In German I read, partly with my fingers and partly with Miss Sullivan's assistance, Schiller's "Lied von der Glocke" and "Taucher," Heine's "Harzreise," Freytag's "Aus dem Staat Friedrichs des Grossen," Riehl's "Fluch Der Schonheit," Lessing's "Minna von Barnhelm," and Goethe's "Aus meinem Leben." I took the greatest delight in these German books, especially Schiller's wonderful lyrics, the history of Frederick the Great's magnificent achievements and the account of Goethe's life. I was sorry to finish "Die Harzreise," so full of happy witticisms and charming descriptions of vine-clad hills, streams that sing and ripple in the sunshine, and wild regions, sacred to tradition and legend, the gray sisters of a long-vanished, imaginative age—descriptions such as can be given only by those to whom nature is "a feeling, a love and an appetite."
另外，一半靠蘇立文小姐的幫助，一半靠我自己的手指，我還“閱讀”了一些德文著作。席勒的《鐘之歌》和《潛水者》，海涅的《哈爾茨山游記》，弗賴塔格的《從弗雷德里希大帝的國度來》，里爾的《美的詛咒》，萊辛的《明娜·馮·巴爾赫姆》，以及歌德的《詩與真》。我懷著極大的興致閱讀了這些德文名著，尤其是席勒筆下的恢弘詩篇，比如他對腓特烈大帝所取得的歷史成就的贊頌，以及對歌德個人生活的描述。我懷著戀戀不舍的心情讀完了《哈爾茨山游記》，這部詩集可謂妙語連珠，對醉人美景的描寫隨處可見——紫藤覆蓋的山野，陽光下水波瀲滟的溪流，蠻荒之地，神圣的儀軌和傳奇，塵封已久的“灰衣姊妹”，富于想象力的年紀——只有那些對大自然懷有“真摯的感情和獨特鑒賞品位”的人，才能夠寫出如此生動的詩句。
Mr. Gilman instructed me part of the year in English literature. We read together, "As You Like It," Burke's "Speech on Conciliation with America," and Macaulay's "Life of Samuel Johnson." Mr. Gilman's broad views of history and literature and his clever explanations made my work easier and pleasanter than it could have been had I only read notes mechanically with the necessarily brief explanations given in the classes.
那年，吉爾曼先生曾教過我一段時間的英語文學。我們一起閱讀《皆大歡喜》，伯克的《與美國和解的演講》，還有麥考雷的《塞繆爾·約翰遜的一生》。吉爾曼先生廣博的歷史學識和文學素養(yǎng)，加之其巧妙的講解方式，使我切實體會到了學習的輕松與快樂，這完全不同于我在課堂上被灌輸?shù)哪切┙虠l性知識。
Burke's speech was more instructive than any other book on a political subject that I had ever read.
伯克的演講比我所讀過的任何一本政論書籍更具有教育意義。
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