★以下是英文寫作翻譯頻道為大家整理的《海倫.凱勒經(jīng)典英文名著閱讀《我的生活》：Chapter 3》，供大家參考。更多內(nèi)容請看本站寫作翻譯頻道。
Chapter III
第三章
Meanwhile the desire to express myself grew. The few signs I used became less and less adequate, and my failures to make myself understood were invariably followed by outbursts of passion. I felt as if invisible hands were holding me, and I made frantic efforts to free myself. I struggled--not that struggling helped matters, but the spirit of resistance was strong within me; I generally broke down in tears and physical exhaustion. If my mother happened to be near I crept into her arms, too miserable even to remember the cause of the tempest. After awhile the need of some means of communication became so urgent that these outbursts occurred daily, sometimes hourly.
在成長的過程中，我越來越渴望表達(dá)自己的意愿，但是我使用的幾個簡單的手勢已經(jīng)遠(yuǎn)遠(yuǎn)不夠用了；而且，當(dāng)我無法表明自己的意圖時，我就會氣急敗壞。我感到似乎有一雙看不見的手正在抓著我，而我則拼命地想掙脫束縛。我努力抗?fàn)帯?dāng)然并不是希求解決問題，而是想為我內(nèi)心深處強烈的反抗精神尋找出路。我通常會哭鬧不止，直至筋疲力荊如果母親碰巧在身邊，我會悄悄地鉆進(jìn)她的懷里。我傷心至極，乃至于忘記了憤怒的原因。后來，這種情緒的爆發(fā)在每天，或者每小時都會發(fā)生，因此，對于交流的需求于我是如此地迫切。
My parents were deeply grieved and perplexed. We lived a long way from any school for the blind or the deaf, and it seemed unlikely that any one would come to such an out-of-the-way place as Tuscumbia to teach a child who was both deaf and blind. Indeed, my friends and relatives sometimes doubted whether I could be taught. My mother's only ray of hope came from Dickens's "American Notes." She had read his account of Laura Bridgman, and remembered vaguely that she was deaf and blind, yet had been educated. But she also remembered with a hopeless pang that Dr. Howe, who had discovered the way to teach the deaf and blind, had been dead many years. His methods had probably died with him; and if they had not, how was a little girl in a far-off town in Alabama to receive the benefit of them?
我的父母陷入了深深的痛苦和困惑之中。當(dāng)時，我們家離任何一所盲人或聾啞學(xué)校都很遠(yuǎn)，而且，似乎也不會有任何人能跑到像圖斯康比亞這種偏僻的地方，就為了教一個又聾又瞎的小孩子。事實上，我的朋友和親屬們一度懷疑我真的能否接受教育。我母親的希望來自狄更斯的《美國札記》，她曾讀過他寫的勞拉·布里吉曼的故事，而且她隱約記得那個女孩子也是又聾又瞎，然而卻接受了正規(guī)教育。不過她也感到希望渺茫，因為豪博士，也就是探索傳授盲聾人知識的先驅(qū)，已經(jīng)去世很多年了。而豪博士的教育方法也許會隨著他的去世而消亡，果真如此，那么一個住在亞拉巴馬偏遠(yuǎn)小鎮(zhèn)的小姑娘又如何從中受益呢？
When I was about six years old, my father heard of an eminent oculist in Baltimore, who had been successful in many cases that had seemed hopeless. My parents at once determined to take me to Baltimore to see if anything could be done for my eyes.
我六歲大的時候，我的父親聽說在巴爾的摩有一個的眼科醫(yī)生，他曾成功地醫(yī)治過許多看似無望的病人。于是，我的父母決定帶我去巴爾的摩，看看是不是能治好我的眼睛。
The journey, which I remember well, was very pleasant. I made friends with many people on the train. One lady gave me a box of shells. My father made holes in these so that I could string them, and for a long time they kept me happy and contented. The conductor, too, was kind. Often when he went his rounds I clung to his coat tails while he collected and punched the tickets. His punch, with which he let me play, was a delightful toy. Curled up in a corner of the seat I amused myself for hours making funny little holes in bits of cardboard.
那是一次愉快的旅行，我依然有著十分清晰的記憶。在火車上，我同許多人成了朋友。有位女士送給我一盒貝殼。我父親在上面鉆出孔洞，這樣我就可以把貝殼串在一起，很長時間我都沉醉其中，樂此不疲。列車長也是個友善的人，當(dāng)他在車廂里四處走動，為乘客檢票打孔的時候，我常會靠在他的衣擺上。他還讓我玩他的打孔器，那實在是一種很有趣的玩具。我蜷縮在座位的角落里自得其樂，一連好幾個小時在一片片紙板上打洞玩。
My aunt made me a big doll out of towels. It was the most comical shapeless thing, this improvised doll, with no nose, mouth, ears or eyes--nothing that even the imagination of a child could convert into a face. Curiously enough, the absence of eyes struck me more than all the other defects put together. I pointed this out to everybody with provoking persistency, but no one seemed equal to the task of providing the doll with eyes. A bright idea, however, shot into my mind, and the problem was solved. I tumbled off the seat and searched under it until I found my aunt's cape, which was trimmed with large beads. I pulled two beads off and indicated to her that I wanted her to sew them on my doll. She raised my hand to her eyes in a questioning way, and I nodded energetically. The beads were sewed in the right place and I could not contain myself for joy; but immediately I lost all interest in the doll. During the whole trip I did not have one fit of temper, there were so many things to keep my mind and fingers busy.
我的姑媽用毛巾給我做了一個大布娃娃。這是一個滑稽而怪異的玩偶，大概是準(zhǔn)備得過于倉促，娃娃沒有鼻子、嘴、耳朵和眼睛——甚至憑借一個小孩子的想象力都無法拼湊出娃娃的臉孔?？墒制婀值氖牵也⒉辉诤跬尥揞^上的其他器官，唯獨眼睛的缺失深深觸動了我。我固執(zhí)地向大家指出我的發(fā)現(xiàn)，可是似乎沒有一個人能夠為娃娃添加一雙眼睛。然而，由于我的靈機一動，難題終于得到了解決。我翻下座位開始摸索，直到發(fā)現(xiàn)了姑媽的披肩，而披肩上面裝飾著不少大珠子。我揪下來兩顆珠子，并且示意姑媽幫我把它縫到娃娃身上。于是姑媽把我的手放在了她的眼睛上面，而我則使勁地點頭。結(jié)果，珠子被縫到了恰當(dāng)?shù)奈恢茫液喼睙o法抑制住自己的興奮。可是很快我就失去了對布娃娃的所有興趣。在旅途中，我沒有發(fā)過一次脾氣，因為有太多的事情讓我的頭腦和手指忙于應(yīng)付。
When we arrived in Baltimore, Dr. Chisholm received us kindly: but he could do nothing. He said, however, that I could be educated, and advised my father to consult Dr. Alexander Graham Bell of Washington, who would be able to give him information about schools and teachers of deaf or blind children. Acting on the doctor's advice, we went immediately to Washington to see Dr. Bell, my father with a sad heart and many misgivings, I wholly unconscious of his anguish, finding pleasure in the excitement of moving from place to place. Child as I was, I at once felt the tenderness and sympathy which endeared Dr. Bell to so many hearts, as his wonderful achievements enlist their admiration. He held me on his knee while I examined his watch, and he made it strike for me. He understood my signs, and I knew it and loved him at once. But I did not dream that that interview would be the door through which I should pass from darkness into light, from isolation to friendship, companionship, knowledge, love.
我們來到巴爾的摩，切斯霍爾姆醫(yī)生熱情地接待了我們，但是他并沒有對我做任何治療。他對父親說，我應(yīng)該接受教育，并且建議父親向華盛頓的亞歷山大·格雷厄姆·貝爾博士進(jìn)行咨詢，他可以告訴我們關(guān)于聾啞和盲童學(xué)校的師資情況。按照醫(yī)生的建議，我們立刻前往華盛頓去見貝爾博士。我的父親疑慮重重，感到前途未卜。而我完全沒有意識到他的痛苦，只是覺得在路途間往來其樂無窮。雖然是個小孩子，可我馬上就感到了貝爾博士的善良和強烈的同情心，當(dāng)時他功成名就，深受世人敬仰。他把我抱在他的膝蓋上，我對他的懷表產(chǎn)生了興趣，為了讓我明白，他不停地敲打懷表。他理解我的手勢，我知道這一點，立刻就喜歡上了他。但是我并不抱什么幻想，把這次會晤當(dāng)成是一扇引領(lǐng)我從黑暗走向光明，從孤獨走向友誼、關(guān)懷、知識和愛的大門。
Dr. Bell advised my father to write to Mr. Anagnos, director of the Perkins Institution in Boston, the scene of Dr. Howe's great labours for the blind, and ask him if he had a teacher competent to begin my education. This my father did at once, and in a few weeks there came a kind letter from Mr. Anagnos with the comforting assurance that a teacher had been found. This was in the summer of 1886. But Miss Sullivan did not arrive until the following March.
貝爾博士建議我父親給阿納戈諾斯先生寫封信，他是波士頓帕金斯學(xué)院的院長，也是豪博士偉大事業(yè)的繼承人。貝爾博士的意思是，看看阿納戈諾斯先生那里有沒有一位能夠教我的老師。我的父親立即寫了信。幾個星期后，阿納戈諾斯先生便回了一封熱情洋溢的信，他讓我們放心，說已經(jīng)為我們找到了一位老師。這件事發(fā)生在1886年夏天，那時蘇立文小姐還沒有來，她是來年三月才到的。
Thus I came up out of Egypt and stood before Sinai, and a power divine touched my spirit and gave it sight, so that I beheld many wonders. And from the sacred mountain I heard a voice which said, "Knowledge is love and light and vision."
就這樣，我走出埃及，站在了西奈山前。一股神圣的力量觸摸著我的靈魂，它不但帶給了我光明，還讓我“看”到了許多奇跡。我似乎聽到了那個來自圣山的聲音：“知識是愛，是光，是佳地?！?
Chapter III
第三章
Meanwhile the desire to express myself grew. The few signs I used became less and less adequate, and my failures to make myself understood were invariably followed by outbursts of passion. I felt as if invisible hands were holding me, and I made frantic efforts to free myself. I struggled--not that struggling helped matters, but the spirit of resistance was strong within me; I generally broke down in tears and physical exhaustion. If my mother happened to be near I crept into her arms, too miserable even to remember the cause of the tempest. After awhile the need of some means of communication became so urgent that these outbursts occurred daily, sometimes hourly.
在成長的過程中，我越來越渴望表達(dá)自己的意愿，但是我使用的幾個簡單的手勢已經(jīng)遠(yuǎn)遠(yuǎn)不夠用了；而且，當(dāng)我無法表明自己的意圖時，我就會氣急敗壞。我感到似乎有一雙看不見的手正在抓著我，而我則拼命地想掙脫束縛。我努力抗?fàn)帯?dāng)然并不是希求解決問題，而是想為我內(nèi)心深處強烈的反抗精神尋找出路。我通常會哭鬧不止，直至筋疲力荊如果母親碰巧在身邊，我會悄悄地鉆進(jìn)她的懷里。我傷心至極，乃至于忘記了憤怒的原因。后來，這種情緒的爆發(fā)在每天，或者每小時都會發(fā)生，因此，對于交流的需求于我是如此地迫切。
My parents were deeply grieved and perplexed. We lived a long way from any school for the blind or the deaf, and it seemed unlikely that any one would come to such an out-of-the-way place as Tuscumbia to teach a child who was both deaf and blind. Indeed, my friends and relatives sometimes doubted whether I could be taught. My mother's only ray of hope came from Dickens's "American Notes." She had read his account of Laura Bridgman, and remembered vaguely that she was deaf and blind, yet had been educated. But she also remembered with a hopeless pang that Dr. Howe, who had discovered the way to teach the deaf and blind, had been dead many years. His methods had probably died with him; and if they had not, how was a little girl in a far-off town in Alabama to receive the benefit of them?
我的父母陷入了深深的痛苦和困惑之中。當(dāng)時，我們家離任何一所盲人或聾啞學(xué)校都很遠(yuǎn)，而且，似乎也不會有任何人能跑到像圖斯康比亞這種偏僻的地方，就為了教一個又聾又瞎的小孩子。事實上，我的朋友和親屬們一度懷疑我真的能否接受教育。我母親的希望來自狄更斯的《美國札記》，她曾讀過他寫的勞拉·布里吉曼的故事，而且她隱約記得那個女孩子也是又聾又瞎，然而卻接受了正規(guī)教育。不過她也感到希望渺茫，因為豪博士，也就是探索傳授盲聾人知識的先驅(qū)，已經(jīng)去世很多年了。而豪博士的教育方法也許會隨著他的去世而消亡，果真如此，那么一個住在亞拉巴馬偏遠(yuǎn)小鎮(zhèn)的小姑娘又如何從中受益呢？
When I was about six years old, my father heard of an eminent oculist in Baltimore, who had been successful in many cases that had seemed hopeless. My parents at once determined to take me to Baltimore to see if anything could be done for my eyes.
我六歲大的時候，我的父親聽說在巴爾的摩有一個的眼科醫(yī)生，他曾成功地醫(yī)治過許多看似無望的病人。于是，我的父母決定帶我去巴爾的摩，看看是不是能治好我的眼睛。
The journey, which I remember well, was very pleasant. I made friends with many people on the train. One lady gave me a box of shells. My father made holes in these so that I could string them, and for a long time they kept me happy and contented. The conductor, too, was kind. Often when he went his rounds I clung to his coat tails while he collected and punched the tickets. His punch, with which he let me play, was a delightful toy. Curled up in a corner of the seat I amused myself for hours making funny little holes in bits of cardboard.
那是一次愉快的旅行，我依然有著十分清晰的記憶。在火車上，我同許多人成了朋友。有位女士送給我一盒貝殼。我父親在上面鉆出孔洞，這樣我就可以把貝殼串在一起，很長時間我都沉醉其中，樂此不疲。列車長也是個友善的人，當(dāng)他在車廂里四處走動，為乘客檢票打孔的時候，我常會靠在他的衣擺上。他還讓我玩他的打孔器，那實在是一種很有趣的玩具。我蜷縮在座位的角落里自得其樂，一連好幾個小時在一片片紙板上打洞玩。
My aunt made me a big doll out of towels. It was the most comical shapeless thing, this improvised doll, with no nose, mouth, ears or eyes--nothing that even the imagination of a child could convert into a face. Curiously enough, the absence of eyes struck me more than all the other defects put together. I pointed this out to everybody with provoking persistency, but no one seemed equal to the task of providing the doll with eyes. A bright idea, however, shot into my mind, and the problem was solved. I tumbled off the seat and searched under it until I found my aunt's cape, which was trimmed with large beads. I pulled two beads off and indicated to her that I wanted her to sew them on my doll. She raised my hand to her eyes in a questioning way, and I nodded energetically. The beads were sewed in the right place and I could not contain myself for joy; but immediately I lost all interest in the doll. During the whole trip I did not have one fit of temper, there were so many things to keep my mind and fingers busy.
我的姑媽用毛巾給我做了一個大布娃娃。這是一個滑稽而怪異的玩偶，大概是準(zhǔn)備得過于倉促，娃娃沒有鼻子、嘴、耳朵和眼睛——甚至憑借一個小孩子的想象力都無法拼湊出娃娃的臉孔?？墒制婀值氖牵也⒉辉诤跬尥揞^上的其他器官，唯獨眼睛的缺失深深觸動了我。我固執(zhí)地向大家指出我的發(fā)現(xiàn)，可是似乎沒有一個人能夠為娃娃添加一雙眼睛。然而，由于我的靈機一動，難題終于得到了解決。我翻下座位開始摸索，直到發(fā)現(xiàn)了姑媽的披肩，而披肩上面裝飾著不少大珠子。我揪下來兩顆珠子，并且示意姑媽幫我把它縫到娃娃身上。于是姑媽把我的手放在了她的眼睛上面，而我則使勁地點頭。結(jié)果，珠子被縫到了恰當(dāng)?shù)奈恢茫液喼睙o法抑制住自己的興奮。可是很快我就失去了對布娃娃的所有興趣。在旅途中，我沒有發(fā)過一次脾氣，因為有太多的事情讓我的頭腦和手指忙于應(yīng)付。
When we arrived in Baltimore, Dr. Chisholm received us kindly: but he could do nothing. He said, however, that I could be educated, and advised my father to consult Dr. Alexander Graham Bell of Washington, who would be able to give him information about schools and teachers of deaf or blind children. Acting on the doctor's advice, we went immediately to Washington to see Dr. Bell, my father with a sad heart and many misgivings, I wholly unconscious of his anguish, finding pleasure in the excitement of moving from place to place. Child as I was, I at once felt the tenderness and sympathy which endeared Dr. Bell to so many hearts, as his wonderful achievements enlist their admiration. He held me on his knee while I examined his watch, and he made it strike for me. He understood my signs, and I knew it and loved him at once. But I did not dream that that interview would be the door through which I should pass from darkness into light, from isolation to friendship, companionship, knowledge, love.
我們來到巴爾的摩，切斯霍爾姆醫(yī)生熱情地接待了我們，但是他并沒有對我做任何治療。他對父親說，我應(yīng)該接受教育，并且建議父親向華盛頓的亞歷山大·格雷厄姆·貝爾博士進(jìn)行咨詢，他可以告訴我們關(guān)于聾啞和盲童學(xué)校的師資情況。按照醫(yī)生的建議，我們立刻前往華盛頓去見貝爾博士。我的父親疑慮重重，感到前途未卜。而我完全沒有意識到他的痛苦，只是覺得在路途間往來其樂無窮。雖然是個小孩子，可我馬上就感到了貝爾博士的善良和強烈的同情心，當(dāng)時他功成名就，深受世人敬仰。他把我抱在他的膝蓋上，我對他的懷表產(chǎn)生了興趣，為了讓我明白，他不停地敲打懷表。他理解我的手勢，我知道這一點，立刻就喜歡上了他。但是我并不抱什么幻想，把這次會晤當(dāng)成是一扇引領(lǐng)我從黑暗走向光明，從孤獨走向友誼、關(guān)懷、知識和愛的大門。
Dr. Bell advised my father to write to Mr. Anagnos, director of the Perkins Institution in Boston, the scene of Dr. Howe's great labours for the blind, and ask him if he had a teacher competent to begin my education. This my father did at once, and in a few weeks there came a kind letter from Mr. Anagnos with the comforting assurance that a teacher had been found. This was in the summer of 1886. But Miss Sullivan did not arrive until the following March.
貝爾博士建議我父親給阿納戈諾斯先生寫封信，他是波士頓帕金斯學(xué)院的院長，也是豪博士偉大事業(yè)的繼承人。貝爾博士的意思是，看看阿納戈諾斯先生那里有沒有一位能夠教我的老師。我的父親立即寫了信。幾個星期后，阿納戈諾斯先生便回了一封熱情洋溢的信，他讓我們放心，說已經(jīng)為我們找到了一位老師。這件事發(fā)生在1886年夏天，那時蘇立文小姐還沒有來，她是來年三月才到的。
Thus I came up out of Egypt and stood before Sinai, and a power divine touched my spirit and gave it sight, so that I beheld many wonders. And from the sacred mountain I heard a voice which said, "Knowledge is love and light and vision."
就這樣，我走出埃及，站在了西奈山前。一股神圣的力量觸摸著我的靈魂，它不但帶給了我光明，還讓我“看”到了許多奇跡。我似乎聽到了那個來自圣山的聲音：“知識是愛，是光，是佳地?！?