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海伦·凯勒自传《我的生活》第14期

来源:可可英语 编辑:Jasmine   可可英语APP下载 |  可可官方微信:ikekenet

Chapter VII

第七章
The next important step in my education was learning to read.
在我接受教育的过程之中,下一步的学习重点是“阅读”。
As soon as I could spell a few words my teacher gave me slips of cardboard on which were printed words in raised letters. I quickly learned that each printed word stood for an object, an act, or a quality. I had a frame in which I could arrange the words in little sentences; but before I ever put sentences in the frame I used to make them in objects. I found the slips of paper which represented, for example, "doll," "is," "on," "bed" and placed each name on its object; then I put my doll on the bed with the words is, on, bed arranged beside the doll, thus making a sentence of the words, and at the same time carrying out the idea of the sentence with the things themselves.
每当我拼写单词的时候,我的老师就会拿给我一些卡片,这些卡片上面印着凸起的字母。我学得很快,我知道每一个词语都代表着一种物体,一种行为,或者是一种特质。我有一个拼写板,最初,我能在上面拼凑出一些短句。我发现了那些卡片所代表的含义,比如“doll”,“is”,“on”,“bed”这几个词,每一个词都有其自身对应的物体和形式。于是,我就用“is on bed”表示把洋娃娃放在床上。在造句的同时,我也掌握了句子本身的意义和结构。
One day, Miss Sullivan tells me, I pinned the word girl on my pinafore and stood in the wardrobe. On the shelf I arranged the words, is, in, wardrobe. Nothing delighted me so much as this game. My teacher and I played it for hours at a time. Often everything in the room was arranged in object sentences.
有一天,苏立文小姐对我说,如果我把“girl”的卡片别在我的围裙上,然后站在衣橱里,这句话该怎么说?于是,我就在拼写板上用“is in wardrobe”表示出来。再没有什么比这种游戏更让我开心的了。我和老师每次都一连玩好几个小时,屋子里的每一样东西都被我们当做练习造句用的道具。
From the printed slip it was but a step to the printed book. I took my "Reader for Beginners" and hunted for the words I knew; when I found them my joy was like that of a game of hide-and-seek. Thus I began to read. Of the time when I began to read connected stories I shall speak later.
逐渐地,我从认字卡片上的字过渡到了看书,我把自己看做一个“初级读者”。在书中,我如饥似渴地搜寻着那些我认识的字。一旦发现了这些字,我高兴得就像玩了一场捉迷藏游戏。就这样,我开始了阅读生涯。那时候,我开始读一些系列故事,后来,我还能把这些故事讲出来。
For a long time I had no regular lessons. Even when I studied most earnestly it seemed more like play than work. Everything Miss Sullivan taught me she illustrated by a beautiful story or a poem. Whenever anything delighted or interested me she talked it over with me just as if she were a little girl herself. What many children think of with dread, as a painful plodding through grammar, hard sums and harder definitions, is to-day one of my most precious memories.
有很长一段时间,我并没有系统地学习某些课程。所以,当我满怀热忱地认真学习时,更像是在玩耍娱乐。苏立文小姐会把教给我的每一样东西用一个故事或者一首诗表达出来。无论何时,只要碰到令人高兴或者是有趣的事,她都会事无巨细地讲给我听,她仿佛把自己也变成了一个小姑娘。在求知的过程中,发生在许多小孩子身上的畏惧心理并没有对我造成影响,比如像枯燥乏味的文法,艰涩的算术题和更难的名词解释,正相反,这些都成了我最珍视的回忆。
I cannot explain the peculiar sympathy Miss Sullivan had with my pleasures and desires. Perhaps it was the result of long association with the blind. Added to this she had a wonderful faculty for description. She went quickly over uninteresting details, and never nagged me with questions to see if I remembered the day-before-yesterday's lesson. She introduced dry technicalities of science little by little, making every subject so real that I could not help remembering what she taught.
对于苏立文小姐所给予我的特殊的关爱之心,我无法做出解释,我想,这也许是长期失明造成的后果。除了爱心,老师还具有极其出色的描述才能,她能迅速地掠过那些乏味的细节,而且从来不唠唠叨叨地问我前天都学了哪些东西之类的问题。她总是一点一点地给我讲解枯燥的科学原理,她讲得无比生动,以至于我常常不由自主地想起她教给我的东西。
We read and studied out of doors, preferring the sunlit woods to the house. All my early lessons have in them the breath of the woods—the fine, resinous odour of pine needles, blended with the perfume of wild grapes. Seated in the gracious shade of a wild tulip tree, I learned to think that everything has a lesson and a suggestion. "The loveliness of things taught me all their use." Indeed, everything that could hum, or buzz, or sing, or bloom had a part in my education—noisy-throated frogs, katydids and crickets held in my hand until, forgetting their embarrassment, they trilled their reedy note, little downy chickens and wildflowers, the dogwood blossoms, meadow-violets and budding fruit trees. I felt the bursting cotton-bolls and fingered their soft fiber and fuzzy seeds; I felt the low soughing of the wind through the cornstalks, the silky rustling of the long leaves, and the indignant snort of my pony, as we caught him in the pasture and put the bit in his mouth—ah me! how well I remember the spicy, clovery smell of his breath!
我们通常都会到户外阅读和学习,沐浴在阳光摇曳的树林里要比待在房子里好得多。我最初学习的所有课程都是在林木成荫的室外进行的,空气中弥漫着松针的清香,还夹杂着野葡萄的果香。惬意地坐在野生鹅掌楸的树荫下,我学会了思考。对于一个学生而言,我认为每一件事物都是一堂课,都有一种裨益。可以说,“万事万物让我领悟到了它们的魅力和功用”。事实上,所有能嗡嗡鸣叫,或者默默开花的东西都是我学习的对象——我把聒噪的青蛙、蝈蝈儿和蟋蟀抓在手里,直到忽略了它们的存在。昆虫振翅鸣叫,毛茸茸的小鸡和野花在手指间划过,山茱萸竞相绽放,草地上的紫罗兰和发芽的果树散发着芳香,我已经同自然融为一体。我感觉到了绽开的棉荚,我用手指触摸着它那柔软的纤维和覆有绒毛的种子;我感觉到了微风吹过玉米秆的沙沙低鸣,还有我的小马烦躁地打响鼻的气息——我们在牧场里抓住它,而且给它戴上了马嚼子——哈,看我有多棒!至今我还清楚地记得小马驹呼出的那种浓烈的三叶草味道。
Sometimes I rose at dawn and stole into the garden while the heavy dew lay on the grass and flowers. Few know what joy it is to feel the roses pressing softly into the hand, or the beautiful motion of the lilies as they sway in the morning breeze. Sometimes I caught an insect in the flower I was plucking, and I felt the faint noise of a pair of wings rubbed together in a sudden terror, as the little creature became aware of a pressure from without.
有时候,我会在黎明时分就爬起来,然后偷偷地溜到花园里。草丛和花朵上缀满露水,很少有人能体会到把玫瑰花轻轻捧在手里的,也很少有人能见到百合花在清晨的微风中摇曳的倩影。我偶尔会在*的时候抓到一只昆虫,我能感受到它因惊恐而摩擦翅膀的微弱震颤。我想,即便是如此微小的生物,也会有自己的意识,也会对突如其来的压力做出反应。

重点单词   查看全部解释    
perfume ['pə:fju:m,pə'fju:m]

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n. 香水,香气
vt. 使香气弥漫

联想记忆
shelf [ʃelf]

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n. 架子,搁板

 
pasture ['pɑ:stʃə]

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n. 牧场,草原
vi. 吃草
vt

 
pine [pain]

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n. 松树,松木
vi. 消瘦,憔悴,渴望

联想记忆
illustrated ['iləstreitid]

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n. 有插画的报章杂志 adj. 有插图的 v. 阐明;

 
hum [hʌm]

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n. 嗡嗡声,哼声,杂声
vi. 发低哼声,哼

 
arrange [ə'reindʒ]

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vt. 安排,整理,计划,改编(乐曲)
vi.

联想记忆
tulip ['tju:lip]

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n. 郁金香

 
slip [slip]

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v. 滑倒,溜走,疏忽,滑脱
n. 滑倒,溜走

 
plodding

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adj. 单调乏味的;沉重缓慢的 v. 沉重地走;辛勤工

 

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