美國學生世界地理（上下冊）

前言

This book is for the child who: thinks heaven is in the sky and hell is under the ground; has never heard of London or Paris and thinks a Dane is a kind of dog.It is to give a traveler’s view of the World—but not a commercial traveler’s view.It is to show the child what is beyond the horizon, from “Kalamazoo to Timbuktu.”It is to show him not only “the Seven Wonders of the World” but the seventy times Seven Wonders of the World.When-I-was-a-boy in New England we had for Thanksgiving six kinds of pie: apple, peach, cranberry, custard, mince, and pumpkin, but I was allowed to have only two kinds and I never could make a satisfactory choice. I have had the same difficulty in selecting geographical places and subjects to tell about. There are too many “most important” places in the World to be included in this first survey, and there will inevitably be those readers who will wonder why certain countries and certain places have been omitted, especially the place where the reader may live.To me, as a child, geography was a bugbear of repellent names— Climate and Commerce, Manufactures and Industries, and products, products, PRODUCTS. It seemed that the chief products of every place in the World were corn, wheat, barley, rye; or rye, barley, wheat, corn; or barley, corn, rye, wheat. In my geography modern Greece had but a paragraph—because, I suppose, it did not produce wheat, corn, barley, rye.Geography was a “stomach” geography; the “head” and “heart” were left out.I loved the geography pictures and maps but hated the text. Except for an occasional descriptive or narrative paragraph the text was wholly unreadable—a confused jumble of headings and sub-headings and subsub- headings: Home Work, NOTES, Map Studies, Suggestions to Teachers, Helps, Directions, Questions, REVIEWS, Problems, Exercises, Recitations, LESSONS, Picture Studies, etc., etc., etc.The World was an orange when I went to school, and there were only three things I can remember that I ever learned “for sure”—that the Dutch children wore wooden shoes, the Eskimos lived in snow houses, and the Chinese ate with chopsticks.We had a question and answer catechism which we learned as we did the multiplication tables. The teacher read from her book:Q. “What is the condition of the people of the United States?” and a thirteen-year-old boy in the next seat answered glibly: A. “They are poor and ignorant and live in miserable huts.” At which astounding statement the teacher unemotionally remarked, “No, that’s the answer to the next question, ‘What is the condition of the Eskimos?’”When my turn came to teach geography to beginners nine years of age, I found the available textbooks either too commercial and industrial, on the one hand, or too puerile and inconsequential, on the other. Statistics and abstractions were entirely beyond the ken of the child of nine, and random stories of children in other countries had little value as geography.As I had been a traveler for many years, had visited most of the countries of the Globe, and in actual mileage had been five times the distance around the World, I thought I would write a geography myself. Vain conceit! A class would listen with considerable attention to my extemporaneous travel talks, so I had a stenographer take down these talks verbatim. But when I read these notes of the same talk to another class, then it was that I discovered a book may be good—until it is written. So I’ve had to try, try again and again, for children’s reactions can never be forecast. Neither can one tell without trial what children will or will not understand. Preconceived notions of what words they should or should not know are worthless: “Stupendous and appalling” presented no difficulties whatever but much simpler words were misunderstood.I had been reading to a class from an excellent travel book for children. The author said, “We arrived, tired and hungry, and found quarters in the nearest hotel.” The children understood “found quarters” to mean that the travelers had picked up 25-cent pieces in the hotel! Then again I had been describing the “Bridge of Sighs,” in Venice, and picturing the condemned prisoners who crossed it. Casually I asked if any one could tell me why it was called the “Bridge of Sighs”. One boy said, “Because it is of big size.” A little girl, scorning his ignorance, said, “Because it has sides.” A boy from the country, with a far-fetched imagination, suggested it might be because they used “scythes”; and a fourth child said, “Because it belonged to a man named ‘Cy.’”The study of maps is interesting to almost all children. A map is like a puzzle picture—but new names are hard. And yet geography without either name or place is not geography at all. It is only fairyland. The study of maps and names is therefore absolutely essential and large wall maps most desirable.Geography lends itself admirably to research on the part of the child. A large scrap-book arranged by countries may easily be filled with current pictorial news, clippings from magazines and Sunday newspapers, and from the circulars of travel bureaus. There is a wealth of such scrap-book material almost constantly being published—pictures of temples in India, pagodas in China, wild animal hunts in Africa, parks in Paris—from which the child can compile his own Geographic Magazine. Furthermore, the collection of stamps offers a most attractive field, particularly for the boy just reaching the age when such collections are as absorbing as an adult hobby.Of course, the best way to learn geography is by travel but not like that of the business man who landed in Rome with one hour to see the city.Jumping into a taxi and referring to a slip of paper, he said: “There are only two things I want to see here—St. Peter’s and the Colosseum. Drive to them as fast as you can and back to the station.” He was accordingly driven to St. Peter’s. Sticking his head out of the window he said to the driver,“Well, which is this?”In the little town where I was born, there lived an old, old man whose chief claim to distinction was the fact that he had never in his whole life been ten miles away from home. Nowadays travel is so easy that every child may look forward to traveling some day. This book is to give him some inkling of what there is to see, so that his travel may not be as meaningless as that of the simple sailor who goes round the world and returns with nothing but a parrot and a string of glass beads.“ALL ABOARD !”When-I-was-a-boy, my nurse used to take me to the railroad station to see the trains. A man in a blue cap and blue suit with brass buttons would call, “All aboard for Baltimore, Philadelphia, New York, and points north and east!” and wave his arm for the train to start. My nurse said he was a conductor.So when I went home I used to put on a cap and play conductor shouting, “All aboard for Baltimore, Philadelphia, New York, and points north and east!” over and over, again and again, until I was told, “For pity sake, stop it!”But some day I hoped, when I grew up, to be a real conductor in a blue cap and a blue suit with brass buttons. And now that I am grown up, I am still playing conductor, for in this book I am going to take you to Baltimore, Philadelphia, New York, and points north, east, south and west—round the World!《美國學生世界地理》是寫給這樣的孩子：他認為天堂在天上，地獄在地下；他從未聽說過倫敦或巴黎，他認為丹麥人是一種狗1。《美國學生世界地理》將呈現(xiàn)一個旅行者眼中的世界——但不是一個旅行推銷員眼中的世界?！睹绹鴮W生世界地理》將告訴孩子，在地平線以外有什么地方：從“卡拉馬祖到廷巴克圖”?！睹绹鴮W生世界地理》不但給孩子講“世界七大奇觀”的故事，還要給他講七十倍于世界七大奇觀的故事。我小時候在新英格蘭過感恩節(jié)，有六種果餡派：蘋果派、桃子派、越橘派、蛋奶派、百果派和南瓜派。但只準我從中選兩種，而我從未能做出讓自己滿意的選擇。在選擇要講述哪些地理上地點和主題時我也遇到了同樣的困難。在這第一本世界地理概述中，世界上有太多的“ 最重要”的地方要提到，而不可避免的是，有些讀者會奇怪為什么某些國家和某些地方被忽略了，尤其是讀者本人生活的地方。小的時候，我覺得地理是個令人頭痛的學科，有著那么多令人厭惡的名字——氣候和商業(yè)、各種制造業(yè)和行業(yè)以及產(chǎn)品、產(chǎn)品，還是產(chǎn)品！似乎世界各地的農(nóng)產(chǎn)品都是玉米、小麥、大麥、黑麥；或者是黑麥、大麥、小麥、玉米；或是大麥、玉米、黑麥、小麥。在我讀的地理課本里，現(xiàn)代希臘部分只有一個段落的敘述——我想，就是因為希臘不產(chǎn)小麥、玉米、大麥、黑麥吧。地理只關(guān)心“吃的”的學科，卻忽視了“思想”和“感情”。我愛看地理書上的圖片和地圖，卻討厭讀上面的文字。除了偶爾出現(xiàn)的一段描寫或敘述還能吸引人之外，地理書中的文字統(tǒng)統(tǒng)讓人讀不下去——一大堆雜亂無章的大標題、小標題以及小標題下的小標題：家庭作業(yè)、注釋、地圖練習題、給老師的建議、輔導(dǎo)、指導(dǎo)、問題、復(fù)習、疑難、練習、背誦、課程、圖片習題，等等。我上學的時候，世界對我來說就像一個橙子，我記得只有三個細節(jié)我學得非?！袄喂獭保汉商m孩子穿著木靴，愛斯基摩人住在雪屋里，中國人吃飯用筷子。那時我們用的是一套問答形式的教科書，我們像學習乘法表一樣機械地學習這本書。老師捧著書本照著念：問：“美國人的狀況是什么樣的？”旁邊座位上一個13歲的男孩流利地回答：“他們貧窮、愚昧，住在可憐的小屋中?！睂@樣錯得離譜的回答，老師無動于衷地說：“錯。這是下一題的答案，‘愛斯基摩人的狀況是怎樣的？’”輪到我給初學地理的9歲的孩子上地理課時，我發(fā)現(xiàn)手邊的教科書要么過多地涉及商業(yè)和工業(yè)，要么就是太幼稚，沒有條理。數(shù)據(jù)和抽象的概念完全超出了9歲孩子的理解能力，而隨意選取的講述其他國家孩子的故事作為地理知識沒有什么用處。我有過多年旅行的經(jīng)歷，到過世界上大多數(shù)的國家，走過的路加起來可以繞地球五圈，那么，我想我自己可以寫一本地理書。是不是自負又自大的想法？！我把我的旅行見聞即興講述給一個班的學生聽，學生們總是很專注地聽著，于是我請一個速記員逐字把這些講課全記下來。但是當我把同樣的內(nèi)容按照記錄讀給另一個班級時，我發(fā)現(xiàn)把講稿寫成書也許會有用。于是我必須不斷嘗試，因為孩子有什么反應(yīng)是無法預(yù)測的。不經(jīng)過試講就無法知道什么是孩子理解的，什么是孩子不理解的。對他們懂或不懂什么詞匯的先入之見都是沒有用的，“令人驚嘆的”和“令人震驚的”這樣的大詞他們理解起來沒有任何困難，而那些簡單得多的小詞卻讓他們產(chǎn)生誤解。我在課堂上向?qū)W生讀過一本寫給孩子看的游記。作者寫道：“我們到了，又累又餓，就在最近的旅館住了下來?！焙⒆觽儼选白×讼聛怼崩斫獬闪寺眯姓咴诼灭^里撿到了多枚25美分的硬幣！1當我向孩子們講述威尼斯的“嘆息橋”時，我繪聲繪色地描繪了被判處死刑的囚犯過橋時的情景。我隨口問了一句：有誰知道它為什么叫“嘆息橋”嗎？一個男孩說：“因為它很大?！币粋€小女孩對他的無知嗤之以鼻，說：“因為它有幾個邊。”另一個鄉(xiāng)下來的男孩的想象更加牽強附會，他說可能是因為那些囚犯用大鐮刀。第四個孩子說：“因為它屬于一個名叫賽伊的男人?！?研究地圖對所有的孩子都是一件很有趣的事。地圖就像拼圖游戲一樣，但是新地名很難學。然而沒有名字或地點的地理就不能稱其為地理了，那只是童話故事中的仙境。因此研究地圖和地名是絕對必要的，掛在墻上的大幅地圖是最受歡迎的。小孩子學地理很容易不知不覺地自己去探索。按國家分類的大剪貼本很容易就被貼得滿滿的，有時事圖片新聞，取自雜志和星期日報上的剪報以及旅游局的宣傳廣告。大量適合剪貼的材料幾乎不斷地發(fā)行出來——有各種各樣的圖片：印度的寺廟、中國的寶塔、非洲野生動物的追獵和巴黎的公園。從這些材料中，孩子可以編一本自己的地理雜志。除此以外，集郵也提供了一個非常有吸引力的領(lǐng)域，尤其是對到了一定年齡的男孩，這樣的收藏就像成年人的愛好一樣有吸引力。當然學習地理的最好方式是旅行，但不是像商人那樣旅行，商人到了羅馬，只有一個小時的時間去游覽這個城市。他跳上一輛出租車，一邊看著手里的紙條一邊對司機說：“我只想去看兩個地方——圣彼得大教堂和羅馬斗獸場。以最快的速度帶我到那里去然后送我回車站?！庇谑撬粠У搅耸ケ说么蠼烫?，他把頭伸出車窗外問司機：“噯，這是我說的兩個地方中的哪一個？”在我出生的小鎮(zhèn)上，住著一位很老的老人，他在鎮(zhèn)上很有名氣，主要因為他一生中從未去過離家10英里以外的地方。現(xiàn)在旅行變得很容易，所以每個孩子都盼望將來某一天能去旅行。這本書就是要讓有這個愿望的孩子知道一點世界上有什么值得看的。這樣他今后的旅行可能就不會毫無意義，不至于像那種頭腦簡單的水手，環(huán)游世界一周回來，除了一只鸚鵡和一串玻璃珠子，什么也沒有。我小時候保姆經(jīng)常帶我去火車站看火車。一個戴著藍帽子、穿著有黃銅扣子的藍制服的男人總是大聲喊：“前往巴爾的摩、費城、紐約以及東北方向各地的乘客請上車！”然后他揮舞手臂示意火車開動。保姆告訴我他是列車長。于是每次回到家，我總是戴上帽子，假扮列車長，大聲喊道：“前往巴爾的摩、費城、紐約以及東北方向各地的乘客請上車！”一遍又一遍，樂此不疲，直到家人對我說：“老天啊！別喊了吧！”但是我希望自己長大后將來某一天能成為一個真正的列車長，戴著藍帽子、穿著有黃銅扣子的藍制服。現(xiàn)在的我已是大人了，我仍然假扮一次列車長，因為在《美國學生世界地理》中我將帶你去巴爾的摩、費城、紐約，以及東、南、西、北方向的各個地方——去周游世界！

內(nèi)容概要

　　《美國學生世界地理（英漢雙語·套裝上下冊）》是寫給這樣的孩子：他認為天堂在天上，地獄在地下；他從未聽說過倫敦或巴黎；他認為丹麥人是一種狗……　　《美國學生世界地理（英漢雙語·套裝上下冊）》將呈現(xiàn)一個旅行者眼中的世界——但不是一個旅行推銷員眼中的世界。　　這本書將告訴孩子在地平線以外有什么地方：從“卡拉馬祖到廷巴克圖”。　　這本書不僅給孩子講“世界七大奇觀”，還要給他們講述七十倍于“七大奇觀”的故事?！S吉爾·Ｍ·希利爾。

作者簡介

作者：（美國）維吉爾?M?希利爾（Virgil Mores Hillyer） 譯者：趙玲麗 王小瓊維吉爾?M?希利爾（Virgil Mores Hillyer，1875-1931），1875年出生于美國馬薩諸塞州韋茅斯，他在華盛頓特區(qū)的“國會山”度過其童年，畢業(yè)于美國哈佛大學。他是美國著名教育家、卡爾佛特學校首任校長、美國家庭學校（HOMESCHOOL）課程體系創(chuàng)建者。作為一位教育革新者，希利爾在美國國內(nèi)和國際上獲得了廣泛聲譽和影響力。他從事教育工作的同時，親自為孩子們編寫教材，在課堂上試講并修訂，受到學校和學生們的贊譽，不少教材至今仍被學校使用。如《美國學生世界地理》、《美國學生世界歷史》、《美國學生藝術(shù)史》等。他一直探索家庭學校教育理念并設(shè)計其課程體系，寫作了一本家庭學校教育手冊——《在家教出好孩子》，成為父母教育孩子的指南。

書籍目錄

01 The World Through a Spy—Glass透過小望遠鏡看到的世界 02 The World Is Round， for I've Been Round It世界是圓的，我圍著它繞了一圈 03 The Inside of the World世界的內(nèi)部 04 The Endless Parade沒有盡頭的隊列 05 The 13 Club十三俱樂部 06 A City Builtin a Swamp建于沼澤中的城市 07 Mary's Land， Virginia's State， and Penn's Woods瑪麗的領(lǐng)地、弗吉尼亞的領(lǐng)土和佩恩的森林 08 The Empire State帝國州 09 Yankee Land揚基人的定居地 10 Five Big Puddles五個大水坑 11 The Father of Waters河流之父 12 The Fountain of Youth青春泉 13 The Covered Wagon大篷車 14 Wonderland仙境 15 The 'Est，' Est West“之最”最多的西部 16 The 'Est，' Est West （continued）“之最”最多的西部（續(xù)） 17 Next—door Neighbors隔壁鄰居 18 The War—God's Country戰(zhàn)神的國家 19 So Near and Yet so Far近在咫尺，遠在天涯 20 Pirate Seas海盜的海洋 21 North South America南美洲北部 22 Rubber and Coffee Land橡膠和咖啡之國 23 Silver Land and Sliver Land白銀之國和棉條之國 24 The Bridge Across the Ocean越洋之旅 25 The Land ofthe Angles盎格魯人的土地 26 The Land of the Angles （continued）盎格魯人的土地（續(xù)） 27 The Englishman's Neighbors英格蘭人的鄰居 28 Parlez—vous Franais？你講法語嗎？ 29 Parlez—vous Franais？ （continued）你講法語嗎？（續(xù)） 30 The Land Below the Sea低于海平面的國家 31 Castles in Spain西班牙城堡 32 Castles in Spain （continued）西班牙城堡（續(xù)） 33 The Land in the Sky天空之國 34 The Boot Top靴子頂端 35 The Gates of Paradise and the Dome of Heaven天堂之門和天國的穹頂 36 The Dead and Alive City死亡而又活著的城市 37 A Pile of Ashes a Mile High一英里高的一堆灰 38 Wars and Fairy—Tales戰(zhàn)爭和童話故事 39 The Great Danes偉大的丹麥人 40 Fish， Fiords， Falls， an Forests魚兒、峽灣、瀑布和森林 41 Fish， Fiords， Falls， and Forests （continued）魚兒、峽灣、瀑布和森林（續(xù)） 42 Where the Sun Shines All Night極晝之地 43 The Bear熊 44 The Bread—Basket裝面包的籃子——糧倉 45 The Iron Curtain Countries鐵幕國家 46 The Land of the Gods眾神之國 47 The Land of the New Moon新月之國 48 The Ship of the Desert沙漠之舟 49 A "Once—Was" Country昔日輝煌的小亞細亞 50 A Land Flowing with Milk and Honey豐饒之國 51 The "Exact Spots"“確切地點” 52 The Garden of Eden伊甸園 53 The Land of Bedtime Stories產(chǎn)生《一千零一夜》的國家 54 The Lion and the Sun獅子和太陽 55 Opposite—Feet對面腳踩之地 56 Opposite—Feet （continued）對面腳踩之地（續(xù)） 57 The White Elephant白象 58 Where the Thermometer Freezes Up溫度計凍住的地方 59 A Giant Sea—Serpent一條巨大的海蛇怪 60 Picture Post—Cards風景明信片 61 Man—Made Mountains人造山

章節(jié)摘錄

版權(quán)頁：   插圖：   你吃過蝸牛、水龜或青蛙腿嗎？有些人喜歡吃。印第安人發(fā)現(xiàn)了生長在切薩皮克灣的牡蠣。最初沒人想到吃牡蠣——因為那東西看起來不像是能吃的樣子。但是有一天一個印第安人饑餓難耐，就敲開了一只牡蠣殼，吃了里面的肉。他覺得味道鮮美，也沒有感到什么不舒服，于是其他人也開始吃牡蠣，現(xiàn)在幾乎人人都喜歡吃牡蠣，無論是生吃還是燒熟了吃。世界上其他地方也有牡蠣，不過很多人說切薩皮克灣的牡蠣最大也最好吃，不過只有在有“R”字的八個月份里才好吃。三月（“MaRch”）的牡蠣就很好吃，而六月（“June”）的就不好吃。 在“河之母”附近有兩座城市。一個叫安納波利斯，另一個叫巴爾的摩。安納波利斯的意思是安娜之城，也是以一位女王的名字命名的。這樣一共就有三個地方是以女王的名字命名的——安娜之城、瑪麗的領(lǐng)地和弗吉尼亞的領(lǐng)土。安納波利斯是馬里蘭州的首府，就像華盛頓是美國的首都一樣。安納波利斯有一所美國專門培養(yǎng)水兵的學校，萬一美國發(fā)生戰(zhàn)爭，他們可以成為在海上作戰(zhàn)的士兵。這所學校叫做海軍軍官學校。只有每個州挑選出來的最優(yōu)秀的男孩子才會到安納波利斯去學習。他們學習與艦船、作戰(zhàn)以及和地理相關(guān)的知識；他們出訪其他國家，學習指揮艦船的本領(lǐng)。 巴爾的摩是馬里蘭州最大的城市，它是以一位英國勛爵的名字命名的。美國的第一條鐵路就開始于巴爾的摩，因為是從巴爾的摩通往俄亥俄州，所以這條鐵路也叫做巴爾的摩一俄亥俄鐵路，或者簡稱為巴俄線。

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維吉爾?M?希利爾，是百年私立學?？柛ヌ貙W校的首任校長，他不斷探索教育變革與創(chuàng)新的同時，創(chuàng)建了一套著名的家庭學校課程體系，如今遍及全球的孩子們可以在網(wǎng)上接受其學習指導(dǎo)。這套書是寫給孩子們，相信大人們也一定愛不釋手，您會發(fā)現(xiàn)：原來地理、歷史還可以這么寫……如此生動有趣！這是一本最生動而吸引孩子們學習的世界地理讀本，完全脫離了那種傳統(tǒng)教材的編寫模式，讓讀者一點也不覺得陳舊乏味……——《紐約時報》

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《美國學生世界地理(英漢雙語版)(套裝共2冊)》是寫給孩子們，相信大人們也一定愛不釋手，您會發(fā)現(xiàn)：原來地理、歷史還可以這么寫……如此生動有趣！這是一本最生動而吸引孩子們學習的世界地理讀本，完全脫離了那種傳統(tǒng)教材的編寫模式，讓讀者一點也不覺得陳舊乏味。

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