16. the war between Britain and France
In the late eighteenth century, battles raged in almost every corner of Europe, as well as in the Middle East, south Africa ,the West Indies, and Latin America. In reality, however, there was only one major war during this time, the war between Britain and France. All other battles were ancillary to this larger conflict, and were often at least partially related to its antagonist’ goals and strategies. France sought total domination of Europe . this goal was obstructed by British independence and Britain’s efforts throughout the continent to thwart Napoleon; through treaties. Britain built coalitions (not dissimilar in concept to today’s NATO) guaranteeing British participation in all major European conflicts. These two antagonists were poorly matched, insofar as they had very unequal strengths; France was predominant on land, Britain at sea. The French knew that, short of defeating the British navy, their only hope of victory was to close all the ports of Europe to British ships. Accordingly, France set out to overcome Britain by extending its military domination from Moscow t Lisbon, from Jutland to Calabria. All of this entailed tremendous risk, because France did not have the military resources to control this much territory and still protect itself and maintain order at home.
French strategists calculated that a navy of 150 ships would provide the force necessary to defeat the British navy. Such a force would give France a three-to-two advantage over Britain. This advantage was deemed necessary because of Britain’s superior sea skills and technology because of Britain’s superior sea skills and technology, and also because Britain would be fighting a defensive war, allowing it to win with fewer forces. Napoleon never lost substantial impediment to his control of Europe. As his force neared that goal, Napoleon grew increasingly impatient and began planning an immediate attack.
英法战争
在18世纪后期，战争爆发于欧洲大陆的几乎每一个角落，在中东、南非、西印度群岛、拉丁美洲亦都是如此。
然而实际上，在这一时期只有一场主要的战争，那就是英法之间的战争。所有其他战争都服从于这一更大的争端，至少是与这两个对手的目标和战略有某些关联。
法国力图统治整个欧洲，而英国的自主及其力图在整个欧洲大陆挫败拿破仑的种种
努力都是法国实现这一目标的障碍。英国通过条约建立了联盟(和今天北约的概念没有什么不同)以保证英国插手所有欧洲的主要争端。
这两个对头并不是一对好对手，因为他们的力量极不均衡：法兰西在陆地上称王，英格兰则在海上称霸。法国人明白，如果不能击败英
国海军，他们胜利的唯一希望就是让欧洲的所有港口都对英国舰船关闭。于是，法国将其
军事占领从莫斯科延伸到里斯本，从尤特兰延伸到卡拉布里亚，企图以此来制服英国。所
有这些行动包含着巨大的风险，因为法国并不具备足够的军事资源，来控制这么多地盘，同时又能保护自己，维持国内的秩序。法国战略家们的算盘是，其海军若拥有
150艘军舰，则将足以击跨英国海军。这样的武力将使法国对英国具有3比2的优势。这种优势被认为是
必不可少的，因为英国人具有超群的海上技能和技术，并且打的是一场防御战争，使它能以少胜多。
拿破仑从未忘却他的目标，因为英国是他统治全欧的最后一个重大的障碍。随着他的力量越来越靠近这个目标，拿破仑变得越来越不耐烦起来，开始策划立即攻击。
17.Evolution of sleep
Sleep is very ancient. In the electroencephalographic sense we share it with all the primates and almost all the other mammals and birds: it may extend back as far as the reptiles.
There is some evidence that the two types of sleep, dreaming and dreamless, depend on the life-style of the animal, and that predators are statistically much more likely to dream than prey, which are in turn much more likely to experience dreamless sleep. In dream sleep, the animal is powerfully immobilized and remarkably unresponsive to external stimuli. Dreamless sleep is much shallower, and we have all witnessed cats or dogs cocking their ears to a sound when apparently fast asleep. The fact that deep dream sleep is rare among pray today seems clearly to be a product of natural selection, and it makes sense that today, when sleep is highly evolved, the stupid animals are less frequently immobilized by deep sleep than the smart ones. But why should they sleep deeply at all? Why should a state of such deep immobilization ever have evolved?
Perhaps one useful hint about the original function of sleep is to be found in the fact that dolphins and whales and aquatic mammals in genera seem to sleep very little. There is, by and large, no place to hide in the ocean. Could it be that, rather than increasing an animal’s vulnerability, the University of Florida and Ray Meddis of London University have suggested this to be the case. It is conceivable that animals who are too stupid to be quite on their own initiative are, during periods of high risk, immobilized by the implacable arm of sleep. The point seems particularly clear for the young of predatory animals. This is an interesting notion and probably at least partly true.
睡眠的进化
睡眠是古老的。从脑电图上看，我们人类和所有灵长目动物以及几乎所有的哺乳动物和鸟类都一样需要睡眠；甚至爬行类动物也有睡眠。
有证据显示，有梦睡眠和无梦睡眠这
两种类型的睡眠取决于该动物的生活方式。从统计上看，食肉动物比被捕食动物有更多的有梦睡眠，而被捕食动物更多地无梦睡眠。
动物在有梦睡眠时，被有效地解除动作能力，并且对外界刺激缺乏反应。无梦睡眠则要浅得多。我们都看到过猫和狗在显然的酣睡中，
有一点响动耳朵就会竖起来。被捕食动物很少有深度的有梦睡眠，这看来显然是自然选择的结果。
而且这一点是有道理的：当睡眠高度进化以后，愚笨的动物比聪明的动物更少在深度睡眠状态下丧失动作能力。
但是动物为什么要进入深度睡眠呢?为什么这样的无动作状态也会进化出来呢?海豚、鲸鱼以及水生哺乳动物睡眠都极少，这一事实可以给睡眠的根本
功能提供有用的线索。海洋中是没有藏身之处的。会不会是这样，睡眠不但不增加动物受伤害的可能性，反而是减少了这种可能性呢?佛罗里达大学的Wilse
Webb和伦敦大学的RayMeddis认为情况就是如此。可以想像得出，在危险的时刻，那些由于太愚笨而不能自动保
持安静的动物，会不由自主地变得动弹不得。这一点在食肉动物的幼兽身上表现得特别明显。这是一个很有意思的看法，它至少部分是正确的。
18.Modern American Universities 胖胖：）
Before the 1850’s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students.
Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between mid-century and the end of the 1800’s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of venerable colleges-----Harvard, Yale, Columbia---and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacher-scholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professor’s own research was presented in class. Graduate training leading to the Ph.D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research.
At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers.
现代美国大学
19世纪50年代以前美国有一些小的学院，大多数成立于殖民时期。它们是与教会挂
钩的小机构，主要目的是培养学生的道德品行。当时在欧洲各地，高等教育机构已经发展起来，用的是一个古老的名称--大学。
德国已经发展出一种不同类型的大学。德国大学关心的主要是创造知识和传播知识，而不是道德教育。从世纪中叶到世纪末，有9000多名美
国青年因不满国内所受的教育而赴德深造。他们中的一些人回国后成为一些知名学府--哈佛、耶鲁、哥伦比亚的校长并且把这些学府转变成了现代意义的大学。
新校长们断绝了和教会的关系，聘请了新型的教职员，聘用教授根据的是他们在学科方面的知识，而不是正确的信仰和约束学生的强硬手段。
新的原则是大学既要传播知识也要创造知识。这就需要由学者型老师组成教工队伍。靠死记硬背和做练习来学习的方法变为德国式的讲解方法。德
国式的讲解就是由教授讲授自己的研究课题。通过研究生性质的学习可以获得表明最高学术造诣的古老的德国学位--博士学位。
随着讨论课制度的建立，研究生们学会了提问、分析以及开展他们自己的研究。同时，新式大学学校规模和课程设置完全突破了过去那种只
有数学、经典著作、美学和音乐的狭窄课程表。哈佛大学的校长率先推出选课制度，这样
学生们就能选择自己的专业。主修领域的概念也出现了。新的目标是使大学对实际社会更有用。
密切关注着社会上的实际需求，新的大学着意培养学生解决问题的能力。工程系学生
成为新式教育体制下最典型的学生。学生们还被培训成为经济学家、建筑师、农学家、社会工作人员以及教师。
19.children’s numerical skills 怎么还是胖胖：）
people appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-----or, as the case might be, bumped into-----concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers------the idea of a oneness,
a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table-----is itself far from innate
儿童的数学能力
人似乎生来就会计算。孩子们使用数字的技能发展得如此之早和如此必然，很容易让人想象有一个内在的精确而成熟的数字钟在指导他们的成长。
孩子们在学会走路和说话后不久，就能以令人惊叹的准确布置桌子--五把椅子前面分别摆上一把刀、一个汤匙、一把叉
子。很快地，他们就能知道他们已在桌面上摆放了五把刀、五个汤匙、五把叉子。没有多久，他们就又能知道这些东西加起来总共是15把银餐具。
如此这般地掌握了加法之后，他们又转向减法。有一种设想几乎顺理成章，那就是，即使一个孩子一出生就被隔绝到荒岛
上，七年后返回世间，也能直接上小学二年级的数学课，而不会碰到任何智力调整方面的大麻烦。当然，事实并没有这么简单。
本世纪认知心理学家的工作已经揭示了智力发展所依赖的日常学习的微妙形式。他们观察到孩子们缓慢掌握那些成年人认为理所当然的概念的
过程，或者是孩子们偶然遇到这些概念的过程。他们也观察到孩子们拒绝承认某些常识的情况。比如：
孩子们拒绝承认当水从短而粗的瓶中倒入细而长的瓶子中时，水的数量没有变化。心理学家们而后又展示一个例子，
即：让孩子们数一堆铅笔时，他们能顺利地报出蓝铅笔或红铅笔的数目，但却需诱导才能报出总的数目。此类研究表明：数学基础是经过逐渐努力后掌握的。
他们还表示抽象的数字概念，如可表示任何一类物品并且是在做比摆桌子有更高数学要求的任何事时都必备的一、二、三意识，远远不是天生就具备的。
20 The Historical Significance of American Revolution
The ways of history are so intricate and the motivations of human actions so complex that it is always hazardous to attempt to represent events covering a number of years, a multiplicity of persons, and distant localities as the expression of one intellectual or social movement; yet the historical process which culminated in the ascent of Thomas Jefferson to the presidency can be regarded as the outstanding example not only of the birth of a new way of life but of nationalism as a new way of life. The American Revolution represents the link between the seventeenth century, in which modern England became conscious of itself, and the awakening of modern Europe at the end of the eighteenth century. It may seem strange that the march of history should have had to cross the Atlantic Ocean, but only in the North American colonies could a struggle for civic liberty lead also to the foundation of a new nation. Here, in the popular rising against a “tyrannical” government, the fruits were more than the securing of a freer constitution. They included the growth of a nation born in liberty by the will of the people, not from the roots of common descent, a geographic entity, or the ambitions of king or dynasty. With the American nation, for the first time, a nation was born, not in the dim past of history but before the eyes of the whole world.
美国革命的历史意义历史的进程是如此错综复杂，人类行为的动机是如此令人费解，以至于想把那些时间跨
度大，涉及人数多，空间范围广的事件描述成为一个智者或一场社会运动的表现的企图是危险的。
然而以托马斯?杰弗逊登上总统宝座为高潮的那一段历史过程可以被视为一个特殊的例子。
在这段历史时期里不仅诞生了新的生活方式，而且民族主义成为了一种新的生活方式。美国独立战争成为联结17世纪现代英格兰的自我意识和18
世纪末现代欧洲的觉醒的纽带。历史的行程需要跨越大西洋，这看起来似乎有些奇怪，但却只有在北美殖民地为民权和自由的斗争才能导致新国家的建立。
这里，反对"暴政"的民众起义的成果不仅是获得一个包含更多自由的宪法，还包括了一个依照人民的意愿诞生在自由中的国家的成长。这
个国家不是基于血缘、地理、君主或王朝的野心。由于有了美国，第一次一个国家的诞生
不是发生在历史模糊的过去，而是在全世界人们的眼前。
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