自考_英語閱讀(一)_0595 第二單元_課文及翻譯

1、Unit23.Bringing up Children培養(yǎng)孩子Gerald Mosback Vivienne MosbackIt is generally accepted that the experiences of the child in his first years largely determine his c haracter and later personality. Every experience teaches the child something and the effects are c umulative. Upbringing is normally use

2、d to refer to the treatment and training of the child within the home. This is closely related to the treatment and training of the child in school, which is us ually distinguished by the term education. In a society such as ours, both parents and teachers are responsible for the opportunities provi

3、ded for the development of the child, so that upbringing and education are interdependent.一個(gè)人兒童時(shí)代的經(jīng)歷在很大程度上決定了他的性格和未來的個(gè)性,這一點(diǎn)是被大家所公認(rèn)的。童年的每一段經(jīng)歷都會(huì)教給孩子一些有價(jià)值的東西,并且其效果與日俱增?！芭囵B(yǎng)”常用來指孩子在家里所受到的待遇和訓(xùn)練;與此相關(guān)的是孩子在學(xué)校里所受到的待遇和訓(xùn)練,而后者通常用“教育”這個(gè)術(shù)語來界定。在我們這個(gè)社會(huì)中,父母和老師都有責(zé)任為孩子的發(fā)展提供機(jī)會(huì),這樣就使培養(yǎng)和教育有一種相互依賴的關(guān)系。The ideals and practice

4、s of child rearing vary form culture to culture. In general, the more rural t he community, the more uniform are the customs of child upbringing. In more technologically de veloped societies, the period of childhood and adolescence tends to be extended over a long tim e, resulting in more opportunit

5、y for education and greater variety in character development.Early upbringing in the home is naturally affected both by the cultural pattern of the community and by the parents capabilities and their aims and depends not only on upbringing and educatio n but also on the innate abilities of the child

6、. Wild differences of innate intelligence and tempera ment exist even in children of the same family.根據(jù)文化的差異,撫養(yǎng)孩子的目的和方式也各不相同。一般來說,越是在農(nóng)村地區(qū),撫養(yǎng)孩子的習(xí)俗就越相似。在科技更加發(fā)達(dá)的社會(huì)里,孩子的童年時(shí)代和少年時(shí)代可能會(huì)延長,因此他們受教育的機(jī)會(huì)就會(huì)更多,個(gè)性的發(fā)展就更具多樣化。在家庭中的早期培養(yǎng),一方面受到所在社區(qū)文化模式的影響,另一方面也受到父母的能力和培養(yǎng)目標(biāo)的影響,這一切不僅取決于培養(yǎng)和教育,而且還取決于孩子的天性。因此即使在同樣家庭里長大的孩子,他們天

7、生的智力和脾性也存在很大的差異。Parents can ascertain what is normal in physical, mental and social development, by referring to some of the many books based on scientific knowledge in these areas, or less reliably, since the s ample is smaller, by comparing notes with friends and relatives who have children.父母可以依據(jù)

8、有關(guān)孩子教育方面的科學(xué)知識,或許有些是不可靠,通過這些知識來了解孩子的體力和智力以及社會(huì)發(fā)展的正常狀況。家庭教育范圍較小,父母還可以與有孩子的朋友和親戚交換看法。Intelligent parents, however, realize that the particular setting of each family is unique, and thecan be on rigid general rules. They use general information only as a guide in making decisions an d solving problems. F

9、or example, they will need specific suggestions for problems such as speech defects or backwardness in learning to walk or control of bodily functions. In the more general se nse, though, problems of upbringing are recognized to be problems of relationships within the in dividual family, the first n

10、ecessity being a secure emotional background with parents who are unt ied in their attitude to their children.然而聰明的父母意識到每個(gè)家庭的背景各不相同,因此就不應(yīng)該循規(guī)蹈矩。在決定和解決問題時(shí),他們只能把一般規(guī)律作為指導(dǎo)。譬如,在孩子有語言缺陷,學(xué)走路障礙或是身體器官失控時(shí),父母就需要使用特殊的暗示來解決這些問題。但從更加普遍的意義上來說,培養(yǎng)孩子的問題就是一個(gè)家庭內(nèi)部的關(guān)系問題,其中首要前提是孩子與父母有穩(wěn)固的情感,他們在對待孩子的態(tài)度上必須一致。All parents have

11、to solve the problems of freedom and discipline. The younger the child, the mo re readily the mother gives in to his demands to avoid disappointing him. She knows that if his en ergies are not given an outlet, her childs continuing development may be warped. An example o f this is the young childs n

12、eed to play with the mud and sand and water. A child must be allowed to enjoy this messy but tactile stage of discovery before he is ready to go no to the less physica l pleasures of toys and books. Similarly, throughout life, each stage depends on the satisfactory co mpletion of the one before.所有的父

13、母必須解決孩子的自由與紀(jì)律的問題。孩子越小,母親為了不令其感到失望,就越容易對孩子的要求作出讓步。因?yàn)樗?如果孩子的精力得不到發(fā)泄,那么他持續(xù)穩(wěn)定的發(fā)展就會(huì)受到影響。小孩子喜歡玩泥巴,沙子和水就說明了這一點(diǎn)。在兒童樂于接受玩具、書本這些腦力活動(dòng)前,我們必須允許他們從這個(gè)“凌亂”但又是通過觸覺去發(fā)現(xiàn)的階段中得到樂趣。同樣,在人的一生當(dāng)中,每個(gè)階段的發(fā)展都是依靠前一個(gè)階段的圓滿完成。Where one stage of child development has been left out, or not sufficiently experienced, the ch ild may hav

14、e to go back and capture the experience of it. A good home makes this possible-for e xample by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. This principle, in fact, underlies all psychological treatmen t of childr

15、en in difficulties with their development, and is the basis of work in child clinics.如果兒童發(fā)展的某一個(gè)階段被忽略了,或是沒有得到充分的體驗(yàn),那么他可能就要重返那個(gè)階段以獲得那個(gè)階段所應(yīng)獲得的經(jīng)驗(yàn)。一個(gè)好的家庭就會(huì)做到這一點(diǎn)。譬如在這類家庭里,無論孩子的年齡有多大,只要他們需要,父母都會(huì)為孩子提供玩具小汽車和玩具火車的機(jī)會(huì)。這個(gè)原則實(shí)際上是對有發(fā)展障礙的兒童進(jìn)行所有心理治療的依據(jù),同時(shí)也是兒童診所進(jìn)行治療的基礎(chǔ)。The beginnings of discipline are in the nursery.

16、Even the youngest baby is taught by gradual stag es to wait for food, to sleep and wake at regular intervals and so on. If the child feels the word ar ound him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conf orming to its demands. Learning to wait for things, p

17、articularly for food, is a very important elem ent in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them.紀(jì)律是從一個(gè)孩子在育嬰室時(shí)就開始的。當(dāng)一個(gè)人還是嬰兒時(shí),父母就會(huì)逐漸地教他等待開飯的時(shí)間,在規(guī)定的時(shí)間內(nèi)睡覺、起床和一些其它諸如此類的事情。只有讓兒童感到在他周圍是一個(gè)充滿溫暖和友好氣氛的世界,他才會(huì)慢慢地接受這個(gè)世界的節(jié)奏,習(xí)慣地服從這個(gè)世界對他提出的種種

18、要求。在培養(yǎng)孩子的過程當(dāng)中,讓孩子學(xué)會(huì)等待尤為重要,尤其是對食物的等待,若想在這方面取得成功,在孩子還不懂事時(shí),家長應(yīng)該盡可能少地對孩子提出更多的種種要求。Every parent watches eagerly the chil ds acquisition of each new skill-the first spoken words, t he first independent steps, or the beginning of reading and writing. It is often tempting to hurry t he child beyond his natu

19、ral learning rate, but this can set up dangerous feelings of failure and stat es of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet t oo early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the ot

20、her hand, though, if a child is left alone too much, or without any learn ing opportunities, he loses his natural zest for life and his desire to find out new things for himself .每一位父母都渴望看到自己孩子所獲得的每一種新技能,例如孩子第一次開口說話,第一次在無人幫助的情況下走路,或是學(xué)會(huì)了閱讀和寫作。拔苗助長、超前學(xué)習(xí)常常誘惑著家長,但這會(huì)使孩子養(yǎng)成一種害怕失敗,焦慮不安的心理狀態(tài)。這種拔苗助長的情況在任何年齡階段

21、都可能發(fā)生。嬰兒有時(shí)會(huì)被家長過早的強(qiáng)迫使用衛(wèi)生間,小孩子會(huì)在還不懂得詞語本身的含義時(shí)而被迫進(jìn)行閱讀。但另一方面,家長如果對孩子放任不管,致使他沒有學(xué)習(xí)的機(jī)會(huì),那么孩子就會(huì)失去對生活的熱情,失去對新事物的好奇心。Learning together is a fruitful source of relationship between children and parents. By playing to gether, parents learn more about their children and children learn more from their parents. Toys

22、 and games which both parents and children can share are an important means of achieving this c o-operation. Building-block toys and jigsaw puzzles and crosswords are good examples.互相學(xué)習(xí)是增進(jìn)父母與孩子之間情感的有利源泉。通過一起玩耍,家長可以更多地了解他們的孩子,同時(shí)孩子也可以從父母身上學(xué)到許多東西。玩具和游戲是促進(jìn)這一親和力最重要的橋梁,譬如建筑類玩具、拼圖玩具和縱橫字謎(一種填圖游戲都是進(jìn)行情感交流的好工具

23、。Parents vary greatly in their degree of strictness and indulgence towards their children. Some may be especially strict in money matters, others are severe over times of coming home at night, punctuality for meals or personal cleanliness. In general, the controls imposed represent the nee ds of the

24、 parents and the values of the community as much as the childs own happiness and wel l-being.As regards the development of moral standards in the growing child, consistency is very import ant in parental teaching. To forbid a thing one day and excuse it the next is no foundation for mor ality. Also,

25、 parents should realize that example is better than prec ept. If they are hypocritical an d do not practise what they preach, their children may grow confused and emotionally insecure when they grow old enough to think for themselves, and realize they have been to some extent d eceived. A sudden awa

26、reness of a marked difference between their parents ethics and their mor als can be a dangerous disillusion.父母在對自己孩子的嚴(yán)格或放任程度上差異很大。有些家長對孩子在錢的方面上要求十分嚴(yán)格,而有些家長在其它方面要求非常嚴(yán)格,譬如他們要求孩子放學(xué)后要按時(shí)回家,準(zhǔn)時(shí)吃飯或是要求孩子保持個(gè)人衛(wèi)生?？偠灾?就像孩子的幸福和快樂體現(xiàn)了家長的愿望和社會(huì)的價(jià)值的一樣,對孩子所施加的壓力也體現(xiàn)了這一點(diǎn)。在兒童道德標(biāo)準(zhǔn)發(fā)展的過程中,父母的言行一致是非常重要的。第一天禁止的事情在第二天卻照常發(fā)生,這樣的

27、事情是沒有道德依據(jù)的。也就是說,家長應(yīng)該意識到:身教勝于言教。如果父母虛有其表,言行不一,隨著孩子們年齡的增長,他們可能會(huì)對父母的言行感到越來越迷惑,越來越不可靠,當(dāng)?shù)搅四軌颡?dú)立思考的年齡時(shí),孩子們會(huì)發(fā)現(xiàn)自己在某種程度上受了欺騙。如果他們突然意識到他們父母的行為準(zhǔn)則和自己的道德標(biāo)準(zhǔn)存在著明顯的差異,那么孩子會(huì)因此變得玩世不恭,這是很可怕的。4. American Social Relations美國社會(huì)關(guān)系Gladys G. Doty Janet RossAmerican society is much more informal than that of many other countri

28、es and ,in some ways, is characterized by less social distinction. The American mixture of pride in achievement and sense of “Im just as good as anybody else.” Along with lack of importance placed on personal dignity, is difficult for a foreigner to understand. Americans in general do not like to be

29、 considered inferior, and they grumble loudly about inconveniences or not getting a “fair deal.” Yet they do not make a point of their personal honor. As an illustration of the difference between European and American reflection in this respect, John Whyte in American Words and Ways gives the follow

30、ing account.美國的社會(huì)比其他國家的社會(huì)更加非正式,在某些方面,美國社會(huì)的特征就是較少的社會(huì)差別。美國式的混合物-個(gè)人的成就感、不比別人差的優(yōu)越感以及對個(gè)人尊嚴(yán)缺乏重要性,這些對一個(gè)外國人來說是很難理解的。通常來講美國人不喜歡被別人看成低人一等的,他們也會(huì)為自己遭受的不便而抱怨,還會(huì)為自己沒有得到公平的待遇而抱怨。然而,他們也不是很重視自己的榮譽(yù)。在這一方面,為了更好展示歐洲人和美國人的不同反映,John Whyte 在美國語言和方式這本書里給了我們?nèi)缦碌拿枋?。A .European professor visiting in America was once sent a bill

31、 for hospital services which he had never enjoyed. The bill was accompanied by a strong letter demanding payment. It was obvious that a mistake in name had been made, but the professor, thoroughly aroused by this reflection on his character and financial integrity , wrote a vigorous letter of reply

32、(which an American might also have done . But in this letter of reply he demanded that the creditor write him a formal letter of apology for this reflection on his honor. Since on publicity cou ld possibly have been given to the mistake, for mistake it was ,most Americans in that situation, after ge

33、tting the matter off their chest (or without doing that would have let the matter rest.有位歐洲的教授曾在美國訪問,他有次收到一份在醫(yī)院接受治療的賬單,實(shí)際上他并沒有接受過任何治療。隨附賬單還有一封措施很強(qiáng)烈的信件。很明顯這是因?yàn)榘研彰e(cuò)了,但是這位教授由于對信中對自己人格以及金錢方面的廉潔而提出的質(zhì)疑感到不舒服,他也寫了一份措辭很激烈的回信。(美國人也會(huì)這樣去做。但是在這份回信中,這位歐洲教授要求他的債權(quán)人寫一份正式的道歉信,就因?yàn)閷λ烁竦闹肛?zé)。由于這樣的錯(cuò)誤并沒有被公眾知悉,即使這樣的錯(cuò)誤已經(jīng)發(fā)生了,

34、但大多數(shù)美國人在這種形勢下,只是將其宣泄一番,甚至有的人根本就不用宣泄,就讓這件事情過去了。An example of the same thing may be that although Americans like to talk about their accomplishment ,it is their custom to show certain modesty in reply to compliments. When someone praises an American upon his achievement or upon his personal appearance

35、 ,which, incidentally, is a very polite thing to do in America, the American turns it aside. If someone should say, “Congratulations upon being elected president of the club,” an American is expected to reply, “well, I hope I can do a good job,” or something of the sort. Or if someone says . “Thats

36、pretty blue necktie you are wearing,” an American is likely to say ,”Im glad you like it,” or “Thank youMy wife gave it to me for my birthday.” The response to a compliment seldom conveys the idea, “I, too, think Im pretty good.”同樣的事情我再給你舉一個(gè)例子,盡管美國人比較喜歡討論自己的成就,但是他們有個(gè)習(xí)俗,那就是如果你得到某種贊美時(shí),你的回答要展示某種謙虛。當(dāng)有人在

37、贊美一個(gè)美國人諸如他的成就或外貌的時(shí)候,這些話題在美國被認(rèn)為是很有禮貌的事情,他也不會(huì)太在意。如果有人對一個(gè)美國人說:“祝賀你當(dāng)選俱樂部主席”,他會(huì)回答“我希望把工作做好”或者諸如詞類的話語。當(dāng)有人說:“你打的領(lǐng)結(jié)很漂亮”,而美國人會(huì)說“我很高興你喜歡它”或者“謝謝你,這是我妻子送給我的生日禮物”。所有對這種贊美的回答從來都不會(huì)傳達(dá)這樣的含義即“我也認(rèn)為我挺不錯(cuò)的”Likewise ,there are fewer social conventions that show social differences in America. Students do not rise when a te

38、acher enters the room .on does not always address a person by his title, such as “professor” or “Doctor” (“Doctor” is always used ,however ,for a doctor of medicine. The respectful “sit” is not always use in the northern and western parts of the country .同樣的,在美國也很少有那種社會(huì)習(xí)俗來表現(xiàn)這種社會(huì)差異。當(dāng)老師進(jìn)教室的時(shí)候,學(xué)生是不起立的。

39、也不經(jīng)常在一個(gè)人的名字前面加一些頭銜,比如教授或博士。(DOCTOR 如果從醫(yī)藥學(xué)方面來稱呼也是可以的。表示尊敬含義的SIR在美國北部和西部也是很少使用的。Clothing in America ,as in every place in the word, to a certain degree reflects a persons social position and income, or , at least among the young, his attitudes toward society or toward himself. Yet no person is restric

40、ted to a certain uniform or manner of dress because of his occupations or class in society. A bank president may wear overalls to paint his house and it not ashamed of either the job or the clothing, and a common laborer may wear a rented tuxedo at his daughters wedding .在美國正如在世界上其他地方一樣,從某種意義上,人的穿著會(huì)

41、反映其社會(huì)地位和收入,或者至少在年輕人當(dāng)中可以反映這個(gè)社會(huì)或者自己的態(tài)度。但是由于自已的職業(yè)或社會(huì)地位,沒有任何一個(gè)只局限穿一種特定的制服或選擇某種特定的穿衣方式。一個(gè)銀行的行長在粉刷自己房子的時(shí)候會(huì)穿工裝服,而且不會(huì)因這種工作和穿衣的方式而感到羞愧。而一個(gè)普通勞動(dòng)者在自己女兒的婚禮上也會(huì)租穿一件無尾燕尾服。Yet in spite of all the informality, America it not completely without customs that show consciousness of social distinction. For example, one is

42、 likely to use somewhat more formal language when talking to superiors. While the informal “Hello” is an acceptable greeting form employee to employer, the employee is more apt to say. “Hello, Mr. Ferguson.” Whereas the employer may reply, “Hello, Jim.” Southerners make a point of saying “Yes, sir,”

43、 or “Yes ,mama,” or “No, sir,” or “No , mama,” when talking to an older person or a person in position of authority. Although this is a goo d form all over the United States, “Yes, Mr. Weston” or “No, Mr. Baker” is somewhat more common in a similar situation in the North or West .盡管有諸如此類非正式的東西,但是美國也

44、并不是完全沒有習(xí)俗來展現(xiàn)這種社會(huì)差別意識。例如,但一個(gè)人跟他的上司說話的時(shí)候,他會(huì)用更加正式的語言。盡管非正式語言HELLO 可以用于雇員和雇主之間,但對于一個(gè)雇員來說,他更傾向于使用HELLO,MR FERGUSON,而上司回答時(shí)可以直接回答HELLO JIM。當(dāng)跟一個(gè)年長者或者權(quán)位更高的人說話時(shí),美國南方人主張說YES SIR 或YES MAAM 或NO, SIR或NO, MAMA。盡管這樣的稱謂在全美國被認(rèn)為是一種很好的稱謂形式,但是在美國北部或西部,人們還更傾向于稱YES,MR WESTON 或NO,MRS BAKER。Certain other forms of politeness

45、 are observed on social occasions. Though people wearhates less now than in the past ,women still occasionally wear hats in church and at public social functions (except those that are in the evening. 某種表示禮貌的形式可以在社交場合會(huì)看到的。 盡管現(xiàn)在的人不像過去那么經(jīng)常帶帽子， 但是女性在教堂或一些公眾慶祝宴會(huì)時(shí)會(huì)帶上帽子的 （當(dāng)然這些場合如果發(fā)生在晚上就不用 了） In America th

46、ere are still customs by which a man may show respect for a woman. He opens the door for her and lets her precede him through it . he walks on the side of the walk nearest the street. He takes her arm when crossing a street or descending a stairway. A younger person also shows respect for an older o

47、ne in much the same fashion, by helping the older person in things requiring physical exertion or involving possible accident. 在美國仍然還有些習(xí)俗，男士們通過這些習(xí)慣來表現(xiàn)對女士的尊敬。他會(huì)給女士開門，而且 讓女士先進(jìn)入。男士也會(huì)走在更靠近街道的人行道。當(dāng)穿過一條階段或下樓梯時(shí)，男士會(huì)扶 著女士。 一個(gè)年輕人同樣也會(huì)表示對年長者的尊敬， 他們通過幫助他們做一些費(fèi)體力的活或 一些引發(fā)事故的活。 American surface informality often con

48、fuses the foreigner because he interprets it to mean no formality at all. He does not understand the point at which informality stops. A teacher, though friendly, pleasant, and informal in class, expects students to study hard, and he grades each students work critically and carefully. He also expec

49、ts to be treated with respect. Although students are free to ask questions about statements make by the teacher, and may say that they disagree with what he says, they are not expected to contradict him. Similarly, in boy-girl relationships a foreign student should not mistake the easy relationship

50、and flattery that are part of the dating pattern in the United States, nor presume that in means more that it does. 美國人這種表面上的非正式性會(huì)讓一個(gè)外國人迷惑， 因?yàn)樗J(rèn)為美國人的這種非正式性 意味著沒有正式性而言。 但是他并不知道美國人的這種非正式性會(huì)在哪里變成了正式性， 比 如一個(gè)老師在課堂上看起來友好、和善，在課堂上也表現(xiàn)的非正式，但老師要求學(xué)生努力學(xué) 習(xí)，并且在批改作業(yè)時(shí)是很嚴(yán)格和仔細(xì)的。而且這位老師也同樣希望學(xué)生能尊敬他。盡管學(xué) 生對老師的陳述自由提出問題， 而且也可

51、以表達(dá)對老師觀點(diǎn)的不同意， 但是這些學(xué)生也不能 駁斥老師的觀點(diǎn)。同樣，在男孩和女孩交往的過程中，一個(gè)外國學(xué)生也不要對美國人在約會(huì) 里表現(xiàn)的親近關(guān)系或奉承的話語而誤會(huì)，不要認(rèn)為他們還有更深層次的含義。 Also, because an American is perhaps more likely to admit and laugh at his own mistakes than one who stands more on his dignity, a foreigner sometimes does not know how to handle the Americans apparent modesty. The American is quite ready to admit certain