大学英语精读第5册课文全文翻译(2)

first signs of it are already frighteningly evident. Arnold Toynbee has said that all progress, all development come from challenge and a consequent response. Without challenge there is no response, no development, no freedom. So first we owe to our children the most demanding, challenging curriculum that is within their capabilities. Michelangelo did not learn to paint by spending his time doodling. Mozart was not an accomplished pianist at the age of eight as the result or spending his days in front of a televisi

on set. Like Eve Curie, like Helen Keller, they responded to the challenge of their lives by a disciplined training: and they gained a new freedom. The second opportunity we can give our boys and girls is the right to failure. "Freedom is not only a privilege, it is a test," writes De Nouy. 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 give high school diplomas to all who sit through four years of instruction, regardless of whether any visible results can be discerned. We live in a narrowed world where we must be alert, awake to realism; and realism demands a standard which either must be met or result in failure. These are hard words, but they are brutally true. If we deprive our children of the right to fail we deprive them of their knowledge of the world as it is. Finally, we can expose our children to the best values we have found. By relating our lives to the evidences of the ages, by judging our philosophy in the light of values that history has proven truest, perhaps we shall be able to produce that "ringing message, full of content and truth, satisfying the mind, appealing to the heart, firing the will, a message on which one can stake his whole life." This is the message that could mean joy and strength and leadership -- freedom as opposed to serfdom.

也没有了反应，没有了进步，没有了自由。因此， 首先我们要为我们的孩子提供最艰深，最具挑战 性的在其力所能及的范围内的课程。米开朗基罗 学画时可不是心不在焉的乱画。莫扎特要是整天 看电视，也就不可能在八岁就成为小有名气的钢 琴家。 正象伊芙·居里和海伦·凯勒一样， 他们都是 以严格的训练来面对挑战。并且赢得了新的自由。 我们可以给我们的男孩女孩们的第二个机会 乃是有权失败。 “自由不仅仅是一种特权，而且 也是一种考验，”德·纽伊写道。一个不允许失败 的考验是一种什么样的考验呢？这种自由又将是 什么自由呢：美国能为每一位来听上四年高中课 程的学生,发张高中文凭。但不管是否学到东西， 这个时代已一去不复返了。我们生活在一个变得 越来越小的世界里，我们必须知晓现实主义，并 对其保持警觉；而现实主义所要求的标准应是一 种要么必须达到，要么达不到的标准。这种说法 过于严酷，但也句句是实。如果剥夺了我们的孩 子失败的权力，也就是剥夺了他们认识真实世界 的权力。 最后，我们应让孩子们全面了解我们已经找 到的最好的价值。通过把我们的生活与各个时代， 可资证明的事件联系起来，通过已经过历史证明 为最真实的价值观来评判我们的人生哲学。我们 也许能够提供一种充满真理、内容翔实、满足我 们的思维，打劫我们心扉、燃起希望之火的，时 时萦绕于耳的

启示，一种受用终生的启示。这是 一个意味着快乐力量和领袖才能的启示—即自由 而非奴役。

Your Key to a Better LifeThe most important psychological of this century is the discovery of the "self-image." Whether we realize it or not, each of us carries about with us a mental blueprint or picture of ourselves. It may be vague and ill-defined to our conscious gaze. In fact, it may not be consciously recognizable at all. But it is there, complete down to the last detail. This self-image is our own conception of the "sort of person I am." It has been built up from our own beliefs about ourselves. But most of these beliefs about ourselves have unconsciously been formed our past experiences, our successes and failures, our humiliations,

美好生活的秘决这个世纪心理学领域里最重要的发现就是 “自我行象”。无论意识到与否，我们每个人大脑 中都有一幅关于自己的蓝图或画像。如果我们有 意识地去注视它，这个心象也许地会显得模糊不 清、难以界定。事实上，它也许完全不能被有意 识地辨认出来。但它确实存在而且细节分明。这 个自我心象就是我们关于“我是哪种人”的自我概 念。它是建立在我们关于自己的信念之上的。但 这大部分的关于我们自己的信念是在无意识中通

our triumphs, and the way other people have reacted to us, especially in early childhood. From all these we mentally construct a "self," (or a picture of a self). Once an idea or a belief about ourselves goes into this picture it becomes "true", as far as we personally are concerned. We do not question its validity, but proceed to act upon it just as if it were true. This self-image becomes a golden key to living a better life because of two important discoveries: 1. All your actions, feelings, behavior -- even your abilities -- are always consistent with this self-image. In short, you will "act like" the sort of person you conceive yourself to be. Not only this, but you literally cannot act otherwise, in spite of all your conscious efforts or will power. The man who conceives himself to be a "failure type person" will find some way to fail, in spite of all his good intentions, or his will power, even if opportunity is literally dumped in his lap. The person who conceives himself to be a victim of injustice, one "who was meant to suffer" will invariably find circumstances to verify his opinions. The self-image is a "premise," a base, or a foundation upon which your entire personality, your behavior, and even your circumstances are built. Because of this our experiences seem to verify, and thereby strengthen our self-images, and a vicious or a beneficent cycle, as the case may be, is set up. For example, a schoolboy who sees himself as an "F" type student, or one who is "dumb in mathematics," will invariably find that his report card bears him out. He then has "proof". A young girl who has an image of

herself as the sort of person nobody likes, will find indeed th …… 此处隐藏：5018字，全部文档内容请下载后查看。喜欢就下载吧 ……