大学英语精读3课文(第三版)-中英文对照

Text Book 3
Unit 1
Text
A young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trial……
一个青年发现，在大街上毫无明显目的地游逛会招致警方的责罚。

误会一个接一个发生，最终他只得出庭受审……
A Brush with the Law
与警察的一场小冲突
I have only once been in trouble with the law. 我平生只有一次跟警方发生纠葛。

The whole process of being arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. 被捕和出庭的整个过程在当时是一件非常不愉快的事，但现在倒成了一篇很好的故事。

What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court. 这次经历令人可恼之处在于围绕着我的被捕以及随后庭上审讯而出现的种种武断专横的情况。

It happened in February about twelve years ago. 事情发生在大约12年前，其时正是2月。

I had left school a couple of months before that and was not due to go to university until the following October. 几个月前我中学毕业了，但上大学要等到10月。

I was still living at home at the time. 当时我还在家中居住。

One morning I was in Richmond, a suburb of London near where I lived. 一天早晨，我来到里士满。

这里是伦敦的一个郊区，离我住的地方不远。

I was looking for a temporary job so that I could save up some money to go travelling. 我在寻找一份临时工作，以便积些钱去旅游。

As it was a fine day and I was in no hurry, I was taking my time, looking in shop windows, strolling in the park, and sometimes just stopping and looking around me. 由于天气晴朗，当时又无急事，我便慢悠悠看看橱窗，逛逛公园。

有时干脆停下脚步，四处张望。

It must have been this obvious aimlessness that led to my downfall. 现在看来，一定是这种明显的毫无目的的游逛，使我倒了霉。

It was about half past eleven when it happened. 事情发生在11点半钟光景。

I was just walking out of the local library, having unsuccessfully sought employment there, when I saw a man walking across the road with the obvious intention of talking to me. 我在当地图书馆谋职未成，刚刚走出来，便看到一个人穿越马路，显然是要来跟我说话。

I thought he was going to ask me the time. Instead, he said he was a police officer and he was arresting me. 我以为他要问我时间，不料他说他是警官，要逮捕我。

At first I thought it was some kind of joke. But then another policeman appeared, this time in uniform, and I was left in no doubt. 起先我还以为这是在开玩笑，但又一个警察出现在我的面前，这次是位身着警服的，这一下使我确信无疑了。

'But what for?' I asked. “为什么要抓我?”我问道。

"Wandering with intent to commit an arrestable offence,' he said. “到处游荡，企图作案，”他说。

'What offence?' I asked. “作什么案?”我又问。

'Theft,' he said. “偷窃，”他说。

'Theft of what?' I asked. “偷什么?”我追问。

'Milk bottles,' he said, and with a perfectly straight face too! “牛奶瓶，”他板着面孔说道。

'Oh,' I said. “噢，”我说。

It turned out there had been a lot of petty thefts in the area, particularly that of stealing milk bottles from doorsteps. 事情原来是这样的，在这一地区多次发生小的扒窃案，特别是从门前台阶上偷走牛奶瓶。

Then I made my big mistake. 接着，我犯了一个大错误。

At the time I was nineteen, had long untidy hair, and regarded myself as part of the sixties' 'youth countercultrue. 其时我年方19，留一头蓬乱的长发，自认为是60年代“青年反主流文化”的一员。

As a result, I want to appear cool and unconcerned with the incident, so I said, 'How long have you been following me?' in the most casual and conversational tone I could manage. 所以我想装出一副冷漠的、对这一事件满不在乎的样子。

于是我尽量用一种漫不经心的极其随便的腔调说，“你们跟踪我多久啦?”
I thus appeared to them to be quite familiar with this sort of situation, and it confirmed them in their belief that I was a thoroughly disreputable character. 这样一来，在他们眼里，我就像是非常熟悉这一套的了，也使他们更加确信我是一个地地道道的坏蛋。

A few minutes later a police car arrived. 几分钟后，开来了一辆警车。

'Get in the back," they said. 'Put your hands on the back of the front seat and don't move them.' “坐到后面去，”他们说。

“把手放到前排座位的靠背上，不准挪动。

”
They got in on either side of me. It wasn't funny any more. 他们分别坐在我的两边。

这可再也不是闹着玩的了。

At the police station they questioned me for several hours. 在警察局，他们审讯了我好几个小时。

I continued to try to look worldly and au fait with the situation. 我继续装成老于世故、对这种事习以为常。

When they asked me what I had been doing, I told them I'd been looking for a job. 当他们问我在干什么时，我告诉他们在找工作。

'Aha,' I could see them thinking, 'unemployed'. “啊，”我可以想象他们在想，“果然是个失业的家伙。

”
Eventually, I was officially charged and told to report to Richmond Magistrates' Court the following Monday. Then they let me go. 最后，我被正式起诉，并通知我下周一到里士满地方法庭受审。

随后他们让我离开。

I wanted to conduct my own defence in court, but as soon as my father found out what had happened, he hired a very good solicitor. 我想在法庭上作自我辩护，但父亲知道这事后，马上请了一位高明的律师。

We went along that Monday armed with all kinds of witnesses, including my English teacher from school as a character witness. 我们星期一出庭的时候，带了各种各样的证人，其中包括我中学的英语老师，做我人品的见证人。

But he was never called on to give evidence. My 'trial' didn't get that far. 但结果法庭没有叫他作证。

我的“审判”没有进行到那一步。

The magistrate dismissed the case after fifteen minutes. 开庭15分钟，法官就驳回了对我的指控。

I was free. The poor police had never stood a chance. 我无罪获释。

可怜的警方一点儿赢的机会都没有。

The solicitor even succeeded in getting costs awarded against the police. 我的律师甚至让法庭责成警方承担了诉讼费用。

And so I do not have a criminal record. 这样，我的履历上没有留下犯罪的记录。

But what was most shocking at the time was the things my release from the charge so clearly depended on. 但当时最令人震惊的，是那些显然导致宣布我无罪的证据。

I had the 'right' accent, respectable middle-class parents in court, reliable witnesses, and I could obviously afford a very good solicitor. 我讲话的口音“表明我教养良好”，到庭的有体面的中产阶级的双亲，有可靠的证人，还有，我显然请得起一名很好的律师。

Given the obscure nature of the charge, I feel sure that if I had come from a different background, and had really been unemployed, there is every chance that I would have been found guilty. 从对我指控的这种捕风捉影的做法来看，我肯定，如果我出身在另一种背景的家庭里，并且真的是失了业的话，我完全可能被判有罪。

While asking for costs to be awarded, my solicitor's case quite obviously revolved around the fact that I had a 'brilliant academic record'. 当我的律师要求赔偿诉讼费时，他公然把辩护的证据建立在我“学业优异”这一事实上。

Meanwhile, just outside the courtroom, one of the policemen who had arrested me was gloomily complaining to my mother that another youngster had been turned against the police. 与此同时，就在审判室外面，一位抓我的警察正在沮丧地向我母亲抱怨，说是又一个小伙子要跟警察作对了。

'You could have been a bit more helpful when we arrested you,' he said to me reproachfully. 他带着责备的口气对我说，“我们抓你的时候，你本可以稍微帮点忙的。

”
What did he mean? 他说这话什么意思?
Presumably that I should have looked outraged and said something like, 'Look here, do you know who you're talking to? I am a highly successful student with a brilliant academic record. How dare you arrest me!'大概是说我本该显出愤愤不平的样子，并说，“喂，留神点，你知道你在跟谁说话?我是学业出众的高材生。

你敢抓我!”
Then they, presumably, would have apologized, perhaps even taken off their caps, and let me on my way. 那样一来，他们或许会向我道歉，说不定还会脱帽致意，让我走开呢。

NEW WORDS
brush
n. brief fight or encounter 小冲突；小接触
process
n. course; method, esp. one used in manufacture 过程；制作法
arbitrary
a. based on one's own opinion only, not on reason 任意的；武断的
circumstance
n. (usu. pl.) conditions, facts, etc. connected with an event or person 情况，环境subsequent
a. following, later 随后的，接下去的
fate
n. what will happen or happened to sb. or sth. 命运
due
a. expected; supposed (to) 预期的；约定的；到期的
temporary
a. lasting only for a limited time 暂时的
stroll
a. walk at leisure 散步，闲逛
obvious
a. easily seen or understood; clear 明显的，显而易见的
downfall
n. ruin 垮台；衰落
employment
n. one's regular work or occupation; job 职业；工作
wander
vi. move about without a purpose 闲逛；漫游
commit
vt. do (sth. wrong, bad, or unlawful)干（坏事），犯（错误、罪）
arrestable
a. deserving to be arrested
offence (AmE offense)
n. crime; the hurting of feelings; something unpleasant 罪行；冒犯；不愉快的事straight face
a face or expression that shows no emotion, humor, or thought 板着的脸
petty
a. small; unimportant 小的；不足道的
doorstep
n. a step in front of a door
regard
vt. consider in the stated way 把……看作；把认为(as)
counterculture
n. a culture, esp. of the young who oppose the traditional standards and customs of their society 反主流文化
unconcerned
a. not worried; untroubled; indifferent 无忧虑的；淡漠的
casual
a. careless; informal 漫不经心的，随便的
conversational
a. of or commonly used in talking 会话（用）的
confirm
vt. make certain; support 证实，肯定；确定
belief
n. something believed; trust 相信；信念；信仰
thoroughly
ad. completely; in every way 完全地，彻底地
thorough a.
disreputable
a. having or showing a bad character; having a bad name 声名狼籍的
worldly
a. experienced in the ways of society 老于世故的
au fait
a. (F) familiar 熟悉的；精通的
aha
int. a cry of surprise, satisfaction, etc. 啊哈！
magistrate
n. civil officer acting as a judge in the lowest courts 地方法官
conduct
vt. direct the course of; manage 处理；主持；引导；指挥
defence (AmE defense)
n. the act of defending in court the person who has been charged 辨护
solicitor
n. (esp. in Britain) lawyer who advises clients on legal matters and speaks on their behalf in lower courts （初级）律师
witness
n. a person who gives evidence in a court of law; sth. serving as evidence or proof 证人；证据trial
n. the act or fact of examining and deciding a civil or criminal case by a law court 审判dismiss
vt. (of a judge) stop (a court case) 驳回，对……不予受理
cost
n. (pl.) the cost of having a matter settled in a law court. esp. that paid to the winning party by the losing party 诉讼费
award
vt. give by a decision in court of law; give or grant by an official decision 判给；授予accent
n. way of speaking typical of the natives or residents of a region, or of any other group 口音；腔调
respectable
a. deserving respect 值得尊敬的
reliable
a. that may be relied or depended upon 可靠的，可信赖的
given
prep. taking into account; if allowed or provided with 考虑到；假定
obscure
a. not clearly seen or understood 模糊的；晦涩的
guilty
a. having broken a law; showing or feeling that one has done wrong 有罪的；内疚的
revolve
v. (cause to) go round in a circle （使）旋转
brilliant
a. causing great admiration or satisfaction; splendid 辉煌的；卓越的
courtroom
n. a room where a law court is held 审判室
meanwhile
ad. during the same period of time 同时
gloomily
ad. depressedly, dejectedly 忧郁地；沮丧地
complain
vi. speak in an unhappy, annoyed, dissatisfied way 抱怨
complaint n.
reproachfully
ad. 责备地
presumably
ad. probably
outrage
vt. arouse anger or resentment by injury or insult 引起……的气愤
successful
a. having done what one has tried to do; having gained a high position in life, one's jo
b. et
c. 成功的；有成就的
apologize
vi. say one is sorry 道歉，谢罪
apology
n.道歉，歉意
PHRASES & EXPRESSIONS
take sb. to court
start an action in law against sb. 对某人提出诉讼
a couple of
(informal) a small number of, a few, usually two 少数，几（个）；一对
save up
keep for future use; put money away in the form of savings 储蓄
take one's time
do sth. in a leisurely manner; not hurry 慢慢来，不着急
at first
at the beginning 起先
turn out
prove to be 结果；证明是
call on
ask (sb.) to do sth. esp. formally 要求
stand a chance
have an opportunity; be likely to do or get sth. 有机会，有希望
revolve around
have as a center or main subject围绕
turn against
(cause to) oppose, be hostile to
PROPER NAMES
Richmond
里士满（英国地名）
Richmond Magistrates' Court
里士满地方法院
Unit 2
Text
Fruitful Questions
获益匪浅的问题
The other night at the dinner table, my three kids--ages 9,6 and 4--took time out from their food fight to teach me about paradigm shifts, and limitations of linear thinking and how to refocus parameters.不久前的一个晚上在餐桌旁，我的三个孩子--年龄分别为9岁、6岁和4岁--暂时停止争抢食物，腾出时间教我认识什么是范式变换、什么是线性思考的局限以及如何重新看待相关的各种因素。

Here’s how it happened: We were playing our own oral version of the Sesame Street game, “What Doesn’t Belong?,” where kids look at three pictures and choose the one that doesn’t fit. I said, “OK, what doesn’t belong, an orange, a tomato or a strawberry?”事情是这样的：当时我们在玩自己那套只动嘴的“哪个不是同一类？”的芝麻街游戏。

本来玩这游戏时，孩子们要看三张画并挑出那张不属同一类的画。

我说：“来吧，哪个不是同一类，桔子，西红柿，还是草莓？”
The oldest didn’t take more than a second to deliver his smug answer: “Tomato because the other two are fruits.”I agreed that this was the right answer despite the fact that some purists insist a tomato is a fruit. To those of us forced as kids to eat them in salads, tomatoes will always be vegetables.老大很快就说出了自以为非常得意的答案：“西红柿，因为其他两种是水果。

”我承认这是正确答案，尽管有些纯粹主义者坚决认为西红柿是一种水果。

对我们这些从小就被迫吃拌在色拉里的西红柿的人来说，西红柿永远是蔬菜。

I was about to think up another set of three when my 4-year-old said, “The right answer is strawberry because the other two are round and a strawberry isn’t.” How could I argue with that?我正准备再出一道三种东西为一组的题目时，我4岁的孩子说：“正确答案是草莓，因为另外两种是圆的，草莓却不圆。

”我怎么能驳斥这种论点呢？
Then my 6-year-old said, “It’s the orange because the other two are red.” Not to be outdone by his younger siblings, the 9-year-old said, “It could also be the orange because the other two grow on vines.”接着，我6岁的孩子说：“不属同一类的是桔子，因为另外两种是红色的。

”9岁的孩子不想让弟妹占上风，说道：“不是同一类的也可以是桔子，因为其他两种长在藤上。

”
The middle one took this as a direct challenge. “It could be the strawberry because it’s the only one you put on ice cream.”老二把这看作对他发出的挑战。

“可以是草莓，因为只有草莓会放在冰淇淋上。

”
Something was definitely happening here. 毫无疑问，这里正发生着什么事儿。

It was messier than a food fight and much more important than whether a tomato is a fruit or vegetable. 这事儿比争抢食物还乱，比西红柿是水果还是蔬菜重要得多。

My kids were doing what Copernicus did when he placed the sun at the center of the universe, readjusting the centuries-old paradigm of an Earth-centered system. 哥白尼把太阳视为宇宙中心，
重新调整了地心说这一长达数世纪的范式，我的孩子们正做着哥白尼当年做的事。

They were doing what Reuben Mattus did when he renamed his Bronx ice cream Häagen-Dazs and raised the price without changing the product. 鲁宾·马修斯把他的布朗克斯冰淇淋改名为哈根达斯，在不改变产品的情况下提高了价格，我的孩子们正做着鲁宾·马修斯做过的事。

They were doing what Edward Jenner did when he discovered a vaccination for smallpox by abandoning his quest for a cure.爱德华·詹纳放弃了寻找治疗天花的特效药，从而发现了能预防这一疾病的疫苗，我的孩子们正做着爱德华·詹纳做过的事。

Instead of studying people who were sick with smallpox, he began to study people who were exposed to it but never got sick. He found that they’d all contracted a similar but milder disease, cow pox, which vaccinated them against the deadly smallpox. 他不去研究得了天花的患者，而去研究接触天花却从未染上此病的人。

他发现他们都患了一种类似天花但比较轻微的疾病：牛痘；牛痘使他们得以防止染上致命的天花。

They were refocusing the parameters. They were redefining the problems. 他们在重新看待相关的各种因素。

他们在重新认识他们的问题。

They were reframing the questions.他们在重新表述他们的问题。

In short, they were doing what every scientist who’s ever made an important discovery throughout history has done, according to Thomas Kuhn, in his book, The Structure of Scientific Revolutions: They were shifting old paradigms.总之，据托马斯·库恩在他的《科学革命的结构》一书中所言，他们正做着历史上有过重大发现的科学家都曾做过的事：他们在改变旧的范式。

But if this had been a workbook exercise in school, every kid who didn’t circle tomato would have been marked wrong.但假若我们的游戏是学校里做在作业本上的练习，那么没有把西红柿圈出来的孩子全都会被批为答错。

Every kid who framed the question differently than “Which is not a fruit?”would have been wrong. 凡是没有把问题解读为“哪个不是水果”的孩子都是错的。

Maybe that explains why so many of the world’s most brilliant scientists and inventors were failures in school, the most notable being Albert Einstein, who was perhaps this century’s most potent paradigm-shifter.也许这种情形说明了为什么世界上最杰出的科学家和发明家中有那么多的人读书时是不及格的学生。

其中最引人注目的是阿尔贝特·爱因斯坦，他也许是本世纪最有影响的范式改变者。

This is not meant to be a critique of schools. Lord knows, that’s easy enough to do. 这样说，并不是想对学校评头品足。

天知道，发一通议论太容易了。

This is, instead, a reminder that there are real limits to the value of information. 这样说，不过是想提醒大家信息的价值实在是有限的。

I bring this up because we seem to be at a point in the evolution of our society where everyone is clamoring for more technology, for instant access to ever-growing bodies of information.我提出这一点，是因为我们的社会似乎发展到了这样一个阶段，人人都大声要求得到更多的技术，大声要求即刻享用不断增多的信息。

Students must be online. Your home must be digitally connected to the World Wide Web.学生们必须联机。

你们家必须用数码与环球信息网连通。

Businesses must be able to download volumes of data instantaneously. But unless we shift our paradigms and refocus our parameters, the super information highway will lead us nowhere.企业必须能即时下载大量资料。

但是，除非我们改变范式、重新看待相关的各种因素，否则，信息高速公路就不会给我们带来什么结果。

We are not now, nor have we recently been suffering from a lack of information. Think how much more information we have than Copernicus had four centuries ago. 无论是现在还是最近，我们都不
缺信息。

试想我们拥有的信息比四百年前的哥白尼多了多少。

And he didn’t do anything less Earth-shattering (pun intended) than completely change the way the universe was viewed. 但他作出了足以震撼地球的（权作双关语）惊人之举，完全改变了人们对宇宙的看法。

He didn’t do it by uncovering more information--he did it by looking differently at information everyone else already had looked at. 他作出此举不是靠发现更多的信息，而是靠用不同的眼光来看大家都看到过的信息。

Edward Jenner didn’t invent preventive medicine by accumulating information; he did it by reframing the question.爱德华·詹纳不是靠积累信息发明预防药物，而是靠重新表述问题。

What we need as we begin to downshift onto the information highway is not more information but new ways of looking at it. 当我们开始驶入信息高速公路时，我们所需要的不是更多的信息，而是看信息的新方法。

We need to discover, as my kids did, that there is more than one right answer, there is more than one right question and there is more than one way to look at a body of information. 我们应该像我的孩子所做的那样，去发现有一个以上的正确答案、有一个以上正确的问题、有一个以上看一堆信息的方法。

We need to remember that when you have only a hammer, you tend to see every problem as a nail.
我们应该记住：当你只有一把锤子时，你往往把每个问题都看作钉子。

Unit 3
Text
Every teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? 也许每位教师都一再问过自己：为什么选择教书作为自己的职业？
Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says. 教书得到的回报是否使老师的烦恼显得不值得多谈？回答这些问题并非易事。

让我们看看本文的作者说了些什么。

Why I Teach
我为什么当教师
Peter G. Beidler
Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. 你为什么要教书呢? 当我告诉一位朋友我不想谋求行政职务时，他便向我提出这一问题。

He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power. 所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不要明明是朝这个目标“迈进”的工作，他为之大惑不解。

Certainly I don't teach because teaching is easy for me. 当然，我之所以教书不是因为我觉得教书轻松。

Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. 我做过各种各样的工作，籍以谋生：机修工、木工、作家，教书是其中最难的一行。

For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. 对我来说，教书是个会令人熬红眼睛、手掌出汗、精神沮丧的职业。

Red-eye, because I never feel ready to teach no matter how late I stay up preparing. 说熬红眼睛，这是因为我晚上无论备课备到多晚，总觉得备得还不充分。

Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. 说手掌出汗，这是因为我跨进教室之前总是非常紧张，自认为学生一定会发觉原来我是个傻瓜蛋。

Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual. 说精神沮丧，这是因为我1小时后走出教室时，确信这堂课上得比平常还要平淡无味。

Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. 我之所以教书，也不是因为我认为自己能够解答问题，或者因为我有满腹学问，觉得非与别人分享不可。

Sometimes I am amazed that my students actually take notes on what I say in class! 有时我感到很惊异，学生竟真的把我课上讲的东西做了笔记!
Why, then, do I teach? 这样说来，我为什么还要教书呢?
I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing. 我教书，是因为我喜爱校历的步调。

6月、7月和8月提供了一个供思考、研究和创作的机会。

I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change. 我教书，是因为教学是建立在“变化”这一基础上的职业。

教材还是原来的教材，但我自身却变化了--更重要的是，我的学生变化了。

I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. 我教书，是因为我喜欢有让自己犯错误的自由，有让自己吸取教训的自由，有激励自己和激励学生的自由。

As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? 作为教师，我可以自行做主。

如果我想要求一年级学生通过自行编写课本的办法来学习写作，谁能说我不可以那样做呢?
Such courses may be huge failures, but we can all learn from failures. 这样的课程也许会彻底失败，但我们都可以从失败的尝试中获得教益。

I teach because I like to ask questions that students must struggle to answer. 我教书，是因为我喜欢向学生提出必须绞尽脑汁才能回答的问题。

The world is full of right answers to bad questions. While teaching, I sometimes find good questions. 我们这个世界有无穷无尽的正确答案来对付拙劣的问题。

何况我在教学过程中有时也会想到一些出色的问题。

I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. 我教书，是因为我喜欢想方设法使自己和我的学生从象牙塔里走出来，步入现实世界。

I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers. 我曾经开过一门叫做“在工业技术社会里如何自力更生”的课程。

我教的15位学生读了爱默生、梭洛和赫胥黎的作品，记了日记，还写了学期论文。

But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. 但除此而外，我们还办起一个公司，借钱买下一所破旧的房屋，通过对这一建筑物的整修翻新，我们就自力更生这一课题进行了一次实践活动。

At the end of the semester, we sold the house, repaid our loan, paid our taxes, and distributed
the profits among the group. 在期末我们把房子卖掉，还清贷款，缴了税，余下的收益分给了参加实践的学生。

So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning. 所以说，教学使我的工作进程有了规律，使我的生活变得丰富多彩，教学向我提出了挑战，也给了我不断学习的机会。

I have left out, however, the most important reasons why I teach. 不过，我要教书的最重要的几个原因还没有讲到呢。

One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. 其中一个原因与维基有关。

维基是我的第一个博士生。

她精力充沛，孜孜不倦地撰写她那篇论述14世纪一位不知名诗人的学位论文。

She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. 她写过一些文章，寄给了学术刊物。

这一切都由她独立完成，我偶尔从旁略加指点。

But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student. 我亲眼看到了她完成论文，看到了她得悉自己的文章被采用，亲眼目睹她找到了工作并获得了在哈佛大学当研究员的职位，著书论述她在做我学生时萌发的思想。

Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things. 另一个原因与乔治有关。

他开始学的是工程学，后来他深信自己爱人胜过爱物，所以改学英语。

There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. 还有珍妮。

她中途辍学，但是她的同学把她拉了回来，因为他们想让她看到自力更生整修旧房子这一项目的结果。

I was there when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer. 我亲眼看到她回来了。

我亲耳听到她对我说，她后来对城市贫民产生了兴趣，继而成了捍卫公民权的律师。

There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. 还要提一提清洁女工杰基。

她凭直觉了解的事情比我们多数人通过分析弄清的东西还要多。

Jacqui has decided to finish high school and go to college. 杰基已经决定读完中学，然后还要上大学。

These are the real reasons I teach, these people who grow and change in front of me. 这些在我眼前成长、变化的人，便是我要当教师的真正原因。

Being a teacher is being present at the creation, when the clay begins to breathe. 当一名教师意味着是创造的见证人，他目睹人体开始呼吸，开始了生命。

A "promotion" out of teaching would give me money and power. But I have money. “升职了”，不再教书了，也许会给我带来金钱和权力。

I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?" 可是我现在也有钱。

我拿了薪金去做自己乐意做的事：读书、交谈、提问，比如问：“做个富翁有什么意思呢?”
And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters? 我现在还有权呢。

我有权启迪，有权激发才智，有权开出书目，有权指点迷津。

还有其他什么权力更值得考虑呢?
But teaching offers something besides money and power: it offers love. 但教书还会带来金钱和权力以外的东西：那便是爱。