上海外国语大学2017年MTI英语翻译硕士考研真题.doc

500

字）

谈谈你对

hcippiness

的定义。

习足

二、英语翻译基础

（

357

）

1

?英译汉

（

75

分）

该部分选取的是卢梭的《爱弥儿》

（

Emile, or On Education

）

部分文章，

< /p>

主要选

自《爱弥儿》第三卷第一节。全文

1000

多字，共

11

段，但题目只要 求翻

译划线部分，

总计翻译

872

字，共

6

段。完 整原文如下：

The whole course of man

，

s life up to adolescence is a period of weakncss; yet

there comes a time during these early years when the child

the

demands

upon

it,

when

the

growing

creature,

though

absolutely

weak,

is

relatively strong. His needs are not fully developed and his present st rength

is more t hem eno ugh for t hem. He woul d be a very feeble mem, but he is a

strong child.

What

is

the

cause

of

man

s

weakness?

It

is

to

be

found

in

the

disproportion

between his strength and his desires. It is our passions that make us weak, for

our natural strength is not enough for their satisfeiction. To limit our desires

comes to the same thing, thcrcforc, as to increase our strength. When we can do

more than we want, we have streng th eno ugh and to spare, we are really strong.

This is the third st age of childhood, the stage with which I am about to deal.

I

still

speak

of

childhood

for

want

of

a

better

word;

for

our

scholar

is

approaching adolescence, though he has not yet reached the age of puberty.

About twelve or thirteen the child

his

needs.

The

strongest

and

fiercest

of

the

passions

is

still

unknown,

his

physical development is still imperfect and seems to await the call of the will.

He is scarcely aware of extremes of hcat and cold and braves them with impunity.

He

needs

no

coat,

his

blood

is

warm;

no

spices,

hunger

is

his

sauce,

no

food

comes amiss at this age; if he is sleepy he stretches himself on the ground and

goes to sleep; he finds all he needs with in his reach; he is not tormented by

any

imaginary

wants;

he

cares

nothing

what

others

think;

his

desires

are

not

beyond his grasp; not only is he self- sufficing, but for the first and last time

in his life he has more strength than he needs.

T know beforeha nd what you wi 11 say. You wi 11 not assert that the chi Id has

more

n

ccds

them

I

at

trib

utc

to

him,

but

you

will

deny

his

strength.

You

forget that I am speaking of my own pupil, not of those puppets who walk with

difficulty

from

one

room

to

another,

who

toil

indoors

and

carry

bun

dies

of

paper. Manly st reng th, you say, appears only with manhood; the vital spirits,

distilied

in

their

proper

vessels

and

spreading

through

the

whole

body,

can

alone make the muscles firm, sensitive, tense, and springy, can alone cause real

strength. This is the philosophy of the study; I appeal to that of experience.

In

the

country

districts,

I

see

big

lads

hoeing,

digging,

guiding

the

plough,

fil1ing the wine-cask, driving the cart, like t heir fat hers; you would t akc t

hem for grow n men if their voices did not betray them. Even in our towns, iron-

workers

，

,

tool

makers',

and

blacksmiths'

lads

are

almost

as

strong

as

their

masters and would be scarcely less skilful had their training begun earlier. If

there is a difference, and T do not deny that there is, it is, T repeat, much

less

than

the

difference

between

the

stormy

passions

of

the

man

and

the

fcw

wants

of

the

child.

Moreover,

it

is

not

merely

a

question

of

bodily

strength,

but more especially of strength of mind, which reinforces and directs the bodily

strength.

This intorval in which the strength of the individual is in excess of his wants

is,

as

I

have

said,

relatively

though

not

absolutely

the

time

of

greatest

strength.

It

is

the

most

precious

time

in

his

life;

it

comes

but

once;

it

is

very short, all too short, as you will see when you consider the importance of

using it aright.

He has, therefore, a surplus of strength and capacity which he will never have

again.

What

use

shall

he

make

of

it?

He

will

strive

to

use

it

in

tasks

which

will

help

at

need.

He

will,

so

to

speak,

cast

his

present

surplus

into

the

storehouse

of

the

future;

the

vigorous

chi

Id

wi

11

make

provision

for

the

feeble man; but he will not store his goods where thicvcs may break in, nor in

barns which are not his own. To store them aright, they must be in the hands and

the

head,

they

must

be

stored

within

himself.

This

is

the

time

for

work,

instruetion, and inquiry. And note that this is no arbitrary choice of mine, it

is the way of nature herself.

Human intelligence is finite, and not only can no man know everything, he cannot

even

acquire

all

the

scanty

knowledge

of

others.

Since

the

contrary

of

every

false proposition is a truth, there are as many truths as fal sehoods. We must,

therefore,

choose

what

to

teach

as

wel

1

as

when

to

tcach

it.

Some

of

the

information

within

our

reach

is

false,

some

is

useless,

some

merely

serves

to

puff up its possessor. The small store which really contributes to our welfare

alone deserves the study of a wise man, and therefore of a child whom one would

have wise. He must know not merely what is, but what is useful.

From

this

small

stock

we

must

also

deduct

those

truths

which

require

a

full

grown

mind

for

their

understanding,

those

which

suppose

a

knowledge

of

man's

relations

to

his

fellow- men

-

一

a

knowledge

which

no

child

can

acquire;

these

things,

although

in

themselves

true,

lead

an

inexperienced

mind

into

mistakes

with regard to other matters.

We are now confined to a circle, smal 1 indeed compared with the whole of human

thought, but

this circle is

still a vast

sphere when

measured

by the child