立品招募长期合作的译者

    立品图书公司期许“关切社会、安顿心灵”，将一如既往地推出影响现代人思想和心灵的好书，同时还将致力于儿童教育的探索，2011年拟出版一批介绍华德福教育的书籍，同时将西方一些优秀的童话故事带给我们的孩子。为了将最好的译稿呈现在读者面前，我们希望找到能够与我们长期合作的优秀译者，包括5-6名英文译者、1-2名德文译者及1名法文译者，其中法文译者需翻译以马内利修女所著《一名修女的忏悔》等。稿酬从优。

    我们认为，一本书的译者首先是热爱和欣赏这本书的读者，出于对书的喜爱，希望更多的人读到它，因此怀着热忱，努力将它翻译出来。翻译是辛苦而寂寞的工作，需要热情、坚持，更需要对文字本身的敏感和热爱。对书中精神及文字之美的深刻领略，会给这份寂寞的工作带来别样的乐趣。因此，我们希望您

1.       有扎实的文字功底，能够透彻理解原文，并用流畅的语言忠实表达。

2.       爱书，爱翻译工作。

有意者请将以下英文的译稿连同简历发送到：zhouxuan.tobebooks@gmail.com

有意与我们合作的德文和法文译者请发送简历到zhouxuan.tobebooks@gmail.com 我们将发送试译稿到您的邮箱。

试译内容：

A mother once brought her nine-year-old, potential ‘prodigy’ son to Albert Einstein and asked how her boy could further improve on his mathematics. Einstein replied ‘Try telling him some stories.’ The mother persisted in asking about the maths issue. Einstein said ‘Tell him stories if you want him to be intellegent, and even more stories if you want him to become wise.’

I first read about Einstein’s views on stoires and the imagination when I was a student teacher in the 1970’s. As my favourite subject was maths, I felt drawn to his writhings and was ingrigued to read why a mathematical genius like Einstein placed imaginative thinking on a more important level than ‘knowledge’. He argued that knowledge is limited to all we know and understand in the present, while imagination can embrace all there ever will be to know and understand. According to Einstein, imagination stimulates progress. Great inventions, he said, require an imaginative mind.

This was a new concept for me, and created my first link between stories, imaginative thinking and education. After passing my teaching degree at twenty-four I entered the workforce. Within six months I had my first experience of the power of ‘story’ on children’s imaginaitons.

I was workingas an assistant in a kindergarten in Sydney, Australia. In the weeks leading up to Christmas, the teacher decided to use a story from the Nutcraker Suite with its Christmas theme. She planned a visit to the class by the ‘Sugar Plum Fairy’. Needing someone to dress up as the fairy, the teacher convinced me to trust her decision and take on this role. I remember first laughing at this idea, thinking that the children would be sure to recognise me, and that this would spoil the magical mood.

On the day of the festival I disappeared from class during playtime, went into the storeroom and changed into ‘fairy’ costume. I wore my mother’s white satin wedding slip, carried a gold star wand in one hand, and a basket ful of ‘sugar plums’ (nuts and raisins wrapped in red cellophane) in the other.

Meanwhile the teacher had gathered the 25 children around her, and at the appointed moment I nervously danced into the middle of the circle. The children sat in awe! As the teacher played some music from the story, I gave out a ‘sugar plum’ to each child. While I was doing this, one of the older boys, who had just turned six, reached out and touched my dress, saying with wide-open eyes, ‘I have never touched a real fairy before!’

After changing back into my normal clothes, I emerged into the garden where the children were playing. Some of them were still carefully holding their ‘sugar plums’, not wanting to open them until their parents arrived. Others were eating them slowly and joyfully. When the children saw me, they cried out, ‘Susan, where have you been, you missed the Sugar Plum Fairy!’