炒竹笋上海外国语大学考研高翻MTI翻译基础2017年真题
谐语1、我的老师300字作文英译中 翻译划线部分
BOOK III
The whole cour of man's life up to adolescence is a period of weakness; yet there comes a time during the early years when the child's strength overtakes the demands upon it, when the growing creature, though absolutely weak, is relatively strong. His needs are not fully developed and his prent strength is more than enough for them. He would be a very feeble man, but he is a strong child.
What is the cau of man's weakness? It is to be found in the disproportion between his strength and his desires. It is our passions that make us weak, for our natural strength is not enough for their satisfaction. To limit our desires comes to the same thing, therefore, as to increa our strength. When we can do more than we want, we have strength enough and to spare, we are really strong. This is the third stage of childhood, the stage with which
4690I am about to deal. I still speak of childhood for want of a better word; for our scholar is approaching adolescence, though he has not yet reached the age of puberty.
About twelve or thirteen the child's strength increas far more rapidly than his needs. The strongest and fiercest of the passions is still unknown, his physical development is still imperfect and ems to await the call of the will. He is scarcely aware of extremes of heat and cold and braves them with impunity. He needs no coat, his blood is warm; no spices, hunger is his sauce, no food comes amiss at this age; if he is sleepy he stretches himlf on the ground and goes to sleep; he finds all he needs within his reach; he is not tormented by any imaginary wants; he cares nothing what others think; his desires are not beyond his grasp; not only is he lf-sufficing, but for the first and last time in his life he has more strength than he needs.
小班美工区教案
I know beforehand what you will say. You will not asrt that the child has more needs than I attribute to him, but you will deny his strength. You forget that I am speaking of my own pupil, not of tho puppets who walk with difficulty from one room to another, who toi
l indoors and carry bundles of paper. Manly strength, you say, appears only with manhood; the vital spirits, distilled in their proper vesls and spreading through the whole body, can alone make the muscles firm, nsitive, ten, and springy, can alone cau real strength. This is the philosophy of the study; I appeal to that of experience. In the country districts, I e big lads hoeing, digging, guiding the plough, filling the wine-cask, driving the cart, like their fathers; you would take them for grown men if their voices did not betray them. Even in our towns, iron-workers', tool makers', and blacksmiths' lads are almost as strong as their masters and would be scarcely less skilful had their training begun earlier. If there is a difference, and I do not deny that there is, it is, I repeat, much less than the difference between the stormy passions of the man and the few wants of the child. Moreover, it is not merely a question of bodily strength, but more especially of strength of mind, which reinforces and directs the bodily strength.
This interval in which the strength of the individual is in excess of his wants is, as I have said, relatively though not absolutely the time of greatest strength. It is the most precious time in his life; it comes but once; it is very short, all too short, as you will e when you c
onsider the importance of using it aright.
He has, therefore, a surplus of strength and capacity which he will never have again. What u shall he make of it? He will strive to u it in tasks which will help at need. He will, so to speak, cast his prent surplus into the storehou of the future; the vigorous child will make provision for the feeble man; but he will not store his goods where thieves may break in, nor in barns which are not his own. To store them aright, they must be in the hands and the head, they must be stored within himlf. This is the time for work, instruction, and inquiry. And note that this is no arbitrary choice of mine, it is the way of nature herlf.
Human intelligence is finite, and not only can no man know everything, he cannot even acquire all the scanty knowledge of others. Since the contrary of every fal proposition is a truth, there are as many truths as falhoods. We must, therefore, choo what to teach as well as when to teach it. Some of the information within our reach is fal, some is uless, some merely rves to puff up its posssor. The small store which really cont
安全例会制度ributes to our welfare alone derves the study of a wi man, and therefore of a child whom one would have wi. He must know not merely what is, but what is uful.
From this small stock we must also deduct tho truths which require a full grown mind for their understanding, tho which suppo a knowledge of man's relations to his fellow-men--a knowledge which no child can acquire; the things, although in themlves true, lead an inexperienced mind into mistakes with regard to other matters.
We are now confined to a circle, small indeed compared with the whole of human thought, but this circle is still a vast sphere when measured by the child's mind. Dark places of the human understanding, what rash hand shall dare to rai your veil? What pitfalls does our so-called science prepare for the mirable child. Would you guide him along this dangerous path and draw the veil from the face of nature? Stay your hand. First make sure that neither he nor you will become dizzy. Beware of the specious charms of error and the intoxicating fumes of pride. Keep this truth ever before you--Ignorance never did any one any harm, error alone is fatal, and we do not lo our way through ignorance but through lf-confidence.
softice
His progress in geometry may rve as a test and a true measure of the growth of his intelligence, but as soon as he can distinguish between what is uful and what is uless, much skill and discretion are required to lead him towards theoretical studies. For example, would you have him find a mean proportional between two lines, contrive that he should require to find a square equal to a given rectangle; if two mean proportionals are required, you must first contrive to interest him in the doubling of the cube. See how we are gradually approaching the moral ideas which distinguish between good and evil. Hitherto we have known no law but necessity, now we are considering what is uful; we shall soon come to what is fitting and right.
