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经典短篇文章 经典短篇文章朗诵

1、纺织娘说：“玫瑰花，我要告诉你一个秘密，我们昆虫到了成虫阶段，生命只有几个月时间。

2、当初鼓励你勇敢生活的是我的奶奶，奶奶答应你，在你开花时来看你。

3、为了这个，她在临终时，把她的托付给我妈妈，一年后，妈妈离去时，又把奶奶向你的托付给我。

4、我知道你今年开花了，特地赶来代表奶奶看望你，向你祝贺，兑现奶奶许下的诺言，完成妈妈托付的事。

5、”经典的文字阅读总能给我们带来诸多的感受，以下是我整理的世界经典短篇英语散文，欢迎参考阅读！当青春的藤蔓缠绕进高三的天空，当岁月的年轮雕刻下高三的印记，当奋进的号角再一次嘹亮响起，便注定那场悬梁刺股的磨炼从此开始。

6、The Pleasure of Reading玫瑰花听了，感动得泪流满面。

7、All the wisdom of the ages, all the stories that he delighted mankind for centuries, are easily and cheaply ailable to all of us within the covers of bo oks but we must know how to ail ourselves of this treasure and how to get the most from it. The most unfortunate people in the world are those who he nr discovered how satisfying it is to read good books.I am most interested in people, in them and finding out about them. Some of the most remarkable people I've met existed only in a writer's imagination, then on the pages of his book, and then, again, in my imagination. I've found in boo ks new friends, new societies, new words.If I am interested in people, others are interested not so much in who as i n how. Who in the books includes rybody from science fiction superman two dred centuries in the future all the way back to the first figures in history. H ow covers rything from the ingenious explanations of Sherlock Holmes to the d iscoveries of science and ways of teaching mannner to children.Reading is pleasure of the mind, which means that it is a little like a sport: your eagerness and knowledge and quickness make you a good reader. Reading is fun, not because the writer is ling you soming, but because it makes your mind work. Your own imagination works along with the author's or n goes beyo nd his. Your experience, compared with his, brings you to the same or different conclusions, and your ideas dlop as you understand his.Every book stands by itself, like a one family house, but books in a librar y are like houses in a city. Although they are separate, toger they all add u p to soming, they are connected with each other and with other cities. The sa me ideas, or related ones, turn up in different places; the human problems that repeat themselves in life repeat themselves in literature, but with different so lutions according to different writings at different times. Books influence each other; they link the past, the present and the future and he their own genera tions, like families. Wherr you start reading you connect yourself with one o f the families of ideas, and in the long run, you not only find out about the wo rld and the people in it; you find out about yourself, too.Reading can only be fun if you expect it to be. If you concentrate on books somebody ls you you “ought” to read, you probably won't he fun. But if you put down a book you don't like and try another till you find one that means som ing to you, and then relax with it, you will almost certainly he a good tim e — and if you become, as a result of reading, better, wiser, kinder, or more g entle, you won't he suffered during the process.The Delights of BooksJohn LubbockBooks are to mankind what memory is to the individual. They contain the hist ory of our race, the discoveries we he made, the accumulated knowledge and exp erience of ages; they picture for us the marvels and beauties of nature; us in our difficulties, comfort us in sorrow and in suffering, change hours of wea riness into moments of delight, store our minds with ideas, fill them with good and happy thoughts, and lift us out of and above ourselves.When we read we may not only be kings and live in palaces, but, what is far better, we may transport ourselves to the mountains or the seashore, and visit t he most beautiful parts of the earth, without fatigue, inconvenience, expense. P recious and prless are the blessing, which the books scatter around our daily paths. We walk, in imagination, with the noblest spirits, through the most subl ime and enchanting regions.Macaulay had wealth and fame, rank and power, and yet he ls us in his bio graphy that he owed the happiest hours of his life to books. In a charming lette r to a little girl, he says: “If any one would make me the greatest king that e ver lived, with palaces and gardens and fine dinners,and wines and coaches, and beautiful clothes, and dreds of servants, on condition that I should not read books, I would not be a king. I would rather be a poor man in garret with plent y of books than a king who did not love reading.”On ReadingArnold BennettThe appearance today of the first volume of a new edition of Boswell's Johns on, edited by Augustine Birrell, reminds me once again that I he read but litt le of that work. Does there, I wonder, exist a being who has read all, or approx imay all, that the person of erage culture is suped to he read, and th at not to he read is a social sin? If such a being does exist, surely he is an old, a very old man, who has read steadily that which he ought to he read 16 hours a day, from early infancy.I cannot recall a single author of whom I he read rything — n of Ja ne Austen. I he nr seen Susan and The Watsons, one of which I he been tol d is superlatively good. Then there are large tracts of Shakespeare, Bacon, Spen ser, nearly all Chaucer, Congr, Dryden, Pope, Swift, Sterne, Johnson, Scott, Coleridge, Shelley, Byron, Edgeworth, Ferrier, Lamb, Leigh Hunt, Wordsworth (nea rly all), Tennyson, Swinbume, and Brontes, George Eliot, W. Morris, George Mered ith, Thomas Hardy, Sage Landor, Thackeray, Carlyle—in fact ry classical au thor and most good modern authors, which I he nr n overlooked. A list of the pieces I he not read would fill a volume. With only one author can I call myself familiar, Jane Austen. With Keats and Stnson, I he an acquain tance. So far of English. Of foreign authors I am familiar with Maupassant and the Goncourts. I he yet to finish Don Quixote!Nrtheless I cannot accuse myself of default. I he been extremely fond o f reading since I was 20, and since I was 20 I he read practically nothing (sa ve professionally, as a literary critic) but what was “right”. My leisure has b een moderate, my desire strong and steady, my taste in selection certainly above the erage, and yet in 10 years I seem scarcely to he made an impression upo n the intolerable multitude of volumes which “ryone is suped to he read ”.On EducationAlfred North WhiteheadEducation is the acquisition of the art of the utilization of knowledge.This is an art very, difficult to impart.Whenr a text book is written of real ed ucational worth, you may be quite certain that some reviewer will say that it will be difficult to teach from it. Of course it will be difficult to teach from it. If it were easy, the book ought to be burned; for it cannot be educational. I n education, as elsewhere, the broad primrose path leads to a nasty place. This evil path is represented by a book or a set of lectures which will practically e nable the student to learn by heart all the questions likely to be asked at the next external examination. And I may say. in passing that no educational is sible unless ry question, directly asked of a pupil at any examination is either framed or modified by the actual teacher of that pupil in that subject ……I appeal to you, as practical teachers. With good discipline, it is always p ossible to pump into the minds of a class a certain quantity of inert knowledge. You take a text book and make them learn it. So far, so good. The child then k nows how to solve a quadratic equation. But what is the point of teaching a chil d to solve a quadratic equation? There is a traditional answer to this question. It runs thus: The mind is an instrument, you first sharpen it, and then use it; the acquisition of the power of solving a quadratic equation is part of the pro cess of sharpening the mind. Now there is just enough truth in this answer to ha ve made it live through the ages. But for all its half truth, it embodies a rad ical error which bids fair to stifle the genius of the modern world. I do not kn ow who was first responsible for this ogy of the mind to a dead instrument. For aught I know, it may he been one of the sn wise men of Greece, or a com mittee of the whole lot of them. Whor was the originator, there can be no dou bt of the authority which it has acquired by the continuous approval bestowed up on it by eminent persons.But whatr its weight of authority, whatr the high approval which it can quote, I he no hesitation in denouncing it as one of the most fatal, erroneous, and erous conceptions r introduced into the theo ry of education. The mind is nr passive; it is a perpetual activity, delicate , receptive, responsive to stimulus.You cannot tpone its life until you he sharpened it. Whatr interest attaches to your subject matter must be evoked hele and now; whatr powers you are strengthening in the pupil, must be exe rcised here and now; whatr sibilities of mental life your teaching should impart, must be exhibited here and now.That is the golden rule of education, and a very difficult rule to follow.The difficulty is just this: the apprehension of general ideas, inlectual habits of mind, and pleasurable interest in mental achiment can be evoked by no form of words, howr accuray adjusted. All practical teachers know that education is a patient process of the y of details, minute by minute, ho by hour, day by day.There is no royal roads to learning through an airy path o f brilliant generalizations.There is a proverb about the difficulty of seeing th e wood because of the trees. That difficulty is exatly the point which I am enfo rcing. The problem of education is to make the pupil see the wood by means of th e trees.…Again, there is not one course of study which merely gives general culture, and another which gives special knowledge. The subjects pursued for the sake of a general education are special subjects specially studied; and, on the other ha nd, one of the ways of encouraging general mental activity is to foster a specia l devotion. You may not divide the seamless coat of learning. What education has to impart is an intimate sense for the power of ideas, for the beauty of ideas, and for the structure of ideas toger with a particular body of knowledge whi ch has peculiar reference to the life of the being sessing it.The appreciation of the structure of ideas is that side of a cultured mind w hich can only grow under the influence of a special study. I mean that eye for t he whole chess board, for the bearing of one set of ideas on another.Nothing bu t a special study can give any appreciation for the exact formulation of general ideas, for their relations when formulated, for their serv in the comprehens ion of life. A mind so disciplined should be both more abstract and more concret e. It has been trained in the comprehension of abstract thought and in the y sis of facts.On Education。

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