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One of the first people generally credited with forming the idea of a "national park" was George Catlin, a self-taught artist who traveled extensively among the native peoples of North America, while sketching and painting portraits, landscapes, and scenes from daily Indian life. On a trip to the Dakotas in 1832, he worried about the impact of America's westward expansion on Indian civilization, wildlife, and wilderness.

乔治·卡特林被公认为是形成"国家公园"这一概念的先驱之一，他是一位自学成才的画家，广泛游历于北美洲的土著居民中间，并在旅行中描画肖像、风景和日常印第安人生活的场景。1832年，在前往北达科他州和南达科他州的一次旅行中，他对于美国西进运动对印第安人文明、野生动物和自然风貌带来的冲击甚感忧虑。

At the age of eight he was sent to the plantation where his father was a manager, and one year later to the Auld household in Baltimore where he was taught to read. In 1833 Douglass was returned to the plantation, from which he attempted to escape, the delivered again to Auld, who apprenticed him as a ship caulker.

他八岁那年被送到他父亲的农场，一年后送到 Baltimore 的亲戚 Auld 家，在哪里开始学习阅读。1833年道格拉斯被送回农场，在那里试图逃跑，后来又被送到 Auld ， Auld 让他做了修补船只的学徒。

Of course, I was less upset about this than Cecily, partly because Boris wasn't my significant other, and partly because previous experience had taught me to recognize and cope with people like him.

当然，对此我没有Cecily那么感到烦恼，部分因为Boris不是我重要的另一半，部分因为之前的经历教会了我识别和应对像他这样的人。

I think you may have interviewed quite a lot of students from our school, so you know this major prepares us for CGA and most courses are taught in English.

我想你可能已经采访了不少学生从我们学校的，所以你知道这主要编写我们的海巡署和大多数课程以英语教授。

But Luther taught that the doctrine of the "communication of attributes" meant that there was a mutual transference of qualities or attributes between the divine and human natures in Christ, and developed this to mean a mutual interpenetration of divine and human qualities or properties, verging on the very commingling of natures which Chalcedonian Christology had avoided.

但路德教导说中庸"通讯属性"（通信idiomatum ），是指有一个相互划转的特质或属性之间的神和人的天性，在基督，并拟订了，这意味著相互渗透的神和人的素质或财产，濒临非常commingling的性质，其中chalcedonian christology避免了。

I've taken dance classes for over 20 years, and I've never seen Charleston taught so well.

我上了20余年的跳舞课，我都没有见过把 Charleston 教得这么好的课。

In view of this fact a Protestant historian, Molmier, in writing of the Friars Preachers, remarks:"They were not content with professing in their convents all the divisions of science, as it was then understood; they added an entire order of studies which no other Christian schools of the time seem to have taught, and in which they had no other rivals than the rabbis of Languedoc and Spain""Guillem Bernard de Gaillac et l'enseignement chez les Dominicains", Paris, 1884, p.

鉴於这一事实一名基督教历史学家， molmier ，在写作的方济各会士传教士，备注："他们不是内容与空头在修道院所有分部的科学，因为它是那麼地理解；增添了一整秩序的研究报告没有任何其他基督教学校的时候，似乎已经告诉，并在它们没有其他竞争对手比拉比的朗格和西班牙"（下称" guillem伯纳德德gaillac等l' enseignement chez dominicains就业辅导组"，巴黎， 1884年，第30页）。

From the minute a child's taught how to play an instrument, he's no longer poor.

从这个孩子开始学习乐曲的第一分钟起，他便不在贫穷。

I think child-rearing books that can be 5 months taught.

我看育儿书上说5个月就可以教了。

Thank a teacher, taught us the knowledge, let us childishness to maturity.

感谢老师，教给了我们知识，让我们从幼稚走向成熟。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。