海倫·凱勒自傳《我的生活》第54期

　　One day my teacher found me in a corner of the library poring over the pages of "The Scarlet Letter." I was then about eight years old. I remember she asked me if I liked little Pearl, and explained some of the words that had puzzled me. Then she told me that she had a beautiful story about a little boy which she was sure I should like better than "The Scarlet Letter." The name of the story was "Little Lord Fauntleroy," and she promised to read it to me the following summer. But we did not begin the story until August; the first few weeks of my stay at the seashore were so full of discoveries and excitement that I forgot the very existence of books. Then my teacher went to visit some friends in Boston, leaving me for a short time.

　　有一天，在圖書館的一個(gè)角落里，我的老師發(fā)現(xiàn)我正面對(duì)著《紅字》的書頁(yè)若有所思。那時(shí)我大約八歲。我記得她問我是否喜歡小珀?duì)枺疫€向我解釋了一些晦澀難懂的詞句。隨后，她對(duì)我說她有一本講述一個(gè)小男孩經(jīng)歷的故事書，她保證那本書比《紅字》有趣得多，我也一定會(huì)喜歡的。那本書的名字叫《小爵爺方特勒羅伊》，她答應(yīng)接下來的夏天就讀給我聽。可是一直到了8月份，我們還沒有開始看這本書;因?yàn)樵诤＿叺淖畛鯉讉€(gè)星期里，我完全沉浸在獵奇的興奮之中，以至于忘記了看書這回事。當(dāng)時(shí)我的老師要去波士頓探望一些友人，所以暫時(shí)離開了我。

　　When she returned almost the first thing we did was to begin the story of "Little Lord Fauntleroy." I recall distinctly the time and place when we read the first chapters of the fascinating child’s story. It was a warm afternoon in August. We were sitting together in a hammock which swung from two solemn pines at a short distance from the house. We had hurried through the dish-washing after luncheon, in order that we might have as long an afternoon as possible for the story. As we hastened through the long grass toward the hammock, the grasshoppers swarmed about us and fastened themselves on our clothes, and I remember that my teacher insisted upon picking them all off before we sat down, which seemed to me an unnecessary waste of time. The hammock was covered with pine needles, for it had not been used while my teacher was away. The warm sun shone on the pine trees and drew out all their fragrance. The air was balmy, with a tang of the sea in it. Before we began the story Miss Sullivan explained to me the things that she knew I should not understand, and as we read on she explained the unfamiliar words. At first there were many words I did not know, and the reading was constantly interrupted; but as soon as I thoroughly comprehended the situation, I became too eagerly absorbed in the story to notice mere words, and I am afraid I listened impatiently to the explanations that Miss Sullivan felt to be necessary. When her fingers were too tired to spell another word, I had for the first time a keen sense of my deprivations. I took the book in my hands and tried to feel the letters with anintensity of longing that I can never forget.

　　當(dāng)老師返回時(shí)，我們所做的第一件事就是開始閱讀《小爵爺方特勒羅伊》。我清楚地記得我們讀第一章時(shí)的時(shí)間和地點(diǎn)。那是8月里一個(gè)溫暖宜人的下午，我們倆坐在一張搖擺的吊床上，這張吊床就拴在離家不遠(yuǎn)的兩棵大松樹之間。午餐過后，我們匆匆涮過盤子，為的是盡可能用整個(gè)下午時(shí)間看故事書。當(dāng)我們快步穿過草叢奔向吊床時(shí)，受驚的蚱蜢亂飛亂撞，紛紛落在我們身上。我記得老師堅(jiān)持要先把衣服上的蚱蜢摘掉，然后再坐下看書;可是在我看來，這似乎是毫無必要的浪費(fèi)時(shí)間之舉。吊床上面已經(jīng)落滿了松針，因?yàn)樽岳蠋熾x開后一直沒有人用過這張吊床。和煦的陽(yáng)光灑落在松樹上，空氣中彌漫著松針的芳香，同時(shí)夾雜著一股獨(dú)特的海洋氣息。在開始讀故事之前，蘇立文小姐向我解釋了一些我不太理解的背景，而且，在閱讀過程中，她還要隨時(shí)向我講解生詞。剛開始時(shí)有很多單詞我都不認(rèn)識(shí)，閱讀因此會(huì)常常中斷;但是當(dāng)我完全沉浸在故事情節(jié)之中，生詞這回事就被我忽略了。對(duì)于蘇立文小姐認(rèn)為有必要解釋的那些詞語(yǔ)，我想我當(dāng)時(shí)聽得很不耐煩。后來，因過于疲勞，老師的手指再也拼寫不下去了，而我卻第一次產(chǎn)生出一種被剝奪了心愛之物的沮喪感。于是，我把書抓在手里，如饑似渴地摸索著書頁(yè)，我永遠(yuǎn)也不會(huì)忘記那種急切的心情。

　　Afterward, at my eager request, Mr. Anagnos had this story embossed, and I read it again and again, until I almost knew it by heart; and all through my childhood "Little Lord Fauntleroy" was my sweet and gentle companion. I have given these details at the risk of being tedious, because they are in such vivid contrast with my vague, mutable and confused memories of earlier reading.

　　后來，在我的迫切請(qǐng)求下，阿納戈諾斯先生就把這本書制作成了浮點(diǎn)文字。我讀了一遍又一遍，幾乎達(dá)到了爛熟于心的程度。可以說，《小爵爺方特勒羅伊》伴我度過了整個(gè)童年時(shí)光，而且給我留下了溫馨甜蜜的回憶。我之所以冒著招人厭煩的危險(xiǎn)提及這些陳年往事，只因?yàn)橄鄬?duì)于我那蒙昧、善變而混亂的童年記憶而言，這本書的確可以稱之為無比生動(dòng)的一章。