新潮大学英语快速阅读第三册讲解
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B. 大学英语精读第三册第二课内容讲解
大学英语精读第三册第二课内容讲解
导语：大学英语精读是不少大学选用的英语教材，下面是一篇大学英语精读当中的'英语课文，欢迎学习。
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 告发
Yankee
n. (in the Civil War) a native of any of the northern states; a citizen of the U.S. 北方佬;美国佬
great-aunt
n. an aunt of one's father or mother; sister of one's grandfather or grandmother
civil
a. 国内的; 民间的
Confederate
a. of or belonging to the Confederacy 南部邦联的
capture
vt. make a prisoner of; seize 俘虏;夺得
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(声)
attic
n. the space just under the roof of a house, esp. that made into a low small room 阁楼
Union, the
n. those states that supported the Federal government of the U.S. ring the Civil War; the U.S.A. (美国南北战争期间的)联邦政府;美国
a. of or having to do with the Union
rifle
n. 步枪
awful
a. terrible; very bad
bandage
n. a narrow long piece of material, esp. cloth, for binding a wound or injury 绷带
dreadful
a. very unpleasant or shocking; terrible
bugle
n. a musical wind instrument usually made of brass, used chiefly for military signals 军号，喇叭
filth
n. disgusting dirt 污秽
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 确立，证实
identity
n. who or what a particular person or thing is 身份
identical
a. 同一的;完全相同的确良
Lt.
abbr. lieutenant 陆军中尉
company
n. 连
volunteer
n. person who joins the army, navy, or air force of his own free will 志愿兵
presence
n. being present in a place
skillfully
ad. in a skillful manner 灵巧地，娴熟地
skillful
a. having or showing skill
fan
vt. 扇，扇动;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 补给品
pray
vi. 祈祷
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;传染
infect vt.
flare
vi. burn with a bright, unsteady flame (火焰)闪耀
loft
n. a room under the roof of a building, attic 阁楼
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 证据
bear
vt. show; have
seal
n. 印，图章
item
n. a single thing among a set, esp. included in a list 条;项
commanding
a. having command; in charge
commanding officer
指挥官
command
vt. 指挥
Gen.
abbr. general 将军
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 巡逻队
junior
a. younger or lower in rank than another
hobble
vi. walk awkwardly; limp 跛行;蹒跚
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 四轮运货马(牛)车
hitch
vt. fasten with a hook, ring, rope, etc. 钩住，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 骡
disaster
n. a great or sudden misfortune; terrible accident
line
n. a row of defence works, esp. that nearest the enemy 战线，防线
horseman
n. a person who rides a horse, esp. one who is skilled
pistol
crack
v. (cause to) make a sudden explosive sound (使)发出爆裂声
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. 部长，大臣;秘书
ragged
a. (of a person ) dressed in old torn clothes; (of clothes) old an torn 衣衫褴褛的;破旧的
parade
vt. cause to walk in an informal procession for the purpose of being looked at; cause to march in procession 使列队行进
n. 游行;检阅
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，堡垒
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 俘虏
flare up
break out or intensify suddenly or violently; burst into bright flame or rage 突发;加剧;突然发光;突然发怒
write out
write in full, write (sth. formal)
brush aside
disregard, ignore 不理;漠视
bring through
save (sb.) from (an illness, etc.)
PROPER NAMES
Berryville
贝里维尔(美国地名)
Virginia
弗吉尼亚(美国州名)
Bettie Van Metre
贝蒂.范.米特
the Civil War
(美国)南北战争
Gettysburg
葛底斯堡(美国城市)
Dick Runner
迪克.朗纳
Henry Bedell
亨利.贝德尔
Vermont
佛蒙特(美国州名)
Westfield
韦斯菲尔德(美国地名)
Jennie
詹妮(女子名)
Graham Osborne 格雷厄姆.奥斯本
Harpers Ferry
哈珀斯渡口(美国地名)
Stevenson
史蒂文森(姓氏)
Secretary of War(old use)
(美国)陆军部长
Edwin M. Stanton
埃德温.M.斯坦顿
Ohio
俄亥俄(美国州名)
Fort Delaware
特拉华堡(美国地名)
;C. 大学英语精读第三版第三册unit3课文大意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。让纳丛竖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郑册金钱和权力，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ring 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?
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。
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. 不仅是爱学习、爱书本、爱思想，而且还有老师对出类拔萃的学生的爱。这样的学生走进了老师的生活，老师自己也开始成长了。
Perhaps love is the wrong word: magic might be better.
“爱”这个字也许用得不恰当：用“魔力”可能更为贴切。
I teach because, being around people who are beginning to breathe, I
occasionally find myself catching my breath with them.
我教书，是因为在与开始成长的学生朝夕相处时，我有时感到自己也和他们一起开始成长了。
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。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.
不仅是爱学习、爱书本、爱思想，而且还有老师对出类拔萃的学生的爱。这样的学生走进了老师的生活，老师自己也开始成长了。Perhaps love is the
wrong word: magic might be better. “爱”这个字也许用得不恰当：用“魔力”可能更为贴切。I teach because,
being around people who are beginning to breathe, I occasionally find myself
catching my breath with them. 我教书，是因为在与开始成长的学生朝夕相处时，我有时感到自己也和他们一起开始成长了。
希望对你有用！
D. 新视野大学英语快速阅读3第一课内容是什么
爱没有极限吧
E. 谁有21世纪大学生英语快速阅读第三版第三册的翻译 跪求！！！
birdspterodactyl:
mosquito (蚊子), cricket (蟋蟀) — all have wings, but they aren't birds; seal:
seal (海豹): donkey (驴), dolphin (海豚) — all mammals; or
seal (海豹): penguin (企鹅) — live both on land and in the water; orseal (印记，图记): crane (起重机), cricket (板球), sponge (海绵状物) — all haveother meanings unrelated to animals
shark:
dolphin (海豚), sponge (海绵) — 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. 新视野大学英语快速阅读3答案�1�3
很高兴为你解答。
我是一名英语老师，我学习快速阅读，以我个人的经验，告诉你读书的好处和如何快速读书希望对你有用。
1、高效阅读的方法需要训练，是一种眼脑相互协调的高效率学习方法，一般情况下，用在紧张的学习或者备考阶段，也用于经常学习的过程，用以提高学习效率。
2、由于大家平时对快速阅读接触不多，所以学习起来不容易。举个例子，网上有很多的方法可以学习，不过大多局限与理论学习，比较难以学成。当然，学习过程中，也可以通过直接训练，训练大脑和眼睛的协调能力，整体说，这样的方法更为实际。去年，有学者推荐精英特速读记忆训练时说道，一般情况下用软件进行训练，30小时左右的学习，普通人300字每分钟左右的阅读速度会达到3000字每分钟的阅读速度，记忆力也相应的快速提升。我和我儿子去年就一直学习精英特快速阅读到现在，她的速度在6000字每分钟左右，我的速度在4000字每分钟左右。学习效率提.升大。
3、快速阅读主要针对考试或者学习的人，能.够成倍的提高记忆力和学习效率，帮助考试成.功。实际经验，精英特提高到3000字的阅读速度和提高3-5倍的记忆力是很有可能的。当然，训练是必须经历的过程，没有训练就不会有提高，不同的人，也有不一样的经历，希望我的经历对你有用。
希望我的回答帮助到你。
G. 大学英语精读3课文及翻译是什么
大学英语精读3课文及翻译如下：
Only once in my life into a conflict with the law.
我平生只有一次陷入与法律的冲突。
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.
被捕与被带上法庭的整个经过在当时是一种令人极不愉快的经历，但现在这却成为一个好故事的素材。
Especially annoying is that I was arrested and subsequently of arbitrary situation ring the court.
尤其令人恼怒的是我被捕及随后在法庭上受审期间的种种武断情形。
It happened on February 12 years ago, that was my graating from high school has been a few months.
事情发生在十二年前的二月，那是我中学毕业已经几个月了。
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学，所以当时我仍在家中。
H. 大学英语精读第三册全部课文翻译
一个年轻人发现，漫无目的地在街上闲逛也会带来涉及法律问题的麻烦。一种误解导致另一种误解，直到最终他必须在法庭上接受审判。
法律小冲突
我生平只有一次陷入与法律的冲突。被捕与被带上法庭的整个经过在当时是一种令人极不愉快的经历，但现在这却成为一个好故事的素材。尤其令我恼怒的是我被捕及随后在法庭上受审时的种种武断情形。
事情大约发生在十二年前的二月，那是我中学毕业已经几个月了，但要等到十月份才能上大学，所以当时我仍在家中。
一天上午，我来到离我住地不远的、位于伦敦郊区的里士满。那是我正在找一份临时的工作，以便赚点钱去旅游。由于天气晴朗，又没什么急事，我便悠然自得得看着商店橱窗，逛逛公园，有时干脆停下来四处观望，一定是这种无所事事的样子使我倒了霉。
事情发生在十一点半左右，我在当地图书馆谋职未成，刚从那出发，就看到一个人从马路对面走过来，显然是想跟我说话。我原以为他要问我时间，想不到，他说他是警官，要逮捕我，开始我还以为这是个玩笑，但接着又来了身穿警服的警察，这下我无可置疑了。
“为什么要抓我？”我问。
“四处游荡，有作案嫌疑。”他说。
“做什么案？”我又问。
“偷东西。”他说。
“偷什么？”我追问。
“牛奶瓶。”他说，表情十分严肃。
“哦。”我说。
事情后来是这样的，这一带经常发生小偷小摸案件，尤其是从门前台阶上偷走牛奶瓶。
接着，我犯了个大错。那时我才十九岁，留着一头凌乱的长发，自认为是六十年代“青年反主流文化”的一员。因此，我想对此表现出一种冷漠，满不在乎的态度，于是用一种很随便无所谓的腔调说：“你们跟踪我多久了？”这样一来，在他们眼里，我是惯于此种情形的，这又使他们确信我是一个彻头彻尾的坏蛋。
几分钟后，来了一辆警车。
“坐到后面去，”他们说，“把手放在前排的座椅上，不许乱动。”
他俩分坐在我的左右，这下了不是闹着玩的了。
在警察局，他们审问了我好几个小时。我继续装作老于世故，对此事习以为常的样子。当他们问我一直在干什么时，我告诉他们在找工作。“啊哈！”这下我可看到他们在想，“无业游民”。
最后，我被正式指控，并得到通知下周一到里士满地方法院受审。他们这才让我走。
我本想在法庭上作自我辩护。但父亲一弄清事情的原委后，就为我请了一位很不错的律师。就在那个星期一，我们带着各种证人出庭了，其中包括我中学的英语老师作为我品行的见证人，但法庭并没有传话他作证。对我的“审判”也并没有进行到那一步，开庭才十五分钟，法官就驳回了此案，我被无罪释放。可怜的警察毫无胜诉的机会。我的律师甚至成功地使警察承担了诉讼费。
这样，我没有留下犯罪记录。但当时，最令人震惊的是我被无罪释放所明显依赖的证据。我有标准的口音，有受人尊敬的中产阶级的父母来到法庭，有可靠的证人，还有，很明显我请得起很好的律师。想到这次指控含混不清的特点，我敢断定，如果我出生在一个不同背景的家庭，并真失了业，则完全可能被判为有罪。当我的律师要求赔偿诉讼费时，他的辩词很明显地围绕着我“学习成绩优秀”这一事实。
与此同时，在法庭外面，曾经逮捕我的警察中的一个正沮丧地像我母亲抱怨说，又有一个小伙子要与警察做对了。他以责备的口气对我说：“我们抓你的时候，你本来可以帮帮忙的。”
他这话是什么意思？也许是说我应该做出大发雷霆的样子，并说：“喂，你知道是在和谁说话吗？我是品学兼优的高材生。你们怎敢抓我？”那样的话，他们也许会向我道歉，可能还会脱帽致意，让我扬长而去。
Unit 2
获益匪浅的问题
詹姆斯·索利斯克描述了他是如何受他的孩子们能用新方法看待事物的影响而认清创造性思维的本质的。
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——停止了争抢食物，教我关于范式变换、线性思考的局限以及如何重新看待相关的各种因素的知识。
事情是这样的：当时我们在玩自己那套口头儿的“哪个不是同一类？”的芝麻街头游戏。玩这游戏时，孩子们要看三张画并挑出那张不属同一类的。我说：“来吧，哪个不是同一类，橘子，西红柿，还是草莓？”
老大很快就说出了自以为非常得意的答案：“西红柿，因为另外两种都是水果。”我承认这是正确答案，尽管有些纯粹主义者坚持认为西红柿是一种水果。对我们这些从小就不得不吃拌在色拉里的西红柿的人来说，西红柿永远是蔬菜。正当我准备再出别外一组三个东西时，我4岁的孩子说：“正确答案是草莓，因为别外两种都是圆的，草莓却不是。”我怎么能驳斥他的观点呢？
接着，我6岁的孩子说：“是橘子，因为别外两种都是红色的。”9岁的孩子不想让弟弟妹妹占上风，说道：“是橘子因为其他两种都长在藤上。”
毫无疑问，这里正发生着什么事儿。这事儿比争抢食物还乱，比西红柿是水果还是蔬菜还要重要。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所做的事。鲁宾·马修斯把他的布朗克斯冰激凌改名为哈根达斯，在不变换产品的情况下提高了价格，我的孩子们正在做着鲁宾·马修斯所做过的事。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·詹纳所做过的事。
他不去研究得了天花的患者，而是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；这使得他们对致命的天花得以免疫。
他们在重新审视相关的各种因素。他们在重新界定他们的问题。他们在重新表述他们的问题。总之，他们正做着每位历史上做出过重大发现的科学家所做的事，依据托马斯·库恩在他的《科学革命的结构》一书中所说：他们在改变旧的范式。
但倘若这是学校里练习册上的一个练习，那么没有把西红柿圈出来的孩子全都会被批为答错。凡没有把问题都解读为“哪个不是水果”的孩子都是错误的。也许这就说明的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不及格，其中最显著的是职权尔伯特·爱因斯坦，他也许是本世纪最有影响的范式改变者。
这样说，并非是想对学校评头论足。天知道那有多容易。这样说，不过是想提醒大家信息的价值实在是有限的。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，人们都大声嚷嚷着要求得到更多的技术，要求即刻享用不断膨胀的信息。
学生们必须上网。你们家必须用数码与环球信息网联通。企业必须能即时下载大量资料。但是，除非我们改变范式、重新审视相关的各种因素，否则，信息高速公路就不会给我们带来什么结果。
无论是现在还是最近，我们都不缺乏信息。试想我们拥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（权作双关语）惊人之举，完全改变了人们对宇宙的看法。他作出此举不是靠发现更多的信息，而是靠用不同的眼光看大家都看到过的信息。爱德华·詹纳不是靠积累信息发明了预防药物，而是靠重新表述问题。
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，而是看等信息的新方法。我们应该像我的孩子所做的那样，去发现有不止一个的正确答案、有不止一个的正确问题、有不止一个的看大量信息的方法。我们需要记住：当你只有一把锤子时，你往往把每一个问题都看做钉子。
Unit 3
我为什么当老师
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。所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不选择明明是朝这个目标“迈进”的工作，他们对此感到迷惑不解。
当然，我之所以教书并不是因为我觉得教书轻松。我做过各种各样的工作借以谋生：机修工、木工、作家，教书可是其中最难的一行。对我来说，教书是个会令人熬红眼睛、掌心出汗、精神沮丧的职业。说熬红眼睛,这是因为我晚上不管备课到多晚,总觉得准备得还不充分。说掌心出汗，是因为我跨进教室之前总是非常紧张，自信学生一定会发觉我其实是个傻瓜笨蛋。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。
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，非与别人分享不可。有时我感到很吃惊，学生竟真的把我课上讲的东西做了笔记！
这样说来，我为什么还要教书呢？
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。
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，但我自身却变了——更重要的是，我的学生变了。
我教书，是因为我喜欢有让自己犯错误的自由，有自己吸取教训的自由，有激励自己和激励学生的自由。作为教师，我可以自行做主。如果我想要求一年级的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？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。
我教书，是因为我喜欢学生提出必须绞尽脑汁才能回答的问题。我们这个世界有无穷无尽的正确答案来对付拙劣的问题。何况我在教学过程有时也会想到一些出色的问题。
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，进入现实世界。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、梭罗和赫胥黎的作品，记了日记，还写了学期论文。
但除此之外，我们还办起一个公司，借钱买下一所破旧的房屋，通过整修翻新这一建筑物，我们就自力更生对这一课题进行了一次实践活动。学期结束时我们把房子卖掉，还清贷款，缴了税，余下的收益分给了参加实践的学生。
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。
不过，我漏下了我要教书的最重要的几个原因。
其中一个原因与维基有关。维基是我的第一个博士生。她精力旺盛，孜孜不倦地撰写她那篇论述14世纪一位不知名诗人的学术论文。她写了一些文章寄给学术刊物。这一切都由她独立完成，我偶尔从旁略加指点。我亲眼看到了她完成论文，看到她得知自己的文章被采用，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，并著书论述她在做我学生时萌发的思想。
再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。
还有珍妮。她中途辍学，但是她的同学把她拉了回来，因为他们想让她看自力更生整修旧房这一项目的结果。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，继而成了捍卫分民权的律师。
还要谈一谈清洁女工杰基。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。杰基已经决定读完中学，然后还要上大学。
这些在我眼前成长、变化的人，便是我要当教师的真正原因。当一名教师意味着做创造的见证人，他目睹人体开始呼吸，开始了生命。，
不再教书，获得“提升”，也许会给我带来金钱和权力。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，妣如问：“做个富翁有什么意思呢？”
我现在也有了权力。我有权力启迪，有权激发才智，有权开出书目，有权指点迷津。还有其他什么权力比这更值得考虑呢？
但教书还会带来金钱和权力以外的东西：那就是爱。不仅是爱学习、爱书本、爱思想，而且还有老师对出类拔萃的学生的爱。这样的学生走进了老师的生活，他们自己也开始成长了。爱这个字也许用得不恰当：说是方魔力可能更合适些。
我教书，是因为与开始成长的学生朝夕相处，我有时感到自己也和他们一起开始成长了。
只有这么多，希望对你有帮助！