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1、Thinking As a Hobby,Text Analysis,While I was still a boy, I came to the conclusion that there were three grades of thinking;and since I was later to claim thinking as my hobby, I came to an even stranger conclusion - namely, that I myself could not think at all. 还是个孩子的时候我就得出了思考分三种等级的结论。后来思考成了嗜好，我进而
2、得出了一个更加离奇的结论，那就是：我自己根本不会思考。,I must have been an unsatisfactory child for grownups to deal with. I remember how incomprehensible they appeared to me at first, but not, of course, how I appeared to them. It was the headmaster of my grammar school who first brought the subject of thinking before me - t
3、hough neither in the way, nor with the result he intended. He had some statuettes in his study. They stood on a high cupboard behind his desk. 那个时候我一定是个很让大人头疼的小孩。当然我已经忘记自己当初在他们眼里是什么样子了,但却记得他们一开始在我眼中就是如何不可理喻的。第一个把思考这个问题带到我面前的是我文法学校的校长，当然这样的方式，这样的结果是他始料不及的。他的办公室里有一些小雕像，就在他书桌后面一个高高的橱柜上面。,One was a lady
4、 wearing nothing but a bath towel. She seemed frozen in an eternal panic lest the bath towel slip down any farther, and since she had no arms, she was in an unfortunate position to pull the towel up again. Next to her, crouched the statuette of a leopard, ready to spring down at the top drawer of a
5、filing cabinet labeled A-AH. My innocence interpreted this as the victims last, despairing cry. Beyond the leopard was a naked, muscular gentleman, who sat, looking down, with his chin on his fist and his elbow on his knee. He seemed utterly miserable. 其中一位女士除了一条浴巾外一丝不挂。她好象被永远地冻结在对浴巾再往下滑的恐惧中了。而不幸的是她
6、没有手臂，所以无法把浴巾拉上来。在她的身边蜷伏着一头美洲豹，好象随时都会往下跳到档案橱柜最上层的抽屉上去，我懵懵懂懂地把那个抽屉上标着的A-AH理解成为猎物临死前绝望的哀鸣/惨叫。在豹子的另一边端坐着一个健硕的裸体男子，他手肘支在膝头，手握拳托着腮帮子，全然一副痛苦不堪的样子。,Some time later, I learned about these statuettes. The headmaster had placed them where they would face delinquent children, because they symbolized to him the
7、whole of life. The naked lady was the Venus of Milo. She was Love. She was not worried about the towel. She was just busy being beautiful. The leopard was Nature, and he was being natural. The naked, muscular gentleman was not miserable. He was Rodins Thinker, an image of pure thought. It is easy to
8、 buy small plaster models of what you think life is like. 过了一些时候，我对这些雕像有了一些了解,才知道把它们放在正对着犯错的孩子的位置是因为对校长来说这些雕像象征着整个生命。那位裸体的女士是米洛斯的维纳丝。她象征着爱。她不是在为浴巾担心，而是忙着显示美丽。美洲豹象征着自然，它在那里显得很自然而已。那位健硕的裸体男子并不痛苦，他是洛丁的思索者，一个纯粹思索的象征。要买到表达生活在你心中的意义的小石膏像是很容易的事情。,I had better explain that I was a frequent visitor to the he
9、admasters study, because of the latest thing I had done or left undone. As we now say, I was not integrated. I was, if anything, disintegrated; and I was puzzled. Grownups never made sense. Whenever I found myself in a penal position before the headmasters desk, with the statuettes glimmering whitel
10、y above him, I would sink my head, clasp my hands behind my back, and writhe one shoe over the other. 我想我得解释一下，我是校长办公室的常客，为我最近做过或者没做的事情。用现在的话来说我是不堪教化的。其实应该说，我是顽劣不羁，头脑迷糊的。大人们从来不讲道理。每次在校长桌前接受处罚，那些雕像在他上方白晃晃地耀眼时，我就会垂下头，在身后紧扣双手，两只鞋不停地蹭来蹭去。,The headmaster would look opaquely at me through flashing spectac
11、les. What are we going to do with you? Well, what were they going to do with me? I would writhe my shoe some more and stare down at the worn rug. Look up, boy! Cant you look up? 校长透过亮晶晶的眼镜片眼神暗淡地看着我，：“我们该拿你怎么办呢？” 哦，他们要拿我怎么办呢？我盯着旧地毯更狠命地蹂躏我的鞋。 “抬起头来，孩子！你就不能抬起头来吗？”,Then I would look at the cupboard, whe
12、re the naked lady was frozen in her panic and the muscular gentleman contemplated the hindquarters of the leopard in endless gloom. I had nothing to say to the headmaster. His spectacles caught the light so that you could see nothing human behind them. There was no possibility of communication. 然后我就
13、会抬起头来看橱柜，看着裸体女士被冻结在恐惧中，健硕的男子无限忧郁地凝视着猎豹的后腿。我跟校长没什么好说的。他的镜片反光，所以我看不到镜片后面有什么人性的东西，所以没有交流的可能。,Dont you ever think at all? No, I didnt think, wasnt thinking, couldnt think - I was simply waiting in anguish for the interview to stop. Then youd better learn - hadnt you? On one occasion the headmaster leape
14、d to his feet, reached up and plonked Rodins masterpiece on the desk before me. Thats what a man looks like when hes really thinking. I surveyed the gentleman without interest or comprehension. Go back to your class. “你从来都不动脑筋思考的吗？” 不，我不思考，刚才没思考，也不会思考我只是在痛苦地等待接见结束。 “那你最好学一学 你学了吗？” 有一次，校长跳起身来伸手取下洛丁的杰
15、作重重地放在我面前的桌上。 “一个人真正在思考的时候是这个样子的。” 我毫无兴趣地看了看桌上的男子，什么也没弄懂。 “回你班上去。”,Clearly there was something missing in me. Nature had endowed the rest of the human race with a sixth sense and left me out. This must be so, I mused, on my way back to the class, since whether I had broken a window, or failed to rem
16、ember Boyles Law, or been late for school, my teachers produced me one, adult answer: Why cant you think? 显然我是缺了点什么。大自然赋予其余的所有的人第六感觉却独独漏掉了我。一定是这样的，在回班上去的路上我想着。因为无论我是打烂了玻璃窗，不记得波义耳法则，还是上学迟到了，我的老师们都会千篇一律地得出一个答案：“你为什么不会思考呢？”,As I saw the case, I had broken the window because I had tried to hit Jack Arney with a cricket ball and missed him; I could not remember Boyles Law because I had never bothered to learn it; and I was late for school because I preferred looking over the bridge into the river. In
