高中英语选修课：英语文学欣赏 Langston Hughes《黑人谈河流》 学生版讲义
《黑人谈河流》教学说课稿
《黑人谈河流》教学说课稿《黑人谈河流》教学说课稿1课文简析休斯是美国黑人文学的代表作家。
他的诗的特点之一就是意象凝练，表意深刻。
这首《黑人谈河流》，在短小的篇幅里表达了黑人对祖先和故土的寻根意识、对自己种族的自豪感。
同时，在当时种族歧视的恶习尚未根除的美国，这首诗还起到了一定的号召作用，即鼓励黑人同胞不要放弃希望，要对自己的种族充满信心。
创意说明诵读品析教学法：诗的学习，归根到底是学生能够在自己的感悟中理解诗歌意象的内涵，学习这首诗，可以引导学生从“河流”和“谈河流”两点整体感知诗歌，从读诗的三个过程中了解诗歌的节奏、主旨和写作技巧。
教学预设一、读熟——走近诗歌1、请学生自由放声朗读诗歌，说说自己的阅读初体验。
2、教师介绍作者。
二、读懂——走进诗歌在这首诗里，“河流”是一个高度凝练的意象。
我们可以把它理解为历史的象征。
黑人对河流的追溯，就是对自身历史的追溯，就是对祖先和故土的寻根。
设问：1、诗中提到了哪些河流?2、这些河流组合在一起让你想到了什么?3、我是谁?我与这些河流之间有怎样的关系?我说，在灌溉了古老的波斯文化的幼发拉底河中，黑人曾在这里沐浴西南亚的安纳托里亚的高原之风。
我说，在刚果河畔，黑人曾在那里构筑茅舍，度过了人类历史的朝夕。
我说，黑人曾经俯视尼罗河，用血汗和泪水为埃及法老堆砌金字塔。
我说，曾经伴着密西西比的歌唱，黑人在那里送走了无数金色的黄昏。
4、“我了解河流：/古老的黝黑的河流。
”第四节在句式上与第一节相仿，但是句子更短，表意更简明。
这里的“黝黑的河流”指的是什么?5、最后一节，“我的灵魂变得像河流一般深邃”，是第二节的重复，意在强化什么?三、读透——走出诗歌1、休斯从“哈莱姆文艺复兴”时代开始创作，受过“新黑人运动”的影响，早期创作带有民族主义和唯美主义倾向。
20世纪30年代初的美国经济大萧条和举世闻名的诬害黑人案件“斯考茨勃罗案”提高了他的觉悟。
他曾到过苏联和中国，曾以记者身份参加西班牙内战，通过接近工人运动，他的立场逐渐转向革命一边。
黑人谈河流英语
黑人谈河流英语Black People Discussing Rivers in EnglishRivers are an integral part of nature, providing clean water, food, and transportation. Many cultures have a deep connection to rivers and their surrounding ecosystems, and Black people are no exception. In this article, we will explore the ways in which Black people discuss rivers in English, including their cultural significance, environmental impact, and personal experiences.Cultural SignificanceRivers have played a significant role in Black culture throughout history. In the United States, enslaved Africans were brought over on slave ships that traveled up and down the rivers, such as the Mississippi River. As a result, rivers became a symbol of both freedom and oppression for Black people. Many Black communities developed along rivers, such as the Harlem River in New York City, where Black culture thrived in the early 20th century.In West Africa, the Niger River is a source of cultural pride for many Black people. The river is home to a variety of fish and animals that are important to the local diet and economy. The annual Niger River Festival celebrates theriver's cultural significance with music, dance, and food. Environmental ImpactBlack communities around the world have been disproportionately impacted by environmental degradation caused by industrialization and pollution. Rivers are often the hardest hit, as they are used as dumping grounds for toxic waste and chemicals. This has led to contaminated water sources and health problems in many Black communities.In response, many Black activists and organizations have taken up the fight for environmental justice. Groups like the Black River Action Team in Vermont work to clean up polluted rivers and educate communities about the importance of protecting the environment.Personal ExperiencesFor many Black people, rivers hold personal significance. They may have grown up near a river or have fond memories of fishing, swimming, or boating on a river. Rivers can also provide a sense of peace and tranquility, as well as an escape from the stresses of daily life.In popular culture, rivers have been a source of inspiration for many Black artists. The blues, a genre ofmusic that originated in the southern United States, often references rivers as symbols of struggle and hope. Langston Hughes' poem 'The Negro Speaks of Rivers' is a celebrated example of Black literature that uses rivers as a metaphor for the Black experience.In conclusion, rivers play a complex and important role in Black culture and history. From their cultural significance to their environmental impact and personal experiences, Black people have a unique perspective on these vital natural resources. As we continue to face the challenges of climate change and environmental degradation, it is important to listen to and learn from the voices of Black communities who are fighting to protect our rivers and our planet.。
外国诗两首祖国黑人全案
外国诗两首祖国黑人全案
以下是为您推荐的外国诗两首祖国、黑人谈河流教学全案，希望本篇文章对您学习有所帮助。
外国诗两首祖国、黑人谈河流教学全案
《祖国》和《黑人谈河流》是两首抒发爱国思乡情怀的外国诗歌。
俄国诗人莱蒙托夫从独特的角度，以自己的方式，抒发了对祖国的奇异的爱情
”。
全诗平实中见真情，最平常的景色，最普通的农家生活，蕴蓄着的是诗人纯洁而真挚的情感。
《黑人谈河流》是豪放的黑人诗人兰斯顿•休斯的成名诗作。
诗中河流”是一个高度凝练的意象。
我们可以将其理解为历史的象征，黑人对河流的追溯，就是对自身历史的追溯，就是对祖先和故土的寻根。
全诗在深邃中显自豪。
教读课文，要引导学生了解作品中表现的异国情趣，如俄罗斯风情、黑人种族的文明史。
教读过程中，要结合两位诗人各自国家和种族的特点，选用恰当的助读资料，帮助学生形象直观地去认识和理解。
把握诗中艺术形象的意义及诗人由此抒发的思想感情，是教学的重点。
由于民族文化背景不同，准确地把握诗人的意念和情绪并深入诗中的意境，则是教学的难点。
教读中，要通过多种形式组织学生反复诵读，体会诗歌的内容及形式特点。
教学目标。
九年级《外国诗两首黑人谈河流祖国》
如何欣赏和创作现代诗歌
挖掘诗歌的深层含义和象征意义，体会诗人的独特思考和感悟。 创作现代诗歌的建议
保持敏锐的观察力和感受力，从生活中汲取创作灵感。
如何欣赏和创作现代诗歌
01
注重语言和意象的锤炼，追求表 达的准确性和生动性。
02
勇于尝试不同的创作手法和风格 ，展现个性和创新精神。
06
思考与练习
回答问题并小组讨论
节奏明快
诗歌节奏明快有力，与诗人的 情感表达相得益彰，使读者在 朗读中感受到强烈的情感冲击 。
创新性语言运用
语言简练
意象独特
诗人运用简练的语言表达丰富的内涵 和思想，体现了高超的语言驾驭能力。
诗人通过独特的意象创造出一个富有 想象力和表现力的艺术世界，使读者 在欣赏中获得深刻的审美体验。
新颖词汇
诗歌中出现一些新颖、独特的词汇和 表达方式，展示了诗人的创新精神和 对语言的探索。
九年级《外国诗两首黑人谈河 流祖国》
目
CONTENCT
录
• 课文背景及作者简介 • 文本解读与赏析 • 主题思想探讨 • 艺术特色分析 • 知识拓展与延伸 • 思考与练习
01
课文背景及作者简介
外国诗歌发展历程
01
02
03
04
古希腊罗马时期
外国诗歌起源于古希腊罗马时 期，以荷马史诗为代表，表现 了古代人们对神话、英雄和自 然的崇敬。
风格比较
不同文化背景下的诗歌风格也各具特色。如兰斯顿·休斯的诗歌语言简练、节奏明快，而 裴多菲的诗歌则气势磅礴、激情澎湃。通过比较阅读，可以领略不同文化背景下的诗歌艺 术魅力。
如何欣赏和创作现代诗歌
欣赏现代诗歌的方法
品味诗歌的语言和意 象，感受诗歌的韵律 和节奏美感。
《黑人谈河流》赏析
《黑人谈河流》赏析詹姆斯•兰斯顿•休斯是哈莱姆的桂冠诗人。
早在二十年代，休斯即钟情于诗歌，曾被誉为“班级诗人”。
在休斯年幼时，父母就离异了，他随母亲一起生活。
1919年，休斯去墨西哥跟他父亲住了十五个月，《黑人谈河流》这首诗即发表于此时。
休斯的诗大致可以分为四类：第一类主要反映二十世纪中叶黑人遭受的挫折、压迫和不公平待遇，如《流浪汉》《哈莱姆》《旋转木马》等；第二类展示黑人取得的成就和对未来的憧憬与向往，如《让美国重新成为美国》《一曲新歌》等；第三类是一系列充满浪漫情调的抒情诗，如《给蓝恩》《代一个黑色女孩作的歌》；在第四类诗中，作者向我们展示了黑人文化的丰富多彩和黑人民族历史的源远流长，抒发了诗人作为一个黑人的自豪感。
我认为：《黑人谈河流》表达的就是这第四类诗的主题，是第四类诗的代表作。
下面拟就这首诗的内涵作一个简要的分析。
首先，《黑人谈河流》中的“我”代表的应该是整个黑人民族，诗中的“河流”是一个象征，它象征黑人民族的“历史长河”，即黑人的历史。
“我”对河流的追溯，是黑人对自身历史的追溯。
我这样认为的原因主要有以下三个。
第一，在这首诗中，“我”的形象依次出现在四条世界大河之上——“当黎明还年轻的时候，我就沐浴在幼发拉底河”，“我在靠近刚果河的附近搭起茅屋”，“我俯视尼罗河，在它岸上立起金字塔”，“当林肯沿新奥尔良顺流而下，我听见密西西比河在歌唱”，“我”遨游这四条世界大河的这一过程正好与黑人民族发展史上的四个重要阶段相契合。
幼发拉底河在亚洲西南部，自土耳其东部流人波斯湾，在伊拉克与底格里斯河汇合幼发拉底河是古代巴比伦文明的摇篮公元前四千年前，两河流域占有统治地位的是黑色人种的德拉维达人和蒙古人种的苏美尔人，正是他们创造了两河流域人类最早的文明。
位于非洲中部的刚果河，流经刚果共和国，注人大西洋。
刚果河流域更是非洲生活的各个方面的发源地。
杜波依斯在《黑人的灵魂》一书中描写到，尼罗河“波涛怒吼，倾入谷地，然后一直向北奔去，将水注人海中”，在尼罗河谷里，有“灿烂的阳光，肥沃的土地，温暖的气候和美丽的风景”在河谷的土地上，“到处是绿油油的青草，金闪闪的谷穗，红艳艳的葡萄；这是夹在两片灼人的沙漠之间的一个流水不断、花果从生的人间天堂。
感受河流 壮我中华──教《黑人谈河流》
感受河流壮我中华──教?黑人谈河流?我在教学?外国诗二首?〔人教版９年级下册第４课〕的美国黑人诗歌作家休斯的?黑人谈河流?时 ,我在板书了课题和作者后 ,自己示范朗读了一遍 ,接着要求学生齐读一遍。
在学生朗诵的时间 ,我在黑板上写下了如下一节诗：我了解河流 ,在黄昏时遥望那东方号称母亲河的落日圆 ,还有一条古老悠长的大运河 ,想象着当年纤夫的沉着。
学生轻声读出了这三句 ,我立即要求他们仿照休斯的写法 ,写诗。
学生一致认为 ,要把标题拟为“华人谈河流〞 ,作者为自己〔或四人小组 ,合作讨论〕 ,学生立即进入了写作状态。
我说：“有一首歌曲唱道‘古老的东方有一条河 ,它的名字叫黄河；古老的东方有一条江 ,它的名字叫长江……’〞；学生在构思、在写作 ,或在讨论之中。
我继续点拨：“在雄伟神州的９６０万平方公里的大地上 ,由北到南 ,有漠河、黑龙江、鸭绿江 ,有黄河、淮河、长江 ,有珠江、雅鲁藏布江 ,在香港、澳门还有香江、濠江 ,这些自西向东的河流；还有一条南北方向的隋朝大运河；这些古老的河流 ,犹如中华民族的大动脉和流淌的血液 ,哺育着亿万中华儿女〞；学生神情激昂 ,进入了积极的写作状态。
我乘机继续说道：“春季 ,我们可以在长江三峡泛舟而下 ,欣赏两岸的风景 ,倾听哀怨的猿声；夏季 ,我们可以到黄河欣赏九曲十八弯的奇险 ,体会壶口瀑布的壮观；秋季 ,我们可以在珠江领略南疆风光 ,体味民族风情；冬季 ,我们可以到黑龙江去破冰冬泳 ,健壮我们的体魄……〞；“黄河 ,是中华民族古老悠久历史的见证 ,是中华民族的发祥地 ,是我们的母亲河；那?黄河大合唱?的歌声 ,高亢嘹亮；还有那?松花江上?的歌声 ,犹如警钟 ,如犹在耳；泸沟桥畔的抗日战火 ,流不尽中华民族的屈辱……〞；“在我们这里 ,就有三条河流贯穿全县 ,他们是天柱山山麓的皖河 ,在潜山县城一带叫潜河 ,也叫西河 ,中间一条叫余井大河 ,东面还有一条流经我们镇的 ,叫大沙河。
2015-2016年新人教版语文九年级下册全册课件第4课外国诗两首(黑人谈河流)ppt课件(新人教版九下)
1902年2月1日，休斯生于密苏里州的乔林市。 从小父母离异，跟随外祖母、母亲和亲友生活。 他在美国中部受中等教育，在哥伦比亚大学只 读了一年书。后来，他在林肯大学继续学习， 并取得硕士学位。他当过报童、轮船餐厅侍应 生、看门人、茶房，18岁在墨西哥当英文教员， 后来流浪到西欧，当过水手、夜总会厨子等， 生活经验非常丰富。 从总的倾向来说，休斯一生的文学活动都是同 他所处的时代的美国黑人运动紧密相连，同广 大黑人的命运息息相关。休斯的创作真实而深 刻地反映了美国黑人的社会生活，倾诉了他们 的苦难与辛酸、欢乐与希望，以及对自由、民 主的追求与渴望。
《黑人谈河流》 休斯
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兰斯顿· 休斯
休 斯 (1902 ～ 1967) 美 国 黑人诗人、小说家，美 国黑人文艺复兴运动的 领导者，被誉为“黑人 桂冠诗人”。 休斯写过小说、剧 本、自传和新闻速写， 以诗歌方面的成就最为 突出。他创作了十多部 诗集，比较重要的有《 哈莱姆的莎士比亚》《 单程票》《延迟的梦之 5/7/2015 蒙太奇》等。
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学生自由诵读全诗，整 体感知诗意
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(1)诗人想通过谈 “河流”来表达什么样 的思想感情?
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在《黑人淡河流》一诗中，“河流”是个高度凝练的意象。我们可以 将其理解为历史的象征。黑人对河流的追溯，就是对自身历史的追溯。 就是对祖先和故土的寻根。
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课堂小结
深邃中显自豪的休斯的《黑人谈河流》，他们的心声是相通的。那 种深沉的历史感与强烈的时代感，都是令人荡气回肠的。掩卷遐 思，备感肩上使命崇高，恰如一代伟人毛泽东吟唱的“俱往矣， 数风流人物，还看今朝。”愿我们能挂帆济海，谱写出热爱祖国、 建设祖国的磅礴诗章。
高中英语选修课英语文学欣赏LangstonHughes《黑人谈河流》学生版讲义
The Negro Speaks of RiversI've known rivers:I've known rivers, ancient as the world and older than the flow of human blood in human veins.My soul has grown deep like the rivers.I bathed in the Euphrates when dawns were young.I built my hut near the Congo and it lulled me to sleep.I looked upon the Nile and raised the pyramids above it.I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans，and I've seen its muddy bosom turn all golden in the sunset.I've known rivers：Ancient, dusky rivers.My soul has grown deep like the rivers.DreamsHold fast to dreamsFor if dreams dieLife is a broken-winged birdThat cannot fly.Hold fast to dreamsFor when dreams goLife is a barren FieldFrozen with snow.Me and the MuleMy old mule,He's got a grin on his face.He's been a mule so longHe's forgotten about his race.I'm like that old mule ---Black --- and don't give a damn!You got to take meLike I am.EARLY AUTUMNby Langston Hughes (1902-1967)When Bill was very young, they had been in love. Many nights they had spent walking, talking together. Then something not very important had come between them, and they didn’t speak. Impulsively, she had married a man she thought she loved. Bill went away, bitter about women.Yesterday, walking across Washington Square, she saw him for the first time in years.“Bill Walker,” she said.He stopped. At first he did not recognize her, to him she looked so old.“Mary! Where did you come from?”Unconsciously, she lifted her face as though wanting a kiss, but he held out his hand. She took it.“I live in New York now,” she said.“Oh,—Smiling politely, then a little frown came quickly between his eyes.“Always wondered what happened to you, Bill.”“I’m a lawyer. Nice firm, way downtown.”“Married yet?”“Sure. Two kids.”“Oh,” she said.A great many people went past them through the park. People they didn’t know. It was late afternoon. Nearly sunset. Cold.“And your husband?” he asked her.“We have three children. I work in the bursar’s office at Columbia.”“You are looking very…” (H e wanted to say old) “…well,” he said.She understood. Under the trees in Washington Square, she found herself desperately reaching back into the past. She had been older than he then in Ohio. Now she was not young at all. Bill was still young.“We live on Central Park West,” she said. “Come and see us sometime.”“Sure,” he replied. “You and your husband must have dinner with my family some night. Any night. Lucille and I’d love to have you.”The leaves fell slowly from the tree in the Square. Fell without wind. Autumn dusk. She felt a little sick.“We’d love it,” she answered.“You ought to see my kids.” He grinned.Suddenly the lights came on up the whole length of Fifth Avenue, chains of misty brilliance in the blue air.“There’s my bus,” she said.He held out his hand. “Goodbye.”“When…”, she wanted to say, but the bus was ready to pull off. The lights on the avenue blurred, twinkled, blurred. And she was afraid to open her mouth as she entered the bus. Afraid it would be impossible to utter a word.Suddenly she shrieked very loudly, “Good-bye!” But the bus door had closed.The bus started. People came between them outside, people crossing the street, people they didn’t kno w. Space and people. She lost sight of Bill. Then she remembered she had forgotten to give him her address—or to ask him for his—or tell him that her youngest boy was named Bill, too.。
黑人谈河流原文赏析_黑人谈河流教案翻译
黑人谈河流原文赏析_黑人谈河流教案翻译课文《黑人谈河流》出自九年级下册语文书课本，其原文如下：【原文】我了解河流：我了解像世界一样的古老的河流，比人类血管中流动的血液更古老的河流。
我的灵魂变得像河流一般的深邃。
晨曦中我在幼发拉底河沐浴，在刚果河畔我盖了一间茅舍，河水潺潺催我入眠。
我瞰望尼罗河，在河畔建造了金字塔。
当林肯去新奥尔良时，我听到密西西比河的歌声，我瞧见它那浑浊的胸膛在夕阳下闪耀的金光。
我了解河流：古老的黝黑的河流。
我的灵魂变得像河流一般深邃。
【前言】《黑人谈河流》在这首诗里，“河流”是一个高度凝练的意象。
我们可以把它理解为历史的象征。
黑人对河流的追溯，就是对自身历史的追溯，就是对祖先和故土的寻根。
【课文赏析】“我了解河流：/我了解像世界一样古老的河流，/比人类血管中流动的血液更古老的河流。
”诗中的“我”不是某orG个具体的黑人，而是代表整个黑人的种族。
在这一节诗中，诗人反复地强调黑人对“河流”（历史）的见证，并形象化地指出，这条“河流”“像世界一样古老”，比人类体内的河流——“血液”更古老。
“我的灵魂变得像河流一般深邃。
”第二节只这一行，它的作用是承上启下。
上一节对河流的认识仅限于“了解”，到了这一节，“我”已经深入地用“灵魂”去感受河流。
换句话说，黑人的“灵魂”因见证“河流”（历史）而深邃。
下面一节，则是由此开始的历史回顾。
“晨曦中我在幼发拉底河沐浴。
”幼发拉底河是古代文明的发源地之一，这里曾诞生过灿烂的古代文明。
“在刚果河畔我盖了一间茅舍，/河水潺潺催我入眠。
/我瞰望尼罗河，在河畔建造了金字塔。
”刚果河是非洲流域面积最大的河流，尼罗河是世界最长的河流。
尼罗河流域也诞生过灿烂的古代文明。
“当林肯去新奥尔良时，/我听到密西西比河的歌声，/我瞧见它那浑浊的胸膛/在夕阳下闪耀金光。
”密西西比河是北美洲最大的河流。
林肯在担任美国总统时，废除了奴隶制，使美国的黑奴获得解放。
以上是诗人以夸张的手法回顾历史。
外国诗两首《祖国》《黑人谈河流》教学反思
外国诗两首《祖国》《黑人谈河流》教学反思在外国文学课上，我选择了两首不同主题和风格的外国诗——《祖国》和《黑人谈河流》进行教学。
这两首诗分别展现了作者对于祖国的感情和对于种族平等的思考。
通过教学的过程，我发现了一些可改进的地方，并对这次教学进行了反思。
首先，我选择了这两首诗的原因是因为它们都有一定的代表性和深刻的主题。
《祖国》这首诗是蒲芳·因耶斯的代表作之一，表达了作者对于祖国的热爱和执着追求的情感。
而《黑人谈河流》则是兰斯顿·休斯的作品，呼吁种族平等和对黑人权益的关注。
通过这两首诗，我希望学生们能够感受到作者对于祖国和社会问题的思考，并引发他们对于这些问题的反思。
在教学过程中，我采用了多种教学方法，包括小组讨论、分析诗歌结构和词汇选取等。
首先，我让学生们分成小组，自由讨论他们对于诗歌中表达的情感和意义的理解。
这样的小组讨论帮助学生们共同构建对于诗歌的理解，并且培养了他们的团队合作能力。
其次，我引导学生们分析诗歌的结构和词汇选取，通过解读诗歌的形式和语言特点，深化学生对于诗歌的理解和欣赏能力。
最后，我鼓励学生们就诗歌中表达的主题和情感展开个人思考和写作，通过作文的方式表达自己的想法和感受。
然而，教学过程中也存在一些不足之处。
首先，我发现学生对于外国文学的阅读理解和诗歌分析能力相对较弱。
尽管在课前我提供了相关的材料和指导，但是学生们在小组讨论中表达的观点相对单一，缺乏深入的分析和思考。
这可能是因为他们对于外国文学的背景知识不够充分，以及对于诗歌分析方法的不熟悉。
其次，我在教学过程中忽视了学生的个体差异性，没有给予每个学生足够的关注和指导。
有些学生可能对于诗歌的理解和表达能力较差，但是我没有找到合适的方式帮助他们克服困难。
这导致了教学效果的不均衡和个别学生的学习困难。
综上所述，这次外国文学课的教学反思启示我需要更加关注学生的个体差异性和学习需求。
在以后的教学过程中，我应该根据学生的学习情况和能力水平，采用不同的教学方法和辅导方式，帮助他们充分理解和欣赏诗歌。
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The Negro Speaks of Rivers
I've known rivers:
I've known rivers, ancient as the world and older than the flow of human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans，
and I've seen its muddy bosom turn all golden in the sunset.
I've known rivers：
Ancient, dusky rivers.
My soul has grown deep like the rivers.
Dreams
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren Field
Frozen with snow.
Me and the Mule
My old mule,
He's got a grin on his face.
He's been a mule so long
He's forgotten about his race.
I'm like that old mule ---
Black --- and don't give a damn!
You got to take me
Like I am.
EARLY AUTUMN
by Langston Hughes (1902-1967)
When Bill was very young, they had been in love. Many nights they had spent walking, talking together. Then something not very important had come between them, and they di dn’t speak. Impulsively, she had married a man she thought she loved. Bill went away, bitter about women.
Yesterday, walking across Washington Square, she saw him for the first time in years.
“Bill Walker,” she said.
He stopped. At first he did not recognize her, to him she looked so old.
“Mary! Where did you come from?”
Unconsciously, she lifted her face as though wanting a kiss, but he held out his hand. She took it.
“I live in New York now,” she said.
“Oh,—Smiling politely, then a little frown came quickly between his eyes.
“Always wondered what happened to you, Bill.”
“I’m a lawyer. Nice firm, way downtown.”
“Married yet?”
“Sure. Two kids.”
“Oh,” she said.
A great many people went past them through the park. People they didn’t know. It was late afternoon. Nearly sunset. Cold.
“And your husband?” he asked her.
“We have three children. I work in the bursar’s office at Columbia.”
“You are looking very…” (H e wanted to say old) “…well,” he said.
She understood. Under the trees in Washington Square, she found herself desperately reaching back into the past. She had been older than he then in Ohio. Now she was not young at all. Bill was still young.
“We live on Central Park West,” she said. “Come and see us sometime.”
“Sure,” he replied. “You and your husband mus t have dinner with my family some night. Any night. Lucille and I’d love to have you.”
The leaves fell slowly from the tree in the Square. Fell without wind. Autumn dusk. She felt a little sick.
“We’d love it,” she answered.
“You ought to see my kids.” He grinned.
Suddenly the lights came on up the whole length of Fifth Avenue, chains of misty brilliance in the blue air.
“There’s my bus,” she said.
He held out his hand. “Goodbye.”
“When…”, she wanted to say, but the bus was ready to pull off. The lights on the avenue blurred, twinkled, blurred. And she was afraid to open her mouth as she entered the bus. Afraid it would be impossible to utter a word.
Suddenly she shrieked very loudly, “Good-bye!” But the bus door had closed.
The bus started. People came between them outside, people crossing the street, people they didn’t know. Space and people. She lost sight of Bill. Then she remembered she had forgotten to give him her address—or to ask him for his—or tell him that her youngest boy was named Bill, too.。