全新版大学英语(第二版)综合教程_第五册_Unit 1 Love of Reading——One Writer's Beginnings

What attitudes did your family have toward reading when you were a child? Did books surround you? Which books did your parents or other relatives read to you or suggest that you read? How did you feel about books as a child growing up? Read on to see if your experiences in any way match those of the author.
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当你还是个孩子时，你家人对阅读持什么态度？你周围可曾有各种书籍？父母亲戚给你念哪些书？推荐你读哪些书？作为一个渐渐长大的孩子，你对书有些怎样的感受？请读本文，看看你的经历是否与本文作者的经历有相同之处。

One Writer's Beginnings Eudora Welty
1 I learned from the age of two or three that any room in our house, at any time of day, was there to read in, or to be read to. My mother read to me. She'd read to me in the big bedroom in the mornings, when we were in her rocker together, which ticked in rhythm as we rocked, as though we had a cricket accompanying the story. She'd read to me in the dining room on winter afternoons in front of the coal fire, with our cuckoo clock ending the story with "Cuckoo", and at night when I'd got in my own bed. I must have given her no peace. Sometimes she read to me in the kitchen while she sat churning, and the churning sobbed along with any story. It was my ambition to have her read to me while I churned; once she granted my wish, but she read off my story before I brought her butter. She was an expressive reader. When she was reading "Puss in Boots," for instance, it was impossible not to know that she distrusted all cats.
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作家起步时尤多拉·威尔提
我从两三岁起就知道，家中随便在哪个房间里，白天无论在什么时间，都可以念书或听人念书。

母亲念书给我听。

上午她都在那间大卧室里给我念，两人一起坐在她那把摇椅里，我们摇晃时，椅子发出有节奏的滴答声，好像有只唧唧鸣叫的蟋蟀在伴着读故事。

冬日午后，她常在餐厅里烧着煤炭的炉火前给我念，布谷鸟自鸣钟发出“咕咕”声时，故事便结束了；晚上我在自己床上睡下后她也给我念。

想必我是不让她有一刻清静。

有时她在厨房里一边坐着搅制黄油一边给我念，故事情节就随着搅制黄油发出的抽抽搭搭的声响不断展开。

我的奢望是她念我来搅拌；有一次她满足了我的愿望，可是我要听的故事她念完了，她要的黄油我却还没弄好。

她念起故事来富有表情。

比如，她念《穿靴子的猫》时，你就没法不相信她对猫一概怀疑。

2 It had been startling and disappointing to me to find out that story books had been written by people, that books were not natural wonders, coming up of themselves like grass. Yet regardless of where they came from, I cannot remember a time when I was not in love with them — with the books themselves, cover and binding and the paper they were printed on, with their smell and their weight and with their possession in my arms, captured and carried off to myself. Still illiterate, I was ready for them, committed to all the reading I could give them.
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当我得知故事书原来是人写出来的，书本原来不是什么大自然的奇迹，不像草那样自生自长时，真是又震惊又失望。

不过，姑且不论书本从何而来，我不记得自己有什么时候不爱书——书本本身、封面、装订、印着文字的书页，还有油墨味、那种沉甸甸的感觉，以及把书抱在怀里时那种将我征服、令我陶醉的感觉。

还没识字，我就想读书了，一心想读所有的书。

3 Neither of my parents had come from homes that could afford to buy many books, but though it must have been something of a strain on his salary, as the youngest officer in a young insurance
company, my father was all the while carefully selecting and ordering away for what he and Mother thought we children should grow up with. They bought first for the future .
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我的父母都不是来自那种买得起许多书的家庭。

然而，虽然买书准得花去他不少薪金，作为一家成立不久的保险公司最年轻的职员，父亲一直在精心挑选、不断订购他和母亲认为儿童成长应读的书。

他们购书首先是为了我们的前程。

4 Besides the bookcase in the living room, which was always called "the library", there were the encyclopedia tables and dictionary stand under windows in our dining room. Here to help us grow up arguing around the dining room table were the Unabridged Webster, the Columbia Encyclopedia, Compton's Pictured Encyclopedia, the Lincoln Library of Information, and later the Book of Knowledge. In "the library", inside the bookcase were books I could soon begin on —and I did, reading them all alike and as they came, straight down their rows, top shelf to bottom. My mother read secondarily for information; she sank as a hedonist into novels. She read Dickens in the spirit in which she would have eloped with him. The novels of her girlhood that had stayed on in her imagination, besides those of Dickens and Scott and Robert Louis Stevenson, were Jane Eyre, Trilby, The Woman in White, Green Mansions, King Solomon's Mines.
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除了客厅里有一向被称作“图书室”的书橱，餐厅的窗子下还有几张摆放百科全书的桌子和一个字典架。

这里有伴随我们在餐桌旁争论着长大的《韦氏大词典》、《哥伦比亚百科全书》、《康普顿插图百科全书》、《林肯资料文库》，以及后来的《知识库》。

“图书馆”书橱里的书没过多久我就能读了——我的确读了，全都读了，按着顺序，一排接着一排读，从最上面的书架一直读到最下面的书架。

母亲读书最重要的不在获取信息。

她是为了享受快乐而埋头读小说。

她读狄更斯时的神情简直就像要跟他私奔似的。

她少女时代读的小说印在了她心头的，除了狄更斯、司各特和罗伯特·路易斯·斯蒂文森等人的作品之外，还有《简·爱》、《切尔比》、《白衣女士》、《绿厦》和《所罗门王的矿藏》。

5 To both my parents I owe my early acquaintance with a beloved Mark Twain. There was a full set of Mark Twain and a short set of Ring Lardner in our bookcase, and those were the volumes that in time united us all, parents and children.
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多亏了我的父母，我很早就接触了受人喜爱的马克·吐温。

书橱里有一整套马克·吐温文集和一套不全的林·拉德纳作品集，这些书最终将父母和孩子联结在一起。

6 Reading everything that stood before me was how I came upon a worn old book that had belonged to my father as a child. It was called Sanford and Merton. Is there anyone left who recognizes it, I wonder? It is the famous moral tale written by Thomas Day in the 1780s, but of him no mention is made on the title page of this book; here it is Sanford and Merton in Words of One Syllable by Mary Godolphin. Here are the rich boy and the poor boy and Mr. Barlow, their teacher and interlocutor, in long discourses alternating with dramatic scenes — anger and rescue allotted to the rich and the poor respectively. It ends with not one but two morals, both engraved on rings: "Do what you ought, come what may," and "If we would be great, we must first learn to be good."
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我一本接一本阅读摆在我面前的书，读着读着便发现一本又破又旧的书，是我父亲小时候的。

书名是《桑福徳与默顿》。

我不相信如今还有谁会记得这本书。

那是托玛斯·戴在18世纪80年代撰写的一本著名的进行道德教育的故事书，可该书的扉页上并没有提及他；
上面写的是《桑福徳与默顿简易本》，玛丽·戈多尔芬著。

书中讲的是一个富孩子和一个穷孩子与他们老师巴洛先生之间的冗长的谈话，其间穿插着戏剧性场面——分别写了富孩子和穷孩子如何发火、如何获救。

书末讲的道德寓意不是一条，而是两条，都印在环形图案里：“不管发生什么，该做的就去做”，还有“想做伟人，必须先学会做个好人”。

7 This book was lacking its front cover, the back held on by strips of pasted paper, now turned golden, in several layers, and the pages stained, flecked, and tattered around the edges; its garish illustrations had come unattached but were preserved, laid in. I had the feeling even in my heedless childhood that this was the only book my father as a little boy had had of his own. He had held onto it, and might have gone to sleep on its coverless face: he had lost his mother when he was seven. My father had never made any mention to his own children of the book, but he had brought it along with him from Ohio to our house and shelved it in our bookcase.
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这本书没了封面，封底用几条纸片粘牢，有好几层，如今都泛黄了，书页上污迹斑斑，边角处都破碎了；书中花哨的插图脱了页，但都保存良好，夹在书里。

即使在少不更事的童年，我就觉得那是我父亲小时候拥有的惟一一本书。

他一直珍藏着这本书，或许还枕着这本没了封面的书睡觉：他7岁时就没了母亲。

我父亲从来没跟自己的孩子提起过这本书，但他从俄亥俄一路把它带到我们的家，把它放进我们的书橱。

8 My mother had brought from West Virginia that set of Dickens: those books looked sad, too — they had been through fire and water before I was born, she told me, and there they were, lined up — as I later realized, waiting for me.
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母亲则从西弗吉尼亚带来了那套狄更斯：那套书看上去也惨不忍睹——她告诉我，我还没出生，这些书就历经水火之灾，可现在它们还是整齐地排列在那儿——后来我意识到，是等着我去读。

9 I was presented, from as early as I can remember, with books of my own, which appeared on my birthday and Christmas morning. Indeed, my parents could not give me books enough. They must have sacrificed to give me on my sixth or seventh birthday — it was after I became a reader for myself-the ten-volume set of Our Wonder World. These were beautifully made, heavy books I would lie down with on the floor in front of the dining room hearth, and more often than the rest volume 5, Every Child's Story Book, was under my eyes. There were the fairy tales — Grimm, Andersen, the English, the French, "Ali Baba and the Forty Thieves"; and there was Aesop and Reynard the Fox; there were the myths and legends, Robin Hood, King Arthur, and St. George and the Dragon, even the history of Joan of Arc; a whack of Pilgrim's Progress and a long piece of Gulliver. They all carried their classic illustrations. I located myself in these pages and could go straight to the stories and pictures I loved; very often "The Yellow Dwarf" was first choice, with Walter Crane's Yellow Dwarf in full color making his terrifying appearance flanked by turkeys. Now that volume is as worn and backless and hanging apart as my father's poor Sanford and Merton. One measure of my love for Our Wonder World was that for a long time I wondered if I would go through fire and water for it as my mother had done for Charles Dickens; and the only comfort was to think I could ask my mother to do it for me.
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从记事起我就收到给自己的书了，那是在生日时，还有圣诞节早晨。

我父母真的是送给我再多的书都嫌不够。

在我6岁或7岁生日时——那是在我自己能读书之后——他们送我一套10卷本的《我们的神奇世界》，为此，准是作了不少牺牲。

那套书真漂亮，厚厚的，
我总是带着它躺在餐厅壁炉前的地板上，读得最多的是第5卷：《儿童故事》。

那都是些童话故事——格林的、安徒生的、英国童话、法国童话，“阿里巴巴和四十大盗”；还有伊索寓言和列那狐的故事；还有神话和传奇故事，如罗宾汉、亚瑟王、圣乔治和龙，甚至还有历史故事圣女贞德；还有一部分《天路历程》，以及一长段《格列佛游记》。

每篇故事都有精彩的插图。

我早已让自己走进这些故事中去了，一翻就能翻到自己喜爱的故事和插图；《黄肤色小矮人》常常是我的首选，沃尔特·克莱恩绘的彩色插图中黄肤色小矮人看着令人害怕，他左右还有火鸡侍立。

如今这册书已经跟父亲那本损坏的《桑福徳与默顿》一样，又破又旧，最后几页掉了，书页散了。

有很长一段时间，我一直想自己能不能像母亲为查尔斯·狄更斯做的那样，为《我们的神奇世界》这套书赴汤蹈火，从这一点也可想见我对这套书是多么珍爱；惟一令人安慰的是我相信我可让母亲为我这么做。

10 I believe I'm the only child I know of who grew up with this treasure in the house. I used to ask others, "Did you have Our Wonder World?" I'd have to tell them The Book of Knowledge could not hold a candle to it.
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在所有认识的孩子们当中，我想自己是惟一有家藏宝库伴随着长大的孩子。

过去我常常问别人：“你有《我们的神奇世界》吗？”我常常得跟人解释，《知识库》根本没法跟这套书比。

11 I live in gratitude to my parents for initiating me —as early as I begged for it, without keeping me waiting —into knowledge of the word, into reading and spelling, by way of the alphabet. They taught it to me at home in time for me to begin to read before starting to school.
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我感激父母通过认识字母对我——早在我要求之时，而没有让我等待——进行文字启蒙，教我阅读和拼写。

他们在家里教我，我得以在上学前就开始了阅读。

12 Ever since I was first read to, then started reading to myself, there has never been a line read that I didn't hear. As my eyes followed the sentence, a voice was saying it silently to me. It isn't my mother's voice, or the voice of any person I can identify, certainly not my own. It is human, but inward, and it is inwardly that I listen to it. It is to me the voice of the story or the poem itself. The cadence, whatever it is that asks you to believe, the feeling that resides in the printed word, reaches me through the reader-voice: I have supposed, but never found out, that this is the case with all readers — to read as listeners — and with all writers, to write as listeners. It may be part of the desire to write. The sound of what falls on the page begins the process of testing it for truth, for me. Whether I am right to trust so far I don't know. By now I don't know whether I could do either one, reading or writing, without the other.
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从最初听故事，到后来自己开始读书，从来没有一行读过的字我不闻其声。

当我的目光扫过一个句子时，就会有个声音默念给我听。

那不是母亲的声音，也不是我能辨认的某个人的声音，当然也不是我本人的声音。

那是人的声音，但是内在的，我倾听的正是内心深处的声音。

对我而言，那就是故事本身的声音，就是诗本身的声音。

那抑扬顿挫的声音，不论它要你相信的是什么，那印刷文字中蕴含的情感，通过诵读者的声音传递给我：我一直猜想，却始终没能证实，所有的读者都如此——边读边听，所有的作者都如此——边写边听。

那或许是写作欲望的一部分。

对我而言，落在纸页上的声音可帮助测试写下来的是否是实事真情。

我不知道我相信到这个程度是否对头。

如今我也不知道自己能不能做到只读不写，或只写不读。

13 My own words, when I am at work on a story, I hear too as they go, in the same voice that I
hear when I read in books. When I write and the sound of it comes back to my ears, then I act to make my changes. I have always trusted this voice.
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在写小说时，我也能听见文字落纸的声音，与我读书时听到的声音一样。

我写着，那声音传入耳内，于是我闻声而动，加以修改。

我一直信赖这一声音。

1. rocker
n. rocking-chair 摇椅
e.g. The old lady was reading a newspaper in her rocker.
2. tick
vi. make light, regularly repeated sounds 发出滴答声
vt. put a small mark against (names, figures, etc.) to show that sth. is correct 在...上打勾
n. 滴答声；记号，勾形符号
e.g. I could hear the clock on the wall ticking.
3. rhythm
n. regular successions of weak and strong stresses, accents, sounds of movements (in speech, music, dancing, etc.) （说话、音乐、舞蹈等的）节奏，韵律
e.g. The audience clapped in rhythm as we sang.
4. in rhythm有节奏地
5. cricket
n. 蟋蟀；板球（运动）
e.g. About 1,000 kinds of crickets have been discovered by scientists.
6. give sb. no peace
keep disturbing sb. 让某人不得安宁
e.g. The baby kept coughing all night, giving her mother no peace.
7. churn
v. beat and shake (cream) in a tub; make (butter) in this way 搅拌（乳脂）；搅拌乳脂制（黄油）
e.g. Cream may be churned into butter.
8. sob
vi. draw in breath sharply and irregularly from sorrow or pain, esp. while crying; make the sound like that of sobbing 呜咽，啜泣，抽噎；发呜咽声
n. act or sound of sobbing 呜咽（声），啜泣（声）
e.g. I found her sobbing in the bedroom because she'd broken her favorite doll.
9. ambition
n. strong desire (to be or do sth.); object of such a desire 抱负，雄心，野心；目标，夙愿;
e.g. Her ambition was to become a cinema actress.
10. expressive
a. (esp. of words or a face) full of feeling and meaning 富有表情的；富有意味的
e.g. She had large expressive eyes.
11. puss
n. (word used to call a) cat （叫唤猫时用语）猫咪
e.g. Here, puss.
12. boot
n. 靴；(BrE) （汽车后部的）行李箱
e.g. My boots are too tight.
13. illiterate
a. unable to read or write, with little or no education 目不识丁的；未受教育的
e.g. For many illiterate people television is the one means of getting news.
14. salary
n. payment for regular employment 薪金，薪水
e.g. This position offers a weekly salary of $200.
15. all the while
all the time 一直
e.g. All the while sh e talked of Annie’s good spirits and cleverness.
16. encyclopedia
n. book, or set of books, giving information about every branch of knowledge, or on one subject, with articles in alphabetical order 百科全书
e.g. The best way to learn how to use an encyclopedia is simply to practice with it.
17. unabridged
a. (of sth. written) given in full form, not shortened 未经删节的；完整的
e.g. There is an unabridged dictionary on the library table.
18. secondarily
ad. 次要地，从属地
e.g. The trading patterns of the European Union countries are primarily with one another; secondarily with other industrial market economy countries.
19. secondary
a. coming after, less important than, what is first or chief; (of school, etc.) following elementary school 次要的，从属的；（学校等）中等的
20. sink into
indulge in, be absorbed into 沉溺于
e.g. As months went by, he sank into a deep depression.
21. hedonist
n. believer in the idea that pleasure is the chief good 享乐主义者
e.g. The hedonist seeks only pleasure and self-gratification.
22. elope
v. (of a woman) run away from home or a husband (with a lover) （指女子）私奔
e.g. Alan and Lucy eloped against Lucy's parents' wishes last week.
23. stay on
remain after the usual or expected time for leaving 久留不去，逗留
e.g. It’s so lovely here; let’s stay on for a bit.
24. beloved
a. dearly loved 所钟爱的，受爱戴的
e.g. Sir Henry Wyatt (1460-1537) is said by historians to have been "the most beloved man in England".
25. moral
a. concerning principles of right and wrong; good and virtuous 道德（上）的；有道德的
n. that which a story, event or experience teaches; standards of behavior, principles of right and
wrong 寓意；道德（规范），品行
e.g. Our moral sense controls passion.
26. interlocutor
n. person taking part in a discussion or dialogue 参与讨论者，对话者
e.g. The role of the interlocutor is very important in the flow of conversation.
27. discourse
n. conversation; speech, lecture; treatise 谈话；演说；论文
e.g. The priest delivered a long discourse on the evils of untruthfulness.
28. allot
vt. make a distribution of 分配，拨出
e.g. How much time has been allotted to this work?
29. respectively
ad. separately or in turn, and in the order mentioned 各自地，各个地，分别地
e.g. Bob, Dick and Tom are 6, 8, and 10 years old, respectively.
30. respective
a. of or for or belonging to each of those in question 各自的，各个的，分别的
31. engrave
vt. cut or carve (lines, words, designs, etc.) on a hard surface; impress deeply (on the memory or mind) 雕刻；使铭记，使牢记
e.g. He had his name engraved on his watch.
32. fleck
vt. mark with small spots or patches 使有斑点；饰以斑点
n. 斑点
e.g. The bird's breast is flecked with red.
33. garish
a. unpleasantly bright; over-colored or over-decorated 炫耀的；过于艳丽的；过分装饰的
e.g. Her dress is garish in taste and color
34. illustration
n. pictures, diagrams, etc that are used to explain or reveal; using examples, data, quotes, etc to explain or show a point 插图，图解；例证说明
e.g. Are there any illustrations on this page?
35. unattached
a. unconnected 分开的，不相连的
e.g. Please enclose your signed cheque and payment slip unattached and unfolded.
36. heedless
a. unmindful, careless; inattentive 漫不经心，粗心大意的；不注意的
e.g. I was silly and heedless, ignoring the advice of people who were trying to help me.
37. coverless
a. (of books, magazines, etc.) without a cover 无封面的
e.g. He took the coverless book from her hand.
38. shelve
vt. put on a shelf 将…置于架上
e.g. The books were shelved in alphabetical order.
39. hearth
n. floor of a fireplace, the area near the fireplace 炉床，壁炉边
e.g. Even in their handsome brick home they delighted to sit at the hearth in the evening.
40. legend
n. old story handed down from the past, esp. one of doubtful truth; famous person 传说，传奇故事；传奇人物
e.g. There are many legends about the exploits of Robin Hood.
41. whack
n. (infml) portion, share 部分，一份
e.g. Have you all had your whack?
42. flank
vt. place at the side of or on either side of 将…置于的一侧（或两侧)
n. 侧面；侧翼；胁
e.g. Two stone lions flanked the entrance.
43. backless
a. (of books, magazines, etc.) without the back cover 无书脊的，无封底的
e.g. a worn and backless book
44. go through fire and water
face great hardship and danger 赴汤蹈火，冒一切危险
e.g. I'd go through fire and water for my dear Mildred.
45. not hold a candle to
not nearly so good as, not to be compared to 比不上，不能与...相比
e.g. He cannot hold a candle to John when it comes to learning foreign languages.
46. in gratitude to
be thankful to 对…心存感激
e.g. I am in gratitude to your kindness.
47. initiate
vt. give (sb.) elementary instruction; set (sth.) working 使初步了解；发起，创始
e.g. He decided to initiate us into the art of Chinese cookery.
48. by way of
via, through 通过
e.g. We shall go to Wales by way of Shrewsbury.
49. alphabet
n. the letters used in writing a language, arranged in order 字母表
e.g. The Latin alphabet is a development from the Greek alphabet.
50. inward
a. deep in mind or soul; situated within, inner 内心的；里面的，内部的
e.g. His latest CD gives us a thoughtful and inward interpretation of the music.
51. inwardly
ad. in mind or spirit 内心里，精神方面
e.g. "Read, mark ,learn and inwardly digest" means read carefully in order to understand.
52. cadence
n. rhythm in sound; the rise and fall of the voice in speaking 韵律；节奏；抑扬顿挫
e.g. Poetry is easy to remember because of its rhythms and cadences.
53. reside
vi. be present; live 居住
e.g. Her charm resides in her happy smile.
※Translate the following passage into English, using the words and phrases given below:
--------------------------------------------------------------------------------
expressive illiterate illustration initiate
legend all the while give sb. no peace in gratitude to
in rhythm
我的祖母不识字, 可是她有一箩筐的神话和传奇故事。

小时候我总是缠着她，要她给我讲故事。

而她在忙完家务之后，总会把我抱到膝上，一边讲故事一边有节奏地晃动我。

这些故事加上她丰富的表情，深深地吸引住了我。

我父母发现了我对故事的浓厚兴趣后，不失时机地引导我进行阅读。

他们给我买了许多带插图的故事书，有空的时候就一遍遍地读给我听。

慢慢地我认识了很多字，能够自行阅读了。

直到今天，我还要感谢祖母和双亲。

没有他们，我今天不可能成为一名作家。

Answer:
Although my grandmother was illiterate, she had a good stock of myths and legends. When I was young I gave her no peace, constantly asking her to tell me stories. After she had finished her housework, she would lift me onto her lap and tell stories, all the while rocking me in rhythm. These stories and her expressive face appealed profoundly to me.
Having noticed my interest in stories, my parents lost no time in initiating me into reading. They bought many storybooks with illustrations, and whenever free, they would read these stories to me over and over again. By and by I had a vocabulary large enough to read on my own.
Today, I still live in gratitude to my grandmother and my parents. Without them, I could never have become a writer.。