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大学英语精读第五册Unit 2 The Fifth Freedom

大学英语精读第五册Unit 2 The Fifth Freedom
大学英语精读第五册Unit 2 The Fifth Freedom

这一课的译文还需对照教参修改一下!!

Unit 2

The Fifth Freedom

More than three centuries ago a handful of(少数)pioneers(先驱者)crossed the ocean to Jamestown and Plymouth in search of freedoms they were unable to find in their own countries, the freedom we still cherish(珍视)today: freedom from want, freedom from fear, freedom of speech, freedom of religion(宗教)。Today the descendants(后代) of the early settlers (早期殖民者),and those who have joined them since ,are fighting to (斗争)protect(保卫)these freedom at home and throughout the world.(国内国外)(300多年前,少数拓荒者穿过大洋来到詹姆斯顿和普利茅斯,寻找他们在国内不能找到的自由,这些也是我们今天仍然珍视的自由:免于匮乏的自由,免于恐惧的自由,言论自由,宗教自由。今天这些早期殖民者的后代们和那些后来加入他们行列的人们还在国内国外为保卫这些自由而斗争。)

And yet there is a fifth freedom----basic to those four ---that we are in danger of (处于--危险中)losing: the freedom to be one's best(达到自己最佳水平的自由)(然而,我们正面临失去第五种自由的危险,它是上述四种自由的基础,这种自由是:达到自己最佳水平的自由).St. Exupery(埃克苏佩里)

describes (描述)a ragged(衣衫褴褛的), sensitive-faced (长相聪明)Arab child(流浪儿),haunting the streets of a North African town(北非小镇),as a lost(失去)Mozart :he would never be trained or developed. Was he free?(埃克苏佩里把一个衣衫褴褛、面貌聪慧,常在北非某市街头游荡的流浪儿描写成一个被埋没的莫扎特,他决不会受到训练或培养,他自由吗?)"No one grasped you by the shoulder(肩膀)while there was still time; and nought will awaken in you the sleeping poet (诗人)or musician (音乐家)or astronomer(天文学家)that possibly (可能)inhabited (居住)you from the beginning.(从出生)" The freedom to be one's best is the chance for the development of each person to his highest power (力量).(“也许从出生开始,你就具有成为诗人、音乐家、天文学家的才能,但是在时机还不算太晚的的时候没有人拉你一把,但是时机一过,就再也无法唤醒在你身上沉睡的这些才能了。”一个人达到自己最高水平的自由就是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, and how can we regain (恢复)it for our nation's youth?

I believe it has started slipping away from us because of three misunderstandings(误解).(在美国我们是怎么开始失去这种自由的呢?并且我们怎样才能为我们的年轻人重新获得

这种自由?我相信这种自由正开始从我们身边悄悄溜走,因为存在着三个方面的误解。)

First, the misunderstanding of the meaning of democracy(民主). The principal(校长)of a great Philadelphia (费城)high school is driven to cry for help in combating the notion (概念)that it is undemocratic to run (实施)a special(特殊的)program(大纲)of studies for outstanding(优秀)boys and girls. (首先被误解的是对民主含义的误解。费城一个著名的中学为一些出类拔萃的学生实施一份特殊的教学大纲竟

被视为不民主,结果校长被迫大声疾呼,要求人们一起来与这种观念作斗争。)Again,(又如)when a good independent (私立的)school in Memphis(孟菲斯)recently(最近)closed, some thoughtful (有思想的)citizens(公民)urged (促请)that it be taken over (接管)by the public school system (系统)and used for boys and girls of high ability(能力), that it have entrance (入口)requirements (要求)and give advanced (高级的)program(方案)of studies to superior (优秀的)students who were interested(有兴趣的)and able to take it .(又如,在孟菲斯当一所优秀私立学校最近停办时,一些有思想的公民主张该学校被公立教育学校系统接管,用于培养那些有较高能力的学生,这所学校要有入学要求,为那些有兴趣和有能力接受的学生制定高级的学习方案。)The

proposal(建议)was rejected (被拒绝)because it was undemocratic(不民主)! Thus, courses(课程)are geared to (适应)the middle of the class. The good student is unchallenged(挑战), bored(厌烦). The loafer (混子)receives his passing grade(毕业证).And the lack of(缺少)an outstanding (卓越)course(课程)for the outstanding student, the lack of a standard (标准)which a boy or girl must meet, passes for (被误认为)democracy.(这个建议被拒绝,因为它是不民主的!这样,课程就要适应那些中等学生,好学生就没有挑战性,感到厌烦,混子学生能够接受毕业证。缺少优秀学生使用的卓越的课程,缺少每一个学生必须达到的标准,被误认为是民主。)

The second misunderstanding concerns (关注)what makes for(带来)happiness. The aims (目标)of our present-day (当今)culture (文化)are avowedly(公开承认)ease(安乐)and material(肉体)well--being(正好) :shorter hours; a shorter week; more return for (返回)less accomplishment(成就); more softsoap(肥皂泡)excuses (借口)and fewer honest(锤炼), realistic(现实)demands (要求).(第二种误解关注的是什么会带来幸福。我们当今文化的目标正好是公开承认享受和安乐:一天工作的时间越来越短,一周工作的天数越来越少;要求越来越多,业绩越

来越少;虚幻的借口越来越多,现实要求越来越少。)In our schools this is reflected(反映)by the vanishing(消失)hickory stick (教鞭)and the emerging(新兴)psychiatrist.(精神科医生)The hickory stick had its faults(缺陷), and the psychiatrist has his strengths(优势). But the trend(倾向)is clear. (Tourt comprendre c'est tout pardonner(To understand (理解)everything is to excuse(原谅)everything ).(在我们学校,教鞭逐渐,而精神科医生成为新兴。教鞭在呈现它的缺陷,而精神科医生则强势。这种趋势是明显的,就是理解一切,原谅一切。)Do we really believe that our softening(不严格)standards(标准)bring happiness? It is our sound and considered(斟酌)judgment(判断)that the tougher (难的)subjects (科目)of the classics (古典文学)and mathematics(数学)should be thrown(扔)aside(一边), as suggested (建议)by some educators(教育工作者),for doll-playing(玩游戏)? (我们真的相信那种那种不严格的标准会带来幸福?像一些教育工作者建议的的那样,把那些难学的科目比如古典文学和数学被扔在一边,做游戏,是我们经过争论和严格斟酌的正确判断?)Small(一些)wonder (疑问)that Charles Malik ,Lebanese (黎巴嫩)delegate (大使)at the U N, writes :"There is in the West"(in the United States )"a general(普遍)weakening (削弱)of moral (道

德)fiber(构造).(Our )leadership(领导人)does not seem ti be adequate to (胜任)the unprecedented(前所未有的)challenges (挑战)of the age(时代)." (黎巴嫩驻联合国大使查尔斯-马里克提出的一些疑问,写到:“这是在西方(在美国)道德品质正在削弱,(我们的)领导人看起来不胜任这个这个时代前所未有的挑战”

The last misunderstanding is in the area(领域)of values (价值观). Here are some of the most influential(影响)tenets (原则)of teacher education(教育)over the past fifty years: there is no eternal(永恒)truth ;there is no absolute (绝对的)moral(道德)law(准则); there is no God. Yet all of history has taught us that the denial(放弃)of these ultimates(原理). the placement of man (个人)or state at the core (中心)of the universe(宇宙). Results in(导致)a paralyzing (瘫痪)mass selfishness(自私自利);and the first(最初)signs (迹象)of it are already frighteningly(令人吃惊的)evident(地步). (最后一种误解在价值观方面。这里是一些50多年来师范教育影响最大的原则:没有永恒的真理;没有绝对的道德准则;没有上帝。全部历史告诫我们,放弃这些基本原理,把个人或者国家置于宇宙的中心,将会导致令世界瘫痪的、大规模的自私自利;这方面最初的迹象已经到了令人吃惊的地步。)

Arnold(阿诺德) Tovnbee(汤因比)has said that progress (进展), all development(发展)come from challenge(挑战)and a consequent(结果,反应). Without challenge there is no response(反映), no development, no freedom.(阿诺德-汤因比说一切进步,一切发展都来自于挑战以及挑战引起的反应。没有挑战就没有反应,就没有进步,就没有自由。) So first we owe to (提供--)our children the most demanding(严格), challenging curriculum(课程)that is within their capabilities(能力).Michelangelo(米开朗琪罗)did not learn to paint by spending(开支)his time doodling(涂鸦). Mozart (莫扎特)was not an accomplished (完成)pianist (钢琴家)at the age of eight as the result of (结果)spending his days in front of a television set(. Like Eve Curie(夏娃居里), like Helen Keller, they responded (回应)the challenge of their lives by a disciplined(纪律)training: and they gained a new freedom.(首先,我们的在孩子的能力范围内给他们提供最严格、最有挑战力的课程要求。米开朗琪罗不是在随意涂鸦中学习绘画的,莫扎特在8岁时成为钢琴家,不是在电视机前消磨时光的结果。像夏娃居里、像海伦凯勒,他们用严格的训练来应对生活的挑战,从而获得了自由)

The second opportunity(机会)we can give our boys and girls in the right (权利)to failure(失败). "Freedom is not only

a privilege(特权), it is a test(考验), " writes De nouy(德努伊). 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 (能够)give high school diplomas(文凭)to all who sit through four years of instruction(教导), regardless(不管)of whether any visible(看的见)results (结果)can be discerned (看得见). (我们能给孩子们的第二个机会就是允许他们失败的权利。德努伊写到:“自由不仅仅是特权,它也是考验。”如果没有人失败,那是什么考验?什么自由?在美国,向所有读过高中四年而不管其是否取得明显成绩的学生发放毕业文凭的日子过去了。)We live in a narrowed world where we must be alert(警戒), awake(觉醒)to realism(现实主义); and realism demands(要求) a standard (规范)which either must be met (遇见)or result in(导致)failure (失败). There are hard words(难听的话), but there are brutally(残酷)true. If we deprive(剥夺)our children of the right to fail(失败)we deprive them of their knowledge(智慧)of the world as it is .(我们生活在一个必须保持警戒的狭窄的世界,要对现实主义保持清醒;现实主义要求的规范是必须树立一个或者必须达到或导致的标准。这些话很难听,但这是参考的事实。如果我们剥夺孩子们失败的权利,我们就剥夺了他们认识这个世界的机会。)

Finally, we can expose(摆出)our children to the best values(价值)we have found. By relating (关联)our lives to the evidences (证据)of the ages(时代), by judging(判断)our philosophy (哲理)in the light of values(价值观)that history has proven (证明)truest(最真实的), perhaps we shall be able to produce (生产)that "ringing(时时回响)message (警示), full of content(全部内容)and truth(真相), satisfying(满意)the mind ,appealing to the heart,firing the will, a message on which one can stake(拼)his whole life. " This is the message that could mean joy (喜悦)and strength (力量)and leadership(领导)---freedom as opposed (反对)to serfdom(农奴制). (最后,我们能够向我们的孩子们展示我们发现的最好的价值观。吧我们的生活与各个时代的事实联系起来;把历史证明最正确的价值观与来评价我们的人生观,也许也许我们能够产生“时时回响的警示,这警示内容丰富,闪耀着真理的光辉;令人满意并能够激励人,让人终生受用不尽。”这就是能够给人带来喜悦、力量和领导能力,也就是自由而不是被奴役的启示。)

f

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