落花生 The Peanut

Peanuts

:『Behind our house there was half a mou of vacant land. Mother said: "It would seem a pity to let it lie waste; since you all love to eat peanuts so much,

我们屋后有半亩隙地.母亲说:『让他荒芜看怪可惜,既然你们那么爱吃花生,

.』——let's clear it to make a peanut garden." My brothers, sisters and I, along with a few little maidservants, were all delighted — some went to buy seed, others broke the ground,

就辟来做花生园罢.』我们几姊弟和几个小丫头都很喜欢——买种底买种,动土

others watered the garden;in no more than a few months, we actually had a harvest!

底动土,灌园底灌园;过不了几个月,居然收获了!

:『Mother said: "Tonight let's hold a harvest festival, and also invite your father to come taste our fresh peanuts,

妈妈说:『今晚我们可以做一个收获节,也请你们爹爹来尝尝我们底新花生,

?』what do you say?" We all agreed. Mother made the peanuts into several kinds of dishes, and also told us that this festival was to be held in the

如何?』我们都答应了.母亲把花生做成好几样底食品,还吩咐这节期要在园里底

thatched pavilion in the garden.

茅亭举行.

The weather that evening was not very good, but Father came all the same — truly a rare thing!:『Father said: "Do you all love to eat peanuts

那晚上底天色不大好,可是爹爹也到来,实在很难得!爹爹说:『你们爱吃花生

?』or not?"

么?』

,『!』We all vied to answer, "We do!"

我们都争着答应,『爱!』

?』"Who can tell me the good points of the peanut?"

『谁能把花生底好处说出来?』

:『,』Elder sister said, "The peanut's flavor is delicious,"

姊姊说:『花生底气味很美,』

:『.』Elder brother said, "Peanuts can be made into oil."

哥哥说:『花生可以制油.』

:『I said, "Anyone, no matter who, can buy them cheaply and eat them;.』everyone likes to eat them. That is their good point."

我说:『无论何等人都可以用贱价买他来吃;都喜欢吃他.这就是他底好处.』

:『Father said, "It is true that the peanut has many uses;but there is one thing about it that is very precious. This little bean is not like those fine-

爹爹说:『花生底用处固然很多;但有一样是很可贵的.这小小的豆不像那好

looking apples, peaches, and pomegranates, which hang their fruit on the branches, their bright red and tender green colors making people feel a longing

看的苹果、桃子、石榴,把他们底果实悬在枝上,鲜红嫩绿的颜色,令人一望而发生羡

of admiration the moment they see them. It only buries its fruit in the earth, and not until it is ripe does it let anyone dig it out. If you happen to see a peanut

慕底心.他只把果子埋在地底,等到成熟,才容人把他挖出来,你们偶然看见一棵

.』plant growing meekly on the ground, you cannot tell at once whether it bears fruit or not — you must wait until you touch it to know."

生瑟缩地长在地上,不能立刻辨出他有没有果实,非得等到你接触他才能知道.』

:『.』:『We all said, "Yes." Mother nodded too. Father went on to say, "So you should be like the peanut, because

我们都说:『是的.』母亲也点点头.爹爹接下去说:『所以你们要像花生,因为

西.』:『it is useful, not something great or good-looking." I said, "Then, a person should be a useful person, not one who seeks to be great and impressive-

他是有用的,不是伟大、好看的东西.』我说:『那么,人要做有用的人,不要做伟大、体

.』:『.』looking." Father said, "That is my hope for you all."

面的人了.』爹爹说:『这是我对于你们底希望.』

We talked until deep into the night before parting; although all the peanut dishes were gone, Father's words are still imprinted on my

我们谈到夜阑才散,所有花生食品虽然没有了,然而父亲底话现在还印在我

heart even now.

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What it’s about

A mother turns unused ground behind the house into a peanut garden because her children love eating them. The siblings and maids buy seed, dig and water; within months they harvest enough for a small festival. Their rarely present father joins them in the garden pavilion and asks each child to name the peanut's virtues. They mention flavor, oil and the low price that makes it available to everyone.

The father values something else: unlike apples, peaches and pomegranates that advertise bright fruit on their branches, peanuts hide underground and reveal their yield only when dug up. He hopes the children will resemble something useful rather than grand or impressive. The narrator restates the lesson and remembers it long after the food is gone. Domestic cultivation becomes moral education, but the family's shared labor and meal keep usefulness rooted in nourishment rather than austere self-denial.

When it was written 背景

This is Xu Dishan's best-known school-text essay and the source of his pen name Luohuasheng, literally “peanut.” Its accessible dialogue and explicit lesson have made it unusually durable in Chinese-language education. The comparison values modest service over visible status, an ethic tied both to family teaching and Xu's public literary identity. Modern readers may also notice that hidden fruit still requires others to dig and judge it. Learners can begin with the concrete farming verbs 買種, 動土 and 灌園, then follow the contrast between 有用 and 偉大、體面 that gives the parable its memorable close.

Words in this chapter 生词