1、容闳1 容闳，生于公元1828年，卒于公元1912年。号纯甫。广东香山通八达（今中山县）人。近代中国著名的爱国者、杰出的社会活动家和向西方学习的先驱。2 容闳出生在贫苦农民家庭，童年时，父亲为把他培养成买办，设法将他送到澳门，在英国人创办的一所小学里受启蒙教育。3 1847年，在香港的一些英美人士的赞助下，容闳赴美留学，进入了马萨诸塞州孟松学校。毕业后，他又考入了美国著名的耶鲁大学。在大学里，他发奋苦读，克服了数学基础差和费用不足的种种困难，终于以优良的成绩获了文学学士学位。容闳是第一个毕业于美国大学的中国留学生。4 容闳长年学习生活在国外，大学毕业后，他的生活习惯和内在气质，都已与中国同胞截
2、然不同。但是他没有忘记自己是炎黄子孙，对祖国始终充满了爱。为了用自己的知识报效祖国，离开耶鲁后，容闳毅然拒绝了留在美国的劝诱，回到了祖国的怀抱。容闳11 容闳，生于公元1828年，卒于公元1912年。号纯甫。广东香山通八达（今中山县）人。2近代中国著名的爱国者、杰出的社会活动家和向西方学习的先驱。2 容闳出生在贫苦农民家庭，童年时，父亲为把他培养成买办，设法将他送到澳门，在英国人创办的一所小学里受启蒙教育。33 1847年，在香港的一些英美人士的赞助下，容闳赴美留学，进入了马萨诸塞州孟松学校。4毕业后，他又考入了美国著名的耶鲁大学。在大学里，他发奋苦读，克服了数学基础差和费用不足的种种困难，终
3、于以优良的成绩获了文学学士学位。5容闳是第一个毕业于美国大学的中国留学生。4 容闳长年学习生活在国外，大学毕业后，他的生活习惯和内在气质，都已与中国同胞截然不同。但是他没有忘记自己是炎黄子孙，对祖国始终充满了爱。为了用自己的知识报效祖国，离开耶鲁后，容闳毅然拒绝了留在美国的劝诱，回到了祖国的怀抱。65 容闳回国后，看到了清政府的腐朽落后和国家的贫弱。面对现实，他忧国忧民。对比中西社会，他认识到，要使中国富裕强盛，就必须向西方学习。当时他的主张主要有两点：一是培养通晓西方文化科学知识的各种人才，二是引进西方先进技术，发展民族工业和交通运输业。为了实现自己的主张，容闳不辞辛劳、四处奔走，寻觅可行的
4、途径。就在这时，曾国藩为了兴办洋务，广泛招聘人才，向容闳发出了邀请。1863年9月，容闳应邀到安庆，入曾国藩大营。6 到安庆后，容闳向曾国藩提出了建立机器工厂的建议，这个建议与曾国藩建立近代兵工厂的想法基本一致，曾国藩即授予他出洋购办机器的全权。1865年，容闳从美国订购回了一百多种机器，为江南制造总局提供了主要设备。7 除了兴办近代工业企业，容闳还十分注重培养西学人才。他两次提议清政府排遣留学生赴美学习。清政府采纳了他的建议，几年内先后派遣了120名官费留学生，还任命容闳任中国留学事务所副监督。8 晚年，容闳定居美国，但他对于国家的命运与前途依然极为关注。对孙中山领导的资产阶级革命运动，他给
5、予了极大的支持。直到去世前夕，他还不忘叮嘱自己的两个儿子，一定要放弃在美国的职业，回国服务。梁启超曾经说容闳“舍忧国外，无他思想，无他事业也。 ”美国人特韦契耳也评论容闳说：“他从头到脚，身上每一根神经纤维都是爱国的。”7对于这些称誉，容闳是当之无愧的。Rong Hong (Yung Wing)1 Rong Hong, his literary mane Chunpu, was born in Xiangshan (now Zhongshan County), Guangdong Province in 1828 and died in 1912. He was an ardent patri
6、ot of modern China, a prominent social activist and a pioneer who encouraged learning from the west.2 Though Rong Hong was born into a poor peasants family, his father, in the hope of making him a comprador, managed to send him to a school in Macao set up and run by the British, for elementary educa
7、tion.3 In 1847, sponsored by some Americans and Englishmen then living in Hong Kong, he went to the United States and entered Monson Academy in Massachusetts. After he graduated from Monson, he took the entrance examinations and enrolled in the famous Yale University where he worked very hard, overc
8、oming difficulties in mathematics and shortage of funds and, finally, he got his bachelor degree with honors. He was the first Chinese ever to have graduated from an American university.4 Having lived and studied in the United States for many long years, he had adopted a lifestyle and developed a ma
9、keup totally different from that of his countrymen by the time he graduated from the university. But he never forgot he was a Chinese descendant and he cherished a deep love for his country. Upon graduation from Yale he was offered opportunities to stay in the United States but, urged by his desire
10、to apply what he had learned to the well-being of his motherland, he rejected the offers and returned to China.5 But Rong Hong returned only to find a poverty-stricken country under a corrupted government. The stark reality set him worrying about the future of his country and its people. He realized
11、, by the sharp contrast between China and the west, if China ever hoped to become a powerful and prosperous country, it had to learn from the west. He had two objectives that stood out in his mind then: firstly, China had to train talents equipped with a good knowledge of western culture and science
12、; secondly, it had to introduce advanced technology from the west to develop its national industry, communications and transportation. He began to run about, trying to seek possible means to this end. At that time Zeng Guofan, busy recruiting people for his westernization drive, issued an invitation
13、 to Rong Hong. In September 1863, Rong Hong went to Anqing and joined Zeng in his campaign.6 Rong Hong suggested to Zeng Guofan that a machinery plant be established and, as his suggestion coincided with Zengs idea of setting up a modern munitions factory in China, he authorized him with the mission
14、 of purchasing machines from abroad. In 1865 Rong Hong bought over one hundred sets of machines from the United States, which constituted the bulk of the equipment for Jiangnan General Manufacturing Bureau.7 Besides, he directed full attention to the training of people with western learning. Twice h
15、ad he suggested that the Qing government send students to study in the United States and, over the following few years, the Qing government, adopting his advice, sent 120 students on government funds and appointed Rong Hong as Vice Superintendent for overseas students affairs.8 In his late years Ron
16、g Hong settled in the United States, but his concern for the fate and future of his country was as intense as ever. He extended vigorous moral support to the bourgeois revolution under Dr. Sun Yat-sen. Till the late days of his life, he kept telling his two sons to quit their jobs in the United Stat
17、es and go back to China and work for hits welfare. The great scholar Mr. Liang Qichao once said, “He had no other thoughts and no other pursuits but concerns for his country.” An American once remarked, “Rong Hong has a sense of patriotism in every fiber, from head to foot.” He certainly deserves th
18、ese compliments.译文21 Rong Hong, also known as Chun Fu, was born in 1828 in todays Zhongshan County, Kuangdong Province and died in 1912. He was a famous patriot, an outstanding social activist and a proponent who advocates Western learning.2 He was born in a poor farmers family. To have him trained
19、to be a comprador, his father managed to send him to study in a British primary school in Macao.3 Under the auspices of some Americans and Englishmen in Hong Kong, Rong Hong went to study in Monson Academy in Massachusetts. After graduation he went on to study in the famous Yale University. There, h
20、e studied very hard. Although he had difficulties in mathematics and was short of funds, he finally got his bachelor degree cum laude. He was the first Chinese student who graduated from an American university.4 He lived and studied in America for many years, so when he graduated he had become quite
21、 different from his countrymen in living habits and temperament. But he never forgot he was a Chinese, and he loved his motherland as ever. To serve his own country with what he had learned, he refused suggestions to stay in America and left for China.5 But when he returned, he only saw a corrupt an
22、d decadent government and a poor country. Facing the reality, he was much concerned with/about/over his country and the people. Seeing the big differences between China and the West, he realized that China must learn from the West if it wanted to become strong and prosperous. He, then, had two propo
23、sals in his mind: first, China must educate its people on Western culture and science; second, China must introduce the advanced Western technology to develop its own industry, communications and transportation. He spared no effort to search for the best way to put his proposals into practice. It ha
24、ppened that Zeng Guofan, a high official of the Qing government, was enlisting talents for his westernization campaign. He sent an invitation to Hong Rong, who went to Anqing to serve under Zeng in Sept. 1863.6 Rong Hong proposed that Zeng build a machinery factory. Since this just agreed with Zengs
25、 plan, Zeng immediately authorized him to go abroad to buy machines from the western powers. In 1865, he bought more than 100 kinds of machines from the U.S , which met the basic needs of the Jiangnan General Manufacturing Bureau.7 Besides modern industry, Rong Hong also paid much attention to the t
26、raining of personnel of Western learning. He submitted two proposals to the Qing government, suggesting that the government send students to the United States. The government adopted his proposals and sent over 120 students to study abroad at governments funds, and he was appointed as vice-superinte
27、ndent for overseas students affairs.8评注：1 这是一篇描写人物的叙事性散文，它以平实的文字描述了容闳是怎样一位爱国者，字里行间流露出对这位热忱的爱国者和社会活动家的赞许。翻译时要注意把握文章的语言特点，尽量以朴实流畅的文字和简洁紧凑的结构来再现容闳这一爱国者的形象。翻译时要特别注意重组问题(rearrangement)。重组包括结构重组和逻辑重组。重组的原因可以归结为两种语言的差异，汉语常以简练之形蕴深刻内涵，故意合多于形合，多隐性衔接。各小句如竹节一般，主次模糊。而英语结构主次分明，轻重有序，多显性连接。2 两个译文都对这句话的结构进行了重组，将“号”提
28、前，而将出生地和出生日期合并，从而形成一个主干突出、结构紧凑、意义完整的陈述结构。3 译文1对这句话进行了逻辑重组，突出了句子前后部分之间的逻辑关系，即“尽管” 容闳出生在一个贫苦农民家庭，但他的父亲为了将其培养成买办，想方设法将他送到澳门读书。4 这里的孟松学校不能随便做音译，像这样有据可查的历史人物的经历，应当查找相关资料，进行回译。5 注意译文1中对这句话主从关系的处理。正如前面所讲的，汉语句子结构好比一根竹子，形状是一节一节的，每一节说明一件事情，而后连成一体，因此小句间常是并列关系。而英语句子结构则像是一棵树，有主干，有分支，主干、分支有机结合。因此，翻译时要选择最重要的信息作为主句，次要信息放在从句或分词短语结构中。6 翻译这句话时同样也是要注意主从关系的确定和句子结构的调整。7 如果能找到这位美国人说的原话最好，如实在不行，也只能自行翻译了
