Chapter XVIII
第十八章
In October, 1896, I entered the Cambridge School for Young Ladies, to be prepared for Radcliffe.
1896年10月，我进入剑桥女子学院学习，这也是为迈入拉德克利夫学院做准备。
When I was a little girl, I visited Wellesley and surprised my friends by the announcement, "Some day I shall go to college--but I shall go to Harvard!" When asked why I would not go to Wellesley, I replied that there were only girls there. The thought of going to college took root in my heart and became an earnest desire, which impelled me to enter into competition for a degree with seeing and hearing girls, in the face of the strong opposition of many true and wise friends. When I left New York the idea had become a fixed purpose; and it was decided that I should go to Cambridge. This was the nearest approach I could get to Harvard and to the fulfillment of my childish declaration.
当我还是个小姑娘的时候，曾去韦尔斯利参观。当时，我的宣言令我的朋友们为之一惊：“将来我也会上大学——但是要上就上哈佛大学！”于是他们问我为什么不选择韦尔斯利学院，而我却回答说那所学院里只有女生。从那时起，上大学的念头就在我心里扎下了根，进而变为一种坚定不移的愿望。可以说，这种愿望激励着我迈入学位争夺战的行列，而我的对手是一些能看能听、耳目俱全的女孩子。当然，我也要面对身边那些明智而现实的朋友们的强烈反对。在我离开纽约的时候，上大学的想法已变成不可动摇的既定目标，因此我下定决心前往剑桥。可以说，这是为实现我上哈佛的童年宣言而选择的最接近目标的一条路。
At the Cambridge School the plan was to have Miss Sullivan attend the classes with me and interpret to me the instruction given.
根据剑桥女子学院的安排，苏立文小姐将同我一起上课并负责为我翻译授课的内容。
Of course my instructors had had no experience in teaching any but normal pupils, and my only means of conversing with them was reading their lips. My studies for the first year were English history, English literature, German, Latin, arithmetic, Latin composition and occasional themes. Until then I had never taken a course of study with the idea of preparing for college; but I had been well drilled in English by Miss Sullivan, and it soon became evident to my teachers that I needed no special instruction in this subject beyond a critical study of the books prescribed by the college. I had had, moreover, a good start in French, and received six months' instruction in Latin; but German was the subject with which I was most familiar.
当然，我的导师没有任何教授残疾学生的经验，所以，我与老师和同学们交流的唯一手段就是唇读。我第一学年学习的课程包括英国历史、英国文学、德语、拉丁文、算术、拉丁文写作和一些临时性课程。即便是那时，我也从来没有想过自己会为上大学做学业准备，但不管怎么说，在英语方面，我已经接受过苏立文小姐很好的训练。因此，我的学院老师很快就发现，对于那些指定课本，我并不需要特别的传授。此外，我在法语学习上的起点也很高，而德语更是我再熟悉不过的科目，所以，在最初的六个月当中，我用心学习的只有拉丁文。
In spite, however, of these advantages, there were serious drawbacks to my progress. Miss Sullivan could not spell out in my hand all that the books required, and it was very difficult to have textbooks embossed in time to be of use to me, although my friends in London and Philadelphia were willing to hasten the work. For a while, indeed, I had to copy my Latin in braille, so that I could recite with the other girls. My instructors soon became sufficiently familiar with my imperfect speech to answer my questions readily and correct mistakes. I could not make notes in class or write exercises; but I wrote all my compositions and translations at home on my typewriter.
尽管具备了这些优势，但是一些很严重的障碍仍对我的学业造成了影响。苏立文小姐不可能把所有指定的书籍在我手上拼写出来。尽管我在伦敦和费城的朋友们正在不遗余力地制作盲文书籍，但是，将这些课本转换成浮雕文字以解我的燃眉之急，这实在是一件极其困难的事。因此，我不得不将拉丁文誊写成布莱叶盲文，这样我就能和其他女孩一起背诵课文了。我的导师们很快就熟悉了我那不完美的语音，而且能迅速地解答我的问题并纠正我的错误。虽然我不在课堂上记笔记或者做练习，但是我会把所有的作文和（盲文）翻译用家里的打字机完成。