萬(wàn)圣節(jié)的由來(lái)(英文版)
萬(wàn)圣節(jié)的由來(lái)--中英雙語(yǔ)/r/n
羅伯特·布里奇 Robert Bridges - A School Portrait/r/n
我已有多年未訪問(wèn)伊頓公學(xué);當(dāng)有一天從Fellow’s Library [1] 經(jīng)過(guò)進(jìn)入陳列室時(shí)，我看到我的校友Digby Dolben [2] 的肖像與我們這個(gè)時(shí)代最卓越的人的肖像掛在了一起。我完全被吸引住了，而當(dāng)我駐足凝視它時(shí)，我的同伴問(wèn)我是否知道他是誰(shuí)。我想，除了幾個(gè)我記得起名字的人之外，我?guī)缀跻欢ㄊ俏ㄒ恢赖娜肆恕Ｉ倌陼r(shí)代的遙遠(yuǎn)記憶就像才發(fā)生一樣向我簇?fù)矶鴣?lái)：他又一次站在我身旁，年輕、躊躇滿志;我仿佛能聽(tīng)到他的聲音，他一點(diǎn)也沒(méi)變;然而，當(dāng)我被關(guān)于他的時(shí)間之霧包圍時(shí)，我好奇他會(huì)怎么想，他是否知道在他去世30年后的這一刻，他的記憶會(huì)因此得以保存并受人敬仰，就在這所名校中，在他微妙的靈魂一度被奇怪地困擾的地方。/r/n
這個(gè)老伊頓學(xué)生肖像的陳列館中掛出的肖像是經(jīng)過(guò)精挑細(xì)選的：出身顯赫、品格高貴可以為你在那贏得一個(gè)席位，或者在畢業(yè)后與學(xué)校有官方上的聯(lián)系——他們熱衷于維持師生之間不變的全景畫(huà)，熱衷于讓那些與繼承學(xué)校傳統(tǒng)的面貌形象有關(guān)的校史記錄保持鮮活。但，Dolben的肖像為什么會(huì)在那呢?因?yàn)樗且粋�(gè)詩(shī)人?——這我知道，但他的詩(shī)歌鮮為人知，都被家人和少數(shù)幾個(gè)朋友小心翼翼地保存了起來(lái)。即使這些數(shù)量稀少的作品能入得了負(fù)責(zé)挑選肖像的權(quán)威人士的法眼，也并不足以讓他名列其中。還有另外一個(gè)原因，肖像就是一種證明的效力，或許你無(wú)法看出他是詩(shī)人，但你卻可以看到圣人的特質(zhì)：靈魂沉浸于深思、純潔無(wú)暇、對(duì)崇高理想滿懷熱情與獻(xiàn)身精神。這樣的特征一定使他在同齡人中出類(lèi)拔萃;他的生活經(jīng)歷足以讓我們相信他是一位天賦秉異的才人。而當(dāng)他的英年早逝洗凈了記憶的塵埃并喚醒了世人的愛(ài)慕之時(shí)，吝愛(ài)的悲憫將會(huì)慷慨的賦予他未曾擁有的桂冠。/r/n
注：/r/n
[1] Fellow’s Library位于劍橋大學(xué)耶穌學(xué)院，建于1676-77 年。/r/n
[2] Digby Dolben，羅伯特·布里奇的堂兄弟，英國(guó)詩(shī)人，于1867年6月28日溺水而卒。 Robert Bridges 譯文賞析：/r/n
1、原文：“Far memories of my boyhood were crowding freshly upon me: he was standing again/r/n
beside me in the eager promise of his youth�！�/r/n
譯文：“少年時(shí)代的遙遠(yuǎn)記憶就像才發(fā)生一樣向我簇?fù)矶鴣?lái)：他又一次站在我身旁，年輕、躊躇滿志。“/r/n
這句翻譯的很好。首先，作者把 ”freshly“ 譯為”像才發(fā)生一樣“，而我認(rèn)為這一點(diǎn)比劉士聰先生譯為”鮮活地涌進(jìn)“更為合理。在漢語(yǔ)里用“鮮活地”顯得很奇怪，因?yàn)椤磅r活地”修飾后面的動(dòng)作“涌進(jìn)”，涌進(jìn)不能說(shuō)是“鮮活”，只能說(shuō)是“迅速地”或者“大量地”。其次，”in the eager promise of his youth”譯為“年輕、躊躇滿志”也很巧妙。譯者并沒(méi)有死板得按照英文的語(yǔ)法順序，而事實(shí)上這樣做也根本行不通。把 ”youth” 譯為漢語(yǔ)中的“年輕”，名詞轉(zhuǎn)化為形容詞，而“eager promise”在理解意義的基礎(chǔ)上找出對(duì)應(yīng)的漢語(yǔ)四字結(jié)構(gòu)，既語(yǔ)義準(zhǔn)確，又沒(méi)有丟掉英文的文筆。劉士聰先生譯為“煥發(fā)著青春的風(fēng)采”，顯得有些平淡無(wú)味。/r/n
2、原文：while I, wrap from him in a confused mist of time, was wondering what he would think, could he know that at this actual moment he would have been dead thirty years, and that his memory would be thus preserved and honored in the beloved school, where his delicate spirit had been so strangely troubled./r/n
譯文：然而，當(dāng)我被關(guān)于他的時(shí)間之霧包圍時(shí)，我好奇他會(huì)怎么想，他是否知道在他去世30年后的這一刻，他的記憶會(huì)因此得以保存并受人敬仰，就在這所名校中，在他微妙的靈魂一度被奇怪地困擾的地方。/r/n
我認(rèn)為這部分翻譯的有失妥當(dāng)，可以參照劉士聰先生譯文：“同時(shí)我在尋思著，因?yàn)榕c他之間相隔一段宛若迷霧的年月，假如他知道在這一時(shí)刻他已經(jīng)死了三十年，他可愛(ài)的母校在以這樣的方式紀(jì)念他，給他這樣高的榮譽(yù)，而他上學(xué)時(shí)，他脆弱的心靈曾經(jīng)莫名其妙地?zé)⿶肋^(guò)，他會(huì)作怎樣的感想呢?”/r/n
試譯：而我與他相隔迷霧般縈繞的時(shí)間，尋思如果他知道此時(shí)他已逝世三十年，并被他所深?lèi)?ài)的母�！拇嗳蹯`魂曾感受無(wú)端困惑的地方——緬懷和敬仰，他會(huì)怎么想。/r/n
3、原文：which right loves to keep up an unbroken panorama of its teachers, and to vivify its annals with the faces and figures of the personalities who carried on its traditions./r/n
譯文：他們熱衷于維持師生之間不變的全景畫(huà)，熱衷于讓那些與繼承學(xué)校傳統(tǒng)的面貌形象有關(guān)的校史記錄保持鮮活。/r/n
這一句話譯者自己也沒(méi)有理解原文意思，所以翻譯出來(lái)就更加抽象難懂。可以參照劉士聰譯文：“而校方也希望完整地再現(xiàn)教師隊(duì)伍的全貌，使那些保持了學(xué)校傳統(tǒng)的名人形象構(gòu)成的校史有生氣�！�/r/n
【相關(guān)文章】The History Halloween 萬(wàn)圣節(jié)的神秘起源/r/n
Halloween is on October 31st, the last day of the Celtic calendar. It was originallya paganholiday, honoring the dead. Halloween was referred to as All Hallows Eve and dates back to over 2000 years ago. 10月31日是萬(wàn)圣節(jié)，這也是凱爾特歷的最后一天。萬(wàn)圣節(jié)起初是一個(gè)異教徒的節(jié)日，紀(jì)念死去的人。萬(wàn)圣節(jié)源于圣徒日前夜，始于2000多年前。 All Hallows Eve is the evening before All Saints Day, which was created by Christians to convertpagans, and is celebrated on November 1st. The Catholic church honored saints on this designated day./r/n
圣徒日前夜是圣徒日的前一天晚上，圣徒日在11月1日，是基-督徒開(kāi)創(chuàng)的節(jié)日，用來(lái)勸說(shuō)異教徒皈依基-督，天主教堂在這一天紀(jì)念圣徒們。/r/n
The Origin of Halloween/r/n
萬(wàn)圣節(jié)的起源/r/n
While there are many versions of the origins and old customs of Halloween, some remain consistentby all accounts. Different cultures view Holloween somewhat differently but traditional Halloween practices remain the same./r/n
盡管關(guān)于萬(wàn)圣節(jié)的起源和舊俗有很多不同的看法，但有一些是被所有人接受的。不同文化看待萬(wàn)圣節(jié)總是有點(diǎn)不同，但是傳統(tǒng)的萬(wàn)圣節(jié)做的事情都是一樣的。/r/n
Halloween culture can be traced back to the Druids, a Celtic/r/n
culture in Ireland, Britain and Northern Europe. Roots lay in the feastof Samhain, which was annually on October 31st to honor the dead./r/n
萬(wàn)圣節(jié)文化可以追溯到德魯伊教，這是一種愛(ài)爾蘭、北歐和英國(guó)的凱爾特文化，根植于Samhain節(jié)的慶祝活動(dòng)，Samhain節(jié)于每年的10月31日紀(jì)念逝者。/r/n
Samhain signifies "summers end" or November. Samhain was a harvest festival with huge sacred bonfires, marking the end of the/r/n
Celtic year and beginning of a new one. Many of the practices involved in this celebration were fed on superstition./r/n
Samhain節(jié)說(shuō)明夏天結(jié)束或者十一月，是一個(gè)豐收的節(jié)日。在Samhain節(jié)會(huì)燃起神圣巨大的篝火，標(biāo)志著凱爾特一年的結(jié)束和新一年的開(kāi)始。一些做法因?yàn)槊孕疟患尤霊c祝活動(dòng)中。/r/n
The Celts believed the souls of the dead roamed the streets and villages at night.
Since not all spirits were thought to be friendly, gifts and treats were left out to pacifythe evil and ensure next years crops would be plentiful. This custom evolved into trick-or-treating./r/n
凱爾特人相信死者的靈魂會(huì)在夜里出沒(méi)在街道和村莊 。因?yàn)樗麄冋J(rèn)為不是所有的靈魂都是友善的，所以就把禮物和好吃的留在外面安慰惡靈來(lái)確保來(lái)年的莊稼可以豐收。這種習(xí)俗演變成了trick-or-treating。
萬(wàn)圣節(jié)的由來(lái)--中英雙語(yǔ)
羅伯特·布里奇 Robert Bridges - A School Portrait
I had not visited Eton for many years, when one day passing from the Fellow’s Library into the Gallery I caught sight of the portrait of my school-friend Digby Dolben hanging just without the door among our most distinguished contemporaries. I was wholly arrested, and as I stood gazing on it, my companion asked me if I knew who it was. I was thinking that, beyond a few whom I could name, I must be almost the only person who would know. Far memories of my boyhood were crowding freshly upon me: he was standing again beside me in the eager promise of his youth; I could hear his voice; nothing of him was changed; while I, wrap from him in a confused mist of time, was wondering what he would think, could he know that at this actual moment he would have been dead thirty years, and that his memory would be thus preserved and honored in the beloved school, where his delicate spirit had been so strangely troubled.
This portrait-gallery of old Etonians is very se-le-ct: preeminent distinction of birth or merit may win you a place there, or again official connection with the school, which right loves to keep up an unbroken panorama of its teachers, and to vivify its annals with the faces and figures of the personalities who carried on its traditions. But how came Dolben there? It was because he was a poet, --that I knew;--and yet his poems were not known they were jealously guarded by his family and a few friends: indeed such of his poems as could have come to the eyes of the authorities who sanctioned this memorial would not justify it. There was another reason; and the portrait bears its won credentials; for though you might not perhaps divine the poet in it, you can see the saint, the soul rapt in contemplation, the habit of stainless life, of devotion, of enthusiasm for high ideals. Such a being must have stood out conspicuously among his fellows; the facts of his life would have been the ground of the faith in his genius; and when his early death endeared and sanctified his memory, loving grief would generously grant him the laurels which he had never worn.
我已有多年未訪問(wèn)伊頓公學(xué)；當(dāng)有一天從Fellow’s Library [1] 經(jīng)過(guò)進(jìn)入陳列室時(shí)，我看到我的校友Digby Dolben [2] 的肖像與我們這個(gè)時(shí)代最卓越的人的肖像掛在了一起。我完全被吸引住了，而當(dāng)我駐足凝視它時(shí)，我的同伴問(wèn)我是否知道他是誰(shuí)。我想，除了幾個(gè)我記得起名字的人之外，我?guī)缀跻欢ㄊ俏ㄒ恢赖娜肆�。少年時(shí)代的遙遠(yuǎn)記憶就像才發(fā)生一樣向我簇?fù)矶鴣?lái)：他又一次站在我身旁，年輕、躊躇滿志；我仿佛能聽(tīng)到他的聲音，他一點(diǎn)也沒(méi)變；然而，當(dāng)我被關(guān)于他的時(shí)間之霧包圍時(shí)，我好奇他會(huì)怎么想，他是否知道在他去世30年后的這一刻，他的記憶會(huì)因此得以保存并受人敬仰，就在這所名校中，在他微妙的靈魂一度被奇怪地困擾的地方。
這個(gè)老伊頓學(xué)生肖像的陳列館中掛出的肖像是經(jīng)過(guò)精挑細(xì)選的：出身顯赫、品格高貴可以為你在那贏得一個(gè)席位，或者在畢業(yè)后與學(xué)校有官方上的聯(lián)系——他們熱衷于維持師生之間不變的全景畫(huà)，熱衷于讓那些與繼承學(xué)校傳統(tǒng)的面貌形象有關(guān)的校史記錄保持鮮活。但，Dolben的肖像為什么會(huì)在那呢？因?yàn)樗且粋�(gè)詩(shī)人？——這我知道，但他的詩(shī)歌鮮為人知，都被家人和少數(shù)幾個(gè)朋友小心翼翼地保存了起來(lái)。即使這些數(shù)量稀少的作品能入得了負(fù)責(zé)挑選肖像的權(quán)威人士的法眼，也并不足以讓他名列其中。還有另外一個(gè)原因，肖像就是一種證明的效力，或許你無(wú)法看出他是詩(shī)人，但你卻可以看到圣人的特質(zhì)：靈魂沉浸于深思、純潔無(wú)暇、對(duì)崇高理想滿懷熱情與獻(xiàn)身精神。這樣的特征一定使他在同齡人中出類(lèi)拔萃；他的生活經(jīng)歷足以讓我們相信他是一位天賦秉異的才人。而當(dāng)他的英年早逝洗凈了記憶的塵埃并喚醒了世人的愛(ài)慕之時(shí)，吝愛(ài)的悲憫將會(huì)慷慨的
賦予他未曾擁有的桂冠。
注：
[1] Fellow’s Library位于劍橋大學(xué)耶穌學(xué)院，建于1676-77 年。
[2] Digby Dolben，羅伯特·布里奇的堂兄弟，英國(guó)詩(shī)人，于1867年6月28日溺水而卒。 Robert Bridges 譯文賞析：
1、原文：“Far memories of my boyhood were crowding freshly upon me: he was standing again
beside me in the eager promise of his youth�！�
譯文：“少年時(shí)代的遙遠(yuǎn)記憶就像才發(fā)生一樣向我簇?fù)矶鴣?lái)：他又一次站在我身旁，年輕、躊躇滿志�！�
這句翻譯的很好。首先，作者把 ”freshly“ 譯為”像才發(fā)生一樣“，而我認(rèn)為這一點(diǎn)比劉士聰先生譯為”鮮活地涌進(jìn)“更為合理。在漢語(yǔ)里用“鮮活地”顯得很奇怪，因?yàn)椤磅r活地”修飾后面的動(dòng)作“涌進(jìn)”，涌進(jìn)不能說(shuō)是“鮮活”，只能說(shuō)是“迅速地”或者“大量地”。其次，”in the eager promise of his youth”譯為“年輕、躊躇滿志”也很巧妙。譯者并沒(méi)有死板得按照英文的語(yǔ)法順序，而事實(shí)上這樣做也根本行不通。把 ”youth” 譯為漢語(yǔ)中的“年輕”，名詞轉(zhuǎn)化為形容詞，而“eager promise”在理解意義的基礎(chǔ)上找出對(duì)應(yīng)的漢語(yǔ)四字結(jié)構(gòu)，既語(yǔ)義準(zhǔn)確，又沒(méi)有丟掉英文的文筆。劉士聰先生譯為“煥發(fā)著青春的風(fēng)采”，顯得有些平淡無(wú)味。
2、原文：while I, wrap from him in a confused mist of time, was wondering what he would think, could he know that at this actual moment he would have been dead thirty years, and that his memory would be thus preserved and honored in the beloved school, where his delicate spirit had been so strangely troubled.
譯文：然而，當(dāng)我被關(guān)于他的時(shí)間之霧包圍時(shí)，我好奇他會(huì)怎么想，他是否知道在他去世
30年后的這一刻，他的記憶會(huì)因此得以保存并受人敬仰，就在這所名校中，在他微妙的靈魂一度被奇怪地困擾的地方。
我認(rèn)為這部分翻譯的有失妥當(dāng)，可以參照劉士聰先生譯文：“同時(shí)我在尋思著，因?yàn)榕c他之間相隔一段宛若迷霧的年月，假如他知道在這一時(shí)刻他已經(jīng)死了三十年，他可愛(ài)的母校在以這樣的方式紀(jì)念他，給他這樣高的榮譽(yù)，而他上學(xué)時(shí)，他脆弱的心靈曾經(jīng)莫名其妙地?zé)⿶肋^(guò)，他會(huì)作怎樣的感想呢？”
試譯：而我與他相隔迷霧般縈繞的時(shí)間，尋思如果他知道此時(shí)他已逝世三十年，并被他所深?lèi)?ài)的母�！拇嗳蹯`魂曾感受無(wú)端困惑的地方——緬懷和敬仰，他會(huì)怎么想。
3、原文：…which right loves to keep up an unbroken panorama of its teachers, and to vivify its annals with the faces and figures of the personalities who carried on its traditions.
譯文：他們熱衷于維持師生之間不變的全景畫(huà)，熱衷于讓那些與繼承學(xué)校傳統(tǒng)的面貌形象有關(guān)的校史記錄保持鮮活。
這一句話譯者自己也沒(méi)有理解原文意思，所以翻譯出來(lái)就更加抽象難懂�？梢詤⒄談⑹柯斪g文：“而校方也希望完整地再現(xiàn)教師隊(duì)伍的全貌，使那些保持了學(xué)校傳統(tǒng)的名人形象構(gòu)成的校史有生氣�！�
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