ビジュアル英文解釈

形容詞節だとかそんなの意識して英文読むことないけど、
出会ってるのかなあ。

どう考えてもimagineにはかかってないよなあ。
「〜できる場合の利点」ってことか。

無理に文法的説明をしなくても意味が分かればいいような気もするけど、
でも勉強になりました。

>>301
確かに読むだけならそうですよね。
ただ、それでは書けないと思うんです。
あっ、それは言い過ぎか。
そういう所を意識して行かないと、
書く時のバリエーションが広がらないと思うんですね。
とくに私は今、まだまだ英語を勉強途中真っ最中ですし、
ビジュアルを精読して解釈の勉強をしているわけですし。

やや安易かもしれませんが、
imagine X if...
で、「ifの場合に生じるXを想定してみよ」という意味の１つの成句と見るのが最も適当ではないでしょうか。

"imagine the results if"や"imagine the consequences if"
でググると多数ヒットすることからも分かるように
ifがimagineと結びついたときに生じる現象のように思われます。

http://www.google.co.jp/search?hl=ja&inlang=ja&ie=Shift_JIS&c2coff=1&q=%22imagine+the+result+if&lr=
http://www.google.co.jp/search?sourceid=navclient&hl=ja&q=%22imagine+the+consequences+if%22

文法上の説明としては、
imagin Xの後ろに関係詞節が省略されていると考えればよいでしょう。
つまり、

The Environmental Protection Agency estimates that the seas could rise by 2100 anywhere from half a meter to two meters. Such a rise could result in widespread economic, environmental and social disruption.

Over 75 percent of the U.S. population lives within 100 miles of the beach. Could you imagine the consequences ＜that will occur＞ if sea levels indeed rise to projected levels?

の＜＞の部分が省略されたとでも考えればいいのではないでしょうか。

更にいうと
"imagine if..."
というのは「もしif以下だとどうなるか想像せよ」
という意味の極めてポピュラーな表現ですが、

http://www.google.co.jp/search?sourceid=navclient&hl=ja&q=%22imagine+if%22

この場合のif節も同様に考えるのが最もスッキリすると思います。

>>295
２９３です。最近来てなかったんで、亀レススマソ。
IF節が形容詞節になることはないと自分は思います。
この文も「もし伝えられたら…有利さを想像しなさい」
とIF節を仮定に取って日本語の順番で考えると変ですが
「ミツバチの有利さを想像しなさい、
（ただし）そのミツバチが伝えることができるという条件のもとで」
と英語の順番なら特に問題ナシでは。
このIFは仮定じゃなくて条件だからねえ。

ＳＶ・・・■５文型といわれてるやつ■はあくまでも英語をわかりやすく読むための
手段であって、分類が最終目的ではない。大手代〇木ゼ〇ナールでは大抵の先生方が
一文一文の構文解析に力を入れています。読めるようになるために文型を使って説明
している先生方もおられる一方で、全てを５文型に収めようとし、５文型で説明のつ
かない文、構文に出会ったりすると、目的語をとる形容詞（例）などというわけのわ
からん決まりを作り出している人もいました・・・。残念なことです。

ビジュアルが手元にないんだけど、索引からはどういう分類になってるのかな。
本を読んだらその中に入っている英文は全て読めるだけの知識を得る
というのが伊藤和夫のポリシーだよね？

一応言っとくとアンチじゃありません。

Part1
In the early days of the automobile, many people did not think very highly of it.
Farmers did not like it because it frightened their horses. They called it a "devil wagon."
Others found that it was too noisy and too dangerous. When there is a new invention,
it is often necessary to pass lawsabout it. One town in California passed a law that said,
"A driver must stop his car when he sees a horse on the road three hundred feet ahead."
In Vermont someone had to walk with a red flag to warn that it was coming. In Cincinnati,
Ohio, and in San Francisco, California, the speed limit for cars was eight miles an hour in 1902.
In many places, cars had to stay off the highways. Highways were only for horses.
Today many people believe the automobile is a problem once again in different ways.
They think we need more laws about cars.

Part2
Man has a big brain. He can think, learn and speak. Scientists used to think that men are
different from animals because they can think and learn. They know now that animals-dogs,
rats, birds, and even worms-can learn. So scientists are beginning to understand that men are
different from animals because they can speak. Animals cannot speak. They make noises
when they are afraid, or angry, or unhappy. Apes are our nearest cousins.They can understand
some things more quickly than human beings, and one or two have learned a few words.
But they are still different from us. They cannot join words and make sentences. They cannot
think like us because they have no language. They can never think about the past or the
future. Language is a wonderful thing. Man has been able to develop civilization because he
has language. Every child can speak his own language very well when he is four or five-but
no animal learns to speak. How do children learn? Scientists do not really know. What happens
when we speak? Scientists do not know. They only know that man can speak because he has
a big brain.

Part3
Light is very important because it helps us see things. With ligh we know what is happening
at places far away. We can use light to turn night into day. We can use it to see very small
things that make us sick, or to study distant stars. Light even shows us what is happening on
the other side of the earth. It gives us pictures and movies of distant people and places.
Without light, green plants on earth could not live.
Without Plants, plant-eating animals could not live.
Then meat-eating animals and man could not have any food.
This is why light is very important to us. We should understand how it works

Part4
Winston Churchill, the famous British Prime Minister, often traveled, sometimes in his country
and sometimes in other countries. He had a dog and he liked it very much. When he traveled
inside his country on holiday, he always took it with him. When he traveled to do his work, he
did not take it. And when he went to other countries, it was very difficult to take it, because
there was a rule about dogs in England. All dogs which were brought into the country had to
stay in some place for half a year. That was a rule. Though Churchill was Prime Minister, even
his dog could not break it. When he traveled without his dog, Churchill made one of his servants
bring it to the station to meet him. When he reached the station, the dog always ran to him
and jumped on him. One day, Churchill was coming back from a trip. His servant who was
traveling with him got out of the train just after him. When the dog came, he was standing
beside Churchill. When this man was at home, he often gave food to the dog. So it ran to the
servant and began jumping on him. Churchill was so fond of the dog that he felt a little sorry
about it. But he said nothing. When they got home, he went to the servant and said, "May I ask
something? Will you please stay in the train until I've said hello to my dog?"

Part5
The nightingale comes to England in April. He is a plain-looking bird. English people like this
little bird very much. The name of this bird means a night-singing bird. The nightingale, however,
sings in the daytime, too. But at night, when other birds are silent, people can hear his songs
most clearly. So to the minds of most people, the nightingale is still a night-singing bird. The
nightingale does not sing very long. He usually begins to sing about the middle of May, and
after the second week in June people hear his voice no more. By this time he is very busy
because he and his mate have babies and he must feed them. Summer passes. The nightingale
goes away with his family to North Africa. He stays there and　enjoys the warm sunshine until
spring comes.

とりあえず使っておくれ。
　　　　　 ∬
　　　∧_∧ 旦
　 (　ﾟдﾟ)丿 ｿﾁｬﾃﾞｽｶﾞ
　 ノ/　 /
　　ノ￣ゝ

>>313
ありがとうございまつ（´Д⊂
大切にしまつ

Part6
One Friday night it snowed a lot, and the next day Mr. Smith did not have to go to work. His
young son Bobby had a new sledge, which he wanted very much to try out. There was a good
slope in a park not far from the Smiths' house, which children often used for their sledges,
so Mr. Smith said that he would take Bobby there in the car. They put the sledge in and went
off. When they reached the park, they found that there were already a lot of boys there with
their sledges. They were sliding down the slope at great speed, and then pulling their sledges
up again. After a few minutes Mr. Smith noticed that there was one poorly-dressed little boy
there who did not have a sledge. This boy made an old cardboard box flat, and was sliding
down the slope on that. Mr. Smith felt very sorry for this poor boy, and decided to tell Bobby
to lend him his sledge a few times. But before he could catch Bobby to speak to him, he was
surprised-and delighted-to notice that several of the older boys in the park were lending the
poor boy their sledges. Mr. Smith watched them carefully, and suddenly found that the bigger
boys were not doing this because they felt sorry for the poor boy, but because they enjoyed
riding on his cardboard box more than on their expensive sledges. They were waiting for a
turn on the cardboard box which was made flat.

Part7
Benjamin Franklin, American statesman, printer, scientist, and writer, was born more than two
hundred years ago in Boston, Massachusetts. When he was born in 1706, Massachusetts was
still a colony. At that time candles were used for lights in houses and Franklin's father was a
candle maker. Benjamin was the tenth son of seventeen children. When he was only ten years
old he had to leave school to help his father. Benjamin worked in his father's candle shop, but
he was not happy. So when he was thirteen his father made him help an older brother who was
a printer and publisher. While he was working in his brother's shop, Franklin taught himself to be
a writer. He learned to write so well that he often wrote something for his brother's newspaper.
Then he left it secretly at night under the door of the printing shop. His brother found what
Benjamin wrote, and published it without knowing it was Benjamin's work. Although Franklin was
only a boy at the time, his writings were well liked by everyone who read them.
Franklin liked the work in the printing shop, but he was not so friendly with his brother. When he
was only seventeen, he set out to make his own way in the world. He went to New York, but as he
could not find any work there he went on to Philadelphia. As Franklin had to walk part of the way he
arrived in Philadelphia dirty, muddy, and very hungry. At a bakery shop he bought three loaves of bread
and walked down the street. He ate one and carried one under each arm. A pretty young girl standing in an
open door laughed at the stranger. She saw him carrying his clothes and eating his breakfast as he walked
down the street. The girl's name was Deborah Reed. Later Franklin met and married her.

Part8
Men generally continue to use the study methods they used in college or high school. This is
all very well if those methods are good. As a rule, students have to develop their own methods
based on trial and error and perhaps some good advice from teachers. The schools require
students to do a great deal of studying, but too often they neglect to teach students how to
study. When a student fails, his failure is usually considered to come from the lack of effort
or ability, but sometimes study methods make the difference between failure and success.

Part9
Mr. Jones was never friendly to anyone. He never laughed or smiled. So his family was not
happy, and the shopkeeper he worked for didn't like him. At last he lost his job.Mr. Jones went
to the gate of a parking lot and said, "Can I get a job here?" "Yes," said the man at the gate.
"We need another an to take money from the drivers." "I'll take the job," said Mr. Jones
without a smile. "There's one thing you mustn't forget," said the man. "You must say 'thank
you' when you take the money." "Thank you ! " cried Mr.Jones. "Why should I thank them?
The drivers should say 'thank you' to me." "If you want the job, you must say it," said the
man.The next day Mr.Jones started his new job. The first car came up, and the driver gave
him the money. It was very hard for Mr. Jones to say 'thank you', so he said the words in a
very small voice. When the driver heard that, he smiled. Another driver came, and Mr. Jones
did the same thing. Again, the driver smiled. Then Mr. Jones began to look for smiles from the
drivers. On that day he said it more than a hundred times.After the day's work he came home.
His wife opened the door. Thank you," he said. His little boy came up to him. "Thank you,"
he said with a big smile. Mrs. Jones was so surprised that she fell into the nearest chair.
"My new job is better than any I have ever had," he said to his wife. "It has changed me very
much."

Part10
I was seven when my father took my mother and me out of the village in England. He had a
small shop there, but his uncle who lived in New York asked him to come and help him in his
big store there. My father was young then and decided to leave England and start a new life
in a different country. Our life in a new country was a happy one. But it was difficult for my
father to forget the village in his old country. When he grew old, he often said, "My parents
sleep in the yard of the church there. I will visit it one day." But last autumn he became very
sick and died. I thought he was sorry he could not fulfill his wish. So this summer I flew to
the land of my birth to fulfill it. I hired a car in London and drove for about five hours. But
when I thought I was quite near the village I came to a lake. I tried another road. Again I came
to the lake. I didn't know what to do because I could not find it on the map I had with me.
Just then an old man came along in an old car. I stopped it and asked him the way to the
village. He said, "There's no village now. It went under water last summer." And he pointed
to the lake. I understood everything. It was a man-made lake.

もっといる？

スペルチェック機能くらい使いな。

もういらないよ。本文だけ載せてなんの意味があるの？

これ全部ビジュアルの英文ですか?

>>320
自分で打ち込もうと思った矢先なんで助かりました。
後もお持ちなら貼ってください。

>321
間違いを指摘してくれ

>>320
ｻﾝｷｭｳです。よろしくです。

>>Mr.ITO

おぉぉ、神光臨。
もっと貼ってくだせえ。

直読直解をめざしてビジュアル〜で勉強しています。
でもちょっとひっかかるところがあって…。

関係代名詞の解説で、先行詞を関係詞節の中に補って独立文を作って
意味を考えるというようなことが書かれているんですが、これって
直読直解の妨げになりませんか？

こういう訓練をすることによって、いずれそのまま理解できるように
なるということなのかな？

＞＞先行詞を関係詞節の中に補って独立文を作って意味を考える

これは、左から右に読んでいく課程で、関係代名詞らしきものが出てきたら、
その節の中でで関係代名詞らしきものが働く箇所を探す、ってこと。
これなら振り返らずに左から右に読めるでしょ？
伊藤の爺様はそういう意味で、
先行詞を関係詞節の中に補って独立文を作って意味を考える
って言ってる。もっと本文解説をしっかり読んだ方が良い。

もちろん関係代名詞らしきものが働く箇所が見あたらない事もあるよ。
その時は、同格や強調構文なんだな、と気づくわけ。
これも左から右に読んでいく課程で判断可能な事なわけ。
これも伊藤の爺様が言ってる事。

伊藤さんが言ってるのは関係代名詞があったら、馬鹿の一つ覚えよろしく
何々する所のみたいな訳をつけて英語、日本語、事柄の順で理解するな
ということです。必ず、英語、事柄、日本語の順序で理解するように
ということです。関係代名詞があれば二つの英文が含まれるから、慣れない
内は必ず英文を作って分解してみることです。そして、その内容を
どういう日本語にすればよいか考えましょう。

>>330
ちがうちがう、>>328は直読直解に言及してるの。
要するに328は、関係代名詞について伊藤さんの、
読む事に言及してる説明と、訳出しに言及してる説明を混同してるのだ。

Imagine the evolutionary advantage for a honeybee if it is able to 〜
↑
Imagine it is an evolutionary advantage for a honeybee if it is able to 〜

if〜は名詞句the evolutionary advantage for a honeybee
を修飾しているが、内容的には
it is evolutionary advantage for a honeybeeという節を修飾している。

下の�Aと同じ形
�@Imagine what life would be like if it were not for electricity.
↓
�AImagine life if it were not for electricity.
�B＝Imagine life without electricity.

このif節は外見上形容詞節ですが、解釈する上では副詞節と認識した方がいいのでは

>>332　私としてはその解釈で解決しました。
ところで、>>299 さんの説明が理解出来なくて、>>300 で質問したんですけど、
299 さんあれから来ないんですよね。私の 300 の質問わかりませんでしょうか？

はやくビジュアルやりたいんだけどやっぱ英ナビやってからの方が良いかな〜？
仲本の英文法倶楽部っていう本やったし、一応文法は大体はわかってると思うんだけど。
どう思います？

いきなりでも大丈夫でしょ。
伊藤さんの本は皆解説のし方は一緒だから、一つとりあえずやって
みることよ。

>>334
高校生？
そうなら、土日の２日間で英ナビを終わらせて、
で、ビジュアルに入ろう。ビジュアルは一日一章、んで２ヶ月で終了予定。

>>334
パート２終わって、今は末巻の文法編まで見ています。
それももうそろそろ終わります。
もうビジュアルやって良いと思いますよ。
というより、とっとと行っちゃった方が良いですよ。
早いほうがいいと思いますけど。
私は残るは >>300 の疑問解決なんですけど・・・

>>334
今の学力と相談、ということにはなるのだろうけど、
一通り文法を終わっているのであれば、迷わずビジュアルに入ることを
すすめます。この本で英語の読み方を徹底的に教えてもらえばよいと
思います。私は英文解釈教室で、英語の全国偏差値が６０から８２に
なりました。大学受験を終えてかなりの年月が経ちますが、伊藤和夫の
本で思考方法を学んでいなければ今の自分はなかったと考えています。
（TOEICのスコアが900点をわずかに超える程度なので、威張れないですがね）
ただ、伊藤和夫の本は、かなり高度に論理的思考を要求するので、
あわない人にはあわないのかもしれません。

>>331
訳出せずに、読んで理解するための方法として解説してるんじゃないの？

関係詞がらみの部分を読み返してみたけど、「訳出するために」こう
考えよう、みたいな書き方してないんだけど。

>>335-338
レスありがとうございます。当方高校２年です。
英ナビをさっとやっちゃって夏休み中にビジュアルを終わらせたいと思います。

新英頻はやっぱやったほうがいいんですかね？

>>340
英文法の問題で、即効的に得点アップを狙うなら、
別の問題集をやったほうがいい。

でも、伊藤イズムを身に着けたいなら、新英頻をやったほうがいい。
ビジュアルを終わらせてからだと、新英頻もとっつきがいいだろう。

解釈教室は関係詞あたりで挫折しました。やっぱ俺みたいなあほには無理なのか？
もしくはいままで理解した気になってただけかな？

入門編、基礎編からやりなおせばいいだろ。
語学は順序立てて当たり前のことをやれば必ずできますよ。

『教室』の入門編、ちょっと簡単すぎるような気がしたが、
リトライ組なのでこれから始めたところ。

やり始めるとけっこう新発見があったりして、基礎固めには
ちょうど良い感じです。
十日くらいで終わらせられそうなので、次は基礎編でつ。

英ナビ、ビジュアル、解釈教室なんかはただ漫然と読んでるだけでは身につきませんか？

ただ漫然とはマズーでしょうな。

>>340-341
穴埋めや選択文法問題だったらお勧めがあるよ。
英文法英作文１０００題　梶木隆一　学生社
三冊から成り、
パート１　英文法基礎　　１〜　２９０
パート２　英文法応用２９１〜　５１０
パート３　英作文　　５１１〜１０００
結構マイナーだけど知られてないだけ。評価は高い。
本屋でパラパラっと見てから他のと比べると良さは判断出来ると思う。
勿論パート３は必要ない。

研究社のHPで英ナビ上巻絶版になっとる。

>>347

この商品は只今品切れ中につき、ご注文できません。ご了承下さい。

http://webshop.kenkyusha.co.jp/book/4-327-76404-3.html

>>348
あそこのHPって只今品切れ中＝重販の見込みなしなのだが。

売れてないのかなあ？

知る人ぞ知るって感じだろうな

>>347-350
大きな書店には在庫があるみたい。
紀伊国屋は通販で買える。

Mr.ITOよ・・・。
再降臨して、ビジュアルのテンプレを貼ってくれ・・・。

京成大久保駅前のブックオフに「長文読解教室」が一冊あったよ。

そんなトコ言われてもわかんねーよ。どこだよそれ。
オレ実籾の住人。ｽﾏｿ

>>355
実籾の方がわかんねーよ。w
いーからさっさと買いに行け。チャリでも行けるだろ。

オラ、「長文読解教室」いらねだ。ﾎﾝﾄｽﾏｿ

（　´_ゝ`）ﾌｰﾝ

１ページの一番最初の囲みですが、

(2)Ｉｎ　the　house　stood　a　man.

動詞のあとの名詞が主語になってていいんでしょうか？
語順がへんな気がするのですが。

a　man
stood　
Ｉｎ　the　house　

倒置だろ。

>>知る人ぞ知るって感じだろうな
伊藤和夫オタしか買わないよ。

PART1買ったよ、とりあえず8月までに終わらせるつもり

>>363
そういうのを「知る人ぞ知る」って言うんだよ。
わかったかな？

粘着君は置いといて、

今日本屋で見たら表紙が変わってた。
ＣＤ付いてるかな？と期待してみたら付いてなかった。残念無念。

>>365
へー、どんなのになってましたか？
CDついてたらもっと売れるのにね。

>>366
他の駿台文庫と似たような感じ。
レベル表示が付いてた。

レベル表示は前から付いてたよ。
1999年の漏れの版は白っぽい地に葉っぱの表紙。

>>368
昔の「Part1=銀と赤」「Part2=銀と青」から比べて変わったって言ってんじゃないの？

多分、そうじゃないかと思う。
受験の時買わなかったから白に葉だけど、シルバーの方がよかったな。

表紙変わったのなんて何年前の話だYO!
最近変わったような話し振りがﾋﾞｸｰﾘだよ

だから最近変わったんだって

PART1だけカバー変わってた。確か↓これに近い感じの
http://server.bookmall.co.jp/~gakusan/sundaibunko/shop/info.php?Isbn=4-7961-1050-X

>>354
どうもありがとうございます。買わせて頂きました。

>>374
受験板にも書いてた方ですか？
うらやましいです！

>>375
はい、そうです（w
ここと受験板両方見ている人ってけっこう多いのかな。

長文読解教室なら高根木戸店にも１冊ありましたよ。100円。
http://www.bookoff.co.jp/shops/shop1309.html

なんか千葉ばっかりだね・・・

『テーマ別英文読解教室』より難しいな……。
やはり『英文解釈教室』を終わらせてからやるべき本のようだ。

復刊ドットコムの長文読解教室
びっくりするくらい票伸びないね。

みんな投票しる！
http://www.fukkan.com/vote.php3?no=14673

www.research.att.com/~ttsweb/cgi-bin/ttsdemo

今暇つぶしに英文解釈教室（改訂版）読み返してるんですが
解釈教室のスレが見つからないので、質問させてください。

44ページの3.2.9で
A slender acquaintance with the world, must convince every
man, that actions, not words, are the true standard of judging
the attachment of friends.
と言う例文のworldの後に何でコンマがあるんですか。
伊藤先生の言う「主語と動詞の結びつき」と言う観点からすると
こんな場所（主語と動詞の間）にコンマがあるのはおかしくないですか？

>>381
・・・という観点からすると、おかしいのかな。わからんです。
must が名詞でも形容詞でもなく助動詞だという事がわかれば打ってあっても
構わないと思うんだけどね。主語が長いと筆者は感じたのかもしれないし。

漏れが理解してないだけなのかもしれないけど、
そのルールで英語が書かれなければならないという事ではないよね。
なので、それ以上そこを考える必要はないんじゃないかと思うです。

まぁ、深く考えないことにするです。
ありがとうございました。>>382

>>381
長い主語の時はここから動詞ってことで
動詞の前でカンマを入れることはあるよ

Part 11
In ancient Rome, rich families had a special cake which was used only in
wedding ceremonies. At one point in the ceremony, the guests broke the cake
over the bride's head. This symbolized their wish for a life of wealth and
happiness for the young couple. Then each guest would run for the crumbs of
the cake to take home with them. This would then bring each guest the same
wealth and happiness. This piece of wedding cake was also supposed to have
romantic powers as well, for if an unmarried woman slept with a piece of it
under her pillow, she was "sure" to dream of her future husband. Today, after
the bride and groom cut their wedding cake, they usually serve it to their
guests or give them a piece to take home. This is a custom that has developed
from the early practices of ancient weddings.
Wedding cakes probably began in Europe when each guest brought a spiced bun to
a wedding. These buns were piled up on a table, and the bride and groom had
to lean over the pile and try to kiss each other. This was a symbol of good
luck if they were able to do it. Then some clever chef probably thought of
the idea of making one large cake out of all the little buns, giving us our
big wedding cakes of today.

Part12
I once knew a man who had a very bad memory. Richard Rudd was so forgetful
that he sometimes forgot what he was talking about in the middle of a
sentence. Usually, his wife had to tell him about his promises to meet
persons, his classes even his meals.
Because Rudd was a professor at a famous university, his bad memory was a
trouble, and he couldn't be good friends with some of the other professors.
Some people who didn't like him thought he was stupid. But he wasn't so.
He was just very, very forgetful.
One hot summer's day, professor Rudd decided to take his children to the
beach. The seaside town he was going to visit was about a three-hour train
ride away. To make the trip more interesting for his young children, he kept
the name of the town a secret. Unfortunately, on their way to the station
the poor forgetful man forgot the name of the town they were going to visit.
Fortunately, a friend of his happened to be in the station. He said he could
take care of the children while Rudd went back home to find out where he was
going.
The professor's wife was surprised to see him again so soon, but she laughed
when she heard why he came back. She didn't believe his memory, so she wrote
the name of the town on a piece of paper. She gave it to him. She was happy
because she could help his husband, and she sent him off again. Ten minutes
later she was surprised to see him outside the house again. Why did he come
back again?

Part13
There are a few general principles that apply to all the kinds of teaching.
The first principle is that the teacher should be clear.
Whatever you are teaching, teach clearly. Discover what your students do not
know and then try to explain it to them in a way that everyone will
understand. Use many examples and illustrations. Allow enough time for
discussion. A good pupil is seldom silent.
Patience is the second principle. Nothing worth learning can be learned
quickly. Real teaching is not just giving information. It involves a
conversion, an actual change in the pupil's mind, and this does not happen
quickly. Lessons should be carefully planned and plenty of time allowed for
repetition and review. Emotion should be controlled. Whenever we become too
emotional as teachers, we are forgetting that conscious reason is what makes
us men and not animals.
The third principle is responsibility. Anyone who teaches should realize that
it is a serious matter to guide another person's life.

Part14
Dentists always ask questions when it is impossible for you to answer them.
I just had one of my teeth pulled out the other day and was told to rest for
]a while. I tried to say something, but my mouth was full of cotton-wool. My
dentist knew that I collected birds' eggs and asked me whether my collection
was growing. He then asked me how my brother was and whether I liked my new
job. In answering these questions, I either nodded or made strange sounds.
Meanwhile, my tongue was busy searching out the hole where the tooth had been.
I suddenly felt very worried, but could not say anything. When the dentist
at last removed the cotton-wool from my mouth, I was able to tell him that
he had drawn out the wrong tooth.

Part15
How difficult it is not to make excuses when we fail, or lose in a game !
When we fail, or lose, our pride has been injured. It is hard to admit to
other people, "Yes, I did something very stupid there," or "Yes, you played
much better than I did."
When we are small children, we cry when we lose, and shout with joy when we
win. In British education, one of the first pieces of discipline for very
small children is to teach them to control this. When we lose, we must not
show our grief and anger, but we must congratulate the winner ; when we win
we must not yell "I've won f" but we have to say, "I was lucky."
It is quite difficult to do it. I can remember always losing to my elder
brothers at our little football games - because they were much bigger. I used
to get furiously angry because I could not win, and then if I still could not
win in spite of trying with all my strength, I used to cry. Our parents told
my elder brothers to let me win sometimes, but they did not do it very often.
I was not allowed to cry, however. So if I lost repeatedly, I used to run
round the corner away from the garden, where I could cry without anyone
seeing it.

Part16
Peter is worried about his son, Eddie. Eddie spends most of his free time in
front of the TV set. Peter thinks children should get outside and play ---
both for the physical exercise it provides and for the chance it gives them
to learn about getting along with other children. Peter remembers when he was
a child and how he used to use his imagination to create all sorts of fun game
s. He has. also become more anxious about his son's TV watching after reading
several fearful reports about violence in television programs and its bad
effects on children.
He has made indirect remarks to his son, suggesting that it might be more fun
to go outside and play or to read an exciting adventure story. But Eddie has
not caught the hint, or, if he has, he is giving no attention to it.
One evening Peter talks to his wife Carol. He thinks they should make some
rules to limit Eddie's TV watching. Carol points out that he sets a bad
example for his son by spending late evenings and many Sundays watching old
movies or sports programs. Also, some of the sports programs, like boxing or
wrestling, are very violent. Carol feels. Eddie regularly sees his father's
TV viewing behavior. Carol thinks, therefore, that it would be unfair to make
their son follow the rules if her husband does not first of all change his
habits. She says that would be hypocritical and would weaken their son's
respect for them.

Part17
Many scientists and economists believe that food production will not keep up
with population growth. No one knows how many people the earth can support,
but many .people believe that the world will soon be overpopulated there will
be more people than the earth can support.
For many years, the world population increased slowly. Because of poor health
care, death rates were very high. Then, during the eighteenth century, living
conditions began to improve and people learned to control many diseases. As a
result, the death rate began to drop and the population grew quickly.
Certainly, if the population continues to grow at its present rate, the world
population will double in thirty-five years. Many people believe that such a
high population would cause hunger, wars, and other disasters. However,
others feel that the world could support a much larger population if its
resources (food, energy, land) were distributed equally. Some believe that
increased food production and technological improvements will solve the
problem.

Part18
We all agree that the aim of education is to fit the child for life ; however,
there are as many opinions as to how that fitting is to be done as there are
men to hold them. For example, fully half of our teachers cannot see that
imagination is the root of all civilization. Like love, imagination may very
fairly be said to 'make the world go round,' but, as it works out of sight,
it is given very little credit for what it performs.

>>385-391
自習用にスキャナで取り込んだものです。
スペルチェッカで取り除ける間違いは直しましたが完璧かどうかは知りません。
ノークレームでお願いします。

>>392
Thanks!　神様、もっとください。

君、そんなに貧乏なの?
本ぐらい買いなさいよ。

伊藤信者はSSS掲示板に集まれ！
http://www.seg.co.jp/cgi-bin/kb.cgi?b=sss&c=e&id=15427

本は持ってるけど、コピー取って貼っつけるのが大変なんだよー

ダメだこりゃ。

　__∧＿∧_
　|（　　＾＾ ）|　＜寝るぽ（＾＾）
　|＼⌒⌒⌒＼
　＼ |⌒⌒⌒~|　　　　　　　　　山崎渉
　　 ~￣￣￣￣

基本英文７００選のことを批判した本を見つけ出しました。「どうして英語が使えない？」（酒井邦秀著、ちくまライブラリー）です。この本の中で１０数ページにわたって酒井氏は７００選のことをこき下ろしています。以下、少し引用します。

p.127
　その奇妙奇天烈なこと、まさに天下の奇書と言っていいでしょう。そのすさまじさをいくつか書きならべてみます。
　　単語の一対一対応による硬直した訳　　
　　ワンパターンの「構文」が作り出す奇妙な英文
　　文法偏重による、現実にはありえない文章構造
　　使用レベルを一切無視した滑稽な文
　　使われている「構文」の古さ、さらに内容の古さ、陳腐さ
　　「構文」に合わせて書いた日本語の不自然さ
・・・・・・

p.128
　ただし「ひどい」とはいっても、一応文法的には正しい文章がほとんどです。英語の先生や予備校の先生まですすめているくらいですから、受験生にはどこがおかしいのか、まず分からないと思います。
　しかし、文法さえ正しければ自然な英語になるのかというと、そうはいきません。
・・・・・・
　だれの目にも明らかところから始めて、少しずつ微妙な話に入っていくことにしましょう。本当に微妙なところは、三人のアメリカ人に解説をしてもらったものを要約しました。二人はアメリカの大学の先生、一人は日本の大学の先生です。
・・・・・・