海倫·凱勒自傳《我的生活》第46期

　　第十九章

　　When I began my second year at the Gilman school, I was full of hope and determination to succeed. But during the first few weeks I was confronted with unforeseen difficulties. Mr. Gilman had agreed that that year I should study mathematics principally. I had physics, algebra, geometry, astronomy, Greek and Latin. Unfortunately, many of the books I needed had not been embossed in time for me to begin with the classes, and I lacked important apparatus for some of my studies. The classes I was in were very large, and it was impossible for the teachers to give me special instruction. Miss Sullivan was obliged to read all the books to me, and interpret for the instructors, and for the first time in eleven years it seemed as if her dear hand would not be equal to the task.

　　當(dāng)我在吉爾曼的學(xué)校開始第二年的學(xué)習(xí)生涯時(shí)，我滿懷希望，內(nèi)心里充滿了必勝的信心。但是在最初的幾個(gè)星期里，我遇到一些意外的難題。吉爾曼先生認(rèn)為我在這一年里應(yīng)該以學(xué)習(xí)數(shù)學(xué)為主。當(dāng)時(shí)我學(xué)習(xí)的課程有物理、代數(shù)、幾何學(xué)、希臘語和拉丁文。不幸的是，我需要的許多書都沒有被制成盲文，因此在有些科目上，我缺少了必要的學(xué)習(xí)工具。而且，這些科目都是很多人一起上的大課，老師不可能為我做單獨(dú)輔導(dǎo)。蘇立文小姐只得把所有的課本讀給我聽，還要為我翻譯老師的話。十一年來，她那雙神奇的手頭一次流露出力不從心的跡象。

　　It was necessary for me to write algebra and geometry in class and solve problems in physics, and this I could not do until we bought a braille writer, by means of which I could put down the steps and processes of my work. I could not follow with my eyes the geometrical figures drawn on the blackboard, and my only means of getting a clear idea of them was to make them on a cushion with straight and curved wires, which had bent and pointed ends. I had to carry in my mind, as Mr. Keith says in his report, the lettering of the figures, the hypothesis and conclusion, theconstruction and the process of the proof. In a word, every study had its obstacles. Sometimes I lost all courage and betrayed my feelings in a way I am ashamed to remember, especially as the signs of my trouble were afterward used against Miss Sullivan, the only person of all the kind friends I had there, who could make the crooked straight and the rough places smooth.

　　對(duì)我而言，在課堂上求解物理題，進(jìn)行代數(shù)和幾何運(yùn)算都是必須要掌握的技能。起初我無法順利地學(xué)習(xí)這些知識(shí)，直到我們購(gòu)置了一臺(tái)盲文書寫器。通過這臺(tái)機(jī)器，我可以把自己的工作進(jìn)程記錄下來。我無法看到那些畫在黑板上的幾何圖形，我獲取形象認(rèn)識(shí)的唯一手段，就是以一個(gè)靠墊做依托，再把幾何圖形用或直或彎的細(xì)鐵絲拼接出來。我不得不在腦海中描摹這些圖形。正如凱斯先生在他的報(bào)告中所說的那樣，我不但要抓住圖形的形狀，還要進(jìn)行假設(shè)、演算和推理論證。一言以蔽之，每一個(gè)環(huán)節(jié)都是一種障礙。有時(shí)候我感到勇氣盡失，而且脾氣惡劣，我的壞脾氣甚至指向了蘇立文小姐，而在我所有的良師益友當(dāng)中，她是唯一一個(gè)能撫平我內(nèi)心傷痛的人，她能夠“將曲線捋直，令崎嶇之地變成坦途”。

　　Little by little, however, my difficulties began to disappear. The embossed books and otherapparatus arrived, and I threw myself into the work with renewed confidence. Algebra and geometry were the only studies that continued to defy my efforts to comprehend them. As I have said before, I had no aptitude for mathematics; the different points were not explained to me as fully as I wished. The geometrical diagrams were particularly vexing because I could not see the relation of the different parts to one another, even on the cushion. It was not until Mr. Keith taught me that I had a clear idea of mathematics.

　　漸漸地，我的困難開始消失了。隨著凸版書籍和一些輔助用具的增添，我?guī)е厥暗男判闹匦峦度氲綄W(xué)習(xí)之中。代數(shù)和幾何這兩門課程仍在繼續(xù)同我的努力相抗衡。正如我以前說過的那樣，我天生缺乏數(shù)學(xué)頭腦，對(duì)不同的點(diǎn)面關(guān)系總是不能很好地理解。那些幾何圖形很是令人頭痛，因?yàn)槲覠o法看到不同圖形之間的關(guān)系，即使在墊子上擺放也不行。直到凱斯先生教了我一些數(shù)學(xué)知識(shí)之后，我才踏進(jìn)了幾何學(xué)的門檻。

　　I was beginning to overcome these difficulties when an event occurred which changed everything.

　　正當(dāng)我開始克服種種困難的時(shí)候，隨后發(fā)生的一件事改變了一切。