新潮大學英語快速閱讀第三冊講解
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B. 大學英語精讀第三冊第二課內容講解
大學英語精讀第三冊第二課內容講解
導語：大學英語精讀是不少大學選用的英語教材，下面是一篇大學英語精讀當中的'英語課文，歡迎學習。
Text
Aunt Bettie is faced with a difficult decision. A wounded Union soldier is found hiding in a farmhouse near her home. She has to decide whether to help him or let him be captured. What will she choose to do?
The Woman Who Would Not Tell
Janice Keyser Lester
"I never did hate the Yankees. All that hated was the war.……"
That's how my great-aunt Bettie began her story. I heard it many times as a child, whenever my family visited Aunt Bettie in the old house in Berryville, Virginia. Aunt Bettie was almost 80 years old then. But I could picture her as she was in the story she told me —— barely 20, pretty, with bright blue eyes.
Bettie Van Metre had good reason to hate the Civil War. One of her brother was killed at Gettysburg, another taken prisoner. Then her young husband, James, a Confederate officer, was captured and sent to an unknown prison camp somewhere.
One hot day in late September Dick Runner, a former slave, came to Bettie with a strange report. He had been checking a farmhouse half a mile away from the Van Metre home, a farmhouse he thought was empty. But inside, he heard low groans. Following them to the attic, he found a wounded Union soldier, with a rifle at his side.
When Aunt Bettie told me about her first sight of the bearded man in the stained blue uniform, she always used the same words. "It was like walking into a nightmare: those awful bandages, that dreadful smell. That's what war is really like, child: no bugles and banners. Just pain and filth, futility and death."
To Bettie Van Metre this man was not an enemy but rather a suffering human being. She gave him water and tried to clean his terrible wounds. Then she went out into the cool air and leaned against the house, trying not to be sick as she thought of what she had seen —— that smashed right hand, that missing left leg.
The man's papers Bettie found in the attic established his identity: Lt. Henry Bedell, Company D, 11th Vermont Volunteers, 30 year old. She knew that she should report the presence of this Union officer to the Confederate army. But she also knew that she would not do it. This is how she explained it to me: "I kept wondering if he had a wife somewhere, waiting, and hoping, and not knowing —— just as I was. It seemed to me that the only thing that mattered was to get her husband back to her."
Slowly, patiently, skillfully, James Van Metre's wife fanned the spark of life that flickered in Henry Bedell. Of drugs or medicines she had almost none. And she was not willing to take any from the few supplies at the Confederate hospital. But she did the best she could with what she had.
As his strength returned, Bedell told Bettie about his wife and children in Westfield, Vermont. And BedelL listened as she told him about her brothers and about James. "I knew his wife must be praying for him," Aunt Bettie would say to me, "just as I was praying for James. It was strange how close I felt to her."
The October nights in the valley grew cold. The infection in Bedell's wounds flared up. With Dick and his wife, Jennie, helping, she moved the Union officer at night, to a bed in a hidden loft above the warm kitchen of her own home.
But the next day, Bedell had a high fever. Knowing that she must get help or he would die, she went to her long-time friend and family doctor. Graham Osborne.
Dr. Osborne examined Bedell, then shook his head. There was little hope, he said, unless proper medicine could be found.
"All right, then," Bettie said. "I'll get it from the Yankees at Harpers Ferry."
The doctor told her she was mad. The Union headquarters were almost 20 miles away. Even if she reached them, the Yankees would never believe her story.
"I'll take proof," Bettie said. She went to the loft and came back with a blood-stained paper bearing the official War Department seal. "This is a record of his last promotion," she said. "When I show it, they'll have to believe me."
She made the doctor writer out list of the medical items he needed. Early the next morning she set off.
For five hours she drove, stopping only to rest her horse. The sun was almost down when she finally stood before the commanding officer at Harpers Ferry.
Gen. John D. Stevenson listened, but did not believe her. "Madam," he said, "Bedell's death was reported to us."
"He's alive," Bettie insisted. "But he won't be much longer unless he has the medicines on that list."
"Well," the general said finally, "I'm not going to risk the lives of a patrol just to find out." He turned to a junior officer. "See that Mrs. Van Metre gets the supplies." He brushed aside Bettie's thanks. "You're a brave woman," he said, "whether you're telling the truth or not."
With the medicines that Bettie carried to Berryville, Dr. Osborne brought Bedell through the crisis. Ten days later Bedell was hobbling on a pair of crutches that Dick had made for him. "I can't go on putting you in danger," Bedell told Bettie. "I'm strong enough to travel now. I'd lie to go back as soon as possible."
So it was arranged that Mr. Sam, one of Bettie's neighbors and friends, should go and help Bettie deliver Bedeel to Union headquarters at Harpers Ferry in his wagon.
They hitched Bettie's mare alongside Mr. Sam's mule. Bedell lay down in an old box filled with hay, his rifle and crutches beside him.
It was a long, slow journey that almost ended in disaster. Only an hour from the Union lines, two horsemen suddenly appeared. One pointed a pistol, demanding money while the other pulled Mr. Sam from the wagon. Shocked, Bettie sat still. Then a rifle shot cracked out, and the man with the pistol fell to the ground dead. A second shot, and the man went sprawling. It was Bedell shooting! Bettie watched him lower the rifle and brush the hay out of his hair. "Come on, Mr. Sam," he said. "Let's keep moving."
At Harpers Ferry, the soldiers stared in surprise at the old farmer and the girl. They were even more amazed when the Union officer with the missing leg rose from his hay-filled box.
Bedell was sent to Washington. There he told his story to Secretary of War Edwin M. Stanton. Stanton wrote a letter of thanks to Bettie and-signed an order to free James Van Metre from prison. But first James had to be found. It was arranged for Bedell to go with Bettie as she searched for her husband.
Records showed that a James Van Metre had been sent to a prison camp in Ohio. But when the ragged prisoners were paraded before Bettie, James was not there. A second prison was checked, with the same result. Bettie Van Metre fought back a chilling fear that her husband was dead.
Then at Fort Delaware, near the end of the line of prisoners a tall man stepped out and stumbled into Bettie's arms. Bettie held him, tears streaming down her face. And Henry Bedell, standing by on his crutches, wept, too.
NEW WORDS
tell
v. act as an informer 告發
Yankee
n. (in the Civil War) a native of any of the northern states; a citizen of the U.S. 北方佬;美國佬
great-aunt
n. an aunt of one's father or mother; sister of one's grandfather or grandmother
civil
a. 國內的; 民間的
Confederate
a. of or belonging to the Confederacy 南部邦聯的
capture
vt. make a prisoner of; seize 俘虜;奪得
unknown
a. whose name, nature, or origin is not known
former
a. of an earlier period 以前的
farmhouse
n. the main house on a farm, where a farmer lives
groan
n. a sound made in a deep voice that expresses suffering, grief or disapproval 呻吟(聲)
attic
n. the space just under the roof of a house, esp. that made into a low small room 閣樓
Union, the
n. those states that supported the Federal government of the U.S. ring the Civil War; the U.S.A. (美國南北戰爭期間的)聯邦政府;美國
a. of or having to do with the Union
rifle
n. 步槍
awful
a. terrible; very bad
bandage
n. a narrow long piece of material, esp. cloth, for binding a wound or injury 綳帶
dreadful
a. very unpleasant or shocking; terrible
bugle
n. a musical wind instrument usually made of brass, used chiefly for military signals 軍號，喇叭
filth
n. disgusting dirt 污穢
futility
n. uselessness
futile a.
lean
vi. support or rest oneself in a bent position 靠，倚
establish
vt. find out or make certain of (a fact, answer, etc.), prove 確立，證實
identity
n. who or what a particular person or thing is 身份
identical
a. 同一的;完全相同的確良
Lt.
abbr. lieutenant 陸軍中尉
company
n. 連
volunteer
n. person who joins the army, navy, or air force of his own free will 志願兵
presence
n. being present in a place
skillfully
ad. in a skillful manner 靈巧地，嫻熟地
skillful
a. having or showing skill
fan
vt. 扇，扇動;激起
spark
n. 火花
flicker
vi. burn unsteadily; shine with an unsteady light
drug
n. a medicine or substance used for medical purposes
supply
n. (pl.) the food, equipment, etc. necessary for an army, expedition or the like 補給品
pray
vi. 祈禱
valley
n. a stretch of land between hills or mountains; the land through which a stated river or great river system flows 山谷;流域
infection
n. 感染;傳染
infect vt.
flare
vi. burn with a bright, unsteady flame (火焰)閃耀
loft
n. a room under the roof of a building, attic 閣樓
ferry
n. 渡口;渡船
headquarters
n. (used with a sing. or pl. v. ) the place from which the chief of a police force or the commanding officer of an army sends out orders 司令部
proof
n. evidence showing that sth. is true 證據
bear
vt. show; have
seal
n. 印，圖章
item
n. a single thing among a set, esp. included in a list 條;項
commanding
a. having command; in charge
commanding officer
指揮官
command
vt. 指揮
Gen.
abbr. general 將軍
madam
n. respectful form of address to a woman (whether married or unmarried)夫人，太太，女士，小姐
risk
vt. endanger; take the chance of
patrol
n. a small group of soldiers, vehicles, etc. sent out to search for the enemy, or to protect a place from the enemy 巡邏隊
junior
a. younger or lower in rank than another
hobble
vi. walk awkwardly; limp 跛行;蹣跚
crutch
n. support used under the arm to help a lame person to walk 拐杖
wagon
n. four-wheeled vehicle for carrying goods, pulled by horses or oxen 四輪運貨馬(牛)車
hitch
vt. fasten with a hook, ring, rope, etc. 鉤住，拴住，套住
mare
n. female horse or donkey
alongside
prep. close to; along the side of
mule
n. an animal that has a donkey and a horse as parents 騾
disaster
n. a great or sudden misfortune; terrible accident
line
n. a row of defence works, esp. that nearest the enemy 戰線，防線
horseman
n. a person who rides a horse, esp. one who is skilled
pistol
crack
v. (cause to) make a sudden explosive sound (使)發出爆裂聲
sprawl
vi. lie or sit with hands and feet spread out, esp. ungracefully
lower
vt. move or let down in height 放下;放低
secretary
vt. an official who takes charge of a governmental department; an employee in an office, who is in charge of correspondence, records, making appointments, etc. 部長，大臣;秘書
ragged
a. (of a person ) dressed in old torn clothes; (of clothes) old an torn 衣衫襤褸的;破舊的
parade
vt. cause to walk in an informal procession for the purpose of being looked at; cause to march in procession 使列隊行進
n. 遊行;檢閱
chill
v. (cause to) have a feeling of cold as from fear; (cause to ) become cold, esp. without freezing (使)感到冷;(使)冷
fort
n. 要塞，堡壘
stumble
vi. walk or move in an unsteady way; strike the foot against sth. and almost fall
stream
vi. flow fast and strongly; pour out
PHRASES & EXPRESSIONS
take prisoner
capture and hold as a prisoner, esp. as a prisoner of war 俘虜
flare up
break out or intensify suddenly or violently; burst into bright flame or rage 突發;加劇;突然發光;突然發怒
write out
write in full, write (sth. formal)
brush aside
disregard, ignore 不理;漠視
bring through
save (sb.) from (an illness, etc.)
PROPER NAMES
Berryville
貝里維爾(美國地名)
Virginia
弗吉尼亞(美國州名)
Bettie Van Metre
貝蒂.范.米特
the Civil War
(美國)南北戰爭
Gettysburg
葛底斯堡(美國城市)
Dick Runner
迪克.朗納
Henry Bedell
亨利.貝德爾
Vermont
佛蒙特(美國州名)
Westfield
韋斯菲爾德(美國地名)
Jennie
詹妮(女子名)
Graham Osborne 格雷厄姆.奧斯本
Harpers Ferry
哈珀斯渡口(美國地名)
Stevenson
史蒂文森(姓氏)
Secretary of War(old use)
(美國)陸軍部長
Edwin M. Stanton
埃德溫.M.斯坦頓
Ohio
俄亥俄(美國州名)
Fort Delaware
特拉華堡(美國地名)
;C. 大學英語精讀第三版第三冊unit3課文大意summary，中英文
Unit 3
Text
Every teacher probably asks himself time and again: What are theeasons for
choosing teaching as a career? 也許每位教師都一再問過自己：為什麼選擇教書作為自己的職業?
Do the rewards teaching outweigh the trying comments? Answering these
questions is not a simple task. Let's see what the author says.
教書得到的回報是否使老師的煩惱顯得不值得多談?回答這些問題並非易事。讓納叢豎我們看看本文的作者說了些什麼。
Why I Teach 我為什麼當教師
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. 你為什麼要教書呢?
當我告訴一位朋友我不想謀求行政職務時，他便向我提出這一問題。
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.
所有美國人受的教育是長大成人後應該追求鄭冊金錢和權力，而我卻偏偏不要明明是朝這個目標「邁進」的工作，他為之大惑不解。
Certainly I don't teach because teaching is easy for me.
當然，我之所以教書不是因為我覺得教書輕松。
Teaching is the most difficult of the various ways I have attempted to earn
my living: mechanic, carpenter, writer. 我做過各種各樣的工作，籍ring than usual.
說精神沮喪，這是因為我1小時後走出教室時，確信這堂課上得比平常還要平淡無味。
Nor do I teach because I think I know answers, or because I have knowledge
I feel compelled to share. 我之所以教書，也不是因為我認為自己能夠解答問題，或者因為我有滿腹學問，覺得非與別人分享不可。
Sometimes I am amazed that my students actually take notes on what I say in
class! 有時我感到很驚異，學生竟真的把我課上講的東西做了筆記!
Why, then, do I teach? 這樣說來，我為什麼還要教書呢?
洞大I teach because I like the pace of the academic calendar. June, July, and
August offer an opportunity for reflection, research and writing.
我教書，是因為我喜愛校歷的步調。6月、7月和8月提供了一個供思考、研究和創作的機會。
I teach because teaching is a profession built on change. When the material
is the same, I change —— and, more important, my students change.
我教書，是因為教學是建立在「變化」這一基礎上的職業。教材還是原來的教材，但我自身卻變化了--更重要的是，我的學生變化了。
I teach because I like the freedom to make my own mistakes, to learn my own
lessons, to stimulate myself and my students.
我教書，是因為我喜歡有讓自己犯錯誤的自由，有讓自己吸取教訓的自由，有激勵自己和激勵學生的自由。
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?
作為教師，我可以自行做主。如果我想要求一年級學生通過自行編寫課本的辦法來學習寫作，誰能說我不可以那樣做呢?
Such courses may be huge failures, but we can all learn from failures.
這樣的課程也許會徹底失敗，但我們都可以從失敗的嘗試中獲得教益。 I teach because I like to ask questions that
students must struggle to answer. 我教書，是因為我喜歡向學生提出必須絞盡腦汁才能回答的問題。
The world is full of right answers to bad questions. While teaching, I
sometimes find good questions.
我們這個世界有無窮無盡的正確答案來對付拙劣的問題。何況我在教學過程中有時也會想到一些出色的問題。
I teach because I enjoy finding ways of getting myself and my students out
of the ivory tower and into the real world.
我教書，是因為我喜歡想方設法使自己和我的學生從象牙塔里走出來，步入現實世界。 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.
我曾經開過一門叫做「在工業技術社會里如何自力更生」的課程。我教的15位學生讀了愛默生、梭洛和赫胥黎的作品，記了日記，還寫了學期論文。
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，我們還辦起一個公司，借錢買下一所破舊的房屋，通過對這一建築物的整修翻新，我們就自力更生這一課題進行了一次實踐活動。 At the end of
the semester, we sold the house, repaid our loan, paid our taxes, and
distributed the profits among the group. 在期末我們把房子賣掉，還清貸款，繳了稅，餘下的收益分給了參加實踐的學生。 So
teaching gives me pace, and variety, and challenge, and the opportunity to keep
on learning. 所以說，教學使我的工作進程有了規律，使我的生活變得豐富多彩，教學向我提出了挑戰，也給了我不斷學習的機會。I have left
out, however, the most important reasons why I teach.
不過，我要教書的最重要的幾個原因還沒有講到呢。
One is Vicky. My first doctoral student, Vicky was an energetic student who
labored at her dissertation on a little-known 14th century poet.
其中一個原因與維基有關。維基是我的第一個博士生。她精力充沛，孜孜不倦地撰寫她那篇論述14世紀一位不知名詩人的學位論文。 She wrote articles
and sent them off to learned journals. She did it all herself, with an
occasional nudge from me. 她寫過一些文章，寄給了學術刊物。這一切都由她獨立完成，我偶爾從旁略加指點。
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.
我親眼看到了她完成論文，看到了她得悉自己的文章被採用，親眼目睹她找到了工作並獲得了在哈佛大學當研究員的職位，著書論述她在做我學生時萌發的思想。
Another reason is George, who started as an engineering student, then
switched to English because he decided he liked people better than things.
另一個原因與喬治有關。他開始學的是工程學，後來他深信自己愛人勝過愛物，所以改學英語。
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.
還有珍妮。她中途輟學，但是她的同學把她拉了回來。因為他們想讓她看到自力更生整修舊房子這一項目的結果。 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.
我親眼看到她回來了。我親耳聽到她對我說，她後來對城市貧民產生了興趣，繼而成了捍衛公民權的律師。
There is Jacqui, a cleaning woman who knows more by intuition than most of
us learn by analysis. 還要提一提清潔女工傑基。她憑直覺了解的事情比我們多數人通過分析弄清的東西還要多。
Jacqui has decided to finish high school and go to college.
傑基已經決定讀完中學，然後還要上大學。
These are the real reasons I teach, these people who grow and change in
front of me. 這些在我眼前成長、變化的人，便是我要當教師的真正原因。
Being a teacher is being present at the creation, when the clay begins to
breathe. 當一名教師意味著是創造的見證人，他目睹人體開始呼吸，開始了生命。
A "promotion" out of teaching would give me money and power. But I have
money. 「升職了」，不再教書了，也許會給我帶來金錢和權力。 I get paid to do what I enjoy: reading, talking
with people, and asking question like, "What is the point of being rich?"
可是我現在也有錢。我拿了薪金去做自己樂意做的事：讀書、交談、提問，比如問：「做個富翁有什麼意思呢?」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? 我現在還有權呢。我有權啟迪，有權激發才智，有權開出書目，有權指點迷津。還有其他什麼權力更值得考慮呢?
But teaching offers something besides money and power: it offers love.
但教書還會帶來金錢和權力以外的東西：那便是愛。
Not only the love of learning and of books and ideas, but also the love
that a teacher feels for that rare student who walks into a teacher's life and
begins to breathe. 不僅是愛學習、愛書本、愛思想，而且還有老師對出類拔萃的學生的愛。這樣的學生走進了老師的生活，老師自己也開始成長了。
Perhaps love is the wrong word: magic might be better.
「愛」這個字也許用得不恰當：用「魔力」可能更為貼切。
I teach because, being around people who are beginning to breathe, I
occasionally find myself catching my breath with them.
我教書，是因為在與開始成長的學生朝夕相處時，我有時感到自己也和他們一起開始成長了。
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?
我現在還有權呢。我有權啟迪，有權激發才智，有權開出書目，有權指點迷津。還有其他什麼權力更值得考慮呢? But teaching offers something
besides money and power: it offers love. 但教書還會帶來金錢和權力以外的東西：那便是愛。Not only the
love of learning and of books and ideas, but also the love that a teacher feels
for that rare student who walks into a teacher's life and begins to breathe.
不僅是愛學習、愛書本、愛思想，而且還有老師對出類拔萃的學生的愛。這樣的學生走進了老師的生活，老師自己也開始成長了。Perhaps love is the
wrong word: magic might be better. 「愛」這個字也許用得不恰當：用「魔力」可能更為貼切。I teach because,
being around people who are beginning to breathe, I occasionally find myself
catching my breath with them. 我教書，是因為在與開始成長的學生朝夕相處時，我有時感到自己也和他們一起開始成長了。
希望對你有用！
D. 新視野大學英語快速閱讀3第一課內容是什麼
愛沒有極限吧
E. 誰有21世紀大學生英語快速閱讀第三版第三冊的翻譯 跪求！！！
birdspterodactyl:
mosquito (蚊子), cricket (蟋蟀) — all have wings, but they aren't birds; seal:
seal (海豹): donkey (驢), dolphin (海豚) — all mammals; or
seal (海豹): penguin (企鵝) — live both on land and in the water; orseal (印記，圖記): crane (起重機), cricket (板球), sponge (海綿狀物) — all haveother meanings unrelated to animals
shark:
dolphin (海豚), sponge (海綿) — all live underwater
IX
1.Having too many people on the team slows our work down rather than speeding it up.
2.He wanted to make his living as a teacher rather than as a businessman.
3.In most modern societies women are treated as professional equals rather than [as] servants.
4."Body language" refers to communication through the way you move rather than to speech.
5.He preferred to sit quietly in class rather than risk giving an answer that might be wrong.
6.Andrew is convinced that love rather than money is the key to happiness.
7.Many people nowadays communicate by e-mail rather than (by) phones and faxes.
8.Mrs. Kester made students think for themselves rather than telling them what to think.
X
1.if only to attract more readers
2.if only to have a brief check-up
3.if only to make a good impression on his
F. 新視野大學英語快速閱讀3答案�1�3
很高興為你解答。
我是一名英語老師，我學習快速閱讀，以我個人的經驗，告訴你讀書的好處和如何快速讀書希望對你有用。
1、高效閱讀的方法需要訓練，是一種眼腦相互協調的高效率學習方法，一般情況下，用在緊張的學習或者備考階段，也用於經常學習的過程，用以提高學習效率。
2、由於大家平時對快速閱讀接觸不多，所以學習起來不容易。舉個例子，網上有很多的方法可以學習，不過大多局限與理論學習，比較難以學成。當然，學習過程中，也可以通過直接訓練，訓練大腦和眼睛的協調能力，整體說，這樣的方法更為實際。去年，有學者推薦精英特速讀記憶訓練時說道，一般情況下用軟體進行訓練，30小時左右的學習，普通人300字每分鍾左右的閱讀速度會達到3000字每分鍾的閱讀速度，記憶力也相應的快速提升。我和我兒子去年就一直學習精英特快速閱讀到現在，她的速度在6000字每分鍾左右，我的速度在4000字每分鍾左右。學習效率提.升大。
3、快速閱讀主要針對考試或者學習的人，能.夠成倍的提高記憶力和學習效率，幫助考試成.功。實際經驗，精英特提高到3000字的閱讀速度和提高3-5倍的記憶力是很有可能的。當然，訓練是必須經歷的過程，沒有訓練就不會有提高，不同的人，也有不一樣的經歷，希望我的經歷對你有用。
希望我的回答幫助到你。
G. 大學英語精讀3課文及翻譯是什麼
大學英語精讀3課文及翻譯如下：
Only once in my life into a conflict with the law.
我平生只有一次陷入與法律的沖突。
Was arrested and was brought to court the whole through was a very pleasant experience, but this has now become the stuff of a good story.
被捕與被帶上法庭的整個經過在當時是一種令人極不愉快的經歷，但現在這卻成為一個好故事的素材。
Especially annoying is that I was arrested and subsequently of arbitrary situation ring the court.
尤其令人惱怒的是我被捕及隨後在法庭上受審期間的種種武斷情形。
It happened on February 12 years ago, that was my graating from high school has been a few months.
事情發生在十二年前的二月，那是我中學畢業已經幾個月了。
But have to wait until October to go to university, so I was still at home.
但是要等到十月份才能上大學，所以當時我仍在家中。
H. 大學英語精讀第三冊全部課文翻譯
一個年輕人發現，漫無目的地在街上閑逛也會帶來涉及法律問題的麻煩。一種誤解導致另一種誤解，直到最終他必須在法庭上接受審判。
法律小沖突
我生平只有一次陷入與法律的沖突。被捕與被帶上法庭的整個經過在當時是一種令人極不愉快的經歷，但現在這卻成為一個好故事的素材。尤其令我惱怒的是我被捕及隨後在法庭上受審時的種種武斷情形。
事情大約發生在十二年前的二月，那是我中學畢業已經幾個月了，但要等到十月份才能上大學，所以當時我仍在家中。
一天上午，我來到離我住地不遠的、位於倫敦郊區的里士滿。那是我正在找一份臨時的工作，以便賺點錢去旅遊。由於天氣晴朗，又沒什麼急事，我便悠然自得得看著商店櫥窗，逛逛公園，有時乾脆停下來四處觀望，一定是這種無所事事的樣子使我倒了霉。
事情發生在十一點半左右，我在當地圖書館謀職未成，剛從那出發，就看到一個人從馬路對面走過來，顯然是想跟我說話。我原以為他要問我時間，想不到，他說他是警官，要逮捕我，開始我還以為這是個玩笑，但接著又來了身穿警服的警察，這下我無可置疑了。
「為什麼要抓我？」我問。
「四處游盪，有作案嫌疑。」他說。
「做什麼案？」我又問。
「偷東西。」他說。
「偷什麼？」我追問。
「牛奶瓶。」他說，表情十分嚴肅。
「哦。」我說。
事情後來是這樣的，這一帶經常發生小偷小摸案件，尤其是從門前台階上偷走牛奶瓶。
接著，我犯了個大錯。那時我才十九歲，留著一頭凌亂的長發，自認為是六十年代「青年反主流文化」的一員。因此，我想對此表現出一種冷漠，滿不在乎的態度，於是用一種很隨便無所謂的腔調說：「你們跟蹤我多久了？」這樣一來，在他們眼裡，我是慣於此種情形的，這又使他們確信我是一個徹頭徹尾的壞蛋。
幾分鍾後，來了一輛警車。
「坐到後面去，」他們說，「把手放在前排的座椅上，不許亂動。」
他倆分坐在我的左右，這下了不是鬧著玩的了。
在警察局，他們審問了我好幾個小時。我繼續裝作老於世故，對此事習以為常的樣子。當他們問我一直在干什麼時，我告訴他們在找工作。「啊哈！」這下我可看到他們在想，「無業遊民」。
最後，我被正式指控，並得到通知下周一到里士滿地方法院受審。他們這才讓我走。
我本想在法庭上作自我辯護。但父親一弄清事情的原委後，就為我請了一位很不錯的律師。就在那個星期一，我們帶著各種證人出庭了，其中包括我中學的英語老師作為我品行的見證人，但法庭並沒有傳話他作證。對我的「審判」也並沒有進行到那一步，開庭才十五分鍾，法官就駁回了此案，我被無罪釋放。可憐的警察毫無勝訴的機會。我的律師甚至成功地使警察承擔了訴訟費。
這樣，我沒有留下犯罪記錄。但當時，最令人震驚的是我被無罪釋放所明顯依賴的證據。我有標準的口音，有受人尊敬的中產階級的父母來到法庭，有可靠的證人，還有，很明顯我請得起很好的律師。想到這次指控含混不清的特點，我敢斷定，如果我出生在一個不同背景的家庭，並真失了業，則完全可能被判為有罪。當我的律師要求賠償訴訟費時，他的辯詞很明顯地圍繞著我「學習成績優秀」這一事實。
與此同時，在法庭外面，曾經逮捕我的警察中的一個正沮喪地像我母親抱怨說，又有一個小夥子要與警察做對了。他以責備的口氣對我說：「我們抓你的時候，你本來可以幫幫忙的。」
他這話是什麼意思？也許是說我應該做出大發雷霆的樣子，並說：「喂，你知道是在和誰說話嗎？我是品學兼優的高材生。你們怎敢抓我？」那樣的話，他們也許會向我道歉，可能還會脫帽致意，讓我揚長而去。
Unit 2
獲益匪淺的問題
詹姆斯·索利斯克描述了他是如何受他的孩子們能用新方法看待事物的影響而認清創造性思維的本質的。
不久前的一個晚上，在餐桌旁，我的三個孩子——年齡分別為9歲、6歲和4歲——停止了爭搶食物，教我關於範式變換、線性思考的局限以及如何重新看待相關的各種因素的知識。
事情是這樣的：當時我們在玩自己那套口頭兒的「哪個不是同一類？」的芝麻街頭游戲。玩這游戲時，孩子們要看三張畫並挑出那張不屬同一類的。我說：「來吧，哪個不是同一類，橘子，西紅柿，還是草莓？」
老大很快就說出了自以為非常得意的答案：「西紅柿，因為另外兩種都是水果。」我承認這是正確答案，盡管有些純粹主義者堅持認為西紅柿是一種水果。對我們這些從小就不得不吃拌在色拉里的西紅柿的人來說，西紅柿永遠是蔬菜。正當我准備再出別外一組三個東西時，我4歲的孩子說：「正確答案是草莓，因為別外兩種都是圓的，草莓卻不是。」我怎麼能駁斥他的觀點呢？
接著，我6歲的孩子說：「是橘子，因為別外兩種都是紅色的。」9歲的孩子不想讓弟弟妹妹占上風，說道：「是橘子因為其他兩種都長在藤上。」
毫無疑問，這里正發生著什麼事兒。這事兒比爭搶食物還亂，比西紅柿是水果還是蔬菜還要重要。哥白尼把太陽視為宇宙中心，重新調整了地心說這一長達數世紀的範式，我的孩子們正做著哥白尼當年所做的事。魯賓·馬修斯把他的布朗克斯冰激凌改名為哈根達斯，在不變換產品的情況下提高了價格，我的孩子們正在做著魯賓·馬修斯所做過的事。愛德華·詹納放棄了尋找治療天花的特效葯，從而發現了能預防這一疾病的疫苗，我的孩子們正做著愛德華·詹納所做過的事。
他不去研究得了天花的患者，而是去研究接觸天花卻從未染上此病的人。他發現他們都患了一種類似天花但比較輕微的疾病：牛痘；這使得他們對致命的天花得以免疫。
他們在重新審視相關的各種因素。他們在重新界定他們的問題。他們在重新表述他們的問題。總之，他們正做著每位歷史上做出過重大發現的科學家所做的事，依據托馬斯·庫恩在他的《科學革命的結構》一書中所說：他們在改變舊的範式。
但倘若這是學校里練習冊上的一個練習，那麼沒有把西紅柿圈出來的孩子全都會被批為答錯。凡沒有把問題都解讀為「哪個不是水果」的孩子都是錯誤的。也許這就說明的為什麼世界上最傑出的科學家和發明家中有那麼多的人讀書時不及格，其中最顯著的是職權爾伯特·愛因斯坦，他也許是本世紀最有影響的範式改變者。
這樣說，並非是想對學校評頭論足。天知道那有多容易。這樣說，不過是想提醒大家信息的價值實在是有限的。我提出這一點，是因為我們的社會似乎發展到了這樣一個階段，人們都大聲嚷嚷著要求得到更多的技術，要求即刻享用不斷膨脹的信息。
學生們必須上網。你們家必須用數碼與環球信息網聯通。企業必須能即時下載大量資料。但是，除非我們改變範式、重新審視相關的各種因素，否則，信息高速公路就不會給我們帶來什麼結果。
無論是現在還是最近，我們都不缺乏信息。試想我們擁有的信息比四面年前的哥白尼多了多少。但他作出了足以震撼全球的（權作雙關語）驚人之舉，完全改變了人們對宇宙的看法。他作出此舉不是靠發現更多的信息，而是靠用不同的眼光看大家都看到過的信息。愛德華·詹納不是靠積累信息發明了預防葯物，而是靠重新表述問題。
當我們開始駛入信息高速公路時，我們所需要的不是更多的信息，而是看等信息的新方法。我們應該像我的孩子所做的那樣，去發現有不止一個的正確答案、有不止一個的正確問題、有不止一個的看大量信息的方法。我們需要記住：當你只有一把錘子時，你往往把每一個問題都看做釘子。
Unit 3
我為什麼當老師
你為什麼要教書呢？當我告訴一位朋友我不想謀求行政職務時，他便向我提出這一問題。所有美國人受的教育是長大成人後應該追求金錢和權力，而我卻偏偏不選擇明明是朝這個目標「邁進」的工作，他們對此感到迷惑不解。
當然，我之所以教書並不是因為我覺得教書輕松。我做過各種各樣的工作藉以謀生：機修工、木工、作家，教書可是其中最難的一行。對我來說，教書是個會令人熬紅眼睛、掌心出汗、精神沮喪的職業。說熬紅眼睛,這是因為我晚上不管備課到多晚,總覺得准備得還不充分。說掌心出汗，是因為我跨進教室之前總是非常緊張，自信學生一定會發覺我其實是個傻瓜笨蛋。說精神沮喪，這是因為我1小時後走出教室時，確信這堂課上得比平常還要平淡無味。
我之所以教書，也不是因為我認為自己能夠解答問題，或者因為我有滿腹學問，非與別人分享不可。有時我感到很吃驚，學生竟真的把我課上講的東西做了筆記！
這樣說來，我為什麼還要教書呢？
我教書，是因為我喜愛校歷的步調。6月、7月和8月提供了一個供思考、研究和創作的機會。
我教書，是因為教學是建立在「變化」這一基礎上的職業。教材還是原來的教材，但我自身卻變了——更重要的是，我的學生變了。
我教書，是因為我喜歡有讓自己犯錯誤的自由，有自己吸取教訓的自由，有激勵自己和激勵學生的自由。作為教師，我可以自行做主。如果我想要求一年級的學生通過自行編寫課本的辦法來學習寫作，誰能說我不可以那樣做呢？這樣的課程也許會徹底失敗，但我們都可以從失敗的嘗試中獲得教益。
我教書，是因為我喜歡學生提出必須絞盡腦汁才能回答的問題。我們這個世界有無窮無盡的正確答案來對付拙劣的問題。何況我在教學過程有時也會想到一些出色的問題。
我教書，是因為我喜歡想方設法使自己和我的學生從象牙塔里走出來，進入現實世界。我曾經開過一門叫做「在工業技術社會里如何自力更生」的課程。我教的15位學生讀了愛默生、梭羅和赫胥黎的作品，記了日記，還寫了學期論文。
但除此之外，我們還辦起一個公司，借錢買下一所破舊的房屋，通過整修翻新這一建築物，我們就自力更生對這一課題進行了一次實踐活動。學期結束時我們把房子賣掉，還清貸款，繳了稅，餘下的收益分給了參加實踐的學生。
所以說，教學使我的工作進程有了規律，使我的生活變得豐富多彩，教學向我提出了挑戰，也給了我不斷學習的機會。
不過，我漏下了我要教書的最重要的幾個原因。
其中一個原因與維基有關。維基是我的第一個博士生。她精力旺盛，孜孜不倦地撰寫她那篇論述14世紀一位不知名詩人的學術論文。她寫了一些文章寄給學術刊物。這一切都由她獨立完成，我偶爾從旁略加指點。我親眼看到了她完成論文，看到她得知自己的文章被採用，親眼目睹她找到了工作並獲得了在哈佛大學當研究員的職位，並著書論述她在做我學生時萌發的思想。
再一個原因與喬治有關。他開始學的是工程學，後來他深信自己愛人勝過愛物，所以改學英語。
還有珍妮。她中途輟學，但是她的同學把她拉了回來，因為他們想讓她看自力更生整修舊房這一項目的結果。我親眼看到她回來了。我親耳聽到她對我說，她後來對城市貧民產生了興趣，繼而成了捍衛分民權的律師。
還要談一談清潔女工傑基。她憑直覺了解的事情比我們多數人通過分析弄清的東西還要多。傑基已經決定讀完中學，然後還要上大學。
這些在我眼前成長、變化的人，便是我要當教師的真正原因。當一名教師意味著做創造的見證人，他目睹人體開始呼吸，開始了生命。，
不再教書，獲得「提升」，也許會給我帶來金錢和權力。可是我現在也有錢。我拿了薪金去做自己樂意做的事：讀書、交談、提問，妣如問：「做個富翁有什麼意思呢？」
我現在也有了權力。我有權力啟迪，有權激發才智，有權開出書目，有權指點迷津。還有其他什麼權力比這更值得考慮呢？
但教書還會帶來金錢和權力以外的東西：那就是愛。不僅是愛學習、愛書本、愛思想，而且還有老師對出類拔萃的學生的愛。這樣的學生走進了老師的生活，他們自己也開始成長了。愛這個字也許用得不恰當：說是方魔力可能更合適些。
我教書，是因為與開始成長的學生朝夕相處，我有時感到自己也和他們一起開始成長了。
只有這么多，希望對你有幫助！