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Show Notes
原文ページ１４：
箱から捨てきたアイスの棒が土の上に刺されて、花の死体が大量に供えられた。
「ほら、ね、恵子、悲しいね、かわいそうだね」と母は何度も私にいい聴かせるように囁いたが、私は少しもそうんは思わなかった。
こういうことが、何度もあった。小学校に入ったバカリの時、体育の時間、男子が取っ組み合いのけんがをして騒ぎになったことがあった。
「誰か先生呼んできて！」
「誰か止めて！」
「悲鳴があがり、そうか、止めるのか、思った私は、そばにあった用具入れをあけ、中江にあったスコップを取り出して暴れる男子のところに走って行き、その頭を殴った。
周囲は絶叫に包まれ、男子は頭を押さえてその場にすっ転んだ。
頭を押さえたまま動きが止まったのを見て、もう一人の男子の活動も止めようと思い、そちらにもスコップを振り上げると、
「恵子ちゃん、やめて！やめて！」と女の子たちが泣きながら叫んだ。
走ってきて、惨状を見た先生たちは仰天し、私に説明を求めた。
Sentence 1: 箱から捨てきたアイスの棒が土の上に刺されて、花の死体が大量に供えられた。
Ice cream sticks discarded from the box were stuck into the ground, and a large number of flowers were offered around the lifeless body.
Vocabulary:
* 箱から捨てきたアイスの棒: Ice cream sticks discarded from the box
* 土の上に刺されて: Stuck into the ground
* 花の死体が大量に供えられた: A large number of flowers were offered around the lifeless body
Sentence 2: 「ほら、ね、恵子、悲しいね、かわいそうだね」と母は何度も私にいい聴かせるように囁いたが、私は少しもそうんは思わなかった。
"Look, Keiko, it's sad, isn't it? Poor thing," my mother whispered to me repeatedly as if trying to comfort me, but I didn't think that way at all.
Vocabulary:
* ほら、ね、恵子、悲しいね、かわいそうだね: Look, Eiko, it's sad, isn't it? Poor thing
* 母は何度も: My mother repeatedly
* 私にいい聴かせるように: As if trying to comfort me
* 囁いたが: Whispered
* 少しも: Not at all
* そうんは思わなかった: I didn't think that way
Sentence 3: こういうことが、何度もあった。小学校に入ったバカリの時、体育の時間、男子が取っ組み合いのけんがをして騒ぎになったことがあった。
Such things happened repeatedly. When I entered elementary school, during physical education class, there was an incident where the boys got into a scuffle and caused a commotion.
Vocabulary:
* こういうことが: Such things
* 何度も: Repeatedly
* 小学校に入ったバカリの時: When I entered elementary school
* 体育の時間: During physical education class
* 男子が取っ組み合いのけんがをして騒ぎになったことがあった: There was an incident where the boys got into a scuffle and caused a commotion
Grammar:
こういうことが、何度もあった： This part describes the recurring nature of such incidents. こういうことが (such things) is the subject, 何度も (repeatedly) describes the frequency, あった (happened) is the action.
小学校に入ったバカリの時、体育の時間、男子が取っ組み合いのけんがをして騒ぎになったことがあった： This part describes a specific incident. 小学校に入ったバカリの時 (when I entered elementary school) is the time reference, 体育の時間 (during physical education class) specifies the context, 男子が取っ組み合いのけんがをして騒ぎになったことがあった (there was an incident where the boys got into a scuffle and caused a commotion) describes the event.
Sentence 4: 「誰か先生呼んできて！」
"Someone, call a teacher!"
Grammar:
「誰か先生呼んできて！」： This is a direct quotation. 誰か先生呼んできて (Someone, call a teacher) is the request for someone to call a teacher.
Sentence 5: 「誰か止めて！」
"Someone, stop them!"
「誰か止めて！」： This is a direct quotation. 誰か止めて (Someone, stop them) is the plea for someone to stop the situation.
Sentence 6: 「悲鳴があがり、そうか、止めるのか、思った私は、そばにあった用具入れをあけ、中江にあったスコップを取り出して暴れる男子のところに走って行き、その頭を殴った。
As screams rose, and realizing that they needed to stop it, I thought, I opened the nearby equipment storage, grabbed a shovel from inside, ran over to the struggling boy, and hit his head.
Vocabulary:
* 悲鳴があがり: As screams rose
* そうか、止めるのか: Realizing that they were stopping it
* 思った私は: I thought
* そばにあった用具入れをあけ: I opened the nearby equipment storage
* 中江にあったスコップを取り出して: Grabbed a shovel from inside
* 暴れる男子のところに走って行き: Ran over to the struggling boy
* その頭を殴った: Hit his head
Sentence 7: 周囲は絶叫に包まれ、男子は頭を押さえてその場にすっ転んだ。
The surroundings were enveloped in screams, and the boy held his head and collapsed on the spot.
Vocabulary:
* 周囲は絶叫に包まれ: The surroundings were enveloped in screams
* 男子は頭を押さえて: The boy held his head
* その場にすっ転んだ: Collapsed on the spot
Sentence 8: 頭を押さえたまま動きが止まったのを見て、もう一人の男子の活動も止めようと思い、そちらにもスコップを振り上げると、
Seeing him hold his head and his movements stop, I decided to stop the activity of another boy as well. When I raised the shovel there too...
Vocabulary:
* 頭を押さえたまま動きが止まったのを見て: Seeing him hold his head and his movements stop
* もう一人の男子の活動も止めようと思い: I decided to stop the activity of another boy as well
* そちらにもスコップを振り上げると: When I raised the shovel there too
Sentence 9: 「恵子ちゃん、やめて！やめて！」と女の子たちが泣きながら叫んだ。
"Keiko-chan, stop it! Stop it!" the girls cried out while sobbing.
Vocabulary:
女の子たちが泣きながら叫んだ: The girls cried out while sobbing
Sentence 10: 走ってきて、惨状を見た先生たちは仰天し、私に説明を求めた。
Running over, the teachers who saw the situation were astonished and asked me for an explanation.
Vocabulary:
* 走ってきて: Running over
* 惨状を見た先生たちは: The teachers who saw the situation
* 仰天し: Were astonished
* 私に説明を求めた: Asked me for an explanation
* 惨状を見た先生たちは： This part describes the teachers' response to the situation. 惨状を見た先生たちは (the teachers who saw the situation) is the subject.
* 仰天し： This part describes the teachers' reaction. 仰天し (were astonished) is the action.
* 私に説明を求めた： This part describes the teachers' request. 私に説明を求めた (asked me for an explanation) is the action.
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