全新版大學(xué)英語(yǔ)(第二版)綜合教程2課文翻譯

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Unit 1 Text A Howard Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. 哈佛大學(xué)教育學(xué)教授霍華德加德納回憶其中國(guó)之行，闡述他對(duì)中西方不同的學(xué)習(xí)方式的看法。 Learning, Chinese-Style Howard Gardner 1 For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. 中國(guó)式的學(xué)習(xí)風(fēng)格 霍華德加德納 1987年春，我和妻子埃倫帶著我們18個(gè)月的兒子本杰明在繁忙的中國(guó)東部城市南京住了一個(gè)月，同時(shí)考察中國(guó)幼兒園和小學(xué)的藝術(shù)教育情況。然而，我和埃倫獲得的有關(guān)中美教育觀念差異的最難忘的體驗(yàn)并非來(lái)自課堂，而是來(lái)自我們?cè)谀暇┢陂g寓居的金陵飯店的大堂。 　 2 The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it. 我們的房門(mén)鑰匙系在一塊標(biāo)有房間號(hào)的大塑料板上。酒店鼓勵(lì)客人外出時(shí)留下鑰匙，可以交給服務(wù)員，也可以從一個(gè)槽口塞入鑰匙箱。由于口子狹小，你得留神將鑰匙放準(zhǔn)位置才塞得進(jìn)去。 3 Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. 本杰明愛(ài)拿著鑰匙走來(lái)走去，邊走邊用力搖晃著。他還喜歡試著把鑰匙往槽口里塞。由于他還年幼，不太明白得把鑰匙放準(zhǔn)位置才成，因此總?cè)贿M(jìn)去。本杰明一點(diǎn)也不在意。他從鑰匙聲響中得到的樂(lè)趣大概跟他偶爾把鑰匙成功地塞進(jìn)槽口而獲得的樂(lè)趣一樣多。 4 Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamins hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you ─ and on occasion would frown slightly, as if considering us to be neglecting our parental duties. 我和埃倫都滿不在乎，任由本杰明拿著鑰匙在鑰匙的槽口鼓搗。他的探索行為似乎并無(wú)任何害處。但我很快就觀察到一個(gè)有趣的現(xiàn)象。飯店里任何一個(gè)中國(guó)工作人員若在近旁，都會(huì)走過(guò)來(lái)看著本杰明，見(jiàn)他初試失敗，便都會(huì)試圖幫忙。他們會(huì)輕輕握緊本杰明的手，直接將它引向鑰匙的槽口，進(jìn)行必要的重新定位，并幫他把鑰匙插入槽口。然后那位“老師”會(huì)有所期待地對(duì)著我和埃倫微笑，似乎等著我們說(shuō)聲謝謝——偶爾他會(huì)微微皺眉，似乎覺(jué)得我倆沒(méi)有盡到當(dāng)父母的責(zé)任。 5 I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators. 我很快意識(shí)到，這件小事與我們?cè)谥袊?guó)要做的工作直接相關(guān) ：考察兒童早期教育 （尤其是藝術(shù)教育）的方式，揭示中國(guó)人對(duì)創(chuàng)造性活動(dòng)的態(tài)度。因此，不久我就在與中國(guó)教育工作者討論時(shí)談起了鑰匙槽口一事。 TWO DIFFERENT WAYS TO LEARN 6 With a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry ─ certainly not a desirable outcome. Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key ─ both of which accomplishments can (and should) in due course be modeled for him as well. 兩種不同的學(xué)習(xí)方式 我的中國(guó)同行，除了少數(shù)幾個(gè)人外，對(duì)此事的態(tài)度與金陵飯店工作人員一樣。既然大人知道怎么把鑰匙塞進(jìn)槽口——這是處理槽口一事的最終目的， 既然孩子還很年幼，還沒(méi)有靈巧到可以獨(dú)自完成要做的動(dòng)作，讓他自己瞎折騰會(huì)有什么好處呢？他很有可能會(huì)灰心喪氣發(fā)脾氣——這當(dāng)然不是所希望的結(jié)果。為什么不教他怎么做呢？他會(huì)高興，他還能早些學(xué)會(huì)做這件事，進(jìn)而去學(xué)做更復(fù)雜的事，如開(kāi)門(mén)，或索要鑰匙——這兩件事到時(shí)候同樣可以 （也應(yīng)該）示范給他看。 7 We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something ─ whether it be placing a key in a key slot, drawing a hen or making up for a misdeed ─ he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life ─ as Americans do ─ as a series of situations in which one has to learn to think for oneself, to solve problems on ones own and even to discover new problems for which creative solutions are wanted. 我倆頗為同情地聽(tīng)著這一番道理，解釋道，首先，我們并不在意本杰明能不能把鑰匙塞進(jìn)鑰匙的槽口。他玩得開(kāi)心，而且在探索，這兩點(diǎn)才是我們真正看重的。但關(guān)鍵在于，在這個(gè)過(guò)程中，我們?cè)噲D讓本杰明懂得，一個(gè)人是能夠很好地自行解決問(wèn)題的。這種自力更生的精神是美國(guó)中產(chǎn)階級(jí)最重要的一條育兒觀。如果我們向孩子演示該如何做某件事——把鑰匙塞進(jìn)鑰匙的槽口也好，畫(huà)只雞或是彌補(bǔ)某種錯(cuò)誤行為也好——那他就不太可能自行想方設(shè)法去完成這件事。從更廣泛的意義上說(shuō)，他就不太可能——如美國(guó)人那樣——將人生視為一系列的情境，在這些情境中，一個(gè)人必須學(xué)會(huì)獨(dú)立思考，學(xué)會(huì)獨(dú)立解決問(wèn)題，進(jìn)而學(xué)會(huì)發(fā)現(xiàn)需要?jiǎng)?chuàng)造性地加以解決的新問(wèn)題。 TEACHING BY HOLDING HIS HAND 8 In retrospect, it became clear to me that this incident was indeed key ─ and key in more than one sense. It pointed to important differences in the educational and artistic practices in our two countries. 把著手教 回想起來(lái)，當(dāng)時(shí)我就清楚地意識(shí)到，這件事正是體現(xiàn)了問(wèn)題的關(guān)鍵之所在——而且不僅僅是一種意義上的關(guān)鍵之所在。這件事表明了我們兩國(guó)在教育和藝術(shù)實(shí)踐上的重要差異。 9 When our well-intentioned Chinese observers came to Benjamins rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamins performance in any old manner: In the best Chinese tradition, they were ba zhe shou jiao ─ "teaching by holding his hand" ─ so much so that he would happily come back for more. 那些善意的中國(guó)旁觀者前來(lái)幫助本杰明時(shí)，他們不是簡(jiǎn)單地像我可能會(huì)做的那樣笨拙地或是猶猶豫豫地把他的手往下推。相反，他們極其熟練地、溫和地把他引向所要到達(dá)的確切方向。我逐漸認(rèn)識(shí)到，這些中國(guó)人不是簡(jiǎn)單地以一種陳舊的方式塑造、引導(dǎo)本杰明的行為：他們是在恪守中國(guó)傳統(tǒng)，把著手教，教得本杰明自己會(huì)愉快地要求再來(lái)一次。 10 The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day. 學(xué)習(xí)應(yīng)通過(guò)不間斷的精心塑造與引導(dǎo)而得以實(shí)現(xiàn)，這一觀念同樣適用于藝術(shù)。我們觀看了孩子們?cè)诮淌依飳W(xué)習(xí)藝術(shù)的情景，他們的嫻熟技藝令我們驚訝。年僅5、6歲的孩子就帶著成人的那種技巧與自信在畫(huà)花、畫(huà)魚(yú)和動(dòng)物；9歲、10歲的小書(shū)法家寫(xiě)出的作品滿可以在博物館展示。有一次去兩位小藝術(shù)家的家里參觀，我們從孩子的父母處得知，他們每天練習(xí)數(shù)小時(shí)以完善他們的技藝。 CREATIVITY FIRST? 11 In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original. 創(chuàng)造力第一？ 從對(duì)創(chuàng)造力的態(tài)度來(lái)說(shuō)，優(yōu)先次序似乎是顛倒了：西方的年輕人先是大膽創(chuàng)新，然后逐漸深諳傳統(tǒng)；而中國(guó)的年輕人則幾乎離不開(kāi)傳統(tǒng)，但是，隨著時(shí)間的推移，他們同樣可能發(fā)展到具有創(chuàng)新的境界。 12 One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. 美國(guó)人的立場(chǎng)可以概括起來(lái)這么說(shuō)，我們比中國(guó)人更重視創(chuàng)新和自立。我們兩種文化的差異也可以從我們各自所懷的憂慮中顯示出來(lái)。中國(guó)老師擔(dān)心，如果年輕人不及早掌握技藝，就有可能一輩子掌握不了；另一方面，他們并不同樣地急于促進(jìn)創(chuàng)造力的發(fā)展。美國(guó)教育工作者則擔(dān)心，除非從一開(kāi)始就發(fā)展創(chuàng)造力，不然創(chuàng)造力就有可能永不再現(xiàn)；而另一方面，技藝可于日后獲得。 13 However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). 但我并不想夸大其辭。無(wú)論在過(guò)去還是在當(dāng)今，中國(guó)在科學(xué)、技術(shù)和藝術(shù)革新方面都展示了巨大的創(chuàng)造力。而西方的創(chuàng)新突破則有被夸大的危險(xiǎn)。如果仔細(xì)審視任何一項(xiàng)創(chuàng)新，其對(duì)以往成就的依賴則都顯而易見(jiàn)（“站在巨人肩膀之上”的現(xiàn)象）。 14 But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? 然而，假定我這里所說(shuō)的反差是成立的，而培養(yǎng)技藝與創(chuàng)造力兩者都是值得追求的目標(biāo)，那么重要的問(wèn)題就在于：我們能否從中美兩個(gè)極端中尋求一種更好的教育方式，它或許能在創(chuàng)造力與基本技能這兩極之間獲得某種較好的平衡？ Text B Finding a way of teaching children to appreciate the value of money can be a problem. Yet the solution, David Owen suggests, is simple -- just open a bank. Easier said than done? Well, it turns out to be not quite so difficult as it sounds, as youll discover in reading about the First National Bank of Dave. 設(shè)法教育孩子珍惜錢(qián)財(cái)會(huì)是件難事。然而，大衛(wèi)歐文說(shuō)，方法也很簡(jiǎn)單——開(kāi)個(gè)銀行就行。說(shuō)來(lái)容易做起來(lái)難？其實(shí)，這事并沒(méi)聽(tīng)上去那么難，你讀一讀戴夫第一國(guó)家銀行的故事就知道了。 　 Children and Money David Owen 1 Parents who decide that the time has come to teach their children about money usually begin by opening savings accounts. The kids are attracted at first by the notion that a bank will pay them for doing nothing, but their enthusiasm disappears when they realize that the interest rate is tiny and, furthermore, their parents dont intend to give them access to their principal. To a kid, a savings account is just a black hole that swallows birthday checks. 孩 子 與 金 錢(qián) 大衛(wèi)歐文 當(dāng)家長(zhǎng)覺(jué)得該教孩子們懂得如何對(duì)待金錢(qián)的時(shí)候，他們通常先為孩子開(kāi)個(gè)儲(chǔ)蓄賬戶。剛開(kāi)始的時(shí)候，孩子們頗感興趣，因?yàn)樗麄兿胱约菏裁匆膊桓摄y行還會(huì)付給他們錢(qián)，可當(dāng)他們明白利率小得很，而且父母也無(wú)意讓他們動(dòng)用本金時(shí)，他們的熱情一下子就冷卻了。對(duì)一個(gè)孩子來(lái)說(shuō)，一個(gè)儲(chǔ)蓄賬戶只不過(guò)是一個(gè)吞沒(méi)其生日禮金支票的黑洞。 　 2 Kid: "Grandma gave me twenty-five dollars!" Parent: "How nice. Well put that check straight into your savings account." Kid: "But she gave it to me! I want it!" Parent: "Oh, it will still be yours. You just have to keep it in the bank so that it can grow." Kid (suspicious) : "What do you mean by grow?" Parent: "Well, if you leave your twenty-five dollars in the bank for just one year, the bank will pay you seventy-five cents. And if you leave all of that in the bank for just one more year, the bank will give you another seventy-five cents plus two and a half more cents besides. Thats called compound interest. It will help you go to college." 孩子：“奶奶給了我25美金！” 家長(zhǎng)：“太棒了。咱們把支票直接存到你的賬戶上去?！? 孩子：“可這錢(qián)她是給我的！我要用！” 家長(zhǎng)：“噯，錢(qián)還是你的嘛。你只不過(guò)是要把錢(qián)放在銀行里，好讓它增多?！? 孩子（狐疑地）：“你說(shuō)‘增多’是什么意思？” 家長(zhǎng)：“哦，要是你把這25美金在銀行里放一年，銀行就會(huì)付給你75美分。要是你連本帶息在銀行里再放一年，銀行會(huì)再付給你75美分，另加2.5美分。這叫做復(fù)利。這錢(qián)能幫你上大學(xué)?！? 3 The main defect in such saving schemes is that theres nothing in them for the kids. College is a thousand years away, and they probably think theyd just as soon stay home anyway. Indeed, the true purpose of such plans is usually not to promote saving but to prevent consumption. (1) Appalled by what their children spend on candy and video games (or, rather, appalled by the degree to which their childrens overspending seems to mimic their own), parents devise ways to lock up their childrens resources. Not surprisingly, kids quickly decide that large sums arent real money and that all cash should either be spent immediately or hidden in a drawer. 這類儲(chǔ)蓄計(jì)劃的主要缺陷在于，孩子本人一無(wú)所獲。上大學(xué)還不知要過(guò)多少年，他們或許會(huì)想他們寧愿呆在家里。實(shí)際上，這類計(jì)劃的真正目的通常不是促進(jìn)儲(chǔ)蓄而是限制消費(fèi)。孩子們?cè)谔枪?、電子游戲上的花費(fèi)之大令家長(zhǎng)們十分震驚（或者更確切地說(shuō)，令他們吃驚的其實(shí)是孩子們的超支行為與他們自己的相似程度），于是他們便設(shè)法讓孩子們將錢(qián)存起來(lái)不用。毋怪乎孩子們很快就認(rèn)定，大額錢(qián)款不是實(shí)實(shí)在在的錢(qián)，有了現(xiàn)錢(qián)要么趕緊花掉，要么藏在抽屜里。 4 To avoid this problem with my two children, I started my own bank. Its called the First National Bank of Dave. I set up an account for each child, using the same computer program I use to keep track of my checkbook. Because I wanted my kids deposits to grow at a pace that would hold their attention, I offered an attractive interest rate-five per cent a month. (2) Compounded, that works out to an annual rate of more than 70 per cent. (No, I dont accept deposits from strangers.) Allowances are deposited automatically on the first day of each month. The kids can make other deposits, or withdrawals, whenever they like. 為了避免我的兩個(gè)孩子產(chǎn)生這一問(wèn)題，我開(kāi)設(shè)了自己的銀行，名叫戴夫第一國(guó)家銀行。我用記錄自己支票簿使用情況的同一個(gè)電腦程序給每個(gè)孩子開(kāi)了一個(gè)賬戶。因?yàn)槲蚁Ｍ⒆哟婵钤鲩L(zhǎng)的速度足以引起他們的注意，便給他們一個(gè)誘人的利率——月息5厘。以復(fù)利計(jì)算，年息達(dá)到70%以上。（不，我不接受外來(lái)存款。）零花錢(qián)在每月第一天自動(dòng)存入。孩子們也可以把別的錢(qián)存進(jìn)來(lái)，想存就存，想取就取。 5 The Bank of Dave, which has been in operation four years, instantly turned both my children into keen savers. My son still comes to me with change he has found on the floor of the car, saying, "And credit this today." Both kids accounts grew so fast that after two years I had to roll back my monthly interest rate to three per cent. The kids protested when I announced the change, but they nodded solemnly when I explained that the law of supply and demand applies even to the supply of money. The kids help me calculate their interest -- a useful lesson in averaging and percentages. (3) I give them unlimited access to their funds, no questions asked, and I provide printed statements on demand. 戴夫銀行經(jīng)營(yíng)了4年，一下子就把我的兩個(gè)孩子變成了熱心的儲(chǔ)蓄者。至今我兒子在車?yán)镎业搅沐X(qián)仍會(huì)來(lái)找我說(shuō)， “今天就把這個(gè)上賬?！眱蓚€(gè)孩子的存款增長(zhǎng)很快，兩年之后，我不得不將月利率降至3厘。我宣布調(diào)低利率時(shí)兩個(gè)孩子反對(duì)，可當(dāng)我解釋說(shuō)供求法則同樣適用于貨幣供應(yīng)后，兩人嚴(yán)肅地點(diǎn)頭贊同。兩個(gè)孩子幫我一起計(jì)算他們的利息——這可是學(xué)習(xí)計(jì)算平均值與百分比的頗為有用的一課。他們使用自己的資金我不加任何限制，不作任何詢問(wèn)，我還根據(jù)要求隨時(shí)提供打印的賬單。 6 The high rate of interest is not the only attractive feature of the Bank of Dave. Equally important from the kids point of view is that their accounts belong to them. When they save, they harvest the benefit; when they want to spend, they dont need permission. Children who have no control over their own funds have no incentive not to beg for money and then spend every dollar that comes into their hands. 高利率并非戴夫銀行惟一誘人之處。在孩子看來(lái)同樣重要的是，他們的存款屬于他們自己。他們存錢(qián)便會(huì)獲利；他們想花錢(qián)也用不著獲得許可。孩子對(duì)自己的錢(qián)沒(méi)有自主權(quán)，就沒(méi)有什么東西激勵(lì)他們不去伸手要錢(qián)，不把到手的錢(qián)花個(gè)光。 7 The way to help children become rational consumers is to give them more control, not less. Before we go on vacation, Ill usually give my kids an extra twenty bucks or so, which I deposit in their accounts. I tell them that they can spend the extra money on a T-shirt, save it, spend it before we leave, or do anything else they want with it -- but that while we are on vacation, they wont receive any additional pocket money from me (except in the form of communal purchases considered by custom to be vacation entitlements, such as candy, ice cream, movie tickets, and so on). Because any money they spend starts out as theirs, not mine, they think twice before throwing it away. In a souvenir store on Marthas Vineyard a couple of summers ago my son quietly studied the unpromising merchandise while a friend of his loudly cajoled his parents into paying five dollars for a toy gun, which fell apart almost before we got back to the car. My son ended up spending thirty-three cents for an unopened geode, which he later cracked open by hitting it with a hammer -- a good value, it seemed to me. If he had been spending my money instead of his, he undoubtedly would have wanted a toy gun instead. 幫助孩子們成為理性消費(fèi)者的方法是，交給他們更多的，而不是更少的自主權(quán)。我們?nèi)ザ燃偾?，我通常額外多給孩子們20塊錢(qián)左右存在他們賬戶上。我告訴他們，他們可以在我們出發(fā)前用這筆額外的錢(qián)買T恤衫、存起來(lái)，或者花掉，或隨便他們派什么別的用場(chǎng)——但在度假期間，他們就不會(huì)從我這兒再拿到任何額外的零用錢(qián)了（根據(jù)慣例被認(rèn)為是度假享受的共同消費(fèi)除外，如糖果、冰淇淋、電影票等）。由于他們花費(fèi)的任何一筆錢(qián)都是他們自己的而不是我的，他們出手時(shí)就很謹(jǐn)慎。兩年前的一個(gè)夏天，在瑪莎葡萄園的一家紀(jì)念品商店，我兒子一聲不響地仔細(xì)察看那些不起眼的商品，他的一個(gè)朋友則吵著讓父母花5美金買了一把玩具槍，可幾乎還沒(méi)等我們回到車上，槍就壞了。我兒子最后花了33美分買了個(gè)未打開(kāi)的空心晶球，后來(lái)他用榔頭把它砸了開(kāi)來(lái)——我看這錢(qián)花得值得。要是他花的是我的而不是他自己的錢(qián)，毫無(wú)疑問(wèn)，他肯定也會(huì)要買一把玩具槍的。 8 "Children are instinctive capitalists. If given enough leeway, they quickly become shrewd managers of their own finances. When parents fail in their efforts at financial education, its usually because for reasons of their own they have managed to make saving seem painful and dull. Money is fun, and its almost entirely self-explanatory. (4) The only way to teach kids to adopt a long-term perspective is to give them a short-term incentive for doing so. 兒童是天生的資本家。只要給予足夠的自由活動(dòng)余地，他們很快就會(huì)成為精明的理財(cái)者。如果家長(zhǎng)的理財(cái)教育失敗，那往往是因?yàn)樗麄兂鲇谧陨淼脑虬汛驽X(qián)弄得似乎既痛苦又無(wú)聊。金錢(qián)是有趣的，而且?guī)缀跬耆遣恢v自明的。教育孩子們看問(wèn)題要有長(zhǎng)遠(yuǎn)目光的惟一途徑，是讓孩子們近期內(nèi)便能嘗到某種甜頭，從而激勵(lì)他們?nèi)ツ菢幼觥? Unit 2 Text B Does being rich mean you live a completely different life from ordinary people? Not, it seems, if your name is Sam Walton. 有錢(qián)是否意味著過(guò)一種完全不同于普通人的生活？看來(lái)未必，如果你的名字叫薩姆沃爾頓。 THE RICHEST MAN IN AMERICA, DOWN HOME Art Harris 1 He put on a dinner jacket to serve as a waiter at the birthday party of The Richest Man in America. He imagined what surely awaited: a mansion, a "Rolls-Royce for every day of the week," dogs with diamond collars, servants everywhere. 美國(guó)鄉(xiāng)巴佬首富 阿特哈里斯 他穿上餐服準(zhǔn)備到美國(guó)首富的生日聚會(huì)上去擔(dān)任侍者。在他的想象里，他定然會(huì)看到：豪宅，主人天天要坐的羅爾斯—羅伊斯轎車，戴著鉆石頸圈的家犬，到處可見(jiàn)的仆人。 　 2 Then he was off to the house, wheeling past the sleepy town square in Bentonville, a remote Arkansas town of 9,920, where Sam Walton started with a little dime store that grew into a $6 billion discount chain called Wal-Mart. He drove down a country road, turned at a mailbox marked "Sam and Helen Walton," and jumped out at a house in the woods. 他動(dòng)身前往那所宅邸，開(kāi)著車穿過(guò)本頓維爾鎮(zhèn)冷冷清清的市政廣場(chǎng)。本頓維爾鎮(zhèn)是阿肯色州一個(gè)人口僅有9,920的偏遠(yuǎn)小鎮(zhèn)，薩姆沃爾頓就在該鎮(zhèn)從一個(gè)專賣廉價(jià)商品的小店起家，逐漸發(fā)展成為價(jià)值60億美金資產(chǎn)的廉價(jià)連鎖店沃爾瑪公司。 侍者上了一條鄉(xiāng)間車道，轉(zhuǎn)過(guò)一個(gè)標(biāo)著“薩姆和海倫沃爾頓”的信箱，在一幢林間住宅前跳下了車。 3 It was nice, but no palace. The furniture appeared a little worn. An old pickup truck sat in the garage and a muddy bird dog ran about the yard. He never spotted any servants. 房子還不錯(cuò)，但絕對(duì)不是宮殿。家具略顯陳舊，一輛舊的輕便貨車停在車庫(kù)里，一條土褐色的捕禽獵犬在院子里竄來(lái)竄去。根本沒(méi)看見(jiàn)任何仆人的身影。 4 "It was a real disappointment," sighs waiter Jamie Beaulieu. “太令人失望了，”侍者杰米鮑尤嘆道。 5 Only in America can a billionaire carry on like plain folks and get away with it. And the 67-year-old discount king Sam Moore Walton still travels these windy back roads in his 1979 Ford pickup, red and white, bird dogs by his side, and, come shooting season, waits in line like everyone else to buy shells at the local Wal-Mart. 只有在美國(guó)，一個(gè)億萬(wàn)富翁才能像普通百姓一樣，安穩(wěn)地過(guò)著普普通通的日子。67歲的廉價(jià)店大王薩姆穆?tīng)栁譅栴D仍然開(kāi)著他那輛紅白兩色的1979年出廠的福特牌輕型貨車穿行在彎彎曲曲的鄉(xiāng)間小道上，身邊坐著他的捕禽獵犬。當(dāng)狩獵季節(jié)來(lái)臨時(shí)，他跟別人一樣在當(dāng)?shù)氐奈譅柆斏痰昱抨?duì)購(gòu)買獵槍子彈。 6 "He doesnt want any special treatment," says night manager Johnny Baker, who struggles to call the boss by his first name as a recent corporate memo commands. Few here think of his billions; they call him "Mr. Sam" and accept his folksy ways. "Hes the same man who opened his dime store on the square and worked 18 hours a day for his dream," says Mayor Richard Hoback. “他不要任何特殊待遇，” 夜班經(jīng)理喬尼貝克說(shuō)，他費(fèi)了好大的勁才如公司最近一份備忘錄所規(guī)定的那樣對(duì)自己的老板以名相稱。這里幾乎沒(méi)人去想他的億萬(wàn)身價(jià)，他們稱他為薩姆先生，絲毫不以他的平民作風(fēng)為怪?！八€是那個(gè)在市政廣場(chǎng)開(kāi)廉價(jià)店，為了自己的夢(mèng)想每天工作18個(gè)小時(shí)的人，一點(diǎn)沒(méi)變，”市長(zhǎng)理查德霍巴克說(shuō)。 7 By all accounts, hes friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around. 人人都說(shuō)他為人友善，性情開(kāi)朗，是個(gè)好鄰居；他盡力與人們?nèi)谇⑾嗵帲瑥牟混乓?，也從不盛氣凌人? 8 No matter how big a time he had on Saturday night, you can find him in church on Sunday. Surely in a reserved seat, right? "We dont have reserved seats," says Gordon Garlington III, pastor of the local church. 無(wú)論他星期六晚上的夜生活過(guò)得多晚，星期日你還是能在教堂見(jiàn)到他。當(dāng)然是坐在他的包座上，對(duì)嗎？“我們不設(shè)包座，”當(dāng)?shù)亟烫媚翈煾甑羌恿诸D第三說(shuō)。 9 So where does The Richest Man in America sit? Wherever he finds a seat. "Look, hes just not that way. He doesnt have a set place. At a church supper the other night, h