新教徒

If you are a Protestant.

如果你是新教徒的话。

I should ask,"Are you Catholic or Protestant?"

我应该问："你是天主教徒还是新教徒？"

THEN THEY CAME for the Catholics,and I didn't speak up because I was a Protestant.

他们再来抓天主教徒，我没有说话，因为我是新教徒。

James, my son, you are a Protestant and I am a Catholic.

詹姆斯，我的儿子，你是个新教徒而我是个天主教徒。

And I didn't speak up because I was a Protestant

我没说话──因为我不是新教徒

Then they came for the Catholics, and I didn't speak up, because I was a Protestant.

随后他们向天主教徒而来，我不说话，因为我是新教徒

I did not know what Catharina - or any of them - thought of my being Protestant.

我不知道卡萨琳娜或是他们任何一个人，对于我是个新教徒，是怎么想的。

It was in this period that the Protestants accepted the invitation to come to the council--an incident which merely showed beyond all doubt that the new doctrines were not reconcilable with the old.

正是在这一时期，新教徒接受邀请来到安理会-的事件只是表现出毫无疑问，新的理论并没有调和与旧。

Hence Catholics may not go the way of Rationalists and of Protestants in the matter of the so-called late and manifold redaction of Judges.

因此，天主教徒可能不会去的方式理性和新教徒在这件事的那些所谓下旬和多方面的节录的法官。

As a result the version in question became universally familiar to the nation, and though the Rheims Testament, in 1581, and King James's translators, in 1611, provided somewhat different renderings of Matthew 6:9-13, the older form was retained for their prayers both by Protestants and Catholics alike.

由於版本问题，已成为普遍熟悉的民族，虽然rheims遗嘱，在1581年，国王詹姆斯的翻译家，在1611所提供的有所不同透视图的马修6：9-13时，旧的形式被保留供其祈祷都新教徒和天主教徒一样。

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。