評論
打印
In the French course I read some of the works of Corneille, Moliere, Racine, Alfred de Musset and Sainte-Beuve, and in the German those of Goethe and Schiller. I reviewed rapidly the whole period of history from the fall of the Roman Empire to the eighteenth century, and in English literature studied critically Milton's poems and "Areopagitica."
在法語讀物方面，我閱讀了高乃依、莫里哀、拉辛、阿爾弗萊德·德·繆塞和圣伯夫的著作。我閱讀的德語作品主要來自歌德和席勒。此外，我還迅速地重溫了從羅馬帝國陷落到18世紀這一階段的全部歷史。在英國文學方面，我嘗試用批評性的眼光研讀了彌爾頓的詩歌和《論出版自由》。
I am frequently asked how I overcome the peculiar conditions under which I work in college. In the classroom I am of course practically alone. The professor is as remote as if he were speaking through a telephone. The lectures are spelled into my hand as rapidly as possible, and much of the individuality of the lecturer is lost to me in the effort to keep in the race. The words rush through my hand like hounds in pursuit of a hare which they often miss. But in this respect I do not think I am much worse off than the girls who take notes. If the mind is occupied with the mechanical process of hearing and putting words on paper at pell-mell speed, I should not think one could pay much attention to the subject under consideration or the manner in which it is presented. I cannot make notes during the lectures, because my hands are busy listening. Usually I jot down what I can remember of them when I get home. I write the exercises, daily themes, criticisms and hour-tests, the mid-year and final examinations, on my typewriter, so that the professors have no difficulty in finding out how little I know.
常有人問及我是如何克服大學學習的不便的。當然，在課堂上我的情況是獨一無二的。教授的聲音很微弱，他似乎正在通過一個電話來說話。授課內容會（被蘇立文小姐）以盡可能快的速度拼寫在我的手上，在努力跟上老師講話速度的同時，老師本人的個性反而在我面前消失了。滔滔不絕的詞語流淌過我的手心，恰如獵犬追逐行將消失的野兔。即使是在這種情形下，我也不覺得自己比用筆記錄的姑娘們差到哪里。假如整個心思被機械性的聽講和手忙腳亂的記錄所占據，那么你就不可能過多地留意到講義的內涵或風格。我無法在上課時做筆記，因為我的雙手正忙于“聽講”。通常我會在到家后把能記得的內容草草寫下來。此外，我還要在打字機上做習題，記筆記，寫評論，完成課堂測驗和期中期末考試，這樣教授們就不難發現我掌握的內容是多么有限。
