上海外国语大学mti英语翻译硕士考研真题

一、翻译硕士英语（

211

< br>）

1.

选择题（

20*1')

考单词为主，后面有几道语法。单 词以专八词汇为主，少量的

gre

词汇。

2.

阅读（

20*1'

）

四篇阅读，个人觉得很简单，文章 很短，只有一面的长度吧，用专八阅读练

习足够了。

3.

改错 （

10*1'

）

比专八改错简单、前几年考的是修 辞和英美文化常识、或古希腊神话典故。

4.

作文（

50

分，

500

字）

< br>

谈谈你对

happiness

的定义。

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，

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：< /p>

The

whole

course

of

man's

life

up

to

adolescence

is

a

period

of

weakness;

yet

there

comes

a

time

during

these

early

years

when

the

child's

strength

overtakes

the

demands

upon

it,

when

the

growing

creature,

though

absolutely

weak,

is

relatively

strong.

His

needs

are

not

fully

developed

and

his

present

strength

is

more

than

enough

for

them.

He

would

be

a

very

feeble man, 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 satisfaction. To limit

our

desires

comes

to

the

same

thing,

therefore,

as

to

increase

our

strength.

When we can do more than we want, we have strength enough and to spare,

we

are

really

strong.

This

is

the

third

stage

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's

strength

increases

far

more

rapidly

than

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

heat

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

within

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.

I know beforehand what you will say. You will not assert that the child

has more needs than I attribute 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

bundles

of

paper.

Manly

strength,

you

say,

appears

only

with

manhood;

the

vital spirits, distilled 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, filling the wine- cask, driving the

cart,

like

their

fathers;

you

would

take

them

for

grown

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 I do not deny that there is, it is, I repeat, much less

than the difference between the stormy passions of the man and the few

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

interval

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

child

will

make

provision

for

the

feeble

man;

but

he

will

not

store

his

goods

where

thieves

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, instruction, 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 falsehoods. We must, therefore, choose what to teach as well as when

to teach 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--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, small indeed compared with the whole of

human thought, but this circle is still a vast sphere when measured by

the

child's

mind.

Dark

places

of

the

human

understanding,

what rash

hand

shall dare to raise your veil? What pitfalls does our so-called science

prepare

for

the

miserable

child.

Would

you

guide

him

along

this

dangerous

path

and

draw

the

veil

from

the

face

of

nature?

Stay

your

hand.

First

make

sure that neither he nor you will become dizzy. Beware of the specious

charms

of

error

and

the

intoxicating

fumes

of

pride.

Keep

this

truth

ever

before you--Ignorance never did any one any harm, error alone is fatal,

and

we

do

not

lose

our

way

through

ignorance

but

through

self- confidence.

His progress in geometry may serve as a test and a true measure of the

growth

of

his

intelligence,

but

as

soon

as

he

can

distinguish

between

what

is useful and what

is useless,

much

skill and discretion are

required to

lead

him

towards

theoretical

studies.

For

example,

would

you

have

him

find

a mean proportional between two lines, contrive that he should require

to find a square equal to a given rectangle; if two mean proportionals

are required, you must

first contrive to

interest him in

the doubling of

the cube. See how we are gradually approaching the moral ideas which

distinguish between good and evil. Hitherto we have known no law but

necessity, now we are considering what is useful; we shall soon come to

what is fitting and right.

Man's

diverse

powers

are

stirred

by

the

same

instinct.

The

bodily

activity,

which

seeks

an

outlet

for

its

energies,

is

succeeded

by

the

mental

activity

which

seeks

for

knowledge.

Children

are

first

restless,

then

curious;

and

this

curiosity,

rightly

directed,

is

the

means

of

development

for

the

age

with

which

we

are

dealing.

Always

distinguish

between

natural

and

acquired

tendencies. There is a zeal for learning which has no other foundation

than a wish to appear learned, and there is another which springs from

man's natural curiosity about all things far or near which may affect

himself. The innate desire for comfort and the impossibility of its

complete

satisfaction

impel

him

to

the

endless

search

for

fresh

means

of

contributing

to

its

satisfaction.

This

is

the

first

principle

of

curiosity;

a

principle

natural

to

the

human

heart,

though

its

growth

is

proportional

to

the

development

of

our

feeling

and

knowledge.

If

a

man

of

science

were

left on a desert island with his books and instruments and knowing that

he

must

spend

the

rest

of

his

life

there,

he

would

scarcely

trouble

himself

about the solar system, the laws of attraction, or the differential

calculus. He might never even open a book again; but he would never rest

till he had explored the

furthest

corner of

his island, however

large it

might be. Let us

therefore omit

from

our early studies such knowledge as

has no natural attraction for us, and confine ourselves to such things

as instinct impels us to study.