大学英语精读第5册课文全文翻译

大学英语精读第5册和第6册全文课文翻译

wide reading is the time or the money to do that. 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. It is no use telling students to go to the library and pick up the first book they come across. 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." And instead of "read", I could just as well say "listen to." My advice to teachers would be similar in a way. I would say "It's no good thinking that anything will do, or that all language is useful. It's no good relying on students to express themselves without the right tools for expression. 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. 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. You are still th

e paid guide and expert and there is a way to the top somewhere."

他们。没有几个学生陪得起时间花得起钱。 常言道：广泛阅读是最佳替代办法，但读书 也应有所选择。 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。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。并且，代之以读 文章，你应该听文章。 从某种意义上说， 我对教师的劝告也是 相同的。我会说：最好不要认为学什么都可 以，或任何语言都有用。让学生没有掌握表 达方法就去表达自己的思想是无益的。 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。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。 你仍是雇用向导和登山专家， 总能找到一条 登顶之路。

The Fifth FreedomMore than three centuries ago a handful of pioneers crossed the ocean t Jamestown and Plymouth in search of freedoms they were unable to find in their own countries, the freedoms of we still cherish today: freedom from want, freedom from fear, freedom of speech, freedom of religion. 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. 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. St. Exupery 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? "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." The freedom to be one's best is the chance for the development of each person to his

第五种自由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。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。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。 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。它是达到 个人成就顶峰的自由， 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？“在还来得及的时候却得为到 培养。你也许很可能有着与生俱来的成为诗人、

highest power. How is it that we in America have begun to lose this freedom, and how can we regain it for our nation's youth? I believe it has started slipping away from us because of three misunderstandings. First, the misunderstanding of the meaning of democracy. 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. 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, what it have entrance requirements and give an advanced program of studies to superior students who were interested and able to take it. The proposal was rejected because it was undemocratic! Thus, courses are geared to the middle of the class. The good student is unchallenged, bored. The loafer receives his passing grade. 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. The second misunderstanding concerns what makes for happiness. 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. In our schools this is reflected by the vanishing hickory stick and the emerging psychiatrist. The hickory stick had its faults, and the psychiatrist has his strengths. But hickory stick had its faults, and the psychiatrist has his strengths. But the trend is clear. Tout comprendre c'est tout pardoner (To understand everything is to excuse everything). Do we really believe that our softening standards bring happiness? 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? 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. (Our) leadership does not seem to be adequate to the unprecedented challenges of the age." The last misunderstanding is in the area of values. 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. 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

音乐家或天文学家的潜能，但却不可能被唤醒了。 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。 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？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。首先是对民主的误解。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。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。然而这项建议竟遭反对， 理由是这样做不民主！据此，课程均被定位在中 等难度。尖子生未受到挑战，情绪低落，差生也 能及格。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。 其次是对幸福的误解。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，更多的 滑头的借口，更少实实在在的要求。反映到我们 的学校里，便是精神病医生取代了教鞭。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。但趁势是显而易见的。Tour mprend c’est co

pardoner

(原谅了一切才理解了一切。 )我们真的相信较松 的标准能带来幸福吗？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。这难道是 我们经过深思熟虑作出的判断吗？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。 (我们的)领导 似乎无从应付史无前例的时代的挑战。” 最后是对价值观的误解。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。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， 将导致使世界瘫痪的整体自私自利。而这恶果却 已令人恐怖地初现端倪。 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。而没有挑战，当然

first signs of it are already frighteningly evident. Arnold Toynbee has said that all progress, all development come from challenge and a consequent response. Without challenge there is no response, no development, no freedom. So first we owe to our children the most demanding, challenging curriculum that is within their capabilities. 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 or spending his days in front of a televisi

on set. Like Eve Curie, like Helen Keller, they responded to the challenge of their lives by a disciplined training: and they gained a new freedom. The second opportunity we can give our boys and girls is the right to failure. "Freedom is not only a privilege, it is a test," writes De Nouy. What kind of a test is it, what kind of freedom where no one can fail? 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. 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. 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. Finally, we can expose our children to the best values we have found. 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.

也没有了反应，没有了进步，没有了自由。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。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。 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。并且赢得了新的自由。 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。 “自由不仅仅是一种特权，而且 也是一种考验，”德·纽伊写道。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：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。但不管是否学到东西， 这个时代已一去不复返了。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。这种说法 过于严酷，但也句句是实。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。 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。通过把我们的生活与各个时代， 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。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，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。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。

Your Key to a Better LifeThe most important psychological of this century is the discovery of the "self-image." 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. In fact, it may not be consciously recognizable at all. But it is there, complete down to the last detail. This self-image is our own conception of the "sort of person I am." It has been built up from our own beliefs about ourselves. But most of these beliefs about ourselves have unconsciously been formed our past experiences, our successes and failures, our humiliations,

美好生活的秘决这个世纪心理学领域里最重要的发现就是 “自我行象”。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。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。事实上，它也许完全不能被有意 识地辨认出来。但它确实存在而且细节分明。这 个自我心象就是我们关于“我是哪种人”的自我概 念。它是建立在我们关于自己的信念之上的。但 这大部分的关于我们自己的信念是在无意识中通

our triumphs, and the way other people have reacted to us, especially in early childhood. 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. This self-image becomes a golden key to living a better life because of two important discoveries: 1. All your actions, feelings, behavior -- even your abilities -- are always consistent with this self-image. 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. 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. 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. The self-image is a "premise," a base, or a foundation upon which your entire personality, your behavior, and even your circumstances are built. 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. 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". 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. 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. In the same manner, a salesman or a businessman will also find that his actual experiences tend to "prove" his self-image is correct. Because of this objective "proof" it very seldom occurs to a person that his trouble lies in his self-image or his own evaluation of himself. Tell the schoolboy that he only "thinks" he cannot master algebra, and he will doubt your sanity. He has tried and tried, and still his report card tells the story. Tell the salesman that it is only an idea that he cannot earn more than a certain figure, and he can prove you wrong by his order book. He knows only too well how hard he has tried and failed. Yet, as we shall see later,

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。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。 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。 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。 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。 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。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。 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。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。 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”。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。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。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。 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。告诉那位男生他只是“认为”自己无法学 会代数。那他就会怀疑你的判断力。他试了又试， 可成绩单却总是一样。告诉售货员他挣的钱不会

almost miraculous changes have occurred both in grades of students, and in the earning capacity of salesmen when they were prevailed upon to change their self-images. 2. The self-image can be changed. 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. One of the reasons it has seemed so difficult for a person to change his habits, his personality, or his way of life, has been that heretofore nearly all efforts at change have been directed to the circumference of the self, so to speak, rather than to the center. Numerous patients have said to me something like the following: "If you are talking about 'positive thinking', I've tried that before, and it just doesn't work for me." However, a little questioning invariably brings out that these individuals have employed "positive thinking," or attempted to employ it, either upon particular external circumstances, or upon some particular habit or character defect ("I will get that job." " I will be more calm and relaxed in the future." "This business venture will turn out right for me," etc.) But they had never thought to change their thinking of the "self" which was to accomplish these things. Jesus warned us about the folly of putting a patch of new material upon an old garment, or of putting new wine into old bottles. "Positive thinking" cannot be used effectively as a patch or a crutch to the same old self-image. In fact, it is literally impossible to really think positively about a particular situation, as long as you hold a negative concept of self. And, numerous experiments have shown that once the concept of self is changed, other things consistent with the new concept of self, are accomplished easily and without strain. One of the earliest and most convincing experiments along this line was conducted by the late Prescott Lecky, one of the pioneers in self-image psychology. Lecky conceived of the personality as a "system of ideas", all of which must seem to be consistent with each other. Ideas which are inconsistent with the system are rejected, "not believed," and not acted upon. Ideas which seem to be consistent with the system are accepted. At the very center of this system of ideas -- the keystone -- the base upon which all else is built, is the individual's "ego ideal," his "self-image," or his conception of himself. Lecky

was a school teacher and had an opportunity to test his theory upon thousands of students. Lecky theorized that if a student had trouble learning a certain subject, it could be because (from the student's

超过某个数字也只是一个想法而已。他就会拿出 订单证明你错了。他太了解他曾怎样艰苦地尝试 过并失败了的。然而，就象我们将要看到的那样， 学生的成绩和售货员的业务能力几乎是奇迹般地 改变了在他们听劝改变自我心象之后。 2、自我心象能被改变。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。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：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，而不是中心进行的。很多病人对我说了如下 的话： “如果你要讲什么‘积极思维’我以前早试过 了，只是对我无效。”然而，如果细问一下，我们 就会明白这些人所用的“积极思维”或他们想要用 的“积极思维”,只是针对某个具体的外部情况， ""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，但是他们从未想过要改变 对将去干这些事的“自我”的看法。 耶稣警告我们把一块新布补在旧衣上，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。事实上，你绝对不会积极地去思考某个具 体问题，如果你是对自我持的是否定态度的话并 且，大量实验表明：一旦关于自我的概念改变了， 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。 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。自我心象心理学 先驱之一，他假定个性是一个思想体系，其中所 有的思想看上去必须是相互一致、相互协调的。 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。而与该系统相一致的 思想则被接受。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 一个人的“自我概念”,他的“自我心象”,或 他对自己的否定。莱基是位学校教师，因此有机 会在学生中检验他的理论。 根据莱基的理论，如果一位学习某门功课有 困难，这可能是因为(从学生的角度看)他不合 适于那门课。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，他对那门

point of view) it would be inconsistent for him to learn it. Lecky believed, however, that if you could change the student's self-conception, which underlies this viewpoint, his attitude

toward the subject would change accordingly. If the student could be induced to change his selfdefinition, his learning ability should also change. This proved to be the case. One student who misspelled 55 words out of a hundred and flunked so many subjects that he lost credit for a year, made a general average of 91 the next year and became one of the best spellers in school. A boy who was dropped from one college because of poor grades, entered Columbia and became a straight "A" student. A girl who had flunked Latin four times, after three talks with the school counselor, finished with a grade of 84. 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. The trouble with these students was not that they were dumb, or lacking in basic aptitudes. The trouble was an inadequate self-image ("I don't have a mathematical mind"; "I'm just naturally a poor speller"). They "identified" with their mistakes and failures. Instead of saying "I failed that test" (factual and descriptive) they concluded "I am a failure." Instead of saying "I flunked that subject" they said "I am a failure." Instead of saying "I flunked that subject" they said "I am a flunk-out." For those who are interested in leaning more of Lecky's work, I recommend securing a copy of his book: self consistency, a Theory of Personality. The Island Press, Now York, N.Y.

课的态度也会随之改变。如果学生听劝改变他的 自我定义，他的学习能力也将改变。这一点已经 被证实。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，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；一位由于成绩不佳而从学院退学的男生 进了哥伦比亚大学并成为全优生，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，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。 这些学生的问题不是他们笨或缺乏基本能 力。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”)他们认为自 己与错误和失败是共存的。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。”他们不是说：“我那门功课 考糟了”而是说：“我是个糟糕的学生。”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： 《自我一致，一个关于个性的理论》海岛出版 社，纽约州，纽约市。

Epilogue (From The Gadfly)The stood still for a little while with the paper in her hand; then sat down by the open window to read. The letter was closely written in pencil, and in some parts hardly legible. But the first two words stood out quite clear upon the page; and they were

in English: "Dear Jim." The writing grew suddenly blurred and misty. And she had lost him again -- had lost him again! At the sight of the familiar childish nickname all the hopelessness of her bereavement came over her afresh, and she put out her hands in blind desperation, as though the weight of the earth-clods that lay above him were pressing on her heart. Presently she took up the paper again and went on reading: "I am to be shot at sunrise to-morrow. So if I am to keep at all my promise to tell you everything, I must keep it now. But, after all, there is not much need of

尾声(摘自牛虻 尾声 摘自牛虻) 摘自牛虻她手里拿着信，静静地站了一会儿，然后在 敞开的窗旁坐下读了起来。信是用铅笔写的，密 密麻麻，有些地方几乎难以辨认了，但头两个字 却清晰地跃然纸上，字是用英语写的： “亲爱的吉姆，” 字迹突然变得模糊不清，象蒙上了一层雾。 她又一次失去了他—又一次失去了他！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。她茫然绝望地伸出双 手，好象压盖在他身上的土块，正沉沉地压向自 己的心上。 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； 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。不过，我们之间毕竟没有多

explanations between you and me. We always understood each other without many words, even when we were little thing." "And so, you see, my dear, you had no need to break your heart over that old story of the blow. It was a hard hit, of course; but I have had plenty of others as hard, and yet I have managed to get over them, -- even to pay back a few of them, -- and here I am still, like the mackerel in our nursery-book (I forget its name), 'Alive and kicking, oh!" This is my last kick though; and then, to-morrow morning, and -- 'Finita la Commedia!" You and I will translate that: 'The variety show is over'; and will give thanks to the gods that they have had, at least, so much mercy on us. It is not much, but it is something; and for this and all other blessings may we be truly thankful! "About that same to-morrow morning, I want both you and Martini to understand clearly that I am quite happy and satisfied, and could ask no better thing of Fate. Tell that to Martini as a message from me; he is a good fellow and a good comrade, and he will understand. 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, and I know that if you who are left stand together steadily and hit hard, you will see great things. As for me, I shall go out into the courtyard with as light a heart as any child starting home for the holidays. I have done my share of the work, and this death-sentence is the proof that I have done

it thoroughly. They kill me because they are afraid of me; and what more can any man's heart desire? "It desires just one thing more, though. A man who is going to die has a right to a personal fancy, and mine is that you should see why I have always been such a sulky brute to you, and slow to forget old scores. Of course, though, you understand why, and I tell you only for the pleasure of writing the words. 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; and I love you still. Do you remember that day when I kissed your hand, and when you so piteously begged me 'never to do that again'? It was a scoundrelly trick to play, I know; but you must forgive that; and now I kiss the paper where I have written your name. So I have hissed you twice, and both times without your consent. "That is all. Good-bye, my dear." There was no signature, but a verse which they had learned together as children was written under the letter: "Then am I A happy fly,

少需要解释的。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；当然，那是重重的一击,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， —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)的那条鲭鱼那样“活蹦 乱跳的哟！ 不过这是我最后一跳了， ”。 明天一早， “喜剧结束了！ ”你我也可这样翻译： “杂耍结束了” 同时，我们还得感谢众神，至少，他们给了我们 如此多的恩惠，虽不是大恩大惠，这就算是幸运 的了。对这一切和其他所有的恩赐，我们真应该 好好感谢！ “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，不能向 命运之神要求更好的结局了。请替我把这些话转 达给玛蒂尼；他是一个好人，一个好同志，他会 理解的。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。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，你们就会取得伟大的胜利。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。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。 他们杀了我，是因为他们害怕我。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。一个快要死的人 有权拥有个人幻想，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，为什么老是忘不 掉宿怨。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，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。现在依然爱 你。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？我知道这是一个卑劣 的手段，但你一定要原谅我，现在我又吻着写有 你名字的信纸。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。” 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。”

If I live Or if I die." Half an hour later Martini entered the room, and, startled out of the silence of half a life-time, threw down the placard he was carrying and flung his arms about her. "Gemma! What is it, for God's sake? Don't sob like that -- you that never cry! Gemma! Gemma, my darling!" "Nothing, Cesare; I will tell you afterwards -- I -- can't talk about it just now." She hurriedly slipped the tear-stained letter into her pocket; and, rising, leaned out of the window to hide her face. Martini held his tongue and bit his moustache. After all these years he had betrayed himself like a schoolboy -and she had not even noticed it! "The Cathedral bell is tolling," she said after a little while, looking round with recovered self-command. "Someone must be dead." "That is what I came to show you," Martini answered in his everyday voice. He picked up the placard from the floor and handed it to her. Hastily printed in large type was a black-bordered announcement that: "Out dearly beloved Bishop, His Eminence the Cardinal, Monsignor Lorenzo Montanelli," had died suddenly at Ravenna, "from the rupture of an aneurism of the heart." She glanced up quickly from the paper. And Martini answered the unspoken suggestion in her eyes with a shrug of his shoulders. "What would you have, Madonna? Aneurism is as good a word as any other."

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；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？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—我—现 在没法说。” 她匆匆地把那封沾满泪水的信偷偷塞进口 袋，起身探出窗外，不让他看到自己的脸。玛蒂 尼咬着自己的小胡子，一言不发。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，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。他从地上拾起布告递给她。 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，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。” 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？”动脉瘤可是一个 最贴切的词了。”

科学与科学态度科学是关于自然的知识主体，代表了人类集

Science and the Scientific AttitudeScience is the body of knowledge about nature that represents the collective efforts, insights, findings, and wisdom of the human race. Science is not something new but had its beginnings before recorded history when humans first discovered reoccurring relationships around them. Through careful observations of these relationships, they began to know nature and, because of nature's dependability, found they could make predictions to enable some control over their surroundings. Science made its greatest headway in the sixteenth century when people began asking answerable questions about nature -- when they began replacing superstition by a systematic search for order -- when experiment in addition to logic was used to test ideas. Where people once tried to influence natural events with magic and supernatural forces, they now had science to guide them. Advance was slow, however, because of the powerful

体的努力，洞察力，新发现和智慧。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。 通过对这些相互关系的仔细观察，他们开始 认识自然，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。 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， 那时，人们已开始用对秩序的规律系统的 研究来代替迷信；那时，人们除了使用逻辑外， 还运用实验来验证各种观点。 过去人们曾试图用 魔术和超自然的力量来左右自然现象， 然而现在 他们用科学来作指导。但是，由于对科学方法与 思想强烈的反对，进步是缓慢的。 大约在 1510 年，哥白尼提出了太阳静止不

opposition to scientific methods and ideas. In about 1510 Copernicus suggested that the sun was stationary and that the earth revolved about the sun. He refuted the idea that the earth was the center of the universe. After years of hesitation, he published his findings but died before his book was circulated. His book was considered heretical and dangerous and was banned by the Church for 200 years. A century after Copernicus, the mathematician Bruno was burned at the stake -largely for supporting Copernicus, suggesting the sun to be a star, and suggesting that space was infinite. Galileo was imprisoned for popularizing the Copernican theory and for his other contributions to scientific thought.

Yet a couple of centuries later, Copernican advocates seemed harmless. This happens age after age. In the early 1800s geologists met with violent condemnation because they differed with the Genesis account of creation. Later in the same century, geology was safe, but theories of evolution were condemned and the teaching of them forbidden. This most likely continues. "At every crossway on the road that leads to the future, each progressive spirit is opposed by a thousand men appointed to guard the past." Every age has one or more groups of intellectual rebels who are persecuted, condemned, or suppressed at the time; but to a later age, they seem harmless and often essential to the elevation of human conditions. The enormous success of science has led to the general belief that scientists have developed and ate employing a "method" - a method that is extremely effective in gaining, organizing, and applying new knowledge. Galileo, famous scientist of the 1600s, is usually credited with being the "Father of the Scientific Method." His method is essentially as follows: 1. Recognize a problem. 2. Guess an answer. 3. Predict the consequences of the guess. 4. Perform experiments to test predictions. 5. Formulate the simplest theory organizes the three main ingredients: guess, prediction, experimental outcome. Although this cookbook method has a certain appeal, to has not been the key to most of the breakthroughs and discoveries in science. Trial and error, experimentation without guessing, accidental discovery, and other methods account for much of the progress in science. Rather than a particular method, the success of science has more to do with an attitude common to scientists. This attitude is essentially one of inquiry, experimentation, and

动，地球绕太阳旋转之观点。他驳斥了地球是宇 宙中心的观点。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。他的书被认为是异端的、危险的，并被 教会禁锢了二百年。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，认为太阳是一棵恒星，并且还认为太空 是无限的。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。然而，几 个世纪以后，哥白尼的拥护者们似乎就没有危害 了。 这种事情一个时代接一个时代都会发生。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。 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。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，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。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、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。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—一种在获得、组织和运用新的知识方面极 端有效的方法。伽俐略，十七世纪的著名科学家， 被认为是科学方法之父。 他的主要方法如下： 1、认明问题。 2、猜想答案。 3、预测猜想结果。 4、进行实验证明预测。 5、用公式表述形成这三大要素： 猜想、预测及实验结果的最简明的理论。尽 管这标准化的方法有一点的吸引力。但它并不是 大多数科学突破和发现的关键。反复试验、不作 猜测的实验，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。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。这种态度的实质就是探究、实验和尊重 事实。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，他就会修改或放弃这

humility before the facts. If a scientist holds an idea to be true and finds any counterevidence whatever, the idea is either modified or abandoned. In the scientific spirit, the idea must be modified or abandoned in spite of the reputation of the person advocating it. As an example, the greatly respected Greek philosopher Aristotle said that falling bodies fall at a speed proportional to their weight. This false idea was held to be true for more than 2,000 years because of Aristotle's immense authority. In the scientific spirit, however, a single verifiable experiment to the contrary outweighs any authority, regardless of reputation or the number of followers and advocates. Scientists must accept facts even when they would like them to be different. They must strive to distinguish between what they see and what they wish to see -- for humanity's capacity for self-deception is vast. People have traditionally tended to adopt general rules, beliefs, creeds, theories, and ideas without thoroughly questioning their validity and to retain them long after they have been shown to be meaningless, false, or at least questionable. The most widespread assumptions are the least questioned. Most often, when an idea is adopted, particular attention is given to cases that seem to support it, while cases that seem to refute it are distorted, belittled, or ignored. We feel deeply that it is a sign of weakness to "change out minds." Competent scientists, however, must be expert at changing their minds. This is because science seeks not to defend our beliefs but to improve them. Better theories are made by those who are not hung up on prevailing ones. Away from their profession, scientists are inherently no more honest or ethical than other people. But in their profession they work in an arena that puts a high premium on hone

sty. The cardinal rule in science is that all claims must be testable -- they must be capable, at least in principle, of being proved wrong. 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. If confirmed, then the claim is regarded as useful and a stepping-stone to further knowledge. None of us has the time or energy or resources to test every claim, so most of the time we must take somebody's word. 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. The criterion, again, is that the claim must be testable. To reduce the likelihood of error, scientists accept the word only of those whose ideas, theories, and findings are testable -- if not in practice then at least in principle.

一观点。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， 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。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。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。不 管你的名望有多高，或者追随者和拥护者的人数 有多少。 科学家必须接受事实，即使他们希望事实不 是如此。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——因为人类的自欺能力 是很强的。人们往往倾向于采纳一般的规则、信 仰、信念、理论和观点，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、 错误的、或至少是有疑问的之后，仍保留不改。 传播最广的假定最少受到疑问。通常，当一种观 点被接受，支持它的论点往往受到特别重视，而 那些似乎是反驳它的论点却被歪曲、 贬低或忽视。 我们深深地感到改变主意是一种弱点的表现，然 而，有能力的科学家必须善于改变看法。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。只有那些不迷恋盛行观点的人才能创造 出更好的理论。 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。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。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——它们必须至少在原则上都能够被证明是 正确或错误的。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。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。 没有人能够有时间、精 力

和财力去验证每一个断言，因此，大多数情况 下，我们必须相信某人的观点。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，这个尺度同样是： 断言必须能够被检验的。 为了减少出错的可能性， 科学家们只接受那些观点、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。那些无法

Speculations that cannot be tested are regarded as "unscientific." This has the long-run effect of compelling honesty - findings widely publicized among fellow scientists are generally subjected to further testing. Sooner or later, mistake (and lies) are bound to be found out; wishful thinking is bound to be exposed. The honesty so important to the progress of science thus becomes a matter of self-interest to scientists.

检验的推测则被认为是不科学的。这样就使得强 制的诚实具有长期的效果——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。 错误(和谎言)迟早肯定会被发现， 如意算盘也 肯定会被揭穿。 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。

If It Comes BackCharles saw them both at the same time: the small white bird floating from among the park trees and the girl wheeling down the walk. The bird glided downward and rested in the grass; the girl directed the chair smoothly along the sunlit, shadowy walk. Her collapsible metal chair might have been motorized; it carried her along so smoothly. She stopped to watch the ducks on the pond and when she shoved the wheels again, Charles sprang to his feet. "May I push you?" he called, running across the grass to her. The white bird flew to the top of tree. It was mostly he who talked and he seemed afraid to stop for fear she'd ask him to leave her by herself. 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. He asked the cause of her handicap; not because it was so important for him to know, but because it was something to keep the conversation going. "It was an automobile accident when I was twelve," Amy explained. "I was reading to my younger brother in the back seat and suddenly my mother screamed and tried frantically to miss the truck that had pulled out in front of us. When I woke up in hospital, my mother was screaming again outside the door. This time she was trying to escape the fact that I would never walk again." "Pretty rough on both of you. What about your brother?" "He came out of it a little better than I did; at least he was dismissed from the hospital before I was. It took us all a long time to accept and adjust." They went for lunch, and he would have felt awkward except that she knew completely how to take care

of herself. It was he who seemed clumsy and bumped into a table; she who moved competently through the aisle. "Do you live with someone?" he asked the next day for he'd made a point of asking to meet her again. "Just myself," she answered. He felt a qualm in his

如果它回来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。小鸟滑翔而下，落到草地上， 少女沿着阳光斑斓、树影婆娑的小路轻快地引导 着轮椅。她那可折叠的金属轮椅很可能装了马达； 它载着她如此轻松地行驶。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。那只白鸟扑棱棱地飞上树梢。 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。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。他问她怎样致残的，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。 “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。当我在医院苏醒过来时，又听到妈妈在门外 一声尖叫，这次，她试图逃避我再也不能走路了 这一事实。” “这对你们俩来说，都是很不幸的，你弟弟怎 么样了？” “他结果比我好一些，至少他比我先出院。 我们都过了很久才接受和适应这一事实。” 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。因为老是他显得 笨手笨脚并且撞到了一张桌子上，而她倒是在过 道上行动自如。 “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。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。

stomach, and it was more in memory of his own loneliness than anticipation of hers. He came to like to feel the white handles in his grasp, to walk between the two white-rimmed metal wheels. And he grew almost more familiar with the slight wave at the back of her hair than with her eyes or her mouth. The chair was a moveable wonder; he loved the feeling of power and strength it gave him for so little exertion. Once, he said to the wave at the back of her hair, " I hope I'm the only chair-pusher in your life," but she had only smiled a little and her eyes had admitted nothing. When he looked up, he noticed a white bird flying from one tree to another, tracing their route with them. She cooked dinner for him once in June. He expected her to be proud of her ability

to do everything from her seat in the wheelchair -- and was faintly disappointed to see that she would not feel pride at what was, for her, simply a matter of course. He watched his own hand pick up the salt shaker and place it on one of the higher, unused cabinet shelves, then awaited her plea for assistance. 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. He felt as though he were playing poker and he had just accidentally revealed his hand to the opponent. To make her forget what he'd done, he told her about the little white bird in the park. "I've seen it, too," she said. "I read a poem once about a little white bird that came to rest on a window sill and the lady who lived in the house began to put out food for it. Soon the lady fell in love, but it was a mismatched love. Everyday the little bird came to the window and the lady put out food. 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." In July he took her boating frequently. She prepared a picnic lunch each time, and he manned the sails. The most awkward event of this, she felt, was the loading and unloading of herself. For Charles, however, these "freight handlings," as she came to call it, seemed to be the highlight of the outings. He appeared to take great delight in wheeling her to the end of the pier, picking her up out of the chair, balancing himself to set her into the boat, then collapsing the chair and setting it on its side on board. On the first few outings, she had felt distinctly ill at ease at having been placed helplessly in a spot form which she could not move herself. It occurred to her, too, that she was unable to swim, should the boat turn over. Charles, who adapted himself marvelously to the captain's role,

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。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。轮椅移动起来灵活极了，一用劲，它 就给人一种权力和力量感，他喜欢这种感觉。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。”但她只是微笑了一下。 双眼没有任何表示。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。 六月的一天，她为他做了一顿饭。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。但看到她毫无骄傲之感，不禁有点失望。把 此当成很平常的事。他鬼使神差地拿起盐瓶，把 它放在一层比较高的，没有用过的碗柜上，然后 等着她乞求帮助。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。 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。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，“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。不久，这位夫人便爱 上了这只小鸟，但这是不般配的爱恋。每天小白 鸟飞到窗台上，这位夫人也每天为它提供食物。 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。” 在七月，他常常带她去划船。她每次都准备 了中午的野餐，而他则驾驶小船。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。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。 每一次，他似乎很乐意把她推到码头，从轮椅里 抱她起来，保持自己的平衡把她放到船上，然后 折起轮椅平放在船上。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。她曾想到，自己不能游泳，要是船翻了怎 么办。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。她看到他如此喜 欢操纵一切，一种无助的感觉又涌上心头。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，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。 他们倒是可以出去散散步，她说，散步可以

was completely oblivious to her discomfort; she noted with a returning sense of helplessness how much he enjoyed being in control. When he called for her one day in early August with a brand new captain's hat cocked atop his soft brown hair, all her emotions revolted at the idea of another day trapped on the wooden seat over the water -- and she refused to go. 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. He finally agreed, but his displeasure grew with each step; this was a role he didn't want to play. "Why don't you just rest your arms and let me push you?" "No." "Your arms'll get sore; I've been helping you do it for three months now." "I wheeled myself for twelve years before you came along - I doubt that my arms have forgotten how." "But I don't like having to walk beside you while you push yourself!" "Do you think I've liked having to sit helpless in your boat every weekend for the past two months?" For a moment he was stunned into silence by this new learning. Finally he said quietly, "I never realized that, Amy. You're in a wheelchair all the time -- I never thought you'd mind sitting in the boat. It's the same thing." "It is not the same thing. In this chair, I can move by myself; I can go anywhere I need to go.

That boat traps me so I can't do anything -- I couldn't even save myself if something happened and I fell out." "But I'm there. Don't you think I could save you or help you move or whatever it is you want?" "Yes, but Charles -- the point is I've spent twelve years learning to manage by myself. I even live in a city that's miles from my family so I'll have to be independent and do things for myself. Being placed in the boat takes all that I've won away from me. Can't you see why I object to it? I can't let myself be at anyone's mercy -- not even yours." They continued down the path in silence as his feelings boiled within him and finally ran over the edge of his control: "Amy, I need to have you dependent upon me. I need your dependence upon me." And, as if to punctuate his desire, he took the familiar white bars in hand and pushed her rapidly along so that her own hands came off the wheels and rested in her lap. The wave at the back of her hair did not show the anger in her eyes, and it was just as well for it was an anger he would not have understood. She would not answer her telephone the next morning but in his mail that afternoon came an envelope that he

靠自己的双臂的力量移动自己，他可以陪伴在她 的身边。他最终同意了，但每走一步，他就会觉 得更加不痛快。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， 我已经帮你推了三个月了。” “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。”“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。” 这个新发现使他吃惊得好一阵子说不出话 来， 最后他轻声地说“我从来没意识到这点， 艾米。 你整天都坐在轮椅里，我决没想到你会介意坐在 船里，坐在哪不都一样嘛。” “这不是一回事，坐在轮椅里，我可以行动自 如，我可想到哪就到哪去。在船上，我被困住了， 什么事都不能做，万一出事我掉到水里，我连自 己都救不了。” “但是有我在呀，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。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。置身于船里就把我所拥有的都拿 走了。你难道还不明白我为什么反对你的做法？ 我不会让自己受任何人的摆布——即使你的也不 行。” 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，我需要你的依赖。”说着，象是为了强调 自己的愿望，他一把握住熟悉的白色柄，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。她披在身后头发的波纹显示不出她眼 中的愤怒，这倒也好，因为他也不能理解这种愤 怒。 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。字写 得不漂亮，但无疑是她的字迹。信封里只有一张 卡片，她在上面写着： 如果你极想得到某物， 你必须让它自由。 如果它回到你身边， 它就属于你。

knew had come from Amy. The handwriting was not beautiful, but it was without question hers. Inside was only a card on which she had written: If you want something baby written, You must let it go free. If it comes back to you, It's yours. If it doesn't, You really never had it anyway. (Anonymous) He ran out of his apartment, refusing to believe that Amy might no longer be in her home. As he was running towards her apartment, he kept hearing a roar in his ears: "You must let it go free; you must let it go free." But he thought: I can't risk it, she is mine, can't just let go, can't give her a chance not to belong to me, can't let her think she doesn't need me, she must need me. Oh God, I have to have her. But her apartment was empty. Somehow in the hours overnight, she had packed -- by herself - and moved by herself. The rooms were now impersonal; their cold stillness could not respond when he fell to the floor and sobbed. By the middle of August he had heard nothing from Amy. He lay often on his bed with her letter on his chest and counted the minute cracks in his ceiling; he went often to the park but scrupulously avoided looking for the white bird. Sometimes he would sit for hours there in the wind under a tree and not even notice that he was outside, that life went on around him. September came and had almost gone before he finally received an envelope of familiar stationery. The handwriting was not beautiful but it was without question hers. The postmark was that of a city many miles distant. With a shock of feeling returning to his heart, he tore open the envelope and at first thought it was empty. Then he noticed on his desk a single white feather that had fallen from it. In his mind, the white bird rose in flight and its wings let fly one feather. Were it not for the feather lost in departure, no one would have known that the white bird had ever been. Thus he knew Amy would not be back, and it was many hours before he let the feather drop out of his hand.

如果它不回来， 你就从来没有真正拥有。 (无名氏) 他冲出公寓，不愿相信艾米可能已经不在她 的屋子里了。他一种朝她的公寓跑着，一个声音 一直在耳边吼叫：“你必须让它自由，你必须让它 自由。” 但是他还在想：我不能冒这个险，她是我的， 不能让她走，不能给她一个离开我的机会，不能 让她认为她不需要我，她必须得需要我。哦，上 帝，我一定要得到

她。 但是，她的公寓是空的，头天一晚上在几个 小时里，她已经设法一个人打好行李，并且一个 人搬走了。 房间里冷冰冰的，他倒在地上抽泣起来，冷 漠的寂静毫不理会他的心情。 到八月中旬，他没有一点艾米的消息。他常 躺在床上，胸口上放着艾米的信，数着天花板上 的裂纹。他也常去公园，但却谨慎地避免看到那 只小白鸟。他有时在风中的树下一坐数小时，甚 至没有意识到自己在外面，没有意识到周围生命 的活动。 九月已至，眼看着又要结束了，他终于收到 一个熟悉的信封，字写得并不漂亮，但无疑是她 的笔迹。 邮戳上盖着一个遥远的城市。他心中涌起一 股强烈的冲动，一下子撕开信封。起初他以为它 是空的，然后他发现桌子上有一根从信封中落出 的白色羽毛。在他脑海里，那只小白鸟腾空而起， 双翅中抖落一根羽毛。要不是飞走时留下的那根 羽毛，没人会知道小白鸟曾在这呆过。于是，他 知道艾米再也不会回来了，过了好几个小时，他 才放掉手中的那根羽毛。

Love Story第十三章 CHAPTER 13 Mr. And Mrs. Oliver Barrett III

爱情故事奥利佛·巴雷特第三夫妇谨启盼予赐复

request the pleasure of your company at a dinner in celebration of Mr. Barrett's sixtieth birthday Saturday, the sixth of March at seven o'clock Dover House, Ipswich, Massachusetts R. S. V. P. "Well?" asked Jennifer. "Do you even have to ask?" I replied. I was in the midst of abstracting The State v. Percival, a very important precedent in criminal law. Jenny was sort of waving the invitation to bug me. "I think it's about time, Oliver," she said. "For what?" "For you know very well that," she answered. "Does he have to crawl here on his hands and knees?" I kept working as she worked me over. "Ollie -- he's reaching out to you!" "Bullshit, Jenny. My mother addressed the envelope." "I thought you said you didn't look at it!" she sort of yelled. Okay, so I did glance at it earlier. Maybe it had slipped my mind. I was, after all, in the midst of abstracting The State v. Percival, and in the virtual shadow of exams. The point was she should have stopped haranguing me. "Ollie, think," she said, her tone kind of pleading now. "Sixty goddamn years old. Nothing says he'll still be around when you're finally ready for the reconciliation." I informed Jenny in the simplest possible terms that there would never be a reconciliation and would she please let me continue my studying. She sat down quietly, squeezing herself onto a corner of the sofa where I had my feet. Although she didn't make a sound, I quickly became aware that she was looking at me very hard. I glanced up. "Someday," she said, "when you're being bugged by Oliver V --" "He won't be called Oliver, be sure of that!" I snapped at her. She didn't raise her voice, though she usually did when I did. "Liste

n, Ol, even if we name him Bozo the Clown that kid's still going to resent you because you were a big Harvard athlete. And by the time he's a freshman, you'll probably be in the Supreme Court!" I told her that our son would definitely not resent me. She then inquired how I could be so certain of that. I couldn't produce evidence. I mean, I simply knew our son would not resent me, I couldn't say precisely why. Jenny then remarked: "Your father loves you too, Oliver. Her loves you just the way you'll love Bozo. But you Barretts are so damn proud

谨订于三月六日星期六下午七时在马萨诸塞州易 普威治多佛府举行家宴为巴雷特先生庆祝六十寿 辰。 R.S.V.P “这个？”詹妮弗问道。 “这还用问吗？”我答道。我正在摘录珀西瓦尔公 诉案，一个刑法里非常重要的判例。詹妮稍稍晃 动请柬来烦我。 “我想差不多该是时候了，奥利佛，”她说。 “该干什么的时候了？” “你知道得很清楚要干什么事，”她答道。 “一定得要他跪着爬到这里不可吗？” 任她责备我什么，我照干我的事。 “奥利——他在向你伸手联系呢！” “瞎说，詹妮。我母亲写的信封。” “我记得你说过你不看来着！”她叫起来，声音有 点大。行啦，就算早些时候我扫过一眼，或许我 已经忘掉了。毕竟我正在摘录珀西瓦尔公诉案， 而且实际上考试已临近。关键是她该停止对我抱 怨了。 “奥利，想想看，”她现在用有点恳求的口气说着。 “整六十岁的人了。当你最后愿意与他和解时，谁 也没法说得准他是否仍活在这个世界上。” 我用最直截了当的话告诉詹妮，将不存在和解。 并请她让我继续学习下去。她在我放脚的沙发一 角紧缩着身体坐了下来，不再出声。尽管她没说 话，很快我便意识到她正紧盯着我。我抬头看着 她。 “有那么一天，”她说，“当奥利佛第五烦你时……” “他决不会叫奥利佛这个名字，这是肯定的！”我 对她恶狠狠地说。她没有抬高嗓门。尽管通常我 大声时，她的声音就更大。 “听着，奥利。即使我们把儿子叫成小丑‘博佐’, 他仍因你曾是哈佛的体育明星而恨你。而且，当 他读大学一年级时，你将可能是高等法院的法官 了。” 我告诉她，我们的儿子肯定不会恨我。而她问我 为什么那么肯定。我却拿不出证据来。我的意思 是，我凭 “你的父亲也爱你，奥利佛。他爱你的方式就象你 将来爱‘博佐’那样。 但是你们巴雷特家族的人极其 自大，喜欢竞争。你们一生中总以为你们相互恨 着。” “要不是你的话，还真要那样呢！”我以开玩笑的 口气说道。

and competitive, you'll go through life thinking you hate each other." "If it weren't for you," I said jokingly. "Yes," she said. "The case is closed," I sa

id, being, after all, the husband and head of household. My eyes returned to The State v. Perival and Jenny got up. But then she remembered. "There's still the matter of the RSVP." I said that a Radcliffe music major could probably compose a nice little negative RSVP without professional guidance. "Listen, Oliver," she said, "I've probably lied or cheated in my life. But I've never deliberately hurt anyone. I don't think I could." Really, at that moment she was only hurting me, so I asked her politely to handle the RSVP in whatever manner she wished, as long as the essence of the message was that we wouldn't show unless hell froze over. I returned once again to The State v. Percival. "What's the number?" I heard her say very softly. She was at the telephone. "Can't you just write a note?" "In a minute I'll lose my nerve. What's the number?" I told her and was instantly immersed in Percival's appeal to the Supreme Court. I was not listening to Jenny. That is, I tried not to. She was in the same room, after all. "Oh -- good evening, sir," I heard her say. She had her hand over the mouthpiece. "Ollie, does it have to be negative?" The nod of my head indicated that it had to be, the wave of my hand indicated that she should hurry up. "I'm terribly sorry," she said into the phone. "I mean, we're terribly sorry, sir…" We're! Did she have to involve me in this? And why can't she get to the point and hang up? "Oliver!" She had her hand on the mouthpiece again and was talking very loud. "He's wounded, Oliver! Can you just sit there and let you father bleed?" Had she not been in such an emotional state, I could have explained once again that stones do not bleed. But she was very upset. And it was upsetting me too. "Oliver," she pleaded, "could you just say a word?" To him? She must be going out of her mind! "I mean, like just maybe 'hello'?" She was offering the phone to me. And trying not to cry. "I will never talk to him. Ever," I said with perfect calm. And now she was crying. Nothing audible, but tears pouring down her face. And then she -- she begged.

“是的”。她说。 “到此为止。”我以毕竟是丈夫兼一家之主的口气 说道。我的眼睛又回到珀西瓦尔公诉案上而詹妮 站了起来。但她却仍记得：“还有‘盼予赐复’这事 呢。”我说，一个莱德克利夫音乐专业的学生不要 专业指导大概也可以写出恰当的婉拒短信的。 “听着，奥利佛，”她说道， “我一生中大概撒过谎， 骗过人。但我决不会有意去伤害别人。我想我不 会那样。” 实际上，此时她却正在伤害我。于是我客气地要 她以她想要的任何方式去处理“盼予赐复”这件 事，只要信的本意是我们不出席宴会，除非地狱 冰冻起来。我便再次回到帕西瓦尔公诉案上。 “电话号码是多少？”我听到她轻声地说。她已在 电话机旁。 “你就不能只写封短信吗？”“我马上就会失去勇 气

的。号码是多少？” 我告诉了她号码就立刻沉浸于帕西瓦尔呈交高等 法院的上诉书。我不去听詹妮打电话，也就是说， 我尽可能不去听。但毕竟我们在同一间房里。 “啊！晚上好，先生。”我听她说。 她用一只手捂住话筒。 “奥利佛，一定要拒绝吗？” 我点头表示一定要那样做，并摆摆手示意她必须 快一点。 “我非常抱歉，”她对着话筒说。“我的意思是，我 们非常抱歉，先生……” 我们！她干嘛一定要牵涉到我？她为啥不直说了 就把电话挂断呢？ “奥利佛！” 她又用一只手捂住话筒并大声同我说话。“他是伤 心的，奥利佛！让你父亲心中流血而你能坐得住 吗？” 假如她不是处于这样的感情状态，我会再次解释： 石头是不流血的。但她的心绪非常烦乱,这使我的 心绪也烦乱起来。 “奥利佛，”她恳求道，“你就说一句话吧？” 跟他说？她一定是疯了！"" “我的意思是就说象‘哈罗’之类的？” 她要把电话递给我，并尽量不哭出来。 “我决不与他说什么，不说。”我非常平静地说。 此时，她无声地哭起来了。泪流满面。然后—— 她乞求着。 “为了我，奥利佛。我从不求你做什么事。就求你 这回了。”我们三个。 (我莫明其妙地想象我父亲

"For me, Oliver. I've never asked you for anything. Please." Three of us. There of us just standing (I somehow imagined my father being there as well) waiting for something. What? For me? I couldn't do it. Didn't Jenny understand she was asking the impossible? That I would have done absolutely anything else? As I looked at the floor, shaking my head in adamant refusal and extreme discomfort, Jenny addressed me with a kind of whispered fury I had never heard from her: "You are a heartless bastard,' she said. And then she ended the telephone conversation with my father saying: "Mr. Barrett, Oliver does want you to know that in his own special way…" She paused for breath. She had been sobbing, so it wasn't easy. I was much too astonished to do anything but await the end of my alleged "message." "Oliver loves you very much," she said, and hung up very quickly. There is no rational explanation for my actions in the next split second. I must never be forgiven for what I did. I ripped the phone from her hand, then from the socket -and hurled it across the room. "God damn you, Jenny! Why don't you get the hell out of my life!" I stood still, panting like the animal I had suddenly become. Jesus Christ! What the hell had happened to me? I turned to look at Jen. But she was gone. I mean absolutely gone, because I didn't even hear footsteps on the stairs. Christ, she must have dashed out the instant I grabbed the phone. Even her coat and scarf were still there. The pain of not knowing what to do was exceeded only by that of knowing what I had done. I searched everyw

here. In the Law School library, I prowled the rows of grinding students, looking and looking. Up and back, at least half a dozen times. Though I didn't utter a sound, I knew my glance was so intense, my face so fierce, I was disturbing the whole place. Who cares? But Jenny wasn't there. Then all through Harkness Commons, the lounge, the cafeteria. Then a wild sprint to look around Agassiz Hall at Radcliffe. Not there, either. I was running everywhere now, my legs trying to catch up with the pace of my heart. Paine Hall? (Ironic goddamn name!) Downstairs are piano practice rooms. I know Jenny. When she's angry, she pounds the keyboard. Right? But how about when she's

也在场。 )我们三个就站着等待什么似的。什么 呢？等我吗？ 我不会干的。 詹妮真不明白她在要求不可能的事吗？除了此事 外我绝对会做任何其他事的。当我看着地板，极 不自在但又毫不动摇地晃着头表示拒绝时，詹妮 满腔怒火，以我从来没有听她说过的话低声责骂 我： “你是个无情的杂种，”她说。接着她以下面的话 来结束与我父亲的电话交谈： “巴雷特先生，奥利佛确实想要你知道，用自己特 别的方式……” 她顿了一下，吸了一口气。她一直在抽泣，所以 说得很费力。我惊讶得不知所措，只好等她结束 好象我要她说的“口信”。 “奥利佛非常爱你，”她说完就很快挂断了电话。 在紧接着一刹那，我无法对自己的行为作出合情 合理的解释。我所做的事使我决不会得到宽恕。 我从她手里抢过电话，拔出插头，把电话机猛地 扔到屋子的另一边。 “该死的，詹妮，滚你的吧！” 我站着不动，突然我变得象野兽那样直喘粗气。 天啊！我到底怎么啦？我转过去看詹。但她已走 了。我的意思是，她确实消失不见了，因为我甚 至没有听到楼梯的脚步声，天啊！她一定在我抢 电话的刹那间冲出去的。连她的外套和围巾都仍 在那儿。这时，我为自己所做的事感到的痛苦超 过了因不知所措而引起的痛苦。 我到处去找她。 我在法学院图书馆里徘徊于一排排埋头苦读的学 生中，看了又看，走去走来，至少有五、六次之 多。尽管我没有吭声，但我知道我的眼神慌里慌 张、脸色可怕吓人。我扰乱了整个地方。谁在乎 呢？ 但詹不在那儿。 接着，我穿过哈克尼斯公共食堂、休息室和自助 餐厅。然后发疯似地冲到莱德克利夫的阿加西斯 楼去寻找。也不在那儿。此时我到处奔走，我的 双脚努力去赶上我心跳的节拍。 佩因楼？(该死的名字，太挖苦人了！ )楼下是钢 琴练习室。我知道当詹妮发脾气时，她就猛击琴 键。 对吗？但当她被吓得要死时又会如何呢？ 走在两侧都是钢琴练习室的走廊里真让人疯狂。 莫扎特、巴尔托克、巴赫及勃

拉姆斯曲调的声音

scared to death? It's crazy walling down the corridor, practice rooms on either side. The sounds of Mozart and Bartok, Bach and Brahms filter out from the doors and blend into this weird infernal sound. Jenny's got to be here! Instinct made me stop at a door where I heard the pounding (angry?) sound of a Chopin prelude. I paused for a second. The playing was lousy -- stops and starts and many mistakes. At one pause I heard a girl's voice mutter, "Shit!" It had to be Jenny. I flung open the door. A Radcliffe girl was at the piano. She looked up. Au ugly, big-shouldered hippie Radcliffe girl, annoyed at my invasion. "What's the matter, man?" she asked. "Sorry," I replied, and closed the door again. Then I tried Harvard Square. Nothing. Where would Jenny have gone? I just stood there, lost in the darkness of Harvard Square, not knowing where to go or what to do next. A colored guy approached me and inquired if I was in need of a fix. I kind of absently replied, "No, thank you sir." I wasn't running now. I mean, what was the rush to return to the empty house? It was very late -- almost 1 A. M. -and I was numb -- more with fright than with the cold (although it wasn't warm, believe me). From several yards off, I thought I saw someone sitting on the top of the steps. This had to be my eyes playing tricks, because the figure was motionless. But it was Jenny. She was sitting on the top step. I was too tired to panic, too relieved to speak. Inwardly I hoped she had some blunt instrument with which to hit me. "Jen?" "Ollie?" We both spoke so quietly, it was impossible to take an emotional reading. "I forgot my key," Jenny said. I stood there at the bottom of the steps, afraid to ask how long she had been sitting, knowing only that I had wronged her terribly. "Jenny, I'm sorry --" "Stop!" she cut off my apology, then said very quietly, "Love means not ever having to say you're sorry." I climbed up the stairs to where she was sitting. "I'd like to go to sleep. Okay?" she said. "Okay." We walked up to our apartment. As we undressed, she

从这些练习室的门缝里钻出来，混合成一种离奇 的、嘈杂可憎的声音。 詹妮一定到这里来了！ 本能使我停在弹着肖邦序曲的练习室门口，听到 有人(愤怒地)猛击琴键的声音。 我停了一会儿。弹得很糟——弹弹停停，夹着许 多错误。在一次停顿中我听到一个女孩的声音喃 喃自语，“去他的！”一定是詹妮。我猛地打开门。 一位莱德克利夫学院的女生在练习钢琴。她抬头 看我。这个莱德克利夫女生是个难看宽肩的嬉皮 士，对我的闯入很生气。 “什么事，伙计？”她问。 “对不起，”我答道，马上关上了门。 接着，我到哈佛广场找找看。也不在。 詹妮会去那儿呢？ 我就在哈佛广场的黑暗中站着，不知所措。不知 去哪儿，也不知下一步该干什么。一个黑人走近 我，问我是否要

毒品注射。我有点儿漫不经心地 答道：“不要。谢了，老兄。” 此刻，我不再奔跑了。 我的意思是，急急忙忙跑回空空的家里干什么 呢？很晚了——大概凌晨一点了——我麻木了 ——要说是因为天冷(不过，天的确不暖和，真 的。 )倒不如说是因为惊吓。在离家几码的地方， 我想我看到有人坐在台阶的最高一级。因为那个 人坐着不动，这必定是我的眼睛在开我的玩笑了。 那人是詹妮。 她正坐在最高一级台阶上。 我累得没法表示恐慌；欣慰得没法表达言语。 我的内心倒希望她用什么钝器打我一下。 “詹？” “奥利？” 我们都说得很平静，不可能听出话中的情感来。 “我忘了钥匙，”詹妮说。 我站在台阶的最低一级， 怕问她坐在这里多久了。 只知道我对她太不公平了。 “詹妮，很抱歉……” “不要说了！”她打断了我的道歉，然后非常平静 地说，“爱意味着永远不必说抱歉。”我登上她坐 着的台阶。 “我要去睡觉了，行吗？”她说。 “行。” 我们走上去进了我们的公寓。当我们脱衣睡觉时， 她以一种让人放心的神情看着我。 “我说的话是当真的，奥利佛。”

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