美國語文讀本5

前言

　　序言　　呈現(xiàn)于讀者面前的這套《美國語文讀本》，亦名《麥加菲讀本》，其編者威廉oHo麥加菲曾先后任美國邁阿密大學(xué)語言學(xué)教授和俄亥俄大學(xué)校長?？紤]到"麥加菲"的英文名稱在美國已被注冊為商標(biāo)，加之它是一套影響深遠(yuǎn)而廣泛的語文課本，我們在中國首次原版出版這套著名教材時(shí)，便將書名定為《美國語文讀本》。這套書既有教材功能，又可當(dāng)作提高英語水平的有效讀物?！　　睹绹Z文讀本》從19世紀(jì)中期至20世紀(jì)中葉，一直被廣泛用作美國學(xué)校的語文教材，據(jù)稱有10000多所美國學(xué)校拿它當(dāng)作教材。美國著名汽車制造商亨利o福特稱贊這套書是他兒童時(shí)代最有興趣的讀物，后來他自費(fèi)大量印刷這套書，分發(fā)給很多學(xué)校。到了21世紀(jì)，西方一些私立學(xué)校(Private School)和家庭學(xué)校（Homeschool）仍用它作為教材，足見這套書的價(jià)值與影響力。據(jù)估計(jì)，這套書從問世至1960年，至少發(fā)行了1.22億冊；1961年后，在西方每年銷量仍達(dá)30000冊以上。應(yīng)該說，沒有哪一套個(gè)人主編的教材能超過此發(fā)行量了！　　這套讀本的英文原版共分七級，包括啟蒙讀本和第1-6級。考慮到啟蒙讀本與第一級篇幅都較少，難易程度也很接近，于是我們將之合并為第1冊，其余2-6級與英文原版相同。這樣國內(nèi)出版的這套讀本共包括6冊。第1冊從字母表開始，主要側(cè)重于字母的發(fā)音與書寫、簡單的單詞與句型，同時(shí)強(qiáng)調(diào)英文書寫，課文后面附有不少書法練習(xí)，讓孩子們不僅將英語說得像外國人，而且寫得也跟外文書法一樣，這是國內(nèi)英語教學(xué)所缺少的一個(gè)環(huán)節(jié)。從第2冊開始，均是比較正式的課文了，每一課包括詞匯和課文，對一些生詞有英文解釋，讓學(xué)生學(xué)會(huì)通過簡單英文理解生詞，養(yǎng)成用英語理解和思維的習(xí)慣。第4冊還附有課后思考練習(xí)，這些練習(xí)可以幫助學(xué)生更好理解文章，引發(fā)孩子們的思考。第5冊和第6冊的課文前增加了作者簡介與相關(guān)背景知識，內(nèi)容豐富而有一定深度?！　乃x課文的英文難易程度來看，大致而言，這套讀本的第1-3冊跟國內(nèi)小學(xué)畢業(yè)程度相近，那么第4級則適用于初中生閱讀使用，第5、6冊可供高中及以上程度學(xué)習(xí)者閱讀。從文體方面我們可以看出，除了常見的記敘、散文體以外，這套讀本對詩歌、戲劇、論說文等文體也很重視，書中選取了不少名家的名作名篇。這對國內(nèi)孩子們真正感受英語這一西方語言的魄力是大有幫助的?！　∪祟愇幕墓鍖毑粌H源遠(yuǎn)流長，而且具有很大共通性，在全社會(huì)不斷呼吁教育改革的今天，我們將這套優(yōu)秀的美國讀本引進(jìn)到國內(nèi)，應(yīng)該具有一定的借鑒意義。它也有益于中國孩子在學(xué)習(xí)英語的同時(shí)，了解西方的文學(xué)與文化歷史，通過英語這門語言工具，開闊自己的視野，打開通往世界的心靈之窗。這也我們出版此套書的內(nèi)心所愿！　　作為此書的出版者，我們最后懇請讀者原諒并給予幫助的是，由于此套書出版過程中掃描和編排校對的工作量較大，或許會(huì)出現(xiàn)一些錯(cuò)誤與不當(dāng)之處，懇請讀者諒解并指正，以幫助我們更加完善此套讀本?！　〕霭嬲?/pre>


內(nèi)容概要
　　這套讀本的英文原版共分七級，包括啟蒙讀本和第1-6級?？紤]到啟蒙讀本與第一級篇幅都較少，難易程度也很接近，于是將之合并為第1冊，其余2-6級與英文原版相同。這樣國內(nèi)出版的這套讀本共包括6冊。
　　本書主要介紹了狄更斯、華盛頓?歐文、愛默生等名家的詩歌和散文，每篇文章前還增加了作者簡介與相關(guān)背景知識，內(nèi)容豐富而有一定深度。
This series of schoolbooks teaching reading and moral precepts,
originally prepared by William Holmes who was a professor at Miami
University McGuffey, had a profound influence on public education
in the United States. The eclectic readers, meaning that the
selections were chosen from a number of sources, were considered
remarkably literary works and probably exerted a greater influence
upon literary tastes in the United States more than any other book,
excluding the Bible.
It is estimated that at least 120 million copies of McGuffey's
Readers were sold between 1836 and 1960, placing its sales in a
category with the Bible and Webster's Dictionary. Since 1961 they
have continued to sell at a rate of some 30,000 copies a year. No
other textbook bearing a single person's name has come close to
that mark. McGuffey's Readers are still in use today in some school
systems, and by parents for home schooling purposes.
The fifth reader was designed for elocutionary exercises to
increase articulation, inflection, pitch, accent, rate, emphasis
and gesture. It contained poetry and prose by Sigourney,
Montgomery, Addison, Irving, Young and Byron.


作者簡介
威廉?H?麥加菲，美國著名教育家。1800年出生于賓夕法尼亞州，1826年畢業(yè)于華盛頓大學(xué)杰斐遜學(xué)院。在數(shù)十年教育生涯中，他曾擔(dān)任過邁阿密大學(xué)語言學(xué)教授，俄亥俄大學(xué)校長。自1845年開始任弗吉尼亞大學(xué)道德哲學(xué)教授。他還幫助組建了俄亥俄州公立學(xué)校體系。
　　


書籍目錄
LESSON 1 THE GOOD READER
LESSON 2 THE BLUEBELL
LESSON 3 THE GENTLE HAND
LESSON 4 THE GRANDFATHER
LESSON 5 A BOY ON A FARM
LESSON 6 THE SINGING LESSON
LESSON 7 DO NOT MEDDLE
LESSON 8 WORK
LESSON 9 THE MANIAC
LESSON 10 ROBIN REDBREAST
LESSON 11 THE FISH I DIDN’T CATCH
LESSON 12 IT SNOWS
LESSON 13 RESPECT FOR THE SABBATH REWARDED
LESSON 14 THE SANDS O’ DEE
LESSON 15 SELECT PARAGRAPHS
LESSON 16 THE CORN SONG
LESSON 17 THE VENOMOUS WORM
LESSON 18 THE FESTAL BOARD
LESSON 19 HOW TO TELL BAD NEWS
LESSON 20 THE BATTLE OF BLENHEIM
LESSON 21 “I PITY THEM”
LESSON 22 AN ELEGY ON MADAM BLAIZE
LESSON 23 KING CHARLES II AND WILLIAM PENN
LESSON 24 WHAT I LIVE FOR
LESSON 25 THE RIGHTEOUS NEVER FORSAKEN
LESSON 26 ABOU BEN ADHEM
LESSON 27 LUCY FORESTER
LESSON 28 THE REAPER AND THE FLOWERS
LESSON 29 THE TOWN PUMP
LESSON 30 GOOD NIGHT
LESSON 31 AN OLD-FASHIONED GIRL
LESSON 32 MY MOTHER’S HANDS
LESSON 33 THE DISCONTENTED PENDULUM
LESSON 34 THE DEATH OF THE FLOWERS
LESSON 35 THE THUNDERSTORM
LESSON 36 APRIL DAY
LESSON 37 THE TEA ROSE
LESSON 38 THE CATARACT OF LODORE
LESSON 39 THE BOBOLINK
LESSON 40 ROBERT OF LINCOLN
LESSON 41 REBELLION IN MASSACHUSETTS STATE PRISON
LESSON 42 FAITHLESS NELLY GRAY
LESSON 43 THE GENEROUS RUSSIAN PEASANT
LESSON 44 FORTY YEARS AGO
LESSON 45 MRS. CAUDLE’S LECTURE
LESSON 46 THE VILLAGE BLACKSMITH
LESSON 47 THE RELIEF OF LUCKNOW
LESSON 48 THE SNOWSTORM
LESSON 49 BEHIND TIME
LESSON 50 THE OLD SAMPLER
LESSON 51 THE GOODNESS OF GOD
LESSON 52 MY MOTHER
LESSON 53 THE HOUR OF PRAYER
LESSON 54 THE WILL
LESSON 55 THE NOSE AND THE EYES
LESSON 56 AN ICEBERG
LESSON 57 ABOUT QUAIL
LESSON 58 THE BLUE AND THE GRAY
LESSON 59 THE MACHINIST’S RETURN
LESSON 60 MAKE WAY FOR LIBERTY
LESSON 61 THE ENGLISH SKYLARK
LESSON 62 HOW SLEEP THE BRAVE
LESSON 63 THE RAINBOW
LESSON 64 SUPPOSED SPEECH OF JOHN ADAMS
LESSON 65 THE RISING
LESSON 66 CONTROL YOUR TEMPER
LESSON 67 WILLIAM TELL
LESSON 68 WILLIAM TELL (CONCLUDED)
LESSON 69 THE CRAZY ENGINEER
LESSON 70 THE HERITAGE
LESSON 71 NO EXCELLENCE WITHOUT LABOR
LESSON 72 THE OLD HOUSE CLOCK
LESSON 73 THE EXAMINATION
LESSON 74 THE ISLE OF LONG AGO
LESSON 75 THE BOSTON MASSACRE
LESSON 76 DEATH OF THE BEAUTIFUL
LESSON 77 SNOW FALLING
LESSON 78 SQUEERS’S METHOD
LESSON 79 THE GIFT OF EMPTY HANDS
LESSON 80 CAPTURING THE WILD HORSE
LESSON 81 SOWING AND REAPING
LESSON 82 TAKING COMFORT
LESSON 83 CALLING THE ROLL
LESSON 84 TURTLE SOUP
LESSON 85 THE BEST KIND OF REVENGE
LESSON 86 THE SOLDIER OF THE RHINE
LESSON 87 THE WINGED WORSHIPERS
LESSON 88 THE PEEVISH WIFE
LESSON 89 THE RAINY DAY
LESSON 90 BREAK, BREAK, BREAK
LESSON 91 TRANSPORTATION AND PLANTING OF SEEDS
LESSON 92 SPRING AGAIN
LESSON 93 RELIGION THE ONLY BASIS OF SOCIETY
LESSON 94 ROCK ME TO SLEEP
LESSON 95 MAN AND THE INFERIOR ANIMALS
LESSON 96 THE BLIND MEN AND THE ELEPHANT
LESSON 97 A HOME SCENE
LESSON 98 THE LIGHT OF OTHER DAYS
LESSON 99 A CHASE IN THE ENGLISH CHANNEL
LESSON 100 BURIAL OF SIR JOHN MOORE
LESSON 101 LITTLE VICTORIES
LESSON 102 THE CHARACTER OF A HAPPY LIFE
LESSON 103 THE ART OF DISCOURAGEMENT
LESSON 104 THE MARINER’S DREAM
LESSON 105 THE PASSENGER PIGEON
LESSON 106 THE COUNTRY LIFE
LESSON 107 THE VIRGINIANS
LESSON 108 MINOT’S LEDGE
LESSON 109 HAMLET
LESSON 110 DISSERTATION ON ROAST PIG
LESSON 111 A PEN PICTURE
LESSON 112 THE GREAT VOICES
LESSON 113 A PICTURE OF HUMAN LIFE
LESSON 114 A SUMMER LONGING
LESSON 115 FATE
LESSON 116 THE BIBLE THE BEST OF CLASSICS
LESSON 117 MY MOTHER’S BIBLE


章節(jié)摘錄
　　LESSON 1 THE GOOD READER　　1. It is told of Frederick the Great, King of Prussia, that, as he was seated one day in his private room, a written petition1 was brought to him with the request that it should be immediately read. The King had just returned from hunting, and the glare of the sun, or some other cause, had so dazzled his eyes that he found it difficult to make out a single word of the writing.　　2. His private secretary happened to be absent; and the soldier who brought the petition could not read. There was a page, or favorite boy servant, waiting in the hall, and upon him the King called. The page was a son of one of the noblemen of the court, but proved to be a very poor reader.　　3. In the first place, he did not articulate2 distinctly. He huddled his words together in the utterance, as if they were syllables of one long word, which he must get through with as speedily as possible. His pronunciation was bad, and he did not modulate3 his voice so as to bring out the meaning of what he read. Every sentence was uttered with a dismal monotony4 of voice, as if it did not differ in any respect from that which preceded it.　　4. “Stop!” said the King, impatiently. “Is it an auctioneer’s list of goods to be sold that you are hurrying over? Send your companion to me.” Another page who stood at the door now entered, and to him the King gave the petition. The second page began by hemming and clearing his throat in such an affected5 manner that the King jokingly asked him whether he had not slept in the public garden, with the gate open, the night before.　　5. The second page had a good share of self-conceit, however, and so was not greatly confused by the King’s jest. He determined that he would avoid the mistake which his comrade had made. So he commenced reading the petition slowly and with great formality, emphasizing every word, and prolonging the articulation of every syllable. But his manner was so tedious that the King cried out, “Stop! are you reciting a lesson in the elementary sounds? Out of the room! But no: stay! Send me that little girl who is sitting there by the fountain.”　　6. The girl thus pointed out by the King was a daughter of one of the laborers employed by the royal gardener; and she had come to help her father weed the flower beds. It chanced that, like many of the poor people in Prussia, she had received a good education. She was somewhat alarmed when she found herself in the King’s presence, but took courage when the King told her that he only wanted her to read for him, as his eyes were weak.　　7. Now, Ernestine (for this was the name of the little girl) was fond of reading aloud, and often many of the neighbors would assemble at her father’s house to hear her; those who could not read themselves would come to her, also, with their letters from distant friends or children, and she thus formed the habit of reading various sorts of handwriting promptly and well.　　8. The King gave her the petition, and she rapidly glanced through the opening lines to get some idea of what it was about. As she read, her eyes began to glisten, and her breast to heave. “What is the matter?” asked the King; “don’t you know how to read?” “Oh, yes! sire,” she replied, addressing him with the title usually applied to him: “I will now read it, if you please.”　　9. The two pages wore about to leave the room. “Remain,” said the King. The little girl began to read the petition. It was from a poor widow, whose only son had been drafted to serve in the army, although his health was delicate and his pursuits had been such as to unfit him for military life. His father had been killed in battle, and the son had a strong desire to become a portrait painter.　　10. The writer told her story in a simple, concise manner, that carried to the heart a belief of its truth; and Ernestine read it with so much feeling, and with an articulation so just, in tones so pure and distinct, that when she had finished, the King, into whose eyes the tears had started, exclaimed, “Oh! now I understand what it is all about; but I might never have known, certainly I never should have felt, its meaning had I trusted to these young gentlemen, whom I now dismiss from my　　service for one year, advising them to occupy their time in learning to read.”　　11. “As for you, my young lady,” continued the King, “I know you will ask no better reward for your trouble than the pleasure of carrying to this poor widow my order for her son’s immediate discharge. Let me see whether you can write as well as you can read. Take this pen, and write as I dictate.” He then dictated an order, which Ernestine wrote, and he signed. Calling one of his guards, he bade him go with the girl and see that the order was obeyed.　　12. How much happiness was Ernestine the means of bestowing through her good elocution, united to the happy circumstance that brought it to the knowledge of the King! First, there were her poor neighbors, to whom she could give instruction and entertainment. Then, there was the poor widow who sent the petition, and who not only regained her son, but received through Ernestine an order for him to paint the King’s likeness; so that the poor boy soon rose to great distinction, and had more orders than he could attend to. Words could not express6 his gratitude, and that of his mother, to the little girl.　　13. And Ernestine had, moreover, the satisfaction of aiding her father to rise in the world, so that he became the King’s chief gardener. The King did not forget her, but had her well educated at his own expense. As for the two pages, she was indirectly the means of doing them good, also; for, ashamed of their bad reading, they commenced studying in earnest, till they overcame the faults that had offended the King. Both finally rose to distinction, one as a lawyer, and the other as a statesman; and they owed their advancement in life chiefly to their good elocution.　　NOTES.—Frederick II. of Prussia (b. 1712, d. 1788), or Frederick the Great, as he was called, was one of the greatest of German rulers. He was distinguished for his military exploits, for his wise and just government, and for his literary attainments. He wrote many able works in the French language. Many pleasant anecdotes are told of this king, of which the one given in the lesson is a fair sample. 








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