去年偶然有一个机会教了一个时期的翻泽。学生是大学一年级的程度;因为是一个特种的班级,取录另有标准,他们的英文程度平均要比普通一年生高些。当时每星期练习一次,每次译四五句单句或一小段连贯的文字,在第二次上课时提出四五种译文来讨论,有时我自己也补充一两种。现在就在这些练习里头拣选若干句,提供本刊读者参考。每一例的几种译文里头,有正有误,有小误亦有大误。讨论翻译,严格说,应该限于通解原文而互有短长得失的几种译法;错误的译文似可不在讨论之例。然而 Last year there was a chance to teach a turnaround of a period. Students are first-year university students; because it is a special class, to take another standard, their English proficiency is higher than the average annual. At that time, I practiced once a week, each time I translated four or five sentences or a small number of coherent texts and proposed four or five translations in the second class for discussion. Sometimes I myself added one or two. Now in these exercises to pick a few sentences to provide our readers reference. In each of the several translations, there are positive and negative errors. There are also minor mistakes. Strictly speaking, the discussion of translation should be limited to several kinds of translations which have the short and long-term gains and losses of understanding the original texts. The wrong translation may not be the case for discussion. however