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【篇一】The Historical Significance of American Revolution
The ways of history are so intricate and the motivations of human actions so complex that it is always hazardous to attempt to represent events covering a number of years, a multiplicity of persons, and distant localities as the expression of one intellectual or social movement; yet the historical process which culminated in the ascent of Thomas Jefferson to the presidency can be regarded as the outstanding example not only of the birth of a new way of life but of nationalism as a new way of life.
The American Revolution represents the link between the seventeenth century, in which modern England became conscious of itself, and the awakening of modern Europe at the end of the eighteenth century. It may seem strange that the march of history should have had to cross the Atlantic Ocean, but only in the North American colonies could a struggle for civic liberty lead also to the foundation of a new nation.
Here, in the popular rising against a “tyrannical” government, the fruits were more than the securing of a freer constitution. They included the growth of a nation born in liberty by the will of the people, not from the roots of common descent, a geographic entity, or the ambitions of king or dynasty.
With the American nation, for the first time, a nation was born, not in the dim past of history but before the eyes of the whole world.
【篇二】譯文
美國(guó)革命的歷史意義
歷史的進(jìn)程是如此錯(cuò)綜復(fù)雜，人類行為的動(dòng)機(jī)是如此令人費(fèi)解，以至于想把那些時(shí)間跨度大、涉及人數(shù)多、空間范圍廣的事件描述成為一個(gè)智者或一場(chǎng)社會(huì)運(yùn)動(dòng)的表現(xiàn)的企圖是危險(xiǎn)的。然而以托馬斯·杰弗遜登上總統(tǒng)寶座為高 潮的那一段歷史過(guò)程可以被視為一個(gè)特殊的例子。在這段歷史時(shí)期里不僅誕生了新的生活方式，而且民族主義成為了一種新的生活方式。
美國(guó)獨(dú)立戰(zhàn)爭(zhēng)成為聯(lián)結(jié)17世紀(jì)現(xiàn)代英格蘭的自我意識(shí)和18世紀(jì)末現(xiàn)代歐洲的覺(jué)醒的紐帶。歷史的行程需要跨越大西洋，這看起來(lái)似乎有些奇怪，但卻只有在北美殖民地為民權(quán)和自由的斗爭(zhēng)才能導(dǎo)致新國(guó)家的建立。
這里，反對(duì)“暴 政”的民眾起義的成果不僅是獲得一個(gè)包含更多自由的憲法，還包括了一個(gè)依照人民的意愿誕生在自由中的國(guó)家的成長(zhǎng)。這個(gè)國(guó)家不是基于血緣、地理、君主或王朝的野心。
由于有了美國(guó)，第一個(gè)國(guó)家的誕生不是發(fā)生在歷史模糊的過(guò)去，而是在全世界人們的眼前。
【篇三】Children's Numerical Skills
People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy -- one knife, one spoon, one fork, for each of the five chairs.
Soon they are capable of noting that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped -- or, as the case might be, bumped into -- concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one.
Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers - the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table - is itself far from innate.
【篇四】譯文
兒童的數(shù)學(xué)能力
人似乎生來(lái)就會(huì)計(jì)算。孩子們使用數(shù)字的技能發(fā)展得如此之早和如此必然，很容易讓人想象有一個(gè)內(nèi)在精確而成熟的數(shù)字鐘在指導(dǎo)他們的成長(zhǎng)。孩子們?cè)趯W(xué)會(huì)走路和說(shuō)話后不久，就能以令人驚嘆的準(zhǔn)確布置桌子——五把椅子前面分別擺上一把刀、一個(gè)湯匙、一把叉子。很快地，他們就能知道他們已在桌面上擺放了五把刀、五個(gè)湯匙、五把叉子。
沒(méi)有多久，他們就又能知道這些東西加起來(lái)總共是15把銀餐具。如此這般地掌握了加法之后，他們又轉(zhuǎn)向減法。有一種設(shè)想幾乎順理成章，那就是，即使一個(gè)孩子一出生就被隔絕到荒島上，七年后返回世間，也能直接上小學(xué)二年級(jí)的數(shù)學(xué)課，而不會(huì)碰到任何智力調(diào)整方面的大 麻煩。
當(dāng)然，事實(shí)并沒(méi)有這么簡(jiǎn)單。本世紀(jì)認(rèn)知心理學(xué)家的工作已經(jīng)揭示了智力發(fā)展所依賴的日常學(xué)習(xí)的微妙形式。他們觀察到孩子們緩慢掌握那些成年人認(rèn)為理所當(dāng)然的概念的過(guò)程，或者是孩子們偶然遇到這些概念的過(guò)程。他們也觀察到孩子們拒絕承認(rèn)某些常識(shí)的情況。比如：孩子們拒絕承認(rèn)當(dāng)水從短而粗的瓶中倒入細(xì)而長(zhǎng)的瓶子中時(shí)，水的數(shù)量沒(méi)有變化。
心理學(xué)家們而后又展示一個(gè)例子，即：讓孩子們數(shù)一堆鉛筆時(shí)，他們能順利地報(bào)出藍(lán)鉛筆或紅鉛筆的數(shù)目，但卻需誘導(dǎo)才能報(bào)出總的數(shù)目。此類研究表明：數(shù)學(xué)基礎(chǔ)是經(jīng)過(guò)逐漸努力后掌握的。他們還表示抽象的數(shù)字概念，如可表示任何一類物品并且是在做比擺桌子有更高數(shù)學(xué)要求的任何事時(shí)都必備的一、二、三意識(shí)，遠(yuǎn)遠(yuǎn)不是天生就具備的。