People in the United States honor their
parents with two special days: Mother's Day, on the second Sunday in May, and
Father's Day, on the third Sunday in June. These days are set aside to show love and
respect for parents. They raise their children and educate them to be responsible
citizens. They give love and care. These two days offer an opportunity to think
about the changing roles of mothers and fathers. More mothers now work outside the home. More
fathers must help with child-care:
These two special days are celebrated in
many different ways. On Mother's Day people wear carnations: A red one
symbolizes a living mother. 'A white one shows that the mother is dead. Many
people attend religious services to honor parents. It is also a day when people
whose parents are dead visit the cemetery. On these days families get together
at home, as well as in restaurants. They often have outdoor barbecues for
Father's Day. These are days of fun and good feelings and memories.
Another tradition is to give cards and gifts. Children make them in
school. Many people make their own presents. These are valued more than the
ones bought in stores. It is not the value of the gift that is important, but
it is the thought that counts. Greeting card stores, florists, candy makers,
bakeries, telephone companies, and other stores do a lot of business during
these holidays.
(239 words)
おそらく今年度最後の問題。この英文がこの大学では最長の英文。大学入試のレベルがかなり幅が広くなっているのが感じられます。問題作成上は決して悪いことではなくむしろ好感が持てます。受験生のレベルを考えずに闇雲に難しい英文を示すより，受験生の実力を反映し，そこそこの成就率を期待できるような英文は非常に正直な態度だと思います。
そんなわけで，難易度のレーベルは今年度唯一の「基礎」ほぼ高校１年の教科書レベルの英文。それも最初のころのレベルだと考えられます。
（４月４日）
Global warming is already a well-known
problem and has been talked about mostly as a problem of pollution. People have looked at global warming as a sign
to clean up the air we breathe. Yet it
seems not only is the air we all breathe getting worse,
but the number of natural disasters in the world is also increasing due to
global warming.
According to the Worldwatch Institute in
Washington D. C. , there were almost six
times as many disasters in the 1990s as in the same period in the 1980s. In fact, this organization documented 16
natural disasters from 1990 to 1996. Another respected organization, SIMS Hurricane Watch' in Charleston, South Carolina,
reported 1995 was "the most active tropical weather season in over 60
years. " This indicates that these disasters are now occurring more often
and on a huge scale. For example, the
1991 cyclone that hit Bangladesh killed over 140,000 people and left 1,000,000
homes destroyed. Flooding in China in
1998 left around 2,000,000 homeless.
The future does not look good if global
warming continues. According to the
Intergovernmental Panel on Climate Change, representing more than 2,000 leading
scientists, the incidence of floods, droughts, fires, and heat outbreaks is
expected to increase in some regions as temperatures rise. It's pretty simple to understand if it's
looked at in plain terms. As it becomes
much warmer, snow on mountains melts more quickly. As the snow melts, and the water runs down the
mountainsides, it becomes too much for rivers to handle. Warmer temperatures also create more rain
clouds, bringing heavy rainfall. Consequently,
flooding occurs, like the terrible flood that hit Italy in 1994.
Another awful side effect of global warming
and natural disasters is disease. Warmer
temperatures allow bugs and rats to breed and spread diseases. In 1994 in northern India after one monsoon,
three straight months of record high temperatures (over 35 degrees Celsius
every day) followed. This allowed the
rat population to increase, bringing diseases with them. Close to 100 people died during this period. And it does not necessarily take a natural
disaster to start an outbreak of disease. Unusually warm temperatures created by global
warming alone can increase the population of bugs such as mosquitoes. Just a two-degree rise in temperature makes
mosquitoes more active and, therefore, hungrier. With hungrier mosquitoes around in tropical
countries, malaria becomes a big problem. Mosquitoes, of course, are the insects which
transmit the malaria disease to people and animals. Furthermore, the combination of warm water and
sewage (dirty water from homes and factories) creates a combined
natural/human-made disaster. Sewage
dumped into warm water creates a perfect breeding ground for diseases like
cholera. There were cases of cholera in
Latin America in the 1990s caused by such a deadly combination.
However, the biggest concern now is the
increase in tornadoes, hurricanes, monsoons, floods, and so forth. According to scientists, unless the problem of
global warming is solved, natural disasters may become a way of life in many
parts of the world. (503 words)
あまりに典型的な入試英文でまったく感想がありません。あきらかな報道記事ですが，出典はみあたりませんでした。あきらかに90年代の記事。すでに１０年ぐらいの年月が経っているので，ネット上で見つけるのは難しいでしょう。ただ，第一学習社が公開している付属問題のサンプルというので，南山短大の出題した英文ということで載っていました。→
（３月２９日）
１
In 1947 my mother, Deborah, was a
twenty-one-year-old student at New York University, majoring in English
literature. She was beautiful with a
great passion for books and ideas. She
read eagerly and hoped one day to become a writer.
My father, Joseph, was an aspiring painter who
supported himself by teaching art at a junior high school on the West Side. On Saturdays he would paint all day, either at
home or in Central Park, and treat himself to a meal out. On the Saturday night in question, he chose a
neighborhood restaurant called the Milky Way.
The Milky Way happened to be my mother's
favorite restaurant, and that Saturday, after studying throughout the morning
and early afternoon, she went there for dinner, carrying along a used copy of
Dickens' Great Expectations. The
restaurant was crowded, and she was given the last table. She settled in for an evening of goulash, red wine, and
Dickens — and quickly lost touch of what was going on around her. .
Within half an hour, the restaurant was
standing-room-only. A tired looking
waitress came over and asked my mother if she would be willing to share her
table with someone else. Barely glancing
up from her book, my mother agreed.
"A tragic life for poor dear Pip,"
my father said when he saw the worn-out cover of Great Expectations. My mother looked up at him, and at that
moment, she recalls, she saw something strangely familiar in his eyes. Years later, when I begged her to tell me the
story one more time, she sighed sweetly and said, "I saw myself in his
eyes."
My father, entirely charmed by the presence
before him, heard a voice inside his head. "She is your destiny," the voice
said, and immediately after that he felt a thrilling sensation that ran from
the tips of his toes to the crown of his head. Whatever it was that my parents saw or heard
or felt that night, they both understood that something miraculous had happened.
Like two old friends catching up after a
long absence from one another, they talked for hours. Later on, when the evening was over, my mother
wrote her telephone number on the inside cover of Great Expectations and gave
the book to my father. He said good-bye
to her, gently kissing her on the forehead, and then they walked off in
opposite directions into the night.
Neither one of them was able to sleep. Even after she closed her eyes, my mother
could see only one thing: my father's face. And my father, who could not stop thinking
about her, stayed up all night painting my mother's portrait.
The next day, Sunday, he traveled out to
Brooklyn to visit his parents. He
brought along the book to read on the subway, but he was exhausted after his
sleepless night and started feeling drowsy after just a few paragraphs. So he slipped the book into the pocket of his
coat—which he had put on the seat next to him— and closed his eyes. He didn't wake until the train stopped at
Brighton Beach, at the far edge of Brooklyn.
The train was deserted by then, and when he
opened his eyes and reached for his
things, the coat was no longer there. Someone had stolen it, and because the book was in the pocket, the book
was gone, too. Which meant that my
mother's telephone number was also gone. In desperation, he began to search the train,
looking under every seat, not only in his car but in the cars on either side of
him. In his excitement over meeting
Deborah, Joseph had foolishly neglected to find out her last name. The telephone number was his only link to her.
The call that my mother was expecting never
came. My father went looking for her
several times at the NYU English Department, but he could never find her. Destiny had betrayed them both. What had seemed inevitable that first night in
the restaurant was apparently not meant to be.
That summer, they both headed for Europe. My mother went to England to take literature courses at Oxford, and my father went to Paris to paint.
In
late July, with a three-day break in her studies, my mother flew to
Paris, determined to absorb as much
culture as she possibly could in seventy-two
hours. She carried along a new
copy of Great Expectations on the trip. After
the sad business with my father, she hadn't had the heart to read it,
but now, (5) as she sat down in a
crowded restaurant after a long day of sight-seeing, she opened it to the first page and started
thinking about him again.
After reading a few sentences, she was
interrupted by a chief waiter who asked her, first in French, then in broken
English, if she wouldn't mind sharing her table. She agreed and then returned to her reading. A moment later, she heard a familiar voice. "A tragic life for poor dear
Pip," the voice said, and then she looked up, and there he was again. (851 words)
2003年早稲田
2004年愛媛
2005年都留文科
2006年明治
しかし，この中で担当した覚えのある大学もなし。結局，未だどこで読んだのかわかっていません。次いでの，この４校のタイトルと１００字要約を読みました。みんな，それぞれ特徴があり，タイトルや要約も微妙に違いました。まぁ，要約には様々なアプローチがあるのだと再確認しました。
２
Stereotypes are a kind of gossip about the
world, a gossip that makes us pre-judge people before we ever lay eyes on them.
It is not surprising that stereotypes
have a bad reputation. Explore most
prejudices and you will find a cruel stereotype at the core of each one.
Why is it that we stereotype. ' the world in
such irrational and harmful fashion? In
part, we begin to typecast" people in our childhood years. Early
in life, as every parent whose child has watched TV knows, we learn to
spot the Good Guys from the Bad Guys. Some years ago, a social psychologist showed very clearly how powerful these
stereotypes of childhood vision are. He
secretly asked the most popular students in an elementary school to make errors
in their P. E. class. Afterward, he asked the class if anyone had
noticed any mistakes during gym period. Oh, yes, said the children. But it was the
unpopular members of the class — the "bad guys" — they
remembered as being out of step.
We not only grow up with standardized images
forming inside of us, but as grown-ups we are constantly having them thrust
upon us. Some of them, like the
half-joking, half-serious stereotypes of mothers-in-law, people who live in the
country, or politicians, are fixed in our minds by the stock jokes we hear and repeat. In fact, without such stereotypes, there would
be a lot fewer jokes. Still other
stereotypes are fixed permanently by the advertisements we see, the movies we
watch, the books we read.
And finally, we tend to stereotype because
it helps us make sense out of a highly confusing world. It is a. curious fact that if we don't know what we're
looking at, we are often quite literally unable to see what we're looking at. People who recover their sight after a
lifetime of blindness actually cannot at first tell a triangle from a square. A visitor to a factory sees only noisy
confusion where the manager sees a perfectly synchronized flow of work. As a philosopher has said, "For the most
part we do not first see, and then define; we define first, and then we see. "
Stereotypes are one way in which we
"define" the world in order to see it. They
classify the limitless variety of human beings into a convenient small
number of "types" toward whom we learn to act in stereotyped fashion.
Life would be a wearing process if we
had to begin all over again with each and every human contact. Stereotypes economize on our mental effort by
covering up the blooming, buzzing confusion with big recognizable shapes. They save us the "trouble" of
finding out what the world is like—they give it its accustomed look. (457 words)
３
It is language, more obviously than anything
else, that distinguishes humankind from the rest of the animal world. At one time it was common to define a human as
a thinking animal, but we can hardly imagine thought without words
— not thought that is at all precise, anyway. More recently, humans have often been
described as tool-making animals; but language itself is the most remarkable
tool that they have invented, and is the one that makes most of the others
possible. The most primitive tools, admittedly, may have come
earlier than language: the higher apes sometimes use sticks as elementary
tools, and even break them for this purpose. But tools of any greater sophistication demand
the kind of human co-operation and division of labor which is hardly possible
without language. Language, in fact, is
the great machine-tool which makes human culture possible.
Other animals, it is true, communicate with
one another, or at any rate stimulate one another to action, by means of cries.
Many birds utter warning calls at the
approach of danger; some animals have mating-calls; apes utter different cries
to express anger, fear or pleasure. Some
animals use other modes of communication: many have postures that signify
submission, to prevent an attack by a rival; hive-bees indicate the direction and distance of
honey from the hive by means of the famous bee-dance: dolphins seem to have a
communication system which uses both sounds and bodily postures.
But these various means of communication
differ in important ways from human
language. Animals' cries are not
articulate. This means, basically, that they lack structure. They lack, for example, the kind of structure
given by the contrast between vowels and consonants. And they lack the kind of structure that
enables us to divide a human utterance into words. We can change an utterance by replacing one
word by another: a sentry can say "Tanks approaching from the North,"
or he can change one word and say "Aircraft approaching from the
North" or "Tanks approaching from the West"; but a bird has a
single alarm-cry, which means "Danger!” This is why the number of signals
that an animal can make is very limited: the Great Tit has about thirty
different calls, whereas in human language the number of possible utterances is
infinite. (381 words)
しごく穏当な英文。同じく目新しさありません。典型的な入試英文ということです。
（３月２７日）
I always loved the movies. In the movies, nothing seemed impossible; in
fact, I liked to pretend that what was happening on-screen was
happening in my own life, as well. In other words, I lived vicariously through the actresses on-screen, no longer an
ordinary sixteen-year-old girl from a typical suburban neighborhood. I became the star of the cheerleading squad
who leads her team to victory, or the young woman who falls in love with a
handsome nobleman from the nineteenth century. And I would always live happily ever after.
It wasn't the charming characters that I
loved most of all, or even the exciting adventures they had. I liked the happy endings, the perfect happy
endings. I wanted my life to be like
that; happy and wonderful. I wanted to
escape the stress of family and friends and school. It was all so strong that I often felt
paralyzed. My only escape from the
reality that haunted me was ducking into a movie
theater.
I hadn't always been this way. As a young girl I was outgoing and friendly,
and even involved in after-school activities. High school was different, though. I became quiet and withdrawn.
My parents were worried about me. They pleaded with me to call old friends or
get more involved with school. They didn't
understand what the high-school pressures were like: the pressures to have the
perfect body, the perfect grades and the perfect friends. Perfect just wasn't me. My ideal world was unattainable. I was average. No more, no less.
After promising my parents a thousand times that I would call one of my old friends, I finally agreed. The only number I knew by heart was Sarah's, so I called her. Sarah herself was pretty close to perfect: straight-A student, class president, off to Yale in the fall, beautiful, sweet, brilliant. We decided to meet for a pizza lunch.
We ate and talked and caught up on old times.
She filled in the blanks of her life,
and I smiled and told her everything in my life was good.
"Couldn't be
better," I lied.
"You're lucky," she said honestly.
"I can't tell you how stressed out
I've been lately. . . . " She explained the pressures she was under,
and even told me about some of her insecurities related to her future.
I couldn't lie to her.
"I could be better
actually," I admitted.
I told Sarah everything. I told her how difficult it has been for me
the past few years and how unbearable the pressure had been.
"I wish my life was the way it is in
the movies," I sighed. "It
would be so much easier. " I looked down through my fingers, face in my
hands.
"I understand,"
she said.
I looked up at her,
questioning her with my eyes.
She told me that she would often escape her
realities by filling her spare moments with TV and movies, fantasizing that her
life could follow the simple plot lines. She was just like me.
"Then one day," Sarah explained,
"I started to think about why I wanted to be like the people in the movies
I was watching. What did those
characters have that I didn't have? And then it occurred to me. They had their scripts already written out for
them. They weren't real; they were
somebody's idea, somebody's plan. I had
ideas. I had plans. I had the ability to write my own script. If I alone had the power to determine the plot
of my life movie, then why wouldn't I make it an inspiring one, a movie with a
happy ending?"
She took my hand in hers.
"Cecile," she said, "you are
the star of your own movie. Now all you
need is your story. "
I looked into her eyes and nodded, and then
suddenly I began to cry. She was right. No other actress could fill my role. Not one. It was up to me to produce, direct and edit my
life. I decided right then and there
that I would write my own script. I
would set my own goals from now on, goals that I knew I was capable of achieving.
There can be no success without the
possibility of failure. The only sure
way of failing is by refusing to try. (716 words)
(Adapted from Chicken Soup for the
Teenage Soul IV, HCI)
*vicariously = experienced
in the imagination through the feelings or actions of another person
**squad = group
出典は示されているとおり，「こころのチキンスープを」の第４集
チキンスープは定番です。ただし，センター試験でちょっといい話しがなくなった現在，この系列の英文が引き続き出題されるか不明。英文が平易で，内容が道徳的。単独の英文としてまとまりがあり，特別な単語がない，など入試英文の要件を備えているので，今後ともなくなることはないかもしれません。
（３月２２日）
１
Parents would have you believe that there
were no such things as viruses when they were children. "Today," they say, "every time
you are sick, it is a virus. When I was
young, we never had viruses. " To hear them speak, it is easy to get the
idea that viruses were invented ten or 20 years ago. Viruses, however, have existed as long as
man. They may have been the first life
on earth. But it was only 70 years
ago that they were first discovered, and only within the last 30 years has real
progress been made in understanding what viruses are and how viruses work.
Today we know that more than 100 human
diseases are caused by some virus. In
fact, it is believed that viruses cause more than one-half of all diseases of
modern man.
A Dutch scientist, Martinus Willem
Beijerinck (1851-1931), was the first to study viruses. He taught at the laboratory at the Delft
Polytechnical School.
Early in his life, he became interested in a disease of the tobacco plant.
Beijerinck's interest in this disease
led him to the study of viruses which he continued studying all of his life.
For 20 years, he led a search for the cause
of the tobacco disease. He tried to
learn if bacteria caused the disease. Test after test failed to show the presence of
bacteria. Part of his plan was to
discover the size of the disease-causing substance. He ground up some diseased leaves, pressed out the juice, and
pressed this juice through a filter. The
filter would not allow anything as large as bacteria to pass through. He examined the filtered liquid. It looked clear. Yet, when he applied the liquid to healthy
tobacco plants, they soon developed the tobacco disease. What was smaller than bacteria and could cause
disease? Could it be a liquid poison? No.
No poison could grow as this substance
could. This substance was able to
spread and grow on leaves, and the new material was also able to attack healthy
leaves.
After many experiments and much thought,
Beijerinck reported, in 1898, that it was a "live fluid" that caused
the tobacco disease. He called it virus.
(365 words)
(Excerpted from Advances of Modern Science by Melvin Berger)
鹿児島大学は２度目の担当。九州地方の大学は穏当な問題が多く好感が持てます。分量も多くなく，難易度もそれほどでなく。入試問題を解き始める生徒にはまず，四国，九州地方の入試問題から始めなさい，とアドバイスしております。出典は記載されていますが，この本はどうも大学向けテキストようです。Yohan Ladderとありますので，かなりやさしく書かれて英語学習者むけテキストのようです。インターネットの検索では，仙台電波高専，中央大学，などで採用されているようです。かなり，易しめの英文といえます。
２
Since language tends to become the chief
instrument of learning about many things, let us see how it works. The baby begins of course with mere sounds,
noises, and tones
having no meaning, expressing, that is, no idea. Sounds are just one kind of stimulus to direct
response, some having a soothing effect, others tending to make one jump, and so
on. The sound h-a-t would remain. . . meaningless. . . , if it were not uttered in connection with an
action which is participated in by a number of people. When the mother is taking the infant out of
doors, she says "hat" as she puts something on the baby's head. Being taking out
becomes an interest to the child; mother and child not only go out with each
other physically, but both are concerned in the going out; they enjoy it in
common. By conjunction with the other
factors in activity the sound "hat" soon gets the same meaning for
the child that it has for the parent; it becomes a sign of the activity into
which it enters. The bare fact that
language consists of sounds which are mutually intelligible is enough of itself
to show that its meaning depends upon connection with a shared experience.
In short, the sound h-a-t gains meaning in
precisely the same way that the thing "hat" gains it, by being used
in a given way. And they acquire the
same meaning with the child which they have with the adult because they are
used in a common experience by both. The guarantee for the same manner of use is
found in the fact that the thing and the sound are first employed in a joint
activity, as a means of setting up an active connection between the child and a
grownup. Similar ideas or meanings
spring up because both persons are engaged as partners in an action where what each does depend upon and influence what the other
does. If two savages were engaged
in a joint hunt for game, and a certain signal meant "move to the
right" to the one who uttered it, and "move to the left" to the
one who heard it, they obviously could not successfully carry on their hunt
together. Understanding one another means
that objects, including sounds, have the same value for both with respect to
carrying on a common pursuit. (384
words)
(Partially excerpted from Democracy and
Education by John Dewey)
１番に比べるとかなり難度の高い英文。今季初の「やや難」のレーベルとしました。出典にあるようにデューイの英文から。もとは1916年に発表された英文。ほぼ書き換えがなく，１文，１文が現在の英文からするとかなり長く，内容は難しくはないといえ，文構造そのものはかなり複雑です。
【３月２２日】
１
Marco Polo was born in Venice probably in about 1250. He
was born into a family of leading merchants. His father had already been to China and met
the famous emperor, Kublai Khan. When he
was 17, Marco set off with his father and uncle
on an adventure to China that would last over 20
years. They first traveled through
Turkey and then northern Iran. However,
they had to stop for a year in Afghanistan because they needed to recover from an attack of malaria. Once they were better, they continued overland along the Great Silk
Road and eventually in 1275 reached the Emperor
Khan's summer capital. Khan was so pleased with the young Marco's talents that he sent
him on important missions all over his vast
empire. After a while they wanted to return
home, but the Polo family could only do so 17 years later. The emperor finally said that they could go
back to Italy if they accompanied one of his
daughters to Persia. They took what must have been a dangerous sea voyage down the east
coast of China and Vietnam. When they
finally arrived back to Venice, hardly anybody believed them to be still
alive.
Incidentally, the story of Marco Polo would
have gone unrecorded if he had not been captured
in a sea battle. During his captivity he
told his story to a fellow prisoner who wrote it down. (235 words)
赤字の部分の空所補充。マルコポーロの本当の概略。ちょっとした高校入試程度の英文
★
２
①Lisa: I have a very
unusual hobby; I do bonsai, that's a kind of Japanese gardening. Here in London, there are not many bonsai
gardeners so I can't talk about my hobby very often. Also, there are no classes in bonsai near my
home. These days, I go online every day
and chat with other bonsai fans all around the world. We share information and give each other help
and advice too. I have learned a lot
about my hobby from people in other parts of Britain, in Asia and the USA. I'm very excited because next week a famous
bonsai teacher in Japan is going to give some classes on the Internet and I am
sure he will teach me many useful new things about my unusual hobby!
② James: I don't know
if I like the Internet very much. Sure,
it's a useful tool for getting information or contacting people. The thing I hate is all the spam and junk
mail I get. Every day I check my email
and about 80% of my messages are from people I don't know. They want me to buy something or send them my
personal information. Sometimes they
send computer viruses. Once, I opened an
email and I lost all my files. I don't
know why some people want to hurt others like this. I really hate this side of the Internet.
③ John: I love this
new technology. It has made my life so
much easier. Not only can I keep in
touch with friends and colleagues all over the world or shop for things like books
or music, my work life is so much easier.
I just love how I can now run my department without hundreds of meetings. Before we set up the new system, I had to go
on business trips at least ten times a month.
These days we have set up a video conferencing system. Twice a week, we all get online together and
discuss what we need to do. I'm here in
London, and my colleagues can be in Tokyo, New York, or wherever. It really has made work less stressful.
④ Peter: I used to do
a lot of buying online. At first it was
really convenient. I could do my weekly
grocery shopping, buy books, CDs and DVDs all from home with just the click of
a mouse. Then one day I got my credit
card bill. I was shocked to learn that I
had been charged for a holiday in Paris including hotels, airline tickets and
all kinds of shopping. I have never been
to Europe! These days I don't shop online any more.
It's too dangerous.
⑤ Imran: I'm in a very
small village in Pakistan. I am one of
only two doctors in this area and I have all kinds of medical problems here. I am not an expert in everything, of course!
There are many illnesses I don't know very much about. This is where the Internet helps me. I can get the latest information from medical
books. I can go to the libraries of the
best hospitals and universities in the world to check what is wrong with my
patients. I can also email other doctors
around the world. Many of them are happy
to share their knowledge with me and so my job is easier too. I can do the best for the people here.
この問題はそれぞれのパラグラフのタイトルを結びつける問題。高校１，２年の教科書の１課という感じ。
インターネットの是非について複数の人の意見を集めた，という体裁。
★★
３
We all know that humans and chimpanzees are
very much alike. In fact, we share about
95% of our DNA with these animals. When
we look at chimpanzees, we can easily see that we have close family ties. But it is not just in physical appearance
that chimps and humans are alike. Chimps
behave like we do in many ways. For example, researchers have found that they use tools as we do. Chimps carefully
choose long sticks and use them to get insects
which live deep inside trees. Before this discovery, people thought that
chimps were not intelligent enough to use even this simplest of machines. There are other similarities between humans
and chimps too. Just like us, they kiss
and cuddle. Just like humans, mothers
look after their young for many years, often into their child's teenage years. They have strong family bonds. It is believed that this is a major reason why
chimps do not live long when kept alone in zoos. They need to be with other chimps and they
simply die from loneliness. This strong
family bond is demonstrated in another very human-like way. If a mother dies and leaves babies behind, it
is common for older chimps—usually brothers or sisters—to take care of the
infants. Chimps,
however, do not look after orphan babies from another tribe. It seems that this behaviour is limited to infants with whom they
share blood and social ties.
Chimps can also recognize themselves in a
mirror and this is something many animals cannot do. There is also the possibility that they have
a kind of language which they use to communicate ideas and feelings. But there is one
similarity which researchers have recently found that is both unusual and also
very disturbing. Just like humans,
chimps engage in warfare. There have
been several cases where different groups of chimps have fought each other. This is surprising because until now Man has
been thought of as the most violent of all the animals. Chimps have shown us that this may no longer
be the case. Unlike other creatures such
as tigers or crocodiles which only hunt and kill for food; chimps will fight
and kill their own kind in order for their tribe to increase their control over
territory. In
addition, there is some more bad news.
Sometimes a group of chimps will hunt a rival group's member and kill
him slowly and painfully. Torture, it appears, is also
part of the chimp's behaviour. Many
scientists believe that war played an important part in the development of
human society. It looks as if the chimps
are now beginning to follow in our footsteps.
(444 words)
★★★★
５
I have seen this
simple, practical strategy help many people discover a more peaceful, more meaningful life.
So many people wake up, rush to get ready,
grab a cup of coffee, and run out the door to work. After working all day, they return home, tired. The same is largely true for men and women
who stay home with their children: they get up just in time to start doing
things for the kids. There is virtually
no time for anything else. Whether you
work, raise a family, or both, for the most part you are too tired to enjoy any
personal time. As a solution to the
tiredness, the assumption "I’d better get as much sleep as I can" is
often made. So, your free time is spent
sleeping. For many people this creates a
deep longing inside. Surely there must be more to life than work,
children, and sleep?
Another way of looking at your fatigue is to consider that a lack of
fulfillment and a sense of being
overwhelmed both contribute to your tiredness.
And, contrary to popular logic, a little less
sleep and a little more time for you might be just what you need to
fight off your sense of fatigue.
An hour or two that
is reserved just for you—before your day begins—is an incredible way to improve
your life. I usually get up between
three and four in the morning. After a
quiet cup of coffee, I usually spend some time doing yoga and a few minutes of
meditation. After that, I usually go
upstairs and write for a while, but I also have time to read a chapter or two
of whatever book I'm enjoying. Sometimes
I'll just sit for a few minutes and do nothing.
Virtually every morning, I stop whatever I'm doing to enjoy watching the
sun as it comes up over the mountain. The
phone never rings, no one is asking me to do anything for them, and there is
nothing I absolutely have to do. It's by
far the most quiet time of the day.
By the time my wife and children wake up, I
feel as though I've had a full day's worth of enjoyment. No matter how busy I am that day or whatever
demands there are on my time, I know I've had "my time". I never feel as if my life isn't my own (as
so many people unfortunately do). I
believe this makes me more available for my wife
and children, as well as my clients at work and other people who depend on me.
Many people have told me that this one shift
in their routine was the single most important change they have ever made in
their lives. For the first time ever,
they are able to participate in those quiet activities they never found the
time to do. All of a sudden, the books
get read, the meditation gets done, the sunrise is appreciated. The fulfillment you experience more than
makes up for any sleep you miss out on.
(511 words)
毎朝４時から５時間に起きて６時ぐらいまで自分のやりたいことをしている我が身としては大いに賛同できる内容。
自分の生活に物足りなさを感じたり，疲労感を感じるのは「自分だけの時間を持たないから」出典はこの種の英文にありがちな宗教的な本からの抜粋。
結構，ユダヤ教はキリスト教を背景とするこの種の英文が入試には散見されるので，もしかしたら，知らず知らずのうちにキリスト教的考えに影響を受けているかもしれません。これは結構怖いことかも。
などと書いてから，ネットで検索をもう一度よく見たら，確かに紹介されていたサイトはイスラム教関連でしたが，これは引用した文で，その出典はDon't seat small stuff「小さいことにくよくよするな」でした。これはもう１０年ぐらい前に読んだことがある本でしたが，もう記憶があるわけでもなく，捜し出しました。→
★★★★
６
The Renaissance refers to a
"rebirth" of antiquity—of Greek and
Roman learning. It began in Florence,
Italy, in the 14th century and lasted well into the 16th century, although some
say it ended with the death of the great painter Raphael in 1520. The Renaissance artists sought a rational art
that portrayed man as natural and lifelike. Philosophically their art was based on humanism. The humanists were deeply interested in philology (the study of words) and history. This was a time of unity between Art and Science
The Renaissance can be divided into two
periods: Early (1300s and 1400s) and High (1490-1520). The Early Renaissance was dominated by the Florentine painters, sculptors, and
architects. Among them, Brunelleschi
invented one-point perspective and revived classical arches and columns in his
buildings. Rectangular palaces with
interior courtyards and arcades represented the domestic architecture of this
period. Donatello's David was the first large free-standing nude created since Roman times. Giotto and Masaccio painted *frescoes of
realistic figures showing real emotions.
In 1987, while restoring a famous chapel in
Florence, experts made a fascinating discovery.
The fig leaves on Masaccio's Adam and Eve in his fresco were not the Painter's.
Rather,
they were added two centuries later. Masaccio
had painted Adam and Eve completely nude.
Two hundred years later, the Church judged their nakedness to be sinful
and had them covered with fig leaves. What
is acceptable art in one period, then, is not always acceptable in another.
The High Renaissance was dominated by
Michelangelo, Raphael, and Leonardo da Vinci.
Michelangelo was not only one of the greatest sculptors in history but
also a painter, architect, and poet. He
painted Last Judgment on the ceiling
of the Sistine Chapel in the Vatican and sculpted the exquisitely
balanced Pieta (now in St.Peter's Church).
Raphael's paintings are softer than Michelangelo's and more poetic. One of his frescoes portrays the great
philosophers and scientists of ancient Greece.
Leonardo da Vinci possessed one of history's most searching minds. He was a scientist as well as an artist. His notebooks of more than 4,000 pages are an
insight into his intellectual curiosity.
He is perhaps best known for his fresco The Last Supper and his portrait Mona Lisa.
The identity of the Mona Lisa has long been a
mystery for art scholars. Was she the
wife of Francesco del Giocondo, a duke's widow, or a Medici mistress? In 1986 a
computer analyst, Lillian Schwartz, asserted that the painting was really of
Leonardo himself. It is believed that
the painter was homosexual and that he wanted to leave a clue to this in his
art. Could the Mona Lisa be a man in
woman's clothing? No one knows ... Then
in early 1987 another computer analyst came up with "evidence" that
the smiling lady had once worn a necklace and stood before a distant mountain
range, but both the necklace and far-off mountain range were eliminated by an
art restorer, he said. Whatever the
truth, this painting is certainly one of the most talked-about works of art
ever created. (509 words)
どうしてこの話題を取り上げたのかちょっと疑問符が？中身はルネサンスの芸術家の紹介。モナリサやアダムとイブの小話が面白うと言うことか。自分で読むならともかく，入試でそれもかなり短時間に読むにはちょっと抵抗あり。
７
The tension between Science and Religion is
old and well documented. Perhaps the
best-known example is Galileo's clash with the Catholic Church. In 1633 it forced Galileo to publicly
withdraw his Copernican views, which led him to spending the last years of his
life under house arrest in Florence. The Church objected to the Copernican theory
because it violated their traditional views.
In recent times, the most prominent science/religion clash has been the
bitter dispute between Darwinists and Creationists in the United States, which
will be our focus here.
Theological opposition to Darwin's theory of
evolution is nothing new. When the Origin of Species was published in 1859,
it immediately attracted criticism from churchmen in England. The reason is
obvious: Darwin's theory proposes that all current species, including humans,
have descended from common ancestors over a long period of time. This theory clearly contradicts the Book of Genesis, which states that God
created all living creatures over a period of six days. So the choice looks simple: either you
believe Darwin or you believe the Bible, but not both. Nonetheless, many faithful Darwinians have
found ways to adjust their Christian faith with their belief in evolution —including
a number of eminent biologists. One way
is simply not to think about the clash too much. Another, more intellectually honest way is to
argue that the Book of Genesis should
not be interpreted literally. For after
all, Darwin's theory is quite compatible with the existence of God, and with
many other of the beliefs in Christianity.
It is only the literal interpretation of the biblical story of creation
that Darwinism rules out. So a suitably
adapted version of Christianity can be rendered compatible
with Darwinism.
However, in the United States, particularly in
the Southern states, many Christians have been unwilling to bend their
religious beliefs to fit scientific findings.
They insist that the biblical story of the Creation is literally true,
and that Darwin's theory of evolution is therefore completely wrong. This opinion is known as
"Creationism", and is accepted by some 40% of the adult population in
the US, a far greater proportion than in Britain and Europe. Creationism is a powerful political force,
and has had considerable influence on the teaching of biology in American
schools, much to the disappointment of scientists. In the famous "monkey trial" of the
1920s, a Tennessee school teacher was prosecuted for teaching evolution to his
pupils, in violation of state law. (The
law was finally overturned by the Supreme Court in 1967.) Partly because of the
monkey trial, the subject of evolution was omitted altogether from the biology
curriculum in US high schools for many decades.
Because of this, recent generations of American children have grown up
knowing nothing of Darwin.
(459 words)
今年(2008年）はアメリカ大統領選の都市。ニュースでこの「進化論を信じない」人たちを取り上げていました。それは不思議なことだと思っていましたが，この記事では全米成人人口の40%が進化論を信じていない，とのこと。ちょっと信じがたい面もあるのですが…インターネットで検索するとありました。共和党の支持者の７割は進化論を信じていない！！
★★★★★
（３月１５日）
１
One Sunday, I am sitting on the living room
floor with my sister's two daughters in San Francisco, watching cartoons on T.V.
On the screen there appears a crowd of
ants, busily transporting food back and forth under the hot sun, and next to them
in the fields are some grasshoppers* happily singing away. When the season starts to change, I recognize
the story — it is none other than one of the famous Aesop's Fables, The
Grasshopper and the Ants.
Funny; I think, in the story that my grandmother
told me while I was growing up in Japan the singers are cicadas* rather than
grasshoppers. I continue to watch the
cartoon version of the tale. The ants
keep working on their winter store of grain, and the grasshoppers keep singing
as the autumn leaves fall. Then, in the
winter snow, a lone, tired grasshopper hops over to the ant mound. There, it calls down to the ants for some food.
One ant, bigger than the rest, steps out and
asks the grasshopper what happened to his own store of food for the winter. The grasshopper says that it doesn’t have a
store because it was busy singing during the summer. To this, the ant responds: "Since you
were so busy singing this summer, I guess you'll have to dance for your food
this winter!" All the ants laugh, and the grasshopper goes off hungry.
At this point, my two nieces start laughing,
not in the least bothered by the implication that the grasshopper will die from
starvation. But I sit there amazed, not
just because of the cruel lesson delivered in the fable, but also because it
seems so strange. The ending of the
story I remember is completely different.
In the version my grandmother read to me as
a child, the ants invite the hungry cicadas in when they show up at their
mound, and the story ends with the moral: "All summer long, the ants
worked as hard as they could and the cicadas sang with all their might. Now it was time for the ants and the cicadas
to join together in a winter feast. "
Two stories derived from the same source,
but two entirely different allegories. Or were they? The American
cartoon story shows the rewards for the hardworking ants, and the punishment
for the grasshopper's laziness. The
Japanese tale from my childhood memory illustrates the merits of both groups'
efforts: The ants' hard work at storing food, and the cicadas' lively songs
that cheered the ants on. Aesop can rest
easy, then, because both stories promote hard work, which is thought to be the
original moral of his story.
But a closer look shows that each story
about hard work really teaches a different lesson. The American story demonstrates the importance
of taking care of yourself. As the ant
tells the grasshopper to go away, he says, "Bad luck for you if you fooled around all
summer. Now you have to pay the price. "
The point of the American story is that each person is responsible for his or
her own destiny. On the other hand, the
Japanese story about hard work shows how everyone has a role in society, and
encourages the idea of depending on each other in times of need. As my grandmother repeated the moral of the
Cicadas and the Ants, it was as if she was telling me that the only way to make
it through hard winters was to help others out and count on them for their
support. The lesson in the Japanese
story is that each person is responsible for everyone else. The two stories then, differ in the kind of
relationships each promotes. The
American story promotes independence, but the Japanese story, interdependence.
Each story is also told in different ways. In the American story about independence, the
distinction between making it on your own and depending on someone else is
sharp: life for the independent ant, hunger and probable death for the
dependent grasshopper. In the Japanese
story about interdependence, this contrast disappears since the cicadas'
singing is seen as work and rewarded alongside the ants' work. It is because the cicadas tried their hardest,
and sang with all their heart and soul that they were invited to share in a
winter feast with the ants. (725 words)
【Haru Yamada, Different Games, Different Rules, Oxford University Press,
1997】
鳥取大学も初めての担当。最近の国立大学は出典を載せています。この出典がJapan Timesだと転載が不許可のようで，赤本などでは省略されていることが多いです。これはテキストデータやワード，PDFで入試問題を提供しているExamでも同様です。
内容は典型的な国立大学。エッセーで異文化，日米の比較，とわかりやすいです。ただ，日本に「アリとセミ」があるのは未聞。しかし，それがもとのようです。→http://en.wikipedia.org/wiki/The_Ant_and_the_Grasshopper
２
You are sitting at a bar — or in a coffee
shop or at a party — and suddenly you
feel lonely. You wonder, "What are
all these people talking about that is so important?" Usually the answer
is, nothing. Nothing that's so important.
But people don't wait until they have
something important to say in order to talk.
The information expressed in the words we
say is often not very important. But
that doesn't mean that the talk isn’t important.
It's crucially important, as a way of
showing that we are involved with each other, and how we feel about being
involved. Our talk is saying something
about our relationship.
Information conveyed by the meanings of
words is the message. What is
communicated about relationships — attitudes toward each other, the occasion,
and what we are saying—is the metamessage. And it's metamessages that we react to most
strongly. If someone says, "I'm not
angry," and his jaw is set hard and his voice sounds tense, you won't
believe the message that he's not angry; you'll believe the metamessage
conveyed by the way he said it— that he is. Comments like "It's not what you said but
the way that you said it" or "Why did you say it like that?" are
responses to metamessages of talk.
Many of us regard talk that does not convey
important information as worthless — meaningless small talk. Saying "Cut the small talk,"
"Get to the point," or "Why don't you say what you mean?"
may seem to be reasonable. But they are
reasonable only if information is all that counts. This attitude toward talk ignores the fact
that people are emotionally involved with each other and that talking is the
major way we establish, maintain, monitor, and adjust our relationships.
Whereas words convey information, how we
speak those words—how loud, how fast, with what intonation and emphasis —
communicates what we are trying to do when we speak. We might be trying to explain something or
just be having fun. We might be trying
to get closer or move away. We might be feeling
happy or sad. These are all social
meanings and how we say what we say communicates social meanings.
Although we continually respond to social meaning in conversation, we
have a hard time talking about it because we often don't know the right words
for talking about it. It is always
difficult to talk about — even to see or think about forces and processes for
which we have no names, even if we feel their impact. It's helpful to learn terms that describe the
processes of communication and therefore make it possible to see, talk, and
think about them.
In addition to the concept of metamessages,
there are universal human needs that motivate communication: the needs to be
connected to others and to be left alone. Trying to honor these conflicting needs
creates a dilemma for us. We use
politeness to deal with this dilemma through metamessages in our talk.
The philosopher Schopenhauer gave an
often-quoted example of porcupines trying to get through a cold winter. They huddle* together for warmth, but their
sharp quills prick each other, so they pull away. But then they get cold. They have to keep adjusting their closeness
and distance to keep from freezing and from getting pricked by their fellow
porcupines—the source of both
comfort and pain.
We need to get close to each other to have a sense of community, to feel
we're not alone in the world. But we need to keep our distance from each
other to preserve our independence, so others don't impose on us. This duality reflects the human condition. We are individual and social creatures. We need other people to survive, but we want
to survive as individuals.
Another way to look at this duality is that
we are all the same—and all different. There is comfort in being understood and pain
in the impossibility of being understood completely. But there is also comfort in being different —
special and unique — and pain in being the same as everyone else. (681 words)
こちらは定番中の定番。metamessageと言えばDeborah Tannen，このThat's Not What I Meant!やYou just don't
understandなど多数。最初に目にしたのは１０年以上も前の関西大学の英文。それから，筑波でもやりました。今，metamessageで私の入試コーパスを検索すると，南山，山口，静岡県立，関西，上智，和歌山，大分，金沢，創価，秋田，筑波とずらずらと大学が出てきます。英文はそれほど易しくなく，細かいところでは悩むような部分もあります。ちなみにCutting Edge 2008では山口大学の英文を採用しました。（といっても私が選択したわけではありませんが）結構，細かい部分で問題がありました。この英文もよく読むと疑問も出てきます。★★★
（３月１１日）
１
A woman whose sister had recently died got a
call from a male friend who had lost his own sister a few years before. The friend expressed his sympathy, and the
woman told him painful details of the long illness her sister had suffered. But as she talked, she could hear the clicking
of the computer keys at the other end of the line. Slowly she realized that her friend was
answering his e-mail, even as he was talking to her in her hour of pain. His comments became increasingly hollow and off the point as the
conversation continued. After they hung
up, she felt so miserable that she wished he had never called at all. She'd just experienced the interaction that
the philosopher Martin Buber
called "I-It. "
In I-It interaction, Buber wrote, one
person has no attunement
to, or understanding of, the other's subjective reality: in other words,
that person feels no real empathy for the other person. The lack of connectedness may be all too
obvious from the receiver's perspective. (1)The friend may well have felt obliged to
call and express his sympathy to the woman whose sister had died, but his lack
of a full emotional connection made the call a hollow gesture. Psychologists use the term "agentic" for this
cold approach to others. I am agentic when
I care not at all about your feelings but only about what I want from you. That egocentric mode contrasts with "communion," a
state of high mutual empathy where your feelings do more than matter to me---they
change me. While we are in communion, we
stay within a mutual feedback loop. But
during moments of agency, we disconnect.
When other tasks or concerns split our
attention, the shrinking
reserve left for the person we are talking with leaves us operating on
automatic, paying just enough attention to keep the conversation on track.
Should more presence be called for, the
result will be an interaction that feels "off. " Multiple concerns
damage any conversation that goes beyond the routine, particularly when it
enters emotionally troubling zones. To
be charitable, the multitasking sympathy caller may have meant no harm. But when we are multitasking and talking gets
added to the mix of our activities, we readily slide into the It mode.
There is another form of
interaction. Take the example of a tale
I overheard at a restaurant: "My brother has terrible luck with women. He's got terrific technical skills, but zero
social skills. Lately he's been trying
speed dating. Single women sit at
tables, and the men go from table to table, spending exactly five minutes, and
they rate each other to indicate if they might want to get together. If they do, then they exchange e-mail
addresses to arrange a meeting another time. But my brother ruins his chances. I know just what he does: as soon as he sits down,
he starts talking about himself nonstop. I'm sure he never asks the woman a single
question. He’s never had any woman say
she wants to see him again."
For the same reason, when she was single,
opera singer Allison Charney
employed a "dating test"; she counted the amount of time it took
before her date asked her a question with the word "you" in it. On her first date with Adam Epstein, the man she married a year later,
she didn't even have time to start the clock-he passed the test right away. That "test" looks for a person's
capacity for attuning, for wanting to enter and understand another person's
inner reality. This sort of empathetic
connection is called "I-You. "
As Buber described it in his book on a
philosophy of relationships, I-You is a special bond, an attuned closeness that
is often-but of course not always found between husbands and wives, family
members, and good friends. The everyday
modes of I-You reach from simple respect and politeness, to affection and
admiration, to any of the countless ways we show our love.
The emotional indifference and remoteness of
an I-It relationship' stands in direct contrast to the attuned I-You. When we are in the I-It mode, we treat other
people as means to some other end. By
contrast, in the I-You mode our relationship with them becomes an end in itself.
The boundary between It and You is fluid. Every You will sometimes become an It; every
It has the potential for becoming a You. When we expect to be treated as a You, the It
treatment feels terrible, as happened on that hollow phone call. In such moments, You is reduced to It. Empathy opens the door to I-You relations. We respond not just from the surface; as Buber
put it, I-You "can only be spoken with the whole being." A defining quality of I-You
engagement is "feeling felt," the distinct sensation when someone has
become the target of true empathy. At
such moments we sense that the other person knows how we feel, and so we feel
known.
(832 words)
一橋大学は初めての担当になります。その昔（２０年ぐらい前），当時は自宅で浪人生活を続ける卒業生が少なからずおり，１週間に１度ほど学校に来ては質問に回っておりました。たまたま，いつも指導を受けている先生がいなかったので，私に質問をされました。それが一橋の英文。下線部訳ですが，英文に組み込まれた構文が見抜けず苦労した覚えがあります。今回も長くて苦労しました。文中に登場するBuberは結構有名な哲学者のようで，その代表理論の"I-you"mode「われーなんじ」関係も有名のよう。この直接的な英文は見つかりませんでしたが，部分部分は引用文として検索に引っかかりました。そのもとはどうも次の書籍のようです。
言っていることはさほど難しくないのですが，どうもゴチャゴチャしておりました。
２
In just one species, our species, a new
trick evolved: language. It has provided
us a broad highway of knowledge-sharing, on every topic. Conversation unites us, in spite of our
different languages. We can all know
quite a lot about what it is like to be a Vietnamese fisherman or a Bulgarian
taxi driver, an eighty-year-old nun or a five-year-old boy blind from birth, a
chess master or an airplane pilot. No
matter how different from one another we people are, scattered around the
globe, we have the capacity to explore our differences and communicate about
them. No matter how similar to one
another cows are, standing
shoulder to shoulder in a herd, they cannot know much of anything about
their similarities, let alone their differences, because they can't compare notes. They can have similar experiences, side by
side, but they really can't share experiences the way we do.
Even in our species, it has taken thousands
of years of communication for us to begin to find the keys to our own
identities. It has been only a few
hundred years that we've known that we are mammals, and only a few decades that
we've understood in considerable detail how we have evolved, along with all
other living things, from simple beginnings. We are outnumbered on this planet by our
distant cousins, the ants, and outweighed by yet more distant relatives, the
bacteria. Though we are in the minority,
our capacity for long-distance knowledge gives us powers that rise above the
powers of all the rest of the life on the planet. Now, for the first time in its billions of
years of history, our planet is protected by far-seeing security guards, able
to anticipate danger from the distant future –––a comet on a collision course,
or global warming –––and devise schemes for doing something about it. The planet has finally grown its own brain:
us.
We may not be up to the job.
We may destroy the planet instead of
saving it, largely because we are such free-thinking, creative, restless
explorers and adventurers, so unlike the billions and billions of cells that
compose us ---slavish
workers laboring without knowing or caring who we are or, for that matter, what
they are. Brains are for anticipating the future, so
that timely steps can be taken in better directions, but even the smartest of
beasts have very limited foresight, and little if any ability to imagine
alternative worlds. We human beings, in
contrast, have discovered the mixed blessing of being able to think even
about our own deaths and beyond. A huge
portion of our energy expenditure over the last ten thousand years has been
devoted to relieving the concerns provoked by this unsettling new perspective
that we alone have.
If you burn more calories than you take in,
you soon die. If you find some tricks
that provide you with more than enough calories, what might you spend them on? You might devote decades of labor by a huge
number of individuals to building temples and tombs, and fires on which you
destroy some of your most precious possessions as sacrifices and even some of
your very own children. Why on earth
would you want to do that? These strange
and awful expenditures give us clues about some of the hidden costs of our
heightened powers of imagination. We did
not acquire our knowledge painlessly. (568
words)
こちらは英文としては短く，また，引用文もしっかり見つかりました。
内容的にはごく典型的な国立二次の題材で，英文は決して易しくありませんが，結局，「人類は未来も予測でき，そのために犠牲も払ってきたが，地球の将来を左右できる唯一の生物だ」ぐらいの，極めて穏当な内容。
一橋大学のような難関大学の入試問題は３大予備校（河合，代ゼミ，駿台）で解答を公表しております。これをカンニングすることはしませんが，一応照合することはできます。答はいろいろあることがわかって安心できます。また，致命的な間違いをしていないという安心感もあって結構楽です。
（３月８日）
１
Dramatic re-enactments
go back to the days before TV when people got their news and entertainment from
radio. On several occasions, a former U. S. president enjoyed telling how he
re-created baseball games in his years as a radio announcer. In those early days, details of baseball games
were telegraphed to radio stations where radio announcers would re-create the
game without ever even seeing it. When
the information was slow in coming, the announcers had to use their
imaginations to fill in the details. They would, for example, describe how the
pitcher was taking his time checking the new ball thrown to him by the umpire.
In other words, the radio announcer would kill time until the telegraph
details started arriving again. What the
radio announcer said might not have been the truth but it was good theater. To make even better theater, the announcer
sometimes hit a stick against a piece of wood to simulate the sound of a bat
hitting a ball. It sounded real but it
wasn't. It was a baseball game as
imagined by the radio announcer, a re-creation, we might even say, a docudrama.
Recreations were used from time to time on radio programs other than
baseball games. For example, a program
called "The March of Time" was a form of docudrama employing actors
who pretended to be historic figures such as Hitler, Churchill, and Roosevelt. The tradition carried over to a television
program, "You Are There. " It aired from 1953 to 1957 and again in
1971 for one season. The program
re-created various historical events complete with conversations no one had
ever heard. To his credit, the TV host, a well known TV
newscaster is on record as
believing that historical re-creations have no place in a news division, that in effect, they are devices
to be used to entertain and not for anything else.
But that was long ago, before the line separating news and
entertainment became unclear, before
news programming became an easy way to
make money. Television's need to fill the blank screen brought
re-creations back in surprising ways. Instead of an announcer simply talking about
an event on camera, re-enactments allow
actors and set designers to create a scene that approximated events from the past. Instead of a blank screen we have a simulation
of reality, a re-enactment.
Some critics claim that re-creations mislead the viewer into thinking he
or she is watching a recording of the real thing. Perhaps the most famous example of a
misleading re-creation took place in July 1989. ABC's 'World News Tonight" showed a scene
of a U. S. diplomat handing a briefcase
to a Soviet spy. The scene was not
labeled as a re-creation. The word
"simulation" or some other warning, such as "what you are
seeing, we made up," was accidentally left off the screen, leaving viewers
with the impression they were watching the actual taped event. The entire scene was broadcast for only ten
seconds but its impact was great. It
focused attention on the problem in 'recreating" reality.
These problems do not disappear even when a re-creation is properly
labeled. For example, a CBS news series
presented the story of Abbie
Hoffman's last days. Hoffman,
after a colorful career as an activist for various causes, committed suicide. The program claimed to reveal the last moments
of Hoffman's life. Viewers knew, of
course, that Hoffman was already dead so that they could not be hearing his
last words. But many believed, and had a
right to believe that someone had actually recorded the event and that the
program used his last words. They
weren't. They were words pieced together
from interviews and then scripted by a writer.
Besides using re-creations for short segments on news shows, TV producers
have created whole programs of simulated reality. They are called docudramas. These shows use real news stories as a
starting point, then weave
in events created by a writer. These
events may or may not be true, but
producers defend docudramas by arguing that the audience understands
that it is not watching the actual event. Studies show that audiences tend to absorb
information from television even though they forget the source. But that does not trouble docudrama producers.
Producers like docudramas for a variety of reasons. For one thing, they take the form of a
theatrical event with a beginning, middle, and end, with "time outs"
for commercials. Actual news events are
not always so tidy. In real-life dramas,
heroes get killed, hostages are sometimes not released, and the villain is not
always brought to justice. Most
newsworthy events are not concluded in neat thirty or sixty-minute segments. A docudrama can remedy unhappy or unjust
conclusions by packaging them more attractively.
Another reason some producers like docudramas is their low cost. A recreated one-hour docudrama might cost
$400,000—$500,000, or roughly half of what a similar theatrical drama would
cost using popular actors, good writers, scene designers, and directors. The lines between re-creations and reality are
so confused that some news programs have even used Hollywood films to
illustrate news stories. There is
nothing producers or news directors fear more than a black hole in a newscast,
as for example, when the announcer is talking about a subject without newsreel
footage to go with the comments.
One solution is simply to use excerpts from Hollywood films. On one CBS
newscast, a famous journalist reported on a new exploration of the
Titanic wreckage. The picture on the
screen was of a movie depicting the sinking of the Titanic, complete with wet actors
manning the lifeboats. It was enough to
give serious journalists a sinking feeling. On "NBC News with Tom Brokaw,"
a reporter used scenes from the movie The Spy Who Came in From the Cold to illustrate the changing roles of the CIA now
that the danger to America from Russia seems to be fading. The
next logical step would be to run a clip of a
John Wayne movie showing battle footage when discussing the fighting
during World War II or Iraq for that
matter. (1010 words)
昨年に引き続き青山学院・文学部を担当しました。おそろしく古い英文で難しいこともありましたが，今年は穏当。1000語超と英文は長いですが，英文そのものはそれほど難しくありません。出典は全くわからず。書き換えたのか，オリジナルなのか。docudramaの紹介という意味ではおもしろかもしれませんが，それほど印象に残る英文ではなさそうです。
途中に登場するニュース番組を全く知らない，というのも痛手です。
２
In most European languages 'story' and 'history' are the same word. It would save much trouble if we had the same
coincidence of words in English. Then
perhaps we should not be ashamed to admit that history is at bottom simply a
form of story-telling. Historians
nowadays have higher aims. They analyse
past societies, generalize about human nature, or seek to draw morals about political or
economic behaviour that will provide lessons for the present. Some of them even claim to foretell the future.
These are admirable ambitions which
have produced work of high quality. But
there is no escaping the fact that the original task of the historian is to
answer the child's question: 'What happened next?'
The past, or more precisely the past of literate mankind, is our raw
material. In this past, events succeed
each other in order of time. This
awareness of time came quite late in man's consciousness. Some civilizations do not have it. Early Indian chroniclers put in anecdotes
randomly without caring which happened first. No true history can be written on this basis. We cannot change the order of time unless of
course we or our sources have made a mistake, which is by no means unknown. We cannot have the events other than they are.
Some historians like to play at the game
'If it had happened otherwise. This only goes to show that
they would be better employed
writing romantic novels where dreams come true.
History is not just a catalogue of events put in the right order like a
railway timetable. History is a version
of events. Between the events and the
historian there is a constant interplay. The historian tries to impose on events some
kind of rational pattern: how they happened and even why they happened. No historian starts with a blank mind as a
jury is supposed to do. He does not go
to documents or archives with a childlike innocence of mind and wait patiently
until they dictate conclusions to him. Quite the contrary.
His picture, his version of events, is formed before he begins to write
or even to research. I am told that
scientists do much the same. They
conduct
experiments to confirm their ideas. They do not sit there waiting for ideas to
fall from the sky. Similarly the
historian is after details to thicken
up his picture and make it look convincing. Usually he finds them. Sometimes the opposite happens. He comes across events that upset his
preconceived picture. The picture
changes under his hand often without his realizing that it is doing so.
(432 words)
下線部訳なのに，英文は400語と多いです。全体を少しでも目を通さないと訳しにくいと思います。
「歴史とは」とか「歴史家とは」というテーマは結構古典的。あまりに古典的，という感じもします。
そういえば，先日研究室に送られてきた南雲堂のテキスト。どうも大学生用に開発したものを，これなら高校生でもいいだろうということで１０数冊見本として配布したようです。１冊１冊が高いのが難点。中身は大学生用テキストとは思えないものもありました。一番衝撃的なのは，大学生用文法テキスト。「この問題集をやれば，１ヶ月ほどで英検３級の実力はつくだろう」英検３級といえば，普通は中学生のレベル。そのレベルを堂々と大学生にむかって書いていると言うことは，大学生の英語力恐るべしです。
卒業生もおおかた，大学の英語は易しい，といっております。
【３月６日】
１
Anxiety can affect the way we judge others. (a)The precise way it affects such
judgements, however, is quite surprising. Rather than making us view strangers in a
negative way, being in an anxious mood can actually make us feel closer to them.
This, at least, seems to be the
conclusion of one famous experiment conducted in the 1970s. Men crossing a high, rather scary suspension
bridge were stopped by a young woman, who asked them if they would take part in
a survey. She then gave them a card with
her phone number, saying that she would be happy to talk to them about the
survey in greater detail if they wanted. Later the same day, she did the same thing on
a much lower and safer bridge. During
the following days, many more phone calls were received from the men who had
met the woman on the scary bridge than from those who had met her on the safe
one. The anxiety seems to have made them
more friendly, perhaps even flirtatious.
This bonding effect of anxiety may perhaps
provide part of the explanation for the strange phenomenon of hostages coming
to care deeply about their captors*. Some
of this may simply be due to the closeness in which hostages and those who hold
them live during their brief relationships, but even so it seems likely that
such affection is intensified by the anxiety the hostages feel.
(239 words)
中央大学の法をきちんとやったのは初めて。経済とかやっていて，穏当な問題だと思っていましたが，法は大違い。法学部というプライドがあるのか，問題がきちんと受験生の力を検定しているのか疑わしいです。
この問題は下線部訳。構文はともかく，日本語にしにくいところで，この英文をきちんと訳せたらかなり優秀だと考えられます。
７
I bought my first boat when I was sixty-nine
years old. I did not fish. I was not a sailor. I did not swim. I was afraid of the ocean. I'd never been on a boat sailing anywhere. But nonetheless, I bought a boat.
I was in debt and usually tried to save money,
but I spent $2,000 for a boat. It was in
good shape. I knew because someone
experienced checked it out for me. After
all, when you fall in love, someone has to have some good sense and check
things out. And I fell in love with the
yellow boat. Though no one else
understood, the first moment we met, I knew I had to buy it. "Be brave," it said. "You can do this. I can see it in your eyes. The excitement. You know where I belong. "
My grown son Steve loved fishing. When his father was alive, they dreamed
together of the day they would take their own boat into the ocean. My husband passed on before their someday
dream could come true. And now it had
become my son’s dream.
It was Steve's fortieth birthday. I wanted to give him something special. Something to fill up the space left by his
father. I couldn’t take his pain away,
but I wanted to help heal it. Steve and
his father had been best friends. They
had shared so many father-and-son moments I could not replace, but perhaps I
could add moments of our own. And so I
gifted my son with a boat for his fortieth birthday.
I knew it would sit in my yard. The ocean, the river and bay were nearby. It was easy enough to attach the boat to the
station wagon and journey to water. This
way, I got to see the yellow boat. Every
day, each time I looked at it,
I smiled. It is not easy to smile sometimes. Being a widow isn't fun. Nor is being a cancer survivor. Nor is struggling to make a living. None of them bring me joy. But the boat did. Part of the reason it brought me such joy was
that it brought me my son as a bonus.
Busy with a young family and
his job, he had made the one-and-a-half-hour trip to my home as often as he
could.
But now there was the boat in the yard. Beckoning. Tempting. It drew him like a magnet to my shore house. "Mom, I'm coming down to go
fishing," became a familiar telephone message. Sometimes he brought his two young sons and
his wife. Other times he came with a
friend. And once in a while he’d come alone. And we would have our best moments together. In the yard. On the boat. While he wiped things down and repaired what
needed to be fixed, he told me of his work as a teacher. We found it easy to talk sitting on the boat. About life. About his father whom we both missed. Sometimes I brought a cup of tea. Sometimes we ate lunch.
I did not need the sea to set me sailing. These moments with my son did that.
(531 words)
英文に空所を入れる問題。レベルはセンター試験のこころ温まる英文程度。いつの時点で作者が書いているのか不明ですが，年老いた母と息子の交流。こうした英文の原典が宗教的色彩のこい英文であることが多く，日本人には普段馴染みがないのに，入試英文ではよく目にする，というのは少し違和感があります。
８
The
'first word' is a major step forward in a child's development, and
parents look forward to it eagerly. But
they are often surprised by what they hear. Though they might confidently expect it to be
mummy or daddy, it just as often turns out to be teddy* or drink or ooh. They shouldn't get upset. Babies, like adults, tend not to talk about
the obvious, but to comment on what is novel or dramatic. It isn't just teenagers who think that there
are more interesting things in life than parents.
It all happens around twelve months of age. That is the usual date of appearance for the
'first word.' Some children have been
heard to articulate a clear word as early as eight or nine months. Many leave it until a lot later, sometimes as
late as two, and they then catch up rapidly. A few have problems of language development,
and need special help before their word learning progresses.
Some leave out the first-word stage
completely and launch themselves directly into simple sentences. Lord Macaulay is said to have been a very late
talker. There's a story told about him
that, when his language finally emerged around age three, he was asked why his
first words had come so late, to which he is supposed to have replied:
'Hitherto, nothing of sufficient significance has warranted my verbal attention.
' You may believe this or not!
Whenever it appears, the first word is soon
followed by others. Between twelve
and eighteen months, most children produce around fifty words. In one study, the average time it took them to
get from ten to fifty words was 4. 8 months — that is, about ten new words a month. Between eighteen months and two years, the rate increases to about
twenty-five a month.
It then becomes much more difficult to count
word growth. By two, active vocabulary
has grown to around 200 words. By three,
the figure is somewhere between 3,000 and 5,000. One study recorded a child at age three years
and six
months for a whole day and
counted up all her words. She produced 37,000 words in
total, and over 4,000 different words. At times she was talking at a rate of a
hundred words a minute.
The totals seem remarkable until you
actually spend some time listening to an articulate four-year-old, and find
yourself wishing the child would shut up so that you can get a word in! Remember also that it does not take long to
say 1,000 words. That's the number we
would expect to find in a five-minute conversation. Even at a steady pace, such as that used by a
radio newscaster, more linguistic ground is covered than you might think: a
news report is usually read at around 200 words a minute.
If children can produce up to fifty words by
eighteen months (their active vocabulary), how many can they understand (their
passive vocabulary)? This is a more difficult area to research, but studies
show that progress here is even more impressive. During those first months of the second year,
children are focusing their attention on new words at over twenty each month —
nearly one a day. By eighteen months,
most children understand around 250 words. It seems that for every one word they can
speak, they understand five.
It is a ratio which reduces gradually as
children get older, but the imbalance between active and passive vocabulary
remains with us for the rest of our lives. As adults, our passive vocabulary is usually a
third larger than our active vocabulary. We understand far more words than we routinely
use. Apart from in this example, I do not think I have ever
used the word telemetry in my life. I am not even sure which syllable is stressed.
But I know what the word means.
(645 words)
ごく一般的な入試英文。内容的にも受験生が驚くことのない内容。これを法学部学生になろうとする人が読むべき英文なのか。中央大学の求める学生像とか，英語力のメッセージが伝わらない問題です。
中央大学の暴力的な問題は次の問題に現れています。
| The development (a)of robots that create maps of areas they (b)have already explored -and then use this information to (c)predict what unknown environments will be like (d)proceed in the United States. |
個人的には絶滅寸前にある誤文指摘の問題です。この問題がなぜ暴力的かというと，この英文は次のような英文を素材にしているようです。
The mobile machines create maps of areas they have already explored and then use this information to predict what unknown environments will be like.
この英文はBBC発のニュースで世界に配信されたようで，いろいろなサイトで紹介されています。→原文
こともあろうにこの英文にThe developmentを文頭につけて，述部にproceed in the United Statesをつけ加えて，本来は１文であってそれだけでも長い英文をrobotsを修飾する関係詞節にし，かつ，「改悪」した英文の述部の動詞の数の一致を問うています。この問題の意図は主語＋動詞の関係を見抜くことにありますが，英文作法として，避けられるべきような悪文を作っておいて，設問を作るのは，ばかげているというか，愚かというか。作問者の英語観に疑問を持たずにはいられません。
【３月２日】
１
Although
some people know from the time they are small children what they want to be
when they "grow up", most people do not. What you thought you wanted to be when you
were eleven years old may change as you grow older and have different work experiences.
Planning
for a career is important because the work that you choose will affect many
aspects of your life. Your choice of
work will determine how much money you make, the hours you work, and the amount
of leisure time you have. Where you will
work will also influence your decision about where you will live.
Why do
people work ? Everyone has personal reasons for working. These reasons vary according to individual
values, goals, and resources. The most
basic, practical reason for working is to earn money. In many cases, however, even people who have
enough money to meet their needs and wants work. Why ? Working seems to satisfy a basic human
need to be a useful contributor. When
your work is something you enjoy and do well, you receive a sense of
satisfaction from it. You feel that you
are using your time constructively.
All of
these factors influence why you and other people work, as well as the types of
work you choose to do.
Although
money should not be your only consideration when you decide on a career,
a certain amount of money is necessary to meet the
basic minimum needs of food, clothing, shelter, medical care, and
transportation. If you have wants in
addition to needs (and most people do), these, too, usually require some money,
even if only a small amount. When there
is a family to provide for, your income needs become greater because of your
increased responsibilities. Provision
for your income needs when you retire is another factor you should consider.
There are
many types of work you may consider, depending on your stage of life and your
changing goals, values, and resources.
As a young adult you probably will have several
different temporary, or part-time, work situations, which may or may not be
related to your long-term working goal. You may need to earn spending money by working
for a few hours a week as a babysitter or store clerk, for example. You may accept a temporary position to meet
your financial needs simply because the hours fit into your school schedule. You know that you will not be doing this
particular job for many years. It may be
work that you enjoy, but it is not necessarily part of your career plan.
Occasionally, temporary work is chosen with your long-term career in
mind. Many schools, for example, offer
work/study programs that allow students to work at jobs they are considering as
careers. In this case, you have the
opportunity to work temporarily and to gain experience toward your career. As a result of this short-term work
experience, you may change your mind about your intended career if you disliked
the job or you may work even harder to reach your goal if you enjoyed it. Temporary work like this allows you to try the
job firsthand, rather than only reading about it This can be valuable.
Permanent
work is work that you commit to doing on a full-time, long-term basis. This may be work that you have chosen as a
career or as a part of your career plan. This type of work is goal-oriented. That is, it is work that helps you to reach
your career goals. Whatever permanent
work you choose, you will have to have some training or education in order to
perform it. (606 words)
３
There was
a screech followed by a loud crash. The
old black truck in front of me stopped. I didn't. I hit its rear with force, crushing the fender
and bending the driver's door of my car. Except it wasn’t my car. It was my father's. I shouldn't have been driving it, and now I
had destroyed it.
The farmer
climbed out of his truck carefully and looked at the damage. I sat
sobbing; my lip bleeding where I had bitten it. He was worried about me. We exchanged names and phone numbers before we
drove onto the highway again. I knew I
dared not go home. I would be in big
trouble.
It was my
high-school graduation day. I drove to
school and got out through the passenger door. When I saw the damage, tears flowed down my
face. I wanted to calm myself and
climbed up a ladder in the gym. There, I
began hanging colored paper for decorations. Word traveled fast, and soon a teacher stood
at my feet and said. "You'll have
to get dressed for graduation sooner or later. Sooner would be much better; You have to tell
your parents. ” I finally agreed and
slowly drove home.
My mother
took one look at my face and screamed. 'What on earth happened ?" Tears spilled
from my eyes again. "I crashed
Daddy's car. " She rushed to the backyard where Daddy was grilling burgers
and shouted. "Stop cooking ! We are
not going to eat. Our daughter has
crashed your car. " He looked at her and quietly said, is she hurt ?"
"No, except for biting her lip. "
"Well, then, it has nothing to do with eating dinner. " He turned a burger in the air, put it on a
dish with the others, walked across the yard and put his arm around me. "Let's go in and hear all about this—if
you're sure you're all right. "
I tried to stop crying and nodded.
The phone
was ringing when we got to the back door. The farmer wanted to make sure that I was safe
and had no other injuries. He refused to
let Daddy pay for the scrapes on his truck.
I pressed
ice to my lip while my mother brought cold cloths for my swollen eyes. My father smiled at me and whispered, "Cars can be repaired . . . .
I
graduated that evening with my family in attendance. I was happy earning my diploma. However, I knew my greatest lesson had come
from my father. High school taught me
what is important in books. Daddy taught
me to think much of what is really important in life. (441 words)
センター試験の最後の長文が論説になりました。内容は全く面白くなりました。少なくも今年いっぱいの模試は小説を排除した形で作成されることになりそうです。「ちょっといい話」のセンター長文は新教育課程（何回もありますが…）からずっと出題されていました。共通一次時代は論説文＋小説でしたが，オーラルに重視された改訂で，論説文のところが，会話文あるいは会話形式の問題となり，そのため，論説文が姿を消し，小説だけが残っていました。「まとまりのある話しで，道徳的，少しこころ温まる」という，センター長文は５０万人もの若者が読むにはどうかと思っていましたが，いざなくなってしまうと，タダでさえ小説を読む機会が減り，入試全般でも新聞や雑誌の記事が目立つ昨今，これでいいのか？と逆に不安になります。この長文もセンターを意識したような英文。設問は空所補充でしたが，「こころ温まる内容です」
私は小説を読み始める時は，Iとあれば，まず男性を想像します。その男性は白人，年齢は中年だったり，若者だったり。それで，この英文を読み始めた時，まず，男の子を想像。お母さんが，「あなたの娘が～」と叫ぶ時まで，男の子が勝手に車を乗り出して，事故にあった，ぐらいに思っていましたが，この主人公が女性だと知ってびっくり。まったく英文の印象が代わりました。ちょっと泣き虫ですが。
このような英文が今後少なくなっていくと思うとちょっと寂しい気分です。しかし，逆にセンターで物語を読まないとなれば，増えるかもしれませんが～
4
|
Western
clothes were introduced into Japan about one hundred years ago. Before they spread[were
spread] widely, what people wore daily 1were called kimono,
literally meaning "things to wear". Now that Western clothes are the mainstream,
the word yo-so, 2meaning to wear Western clothes, which once had a fashionable image, 3has
become obsolete. Today, the
general styles of dress at workplaces are suits for businessmen and uniforms or
suits for women. People in some
professions dress more freely to their own
liking, but uniformity in dressing has been preferred, as is seen in school
uniforms. On
holidays, however, we see many people dressed 3in their own style such as T-shirts
and jeans, or sweaters and skirts, a scene not very different from towns in other countries. Now
kimonos are rarely worn as everyday clothes, neither
in public nor at home, but the custom of adding
a seasonal touch to what one wears and dressing according
to season 4are
kept and applied to Western clothes even today. The time-honored aesthetic sensibility
fostered 5in
traditional clothing lives on in Western clothes. |
日本に洋服が入つてきたのは約100年前のことです。洋服が普及する以前は、人々が日常着用しているものが「着物」と呼ばれましたが、それは、文字通り、「着るための物」を意味していました。そして、今や洋服が主流となったので、洋服を着ることを意味し、かつては当世風・流行の先端を行くというイメージを伴った「洋装」という言葉も、死語になりつつあります。 今日では、日本人の職場の服装といえば、男性サラリーマンの場合はスーツ、女性の場合は制服かスーツが一般的です。もちろん、職種によっては、もっと自由に自分の好みに合わせた服装をする場合もありますが、学校の制服にも見られるように、服装に関しては画一性が好まれる傾向にあります。 しかし、休日になると、Tシャツにジーンズ、セーターにスカートといった思い思いの服装をした人々の姿が見られ、外国の街で目にする光景とあまり変わりません。 今や、和服は、外であれ家庭内であれ、普段着として着用することはほとんど見られなくなりましたが、衣服に季節感を添えたり、季節に応じて衣替えをしたりする習慣は、今日でもそのまま洋服にも継承されています。長い年月の間につちかわれた衣服の着用に対する感性・感覚は、洋服の中にも生き続けているのです。 |
| これは，実は読み物でなく，日本語があって，それにそって，空所に適語を入れる。必要があれば，形を変えなさい，という英文です。なぜ，これを取り上げたかというと，久しぶりにひどい英文にであったからです。まず，最初に疑問を持ったのは下線部4です。ここがareであることがどうも納得がいきませんでした。なぜなら，areであるためには主語はthe custom of .... and dressingでなければならないからです。それで対応する日本語を見ると，「～する習慣は，～継承されています」とあり，主語は明らかにcustomであり，ならば，述語動詞はareでなく，isでなければなりません。 下線部1のまえのwhatは選択して入れる語ですが，これも実は迷いました。なぜなら，what people wore daily were called kimonoとなりますが，このwereも主語がwhatであることを考えるとwereである必然性がないと思われます。ましてや，補語はkimonoと不可算名詞で扱っています。このくらいからどうもこの英文は日本人が作文したものではないかと疑いだしました。そういう目でこの英文を検討するとかなりおかしな部分があることに気づきます。例えば，下線3を含む英文は，Now that ...., the word yo-so, meaning ...., which ......, has become ....という構造で，「今や～したので，～という意味で，…だった『洋装』という語は古くなった」となります。the wordを分詞と関係代名詞の２つで結ぶのは文体的にどうか。英文全体の平易さからすると不自然。日本語では「なりつつあります」を現在完了で書くのもいかがなものか。まさか，has been becomingとなどと書かせるのはないと思いますが。気になって調べたらgoogleで１０万件ぐらい。私の入試コーパスで１件ヒットしました。 For instance, many Japanese people feel that their incomes have been becoming less equal.（北海道大学・２００７） これを答として設定したとすれば，かなりおかしなことです。 さらに，下線3もかなりおかしく響きます。in their own styleとT-shirts and jeansのつながりが論理的ではないと思われます。また，dressed in...をこのように使うのもいかにも受験勉強で英語を勉強した人風です。ということで，かなり疑問の残る英文でした。 |
【２月２８日】
【Ⅰ】
The
Thomas A. Edison National Historic Site
in West Orange attracts thousands of people who would normally avoid the harsh,
de-industrialized landscape of northern New Jersey. Situated about forty-five minutes from New
York City, the site of Edison laboratory and museum is one of the most popular
national parks on the East Coast. The
Park Service estimated that over 50,000 people visited the site in 1987, its
100th anniversary. These visitors came
from all parts of the nation and a large portion came from abroad. It is hardly surprising that Edison's
laboratory is most popular with Japanese tourists, who share his work ethic and
commitment to innovation.
The
creators of today's microelectronics "revolution" find relevance in
the "Second Industrial Revolution," which began in the 1880s and
lasted until the Great War of 1914-18. This period of rapid economic growth came
after the first wave of industrialization had begun to transform the economy
and society of the United States. Edison's invention of the incandescent light bulb
marked the beginning of the second burst of innovation, one that created
several major new industries. This
second wave of industrialization does not have the same powerful images as the
first; the steam engine and textile mill are universally recognized as the
symbols for the first great movement, which began in Great Britain. and spread to the United States in the early
nineteenth century. The new industries
of the 1870s and 1880s do not have the same familiar symbols. Edison's Pearl Street station in downtown
Manhattan-the first architectural relic of the electrical industry-is no longer
standing. But Edison's laboratory in
West Orange is both an accessible and appropriate symbol of this movement.
The
complex of buildings in West Orange was erected in the late 1880s, when the
Second Industrial Revolution was just beginning. As the greatest industrial research facility
in the United States, the laboratory was the breeding ground for a new generation
of technology and the starting point of some important new industries of the
twentieth century. Here Edison worked at
spreading his electrical lighting systems throughout the industrialized West
and lowering the price of electricity until it was available to everyone. The motion-picture camera was invented at the
laboratory, along with a host of other important products, such as the Edison
storage battery and the dictating machine. Edison perfected the phonograph at this facility and manufactured thousands
of them at his nearby factories. Two of
the twentieth century's most influential media industries-motion pictures and
musical entertainment-had their humble beginnings in this cluster of brick
buildings.
The
experimental rooms and machine shops in the lab are a reminder of the complex
technologies introduced by Edison. The
impressive library is evidence of the growing importance of science in the
technologies of the Second Industrial Revolution-a revolution that was based on
the so-called scientific industries of electricity, steel, chemicals, and
communications. The rows of technical
journals (many of them from outside the United States), scholarly books, and bound patents show that the
information age had begun well before the twentieth century, and that Edison
saw the importance of keeping up with
scientific and technical progress wherever it occurred.
When
Edison reached the age of forty in February 1887, he had achieved more than
many men do in their lifetimes. The
development of commercial electric lighting had brought him worldwide fame and
a considerable fortune. The famous
invention of his incandescent lamp had taken place in 1879 at his laboratory in
Menlo Park, New Jersey, the "invention factory" where groups of
experimenters had developed a stream of new products that included electric
lighting. In the years that followed the
invention of the electric lamp, Edison and his men built the first complete
supply system based on a central power station. New York's Pearl Street station was completed
in 1882. It distributed electricity to a
few blocks of the business district in lower Manhattan. This was not the first electric light in New
York City, for Charles Brush and Edward Weston had already installed arc lights
in public places, but it was the prototype of the commercial distribution of
electricity. The plain, shop-front
facade of the Pearl Street station did not do justice to this historic
installation, which proved that large-scale electricity supply was
technologically feasible. It was a
triumph for Edison and the small beginning of a great new industry. Copies of the station soon appeared on both
sides of the Atlantic, as affluent city dwellers clamored for the new light and entrepreneurs rushed
to form local Edison lighting companies. To his contemporaries, Edison, now known as
the "Wizard of Menlo Park," stood astride a mighty business empire.
Innovation is a term that Edison did not use. He described himself as an inventor and the
work he did in the laboratory as invention. Yet to label Edison a mere inventor does not
do justice to his genius, nor does it account for the enormous impact he had. Inventing was the idea stage, the first
step in a long process. Its formal
ending came when a patent was filed. Edison
considered getting ideas for an invention the easy part; the hard part was
"the long laborious trouble of working them out and producing apparatus
which is commercial. " Innovation
defines Edison's work, taking it from the laboratory into the commercial world. Innovation covers the setting up of a
commercial enterprise based on an idea. Edison's record number of U. S. patents should not obscure his even greater
achievement of founding several industries.
In
Edison's view a patent was hardly worth the trouble of inventing something. He knew from experience that selling patents
to businessmen often left the inventor shortchanged. More often
than not the returns from a new idea went to the financier or manufacturer,
while the inventor struggled to protect his patent in the courts and obtain his
share of the profits. A patent alone was
not enough, nor was an invention. The
original idea had to be developed into something more tangible than a patent;
it had to be transformed, or "perfected," into a working model or a
prototype-something a businessman could see and touch rather than imagine. This was essential to obtaining financial
support. In Edison's words, the
"money people" had to see money in an invention before they would
invest in it. Perfecting an invention
included finding and remedying the bugs-the defects and design problems-that
inevitably cropped up in the development of an idea into a
working model or process. This stage of
innovation ended when the invention was translated into a factory-ready
prototype. The idea was now embodied in
a technology, an amalgamation of ideas, knowledge, and hardware all directed
toward a practical goal. Its value
was much greater than a patent. The
final step was "pioneering" a technology by putting it into
production and proving its commercial feasibility. This meant financing and administrating a
manufacturing operation until it could be sold to entrepreneurs.
Innovation covers what Edison called inventing, perfecting, and
pioneering a new technology. The
business of innovation encompasses
decision making, from establishing the technical goals of a research program to
devising a marketing strategy for a new product. It also covers the management of the research
and development effort and the financing of the whole operation. Inventors in the nineteenth century had often
ignored the business of innovation, preferring to remain in the technical
domain. This was fine for the individual
who did not mind a life of poverty and obscurity, but for the operator of an
invention factory, the management of resources was of primary importance.
(1345 words)
慶應の環境情報は久しぶりです。最初に担当したのはもう１５年ほど前です。研究社時代の７年間はずっと全訳を書いて，設問解説を書いていました。その当時から環境情報・総合政策の問題形式は全く変わっていません。最初に取り組んだ時には1000語を越えるような大学がなく，最難度の問題とされており，週刊朝日で，ひどい問題の代表としてたたかれていました。
とにかく最初の問題はわからないところが結構あって，ALTに相談したり，他の同僚に聞いたり，その後こちらが慣れたのか，問題が易しくなったのか，徐々に易しくなりました。予備校から発表される答えも違うということも当たり前でした。最後にやったのは７年前。その時は「ハゲワシを餓死寸前の子ども」というピューリツァー賞受賞の写真をめぐっての報道と倫理の問題。問題には，これは「～の文である」といった指示もあり，親切になった印象がありました。あまりに久しぶりに取り組んだせいか，３択といいながら結構苦労しました。
幸い出典が明示され(Edison and the Business of Innovation , Andre Millard)ていたので，Amazonでそのさわりの部分を確認できました。
ところで，久しぶりに私がこれまで記録してきた出典のリンクはほとんどが切れていました。これは，記事をある期間でネット上から削除されていくためと思われます。
→大意
【Ⅱ】
The
humanitarian response to the 2004 Asian tsunami was swift and global. But compared to the tasks that outside relief
agencies and foreign soldiers undertook, those assigned to local Indonesian
volunteers in Banda Aceh were far more grim. Their mission: to clear the provincial capital
of corpses, both in order to preserve the dignity of the tens of thousands of
victims and also to prevent epidemics among survivors. For weeks, they gradually went district by
district through the wrecked city, freeing decomposing remains from the rubble
for burial in mass graves. "It was
very, very surprising," says Hasballah M. Saad, an Indonesian human-rights commissioner.
"We never imagined that people
would come spontaneously. "
The
volunteers' sacrifices were symbolic of an under-appreciated force in modern
Asia: that of groups formed to address
social and economic issues. Time and again, the region's
youth are portrayed as money-grubbing
"me-firsters"-that is, the 21st century's version of America's
post-World War II "baby boomers. " In Japan, leaders criticize
"parasite singles," people, over age 25 who live at home with their
parents in suspended
adolescence; in Singapore, they fret about the younger generation's tendency to avoid the costs
and cares of child-rearing. Everywhere
the premise that an Asian "me generation" has emerged is seldom if
ever challenged. After all, study
after study has plotted the rise of millions of new consumers across the
region, noting that global economic growth is increasingly driven by the
buying power of affluent households in places like Shanghai, Jakarta and Mumbai.
One would think that all they want to do-and
all the world wants them to do-is spend, spend, spend.
Such
observations aren't so much wrong as one-dimensional. History shows that industrializing societies
evolve-often radically-with each successive generation. So in light of Asia's breakneck modernization, it is little wonder
that values are changing fast. But
alongside the spread of capitalism and conspicuous consumption, the region is
also experiencing a profusion of new non-governmental organizations (NGOs), a
religious resurgence and rising nationalism. There are an estimated 2 million NGOs in
India, and China now has 2,000 registered "green" groups-up from zero
in the early 1990s. In Indonesia,
students from the top three universities in the country were surveyed on their
career plans in 2004. An astonishing 73
percent said they would prefer to work for an NGO rather than for the
government, and about the same number said civic organizations could do more
than the government to improve the country. In these Asian countries and others, the operative pronoun is
"we"-the power of groups to enhance the common good.
In
fact, the interplay between individualism and collective action forms
the background of much of Asia's dynamism. One example is modern-day Bangladesh. Infamous for bad governance and incessant
civil unrest, the country of 145 million has, nevertheless, become an overachiever among developing
nations. Its gravity-defying economy was expected to grow by
6. 7 percent in 2006, and the country is on track to meet its development goals on poverty
reduction, gender equality, literacy and rural development. .
But
how? One growth driver is the millions of small-scale enterprises funded by
loans extended without conditions to poor households. The other: a vibrant, youth-oriented NGO
community that bolsters educational and health services. "The government is wobbly and ineffective,"
says Muhammad Yunus, founder of the micro-credit project called the Grameen
Bank and winner of this year's Nobel Peace Prize. "But our NGOs are strong and getting
stronger, and they focus on the issues we need them to. "
Disorienting change can inspire what looks like selfish behavior, to be
sure, as rapid economic growth destroys traditional social structures faster
than new ones can be built. One example
is the magnetic pull that boomtowns like Shanghai, Ho Chi Minh City or
Bangalore exert on the best
and brightest young talent in their respective countries. Often, the rural migrants who make good in the city find
themselves disconnected and alone. "Initially, a lot of their riches go to
satisfying selfish demands," says Shalabh Sahai, a 30-year-old resident of
Mumbai, India, who received his M. B. A. from the Indian Institute of Rural
Development.
But,
Sahai goes on to note, "as the number of these people increases and they
get more experience, many begin to say 'I should do something more'. "
That was his thinking when he joined two classmates to form the nonprofit group
iVolunteers back in 2002. The group,
which has 9,000 active members in four cities, seeks to link young elites with suitable needy causes. Since its inception, the "matchmaking" service
has arranged for thousands of volunteers-mostly IT professionals or bankers
aged 25 to 35-to mentor orphans, take slum kids on nature walks, visit
elder-care facilities, or advise grassroots environmental groups.
"We have a lot of young people who are extremely intelligent and
earn big salaries," says 27-year-old Misha Bhatt, who heads the group's
Mumbai operation. "They meet
others, brainstorm solutions to problems. The feel-good factor is extremely high. "
iVolunteers, which is expanding its services through links with companies also looking to do good, reflects
a change in India: The tradition of village-level charitable giving is being
replaced by corporate and individual giving, coming from cities and the new
rich.
Different countries in the region are naturally at different stages. In China, for example, grassroots activism
dealing with anything other than environmental issues has yet to emerge as a
major presence in society. Another
challenge is to foster a sense of community within the workplace, now that many
of the so-called "little emperors" born under China's one-child
policy are starting their careers. Some
employers report that raised voices, crying, and other unprofessional behavior
can occur among newly-hired employees. Some of these employees may "come with a
sense that the rules don't apply to them," says William Dodson, CEO of
Silk Road Advisors, a China-based management consultancy.
On the
other hand, less individualism is not always a good thing. In Malaysia, Prime Minister Abdullah Ahmad
Badawi recently warned that religious and ethnic tensions could cause the
country "to fail as a multiracial and multi-religious nation. " His
comments followed recent clashes between Malay Muslims and ethnic Chinese. On Internet bulletin boards in Japan, South
Korea and China, young nationalists trade insults over everything from Japan's
20th-century imperialism to North Korea's recent nuclear test-suggesting
that economic integration does not necessarily lead to warm diplomatic
relations.
But at
least the passion shows that Asians have more on their minds than just making
money. Take the Muslim Student
Association at the University of the Philippines in Manila, an elite training
ground for future business and political leaders. Its members, many of them from impoverished
Mindanao province, are eager to serve their home communities. Association President Abdel Jamal Disangcopan,
22, is the son of two doctors. He
attends law school but doesn't dream of becoming a highly paid corporate lawyer.
"Money is just a plus. Fulfillment is first," he says. "I don't want to be stuck in a life where
. . . I'm not helping anybody. " He
aims to return to Mindanao and become a much-needed public attorney for
low-income residents. Another student in
the Muslim Student Association says she wants to return to Mindanao to practice
medicine after she earns her degrees, and a third plans to return to become a
teacher. All are likely to make good on
their pledges---making small but invaluable contributions to the societies in
which they live. (1236 words)
こちらはNewsweekからの記事。2006年１１月27日ということで，少し古い感じです。通例，入試の前年６月頃，というのが定番。Newsweekの記事ですからそれほど読みにくくないはずですが，３択問題は２つ間違えました。これは集中してやらずに，集会中に内職して読んだこともありますが，苦戦したことは間違いなし。３択といってもバカにできません。
（２月２４日）
【Ⅰ】
In the 1960s,
while studying the volcanic history of Yellowstone Notional Park. Bob Christiansen of the United States
Geological Survey became puzzled about something that, oddly, had not troubled
anyone before: he couldn't find the park's volcano. It had been known for a long time that
Yellowstone was volcanic in nature---that's what accounted for all its geysers
and other steamy features---and the one thing about volcanoes is that they are generally
pretty conspicuous. But Christiansen
couldn't find the Yellowstone volcano anywhere. In particular what he couldn't find was a
structure known as a caldera.
Most of
us, when we think of volcanoes, think of the classic cone shape of a Fuji or a
Kilimanjaro, which is created when erupting magma accumulates in a symmetrical
mound. These can form remarkably quickly.
In 1943 at Paricutin in Mexico a farmer
was startled to see smoke rising from his land. In one week he was the confused owner of a
cone 152 meters high. Within two years
it had topped out at almost 430 meters and was more than 800 meters across. Altogether there are some ten thousand of
these visible volcanoes on the Earth, all but a few hundred of them inactive. But there is a second, less celebrated type of
volcano that doesn't involve mountain-building. These are volcanoes so explosive that they
burst open in a single mighty eruption, leaving behind a vast pit, the caldera.
Yellowstone obviously was of this second
type, but Christiansen couldn't find the caldera anywhere.
By chance,
just at this time NASA decided to test some new high-altitude cameras by taking
photographs of Yellowstone from high above, copies of which a thoughtful
official passed on to the park authorities on the assumption that they might
make a nice display for one of the visitor centers. As soon as Christiansen saw the photos he
realized why he had failed to spot the caldera: virtually the whole park---9,000
square kilometers---was caldera. The
explosion had left a crater nearly 65 kilometers across---much too huge to be
perceived from anywhere at ground level. At some time in the past Yellowstone must have
blown up with a violence far beyond the scale of anything known to humans.
Yellowstone, it turns out, is a supervolcano. It sits on top of an enormous hot spot, a
reservoir of molten rock that begins at least 200 kilometers down in the Earth
and rises to near the surface. This is
known as a "superplume." The heat from the hot spot is what powers
all of Yellowstone's geysers, hot springs and popping mud pools. Beneath the surface is a magma chamber that is
about 72 kilometers across---roughly the same dimensions as the park --- and
about 13 kilometers thick at its thickest point. Imagine a pile of TNT about the size of an
English county and reaching 13 kilometers into the sky, to about the height of
the highest clouds, and you have some idea of what visitors to Yellowstone are
walking around on top of. The pressure
that such a pool of magma exerts on the crust above has lifted Yellowstone and its
surrounding territory about half a kilometer higher than they would otherwise
be. If it blew, the disaster would be
beyond imagination. According to
Professor Bill McGuire of University College London, "you wouldn't be able
to get within a thousand kilometers of it" while it was erupting. The consequences that followed would be even
worse.
Superplumes
of the type on which Yellowstone sits are rather like cocktail glasses --- thin
on the way up, but spreading out as they near the surface to create vast bowls
of unstable magma. Some of these bowls
can be up to 1,900 kilometers across. According to current theories, they don't
always erupt explosively, but sometimes burst forth in a vast continuous
outpouring--- a flood----of molten rock, as happened with the Deccan Traps in
India 65 million years ago. These floods
covered an area of over 500,000 square kilometers and probably contributed to the
disappearance of the dinosaurs with their harmful gases. Superplumes may also be responsible for the
cracks that cause continents to break up. (696 words)
出典は"A short history of nearly everything"(Bill Bryson）だそうです。この英文の直接のサイトはなかったのですが，この英文はいいからと推薦するサイトがありました。→
どうもSuperplumesを紹介する文のようです。Superplumesというのはどうもすごいらしい。イエローストーン国立公園は他とは違うぞ，ということがわかればいいみたいです。間欠泉gyserは教師に成り立ての頃に教科書で扱いました。もちろん高校の時や大学生の時は知りませんでした。
【Ⅱ】
Late one
afternoon, when I was beginning to think that I had worked enough, for the day,
I heard a knock at the door. I answered
it to find, to my surprise, a total stranger. He asked me my name; I told him. He asked if he might come in
“Certainly.”
I led
him into my sitting-room. Then I begged
him to sit down and he thanked me for that, settling himself into the furniture.
He seemed a little embarrassed. I offered him a cigarette and he had some difficulty
in lighting it without letting go of his hat. When he had satisfactorily achieved this feat
I asked him if I should not put it on a chair for him. He quickly did this and while doing it dropped
his umbrella.
"I hope you don't mind my coming to
see you like this," he said. "My name is Stephens and I am a doctor. You're in the medical profession, too, I
believe?"
'Yes, but
don't practice. "
“No, I
know. I've just read a book of yours
about Spain and I wanted to ask you about it.”
'It's not a very good book. I'm afraid”
'The fact
remains that you know something about Spain and there's no one else I know who
does. And I thought perhaps you wouldn't
mind giving me some information.”
"I
shall be very glad.”
He was stiff
and silent for a moment. He reached out for
his hat somewhat blushingly and holding it in one hand absent-mindedly stroked
it with the other. I imagined that it gave him confidence.
“I hope
you won't think it very odd for a perfect stranger to talk to you like this” He gave an apologetic laugh. “I’m not going to tell you the story of my
life."
When people
say this to me I always know that it is precisely what they are going to do. I don't mind. In fact, I rather like it.
“I was brought up by two old aunts. I've never been anywhere. I've never done anything. I’ve been married for six years. I have no children. I’m a medical officer at the Camberwell
Hospital. I can’t stand it any
more. You know what the duties are of a
medical officer in a hospital. One day
is pretty much like another. And that’s
all I’ve got to look forward to for the rest of my life.”
There was
something very striking in the short, sharp sentences he used. They had an aggressive ring. (418 words)
出典は見つかりませんでした。どうも舞台はイギリスのよう。ホームズを想起させますが，よくはわかりません。話しが中途半端で，これではなんのことかわからず。小説はやはりまとまりが欲しいものです。ところで，センターから物語りが消えました。これまでは強制的に「ちょっといい話し」を読まされてきたのですが，これからは評論だけ。私立大学や国立二次で小説を扱わない限り，小説はますますはじに追いやられそうです。確かに実務では関係ないでしょうが，英文を読むと言ったら小説だとは思うのですが。
【Ⅲ】
Not long
ago, it was almost impossible to get morphine---one of the most powerful of painkillers
--- even if you are dying in severe pain. Families and doctors feared that morphine was
addictive. Morphine is an opiate and was
heavily used for the wounded during the American Civil War and again during
World War I, when it did create serious problems --- though many sources now
report that, if properly used, it need not be addictive.
In any
case, though, whether morphine is addictive or not, it hardly matters when people
are already on their deathbeds. Yet
somehow this little detail never quite registered. So for a whole generation people died in
unnecessary pain because --- well, why?
The answer
isn't hard to see. It is habit. Reacting to the addiction caused by the
overuse of morphine in the past, doctors acquired a habit of avoidance that
became an instinct. It also didn't help, I'm sure, that
morphine is closely associated with other opiates so that the moral implication
"drug" also stuck in people's minds.
So that's where we were: stuck. Strange as it now seems, it was not possible
to break the old habits and associations even when (you would think) they
clearly did not apply. For a long time,
people could not see the absurdity of denying morphine to dying people. Habits
became blinders. Lately we see more
clearly on this issue --- morphine is accepted, though still, under certain
conditions --- but, of course, it makes you wonder what other, similar
absurdities are still staring us in the face.
Psychologists have a word to describe this mental blindness, these
habits and assumptions and fixed ways of seeing: "set"
"Set" isn't always a bad thing. We can't figure everything out from the beginning every time we need to
do something --- we'd never do anything. Most of the time we have to rely on our habits
to get us through, adding in little
thinking only when necessary. Lucky for us.
Unluckily
for us, though, "set" also blocks new ways of seeing . It blocks flexibility and creativity. Sometimes these habits can be so deep-rooted
that we may not be even aware of them. And then we’re really stuck.
The story tells
us that we need methods to help us break "set," or think outside the
box. " Here is the first method ---just one --- for "thinking out of
the box.” Start with any random” prompt” at all, then ask what new ideas or
associations it provokes when put together with your problem or question.
This
method I call inviting exotic associations.” The point is: find as truly random a source of associations
as you can. Now you really have a "prompt"---
a new, unfiltered stimulus to your thinking --- from outside your “set.” Right away something fresh. And easy! Randomness is exactly what it may take to
break out of the habit that we happen to be in (but can't quite see).
(503 words)
出典はわかりませんでした。モルヒネとか麻酔の話しだと思ったら，それは導入で先入観の話しのようです。実はよくわからない英文があって，問題を解く上では関係ないのでそのままにしてありますが，結構難しい英文だと思います。setはmind-setにあたるものでしょうか。言っていることはしごく当然のことですが，いまいち，最後のsetの打ち破り方がわかりません。extotic associationsとは，あるヒントに対して，できるだけそれとは直接関わりのないような連想をして，発想力を鍛えるのでしょうか。インターネットでは，この発想力を鍛えるパズルが紹介されています。
【Ⅳ】
A Japanese university professor is talking with a
student from abroad, who is about to finish his studies in Japan
Professor: Was it difficult for you when you first came to
Japan four years ago?
Student: Well, the language was especially difficult. Everyday conversation was okay, out, but
Japanese used in university classes was really challenging for me. On top of
that, it was a little hard to get used to the way people do things here.
Professor: I see. About the language, how many years did you
study Japanese before you came here?
Student: I studied it for four years in high school and I
took another two years of Japanese in college.
Professor: So a total of six years. That's good. I'm sure your Japanese has improved a lot
through your four-year experience this time. Now, you also mentioned the difficulty of getting used to the way we
do things.
Student: That’s right. I had studied Japanese culture before coming
here, but it was difficult to apply the knowledge that I had gotten from
textbooks to actual everyday life.
Professor: Hmm.... I’m not sure if I’m following you. Can you give me an example?
Students: Sure. For example, I learned from a textbook that
Japanese people bring some gift when they visit their friends. But a friend of mine that I met when 1 first
came here was really surprised when I visited his apartment with a nice gift. She said it was too formal to do such a thing
when visiting a friend.
Professor: That's interesting,. I'm sure your friend enjoyed whatever gift you
brought, though. Okay, what else?
Student: Let's see. . . . Oh, I was really surprised at the way you
sometimes refer back to some favor that someone did for you and thank him or
her for that favor when you see that
person the next time, even after a week or so. We just don't do that in our culture.
Professor: You mean, we sometimes say things like
"Oh, thank you for giving me a ride to the train station last Sunday. "
That kind of thing?
Student: That's exactly what I mean. We usually thank the person on the spot and that's
it!
Professor: Very interesting observation. Do you still feel strange about our way?
Student: To be honest, at first I did, But now I've
gotten used to it and I kind of like it.
I may continue doing it even after I go back to my country.
Professor: Well, I’m not sure about that. I myself like that custom of ours, but your
friends may get a little confused if you do that. You know, when in Rome, do as the Romans.
Student: Thank you for your advice. You may be right. Anyway, I learned so much about your country and your culture, and I
really think I made the right decision to come here to study. (484
words)
関西の大学の会話問題（関西大学とか）は面白いのですが，どうしても大学教授が作問しているので，その会話はないんじゃない，という設定が目立ちます。なんか。不思議な会話です。
【２月２２日】