-
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'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:
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:
他的学生则会反唇相讥道：
< br>“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。<
/p>
My own advice to them would
be:
我会这样劝他们；
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）
；<
/p>
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
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
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
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，
y
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?
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 beginnin
g.
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).
Ｔｏｕｒ
ｃｏｍｐｒｅｎｄ
ｃ’ｅｓｔ
ｐａｒｄｏｎｅｒ（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：
“在西方（美国）
普遍存在着道德滑坡。
(Our)leadership does not seem to be
adequate to the unprecedented challenges of the ag
e.
（我们的）领导似乎无从应付史无前例的时代的挑战。
”<
/p>
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。
<
/p>
“自由不仅仅是一种特权，而且也是一种考验，
< br>”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
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 l
ife.
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
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
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
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
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。
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
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
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
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
behavior,
自我心象是个“前提”
< br>，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
例如，一位把自己看作“失败”型的学校男生，
or one who is
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
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
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
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
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。
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，<
/p>
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：
“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
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 (
或是一些个别的习惯或性格缺陷（
“我要得到那份工作”
）
“以后我要更冷静和放松。
”
“这次商业冒险会对我有利”等等，
But they had never thought to change
their thinking of the
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。
“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
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，
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 <
/p>
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
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(
问题
在于一个不正确的自我心象（
“我没有学数学的脑袋”
，
“我天生写不好字”
）
They
他们认为自己与错误和失败是共存的。
instead of saying
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。
”<
/p>
Instead of saying
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：
“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：
“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。<
/p>
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。
”
“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！
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？
“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。
“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：
“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。
“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！
”
“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！
“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.
转过头来
说，
“一定是有人死了。
”
“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:
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，
< br>
His Eminence the Cardinal,
Monsignor Lorenzo Montanelli,
罗伦梭尼里红衣主教阁
下，
”在拉文纳溘然长逝。
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：
“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。
< br>
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, <
/p>
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。
< br>
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，
“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。
”
< br>
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
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
Meth
od.
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：
ize a
problem.
１、认明问题。
2. Guess an answer.
２、猜想答案。
t 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--
< br>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。
the most widespread assumptions are the
least questioned.
传播最广的假定最少受到疑问。
Most often, when an idea is adopted,
particular attention is given to cases that seem
to support it,
通常，当一种观点被接受，支持它的论点往往受到特别重视，
while cases that seem to refute it are
distorted, belittled, or ignored.
而那些似乎是反驳它的论点却被歪曲、贬低或忽视。
We feel deeply that it is a sign of
weakness to
我们深深地感到“改变主意”是一种弱点的表现，
Competent scientists, however, must be
expert at changing their minds.
然而，有能力的科学家必须善于改变看法。
This is because science seeks not to
defend our beliefs but to improve them.
这是因为科学所追求的不是保护人们的信念，而是去改进它们。
Better theories are made by those who
are not hung up on prevailing ones.
只有那些不迷恋盛行观点的人才能创造出更好的理论。
Away
from
their
profession,
scientists
are
inherently
no
more
honest
or
ethical
than
other
people.
离开他
们的职业，科学家们并不比其他人生来就更诚实、更讲道德。
But in their profession they work in an
arena that puts a high premium on honesty.
但在他们职业范围内，他们却工作在一种极为看重诚实的圈子里。
The cardinal rule in science is that
all claims must be testable
科学中一条主要的原则就是所有的断言都必须是可检验的——
They must be capable at least in
principle, of being proved wrong.
它们必须至少在原则上都能够被证明是正确或错误的。
For example, if someone claims that a
certain procedure has a certain result, it must in
principle be
possible to perform a
procedure that will either confirm or contradict
the claim.
比如，
若有人声称某种程序会有某种结
果，那么，
在原则上，
就必须能施行一种程序既能证
明又能反驳这一断言。
If
confirmed, then the claim is regarded as useful
and a stepping-stone to further knowledge.
若被证实，那么这一断言就被看作是有用的，并且可作为进一步获取知识的一个台阶。
< br>
None of us has the time or energy
or resources to test every claim,
没有人能够有时间、精力和财力去验证每一个断言，
so most of the time we must take
somebody's word.
因此，大多数情况下，我们必须相信某人的观点。
However,
we
must
have
some
criterion
for
deciding
whether
one
person's
word
is
as
good
as
another's and whether one
claim is as good as another.
然而，
在判断某人的观点或断言是否与另外一个观点或断言同样正确时，
我们必须有一
个尺
度，
The
criterion, again, is that the claim must be
testable.
这个尺度同样是：断言必须能够被检验的。
To reduce the likelihood of error,
scientists accept the word only of those whose
ideas
为了减少出错的可能性，科学家们只接受那些观点、
theories, and findings are testable--if
not in practice then at least in principle.
理论和研究成果经得起检验的人的思想言论；
这些言论即便不是在实践中至少
也要在原理上
可以得到检验。
Speculations that cannot be tested are
regarded as
那些无法检验的推测则被认为是“不科学的”
。
This has the long-run
effect of compelling honesty--
这样就使得强制的诚实具有长期的效果——
findings widely publicized among fellow
scientists are generally subjected to further
testing.
在科学家同行中广为宣扬的研究成果通常是被进一步检验的对象。<
/p>
Sooner or later,
mistakes(and lies) are bound to be found out;
错误（和谎言）迟早肯定会被发现，
wishful thinking is bound to be
exposed.
如意算盘也肯定会被揭穿。
The
honesty
so
important
to
the
progress
of
science
thus
becomes
a
matter
of
self-interest
to
scientists.
诚实
，对科学的发展极为重要，因此，它也就会成为与科学家自身利益密切相关的事情。
Unit Six
第六单元
Charles is a
lonely young man and Amy is a cripples girl on a
wheelchair.
查里是一个孤单的年轻人，艾米是一个坐在轮椅上的跛子女孩。
They meet, get to know each other and
begin going out together.
他们遇见了，相互认识并开始一起出去。
Charles falls in love with Amy and
hopes to
be
查里爱上了艾米并希望成为她一生中唯一的推椅人。
But Amy prefers independence to being
taken care of all the time.
但是艾米选择了始终独立地照顾自己。
She leaves in pursuit of her goal in
life.
在生活中她失去了追逐的目标。
IF IT COMES BACK
如果它回来
by Jean
Gilbertson
简·吉尔伯森
Charles
saw
them
both
at
the
same
time:
the
small
white
bird
floating
from
among
the
park
trees and the girl wheeling down the
walk.
查尔斯是同时看到他们俩的，
那只从公园的树丛中
翩翩飞出的白色小鸟和那个转动着轮椅沿
小路而来的少女。
The bird glided downward and rested in
the grass;
小鸟滑翔而下，落到草地上，
the girl directed the chair smoothly
along the sunlit, shadowy walk.
少女沿着阳光斑斓、树影婆娑的小路轻快地引导着轮椅。
Her collapsible metal chair might have
been motorized;
她那可折叠的金属轮椅很可能装了马达；
it carried her along so smoothly.
它载着她如此轻松地行驶。
She
stopped
to
watch
the
ducks
on
the
pond
and
when
she
shoved
the
wheels
again,
Charles
sprang to his feet.
她停下来看了一会池塘中的鸭子，当她重新使劲推动轮椅时，查尔斯从地上跳起来。
“我能推你吗？”他朝她一边跑一边喊着
穿过草地。
The white bird flew to
the top of a tree.
那只白鸟扑棱棱地飞上树梢。
It was mostly he who talked
and he seemed afraid to stop for fear she'd ask
him to leave her by
herself.
大部分时间都是他在说话，
他似乎害怕停下来，
生怕话一停下
来，
她就会支开他让她自己呆
着。
Nothing in her face had supported the
idea of helplessness conveyed by the wheelchair,
and he
knew that his assistance was not
viewed as a favor.
她脸上没有显示出一丝表情表明坐在轮椅上是
孤独无助的，
他也知道自己的帮助并没有被看
成是一种恩惠。<
/p>
He asked the cause of her
handicap;
他问她怎样致残的，
not
because
it
was
so
important
for
him
to
know,
but
because
it
was
something
to
keep
the
conversation going.
并不是因为这对他来说很重要，而是借此话题继续对话。
“在我十
二岁时，出了一次车祸”艾米解释道。
frantically to miss the
truck that had pulled out in front of us.
< br>“当时我在汽车后排座正给我弟弟念书。
突然妈妈一声尖叫，
拼命地想躲开一辆超到我们前
面的卡车。
When I woke up in the hospital, my
mother was screaming again outside the door.
当我在医院苏醒过来时，又听到妈妈在门外一声尖叫，
This time she was trying to escape the
fact that I would never walk again.
这次，她
试图逃避我再也不能走路了这一事实。
”
“Pretty rough
on both of you. What about your
brother?
“这对你们俩来说，都是很不幸的，你弟弟怎么样了？”
was.
“他结果比我好一些，至少他比我先出院。
It took us all a long time to accept
and adjust.
我们都过了很久才接受和适应这一事实。
”
They went for lunch, and he would have
felt awkward except that she knew completely how
to
take care of herself.
他们一
块去吃了午餐。要不要她能完全地自己照料自己，他一定会觉得很尴尬。
It was he who seemed clumsy and bumped
into a table;
因为老是他显得笨手笨脚并且撞到了一张桌子上，
she who moved competently through the
aisle.
而她倒是在过道上行动自如。
again.
“你和什么人住在一起
呢？”第二天他问道，因为他执意要求和她再次见面。
“就我一个人，
”她回答道。
He felt a qualm in
his stomach, and it was more in memory of his own
loneliness than anticipation
of hers. <
/p>
他感到一阵心酸，主要是想起了自己的孤独，而不是因为想象到她的孤独。
He came to
like to feel the white handles in his grasp, to
walk between the two white-rimmed
metal
wheels.
他开始喜欢起手握白色把柄的那种感觉，喜欢起在那两支镶有白边的金
属轮子之间行走。
And he grew almost
more familiar with the slight wave at the back of
her hair than with her eyes
or her
mouth.
他对她背后的微曲的披发几乎比对她的眼睛或嘴巴还要熟悉。
The chair was moveable wonder;
轮椅移动起来灵活极了，
he
loved the feeling of power and strength it gave
him for so little exertion.
一用劲，它就给人一种权力和力量感，他喜欢这种感觉。
Once, he said to the wave at the back
of her hair,
有一次，他对着披发的波浪说“我希望在你一生中，我是你
唯一的推轮椅人。
”
but she
had only smiled a little and her eyes had admitted
nothing.
但她只是微笑了一下。双眼没有任何表示。
When he looked up, he noticed a white
bird flying from one tree to another, tracing
their route
with them.
当他抬起头
来，发现一只白色小鸟跟着他们从一棵树飞到另一棵树。
She cooked dinner for him
once in June.
六月的一天，她为他做了一顿饭。
He expected her to be proud of her
ability to do everything from her seat in the
wheelchair--
他本以为她会为自己的能力感到骄傲，坐在轮椅上什么能干。
and was faintly disappointed to see
that she would not feel pride at what was,
但看到她毫无骄傲之感，不禁有点失望。
for her, simply a matter of course.
把此当成很平常的事。
He
watched his own hand pick up the salt shaker and
place it on one of the higher,
他鬼使神差地拿起盐瓶，把它放在一层比较高的，
unused cabinet shelves, then awaited
her plea for assistance,
没有用过的碗柜上，然后等着她乞求帮助。
He didn't know why he'd done it, but
the look in her eyes a moment later gave him a
shock in his
easy joy.
他不知道自
己为什么这样做。但不一会她的眼神使他在得意洋洋中不觉一惊。
He felt as though he were playing poker
and he had just acciddentally revealed his hand to
the
opponent.
他好象觉得自己正在打扑克，一
不小心刚刚把自己手中的牌让对手看到了。
To make
her forget what he'd done, he told her about the
little white bird in the park.
为了让她忘记自己
的所作所为，他对她讲起了公园中那只小白鸟。
“我也看到了，
”她说，
lived in
the house began to put out food for it.
“我以前读过一首诗，
讲的是一只小白鸟歇息在一个窗台上，
住在房中的女主人开始给它喂
食物。
Soon the lady fell in love, but it was
a mismatched love.
不久，这位夫人便爱上了这只小鸟，但这是不般配的爱恋。
Everyday the little bird came to the
window and the lady put out food.
每天小白鸟飞到窗台上，这位夫人也每天为它提供食物。
When the love affair was over, the
little white bird never returned, but the woman
went on putting
out the crumbs every
day for years and the wind just blew them away.
当这段恋爱结束后，
小白鸟再也没回来了，
而
这位妇人却天天把面包屑放在窗外，
年复一年，
任凭风儿把它们
吹散。
”
In July he took her boating frequently.
在七月，他常常带她去划船。
She
prepared a picnic lunch each time, and he manned
the sails.
她每次都准备了中午的野餐，而他则驾驶小船。
The most awkward event of this, she
felt, was the loading and unloading of herself.
对她来说每次划船最使她的尴尬的事，就是每次都是让人抬上、抬下。
For Charles, however,
these
of the outings.
然而，
对查尔斯来说，
这种后来被她称之为
“货物装卸
”
的事，
似乎是出游中最精彩的时刻。
He appeared to take great delight in
wheeling her to the end of the pier, picking her
up out of the
chair,
每一次，他似乎很乐意把她推到码头，从轮椅里抱她起来，
balancing himself to set her into the
boat, then collapsing the chair and setting it on
its side on
board.
保持自己的平衡把她放到船上，然后折起轮椅平放在船上。
On the first few outings, she had felt
distinctly ill at ease at having been placed
helplessly in a spot
from which she
could not move herself.
头几次出游，她对自己被无依无靠
地放在一个不能动弹的地方，感到很不自在。
It
occurred to her, too, that she was unable to swim,
should the boat turn over.
她曾想到，自己不能游泳，要是船翻了怎么办。
Charles, who adapted himself
marvelously to the captain's role, was completely
oblivious to her
discomfort;
而查尔斯已经对船长这个角色极为适应，根本就没有注意到她的不自在。
she noted with a returning sense of
helplessness how much he enjoyed being in control.
她看到他如此喜欢操纵一切，一种无助的感觉又涌上心头。
When he called for her one day in early
August with a brand new captain's hat cocked atop
his soft
brown hair,
八月初的一天，
他来叫她，软软的棕色头发上歪戴着一顶崭新的船长帽，
all
her
emotions
revolted
at
the
idea
of
another
day
trapped
on
the
wooden
seat
over
the
water--
and she refused to go.
一想到又要一整天在水里被困在木头
座上，心里就觉得极为反感，她拒绝再去。
They would, instead, she
said, go for a walk in which she would move
herself by the strength of
her own arms
and he would walk beside her.
他们倒是可以出去散
散步，
她说，
散步可以靠自己的双臂的力量移动自己，
他可以陪伴在她
的身边。
He finally agreed, but his displeasure
grew with each step;
他最终同意了，但每走一步，他就会觉得更加不痛快。
this was a role he didn't want to play.
他可不想扮演这个角色。
“你为什么不歇歇手，让我来推你呢
？”
“不用。
”
“你的手臂会酸的，
I've been helping you do it for three
months
now.
我已经帮你推了三个月了。
”
how.
“在你来之前，我已经推了自己十二年了，我认为自己的胳膊未必会忘记怎么推吧。
”
“但是我不愿意走在你身边，而你却要自己推自己。
”
you
think
I've
liked
having
to
sit
helpess
in
your
boat
every
weekend
for
the
past
two
months?
“你以为这两个月来，我喜欢每个周末无依无靠地坐在你
的船里。
”
For a moment he was stunned
into silence by this new learning.
这个新发现使他吃惊得好一阵子说不出话来，
Finally he said quietly,
最后他轻声地说“我从来没意识到这点，艾米。
You're in a wheelchair all the time--I
never thought you'd mind sitting in the boat.
你整天都坐在轮椅里，我决没想到你会介意坐在船里，
It's the same
thing.
坐在哪不都一样嘛。
”
“这不是一回事，
In this chair, I can move by myself;
坐在轮椅里，我可以行动自如，
I
can go anywhere I need to go.
我可想到哪就到哪去。
That
boat traps me so I can't do anything--
在船上，我被困住了，什么事都不能做，
I couldn't even save myself if
something happened and I fell out.
万一出事我
掉到水里，我连自己都救不了。
”
“但是有我在呀，
Don't you think I could save you or
help you move or whatever it is want?
你难
道没想到我能救你或帮你移动或替你干你想干的任何事情吗？”
“我知道
。可是，查尔斯，问题的关键在于，我花了十二年的时间才学会怎样照料自己。
I even live in a city that's miles from
my family so I'll have to be independent and do
things for
myself.
我甚至住在这个离家
很远的城市里，目的就是要独立地做一切事情。
Being
placed in the boat takes all that I've won away
from me.
置身于船里就把我所拥有的都拿走了。
Can't you see why I object to it?
你难道还不明白我为什么反对你的做法？
I can't let myself be at anyone's mercy
--not even yours.
我不会让自己受任何人的摆布——即使你的也不行
。
”
They continued down the path in silence
as his feelings boiled within him and finally ran
over
the edge of his control:
他们沿着小路默默在走着，他内心的感情翻腾着，最终冲破了情感的闸门：
“艾米，我需要你依赖我，
I need your dependence upon me.
我需要你的依赖。
”
along so that her own hands
came off the wheels and rested in her lap.
说着，
象是为了强调自己的愿望，他一把握住熟悉的白色柄，
< br>快速地推着她走了起来，
结果
她只好把手从轮子上拿开，
放在腿上。
The wave at the back
of her hair did not show the anger in her eyes,
她披在身后头发的波纹显示不出她眼中的愤怒，
and it was just as well for it was an
anger he would not have understood.
这倒也好，因为他也不能理解这种愤怒。
She would not
answer her tepephone the next morning but in his
mail that afternoon came an
envelope
that he knew had come from Amy.
第二天早上，她
不接他的电话，但是在下午的信件中有一封信，他知道是艾米写来的。
The handwriting was not beautiful, but
it was without question hers.
字写得不漂亮，但无疑是她的字迹。
Inside was only a card on which she had
written:
信封里只有一张卡片，她在上面写着：
If you want
something badly enough,
如果你极想得到某物，
You must let it go free.
你必须让它自由。
If it comes back to you,
如果它回到你身边，
It's
yours.
它就属于你。
If it doesn't,
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