blockbuster1.The dinner party
I first heard this tale in India, where is told as if true -- though any naturalist would know it couldn't be. Later someone told me that the story appeared in a magazine shortly before the First World War. That magazine story, and the person who wrote it, I have never been able to track down.
The country is India. A colonial official and his wife are giving a large dinner party. They are ated with their guests -- officers and their wives, and a visiting American naturalist -- in their spacious dining room, which has a bare marble floor, open rafters and wide glass doors opening onto a veranda.
A spirited discussion springs up between a young girl who says that women have outgrown the jumping-on-a-chair-at-the-sight-of-a-mou era and a major who says that they haven't.
"A woman's reaction in any crisis," the major says, "is to scream. And while a man may feel like it, he has that ounce more of control than a woman has. And that last ounce is what really counts."
The American does not join in the argument but watches the other guests. As he looks, he es a strange expression come over the face of the hostess. She is staring straight ahead, her muscles contracting slightly. She motions to the native boy standing behind her chair and whispers something to him. The boy's eyes widen: he quickly leaves the room.
Of the guests, none except the American notices this or es the boy place a bowl of milk on the veranda just outside the open doors.
The American comes to with a start. In India, milk in a bowl means only one thing -- bait for a snake. He realizes there must be a cobra in the room. He looks up at the rafters -- the likeliest place -- but they are bare. Three corners of the room are empty, and in the fourth the rvants are waiting to rve the next cour. There is only one place left -- under the table.
His first impul is to jump back and warn the others, but he knows the commotion would frighten the cobra into striking. He speaks quickly, the tone of his voice so commanding that it silences everyone.
contract"I want to know just what control everyone at this table has. I will count three hundred -- that's five minutes -- and not one of you is to move a muscle. Tho who move will forfeit 50 rupees. Ready?"
The 20 people sit like stone images while he counts. He is saying "...two hundred " when, out of the corner of his eye, he es the cobra emerge and make for the bowl of milk. Screams ring out as he jumps to slam the veranda doors safely shut.
"You were right, Major!" the host exclaims. "A man has just shown us an example of perfect lf-control."
"Just a minute," the American says, turning to his hostess. "Mrs. Wynnes, how did you know that cobra was in the room?"
A faint smile lights up the woman's face as she replies: "Becau it was crawling across my foot."
UNIT 2-1
一场关于男人是否比女人勇敢的激烈的讨论以一个意外的方式
。
晚宴
我最初听到这个故事是在印度，那儿的人们今天讲起它来仍好像实有其事似的——尽管任何一位博物学家都知道这不可能是真的。后来有人告诉我，在第一次世界大战之后不久就出现在一本杂志上。但登在杂志上的那篇故事, 以及写那篇故事的人，我却一直未能找到。故事发生在印度。某殖民官员和他的夫人举行盛行的晚宴。跟他们一起就座的客人有——军官和他人的夫人，另外还有一位来访的美
国博物学家——筵席设在他们家宽敞的餐室里，室内大理石地板上没有铺地毯；屋顶明椽裸露；宽大的玻璃门外便是阳台。
席间，一位年轻的女士同一位少校展开了热烈的讨论。年轻的女士认为，妇女已经有所进步，不再像过去那样一见到老鼠就吓得跳到椅子上；少校则不以为然。
“女人一遇到危急情况，”少校说，反应便是尖叫。而男人虽然也可能想叫，但比起女人来，自制力却略胜一筹。这多出来的一点自制力正是真正起作用的东西。”
那个美国人没有参加这场争论，他只是注视着在座的其他客人。在他这样观察时，他发现女主人的脸上显出一种奇异的表情。她两眼盯着正前方，脸部肌肉在微微抽搐。她向站在座椅后面的印度男仆做了个手势，对他耳语了几句。男仆两眼睁得大大的，迅速地离开了餐室。职称英语网上报名
在座的客人中，除了那位美国人以外论证也没有注意到这一幕，也没有看到那个男仆把一碗牛奶放在紧靠门边的阳台上。那个美国人突然醒悟过来。在印度，碗中的牛奶只有一个意思——引蛇的诱饵。他意识到餐室里一定有条眼镜蛇。他意识到餐室里一定有条眼镜蛇。他抬头看了看屋顶上的椽子——那是最可能有蛇藏身的地方——但那上面空荡荡的。室内的三个角落里也是空的，而在第四个角落里，仆人们正在等着下一道菜。这样，剩下的就只有一个地方了餐桌下面。
他首先想到的是往后一跳，并向其他人发警告。但他知道这样会引起骚乱，致使眼镜索受惊咬人。于是他很快讲了一通话，其语气非常威严，竟使所有的人安静了下来。我想了解一下在座的诸位到底有多大的克制能力，我数三百下——也就五分钟——你们谁都不许动一动。动者将罚款五十卢比。准备好！”在他数数的过程中，那20个人像一尊尊石雕一样端坐在那儿。当他数到“……280……”时，突然从眼然处看到那条眼镜蛇钻了出来，向那碗牛奶爬去。在他跳起来把通往阳台的门全都砰砰地牢牢关上时，室内响起了一片尖叫声。
“你刚才说得很对，少校！”男主人大声说。一个男子刚刚为我们显示了从容不迫、镇定自若的范例。”
“且慢”，那位美国人一
边说着一边转向女主人。温兹太太，你怎么知道那条眼镜蛇是在屋子里呢？”
英语课堂女主人的脸上闪现出一丝淡淡的微笑，回答说：“因为它当时正从我的脚背上爬过去。”
UNIT2-2
2.lessons from jefferson
Jefferson died long ago, but may of his ideas still of great interest to us.
Lessons from Jefferson
Thomas Jefferson, the third President of the United States, may be less famous than George Washington and Abraham Lincoln, but most people remember at last one fact about him: he wrote the Declaration of Independence.
Although Jefferson lived more than 200 years ago, there is much that we learn from him today. Many of his ideas are especially interesting to modern youth. Here are some of the things he said and wrote:
truthfulness Go and e. Jefferson believed that a free man obtains knowledge from many sources besides books and that personal investigation is important. When still a young man, he was appointed to a committee to find out whether the South Branch of the James River was deep enough to be ud by large boats. While the other members of the committee sat in the state capitol and studied papers on the subject, Jefferson got into a canoe and made on-the-spot-obrvations.confirm password
You can learn from everyone. By birth and by education Jefferson belonged to the highest social class. Yet, in a day when few noble persons ever spoke to tho of humble origins except to give an order, Jefferson went out of his way to talk with gardeners, rvants, and waiters. Jefferson once sai
d to the French nobleman, Lafayette, "You must go into the people's homes as I have done, look into their cooking pots and eat their bread. If you will only do this, you may find out why people are dissatisfied and understand the revolution that is threatening France."
Judge for yourlf. Jefferson refud to accept other people's opinions without careful thought. "Neither believe nor reject anything," he wrote to his nephew, "becau any other person has rejected or believed it. Heaved has given you a mind for judging truth and error. U it."
Jefferson felt that the people "may safely be trusted to hear everything true and fal, and to form a correct judgment. Were it left to me to decide whether we should have a government without newspapers or newspapers without a government, I should not hesitate a moment to prefer the latter."
Do what you believe is right. In a free country there will always be conflicting ideas, and this is a source of strength. It is conflict and not unquestioning agreement that keeps freedom alive. Though Jefferson was for many years the object of strong criticism, he never answered his critics. He expresd his philosophy in letters to a friend, "There are two sides to every question. If you take one side with decision and on it with effect, tho who take the other side will of cour rent your actions."
Trust the future; trust the young. Jefferson felt
transitionsthat the prent should never be chained to customs which have lost their ufulness. "No society," he said, "can make a perpetual constitution, or even a perpetual law. The earth belongs to the living generation." He did not fear new ideas, nor did he fear the future. "How much pain," he remarked, "has been caud by evils which have never happened! I expect the best, not the worst. I steer my ship with hope, leaving fear behind."
Jefferson's courage and idealism were bad on knowledge. He probably knew more than any other man of his age. He was an expert in agriculture, archeology, and medicine. He practiced crop rotation and soil conrvation a century before the became standard practice, and he invented a plow superior to any other in existence. He influenced architecture throughout America, and he was constantly producing devices for making the tasks of ordinary life easier to perform.
Of all Jefferson's many talents, one is central. He was above all a good and tireless writer. His complete works, now being published for the first time, will fill more than fifty volumes. His talent as an author was soon discovered, and when the time came to write the Declaration of Independence at Philadelphia in 1776, the task of writing it was his. Millions have thrilled to his words: "We hold the truths to be lf-evident, that all men are created equal…"
When Jefferson died on July 4, 1826, the 50th anniversary of American independence, he left his countrymen a rich legacy of ideas and examples. American education owes a great debt to Thomas Jefferson, Who believed that only a nation of educated people could remain free.
杰斐逊很久以前就死了，但是我们仍然对他的一些思想很感兴趣，杰斐逊的箴言, 布鲁斯.布利文、托马斯.杰斐逊美国第三任总统，也许不像乔治.华盛顿和亚伯拉罕.林肯那样著名，但大多数人至少记得有关他的一件事实：《独立宣言》是他起草的。虽然杰斐逊生活在二百多年以前，但我们今天仍可以从他身上学到很多东西。他的许多思想对当代青年特别有意义。下面就是他讲过和写到过的一些观点：
自己去看。杰斐逊认为，一个自由的人除了从书本中获取知识外，还可以从许多别的来源获得知识；亲自做调查是很重要的。当他还年轻的时候，他就被任命为一个委员会的成员，去调查詹姆斯河南部支流的水深是否可以通行大型船只。委员会的其他成员都坐在州议会大厦内，研究有关这一问题的文件，而杰斐逊却跳进一只独木舟去做现场观测。
你可以向任何人学习。按出身及其所受的教育，杰斐逊均属于最高的社会阶层。然而很少跟出身卑贱的人说话的年代，在那个贵人们除了发号施令以外。杰斐逊却想尽办法跟园丁、仆人和侍者交谈。有一次杰斐逊曾这样对法国贵族拉斐特说：你必须像我那
样到平民百性的家里去，看看他们的烧饭锅，吃吃他们的面包。只要你肯这样做，你就会发现老百姓为什么会不满意，你就会理解正在威胁着法国的革命。”
自已作判断。未经过认真的思考，杰斐逊绝不接受别人的意见。“不要相信它或拒绝它。”他在给侄子的信中写道，“因为别的人相信或拒绝了什么东西。上帝赐予你一个用来判断真理和谬误的头脑。那你就运用它吧。杰斐逊觉得人民是“完全可以依赖的，应该让它们听到一切真实和虚伪的东西，然后作出正确的判断。倘使让我来决定，我们是应该有一个政府而不要报纸呢，还是应该有报纸而不要政府，我会豪不犹豫地选择后者。”
做你认为是正确的事。在一个自由的国家里总会有各种相互冲突的思想，而这正是力量的源泉。使自由保持活力的是冲突而不是绝对的一致。虽然有好多年杰斐逊一直受到激烈的批评，但他从不回答那些批评他的人。他在想写给一位朋友的信中表达他自己的观点：“每个问题都有两面。如果你坚持站在一面，根据它有效地采取行动，那么，站在另一面的那些人当然会对你的行动怨恨不满。”
相信未来，相信青年。杰斐逊认为，绝不可以用那些已经无用的习俗来束缚住“现在”的手脚。“没有哪个社会，”他说，“可以制订一部永远适用的宪法，甚至连一条永远适用的法律也制订不出来。地球是属于活着的一代的。他不害怕新的思想，也不害怕未来。“有多少痛苦，”他评论说，“是有一些从未发生的灾难引起的啊！我期待的是最好的东西，而不是最坏的东西。我满怀希望地驾驶着自已的航船，我满怀希望地驾驶着自已的航船，而把恐惧抛在后面。”
杰斐逊的勇气和理想主义是以知识为基础的。他懂得的东西也许比同时代的任何人都要多。在农业、考古学和医学方面他都是专家。在人人普遍采用农作物轮作和土壤保持的作法以前一个世纪，他就这样做了。他还发明了一种比当时任何一种都好的耕犁。他影响了整个美国的建筑业，他还不断地制造出各种器械的装置，使日常生活中需要做的许多工作变得更加容易。
在杰斐逊的众多才能中，有一种是最主要的：他首先是一位优秀的、不知疲倦的作家。他的全集，目前正在第一次出版的，将超过五十卷。他作为一个作家的才能很快便被发现了，所以，当1776年在费城要撰写《独立宣言》的时刻来到时，这一任务便落在了他的肩上。数以百万计的人们读到他写的下列词句都激动不已：我们认为这些真理是不言而喻的；一切人生来就是平等的……”
often是什么意思杰斐逊在1826年7月4日与世长辞，正值美国独立五十周年纪
念日之际，他给他的同胞留下了一份丰富的思想遗产和众多的榜样。托马斯 杰斐逊对美国的教育事业作出了巨大的贡献，他认为，只有受过教育的人民组成的国家才能保持自由。
UNIT2-3
< first job
Trying to make some money before entering university, the author applies for a teaching job. But the
proxinterview goes from bad
My First Job
While I was waiting to enter university, I saw advertid in a local newspaper a teaching post at a school in a suburb of London about ten miles from where I lived. Being very short money and wanting to do something uful, I applied, fearing as I did so, that without a degree and with no experience in teaching my chances of getting the job were slim.
However, three days later a letter arrived, asking me to go to Croydon for an interview. It proved an awkward journey: a train to Croydon station; a ten-minute bus ride and then a walk of at least a quarter to feel nervous.
The school was a red brick hou with big windows, The front garden was a gravel square; four evergreen shrubs stood at each corner, where they struggled to survive the dust and fumes from a busy main from a busy main road.
It was clearly the headmaster himlf that opened the door. He was short and fat. He had a sandy-coloured moustache, a wrinkled forehead and hardly any hair.
He looked at me with an air of surprid disapproval, as a colonel might look at a private who bootlaces were undone. 'Ah yes,' he grunted. 'You'd better come inside.' The narrow, sunless hall smelled unpleasantly of stale cabbage; the walls were dirty with ink marks; it was all silent. His study, judging by the crumbs on the carpet, was also his dining-room. 'You'd better sit down,' he said, and proceeded to ask me a number of questions: what subjects I had taken in my General School Certificate; how old I was; what games I played; then fixing me suddenly with his bloodshot eyes, he asked me whether I thought games were a vital part of a boy's education. I mumbled something about not attaching too much importance to them. He grunted. I had said the wrong thing. The headmaster and I obviously had very little in common.
The school, he said, consisted of one class of twenty-four boys, ranging in age from ven to thirteen. I should have to teach all subjects except art, which he taught himlf. Football and cricket were played in the Park, a mile away on Wednesday and Saturday afternoons.
The teaching t-up filled me with fear. I should have to divide the class into three groups and teach them in turn at three different levels; and I was dismayed at the thought of teaching algebra and geometry-two subjects at which I had been completely incompetent at school. Wor perhaps was the idea of Saturday afternoon cricket; most of my friends would be enjoying leisure at that time.
I said shyly, 'What would my salary be?' 'Twelve pounds a week plus lunch.' Before I could prot
