text-book which was far too expensive for him to buy. ④He couldn?t obtain it from the library and the only copy he could find was in his bookshop. ⑤Every afternoon, therefore, he would go along to the shop and read a little of the book at a time. ⑥One day, however, he was dismayed to find the book missing from its usual place and was about to leave when he noticed the owner of the shop beckoning to him.
⑦Expecting to be told off, he went towards him. ⑧To his surprise, the
owner pointed to the book, which was tucked away in a corner, “I put it there in case anyone was tempted to buy it,” he said, and left the delighted student to continue his reading.
①卖书的人必须要非常有耐心，还要很宽容。②有个故事很好地
说明了这一点。③某个医学专业的学生必须要读某一本教材，但是这本书太贵，他买不起，而图书馆里又借不到，他能找到的唯一一本就在书店里。④于是，他每天下午都到这家书店，每次读一点。⑤然而，有一天他很惊讶地发现那本书没有放在老地方。⑥正要离开时，注意到书店老板正向他招手示意。⑦他走了过去，原以为会被老板责骂，但让他惊喜的是，店主指着放在角落里的一本书，说：“我把这本书放在那里，就是怕有人会买走。”⑧然后就走开了，只留下那位喜出望外的学生看书。
结 束
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Unit 10 [见教材P119] “Keep Class 2 Under Your Thumb”
“把二班臵于你的控制之下” Edward Blishen (the U.K.) 爱德华.布里森（英国）
①“You?ll have to keep Class 2 under your thumb,” said the
headmaster. ②To make this clear, he showed me his own thumb; a huge thing, like a pocket cudgel. ③I felt very pale. ④I had reason enough to distrust my thumb.
①“你一定要把二班臵于你的控制之下，”校长对我说。②为了说
明这一点，校长还特意伸出了自己的大拇指；他的大拇指很大，就像是一根袖珍型的警棍。③相比之下，我觉得自己很是相形见绌，我有足够的理由怀疑自己的掌控能力。
①Class 2. They were top year boys. ②Their own teacher had been
sick for a long time; a succession of startled substitutes had stood before them, ducked, winced and fled. ③I was the seventh that term. ④No one quite knew where the class had got in any subject. ⑤It was plain the headmaster thought they had got nowhere. ⑥But I was to take them for nearly everything; and first, that awful afternoon, for history.
①二班的学生是高年级的男生。②他们自己的老师已经病了很
久，在我之前，有不少老师给他们班上过课。③面对这些学生，那些老师都很无奈，感觉很发愁，最后都逃之夭夭，我是他们的第七位代课老师。④没有人确切知道他们任何一门课程的讲授进度，很显然校长认为他们根本就没有什么进度。⑤我要负责教授他们几乎全部的课程，而在那个可恶的下午，我要先给他们上的是历史课。
①I trembled down to Room H. ②In the hall I was nearly knocked
over by a boy illegally running. ③I should have told him off; instead, I apologized. ④It was all wrong; my mood was all placatory; I was, inwardly, all white flag.
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①我战战兢兢，惴惴不安下楼，来到了H教室。②在教学楼的走
廊里，我差点儿被一个不守校纪乱跑的学生撞倒。③本来是应该我批评他的，但结果却是我向他道歉了。④这全都乱套了，我一心想的是不要和学生一般见识；而事实上，我在内心里已经“缴械投降”了。
①The room was easily traced by the noise that was coming from it. ②It didn?t sound a studious noise. ③I crept through the door. ④Enormous boys were everywhere, doing indefensible things. ⑤I can?t
recall much in particular what they were doing; indeed, that was the worst of it — that these improprieties couldn?t be nailed down.
①根据里边传来的喧闹声，我很容易就找到了那个教室。②教室
里虽然很吵，但却不是用功读书的声音。③我蹑手蹑脚地进了教室。
④教室里的每一个位臵都是大个子的男生，他们的所做所为让人无法
忍受。⑤我现在记不得都他们当时究竟在做些什么，反正是非常恶劣，难以用语言来形容。
①I managed to make out that mixed up with these giants was a
certain amount of furniture. ②This consisted, I found, of individual desks; doll's house things that rested on mountainous knees and swayed from side to side. ③Too negligently or maliciously treated, one would, from time to time, crash to the floor. ④There were certainly fights going on; and I believe one desk was chasing another. ⑤The air was full of pieces of chalk, a strange rain of it.
①后来，我终于弄明白了，与这些“巨人”（指高个子男生，译者
注）混杂在一起的原来是教室里的桌椅板凳。②我看见有单人课桌，那些单人课桌放在那些如高个子男生像山一样高大雄伟的膝盖上，就像是儿童玩具屋里的小玩意儿一样，随着膝盖的晃动而晃动。③只要一不小心，或者一狠心，任何一张桌子都会一下子倒在地板上。④可以肯定的是，教室里的“战斗”还在进行，因为我看见有一张课桌在追赶另一张课桌。⑤空中飞来飞去的是粉笔头，就像是一场很奇怪的雨。
①Feeling invisible, I walked towards the teacher?s desk. ②Not an
eye was turned in my direction. ③I just stood there and looked at them
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and an awful pointless indignation mounted in me. ④Was I not a teacher?
⑤Was I really so puny, so ineffective?
①我走向讲桌，感觉自己非常渺小，因为没有一个人朝我这个方
向看一眼。②我站在讲台上，看着他们，一团无名怒火油然而生。③我心想，“难道我不是老师吗？我真的就那么软弱可欺吗？”
①“Now, shut up,” I shouted. ②There was a fatal note of pleading in
my voice. ③They took no notice, so I shouted again.
“现在，安静，”我大声喊道，声音中带着哀求的语气，但是他们臵若罔闻，所以我又喊了一声。
①And then I said, “If you don?t shut up, I?ll...” ②Now they heard me
and an awful silence came, not an obedient silence but a sceptical one.
③My voice trailed away. ④If they didn?t shut up, I would — what? ⑤I
was toying inwardly with ideas of thunderbolts, earthquakes, mass executions. ⑥But in cold blood I could think of no practical substitute for these dramatic punishments.
①后来我又说：“如果你们不安静的话，我就…”②这次他们听见
我说的话了，安静了下来，但是这不是因为服从，而是因为怀疑。③我的声音越来越小，如果他们安静不下来，我又该怎么办呢？④我心里开玩笑似地想着对他们要像雷电地震一样坚决果断，把他们统统拉出去集体处决。⑤但是冷静下来，仔细想想，我又实在想不出来什么实际可行的办法来代替这些匪夷所思的惩罚手段。
①A boy leaned back in his desk, indolently far back, and said, “Are
you going to try to teach us?” ②He looked round and laughed. ③There was a murmur from the back of the room and another laugh.
①一个男生懒洋洋地向后边一靠，说：“你要教我们吗？”②他向
周围看了一下，笑了。③接着教室里传来了窃窃私语声，最后他们都笑了。
①I was shocked to the core. ②Shocked, stung and frightened. ③“Yes,
I am,” I shouted. “And you — you had better shut up.”
①我震惊到了极点，简直无法忍受。②惊骇，愤怒，恐惧。③“是
的，我教你们，”我大声说到，“你们最好能安静点。”
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①They all laughed. ②Then they turned to one another and discussed
the matter. ③A fight began at the back. ④But what hurt me most was that in the middle of the room sat a very studious-looking boy reading a book. ⑤He looked up, raised a wry eyebrow, looked at me, raised his eyebrow higher, and then shrugged himself back into his book.
①这时，他们都笑了，交头接耳，议论纷纷。②教室后边的几个
学生又开始打架了，但最让我生气的是教室中间坐着的一个正在读书、貌似用功的男生。③他抬起头，眉毛歪歪地，看了看我，眉毛向上挑了挑，然后就又埋头看书了。
①I shouted for a while, but it was beyond me. ②I hadn?t the manner. ③I was a plain impostor. ④My blushing and bawling were a joy to them. ⑤There was, for a time, pandemonium, like a big scene in an opera being
played backwards on a gramophone.
①我又大声嚷了一会儿，后来就再也喊不动了。②我完全失去了
一个老师所应有的仪态，就像是一个彻头彻尾的骗子。③我无论是脸红，还是咆哮，在他们看来都只是笑话。④甚至有一段时间，教室里十分喧闹，就像是唱片机上回放的歌剧中达到最高潮时的大场面。
①It struck me that I had in my briefcase a book on Chaucer. ②It
contained a large number of documents of the period. ③Accounts of street brawls. ④It seemed appropriate.
①这时，我突然想起来我包里有一本讲Chaucer的书，有很多他
那个时代的文献，有关于街头斗殴的描述。②这两个场景似乎非常相似。
①It was, alas, very big and looked very academic. ②“Cor, the
Bible,” said a voice. ③“Read any good book lately?” said another.
④“You hit me with that and I?ll tell my dad.” “He can read!” ⑤And in
falsetto, “Tell us a fairy story!”
①“哇，这本书很大呀，看起来好像很有学问呀”。 ②“是《圣经》，”有人说。③“最近读过什么好书吗？”又有人说。④“这你可难住我了，我要问问我爸爸，他可能读过！”⑤然后又有人模仿着小孩的声音，用假声说,“老师，给我们讲一个童话故事吧！”
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