《美國語文》第5冊(英漢雙語全譯本)（簡體書）

《美國語文讀本》從19世紀中期至20世紀中葉，一直被廣泛用作美國學校的語文教材，據稱有10000多所美國學校拿它當作教材。到了21世紀，西方一些私立學校（Private School)和家庭學校（Homeschool）仍用它作為教材，足見這套書的價值與影響力。據估計，這套書從問世至1960年，至少發行了1.22億冊；1961年後，在西方每年銷量仍達30000冊以上。應該說，沒有哪一套個人主編的教材能超過此發行量了！
此套讀本的英文原版共分七級，包括啟蒙讀本和第1-6級。考慮到啟蒙讀本與第一級篇幅都較少，難易程度也很接近，于是我們將之合并為第1冊，其余2-6級與英文原版相同。這樣國內出版的這套讀本共包括6冊。第1冊從字母表開始，主要側重于字母的發音與書寫、簡單的單詞與句型，同時強調英文書寫，課文後面附有不少書法練習，讓孩子們不僅將英語說得像外國人，而且寫得也跟外文書法一樣，這是國內英語教學所缺少的一個環節。從第2冊開始，均是比較正式的課文，每一課包括詞匯和課文，對一些生詞有英文解釋，讓學生學會通過簡單英文理解生詞，養成用英語理解和思維的習慣。第5冊和第6冊的課文前增加了作者簡介與相關背景知識，內容豐富而有一定深度。
此套書為在原版本基礎上重新修訂精裝版，後兩冊字號較之前有所放大，并且修正了原有的錯誤之處，以方便學生閱讀。

威廉·H·麥加菲，美國著名教育家。1800年出生于賓夕法尼亞州，1826年畢業于華盛頓大學杰斐遜學院。在數十年教育生涯中，他曾擔任過邁阿密大學語言學教授，俄亥俄大學校長。自1845年開始任弗吉尼亞大學道德哲學教授。他還幫助組建了俄亥俄州公立學校體系。
早在19世紀初期，麥加菲就意識到，應該給那些孤獨的墾荒者和歐洲移民的後代提供普遍的教育，于是他利用自己作為演講家與教育工作者的天賦，開始為孩子們編寫系列教材。這套教材共7冊，從學齡前至第6年級。他前後花費了20多年的時間才完成全套教材的編寫。這套教材面世後就被美國很多學校選為課本。在75年間銷量高達1.22億，直到今天仍以各種版本流行于西方，被美國《出版周刊》評為';人類出版史上第三大暢銷書';，對美國青年的心靈塑造與道德培養產生了史無前例的影響。

現有《美國語文讀本》配套MP3朗讀文件免費下載。
詳情請見美國語文博客 http://blog.sina.com.cn/homeschoolnow

影響美國學生近一個世紀的教科書，一套塑造美國精神與文明的語文讀本！這套由美國著名教育家、俄亥俄大學校長威廉·H·麥加菲花費20多年時間傾心主編，至1920年累計銷量便高達1.22億冊，是美國最暢銷的語文課本，被《時代周刊》評為';人類出版史上第三大暢銷書';。

LESSON 1 THE GOOD READER 朗讀者
LESSON 2 THE BLUEBELL 風鈴草
LESSON 3 THE GENTLE HAND 溫柔的手
LESSON 4 THE GRANDFATHER 爺　爺
LESSON 5 A BOY ON A FARM 農場少年
LESSON 6 THE SINGING LESSON 唱歌課
LESSON 7 DO NOT MEDDLE 請別多管閑事
LESSON 8 WORK 勞　動
LESSON 9 THE MANIAC 瘋　子
LESSON 10 ROBIN REDBREAST 知更鳥
LESSON 11 THE FISH I DIDN’T CATCH 脫鉤的狗魚
LESSON 12 IT SNOWS 下雪了
LESSON 13 RESPECT FOR THE SABBATH REWARDED 尊重安息日
LESSON 14 THE SANDS O’DEE 迪河沙灘
LESSON 15 SELECT PARAGRAPHS 《聖經》節選
LESSON 16 THE CORN SONG 玉米謠
LESSON 17 THE VENOMOUS WORM 致命的蟲豸
LESSON 18 THE FESTAL BOARD 節日聚會
LESSON 19 HOW TO TELL BAD NEWS 如何告訴噩耗
LESSON 20 THE BATTLE OF BLENHEIM 布倫海姆戰役
LESSON 21 ';I PITY THEM'; ';我憐憫他們';
LESSON 22 AN ELEGY ON MADAM BLAIZE 布萊茲夫人的挽歌
LESSON 23 KING CHARLES II AND WILLIAM PENN 英王查爾斯二世與威廉·佩恩先生
LESSON 24 WHAT I LIVE FOR 我為什么而活
LESSON 25 THE RIGHTEOUS NEVER FORSAKEN 公正不會缺席
LESSON 26 ABOU BEN ADHEM 阿博·本·艾德漢姆
LESSON 27 LUCY FORESTER 露西·福斯特
LESSON 28 THE REAPER AND THE FLOWERS 花朵與死亡
LESSON 29 THE TOWN PUMP 小鎮水泵
LESSON 30 GOOD NIGHT 晚　安
LESSON 31 AN OLD-FASHIONED GIRL 刻板守舊的姑娘
LESSON 32 MY MOTHER’S HANDS 媽媽的雙手
LESSON 33 THE DISCONTENTED PENDULUM 不滿意的鐘擺
LESSON 34 THE DEATH OF THE FLOWERS 花朵的死亡
LESSON 35 THE THUNDERSTORM 暴 風 雨
LESSON 36 APRIL DAY 四月的日子
LESSON 37 THE TEA ROSE 香水月季
LESSON 38 THE CATARACT OF LODORE 洛多大瀑布
LESSON 39 THE BOBOLINK 北美食米鳥
LESSON 40 ROBERT OF LINCOLN 羅伯特·林肯
LESSON 41 REBELLION IN MASSACHUSETTS STATE PRISON 馬薩諸塞州的監獄叛亂
LESSON 42 FAITHLESS NELLY GRAY 無信仰的內莉·蓋
LESSON 43 THE GENEROUS RUSSIAN PEASANT 慷慨的俄國農民
LESSON 44 FORTY YEARS AGO 四十年前
LESSON 45 MRS. CAUDLE’S LECTURE 高德夫人的演講
LESSON 46 THE VILLAGE BLACKSMITH 鄉村鐵匠
LESSON 47 THE RELIEF OF LUCKNOW 勒克瑙救援
LESSON 48 THE SNOWSTORM 暴風雪
LESSON 49 BEHIND TIME 遲　到
LESSON 50 THE OLD SAMPLER 往日繡花圖案
LESSON 51 THE GOODNESS OF GOD 上帝的仁愛
LESSON 52 MY MOTHER 媽　媽
LESSON 53 THE HOUR OF PRAYER 禱告時刻
LESSON 54 THE WILL 遺　囑
LESSON 55 THE NOSE AND THE EYES 鼻子和眼睛
LESSON 56 AN ICEBERG 冰　山
LESSON 57 ABOUT QUAIL 鵪　鶉
LESSON 58 THE BLUE AND THE GRAY 藍與灰
LESSON 59 THE MACHINIST’S RETURN 回家之路
LESSON 60 MAKE WAY FOR LIBERTY 請給自由讓路
LESSON 61 THE ENGLISH SKYLARK 英國云雀
LESSON 62 HOW SLEEP THE BRAVE 勇士如何安睡
LESSON 63 THE RAINBOW 彩　虹
LESSON 64 SUPPOSED SPEECH OF JOHN ADAMS 約翰·亞當斯的假設演講
LESSON 65 THE RISING 吶喊震天
LESSON 66 CONTROL YOUR TEMPER 請君制怒
LESSON 67 WILLIAM TELL 威廉·泰爾
LESSON 68 WILLIAM TELL 威廉·泰爾（結束篇）
LESSON 69 THE CRAZY ENGINEER 癲狂的火車司機
LESSON 70 THE HERITAGE 遺　產
LESSON 71 NO EXCELLENCE WITHOUT LABOR 不經風雨，怎見彩虹
LESSON 72 THE OLD HOUSE CLOCK 老　鐘
LESSON 73 THE EXAMINATION 考　試
LESSON 74 THE ISLE OF LONG AGO 很久以前的小島
LESSON 75 THE BOSTON MASSACRE 波士頓慘案
LESSON 76 DEATH OF THE BEAUTIFUL 美麗的死亡
LESSON 77 SNOW FALLING 雪　落
LESSON 78 SQUEERS’S METHOD 斯格威爾的手段
LESSON 79 THE GIFT OF EMPTY HANDS 兩手空空的禮物
LESSON 80 CAPTURING THE WILD HORSE 捕捉野馬
LESSON 81 SOWING AND REAPING 播種與收獲
LESSON 82 TAKING COMFORT 自我解脫
LESSON 83 CALLING THE ROLL 點　名
LESSON 84 TURTLE SOUP 龜煲湯
LESSON 85 THE BEST KIND OF REVENGE 最好的復仇
LESSON 86 THE SOLDIER OF THE RHINE 萊茵河畔的士兵
LESSON 87 THE WINGED WORSHIPERS 天　使
LESSON 88 THE PEEVISH WIFE 暴躁易怒的妻子
LESSON 89 THE RAINY DAY 雨　天
LESSON 90 BREAK, BREAK, BREAK 萬馬千鈞
LESSON 91 TRANSPORTATION AND PLANTING OF SEEDS 種子的傳播與種植
LESSON 92 SPRING AGAIN 又見春天
LESSON 93 RELIGION THE ONLY BASIS OF SOCIETY 宗教——;社會的唯一基石
LESSON 94 ROCK ME TO SLEEP 在搖籃中安睡
LESSON 95 MAN AND THE INFERIOR ANIMALS 人類與動物
LESSON 96 THE BLIND MEN AND THE ELEPHANT 盲人摸象
LESSON 97 A HOME SCENE 家庭場景
LESSON 98 THE LIGHT OF OTHER DAYS 昔日的光輝
LESSON 99 A CHASE IN THE ENGLISH CHANNEL 英吉利海峽追逐戰
LESSON 100 BURIAL OF SIR JOHN MOORE 約翰·摩爾先生的葬禮
LESSON 101 LITTLE VICTORIES 微小的勝利
LESSON 102 THE CHARACTER OF A HAPPY LIFE 幸福生活的特點
LESSON 103 THE ART OF DISCOURAGEMENT 潑冷水的藝術
LESSON 104 THE MARINER’S DREAM 水手的夢
LESSON 105 THE PASSENGER PIGEON 野鴿過客
LESSON 106 THE COUNTRY LIFE 鄉村生活
LESSON 107 THE VIRGINIANS 弗吉尼亞人
LESSON 108 MINOT’S LEDGE 邁諾特的利奇
LESSON 109 HAMLET 哈姆雷特
LESSON 110 DISSERTATION ON ROAST PIG 論烤豬
LESSON 111 A PEN PICTURE 北極光
LESSON 112 THE GREAT VOICES 偉大的聲音
LESSON 113 A PICTURE OF HUMAN LIFE 人生如畫
LESSON 114 A SUMMER LONGING 夏天的渴望
LESSON 115 FATE 命　運
LESSON 116 THE BIBLE THE BEST OF CLASSICS 《聖經》——;最好的經典
LESSON 117 MY MOTHER’S BIBLE 媽媽的《聖經》

LESSON 1 THE GOOD READER
朗讀者
1. It is told of Frederick the Great， King of Prussia， that， as he was seated one day in his private room， a written petition1 was brought to him with the request that it should be immediately read. The King had just returned from hunting， and the glare of the sun， or some other cause， had so dazzled his eyes that he found it diffi cult to make out a single word of the writing.
2. His private secretary happened to be absent； and the soldier who brought the petition could not read. There was a page， or favorite boy servant， waiting in the hall， and upon him the King called. The page was a son of one of the noblemen of the court， but proved to be a very poor reader.
3. In the fi rst place， he did not articulate2 distinctly. He huddled his words together in the utterance， as if they were syllables of one long word， which he must get through with as speedily as possible. His pronunciation was bad， and he did not modulate3 his voice so as to bring out the meaning of what he read. Every sentence was uttered with a dismal monotony4 of voice， as if it did not differ in any respect from that which preceded it.
4. ';Stop！'; said the King， impatiently. ';Is it an auctioneer’s list of goods to be sold that you are hurrying over？ Send your companion to me.'; Another page who stood at the door now entered， and to him the King gave the petition. The second page began by hemming and clearing his throat in such an affected5 manner that the King jokingly asked him whether he had not slept in the public garden， with the gate open， the night before.
5. The second page had a good share of self-conceit， however， and so was not greatly confused by the King’s jest. He determined that he would avoid the mistake which his comrade had made. So he commenced reading the petition slowly and with great formality， emphasizing every word， and prolonging the articulation of every syllable. But his manner was so tedious that the King cried out， ';Stop！ are you reciting a lesson in the elementary sounds？ Out of the room！ But no： stay！ Send me that little girl who is sitting there by the fountain.';
6. The girl thus pointed out by the King was a daughter of one of the laborers employed by the royal gardener； and she had come to help her father weed the fl ower beds. It chanced that， like many of the poor people in Prussia， she had received a good education. She was somewhat alarmed when she found herself in the King’s presence， but took courage when the King told her that he only wanted her to read for him， as his eyes were weak.
7. Now， Ernestine (for this was the name of the little girl) was fond of reading aloud， and often many of the neighbors would assemble at her father’s house to hear her； those who could not read themselves would come to her， also， with their letters from distant friends or children， and she thus formed the habit of reading various sorts of handwriting promptly and well.
8. The King gave her the petition， and she rapidly glanced through the opening lines to get some idea of what it was about. As she read， her eyes began to glisten， and her breast to heave. ';What is the matter？'; asked the King； ';don’t you know how to read？'; ';Oh， yes！ sire，'; she replied， addressing him with the title usually applied to him： ';I will now read it， if you please.';
9. The two pages wore about to leave the room. ';Remain，'; said the King. The little girl began to read the petition. It was from a poor widow， whose only son had been drafted1 to serve in the army， although his health was delicate and his pursuits had been such as to unfi t him for military life. His father had been killed in battle， and the son hada strong desire to become a portrait painter.
10. The writer told her story in a simple， concise1 manner， that carried to the heart a belief of its truth； and Ernestine read it with so much feeling， and with an articulation so just， in tones so pure and distinct， that when she had fi nished， the King， into whose eyes the tears had started， exclaimed， ';Oh！ now I understand what it is all about； but I might never have known， certainly I never should have felt， its meaning had I trusted to these young gentlemen， whom I now dismiss from my service for one year， advising them to occupy their time in learning to read.';
11. ';As for you， my young lady，'; continued the King， ';I know you will ask no better reward for your trouble than the pleasure of carrying to this poor widow my order for her son’s immediate discharge2. Let me see whether you can write as well as you can read. Take this pen， and write as I dictate3.'; He then dictated an order， which Ernestine wrote， and he signed. Calling one of his guards， he bade him go with the girl and see that the order was obeyed.
12. How much happiness was Ernestine the means of bestowing through her good elocution， united to the happy circumstance that brought it to the knowledge of the King！ First， there were her poor neighbors， to whom she could give instruction and entertainment. Then， there was the poor widow who sent the petition， and who not only regained her son， but received through Ernestine an order for him to paint the King’s likeness； so that the poor boy soon rose to great distinction4， and had more orders than he could attend to. Words could not express5 his gratitude， and that of his mother， to the little girl.
13. And Ernestine had， moreover， the satisfaction of aiding her father to rise in the world， so that he became the King’s chief gardener. The King did not forget her， but had her well educated at his own expense. As for the two pages， she was indirectly the means of doing them good， also； for， ashamed of their bad reading， they commenced studying in earnest， till they overcame the faults that had offended the King. Both fi nally rose to distinction， one as a lawyer， and the other as a statesman； and they owed their advancement in life chiefl y to their good elocution.
【中文閱讀】
1．傳說，一天，普魯士國王弗里德里希大帝坐在屋里，他的衛兵給他送來 一份書面請愿書。書中注明，請求國王即刻閱讀。當時，國王剛剛結束打獵回宮，因為陽光刺眼，或某些其他原因，他頭昏眼花，一個字也很難看清。
2．國王的私人秘書碰巧不在宮內，送來請愿書的衛兵也不識字。當時有位男侍，或者不如說一位乖巧侍童正在大廳當班伺候，國王吩咐他過來。那位侍童是宮廷某位貴族的兒子，可隨後證實，他的閱讀能力相當糟糕。
3．一上來，那位侍童發音就不夠清晰，那些詞語在他嘴里居然咕囔成串， 雜亂無章地快速蹦出。聽起來，有的詞語音節應該很長，可他似乎總是急不可耐 地含糊讀完。他的發音很糟，無法表現文字的準確含義。與此同時，他所表述的 所有話語無不沉悶呆板，毫無抑揚頓挫之感或音調變化，似乎詞語間不存在任何 差異。
4．';停下！';國王不耐心地說，';莫非你是公開清單、急于拍賣物品的拍賣 師，那么草草念完？把你的同伴叫來！';很快，大廳門口守候的另一位侍童來到 國王身邊，國王將請愿書交給了他。那侍童裝模作樣地清了清嗓子，國王詼諧地問他，是不是他昨晚沒在公園里過夜，但睡覺時門卻整晚沒關。
5．第二位侍童頗為自負，對國王的俏皮話，似乎不太在意。他有心避免前 面那位同伴的類似失誤，開始朗讀起來。他的語速遲緩，太過一本正經，所有詞 語無不輔以重音，逐個音節拉長拼讀，他的朗讀那么乏味造作，國王不禁大聲呵 斥，';停下！你難道是小學生背誦課文？滾出去！不，站好！先把坐在噴泉那邊的小姑娘給我叫過來！';
6．國王點名的那位姑娘是宮廷花師所雇傭人的女兒，那天，她過來幫著父親給宮廷花圃除草。像普魯士不少窮人那樣，她碰巧接受過良好的教育。聽到國王召見自己，她多少有點心存警覺。國王告訴她，由于他眼睛無法閱讀，只是讓她代勞，她才稍稍鼓起了勇氣。
7．歐內斯廷（小姑娘名字）喜歡高聲朗讀，不少鄰居經常聚集在她家門口 聽她讀書。那些不識字的人亦總樂意找她，他們帶來遠方朋友或孩子的來信。因此，她便具有閱讀不同手寫文體、并能迅速準確朗讀的能力。
8．國王將請愿書遞給她，她快速地瀏覽了開篇數行，從而獲悉文章的大體印象。她讀了不一會兒，眼神炯炯有光，呼吸急速。';怎么回事？';國王問道，';難道你不會讀？';';不！陛下，';她以國王的尊稱回答，';如果你樂意的話，我會 繼續。';
9．兩位侍童正準備離開，';站著，別動！';國王下令，姑娘又接著往下讀。 這份請愿書說的是一位貧苦寡婦的遭遇，她唯一的兒子被抓到軍隊服兵役，雖然 他身虛體弱，志向亦不在行伍。男孩父親已在一次戰役中身亡，那少年還有個夢寐以求的愿望，想成為一名肖像畫家。
10．請愿書作者以質樸簡潔的語言，敘述那位寡婦的悲慘遭遇，文章的真 情實感讓人動容。歐內斯廷滿懷深情地讀著，她的語言清晰，音調純正，抑揚頓 挫。讀完後，國王眼里充滿了淚水，他高聲叫道：';天呀！我現在才知道怎么回 事，假如聽信那些年輕貴族的話，我將壓根無從了解，準確地說，從來不會感受 到這種請愿書的深刻涵義。現在，我要將那些家伙解職一年，讓他們好好學習一下如何閱讀。';
11．';至于你，我的孩子，';國王接著說，';相信你會高興地帶上我的手令，立刻解除那可憐寡婦孩子的兵役，我想，假若給你其他任何報酬，亦不會比這更 開心吧。我要看看，你是否也能準確書寫，像你的閱讀那樣棒。拿這支筆，寫下 我口授的話。';他接著口授了一份命令，歐內斯廷記錄完畢，國王隨後簽上自己名字。然後他又吩咐一個衛兵過來，安排他與姑娘一同前去執行他的命令。
12．通過感情真摯的閱讀，獲取這種特殊贈與，歐內斯廷簡直快樂極了！國 王獲悉了民情，內心產生共鳴，并最終授于樹內。起初，那些貧困鄰居們從姑娘 那里找到安慰，隨後，送出請愿書的那位寡婦不僅能與兒子重新一起生活，還接 受了歐內斯廷帶來的國王旨意，安排她的兒子前去宮廷為國王畫像。不久，那位貧苦人家孩子便迅速得以擢升，并獲得更多的發展機會。千言萬語無法表達那位 少年還有他的寡母對小姑娘歐內斯廷的深深感激之情。
13．不僅如此，歐內斯廷的父親後來成為國王的首席園藝師，在世界園林界 贏得了聲譽，這一點，讓歐內斯廷非常自豪。國王并沒有忘記這個小姑娘，花錢 讓她受到最好的教育。至于那兩位侍童，她亦間接幫助了他們。由于對自己閱讀 能力深感羞愧，他們急切想重新獲得學習機會。兩人通過讀書最終彌補了閱讀能 力的不足，隨後皆獲取了提升機會，一位做了律師，還有一位成了政治家，他們 把生命升華歸功于極有裨益的開卷閱讀。
LESSON 3 THE GENTLE HAND
溫柔的手
Timothy S. Arthur (b. 1809， d. 1885) was born near Newburgh， N.Y.， but passed most of his life at Baltimore and Philadelphia. His opportunities for good schooling were quite limited， and he may be considered a self-educated man. He was the author of more than a hundred volumes， principally novels of a domestic and moral tone， and of many shorter tales—magazine articles， etc. ';Ten Nights in a Barroom，'; and ';Three Years in a Mantrap，'; are among his best known works.
1. When and where it matters not now to relate—but once upon a time， as I was passing through a thinly peopled district of country， night came down upon me almost unawares. Being on foot， I could not hope to gain the village toward which my steps were directed， until a late hour； and I therefore preferred seeking shelter and a night’s lodging at the fi rst humble dwelling that presented itself.
2. Dusky twilight was giving place to deeper shadows， when I found myself in the vicinity1 of a dwelling， from the small uncurtained windows of which the light shone with a pleasant promise of good cheer and comfort. The house stood within an inclosure， and a short distance from the road along which I was moving with wearied feet.
3. Turning aside， and passing through the ill-hung gate， I approached the dwelling. Slowly the gate swung on its wooden hinges， and the rattle of its latch， in closing， did not disturb the air until I had nearly reached the porch in front of the house， in which a slender girl， who had noticed my entrance， stood awaiting my arrival.
4. A deep， quick bark answered， almost like an echo， the sound of the shutting gate， and， sudden as an apparition， the form of an immense dog loomed in the doorway. At the instant when he was about to spring， a light hand was laid upon his shaggy neck， and a low word spoken.
5. ';Go in， Tiger，'; said the girl， not in a voice of authority， yet in her gentle tones was the consciousness that she would be obeyed； and， as she spoke， she lightly bore upon the animal with her hand， and he turned away and disappeared within the dwelling.
6. ';Who’s that？'; A rough voice asked the question； and now a heavy-looking man took the dog’s place in the door.
7. ';How far is it to G—？'; I asked， not deeming it best to say， in the beginning， that I sought a resting place for the night.
8. ';To G—！'; growled the man， but not so harshly as at fi rst. ';It’s good six miles from here.';
9. ';A long distance； and I’m a stranger and on foot，'; said I. ';If you can make room for me until morning， I will be very thankful.';
0. I saw the girl’s hand move quickly up his arm， until it rested on his shoulder， andnow she leaned to him still closer.
11. ';Come in. We’ll try what can be done for you.'; There was a change in the man’s voice that made me wonder. I entered a large room， in which blazed a brisk fi re. Before the fi re sat two stout lads， who turned upon me their heavy eyes， with no very welcome greeting. A middle-aged woman was standing at a table， and two children were amusing themselves with a kitten on the fl oor.
12. ';A stranger， mother，'; said the man who had given me so rude a greeting at the door； ';and he wants us to let him stay all night.';
13. The woman looked at me doubtingly for a few moments， and then replied coldly， ';We don’t keep a public house.';
14. ';I’m aware of that， ma’am，'; said I； ';but night has overtaken me， and it’s a long way yet to G—.';
15. ';Too far for a tired man to go on foot，'; said the master of the house， kindly， ';so it’s no use talking about it， mother； we must give him a bed.';
16. So unobtrusively1 that I scarce noticed the movement， the girl had drawn to her mother’s side. What she said to her I did not hear， for the brief words were uttered in a low voice； but I noticed， as she spoke， one small， fair hand rested on the woman’s hand.
17. Was there magic in that touch？ The woman’s repulsive2 aspect changed into one of kindly welcome， and she said， ';Yes， it’s a long way to G—. I guess we can fi nd a place for him.';
18. Many times more during that evening， did I observe the magic power of that hand and voice—the one gentle yet potent3 as the other. On the next morning， breakfast being over， I was preparing to take my departure when my host4 informed me that if I would wait for half an hour he would give me a ride in his wagon to G—， as business required him to go there. I was very well pleased to accept of the invitation.
19. In due time， the farmer’s wagon was driven into the road before the house， and I was invited to get in. I noticed the horse as a rough-looking Canadian pony， with a certain air of stubborn endurance. As the farmer took his seat by my side， the family came to the door to see us off.
20. ';Dick！'; said the farmer in a peremptory5 voice， giving the rein a quick jerk as he spoke. But Dick moved not a step. ';Dick！ you vagabond！ get up.'; And the farmer’s whip cracked sharply by the pony’s ear.
21. It availed6 not， however， this second appeal. Dick stood fi rmly disobedient. Next the whip was brought down upon him with an impatient hand； but the pony only reared up a little. Fast and sharp the strokes were next dealt to the number of half a dozen. The man might as well have beaten the wagon， for all his end was gained.
22. A stout lad now came out into the road， and， catching Dick by the bridle， jerked him forward， using， at the same time， the customary language on such occasions， but Dick met this new ally7 with increased stubbornness， planting his fore feet more fi rmly and at a sharper angle with the ground.
23. The impatient boy now struck the pony on the side of the head with his clinchedhand， and jerked cruelly at his bridle. It availed nothing， however； Dick was not to be wrought upon by any such arguments.
24. ';Don’t do so， John！'; I turned my head as the maiden’s sweet voice reached my ear. She was passing through the gate into the road， and in the next moment had taken hold of the lad and drawn him away from the animal. No strength was exerted in this； she took hold of his arm， and he obeyed her wish as readily as if he had no thought beyond her gratifi cation.
25. And now that soft hand was laid gently on the pony’s neck， and a single low word spoken. How instantly were the tense1 muscles relaxed2—how quickly the stubborn air vanished！
26. ';Poor Dick！'; said the maiden， as she stroked his neck lightly， or softly patted it with a childlike hand. ';Now， go along， you provoking fellow！'; she added， in a half- chiding3， yet affectionate voice， as she drew up the bridle.
27. The pony turned toward her， and rubbed his head against her arm for an instant or two； then， pricking up his ears， he started off at a light， cheerful trot， and went on his way as freely as if no silly crotchet4 had ever entered his stubborn brain.
28. ';What a wonderful power that hand possesses！'; said I， speaking to my companion， as we rode away.
29. He looked at me for a moment， as if my remark had occasioned surprise. Then a light came into his countenance， and he said briefly， ';She’s good！ Everybody and everything loves her.';
30. Was that， indeed， the secret of her power？ Was the quality of her soul perceived in the impression of her hand， even by brute beasts！ The father’s explanation was doubtless the true one. Yet have I ever since wondered， and still do wonder， at the potency which lay in that maiden’s magic touch. I have seen something of the same power， showing itself in the loving and the good， but never to the extent as instanced5 in her， whom， for want of a better name， I must still call ';Gentle Hand.';
【中文閱讀】
提摩太 ？ 斯 ？ 亞瑟 (1809 ～ 1885) 出生于紐約州紐博市附近，他在巴爾的摩和費城度 過生命中的大量時光。他接受正規教育機會相當有限，屬于自學成才的類型。他的著述 多達一百多部，主要有涉及家庭倫理方面的小說，以及為雜志撰寫的大量篇幅更短的文章 等。《酒吧間的十個夜晚》和《捕人陷阱中的三年》皆為他的名篇。
1．究竟什么時間、地點，現在看來似乎無關緊要——;姑且算是從前吧，當 我走過一處人煙稀少的地區，不知不覺間，夜幕降臨了。由于步行，我不可能指 望找到一處鄉鎮或村莊。又過了一個時辰，我急切地想找處地方過夜，沒別的，最先撞見的地方，無論怎樣粗鄙簡陋，對付一晚足矣。
2．昏暗燈火來自深不可測的黑暗，我突然發現附近有戶人家，從那扇光禿 禿的窗口里，似乎感覺到燈火里透出喜悅的安詳。屋子四周有柵欄，離我走的路 很近，那時，我可真是走得太累了。 3．走下路，跨過那扇歪扭的大門，我走向那處屋子。大門在木質鉸鏈上慢 慢晃動，門閂的吱呀聲悄無聲息，直到最後關門才發出輕微聲響。待我走到房前走廊時，才看到一位身材修長的姑娘站在那里，顯然，剛才她聽到了我的腳步。
4．門甫關上，旋即響起一聲低沉的狗吠，一條體型碩大的狗幽靈般出現在我的身邊。就在它立馬撲過來的剎那，一只手輕輕搭在那只狗毛發蓬松的脖頸。
5．';虎子，進去，';姑娘低聲說道，聲音并不威嚴，但溫柔中含有不得不服從的暗示，與此同時，她輕輕地拍打那狗幾下，于是那狗轉身閃進屋內。
6．';你是誰？';一個粗厲聲音響起，一位臉色陰沉的男人在狗的身後閃出。
7．';請問，這里離 G 地還有多遠？';我問道，乍開口，才覺得并不合適，那時的我不過想找個過夜的地方。
8．';到 G 地去，';那男人大聲地說，言語間卻少了最初的苛厲，';從這到那還有不近的六英里路呢。';
9．';路真夠遠的，我是步行來的，一個過路客，';我說，';如果你們讓我在這歇上一晚，我真是感激不盡。';
10．我看見那姑娘的手迅速上移，最後搭在那男人肩膀上，現在她貼那男人更近了點。
11．';進來吧，看看我們能給你幫上什么忙。';那男人語氣的變化讓我有點喜出望外。我走進房間，房間很寬敞，火苗輕快地跳躍著。火堆邊坐著兩位粗碩身 材的人，滿臉陰沉地打量著我，明顯帶著不快的神情。一位中年婦女站在桌子旁 邊，兩個孩子在地上逗著小貓玩。
12．';媽媽，這位過路客，';剛才在門口粗魯地與我打招呼的那位男人說道， ';他想在這里過上一夜。';
13．那婦人狐疑地打量我片刻，冷淡地說，';我們這沒有客房。';
14．';我，我知道，夫人，';我說，';不過，天太晚了，去 G 地路實在太遠了。';
15．';他走得太累了，前面的路那么遠，';那好心的姑娘接著說，';別說了，媽媽，我們得給他準備個睡覺的地方。';
16．起初，我還真沒注意到，悄無聲息地，那姑娘仄到她媽媽身邊，那些話語很輕，我聽不見她對母親說了什么，不過，我留意到，那姑娘說話的當口，她那小巧美麗的手已搭在那婦人的手上。
17．這就是觸摸的神奇？那婦人反感冷淡的口吻轉瞬變得柔和親近，';是的，去 G 地的路還遠著呢，我想，我們是得給他安排住下。';
18．就在那個晚上，我確實留心到那雙手、那個聲音的神奇——;溫柔中透出 強勢力量。次日清早，早飯後，我打算告辭，男主人突然告訴我，如果我可以等 半個時辰的話，他可以捎帶我去 G 地，他要趕著馬車去 G 地辦事。我自然非常高興地接受了他的好意。
19．約定的時間到了，那農夫的馬車來到屋前路上，我受邀上車後，這才看 見那匹駕轅的馬駒，那馬駒面部粗糙，屬于加拿大品種，具有頑強忍耐的優良品 性。農夫上了車，坐在我身邊，全家人走出門來給我們送行。
20、';狄克！';那農夫嚴厲地呵斥，一邊猛地拉動韁繩，狄克竟然沒有挪步， ';狄克！你這個懶鬼！快走呀。';農夫鞭子在小馬耳邊尖銳地乍響。
21．依然毫不奏效。接下來，農夫語氣變得委婉甚至懇求，小馬駒還是無動于衷。然後，主人急躁的鞭子甩在了狄克身上，那馬駒只是稍稍後退，接著又來 了六七下快速猛烈的鞭笞，那農夫如果早知道他最終束手無策，還不如起先就鞭 打那馬車罷。
22．一位身材粗碩的婦人走過來，她抓住馬籠頭猛地往前拉，嘴里不停叨嘮類似場合那些粗鄙的話，但狄克愈發倔?，死活不走，甚至還將它的前蹄翹起，死死地抵住地面。
23．這會兒，那位不耐煩的男孩用鉗子般手掌猛力撞擊狄克頭部，然後死命 猛拽馬的籠頭，毫不奏效，狄克不會在這樣暴力下尥開蹄子。
24．';約翰，別這樣！';我一轉頭，那位姑娘的溫柔聲音傳了過來。 她正邁過大門，來到路上。姑娘一把抓住那莽撞的家伙，將他從狄克身邊甩 開。她毫不費力地抓住了他的一只胳膊，他好像也相當樂意地與其配合，好像壓 根沒有忤逆她的意思。
25．眼前，那只溫柔的手輕輕放在小馬駒的脖頸上，姑娘輕聲慢語地對它說話。不過轉眼間，狄克緊張的肌肉已經松弛，僵持的堅冰終于打破。
26．';可憐的狄克，';那姑娘一邊說，一邊輕輕拍著小馬駒的脖頸，或者不如說，用那滿懷柔情的孩子般手拍打狄克，';該走了，你這讓人生氣的孩子！';她 的話語中夾雜責備，亦不乏溫情脈脈，說話間，她還提了提籠頭。
27．狄克朝她轉過身來，用頭朝她胳膊蹭動片刻，然後豎立耳朵，輕快地跑 起碎步，接著，尥開蹄子跑開了，好像剛才不曾有任何怪異的念頭盤踞在它那固執的小腦瓜里。
28．馬車跑起來了，';手，該有多么神奇！';我對身邊的人說道。
29．農夫注視了我片刻，好像我的話使他偶發驚奇，他的臉上閃過一絲喜悅，卻只說了句，';她心地仁慈，這里的人和那些牲口都喜歡她。';
30．的確，難道她有神奇力量的秘密？抑或她的靈魂高貴？這位父親的話無疑道出了真相，從那以後，我確實想知道，甚至今天，似乎更想弄明白，那姑娘 輕撫的手里究竟存在什么樣的神奇魔力。我見過同樣的力量訴求，從容地表達愛 戀與善行，但從未見過類似這位姑娘手里升起的奇跡，她給我內心帶來了驚悚震 撼。如果讓我用貼切的詞語形容，我寧愿稱呼她為';溫柔的手
......;