海倫·凱勒自傳《我的生活》第48期

　　On the 29th and 30th of June, 1899, I took my final examinations for Radcliffe College. The first day I had Elementary Greek and Advanced Latin, and the second day Geometry, Algebra and Advanced Greek.

　　1899年6月29日和30日，我參加了拉德克利夫?qū)W院的入學(xué)考試。第一天考的是初級(jí)希臘語(yǔ)和高級(jí)拉丁文，第二天是德語(yǔ)、代數(shù)和高級(jí)希臘語(yǔ)。

　　The college authorities did not allow Miss Sullivan to read the examination papers to me; so Mr. Eugene C. Vining, one of the instructors at the Perkins Institution for the Blind, was employed to copy the papers for me in American braille. Mr. Vining was a stranger to me, and could notcommunicate with me, except by writing braille. The proctor was also a stranger, and did not attempt to communicate with me in any way.

　　校方不允許蘇立文小姐為我讀試卷，所以，學(xué)校就雇來(lái)了尤金·C.維寧先生為我把試卷譯成美式布萊葉盲文。維寧先生是帕金斯盲人學(xué)院的一位教師，除了寫盲文，他對(duì)我就像陌生人一樣，并不同我交流。而監(jiān)考人也是一個(gè)陌生人，他也不打算以任何方式同我交流。

　　The braille worked well enough in the languages, but when it came to geometry and algebra, difficulties arose.* I was sorely perplexed, and felt discouraged wasting much precious time, especially in algebra. It is true that I was familiar with all literary braille in common use in this country--English, American, and New York Point; but the various signs and symbols in geometry and algebra in the three systems are very different, and I had used only the English braille in my algebra.

　　在對(duì)付語(yǔ)言方面，盲文可以說(shuō)是綽綽有余的，但是一旦用到幾何和代數(shù)上面，問題就來(lái)了。我感到既困惑又沮喪，尤其是代數(shù)，在這上面我浪費(fèi)了許多寶貴時(shí)間。事實(shí)上，我對(duì)這個(gè)國(guó)家通用的所有字母盲文熟稔于心——英式、美式，以及紐約浮點(diǎn)式;但是面對(duì)幾何和代數(shù)變化多端的符號(hào)和標(biāo)記，這三種盲文體系的表現(xiàn)形式卻是大相徑庭，而在代數(shù)課中，我只使用過(guò)英式盲文。

　　Two days before the examinations, Mr. Vining sent me a braille copy of one of the old Harvard papers in algebra. To my dismay I found that it was in the American notation. I sat down immediately and wrote to Mr. Vining, asking him to explain the signs. I received another paper and a table of signs by return mail, and I set to work to learn the notation. But on the night before thealgebra examination, while I was struggling over some very complicated examples, I could not tell the combinations of bracket, brace and radical. Both Mr. Keith and I were distressed and full of forebodings for the morrow; but we went over to the college a little before the examination began, and had Mr. Vining explain more fully the American symbols.

　　在考試前兩天，維寧先生給我寄來(lái)了一份哈佛以前用過(guò)的代數(shù)試卷。令我感到沮喪的是，這是一份美式標(biāo)注的(盲文)試卷。于是，我立刻坐下來(lái)給維寧先生寫信，請(qǐng)他給我解釋那些符號(hào)的意思。隨后，我收到了另外一份試卷和一張數(shù)學(xué)符號(hào)表，就這樣，我開始著手學(xué)習(xí)這些符號(hào)標(biāo)注。當(dāng)時(shí)正是代數(shù)考試前一天的晚上，而我還在拼命地分析那些異常復(fù)雜的標(biāo)注，我還是無(wú)法知道大括號(hào)、圓括號(hào)和根號(hào)的組合排列方式。凱斯先生和我全都愁眉不展，我們對(duì)第二天的考試有了不祥的預(yù)感。好在我們?cè)诳荚嚹翘焯崆暗搅艘恍?huì)兒，而且請(qǐng)維寧先生詳細(xì)地解釋了美式符號(hào)的用法。

　　In geometry my chief difficulty was that I had always been accustomed to read the propositions in line print, or to have them spelled into my hand; and somehow, although the propositions were right before me, I found the braille confusing, and could not fix clearly in my mind what I was reading. But when I took up algebra I had a harder time still. The signs, which I had so lately learned, and which I thought I knew, perplexed me. Besides, I could not see what I wrote on mytypewriter. I had always done my work in braille or in my head. Mr. Keith had relied too much on my ability to solve problems mentally, and had not trained me to write examination papers.Consequently my work was painfully slow, and I had to read the examples over and over before I could form any idea of what I was required to do. Indeed, I am not sure now that I read all the signs correctly. I found it very hard to keep my wits about me.

　　在幾何考試中，我還是遇到了標(biāo)注不清的問題。過(guò)去我一直習(xí)慣于按照行列印刷的方式閱讀命題，或者是把命題在我的手上拼寫出來(lái);可是不知怎么搞的，盡管那些命題就擺在我面前，我還是被盲文搞糊涂了，而且我無(wú)法把我讀到的內(nèi)容清晰地呈現(xiàn)在腦子里?？即鷶?shù)的時(shí)候，我仍然遇到了相同的問題?？傊蚁肜_我的正是我剛剛學(xué)到的那些符號(hào)。此外，我也無(wú)法看到自己在打字機(jī)上寫下的東西。而我以前總是用盲文和頭腦進(jìn)行工作學(xué)習(xí)的。凱斯先生一貫鼓勵(lì)我以心智解決問題，他并沒有特別訓(xùn)練我如何書寫答卷，因此，我只能承受漫長(zhǎng)而痛苦的考試過(guò)程。我不得不一遍又一遍地閱讀示范文本，以便根據(jù)考題要求形成自己頭腦中的概念。事實(shí)上，直到現(xiàn)在我也不敢說(shuō)我把所有的符號(hào)都理解無(wú)誤了。我發(fā)現(xiàn)隨機(jī)應(yīng)變實(shí)屬不易。

　　But I do not blame any one. The administrative board of Radcliffe did not realize how difficult they were making my examinations, nor did they understand the peculiar difficulties I had tosurmount. But if they unintentionally placed obstacles in my way, I have the consolation of knowing that I overcame them all.

　　但是我不會(huì)指責(zé)任何人。拉德克利夫?qū)W院的行政委員會(huì)并沒有意識(shí)到他們的所作所為——他們不會(huì)想到他們?yōu)槲以O(shè)置的考試障礙有多艱巨，他們也不會(huì)理解我必須要克服怎樣特殊的困難才能夠完成考試。我想，如果說(shuō)他們是在無(wú)意之間在我的成長(zhǎng)之路上設(shè)置了障礙的話，那么，當(dāng)我知道自己有能力將這些障礙一一攻克的時(shí)候，我依舊會(huì)感到無(wú)比寬慰。