81. Both novelists use a storytelling method that emphasizes ironic disjunctions between different perspectives on the same events as well as ironic tensions that inhere in the relationship between surface drama and concealed authorical intention, a method I call an evidentiary narrative technique.
82. When black poets are discussed separately as a group, for instance, the extent to which their work reflects the development of poetry in general should not be forgotten, or a distortion of literacy history may result.
83. These differences include the bolder and more forthright speech of the later generation and its technical inventiveness.
84. But black poets were not battling over old or new rather, one accomplished Black poet was ready to welcome another, whatever his or her style, for what mattered was racial pride.
85. Tolstoy reversed all preconceptions and in every reversal he overthrew the “ system”, the “ machine”, the externally ordained belief, the conventional behaviour in favor of unsystematic, impulsive life, of inward motivation and the solutions of independent thought.
86. It was better covered by television and press than any event here since President Kennedy’s inauguration (就職) , and , since indifferent is almost as great a problem to the Negro as hostility, this was a plus.
87. But do not the challenge and the excitement of the critical problem as such lie in that ambivalence of attitude which allows us to recognize the intelligence and even the splendor of Meredith’s work, while, at the same time, we experience a lack of sympathy, a failure of any enthusiasm of response?
88. In this respect she resembled one of her favourite contemporaries, Mary Brunton, who would rather have “ glided through the world unknown” than been suspected of literary airs—to be shunned, as literary women are, by the more pretending of their own sex, and abhorred, as literary women are, by the more pretending of the other!
89. From those sounds which we hear on small or on coarse occasions, we do not easily receive strong impressions, or delightful images; and words to which we are nearly strangers, whenever they occur, draw that attention on themselves which they should transmit to things.
90. To proceed thus is to set up a fivefold hypothesis that enables you to gather from the innumerable items cast up by the sea of experience upon the shores of your observation only the limited number of relevant data—relevant, that is, to one or more of the five factors of your hypothesis.
91. As an author, I am naturally concerned that a surprisingly large percentage of the population of the United States is functionally illiterate; if they can’t read or cannot understand what they read, they won’t buy books, or this magazine.
92. They do not know those parts of the doctrine which explain and justify the remainder ; the considerations which show that a fact which seemingly conflicts with another is reconcilable with it, or that, of two apparently strong reasons, one and not the other ought to be preferred.
93. Quite apart from the logistic problems, there existed a well-established tradition in Britain which refused to repatriate against their will people who found themselves in British hands and the nature of whose reception by their own government was, to say the least, dubious.
94. An obsession with the exact privileges of a colonial legislature and the precise extent of Britain’s imperial power, the specifics of a state constitution and the absolute necessity of a federal one, all expressed this urge for a careful articulation as proof that the right relationship with external powers did indeed prevail.
95. One encyclopaedia tells us that intelligence is related to the ability to learn, to the speed with which things are learned, to how well and how long ideas are remembered, to the ability to understand those ideas and use them in problem-solving, and to creativity.
96. The event marked the end of an extended effort by William Barton Rogers, M.I.T. ‘s founder and first president, to create a new kind of educational institution relevant to the times and to the contrary’s need, where young men and women would be educated in the application as well as the acquisition of knowledge.
97. Each departmental program consists, in part, of a grouping of subjects in the department’s areas of professional interest and, in part, of additional opportunities for students of their choice.
98. Alternatively, a student may use elective time to prepare for advanced study in some professional field, such as medicine or law, for graduate study in some area in which M. I. T. gives no undergraduate degree, such as meteorology or psychology, or for advanced study in an interdisciplinary field, such as astrophysics, communication science, or energy.
99. While the undergraduate curriculum for an open Bachelor of Science degree, as listed by a department, may have its own unique features, each program must be laid out in consultation with a departmental representative to assure that it is meaningful in structure and challenging in content.
100. Where previously it had concentrated on the big infrastructure projects such as dams, roads and bridges, it began to switch to projects which directly improved the basic services of a country.
第五部分（81-100句譯文）
81、兩種小說(shuō)家都使用一種講故事的方法，來(lái)強(qiáng)調(diào)同一事件不同角度的諷刺差別和淺顯戲劇與隱藏的權(quán)威傾向的諷刺聯(lián)系，我稱(chēng)之為明顯的敘述技巧。
82、如果把黑人詩(shī)人當(dāng)作一個(gè)群體來(lái)討論的話(huà)，比如說(shuō)，他們的作品反應(yīng)的詩(shī)歌發(fā)展歷史的程度不該被忘記，可能會(huì)產(chǎn)生文學(xué)歷史的一些改變。
83、這些不同包括了下一代人大膽直率的言辭和他們的技術(shù)發(fā)明性。
84、但是黑人詩(shī)人并不爭(zhēng)論關(guān)于第的問(wèn)題，一個(gè)有成就的黑人詩(shī)人總歡迎新人，不管他們的風(fēng)格怎樣，因?yàn)檎嬲匾氖欠N族自豪。
85、托爾斯泰推翻了所有預(yù)想，每一次他都拋棄了“系統(tǒng)”和“機(jī)械”的東西，外部規(guī)定的信念，情緒沖動(dòng)的生活和非系統(tǒng)的傳統(tǒng)行為，內(nèi)部激勵(lì)和獨(dú)立思考的解決方案。
86、這種冷談?wù)鐚?duì)黑人的敵意一樣是個(gè)大問(wèn)題，而電視和報(bào)紙對(duì)肯尼迪總統(tǒng)就職典禮的報(bào)道勝過(guò)對(duì)其它事件的報(bào)道，是一個(gè)意外的收獲。
87、但是難道這不是關(guān)鍵問(wèn)題的挑戰(zhàn)和刺激而就其本身而言是存在于矛盾的態(tài)度里面。這樣的態(tài)度讓我們認(rèn)識(shí)到Meredith’s作品中智慧和卓越，然而與此同時(shí)，我們有了缺乏同情和不能有任何熱情反應(yīng)的經(jīng)歷。
88、在這方面，她很像所喜歡的同時(shí)代人中的一位Mary Brunton一樣被回避著，和許多女性作家更多的來(lái)掩飾其性別憎惡，和其它方面，Mary是寧愿在無(wú)名的世界中悄然而去，也不愿被懷疑是在賣(mài)弄文藝。
89、我們?cè)谛?chǎng)合或是粗魯?shù)膱?chǎng)合聽(tīng)到的聲音，不容易有強(qiáng)烈的印象或是令人愉悅的形象。對(duì)于那些生詞，無(wú)論什么時(shí)候出現(xiàn)，我們要把注意力放到傳達(dá)意義上。
90、為了繼續(xù)進(jìn)行，要?jiǎng)?chuàng)立一種5重假設(shè)，使你能夠從經(jīng)驗(yàn)的海洋中搜集到無(wú)盡的細(xì)節(jié)，然后拋到觀察的海岸上，只有有限的相關(guān)數(shù)據(jù)，也就是說(shuō)，在假設(shè)中的五個(gè)因素里面有一個(gè)或多個(gè)。
91、我作為一名作家，自然地要關(guān)心在美國(guó)人口中驚人比例的實(shí)用文盲，如果他們不能讀或不能理解他們所讀內(nèi)容，他們就不會(huì)買(mǎi)書(shū)或是雜志。
92、他們不知道那解釋和點(diǎn)明其余部分合理的學(xué)說(shuō)，那些表明似乎與其它相沖突的因素是可以協(xié)調(diào)一致的，或者應(yīng)該提出兩個(gè)明顯有力的原因中的一個(gè)而不是另一個(gè)。
93、除了邏輯推理問(wèn)題之外，在英國(guó)存在一種悠久的拒絕遣送違反他們意志的人們的傳統(tǒng)，這些人們發(fā)現(xiàn)他們處于英國(guó)政府的掌握，而這種政府接受的本質(zhì)卻不確定的。
94、對(duì)于殖民立法的困擾和英國(guó)皇權(quán)的范圍，州憲法的細(xì)節(jié)問(wèn)題和絕對(duì)需要一個(gè)聯(lián)邦法律。所有這些都表達(dá)出迫切的需要謹(jǐn)慎的，具有外在力量的正確關(guān)系的證明確實(shí)盛行。
95、詞源里告訴我們說(shuō)智力是和學(xué)習(xí)能力有關(guān)，和所要學(xué)習(xí)的內(nèi)容速度有關(guān)，和內(nèi)容記得的好壞和時(shí)間的長(zhǎng)短有關(guān)，而且和有能力那些內(nèi)容，使用它們來(lái)解決問(wèn)題的能力，以及創(chuàng)造力相關(guān)。
96、這事件標(biāo)志著由William Barfon Rogers的長(zhǎng)期的努力的結(jié)束。William是MIT的一創(chuàng)立者兼第一任主席，他努力要開(kāi)創(chuàng)一種新型和時(shí)代、國(guó)家需要相關(guān)的教育機(jī)構(gòu)，在那里青年人可以獲得知識(shí)性和實(shí)用性的教育。
97、每個(gè)系的計(jì)劃包括的一部分是系領(lǐng)域內(nèi)的專(zhuān)業(yè)興趣的科目，另一部分是學(xué)生們自己選擇的額外機(jī)會(huì)。
98、可選性地，學(xué)生可以用選擇性的時(shí)間來(lái)準(zhǔn)備某些專(zhuān)業(yè)領(lǐng)域的高級(jí)課程，比如說(shuō)醫(yī)學(xué)或者法律，或者M(jìn).I.T.不授予本科學(xué)位的某些專(zhuān)業(yè)課程，比如說(shuō)氣象學(xué)和心理學(xué)，或者跨學(xué)科的領(lǐng)域，比如說(shuō)天體物理學(xué)，交流學(xué)或者能源學(xué)。
99、盡管開(kāi)放式理學(xué)學(xué)士本科課程計(jì)劃由系里列出，可以有一些自己獨(dú)特的特點(diǎn)，但每個(gè)項(xiàng)目的列出必須與系代表進(jìn)行協(xié)商，以此來(lái)保證課程結(jié)構(gòu)有意義，內(nèi)容富有挑戰(zhàn)性。
100、以前的重心是諸如大壩、道路和橋梁等大型基礎(chǔ)設(shè)施的建設(shè)，現(xiàn)在開(kāi)始轉(zhuǎn)換到能直接提高國(guó)家的基礎(chǔ)服務(wù)的項(xiàng)目上來(lái)了。
| 北京 | 天津 | 上海 | 江蘇 | 山東 |
| 安徽 | 浙江 | 江西 | 福建 | 深圳 |
| 廣東 | 河北 | 湖南 | 廣西 | 河南 |
| 海南 | 湖北 | 四川 | 重慶 | 云南 |
| 貴州 | 西藏 | 新疆 | 陜西 | 山西 |
| 寧夏 | 甘肅 | 青海 | 遼寧 | 吉林 |
| 黑龍江 | 內(nèi)蒙古 |
