美國(guó)語(yǔ)文讀本6

內(nèi)容概要

這套讀本的英文原版共分七級(jí)，包括啟蒙讀本和第1-6級(jí)?？紤]到啟蒙讀本與第一級(jí)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(cè)，其余2-6級(jí)與英文原版相同。這樣國(guó)內(nèi)出版的這套讀本共包括6冊(cè)。第1冊(cè)從字母表開(kāi)始，主要側(cè)重于字母的發(fā)音與書(shū)寫(xiě)、簡(jiǎn)單的單詞與句型，同時(shí)強(qiáng)調(diào)英文書(shū)寫(xiě)，課文后面附有不少書(shū)法練習(xí)，讓孩子們不僅將英語(yǔ)說(shuō)得像外國(guó)人，而且寫(xiě)得也跟外文書(shū)法一樣，這是國(guó)內(nèi)英語(yǔ)教學(xué)所缺少的一個(gè)環(huán)節(jié)。從第2冊(cè)開(kāi)始，均是比較正式的課文了，每一課包括詞匯和課文，對(duì)一些生詞有英文解釋，讓學(xué)生學(xué)會(huì)通過(guò)簡(jiǎn)單英文理解生詞，養(yǎng)成用英語(yǔ)理解和思維的習(xí)慣。第4冊(cè)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(cè)和第6冊(cè)的課文前增加了作者簡(jiǎn)介與相關(guān)背景知識(shí)，內(nèi)容豐富而有一定深度。
從所選課文的英文難易程度來(lái)看，大致而言，這套讀本的第1-3冊(cè)跟國(guó)內(nèi)小學(xué)畢業(yè)程度相近，第4冊(cè)則適用于初中生閱讀使用，第5、6冊(cè)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(jiàn)的記敘、散文體以外，這套讀本對(duì)詩(shī)歌、戲劇、論說(shuō)文等文體也很重視，書(shū)中選取了不少名家的名作名篇。這對(duì)國(guó)內(nèi)孩子們真正感受英語(yǔ)這一西方語(yǔ)言的魄力是大有幫助的。
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.

作者簡(jiǎn)介

(美國(guó))威廉?H?麥加菲
威廉?H?麥加菲，美國(guó)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(guò)邁阿密大學(xué)語(yǔ)言學(xué)教授，俄亥俄大學(xué)校長(zhǎng)。自1845年開(kāi)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。
早在19世紀(jì)初期，麥加菲就意識(shí)到，應(yīng)該給那些孤獨(dú)的墾荒者和歐洲移民的后代提供普遍的教育，于是他利用自己作為演講家與教育工作者的天賦，開(kāi)始為孩子們編寫(xiě)系列教材。這套教材共7冊(cè)，從學(xué)齡前至第6年級(jí)。他前后花費(fèi)了20多年的時(shí)間才完成全套教材的編寫(xiě)。這套教材面世后就被美國(guó)很多學(xué)校選為課本。在75年間銷(xiāo)量高達(dá)1.22億，直到今天仍以各種版本流行于西方，被美國(guó)《出版周刊》評(píng)為“人類出版史上第三大暢銷(xiāo)書(shū)”，對(duì)美國(guó)青年的心靈塑造與道德培養(yǎng)產(chǎn)生了史無(wú)前例的影響。
William Holmes McGuffey (September 23, 1800 – May 4, 1873) was
an American professor and college president who is best known for
writing the McGuffey Readers, one of the nation's first and most
widely used series of textbooks. It is estimated that at least 122
million copies of McGuffey Readers were sold between 1836 and 1960,
placing its sales in a category with the Bible and Webster's
Dictionary.
He was born the son of Alexander and Anna (Holmes) McGuffey near
Claysville in Washington County, Pennsylvania, which is 45 miles
southwest of Pittsburgh. In 1802 the McGuffey family moved further
out into the frontier at Tuscarawas County, Ohio. He attended
country school, and after receiving special instruction at
Youngstown, he attended Greer sburg Academy in Darlington,
Pennsylvania. Afterwards, he attended and graduated from
Pennsylvania's Washington College, where he became an
instructor.
He was close friends with Washington College's President Andrew
Wylie and lived in Wylie's house for a time; they often would walk
the 3 miles to Washington College together.
McGuffey's house in Oxford McGuffey left Washington College
in 1826 to become a professor at Miami University in Oxford, Ohio.
A year later in 1827, he was married to Harriet Spinning of Dayton,
Ohio, with whom he had five children. In 1829, he was ordained at
Bethel Chapel as a minister in the Presbyterian Church. It was in
Oxford that he created the most important contribution of his life:
The McGuffey Readers. His books sold over 122 million copies. He
was very fond of teaching and children as he geared the books
toward a younger audience.
In 1836, he left Miami to become president of Cincinnati College,
where he also served as a distinguished teacher and lecturer. He
left Cincinnati in 1839 to become the 4th president of Ohio
University, which he left in 1843 to become president of Woodward
College (really a secondary school) in Cincinnati.
In 1845, McGuffey moved to Charlottesville, Virginia where he
became Professor of Philosophy at the University of Virginia. A
year after his first wife Harriet died in 1850, he married Miss
Laura Howard, daughter of Dean Howard of the University of
Virginia, in 1851. McGuffey is buried in the university burial
ground, in Charlottesville, Virginia. The School of Education at
Miami University is housed in McGuffey Hall which is named for him
and his home in Oxford is a National Historic Landmark offering
tours on weekdays.

書(shū)籍目錄

LESSON 1 ANECDOTE OF THE DUKE OF NEWCASTLE
LESSON 2 THE NEEDLE
LESSON 3 DAWN
LESSON 4 DESCRIPTION OF A STORM
LESSON 5 AFTER THE THUNDERSTORM
LESSON 6 HOUSE CLEANING
LESSON 7 SCHEMES OF LIFE OFTEN ILLUSORY
LESSON 8 THE BRAVE OLD OAK
LESSON 9 THE ARTIST SURPRISED
LESSON 10 PICTURES OF MEMORY
LESSON 11 THE MORNING ORATORIO
LESSON 12 SHORT SELECTIONS IN POETRY
LESSON 13 DEATH OF LITTLE NELL
LESSON 14 VANITY OF LIFE
LESSON 15 A POLITICAL PAUSE
LESSON 16 MY EXPERIENCE IN ELOCUTION
LESSON 17 ELEGY IN A COUNTRY CHURCHYARD
LESSON 18 TACT AND TALENT
LESSON 19 SPEECH BEFORE THE VIRGINIA CONVENTION
LESSON 20 THE AMERICAN FLAG
LESSON 21 IRONICAL EULOGY ON DEBT
LESSON 22 THE THREE WARNINGS
LESSON 23 THE MEMORY OF OUR FATHERS
LESSON 24 SHORT SELECTIONS IN PROSE
LESSON 25 THE JOLLY OLD PEDAGOGUE
LESSON 26 THE TEACHER AND SICK SCHOLAR
LESSON 27 THE SNOW SHOWER
LESSON 28 CHARACTER OF NAPOLEON BONAPARTE
LESSON 29 NAPOLEON AT REST
LESSON 30 WAR
LESSON 31 SPEECH OF WALPOLE IN REPROOF OF MR. PITT
LESSON 32 PITT’S REPLY TO SIR ROBERT WALPOLE
LESSON 33 CHARACTER OF MR. PITT
LESSON 34 THE SOLDIER’S REST
LESSON 35 HENRY V. TO HIS TROOPS
LESSON 36 SPEECH OF PAUL ON MARS HILL
LESSON 37 GOD IS EVERYWHERE
LESSON 38 LAFAYETTE AND ROBERT RAIKES
LESSON 39 FALL OF CARDINAL WOLSEY
LESSON 40 THE PHILOSOPHER
LESSON 41 MARMION AND DOUGLAS
LESSON 42 THE PRESENT
LESSON 43 THE BAPTISM
LESSON 44 SPARROWS
LESSON 45 OBSERVANCE OF THE SABBATH
LESSON 46 GOD’S GOODNESS TO SUCH AS FEAR HIM
LESSON 47 CHARACTER OF COLUMBUS
LESSON 48 “HE GIVETH HIS BELOVED SLEEP”
LESSON 49 DESCRIPTION OF A SIEGE
LESSON 50 MARCO BOZZARIS
LESSON 51 SONG OF THE GREEK BARD
LESSON 52 NORTH AMERICAN INDIANS
LESSON 53 LOCHIEL’S WARNING
LESSON 54 ON HAPPINESS OF TEMPER
LESSON 55 THE FORTUNE TELLER
LESSON 56 RIENZI’S ADDRESS TO THE ROMANS
LESSON 57 CHARACTER OF THE PURITAN FATHERS OFNEW ENGLAND
LESSON 58 LANDING OF THE PILGRIM FATHERS
LESSON 59 NECESSITY OF EDUCATION
LESSON 60 RIDING ON A SNOWPLOW
LESSON 61 THE QUARREL OF BRUTUS AND CASSIUS
LESSON 62 THE QUACK
LESSON 63 RIP VAN WINKLE
LESSON 64 BILL AND JOE
LESSON 65 SORROW FOR THE DEAD
LESSON 66 THE EAGLE
LESSON 67 POLITICAL TOLERATION
LESSON 68 WHAT CONSTITUTES A STATE?
LESSON 69 THE BRAVE AT HOME
LESSON 70 SOUTH CAROLINA
LESSON 71 MASSACHUSETTS AND SOUTH CAROLINA
LESSON 72 THE CHURCH SCENE FROM EVANGELINE
LESSON 73 SONG OF THE SHIRT
LESSON 74 DIAMOND CUT DIAMOND
LESSON 75 THANATOPSIS
LESSON 76 INDIAN JUGGLERS
LESSON 77 ANTONY OVER CAESAR’S DEAD BODY
LESSON 78 THE ENGLISH CHARACTER
LESSON 79 THE SONG OF THE POTTER
LESSON 80 A HOT DAY IN NEW YORK
LESSON 81 DISCONTENT.—AN ALLEGORY
LESSON 82 JUPITER AND TEN
LESSON 83 SCENE FROM “THE POOR GENTLEMAN”
LESSON 84 MY MOTHER’S PICTURE
LESSON 85 DEATH OF SAMSON
LESSON 86 AN EVENING ADVENTURE
LESSON 87 THE BAREFOOT BOY
LESSON 88 THE GLOVE AND THE LIONS
LESSON 89 THE FOLLY OF INTOXICATION
LESSON 90 STARVED ROCK
LESSON 91 PRINCE HENRY AND FALSTAFF
LESSON 92 STUDIES
LESSON 93 SURRENDER OF GRANADA
LESSON 94 HAMLET’S SOLILOQUY
LESSON 95 GINEVRA
LESSON 96 INVENTIONS AND DISCOVERIES
LESSON 97 ENOCH ARDEN AT THE WINDOW
LESSON 98 LOCHINVAR
LESSON 99 SPEECH ON THE TRIAL OF A MURDERER
LESSON 100 THE CLOSING YEAR
LESSON 101 A NEW CITY IN COLORADO
LESSON 102 IMPORTANCE OF THE UNION
LESSON 103 THE INFLUENCES OF THE SUN
LESSON 104 COLLOQUIAL POWERS OF FRANKLIN
LESSON 105 THE DREAM OF CLARENCE
LESSON 106 HOMEWARD BOUND
LESSON 107 IMPEACHMENT OF WARREN HASTINGS
LESSON 108 DESTRUCTION OF THE CARNATIC
LESSON 109 THE RAVEN
LESSON 110 A VIEW OF THE COLOSSEUM
LESSON 111 THE BRIDGE
LESSON 112 OBJECTS AND LIMITS OF SCIENCE
LESSON 113 THE DOWNFALL OF POLAND
LESSON 114 LABOR
LESSON 115 THE LAST DAYS OF HERCULANEUM
LESSON 116 HOW MEN REASON
LESSON 117 THUNDERSTORM ON THE ALPS
LESSON 118 ORIGIN OF PROPERTY
LESSON 119 BATTLE OF WATERLOO
LESSON 120 “WITH BRAINS, SIR”
LESSON 121 THE NEW ENGLAND PASTOR
LESSON 122 DEATH OF ABSALOM
LESSON 123 ABRAHAM DAVENPORT
LESSON 124 THE FALLS OF THE YOSEMITE
LESSON 125 A PSALM OF LIFE
LESSON 126 FRANKLIN’S ENTRY INTO PHILADELPHIA
LESSON 127 LINES TO A WATERFOWL
LESSON 128 GOLDSMITH AND ADDISON
LESSON 129 IMMORTALITY OF THE SOUL
LESSON 130 CHARACTER OF WASHINGTON
LESSON 131 EULOGY ON WASHINGTON
LESSON 132 THE SOLITARY REAPER
LESSON 133 VALUE OF THE PRESENT
LESSON 134 HAPPINESS
LESSON 135 MARION
LESSON 136 A COMMON THOUGHT
LESSON 137 A DEFINITE AIM IN READING
LESSON 138 ODE TO MT. BLANC

章節(jié)摘錄

　　呈現(xiàn)于讀者面前的這套《美國(guó)語(yǔ)文讀本》，亦名《麥加菲讀本》，其編者威廉?H?麥加菲曾先后任美國(guó)邁阿密大學(xué)語(yǔ)言學(xué)教授和俄亥俄大學(xué)校長(zhǎng)?？紤]到“麥加菲”的英文名稱在美國(guó)已被注冊(cè)為商標(biāo)，加之它是一套影響深遠(yuǎn)而廣泛的語(yǔ)文課本，我們?cè)谥袊?guó)首次原版出版這套著名教材時(shí)，便將書(shū)名定為《美國(guó)語(yǔ)文讀本》。這套書(shū)既有教材功能，又可當(dāng)作提高英語(yǔ)水平的有效讀物?！　　睹绹?guó)語(yǔ)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(guó)學(xué)校的語(yǔ)文教材，據(jù)稱有10000多所美國(guó)學(xué)校拿它當(dāng)作教材。美國(guó)著名汽車(chē)制造商亨利?福特稱贊這套書(shū)是他兒童時(shí)代最有興趣的讀物，后來(lái)他自費(fèi)大量印刷這套書(shū)，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(jiàn)這套書(shū)的價(jià)值與影響力。據(jù)估計(jì)，這套書(shū)從問(wèn)世至1960年，至少發(fā)行了1.22億冊(cè)；1961年后，在西方每年銷(xiāo)量仍達(dá)30000冊(cè)以上。應(yīng)該說(shuō)，沒(méi)有哪一套個(gè)人主編的教材能超過(guò)此發(fā)行量了！　　這套讀本的英文原版共分七級(jí)，包括啟蒙讀本和第1-6級(jí)?？紤]到啟蒙讀本與第一級(jí)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(cè)，其余2-6級(jí)與英文原版相同。這樣國(guó)內(nèi)出版的這套讀本共包括6冊(cè)。第1冊(cè)從字母表開(kāi)始，主要側(cè)重于字母的發(fā)音與書(shū)寫(xiě)、簡(jiǎn)單的單詞與句型，同時(shí)強(qiáng)調(diào)英文書(shū)寫(xiě)，課文后面附有不少書(shū)法練習(xí)，讓孩子們不僅將英語(yǔ)說(shuō)得像外國(guó)人，而且寫(xiě)得也跟外文書(shū)法一樣，這是國(guó)內(nèi)英語(yǔ)教學(xué)所缺少的一個(gè)環(huán)節(jié)。從第2冊(cè)開(kāi)始，均是比較正式的課文了，每一課包括詞匯和課文，對(duì)一些生詞有英文解釋，讓學(xué)生學(xué)會(huì)通過(guò)簡(jiǎn)單英文理解生詞，養(yǎng)成用英語(yǔ)理解和思維的習(xí)慣。第4冊(cè)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(cè)和第6冊(cè)的課文前增加了作者簡(jiǎn)介與相關(guān)背景知識(shí)，內(nèi)容豐富而有一定深度?！　乃x課文的英文難易程度來(lái)看，大致而言，這套讀本的第1-3冊(cè)跟國(guó)內(nèi)小學(xué)畢業(yè)程度相近，那么第4級(jí)則適用于初中生閱讀使用，第5、6冊(cè)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(jiàn)的記敘、散文體以外，這套讀本對(duì)詩(shī)歌、戲劇、論說(shuō)文等文體也很重視，書(shū)中選取了不少名家的名作名篇。這對(duì)國(guó)內(nèi)孩子們真正感受英語(yǔ)這一西方語(yǔ)言的魄力是大有幫助的?！　∪祟愇幕墓鍖毑粌H源遠(yuǎn)流長(zhǎng)，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(guó)讀本引進(jìn)到國(guó)內(nèi)，應(yīng)該具有一定的借鑒意義。它也有益于中國(guó)孩子在學(xué)習(xí)英語(yǔ)的同時(shí)，了解西方的文學(xué)與文化歷史，通過(guò)英語(yǔ)這門(mén)語(yǔ)言工具，開(kāi)闊自己的視野，打開(kāi)通往世界的心靈之窗。這也我們出版此套書(shū)的內(nèi)心所愿！　　作為此書(shū)的出版者，我們最后懇請(qǐng)讀者原諒并給予幫助的是，由于此套書(shū)出版過(guò)程中掃描和編排校對(duì)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(qǐng)讀者諒解并指正，以幫助我們更加完善此套讀本?！　〕霭嬲摺　ESSON 1 ANECDOTE OF THE DUKE OF NEWCASTLE　　A laughable story was circulated during the administration of the old Duke of Newcastle, and retailed to the public in various forms. This nobleman, with many good points, was remarkable for being profuse of his promises on all occasions, and valued himself particularly on being able to anticipate the words or the wants of the various persons who attended his levees, before they uttered a word. This sometimes led him into ridiculous embarrassment; and it was this proneness to lavish promises, which gave occasion for the following anecdote:　　At the election of a certain borough in Cornwall, where the opposite interests were almost equally poised, a single vote was of the highest importance. This object the Duke, by well applied argument and personal application, at length attained; and the gentleman he recommended, gained the election. In the warmth of gratitude, his grace poured forth acknowledgments and promises without ceasing, on the fortunate possessor of the casting vote; called him his best and dearest friend; protested, that he should consider himself as forever indebted to him; and that he would serve him by night or by day.　　The Cornish voter, who was an honest fellow, and would not have thought himself entitled to any reward, but for such a torrent of acknowledgments, thanked the Duke for his kindness, and told him the supervisor of excise was old and infirm, and, if he would have the goodness to recommend his son-in-law to the commissioners, in case of the old man’s death, he should think himself and his family bound to render his grace every assistance in their power, on any future occasion.　　“My dear friend, why do you ask for such a trifling employment?” exclaimed his grace; “your relative shall have it the moment the place is vacant, if you will but call my attention to it.”　　“But how shall I get admitted to you, my lord? For in London, I understand, it is a very difficult business to get a sight of you great folks, though you are so kind and complaisant to us in the country.”　　“The instant the man dies,” replied the Duke, “set out posthaste for London; drive directly to my house, and, be it by night or by day, thunder at the door; I will leave word with my porter to show you upstairs directly; and the employment shall be disposed of according to your wishes.”　　The parties separated; the Duke drove to a friend’s house in the neighborhood, without a wish or desire to see his new acquaintance till that day seven years; but the memory of the Cornish elector, not being burdened with such a variety of objects, was more retentive. The supervisor died a few months after, and the Duke’s humble friend, relying on the word of a peer, was conveyed to London posthaste, and ascended with alacrity the steps of that nobleman’s palace.　　The reader should be informed, that just at this time, no less a person than the King of Spain was expected hourly to depart this life, an event in which the minister of Great Britain was particularly concerned; and the Duke of Newcastle, on the very night that the proprietor of the decisive vote arrived at his door, had sat up anxiously expecting dispatches from Madrid. Wearied by official business and agitated spirits, he retired to rest, having previously given particular instructions to his porter not to go to bed, as he expected every minute a messenger with advices of the greatest importance, and desired that he might be shown upstairs, the moment of his arrival.　　His grace was sound asleep; and the porter, settled for the night in his armchair, had already commenced a sonorous nap, when the vigorous arm of the Cornish voter roused him from his slumbers. To his first question, “Is the Duke at home?” the porter replied, “Yes, and in bed; but has left particular orders that, come when you will, you are to go up to him directly.”　　“Bless him, for a worthy and honest gentleman,” cried our applicant for the vacant post, smiling and nodding with approbation at the prime minister’s kindness, “how punctual his grace is; I knew he would not deceive me; let me hear no more of lords and dukes not keeping their words; I verily believe they are as honest, and mean as well as any other folks.” Having ascended the stairs as he was speaking, he was ushered into the Duke’s bedchamber.　　“Is he dead?” exclaimed his grace, rubbing his eyes, and scarcely awakened from dreaming of the King of Spain, “Is he dead?”　　“Yes, my lord,” replied the eager expectant, delighted to find the election promise, with all its circumstances, so fresh in the nobleman’s memory.　　“When did he die?”　　“The day before yesterday, exactly at half past one o’clock, after being confined three weeks to his bed, and taking a power of doctor’s stuff; and I hope your grace will be as good as your word, and let my son-in-law succeed him.”　　The Duke, by this time perfectly awake, was staggered at the impossibility of receiving intelligence from Madrid in so short a space of time; and perplexed at the absurdity of a king’s messenger applying for his son-in-law to succeed the King of Spain: “Is the man drunk, or mad? Where are your dispatches?” exclaimed his grace, hastily drawing back his curtain; where, instead of a royal courier, he recognized at the bedside, the fat, good-humored countenance of his friend from Cornwall, making low bows, with hat in hand, and “hoping my lord would not forget the gracious promise he was so good as to make, in favor of his son-in-law, at the last election.”　　Vexed at so untimely a disturbance, and disappointed of news from Spain, the Duke frowned for a moment; but chagrin soon gave way to mirth, at so singular and ridiculous a combination of circumstances, and, yielding to the impulse, he sunk upon the bed in a violent fit of laughter, which was communicated in a moment to the attendants.　　The relater of this little narrative, concludes, with observing, “Although the Duke of Newcastle could not place the relative of his old acquaintance on the throne of His Catholic Majesty, he advanced him to a post not less honorable—he made him an exciseman.”—Blackwood’s Magazine.　　……

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