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高級英語閱讀.下冊 \/ 康文凱，劉怡主編. 南京 ：
南京大學出版社， 2019.1
ISBN9787305209222
Ⅰ. ①高… Ⅱ. ①康… ②劉… Ⅲ. ①英語－閱讀教
學-高等學校-教材 Ⅳ. ①H319.37
中國版本圖書館CIP數據核字（2018）第207589號
出版發行南京大學出版社
社址南京市漢口路22號郵編210093
出版人金鑫榮
書名高級英語閱讀（下冊）
主編康文凱劉怡
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ISBN9787305209222
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前言
《高級英語閱讀（下冊）》供高等院校英語專業本科高年級綜合英語課程教學使用，也可供同等程度的學習者參考。
本教程共分16個單元，每單元兩篇課文，選文大多為英美各時期有代表性的散文，內容涉及教育、語言、生活、曆史、媒介、性別差異、生態環境、人性、哲學、國民性等主題，通過內容廣泛的散文介紹英美社會文化的精神財富，旨在使學生從中獲得美的享受和智的開拓。
本教程每單元由主題相同或相近的兩篇課文組成，力圖向學生展示思維的多視角和多維性，以便學生通過比較、對照、分析、討論，培養開闊的視野、獨立的見解和批判的精神。單元內容如下：
每單元的第一部分（Text A）為課堂教學而設計，要求學生對課文和練習進行預習，以便教學時間能夠主要用來分析講解和課堂討論。
作者簡介為學生預習提供一定的背景知識，鼓勵學生在預習通讀課文後，利用網絡和工具書等手段，更加深入地了解與作者及作品有關的文化曆史背景，了解和掌握文科科學研究的基本途徑和方法。
課文（Text）根據難易程度，由淺入深編排。
課文注釋（Notes）以尾注的形式扼要解釋具有特殊文化曆史意義的專有名詞及特殊語言現象，一般不注釋普通生詞，要求學生利用網絡資源和工具書等自己解決學習中遇到的語言難點。
閱讀理解題（Questions for Comprehension）的內容圍繞課文的具體內容，主要檢查學生的預習情況及對課文內容的理解和掌握。
詞彙和語法練習（Vocabulary and Structure Exercises）有選詞填空和詞義辨析兩項內容，旨在擴大並鞏固詞彙量，提升語言使用的準確性和流利度。
句子釋義（Paraphrasing）要求學生用自己的話，簡單明了地解釋課文中長句和難句的意思，了解書麵語和口語的轉換，提升並鞏固閱讀理解水平和寫作能力。
修辭練習（Rhetorical Exercise）針對課文中出現的修辭現象進行講解和聯係，旨在培養修辭意識，提升語言表達能力和水平。
討論題（Questions for Discussion）旨在啟發學生對由課文所引伸的問題進行橫向和縱向的比較，即對古今、中西的文化進行對比和歸納，形成自己的看法，為將來的研究和畢業論文寫作初步奠定基礎。
第二部分（Text B）旨在提供進一步閱讀和討論的材料，一般用於課外閱讀，以加深和鞏固學生對單元主題內容的理解和掌握。在課堂教學中，這部分內容應結合第一部分內容進行分析和討論。
對本教程的使用可根據課文的側重點，多展開課堂討論，在討論中注重對課文中的重點和難點的理解，以培養學生分析問題和解決問題的能力。對於同一個句子、同一個觀點，鼓勵不同的闡釋，但必須有理有據。在討論的基礎上，可利用每單元的討論題，適量布置寫作練習，以進一步提高學生的邏輯思維能力和寫作能力。
本教程是康文凱、厲豔傑主編的《高級英語閱讀教程》（下）的修訂版。劉怡參加了部分修訂工作，負責第2、5、7、10、13單元的修訂。康文凱負責其他單元的修訂。趙文書負責全書的統稿和審校。南京大學出版社的董穎女士在出版過程中給予了很大幫助，特此致謝。
編者
2018年12月1日
Contents
Unit One
Text AAlfred North Whitehead: Universities and Their Function1
Text BMiriam Cox: The College Is for Everyone Cult 6
Unit Two
Text AAmy Tan: Mother Tongue11
Text BMichiko Kakutani: The Word Police19
Unit Three
Text ALin Yutang: The Problem of Happiness27
Text BJohn Ciardi: What Is Happiness33
Unit Four
Text AMark Twain: Remembering the Farm38
Text BE. M. Forster: My Wood44
Unit Five
Text AAmy Wu: A Different Kind of Mother49
Text BRaymond Carver: My Fathers Life54
Unit Six
Text ANora Ephron: Speaking of Pictures62
Text BMarie Winn: Television: The Plugin Drug69
Unit Seven
Text ARichard Le Gallienne: How to Get the Best out of Books74
Text BMortimer J. Adler: Reading: From Many Rules to One Habit82
Unit Eight
Text ABrigid Brophy: Women Are Prisoners of Their Sex90
Text BIIene Kantrov: Womens Business97
Unit Nine
Text AE. B. White: Walden102
Text BHenry David Thoreau: What I Lived for111
Unit Ten
Text ARachel Carson: Silent Spring119
Text BDawn Stover: Not So Silent Spring127
Unit Eleven
Text AWilliam Golding: Thinking as a Hobby133
Text BWinston Churchill: Painting as a Pastime142
Unit Twelve
Text AJohn Dewey: Does Human Nature Change?150
Text BIrwin Edman: A Reasonable Life in a Mad World159
Unit Thirteen
Text APeter Ackroyd: Shakespeares School Days166
Text BDavid Bevington: The Biographical Problem176
Unit Fourteen
Text AWalter T. Stace: Man Against Darkness183
Text BD. H. Lawrence: The State of Funk189
Unit Fifteen
Text AAldous Huxley: Fashions in Love195
Text BShana Alexander: The Fine Art of Marital Fighting204
Unit Sixteen
Text ARalph Waldo Emerson: English Manners209
Text BKu HungMing: The Spirit of the Chinese People216
Unit One
Text A
Universities and Their Function
Alfred North Whitehead
Alfred North Whitehead (18611947), English mathematician and philosopher, was born in Kent, England. In 1884, he graduated with BA in Mathematics from Trinity College, Cambridge, and began teaching mathematics at the same college. Between 1910 and 1913, he published the threevolume work Principia Mathematica with his former student, Bertrand Russell, an attempt to define the logical foundation of science and mathematics. In 1924, he moved to the United States to accept a chair in philosophy from Harvard University. In 1929, he published Process and Reality and spent the rest of his life writing and lecturing on process theology. While researching on mathematics, logic, and philosophy of science, Whitehead also showed deep concern for education reform at all levels. His book The Aims of Education and Other Essays (1929) collects all his essays and lectures on education, including the text “Universities and Their Function.”
1The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty.
2The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning. The university imparts information, but it imparts it imaginatively. At least, this is the function which it should perform for society. A university which fails in this respect has no reason for existence. This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer a burden on the memory: it is energizing as the poet of our dreams, and as the architect of our purposes.
3Imagination is not to be divorced from the facts: it is a way of illuminating the facts. It works by eliciting the general principles which apply to the facts, as they exist, and then by an intellectual survey of alternative possibilities which are consistent with those principles. It enables men to construct an intellectual vision of a new world, and it preserves the zest of life by the suggestion of satisfying purposes.
4Youth is imaginative, and if the imagination be strengthened by discipline, this energy of imagination can in great measure be preserved through life. The tragedy of the world is that those who are imaginative have but slight experience, and those who are experienced have feeble imaginations. Fools act on imagination without knowledge; pedants act on knowledge without imagination. The task of a university is to weld together imagination and experience.
5These reflections upon the general functions of a university can be at once translated in terms of the particular functions of a business school. We need not flinch from the assertion that the main function of such a school is to produce men with a greater zest for business.
6In a simpler world, business relations were simpler, being based on the immediate contact of man with man and on immediate confrontation with all relevant material circumstances. Today business organization requires an imaginative grasp of the psychologies of populations engaged in differing modes of occupation; of populations scattered through cities, through mountains, through plains; of populations on the ocean, and of populations in mines, and of populations in forests.
7It requires an imaginative grasp of conditions in the tropics, and of conditions in temperate zones. It requires an imaginative grasp of the interlocking interests of great organizations, and of the reactions of the whole complex to any change in one of its elements. It requires an imaginative understanding of laws of political economy, not merely in the abstract, but also with the power to construe them in terms of the particular circumstances of a concrete business. It requires some knowledge of the habits of government, and of the variations of those habits under diverse conditions. It requires an imaginative vision of the binding forces of any human organization, a sympathetic vision of the limits of human nature and of the conditions which evoke loyalty of service. It requires some knowledge of the laws of health, and of the laws of fatigue, and of the conditions for sustained reliability. It requires an imaginative understanding of the social effects of the conditions of factories. It requires a sufficient conception of the role of applied science in modern society. It requires that discipline of character which can say “yes” and “no” to other men, not by reason of blind obstinacy, but with firmness derived from a conscious evaluation of relevant alternatives.
8The universities have trained the intellectual pioneers of our civilization—the priests, the lawyers, the statesmen, the doctors, the men of science, and the men of letters. The conduct of business now requires intellectual imagination of the same type as that which in former times has mainly passed into those other occupations.
9There is one great difficulty which hampers all the higher types of human endeavor. In modern times this difficulty has even increased in its possibilities for evil. In any large organization the younger men, who are novices, must be set to jobs which consist in carrying out fixed duties in obedience to orders. No president of a large corporation meets his youngest employee at his office door with the offer of the most responsible job which the work of that corporation includes. The young men are set to work at a fixed routine, and only occasionally even see the president as he passes in and out of the building. Such work is a great discipline. It imparts knowledge, and it produces reliability of character; also it is the only work for which the young men, in that novice stage, are fit, and it is the work for which they are hired. There can be no criticism of the custom, but there may be an unfortunate effect—prolonged routine work dulls the imagination.
10The way in which a university should function in the preparation for an intellectual career, such as modern business or one of the older professions, is by promoting the imaginative consideration of the various general principles underlying that career. Its students thus pass into their period of technical apprenticeship with their imaginations already practised in connecting details with general principles. The routine then receives its meaning, and also illuminates the principles which give it that meaning. Hence, instead of a drudgery issuing in a blind rule of thumb, the properly trained man has some hope of obtaining an imagination disciplined by detailed facts and by necessary habits.
11Thus the proper function of a university is the imaginative acquisition of knowledge. Apart from this importance of the imagination, there is no reason why business men, and other professional men, should not pick up their facts bit by bit as they want them for particular occasions. A university is imaginative or it is nothing—at least nothing useful.
Questions for Comprehension
1. What is the primary function of the university?
2. According to the author, how does imagination throw light on the facts? Explain it in your own words. Do you often apply imagination to your study? How does that benefit you?
3. The author thinks that a university should weld together imagination and experience. How does the author analyze the relationship between them?
4. What knowledge are you supposed to acquire if you plan to manage a business well?
5. How can we prevent prolonged routine work from dulling our imagination?
Vocabulary and Structure Exercises
Ⅰ. Complete the following sentences with words or phrases from this lesson.
1. It is often the case that the truth can be through discussion. (Para. 3)
2. The parents are amazed at the kids of selfcontrol in that situation. (Para. 11)
3. Like other branches of science, history is now encumbered and by its own mass. (Para. 9)
4. This statement is not what the chairman has announced at the meeting. (Para. 3)
5. If you had remained calm, the discussion might have been more . (Para. 7)
6. He repeated his that it was his father who had deserted the family. (Para.5)
7. The students should behave the regulations of the university. (Para. 9)
8. Grandmother has been getting lately, and she is confined to her bed all the day. (Para. 4)
9. You may the statement of the politician in different ways. (Para. 7)
10. Professor Smith excels at basic skills in language to his students. (Para. 2)
Ⅱ. Explain the difference in the meaning or use of the italicized words in the groups of sentences.
1. a. Her green eyes surveyed him coolly.
b. Eighty percent of the residents surveyed were satisfied with the governments efforts in improving their living conditions.
c. The spokesman provides a survey of the current world situation.
d. The flight involved a detailed aerial survey of military base.
2. a. Renaissance writers were fond of fine living, full of restless energy and a zest for ideas.
b. Spices stimulate the appetite and add zest to food.
c. His famous surprise endings give his stories a special zest .
3. a. There are no words to express the full measure of my gratitude.
b. They took strong measures against dangerous driving.
c. Laser beams now permit distances to the moon to be measured to within an accuracy of about one foot.
d. I had better measure my words so as not to embarrass anyone.
4. a. Anthropology is divided into two major disciplines: physical anthropology and cultural anthropology.
b. One of the besttrained and most disciplined armies in the world was that of the Mongols who swept across Asia and into Europe in the 13th century.
c. The boys of Sparta were subjected to strict discipline and harsh physical punishment.
5. a. Thousands of slang terms jazz up the English language.
b. George Bush would prove to be a oneterm president, but it was a momentous four years in terms of world events.
c. The Court ruled that a state could not arbitrarily alter the terms of a contract.
d. Sensibly, he comes to terms with his failure in business.
e. They participated on equal terms.
6. a. On January 1, 1831, Garrison called for immediate emancipation of all slaves in the United States in the Liberator.
b. Examples of applied biology include research with immediate applicability to medicine, agriculture, or environmental issues.
c. My immediate family consists of my son and my wife.
7. a. Amending a personal computer is a complex process.
b. A psychological complex is a group of repressed desires.
c. In the ancient times, numerous large construction projects made Angkor one of the most impressive complexes of buildings in the world.
8. a. On the basis of the five principles for peaceful coexistence, there can be a reasonable dialogue between any two governments.
b. In principle, the banks are entitled to withdraw these loans when necessary.
c. He drank hot milk and ate three slices of bread on principle.
d. The principle of a gasoline engine is internal combustion.
Ⅲ. Paraphrase the italicized parts in the following sentences.
1. It is no longer a burden on the memory: it is energizing as the poet of our dreams, and as the architect of our purposes.
2. It enables men to construct an intellectual vision of a new world, and it preserves the zest of life by the suggestion of satisfying purposes.
3. It requires that discipline of character which can say “yes” and “no” to other men, not by reason of blind obstinacy, but with firmness derived from a conscious evaluation of relevant alternatives.
4. The conduct of business now requires intellectual imagination of the same type as that which in former times has mainly passed into those other occupations.