250 請幫我修辭及訂正錯誤


and the Prince was left on

― 250 ―

his own at a large establishment with no authority figure and no companions but eunuchs and palace ladies. What could he learn in these surroundings?

而且王子被單獨留下在一個龐大的住宅中沒有官方人物, 沒有同伴, 除了太監與宮女之外. 在這些環境之下他能學到什麼?

At about this time, a barrier imperceptibly began to grow between father and son; Prince Sado began to fear his father, while His Majesty started to feel apprehensive over the way his son was developing, fearing that the Prince might be acquiring traits of which he did not approve. To make matters worse, their personalities differed drastically. His Majesty was articulate, bright, benevolent, and kind. He was penetrating in observation and quick of comprehension. Prince Sado, on the other hand, was reticent and slow, deliberate of movement. His vessel of virtue was immense; yet he was in every way as unlike as one could be from his father. For example, when His Majesty asked him the most ordinary questions, the Prince answered very slowly and hesitantly. In exchanges on more weighty matters such as fatherly questions on the book that the Prince was studying, the Prince was far worse. It was not that he did not have opinions or views; he was just too worried that his answer might be wrong or foolish. He deliberated upon all the alternatives, and so it took a long time before he said anything that resembled an answer. This tried His Majesty's patience and certainly contributed to the growing tension.

大約此時, 父子之間的障礙難以察覺地逐漸形成; 思悼世子開始懼怕他的父親, 當主上開始對他兒子發展的方向感到憂慮, 擔心世子可能已養成他不認可的特性. 更糟的是, 他們的性格大相徑庭. 主上是口齒伶俐, 聰明, 仁慈和善良的. 他觀察敏銳理解快速. 另一方面, 思悼世子則是沈默, 緩慢, 和動作謹慎的. 他的美德之皿是無限的, 然而他在每一方面都不像他父親那樣. 例如, 當主上問他最普通的問題, 王子回答得非常緩慢而遲疑. 在更多重大事項-諸如父親的問題於王子正在研讀的書籍-的交流, 王子就遜色很多. 並非他沒有意見或觀點; 他只是過於擔心他的回答可能是錯誤或愚蠢的. 他仔細考慮所有可供選擇的答案, 所以在他說出任何一個類似的回答花了很長的時間. 這考驗了主上的耐心, 當然也助長了日益緊張的局勢.

When it comes to rearing and educating children, even the most highborn such as Prince Sado should be made accustomed to commands and instructions from their parents so that they will feel close


to them rather than uncomfortable and fearful. However, this manner of growing up was denied to Prince Sado.[2] Still in his cradle, he was taken from his parents and cared for by ladies-in-waiting who indulged rather than disciplined him. They did everything for him,

Update 2:

even including such small tasks as tying the sashes of his robe and knotting the laces of his socks. Thus he grew up with altogether too little restraint and too much comfort.

當談到撫養和教育孩子們, 即使是系出名門如思悼世子也應該讓他習慣於來自父母的控制和指示這樣他們才會覺得接近他們而非不舒服和害怕. 然而, 這種對思悼世子的成長方式被否決了.

Update 3:

仍在襁褓中的他被從父母身邊帶走由宮女照顧, 她們縱容他而不是教他紀律. 她們為他做每件事, 甚至包括繫他的長袍的腰帶及他的襪子的飾帶打結這種小事. 於是他在全然過少約束及過度安逸之下長大了.

Update 4:

In his study sessions with tutors, however, Prince Sado was a serious and attentive student. He read the texts in a clear voice and unfailingly grasped the meaning of the passages he read. Those who taught him were impressed, and his reputation as a scholar soon spread. Thus it is all the more

Update 5:

sad that, in his father's presence, the Prince grew inarticulate and hesitant out of fear and nervousness. His Majesty became more and more exasperated with him during these encounters in which the Prince was hopelessly tongue-tied.

Update 6:

然而在他與家庭教師的研讀集會中, 思悼世子是一個嚴肅和細心的學生. 他以清晰的聲音朗讀課文並確實地理解了他讀的章節的意思. 那些教他的人印象深刻, 他作為一位學生的名聲很快就傳開了. 因此更令人悲哀的是在他父親面前, 出於恐懼和緊張王子變得口齒不清及躊躇. 在這些遭遇期間主上對他越來越生氣, 王子也無可救藥地舌頭打結.

Update 7:

[2]. For a discussion of the daily life of heirs-apparent in the Choson dynasty, see JaHyun Kim Haboush, "The Education of the Yi Crown Prince: A Study in Confucian Pedagogy," in The Rise of Neo-Confucian-ion in Korea , ed. Wm. Theodore de Bary and JaHyun Kim Haboush

Update 8:

(New York: Columbia University Press, 1985), 204-7.

[註2].在朝鮮王朝, 對於一位法定繼承人日常生活的討論, 見金滋炫 "李朝世子的教育: 一項儒家教育思想的研究, " 韓國新儒學的興起, 狄百瑞及金滋炫編著(紐約: 哥倫比亞大學出版社, 1985), 204-7.

1 Answer

  • 5 years ago
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    ― 250 ―

    而且王子被單獨留下在一個龐大的住宅中沒有官方人物員, 沒有同伴, 除了太監與宮女之外. 在這些環境之下他能學到什麼?

    大約此時, 父子之間的障礙隔閡難以察覺地在不覺中逐漸形成; 思悼世子開始懼怕他的父親, 當主上開始對他兒子發展的方向感到憂慮, 擔心世子可能已養成他不認可的特性. 更糟的是, 他們的性格大相徑庭. 主上是口齒伶俐清晰, 聰明, 仁慈和善良親切的. 他觀察敏銳且理解快速. 另一方面, 思悼世子則是沈默, 緩慢, 和行動作謹慎的. 他的美德之皿器量是無限的, 然而他在每一方面都不像他父親那樣. 例如, 當主上問他最普通的問題時, 王子回答得非常緩慢而遲疑. 在更多重大要的事項-諸如父親的問題對於王子正在研讀的書籍-的之交流的問題上, 王子的回答就遜色很多. 並非他沒有意見或觀點; 他只是過於擔心他的回答可能是錯誤或愚蠢的. 他仔細考慮所有可供選擇的答案, 所以在他說出任何一個類似的回答就花了很長的時間. 這考驗了主上的耐心, 當然也助長了日益增長的緊張關係的局勢.

    當談到撫養和教育孩子們, 即使是系出名門最尊貴的出身如思悼世子也應該讓他習慣於來自父母的控制命令和指示, 這樣他們才會覺得接親近他們父母而非不會感覺不舒服和害怕. 然而, 這種成長方式對思悼世子的成長方式却被否決了. 他仍在襁褓中時,的他即被從父母身邊帶走, 由宮女們照顧, 她們縱容他而不是教養他紀律. 她們為他做每件事, 甚至包括繫他的長袍的腰帶及將他的襪子的飾帶打結這種小事. 於是他在全然過少的約束及過度的安逸之下成長大了. 然而在他與家庭教師的研讀集會中上, 思悼世子是一個嚴肅和細心的學生. 他以清晰的聲音朗讀課文並確實地總是能理解了他所讀的章節的意思. 那些教導他的人都對他留下深刻的印象深刻, 而他作為一位學生的名聲很快就傳開了. 因此更令人悲哀感傷的是, 在他父親面前, 出於恐懼和緊張王子變得口齒不清及躊躇. 在這些遭遇期間短暫的會面裡 主上對他越來越生氣, 王子也無可救藥絕望地舌頭打結. [註2].在朝鮮王朝裡 對於一位法定繼承人日常生活的討論, 見金滋炫 "李朝世子的教育: 一項儒家教育思想的研究, " 韓國新儒學的興起, 狄百瑞及金滋炫編著(紐約: 哥倫比亞大學出版社,1985), 204-7.

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