
着她。她的的确确是在自寻冷遇。
⑤
Her woebegone expression,
her hang-dog manner, her over-anxiousness to
please,
or perhaps her unconscious
hostility towards those she anticipates will
affront her
—
all act to
drive away those whom she would attract.
她那一脸苦相、
羞臊的举止、
过于想取悦别人的心态，
或者也许是她无意之间
对她觉得会冒犯她的人的敌意，这一切把她本
应能够吸引过来的人都赶走了。
⑥
In
the
same
manner,
a
salesman
or
a
businessman
will
also
find
that
his
actual
experienc
es tend to “prove”
his self
-image is correct.
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