新概念英语第四册

水煮鱼

Our knowledge of the oceans a hundred years ago was confined to the two-dimensional shape of the sea surface and the hazards of navigation presented by the irregularities in depth of the shallow water close to the land. The open sea was deep and mysterious, and anyone who gave more than a passing thought to the bottom confines of the oceans probably assumed that the sea bad was flat. Sir James Clark Ross had obtained a sounding of over 2,400 fathoms in 1839, but it was not until of deep soundings was obtained in the Atlantic and the first samples were collected by dredging the bottom. Shortly after this the famous H. M. S. Challenger expedition established the study of the sea-floor as a subject worthy of the most qualified physicists and geologists. A burst of activity associated with the laying of submarine cables soon confirmed the challenger's observation that many parts of the ocean were two to there miles deep, and the existence of underwater features of considerable magnitude.
Today, enough soundings are available to enable a relief map of the Atlantic to be drawn and we know something of the great variety of the sea bed's topography. Since the sea covers the greater part of the earth's surface, it is quite reasonable to regard the sea floor as the basic form of the crust of the earth, with, superimposed upon, it the continents, together with the islands and other features of the oceans. The continents form rugged tablelands which stand nearly three miles above the floor of the open ocean. From the shore line, out a distance which may be anywhere from a few miles to a few hundred miles, runs the gentle slope of the continental shelf, geologically part of the continents. The real dividing line between continents and oceans occurs at the foot a steeper slope.
This continental slope usually starts at a place somewhere near the 100-fatheom mark and in the course of a few hundred miles reaches the true ocean floor at 2,500-3,500 fathoms. The slope averages about 1 in 30. but contains steep, probably vertical, cliffs, and gentle sediment-covered terraces, and near its lower reaches there is a long tailing-off which is almost certainly the result of material transported out to deep water after being eroded from the continental masses.
T.F.GASKELL Exploring the Sea-floor from Science Survey

New words and expressions 生词和短语
navigation
n. 航海
sounding
n. 水深度
fathom
n. 寻（1寻等于1.8米）
porcupine
n. 箭猪
dredge
v. 挖掘
expedition
n. 远征
physicist
n. 物理学家
magnitude
n. 很多
topography
n. 地形
crust
n. 地壳
rugged
adj.崎岖不平
tableland
n. 高地
sediment
n. 沉淀物
terrace
n. 阶地
erode
v. 侵蚀


参考译文
100年前，我们只知道海洋是二维平面形的，以及靠近陆地浅水区的深浅不一能给航行带来危险。无边无际的海洋深邃而又神秘，凡是稍稍想过大海海底的人大概都会认为海底是平坦的。1839年，詹姆斯.克拉克.罗斯爵士曾测得海水深度超过2，400英寻；但直到1869年，皇家学会用英国“豪猪”号舰艇进行了几次巡航后，才在大西洋测得一个海水深度，同时能过挖掘海底，取得了研究海底的首批样品。此后不久，英国著名的“挑战者”号舰艇对海底的那次考察，把对海床的研究确立为一个值得一流物理学家和地质学家从事的研究课题，铺设海底电缆的热潮很快证实了“挑战者”号的观察结果：海洋中很多地方可深达两三英里，水下特征差异极大。
现在已有足够的水深测量数据来绘制一张大西洋洋底地形图，而且我对海底地形的千变万化也有了一定的了解。既然海洋覆盖着地球的大部分表面，因此完全有理由把海床看作地壳的基本模壳，上面附加着大陆以及岛屿和海洋的其他形态。大陆是崎岖不平的高地，高出辽阔的海洋海底近三英里。从海岸线向大海延伸几英里到几百英里的区域是大陆架慢坡，从地质学上来说，它是大陆的一部分。大陆和海洋的真正分界线是在陡破脚下。
大陆架慢坡一般是从差不多100英寻水深的地方开始的，一直延伸到几百英里远深达2，500至3，500的地方，那里才是真正的海底。坡度平均约为1/30，但其中包括陡峭的、乃至垂直的峭壁和沉积物覆盖的缓和的阶梯地带，在这个地带的低处是很长的一段尾沙地段，基本上可以断定这个地段是大陆块体上侵蚀下来的物质被水冲到深水处形成的。

水煮鱼

Appreciation of sculpture depends upon the ability to respond to form in there dimension. That is perhaps why sculpture has been described as the most difficult of all arts; certainly it is more difficult than the arts which involve appreciation of flat forms, shape in only two dimensions. Many more people are 'form-blind' than colour-blind. The child learning to see, first distinguishes only two-dimensional shape; it cannot judge distances, depths. Later, for its personal safety and practical needs, it has to develop (partly by means of touch) the ability to judge roughly three-dimensonal distances. But having satisfied the requirements of practical necessity, most people go no further. Though they may attain considerable accuracy in the perception of flat from, they do no make the further. Though they may attain considerable accuracy in the perception of flat form, they do not make the further intellectual and emotional effort needed to comprehend form in its full spatial existence.
This is what the sculptor must do. He must strive continually to think of, and use, form in its full spatial completeness. He gets the solid shape, as it were, inside his head-he thinks of it, whatever its size, as if he were holding it completely enclosed in the hollow of his hand. He mentally visualizes a complex form from all round itself; he knows while he looks at one side what the other side is like, he identifies himself with its centre of gravity, its mass, its weight; he realizes its volume, as the space that the shape displaces in the air.
And the sensitive observer of sculpture must also learn to feel shape simply as shape, not as description or reminiscence. He must, for example, perceive an egg as a simple single solid shape, quite apart from its significance as food, or from the literary idea that it will become a bird. And so with solids such as a shell, a nut, a plum, a pear, a tadpole, a mushroom, a mountain peak, a kidney, a carrot, a tree-trunk, a bird, a bud, a lark, a ladybird, a bulrush, a bone. From these he can go on to appreciate more complex forms of combinations of several forms.
HENRY MOORE The Sculptor Speaks from The Listener

New words and expressions 生词和短语
colour-blind
adj. 色盲的
perception
n. 知觉
comprehend
v. 理解
spatial
adj. 空间
visualize
v. 使具形象，设想
reminiscence
n. 回忆，联想
tadpole
n. 蝌蚪
mushroom
n. 蘑菇
carrot
n. 胡萝卜
bud
n. 花蕾
lark
n. 云雀
ladybird
n. 瓢虫
bulrush
n. 芦苇

参考译文
对雕塑的鉴赏力取决于对立体的反应能力。雕塑被说成是所有艺术中最难的艺术，可能就是这个道理。欣赏雕塑品当然比欣赏平面的艺术品要难。“形盲”的人数比“色盲”的人数要多得多。正在学看东西的儿童起初只会分辨二维形态，不会判断距离和深度。慢慢地，由于自身安全和实际需要，儿童必须发展（部分通过触觉）粗略判断三维空间距离的能力。但是。大部分人在满足了实际需要后，就不再继续发展这种能力了。虽然他们对平面形的感觉能达到相当准确的程度，但他们没有在智力和感情上进一步努力去理解存在于空间的整个形态。
而雕塑家就必须做到这一点。他必须勤于想像并且利用形体在空间中的完整性。可以说，当他想像一个物体时，不管其大小如何，他脑子里得到的是一个立体的概念，就好像完全握在自己手心里一样。他的大脑能从物体周围的各个角度勾画出其复杂的形象，他看物体的一边时，便知道另一边是个什么样子。他把自身和物体重心、质量、重量融为一体。他能意识到物体的体积，那就是它的形状有空气中所占的空间。
因此，敏锐的雕塑观赏者也必须学会把形体作为形体来感觉，不要靠描述和印象去想象。以鸟蛋为例。观赏者必须感觉到它是一个单一的实体形态，而完全不靠它的食用意义或它会变成鸟这样的文字概念来感觉。对于其他实体，如，贝壳、核桃、李子、梨子、蝌蚪、蘑菇、山峰、肾脏、胡萝卜、树干、鸟儿、花蕾、云雀、瓢虫、芦苇以及骨头也应这样来感觉。从这些形体出发，观赏者可进一步观察更为复杂的形体或若干形体的组合。

水煮鱼

In his own lifetime Galileo was the centre of violent controversy; but the scientific dust has long since settled, and today we can see even his famous clash with the Inquisition in something like its proper perspective. But, in contrast, it is only in modern times that Galileo has become a problem child for historians of science.
The old view of Galileo was delightfully uncomplicated. He was, above all, a man who experimented: who despised the prejudices and book learning of the Aristotelians, who put his questions to nature instead of to the ancients, and who drew his conclusions fearlessly. He had been the first to turn a telescope to the sky, and he had seen there evidence enough to overthrow Aristotle and Ptolemy together. He was the man who climbed the Leaning Tower of Pisa and dropped various weights from the top, who rolled balls down inclined planes, and then generalized the results of his many experiments into the famous law of free fall.
But a closer study of the evidence, supported by a deeper sense of the period, and particularly by a new consciousness of the philosophical undercurrents in the scientific revolution, has profoundly modified this view of Galileo. Today, although the old Galileo lives on in many popular writings, among historians of science a new and more sophisticated picture has emerged. At the same time our sympathy fro Galileo's opponents ahs grown somewhat. His telescopic observations are justly immortal; they aroused great interest at the time, they had important theoretical consequences, and they provided a striking demonstration of the potentialities hidden in instruments and apparatus. But can we blame those who looked and failed to see what Galileo saw, if we remember that to use a telescope at the limit of its powers calls for long experience and intimate familiarity with one's instrument? Was the philosopher who refused to look through Galileo's telescope more culpable than those who alleged that the spiral nebulae observed with Lord Rosse's great telescope in the eighteen-forties were scratches left by the grinder? We can perhaps forgive those who said the moons of Jupiter were produced by Galileo's spyglass if we recall that in his day, as for centuries before, curved glass was the popular contrivance for producing not truth but illusion, untruth; and if a single curved glass would distort nature, how much more would a pair of them?
MICHAEL HOSKIN Galileo Reborn from The Listener

New words and expressions 生词和短语
controversy
n. 争议，争论
dust
n. 纠纷，骚动
clash
n. 冲突
Inquisition
n. （罗马天主教的）宗教法庭
perspective
n. 观点，看法
despise
v. 蔑视
generalize
v. 归纳
undercurrent
n. 潜流
theoretical
adj. 理论上的
potentiality
n. 潜能
intimate
adj. 详尽的
familiarity
n. 熟悉的
culpable
adj. 应受遣责的
Aristotelian
n. 亚里士多德学派的人
Aristotle
n. 亚里士多德（公元前384-322，古希腊哲学家）
Ptolemy
n. 托勒密（公元90-168，古希腊天文学家）
Leaning Tower of Pisa
比萨斜塔
spiral
adj. 螺旋状的
nebula
n. 星云
scratch
n. 擦痕
contrivance
n. 器械
distort
v. 歪曲


参考译文
伽利略在世时是激烈论战的中心。但是，自他逝世以来，那场科学上的纷争早已平息了下来，甚至他和宗教法庭的著名冲突，我们今天也能正确如实地看待。但是相比之下，对于科学史家来说，伽利略只是在现代才变成了一个新的难题。
令人高兴的是，过去对伽利略的看法并不复杂。他首先是个实验工作者，他蔑视亚里士多德学派的偏见和空洞的书本知识。他向自然界而不是向古人提出问题，并大胆地得出结论。他是第一个把望远镜对准天空的人，观察到的论据足以把亚里士多德和托勒密一起推翻。他就是那个曾经爬上比萨斜塔，从塔顶向下抛掷积各种重物的人；他是那个使地球体沿斜面向下滚动，然后将多次实验结果概括成著名的自由落体定律的人。
但是，对那个时代的深化了解，尤其是以科学家革命中哲学潜流的新意识为依据，进一步仔细研究，就会极大地改变对伽利略的看法。今天，虽然已故的伽利略继续活在许多通俗读物中，但在科学史家中间，一个新的更加复杂的伽利略形象出现了。与此同时，我们对伽利略的反对派的同情也有所增加。伽利略用望远镜所作的观察确实是不朽的，这些观察当时引起人们极大的兴趣，具有重要的理论意义，并充分显示出了仪表和仪器的潜在力量。但是，如果我们想到，便用一架倍数有限的望远镜需要长期的经验和对自己仪器的熟悉程度，那么我们怎么能去责备观察了天空但没有看到伽利略所看到的东西的那些人呢？某位哲学家曾拒绝使用伽利略的望远镜去观察天空；到了19世纪40年代，有人硬把罗斯勋爵高倍望远镜观测到的螺旋状星云说成是磨镜工留下的磨痕。难道反对伽利略的哲学家比诋毁罗斯勋爵造谣者应受到更大的谴责吗？如果我们回想一下伽利略之前几个世纪期间，曲面镜一直是一种用于产生幻影而不是产生真象的把戏装置，那么我们就会原谅那些当时把伽利略观察到的木星卫生说成是伽利略用他的小望远镜变出来的人们，何况一片曲面镜就可歪曲自然，那么伽利略的两片曲面镜对自然的歪曲又该多大呢？

水煮鱼

Education is one of the key words of our time. A man without an education, many of us believe, is an unfortunate victim of adverse circumstances, deprived of one of the greatest twentieth-century opportunities. Convinced of the importance of education, modern states 'invest' in institutions of learning to get back 'interest' in the form of a large group of enlightened young men and women who are potential leaders. Education, with its cycles of instruction so carefully worked out, punctuated by textbooks -- those purchasable wells of wisdom-what would civilization be like without its benefits?
So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births -- but our spiritual outlook would be different. We would lay less stress on 'facts and figures' and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow-citizens. If our educational system were fashioned after its bookless past we would have the most democratic form of 'college' imaginable. Among tribal people all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect everybody is equally equipped for life.
It is the ideal condition of the 'equal start' which only our most progressive forms of modern education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no 'illiterates' -- if the term can be applied to peoples without a script -- while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876, and is still non-existent in a number of 'civilized' nations. This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the 'happy few' during the past centuries.
Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parent; therefore the jungles and the savannahs know of no 'juvenile delinquency'. No necessity of making a living away from home results in neglect of children, and no father is confronted with his inability to 'buy' an education for his child.
JULIUS E. LIPS The Origin of Things

New words and expressions 生词和短语
adverse
adj.
purchasable
adj.可买到的
preacher
n. 传教士
defendant
n. 被告
outlook
n. 视野
capacity
n. 能力
democratic
adj. 民主的
tribal
n. 部落的
tribe
n. 部落
illiterate
n. 文盲
compulsory
adj. 义务的
deem
v. 认为
means
n. 方法，手段，财产，资力
hamper
v. 妨碍
savannah
n. 大草原
juvenile
adj. 青少年
delinquency
n. 犯罪

参考译文
教育是我们这个时代的关键词之一。我们许多人都相信，一个没有受过教育的人，是逆境的牺牲品，被剥夺了20世纪的最优越的机会之一。现代国家深深懂得教育的重要性，对教育机构投资，收回的‘利息’便是培养出大批有知识的男女青年，这些人可能成为未来的栋梁。教育，以其教学周期如此精心地安排，并以教科书 -- 那些可以买到的智慧源泉 -- 予以强化，如果不受其惠，文明将会是个什么样子呢？
至少，这些是可以肯定的：虽然我们还会有医生和牧师、律师和被告、婚姻和生育，但人们的精神面貌将是另一个样子。人们不会重视‘资料和数据’，而靠好记性、实用心理学与同伴相处的能力。如果我们的教育制度仿效没有书籍的古代教育，我们的学院将具有可以想象得出的最民主的形式了。在部落中，通过传统继承的知识为所有人共享，并传授给部落中的每一个成员。从这个意义上讲，人人受到的有关生活本领的教育是相等的。
这就是我们最进步的现代教育试图恢复的“平等起步”的理想状况。在原始文化中，寻求和接受传统教育的义务对全民都有约束力。因而没有“文盲”（如果这个字眼儿可以用于没有文字的民族的话）。而我们的义务教育成为法律在德国是在1642年，在法国是在1806年，在英国是在1876年。今天，在许多“文明”国家里，义务教育迄今尚未实行。这说明，经过了多么漫长的时间之后，我们才认识到，有必要确保我们的孩子享有多少个世纪以来由‘少数幸运者’所积累起来的知识。
荒凉地区的教育不是钱的问题，所有的人都享有平等起步的权利。那里没有我们今天社会中的匆忙生活，而匆忙的生活常常妨碍个性的全面发展。荒凉地区的孩子无时无刻不在父母关怀下成长。因此，丛林和荒凉地区不知道什么叫“青少年犯罪”。人们没有必要离家谋生，所以不会产生孩子无人管的问题，也不存在父亲无力为孩子支付教育费用而犯难的问题。

水煮鱼

Parents are often upset when their children praise the homes of their friends and regard it as a slur on their own cooking, or cleaning, or furniture, and often are foolish enough to let the adolescents see that they are annoyed. They may even accuse them of disloyalty, or make some spiteful remark about the friends' parents. Such loss of dignity and descent into childish behaviour on the part to their parents about the place or people they visit. Before very long the parents will be complaining that the child is so secretive and never tells them anything, but they seldom realize that they have brought this on themselves.
Disillusionment with the parents, however good and adequate they may be both as parents and as individuals, is to some degree inevitable. Most children have such a high ideal of their parents, unless the parents themselves have been unsatisfactory, that it can hardly hope to stand up to a realistic evaluation. Parents would be greatly surprised and deeply touched if they hope to stand up to a realistic evaluation. Parents would be greatly surprised and deeply touched if they realized how much belief their children usually have in their character and infallibility, and how much this faith means to a child. If parents were prepared for this adolescent reaction, and realized that it was a sign that the child was growing up and developing valuable powers of observation and independent judgment, they would not be so hurt, and therefore would not drive the child into opposition by resenting and resisting it.
The adolescent, with his passion for sincerity, always respects a parent who admits that he is wrong, or ignorant, or even that he has been unfair or unjust. What the child cannot forgive is the parent's refusal to admit these charges if the child knows them to be true.
Victorian parents believed that they kept their dignity by retreating behind an unreasoning authoritarian attitude; in fact they did nothing of the kind, but children were then too cowed to let them know how they really felt. Today we tend to go to the other extreme, but on the whole this is a healthier attitude both for the child and the parent. It is always wiser and safer to face up to reality, however painful it may be at the moment.
DOTID OFLUM Journey Through Adolescence

New words and expressions 生词和短语
adolescence
n.
slur
n. 青春期
adolescent
n. 底毁
disloyalty
n. 青少年（12-18岁）
spiteful
adj. 恶意的，怀恨的
disillusionment
n. 幻灭感
evaluation
n. 评价
infallibility
n. 一贯正确
resent
v. 怨恨
sincerity
n. 诚挚
victorian
adj. 维多利亚式的
retreat
v. 后退
unreasoning
adj. 不凭理智的
authoritarian
adj. 专制的
cow
v. 吓唬

参考译文
当家长听到孩子赞扬自己朋友的家时，总感到不安，认为孩子在嫌弃自家的饭菜、卫生、或家具，而且愚蠢地让孩子看出自己的烦恼。他们甚至责备孩子不忠，或者讲些小朋友家长的坏话。家长这种有失身份和孩子气的作法使青春期的孩子大为震惊，决心以后不再向父母讲述去过的地方和见过的人。不要很久,家长就会抱怨孩子守口如瓶，什么事也不告诉他们，殊不知这是他们自找的。
不管家长的人品有多么好，作为父母有多么合格，孩子们对家长幻想的破灭在某种程度上是不可避免的。除非父母自身不能令人满意，大多数孩子对父母估价过高，以致这种估价很难指望经受住现实的考验。如果家长意识到孩子们通常是多么相信家长的品行和绝对正确，意识到孩子们的这种信念会对孩子产生多么大的影响，那么家长会大为吃惊和深受感动的。如果家长对青少年的这种反应有思想准备，并且意识到这象征着孩子们正在成熟和正在发展宝贵的观察力、独立判断力，那么他们就不会那样伤心，也就不会由于怨恨和抵触这种反应，而把孩子推到自己的对立面去。
青少年酷爱真诚，对于能够承认错误或无知、甚至承认自己做得不分平或不公正的父母，他们总是尊敬的，孩子们所不能原谅的是：父母错了，孩子们也看出来了，可是做父母的还不肯承认。
维多利亚时代的父母认为，他们可靠无理的权威气派来维护自己的尊严，实际上那是根本不行的。孩子们只不过被吓得不敢让父母知道自己的想法罢了。虽然现在我们倾向于走向另一个极端，但总地来看，孩子和家长双方态度都比较端正。遇事采取面对现实的态度总是比较明智和稳妥的，尽管会有暂时的痛苦。

过去的过去

新概念全书 真好 每天看一点 增加知识

longer、婷

好好学习，天天向上

rainsnowly

谢谢分享，辛苦i了

杜金

2015大苗老师vip班报名中 链接到外部地址