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Lesson 11. I was not integrated, I was, if anything, disintegrated. (Para. 4)I was not a student who could become one part of a harmonious class. On the contrary, I was some kind of a trouble-maker.2. His spectacles caught the light so that you could see nothing human behind them. There was no possibility of communication. (Para. 9)The teacher’s glasses caught the light and therefore the boy could not see the teacher’s eyes. He could not have any eye contact. He could have any communication with him. The implied meaning of this sentence is that they could not communicate, not because of this but because of the teacher’s lack of understanding of the boy.3. Nature had endowed the rest of the human race with a sixth sense and left me out. (Para. 15)Everybody, except me, are born with the ability to think.4. You could hear the wind , trapped in his chest and struggling with all the unnatural impediments. (Para. 19)The fresh air had to struggle with difficulty to find its way to his chest because he was unaccustomed to this.5. His body would reel and his face go white. (Para. 19)He would stagger or be thrown off balance, and his face would go white.6. In this instance, he seemed to me ruled not by thought but by an invisible and irresistible spring in his neck. (Para. 20)On this occasion, it seemed that it’s not his thought, but his natural instinct that manipulated him, which he was unable to resist.7. If either happened to be prominent in current affairs, no argument could make Mr. Houghton think well of it.(Para. 21)If either country became the center of attention, nobody could talk him into liking that country.8. I no longer dismiss lightly a mental process. (Para. 24)I no longer consider the way grade-three thinkers think unimportant because they account for nine-tenths of the people and therefore have great power. I know now that ignorance, prejudice and hypocrisy are very powerful enemies.9. They have immense sodidarity. (Para. 24)They usually represent the great majority.10. A crowd of grade-three thinkers, all shouting the same thing, all warming their hands at the fire of their own prejudices, will not thank you for pointing out the contradictions in their beliefs. (Para. 24)A crowd of grade-three thinkers who share the same prejudices are feeling very content and happy. They will not feel grateful for your revealing their inconsistency in their religious faiths.11. Man enjoys agreement as cows will graze all the same way on the side of a hill. (Para. 24)It is probably human nature to enjoy agreement because it seems to bring peace, security, comfort and harmony.12. It set me watching the crowds cheering His Majesty the King and asking myself what all the fuss was about , without giving me anything positive to put in the place of that heady patriotism. But there were compensations.(Para.25)It made me watch people shouting in joy and support of the King and wonder what this senseless excitement was all about, although I did not have anything good to replace this exciting or intoxicating patriotism. But I did get something out of it.13. I slid my arm around her waist and murmured that if we were counting heads, the Buddhists were the boys for my money. She fled. The combination of my arm and those countless Buddhists was too much for her. (Para.27)if we were counting heads: if we were talking about the number of people who believe in thisthe Buddhists were the boys for my money: I believe the Buddhists are greater in numbertoo much for her: more than she could accept or bear14. They did not visit my grammar school in the flesh.(Para.31)No grade-one thinkers could be found in my school although I had read or heard about such people.15. Of course, as I readily admitted, conversion of the world to my way of thinking might be difficult. (Para.31)Of course I knew very well that it might be difficult to change the world to my way of thinking.16. Now you are expecting me to describe how I saw the folly of my ways and came back to the warm nest…(Para.34)Now you think I will tell you how I gradually saw my stupidity in being a grade-two thinker andtherefore decided to give it up and return to the majority…17. But you would be wrong. I dropped my hobby and turned professional. (Para.35)But you guessed wrong. I did not drop my hobby and give up thinking. Instead I went further and became a professional thinker.Lesson 21.But life—and particularly evening life—was notoriously dull in her boarding-house, and every now and again one tried to whip up a little interest. . (Para. 2)Life in the boarding-house was terribly boring especially in the evening. To liven up the atmosphere, every now and then someone tried to stir up a little interest.2. …but he was as polite as he was pale and he always did his best to keep any ball rolling. (Para. 4)as polite as he was pale: his politeness and paleness were of the same degreeto keep any ball rolling: to keep any conversation going once it has been started3. She had knitted for seventy years, and looked good for another seventy. (Para. 6)She had been knitting all her life of seventy years, which suggests that knitting was her hobby. And she looked well and fit as if she could knit for another seventy years.4. Bella was the boarding-house lovely, but no one had taken advantage of the fact. (Para. 7) Bella was young and pretty and was seen as the beauty of the boarding-house, but no one had shown any particular interest in her.5.They all considered the alternative earnestly. (Para. 10)Para: They all began thinking seriously of the possibility that it might be someone else.6. He possessed a brain, and since no one understood it when he used it, it was resented. (Para. 13)Mr. Penbury was intelligent, but no one in the boarding-house liked him for that. He was too smart for them, and everybody felt annoyed.7. But Mrs. Mayton never allowed more than three minutes to go by without a word and so when the silence had reached its allotted span, she turned to Penbury and asked. (Para. 13)But Mrs. Mayton would not tolerate any silence for more than three minutes. So when no one broke the silence within three minutes she lost patience and, turning to Penbury, asked.8. Bella gave a tiny shriek. (Para. 21)Bella gave a sudden shout in a weak and frightened voice.9. Mr. Calthrop, in a split second, lost all inclination to doze. (Para. 21)Mr. Calthrop, in an instant, became fully awake and had no intention of dozing off again.10. She had promised to knit at her funeral. (Para. 21)She had been knitting for seventy years and she had promised to go on knitting till the end of her life.11. The police will not necessarily accept our word for it. (Para. 34)The police will not perhaps accept what we say about it.12. … Miss Wicks announced for the company. (Para. 38)Miss Wicks said on behalf of all the people in the drawing-room that they had all been out of the room during that period of time.13. It found the spot all right. (Para. 48)It (the weapon) went through his heart.14.“Would you oblige next, Mr. Calthrop? We all know you walk in your sleep.”(Para. 59)Would you please do us a favor and be the next to give your alibi, Mr. Calthrop? We all know you are a sleepwalker.15.“I should be the last person to refute such an emphatic statement.”he said. (Para. 65)He said that he would certainly not say that Mr. Calthrop’s statement was unture.15.“But let me suggest that you give the statement to the police with slightly less emphasis.”(Para. 65)He advised Mr. Calthrop not to get so nervous and put so much emphasis on his statement to the police if he does not want to arouse their suspicions about his story.16.“If you’ll be so good,”answered Penbury.“Just as a matter of form.”(Para.76)Will you be so kind as to give your alibi now since we’ve all had our turn? You know, it issomething you have to do.Lesson 31. Most students are usually introduced to the study of history by way of a fat textbook and become quickly immersed in a vast sea of names, dates, events and statistics. (Para. 1) For most students, they begin their study of history with a thick textbook in which there are a great number of names, dates and statistics for them to remember.2. Therefore they often become confused upon discovering that historians often disagree sharply even when they are dealing with the same event. (Para. 1)Therefore they cannot understand why when they discover that historians often disagree completely even though they are talking about the same event.3. Their common-sense reaction to this state of affairs is to conclude that one historian is right while the other is wrong. (Para. 2)When a person is faced with this kind of situation, the normal, practical response will be that one historian is right whereas the other is wrong.4. They come to different conclusions because they view the past from a different perspective. (Para. 2)People look at the past from different points of view, and then get different conclusions.5. History, which seemed to be a cut-and-dried matter of memorizing“facts”, now becomes a matter of choosing one good interpretation from among many. (Para. 2)History used to be an ordinary matter of memorizing“facts”, but now it turns to be an act of making the reasonable choice out of many explanation from others.6. Historical truth becomes a matter of personal preference. (Para. 2)personal preference: personal likes or dislikes7. This position is hardly satisfying. (Para. 3)This is not a happy solution or happy situation. Students expect to be given clear-cut answers, either yes or no. But now they have to shop around for the proper answer. The answer becomes a personal choice. This makes them feel very uncomfortable.8. Finally, history may be defined as that which historians write about the past. (Para. 5) Finally, history may be described as what historians have written about our past.9. Therefore the historian can only approximate history at best. No one can ever claim to have concluded the quest. (Para. 5)Therefore the best the historian can do is to get as near as possible to the historical truth. But no one can ever boast that he/she has completed this search. It goes on for ever.10. But this does not say enough. (Para. 6)But this does not explain everything.11. Moreover, they also re-create parts of the past. Like detectives, they piece together evidence to fill in the gaps in the available records. (Para. 6)As available records are always incomplete, that is, there are always missing links or gaps in the evidence, therefore historians will have to do some guessing to fill in those gaps or find the links. Like detectives, historians also have to rely on deductive and inductive methods.12. …requiring very little sophistication and subtlety. (Para. 7)… requiring no special training or profound knowledge or the ability to understand very complex issues and subtle distinctions.13. The choice as to which fact to use is based on a theory—admittedly, in this case a rather crude theory, but a theory nonetheless. (Para. 7)The choice concerning which fact to use is based on a theory. I am willing to concede that the theory used here is unrefined, yet it is still a theory.14. What then are historians to make of these facts? (Para. 9)How then will historians understand or look at these facts?15. Similarly a third group of historians might maintain that the various items on the list should not be given equal weight… (Para. 10)Similarly a third group of historians might argue that the various points put on the list should not considered equally important.16. The theory here would be that economic matters are the key to human motivation, and thata small number of wealthy bankers have a disproportionate ability to influence government. (Para. 10)The theory here would be that the answer to human purpose in doing sth. lies in economic factor and that the influence of the bankers on the government is much greater than their number.17. In the examples given, historians disagree because they begin from different premises.(Para. 11)In the examples we have given above, we can see that historians disagree because they begin from different assumptions.18. …and that a small number of wealthy bankers have a disproportionate ability to influence government. (Para. 11)Para: Although the number of bankers is small, they exert great influence on government, so great that it is out of proportion to their number.19. Neither statement can be faulted on the grounds that it is inaccurate. (Para. 11)You cannot find fault with either statement and say it is not accurate.20. In other words, we have to go beyond the proximate cause and probe further and further.(Para. 11)In other words we must not stop at the immediate cause. We have to go beyond it. We have to go further or to dig deeper.21. But as we dig more deeply into the problem … (Para. 11)But as we investigate the problem further…22. The facts do not speak for themselves; historians … are doing the speaking. (Para. 11)Facts do not have any meaning of their own. It is the historians who give them meaning.23. If the state of our knowledge were such that it provided us with a model of unquestioned validity that completely explained human behavior, we can. (Para. 13)We can if our knowledge could give us a perfect model that completely explained human behavior. Unfortunately no such model has ever existed.Lesson 41.In the year 1960 the Union Africa celebrated its Golden Jubilee, and there was a nationwidesensation when the one-thousand-pound prize for the finest piece of sculpture was won by a black man, Edward Simelane. (Para. 1)In the year 1960, the Union of South Africa celebrated its fiftieth anniversary, and there was a great excitement throughout the country when people heard that the prize for the finest piece of sculpture was won by a black man.2.His work, African Mother and Child, not only excited the admiration, but touched theconscience or heart or whatever it was that responded, of white South Africa. (Para. 1)His sculpture, African Mother and Child, not only won the admiration of the white people for its artistic merit, but also deeply touched or moved their hearts and conscience because the work made them see the injustice of racial discrimination and the black people’s yearning for a better life for their children.3.It was by an oversight that his work was accepted… (Para. 2)It was by a careless mistake that his work was accepted, because as a black person,he was not supposed to participate in the competition.4. … but in certain powerful quarters, there was an outcry against any departurefrom the “traditional policies” of the country… (Para. 3)… but in certain politically influential circles, there was a strong protest against thisdecision as it was not in conformity with the traditional, apartheid policies of thecountry…5.However, a crisis was averted, because the sculptor was“unfortunately unable to attend theceremony. (Para. 3)A crisis was avoided because to the relief of the authorities Simelane apologized that he would notbe able to attend the ceremony personally to receive the prize.6.“Boys, I’m a sculptor, not a demonstrator.”(Para. 4)He was only a sculptor and he was not interested in politics. He did not want to make it a political issue.7. In Orlando you develop a throat of iron, and you just put back your head andput it down, in case the police should arrive. (Para. 5)In Orlando you (the blacks) gradually develop a throat as strong as iron, and you justthrow back your head and drink the brandy up in one gulp in order to avoid policedetection.8. They gave a window to it, with a white velvet backdrop, if there is anythingcalled white velvet, and some complimentary words. (Para. 7)They gave a whole window to the sculpture with a white curtain at the back and somewords in praise of the work. The curtain (backdrop) was made of white velvet, if thereis such a thing as white velvet.9. … so I thought I’d go and see the window, and indulge certain pleasurablehuman feelings. I must have got a little lost in the contemplation of my owngenius… (Para. 9)So I thought I’d go and see the window, and enjoy secretly some pleasantfeelings—feelings of pride for example for one’s genius. I must have become tooabsorbed in my thinking about my own genius….10. I must have got a little lost in the contemplation of my own genius…(Para. 9)I must have become too absorbed or preoccupied with my own genius…11. I was glad to see that the entrance lobby was deserted. I wasn’t at my ease. (Para. 34)I was glad to see that there was no one in the wide entrance passage. I was a bit nervous.12. …and looked at me with a kind of honest, unselfish envy. (Para. 34)…and looked at me in a way that showed that he sincerely envied me. He was not jealous of my education.13. Anger could have saved me from the whole embarrassing situation, but you know I can’t easily be angry. Even if I could have been , I might have found it hard to be angry with this particular man. (Para. 39)I could have simply left there angrily and thus freed myself from the awkward situation. But you know, I’m not the kind of person who can easily get angry. Even if I could, I might have found it hard to be angry with this particular man. He seemed so nice to me.14. …“You know, talk out my heart to him.”(Para. 42)You know, talk to him heart to heart (pour out my feelings to him).15. … for his eyes had been blinded by years in the dark. And I thought it was a pity he was blind, for if men never touch each other, they’ll hurt each other one day. (Para. 70)Para: for he had been influenced by racism for so long that he was now unable to see the truth and behave accordingly. And I thought it was a sad thing, because if you don’t understand each other anddon’t care for each other, some day you will hurt each other.16. And it was a pity he was blind, and couldn’t touch me, for black men don’t touch white men any more; only by accident, when they make something like Mother and Child. (Para. 70) And it was a pity he could not see the truth and couldn’t open up com pletely to me and embrace me as his brother, for black people could only touch them by accident as in this case. They would not have had the chance to be moved by the sculpture Mother and Child if it had not been for the oversight.17. …and my inarticulateness distressed me. (Para. 72)The fact that I could not clearly express what I was thinking made me upset.14. …but I was thinking he was like a man trying to run a race in iron shoes, and not understanding why he cannot move. (Para. 75)But I was thinking that he was much like a man trying to communicate but couldn’t because he was still not completely free from racial prejudices which were dragging his feet like iron shoes. And the sad thing was that he still did not know what was preventing their land, from becoming a country that would not break his heart. The wall was in his own heart。