时间:2019-02-13 作者:英语课 分类:名人认知系列 Who Was


英语课

Martin Luther King, Jr., was always a very good student. He loved to read and make speeches. He studied very hard and skipped two grades. At just fifteen years old, he graduated from high school.

That summer, Martin worked in Simsbury, Connecticut. It was Martin’s first time in the North. He had a job in the tobacco fields. He was surprised to see how different life was for blacks in the North. Black and white children went to the same schools. There were no separate restaurants. Martin dreamed that this could happen in the South, too. If only there was some way he could make this dream come true.

Martin returned to Atlanta to attend Morehouse College. This was the same college that his father had attended. All the students at the school were black. All the teachers were black, too.

At first, Martin wasn’t sure what he wanted to study. He knew that he wanted to spend his life helping 1 black people. But what was the best way to do that? Perhaps he would follow in his father’s footsteps 2 and become a minister. Or maybe he would become a lawyer.

In college, Martin Luther King, Jr., read an essay by a man named Henry David Thoreau. The essay was written in 1849. In this essay, Thoreau said that people have the right to disobey unjust 3 laws. In Thoreau’s time, the United States still allowed slavery. Thoreau wanted to protest 4 slavery. He felt the government was wrong to allow it. So he refused to pay his taxes. As a result, he was thrown in jail 5. But Thoreau did not mind being in jail. He was making a point. Martin liked the way Thoreau thought. He also liked that Thoreau protested 6 in a peaceful way.

Two of Martin’s favorite college teachers were ministers. Because of them, he decided 7 to become a minister as well. As a minister, Martin could speak out against segregation 8. He could show his people how much he cared.

When Martin Luther King, Jr., was only seventeen, he gave a sermon 9 at his father’s church. He wasn’t a minister yet, but the sermon was heartfelt and inspiring. His words not only touched the members of the congregation, but his father as well. The very next year, Martin became a minister and also an assistant in his father’s church.

In 1948, Martin graduated from college. He was nineteen. Martin’s father wanted him to stay at the Ebenezer Baptist Church. But Martin wanted to continue his education. In September, he entered Crozer Theological Seminary, a school of religion, in Chester, Pennsylvania. Out of one hundred students at the school, only six were black.

At Crozer, Martin studied the teachings 10 of people such as Mahatma Gandhi, the first leader of modern-day India. Like Thoreau, Mahatma Gandhi believed change could come from peaceful protests 11.

In 1951, Martin graduated from Crozer. He was the top student in his class. But he still thought there was more to learn about helping people through protest. So he moved to Massachusetts, to study at the Boston University School of Theology.

In Boston, Martin met Coretta Scott. Coretta had grown up in Alabama, but she was in Boston studying to be a singer. On their first date, Martin drove his green Chevrolet to pick her up. Over lunch, they talked about how hard it was to be black in the United States. They also talked about how people could live together in peace. Martin was impressed by Coretta.

MAHATMA GANDHI

MAHATMA GANDHI WAS A POLITICAL AND SPIRITUAL LEADER OF INDIA. HE WAS BORN On OCTOBER 2, 1869, In THE CITY OF PORBANDAR.

AT THE AGE OF EIGHTEEN, GANDHI WENT TO LONDON TO STUDY TO BECOME A LAWYER. AFTER COLLEGE, GANDHI WENT TO WORK In SOUTH AFRICA WHERE BLACK AFRICANS WERE TREATED AS SECOND-CLASS CITIZENS. GANDHI SOON FOUND OUT THAT INDIANS WERE TREATED THE SAME WAY. HE WAS ASKED TO TAKE OFF HIS TURBAN In THE COURTROOM. HE HAD TO RIDE IN A SEPARATE CAR On TRAINS. THESE EXPERIENCES MADE GANDHI DECIDE TO LEAD PEACEFUL PROTESTS. HE BELIEVED THIS WAS THE BEST WAY TO SHOW THAT DISCRIMINATION WAS VERY WRONG.

LATER, BACK In INDIA, GANDHI PLAYED A GREAT PART In FREEING HIS HOMELAND FROM BRITISH RULE. EVEN THOUGH HE SPENT MANY YEARS In PRISON, GANDHI PRACTICED NONVIOLEnCE THROUGHOUT HIS LIFE.

SADLY, GANDHI DIED VIOLENTLY. HE WAS KILLED On JANUARY 30, 1948, BY NATHURAM GODSE, WHO WAS A HINDU RADICAL 12. HE THOUGHT THAT GANDHI WAS RESPONSIBLE FOR WEAKENING 13 INDIA. TODAY, GANDHI’S BOOKS AND TEACHINGS LIVE On AND HAVE INSPIRED MANY PEOPLE, INCLUDING MARTIN LUTHER KING, JR.

After only an hour, Martin knew that they were going to get married one day. And he was right! On June 18, 1953, they were married at the Scotts’ home in Marion, Alabama.

The young couple lived in Boston. Martin had to finish his studies at Boston University, and Coretta had to complete her work to become a music teacher. When he was done with school, he became Dr. Martin Luther King, Jr. Martin was now ready to start his life’s work—but exactly how would he do that?



n.食物的一份&adj.帮助人的,辅助的
  • The poor children regularly pony up for a second helping of my hamburger. 那些可怜的孩子们总是要求我把我的汉堡包再给他们一份。
  • By doing this, they may at times be helping to restore competition. 这样一来, 他在某些时候,有助于竞争的加强。
n.脚步(声),一步的距离,足迹;脚步(声)( footstep的名词复数 );一步的距离;足迹
  • the sound of footsteps on the stairs 楼梯上的脚步声
  • Their footsteps echoed in the silence. 他们的脚步声在一片寂静中回荡着。
adj.非正义的;不公正的,不公平的,不该受的
  • The unjust peace agreement set the scene for another war.这项不公平的和约为另一场战争埋下了祸根。
  • It was unjust of them not to hear my side.他们不听我这方面的意见,这不公正。
v.反对,抗议;宣称;n.抗议;宣称
  • I can't pass the matter by without a protest.我不能对此事视而不见,我要提出抗议。
  • We translated his silence as a protest.我们把他的沉默解释为抗议。
n.监狱,看守所;vt.监禁,拘留
  • The castle had been used as a jail.这城堡曾用作监狱。
  • If she carries on shoplifting,she'll end up in jail.她如果还在店铺里偷东西,最终会被抓进监狱的。
v.声明( protest的过去式和过去分词 );坚决地表示;申辩
  • He protested he was being cheated of his rightful share. 他提出抗议说他被人骗取了他依法应得的份额。 来自《简明英汉词典》
  • Amy protested she was being cheated of her rightful share. 艾米提出抗议,说有人骗取了她依法应得的份额。 来自《简明英汉词典》
adj.决定了的,坚决的;明显的,明确的
  • This gave them a decided advantage over their opponents.这使他们比对手具有明显的优势。
  • There is a decided difference between British and Chinese way of greeting.英国人和中国人打招呼的方式有很明显的区别。
n.隔离,种族隔离
  • Many school boards found segregation a hot potato in the early 1960s.在60年代初,许多学校部门都觉得按水平分班是一个棘手的问题。
  • They were tired to death of segregation and of being kicked around.他们十分厌恶种族隔离和总是被人踢来踢去。
n.布道,讲道,说教,冗长的讲话
  • The minister preaches a sermon now and then.牧师不时地讲道。
  • Don't preach me a sermon,please.请不要对我讲大道理。
n.教学( teaching的名词复数 );教学工作;教诲;学说
  • We must never be unworthy of our teachers' untiring and sincere teachings. 我们决不要辜负老师的谆谆教导。 来自《现代汉英综合大词典》
  • The Party's teachings were ringing in her ears. 党的教导在她耳边回响。 来自《现代汉英综合大词典》
n.[体]抗议;抗议,反对( protest的名词复数 )v.声明( protest的第三人称单数 );坚决地表示;申辩
  • The protests have forced the government to back-pedal on the new tax. 抗议活动已迫使政府撤销新的税目。
  • Plans to build a new mall were deep-sixed after protests from local residents. 修建新室内购物中心的计划由于当地居民反对而搁浅。
n.激进份子,原子团,根号;adj.根本的,激进的,彻底的
  • The patient got a radical cure in the hospital.病人在医院得到了根治。
  • She is radical in her demands.她的要求十分偏激。
v.(使)削弱, (使)变弱( weaken的现在分词 );消震
  • The currency of that country is weakening on foreign exchanges. 那个国家的货币在外汇市场上疲软。 来自《现代汉英综合大词典》
  • Bad and irregular eating was weakening every function of his body. 吃得又差又没有规律,使他身体的每一个官能都在衰退。 来自英汉文学 - 嘉莉妹妹
学英语单词
a cha
alleyn
art
arteria nutricias
as far as I can tell
astronomical twilight
auxiliary credit
available hydropower resources
bring an action against sb.
bring sth back
brynjolfsson
caincas
channel table
chilalgia
chloridium laeense
chokage
cleansable
combined springing
compressinal vibratin
conditioned climate
counter emf
craft and related trades workers
cricopharyngeal
criticisingly
Daoism
Democratic Republic of East Timor
densitometries
diff-locks
dimbulbs
earth elasticity
Ferrlecit
folktronica
fractional distortion
Francke's needle
freat
freezing duration
halely
Holmsveden
hotel building
Hymenogaster
inconels
injection refining
kirked
land use capability survey
large imperial
larr
Lebenswelt
literalizing
LlandoverianEpoch
lopresor
madra buba
meningoencephalomyelitis
mollycoddling
multicutter lathe
Neufchâtel-Hardelot
nicolar
nonpliant
octadic
orbit closure
overlap adjust knob
overstable
paddle wheel vessel
palaeohistological
Papes
pearly nautilus
pilule
pre-aeration
Primula woonyoungiana
Quotid
radial transformation
Rambus dynamic random access memory
ratio of peripheral velocity difference
reqd
res ipsa loquiturs
resistance thermometer adapter
Rhizopus nigricans
rib cage
right bundle branch block
roadside landingstrip
Rūkanpur
sedentarisation
semi-simple Lie algebra
serigrapher
sex ratio at birth
side run-off
skid steer
smoothing by sight
speckled glaze
sports fields
Stephanotis pilosa
student-level
suscitability
tabarly
tchambulis
temporal hour
thrombon
Thurmond, James Strom
trailing moment
tycoonship
unfit
Xisha
Zhang Zhidong