电脑设计学校现代大学英语精读(第2版)第六册:
U12 Notes on the English Character
唐宁街英语person怎么读第十二单元英国人性格的笔记
徐州少儿英语培训tag什么意思E·M·Forster
E·M·福斯特
First note. I had better let the cat out of the bag at once an d record my opinion that the character of the English is es ntially middle class. There is sound historical reason for this, for, since the end of the eighteenth century, the middl e class have been the dominant force in our community. They gained wealth by the Industrial Revolution, political power by the Reform Bill of 1832; they are connected with the ri and organization of the British Empire; they are re sponsible for the literature of the nineteenth century. Solidi ty, caution, integrity, efficiency. Lack of imagination, hypoc risy. The qualities characterize the middle class in ev ery country, but in England they are national characteristic
s also, becau only in England have the middle class b een in power for one hundred and fifty year
s. Napoleon, in his rude way, called us "a nation of shopkeepers." We pre fer to call ourlves "a great commercial nation"-
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it sounds more dignified—
but the two phras amount to the same. Of cour there are other class: there is an aristocracy, there are the po or. But it is on the middle class that the eye of the critic r ests—
just as it rests on the poor in Russia and on the aristocrac y in Japan. Russia is symbolized by the peasant or by the factory worker; Japan by the samurai; the national figure o f England is Mr. Bull with his top hat, his comfortable cloth es, his substantial stomach, and his substantial balance at the bank. Saint George may caper on banners and in the speeches of politicians, but it is John Bull who delivers the goods. And even Saint George—if Gibbon is correct—wore a top hat once; he was an army contractor and suppl ied indifferent bacon. It all amounts to the same in the end .英语四级满分
首先，我最好和盘托出并且点明我的观点，从根本上来说，英国人的性格特点是中产阶级的性格特点。此观点拥
有翔实的历史渊源，因为自18世纪末起中产阶级就成了英国社会的主导阶级。中产阶级凭借工业革命
发家，凭借1832年的《改革法案》掌权。他们与大英帝国的崛起和构成休戚相关，他们也是19世纪文学的缔造者。稳重、谨慎、正直、高效、缺乏想象力、虚伪是每个国家中产阶级的特点，然而在英国，上述特点也是全体英国人的特点，因为只有英国的中产阶级掌权长达150年。拿破仑无礼地称我们为“店老板民族”；而我们更喜欢称自己为“伟大的商业民族”，后者听起来更有尊严，但是二者在本质上是相同的。但是，（在英国）最吸引评论者关注的是中产阶级，正如在俄国人们关注穷人，在日本人们关注贵族一样。俄国的典型形象是农民和工人；日本的典型形象是武士；英国的典型形象是布尔先生，他头戴高顶大礼帽，身穿合体的衣服，挺着大肚皮，数着银行的大笔存款。圣·乔治也许会出现在标语上和政治演说中，而约翰·布尔则会去送货。如果吉本的观点是正确的，甚至圣·乔治也曾戴上高顶大礼帽。他是一位军队物资承包商，并且供应质量低劣的熏肉。最终的结果都是一样的。
Second Note. Just as the heart of England is the middle cl ass, so the heart of the middle class is the public sch ool system. This extraordinary institution is local. It does n ot even exist all over the British Isles. It is unknown in Irela
nd, almost unknown in Scotland (countries excluded from my survey), and though it may inspire other great institutio ns—
Aligarh, for example, and some of the schools in the Unite d States—
it remains unique, becau it was created by the Anglo-Saxon middle class, and can flourish only where they flo urish. How perfectly it express their character—
far better for instance, than does the university, into which social and spiritual complexities have already entered. Wit h its boarding-
hous, its compulsory games, its system of prefects and f agging, its insistence on good form and on esprit de corps, it produces a type who weight is out of all proportion to its numbers.
其次，正如中产阶级是英格兰的核心一样，英国公学制度是中产阶级的核心。这种超乎寻常的体制具有地域性，它还没有扩展到英伦三岛。爱尔兰和苏格兰都不存在这种体制（这两个地区不在我的调查之列），尽管这样有利于其他优秀体制的出现，比如仅限于美国某些学校所采用的阿里加体制，因为它产生于安格鲁一撒克逊中产阶级，而且只能在上述阶级中实行。英国公学制度比大学更充分地、
peugeot 音标更好地诠释了英国中产阶级的特性，因为社会与精神的复杂性已经进入大学。学生寄宿、必修运动项目、高年级同学役使和欺侮低年级同学，以及高度重视身材与团队精神是英国公学制度的四大特点，正是这些特点使公学的影响力远远超过其数量。
On leaving his school, the boy either ts to work at once-goes into the army or into business, or emigrates—
or el proceeds to the university, and after three or four y ears there enters some other profession—
becomes a barrister, doctor, civil rvant, schoolmaster, or journalist.
famas
(If through some mishap he does not become a manual w orker or an artist.) In all the careers his education, or the abnce of it, influences him. Its memories influence him also. Many men look back on their school days as the hap piest of their lives. They remember with regret that golden time when life, though hard, was not yet complex, when th ey all worked together and played together and thought to gether, so far as they thought at all; when they were taugh t that school is the world in miniature and believed that no
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