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Text A Thinking as a Hobby（第2页）

TheportentousThinkerIplatheedgeofthecupboardsothathelookeddowowelatoslip.

[35]Grade-twothinking，thoughitfilledlifewithfu，dident.Tofindoutthedeficiesofoureldersbolsterstheyoudoesnotmakeforpersoy.Ifoundthatgradetwowasnotoopointouttradis.Ittooktheswimmersomedistaheshoreahere，outofhisdepth.IdecidedthatPontiusPilateicalgrade-twothiistruth?”

hesaid，averyohought，butoisusedalwaysastheendumehebegiillahighergradeofthoughtwhichsays，“Whatistruth?”

aofindit.

[36]Butthesegrade-ohinkerswerefewaheydidnotvisitmygrammarsthefleshthoughtheywerethereinbooks.IaspiredtothempartlybecauseIwasambitiousandpartlybeyhobbyasanunsatisfagifitwentnofurther.Ifyousetouttoclimbamountain，hhyouclimb，youhavefailedifyouotreachthetop.

[37]IdidmeetanundeniablygradeohinkerinmyfirstyearatOxford.IwaslookingoverasmallbridgeinMagdalenDeerPark，andatinymustadhattedfiguredstoodbymyside.HewasaGermanwhohadjustfledfromtheNazistoOxfordasatempe.Hisein.

[38]ButProfessorEinsteinkthattimeawermahim，tryioybeariiohattheEforhim.Itispossible—aomaketheadmission—thatIfelthereweretwograde-oandingsidebyside;yetIdoubtifmyfaorethanaformlessawe.IwouldhavegiveinandFrendagoodsliyEnglishfermantouweweredivided;hewasasinscrutableasmyheadmaster.Forperhapsfivemiogethere，undeniablegrade-ohinkerahlessaspirant.Withtruegreatness，ProfessorEihatanytactwasbetterthaedtoatrinmidstream.

[39]Hespoke:“Fisch.”

[40]Mybrainreeled.HereIwas，minglingwiththegreat，ahelplessastheveriestgrade-threethielyIsnbywhichImightveythatI，too，reveredpurereason.Ily.InabrilliantflashIuseduphalfofmyGermanvocabulary.“Fisch.Ja.Ja.”

[41]Forperhapsanotherfivemioodsidebyside.ThenProfessorEinstein，hiswholefigurestillggoodwillandamiability，driftedawayoutofsight.

[42]I，too，wouldbeagrade-ohinker.Iwasirrelevaoftimes.Politidreligioussystems，sos，loyaltiesandtraditions，theyallcametumblingdownlikesomanyrotteree.Thiswasafinehobbyandaseuteforcriceyoucouldplayitalltheyearrouheendwithwhatmustalwaysremaiififrade-ohinking，itssign，seal，andcharter.Idevisedatsystemf.Itwasamoralsystem，hollylogical.Ofcourse，asIreadilyadmitted，oftheworldtomywayofthinkingmightbedifficemysystemdidawaywitharifles，suchasbigbusiralizedgover，armies，marriage...

[43]ItwasRuthallain.Ihadsoodfriendswhostoodbyme，andstilldo.Butmyaished，takingthegirlswiththem.Youngwomenseemedoddlytedwiththeworldasitwas.Theyvaluedthemeaninglessywitharing.Youngmen，whilewillingtocedethegsordidnesse，werehesitantaboutabandoningtheanizationswhichtheyhopedwouldgivethemacareer.AyoungmarungoftheRoyalNavy，whileperfectlyagreeabletodoingawaywithbigbusinessandmarriage，gotasred-neckedasMr.HoughtonwhenIproposedaworldwithoutanybattleshipsinit.

[44]Hadthegamegooofar?Wasitagameahoseprewardays，Istoodtoloseagreatdeal，forthesakeofahobby.

[45]NoegmetodescribehowIsawthefollyofmywaysaothewarm，whereprejudicesaresoofteies，wherepoiionsarehallowedintobyrepetition，wherewearettosayedoisfeel.

[46]Butyouw.Idroppedmyhobbyandturnedprofessional.

[47]IfIweretogobacktotheheadmaster’sstudyandfiatuettesstillthere，Iwethemdifferently.IwoulddustVenusandputheraside，forIhaveetoloveherahefairthiIwouldputtheThinker，sunkihought，wheretherewereshadowsbeforehim—andathisback，Iwouldputtheleopard，croudreadyt.

AfterYouRead

KnowledgeFocus

1.Pairwork:Discussthefollowiionswithyourpartner.

1）Howdidtheauthoretokofthinking?

2）Whatstatuettesdidheseeier’sstudy?Howdidhedescribethem?

3）Whatdoeseachstatuettesymbolize?

4）Washesatisfiedwithhisteachers’wayofedughimorthestudents?Whyorwhynot?

5）WhowasRuth?eweeheauthor?

6）rofessorEinsteiinfluencedidhehaveohor?

7）Howmahihereagtotheauthor?Whatarethecharacteristicsofeachtype?

8）Whichgradeofthihor?Why?

9）Whatisthethemeofthenarrativeessay?Whatisthemainidea?

10）NoteGolding’swit.Dohissenseofhumorandtheusedeviceshelphimachievehispurposeinthisessay?Givesomeexamples.

2.pletethefolloroperwords.

Thistext，withastrongtoneof1）isahatexplaiof2）levelsofthinkingahorcameupwiththis>

Itstartswithhis3）whenhewasbaelementarysdhadsome4）teachers.Heiredbyafeashisprincipal’soffice.Theprincipalwasohosewhowould6）ohingbutbehaveoraawaythatdoeshwhattheyclaim.Thesearegrade-threethinkers.

&extshiftstothenarrator’s7）years，henhehadarathermilddiswithhisgirlfriendabouttheir8）beliefs.Thistypethatincludeshisgirlfriendisdescribedasgrade-twothiheyorethahinkinaway.Hrade-twothinkersaremerelysarcasticthatpointouttheparadoxihidohertothinkofany9）.

&herearethesegrade-ohinkerswhoaretruly10）atthinkingandonawholenewlevelparedtotherest.Theauthordescribeshimselfasoheseveryfewaweehinkerswhoask12）aofindtheanswers.

&herthefollowithi）orfalse（F）agtotheauthor.

____1）Theauthrade-threethinkingismainlyshowninhisignoranhewasachild.

____2）Totheheadmaster，thethreestatuettesmeaureandthoughtrespectively.

____3）Theauthladthatthepiousladypersonallytaughthimagreattruthinthinking.

____4）Theauthhtthatgrade-threethinkerswerenumerousandmustn’tbeoverlooked.

____5）Becauseofgrade-twothihorbecameseparatedfromotherpeoplewhrade-threethinkers.