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1、Unit 6 A French Fourth课文翻译综合教程四(此范文内容仅供学习阅读与借签，请勿照-搬-照-抄!) Unit 6 A French Fourth Charles Trueheart 1 Along about this time every year, as Independence Day approaches, I pull an old American flag out of a bottom drawer where it is folded away folded in a square, I admit, not the regulation triangle.
2、 Ive had it a long time and have always flown it outside on July 4. Here in Paris it hangs from a fourth-floor balcony visible from the street. Ive never seen anyone look up, but in my minds eye an American tourist may notice it and smile, and a French passerby may be reminded of the date and the oc
3、casion that prompt its appearance. I hope so. 2 For my expatriated family, too, the flag is meaningful, in part because we dont do anything else to celebrate the Fourth. People dont have barbecues in Paris apartments, and most other Americans I know who have settled here suppress such outward signs
4、of their heritage or they go back home for the summer to refuel. 3 Our children think the flag-hanging is a cool thing, and I like it because it gives us a few moments of family Q&A about our citizenship. My wife and I have been away from the United States for nine years, and our children are eleven
5、 and nine, so American history is mostly something they have learned or havent learned from their parents. July 4 is one of the times when the American in me feels a twinge of unease about the great lacunae in our childrens understanding of who they are and is prompted to try to fill the gaps. Its a
6、lso a time, one among many, when my thoughts turn more generally to the costs and benefits of raising children in a foreign culture. 4 Louise and Henry speak French fluently; they are taught in French at school, and most of their friends are French. They move from language to language, seldom mixing
7、 them up, without effort or even awareness. This is a wonderful thing, of course. And our physical separation from our native land is not much of an issue. My wife and I are grateful every day for all that our children are not exposed to. American school shootings are a good object lesson for our ch
8、ildren in the follies of the society we hold at a distance. 5 Naturally, we also want to remind them of reasons to take pride in being American and to try to convey to them what that means. It is a difficult thing to do from afar, and the distance seems more than just a matter of miles. I sometimes
9、think that the stories we tell them must seem like Aesops (or La Fontaines) fables, myths with no fixed place in space or time. Still, connections can be made, lessons learned. 6 Last summer we spent a week with my brother and his family, who live in Concord, Massachusetts, and we took the children
10、to the North Bridge to give them a glimpse of the American Revolution. We happened to run across a reenactment of the skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-eyed kids the make-believe quality of A
11、merican history. 7 Six months later, when we were recalling the experience at the family dinner table here, I asked Louise what the Revolution had been about. She thought that it had something to do with the man who rode his horse from town to town. “Ah”, I said, satisfaction swelling in my breast,
12、“and what was that mans name?” “Gulliver?” Louise replied. Henry, for his part, knew that the Revolution was between the British and the Americans, and thought that it was probably about slavery. 8 As we pursued this conversation, though, we learned what the children knew instead. Louise told us tha
13、t the French Revolution came at the end of the Enlightenment, when people learned a lot of ideas, and one was that they didnt need kings to tell them what to think or do. On another occasion, when Henry asked what makes a person a “junior” or a “II” or a “III”, Louise helped me answer by bringing up
14、 kings like Louis Quatorze and Quinze and Seize; Henry riposted with Henry VIII. 9 I cant say I worry much about our childrens European frame of reference. There will be plenty of time for them to learn Americas pitifully brief history and to find out who Thomas Jefferson and Franklin Roosevelt were
15、. Already they know a great deal more than I would have wished about Bill Clinton. 10 If all of this resonates with me, it may be because my family moved to Paris in 1954, when I was three, and I was enrolled in French schools for most of my grade-school years. I dont remember much instruction in Am
16、erican studies at school or at home. I do remember that my mother took me out of school one afternoon to see the movie Oklahoma! I can recall what a faraway place it seemed: all that sunshine and square dancing and surreys with fringe on top. The sinister Jud Fry personified evil for quite some time afterward. Cowboys and Indians were an American clich that had already reached Paris through
