《都柏林人》是詹姆斯#喬伊斯久負盛名的短篇小說集，稱得上20世紀整個西方最著名的短篇小說集了。1914年出版，置景于二三十年代的都柏林，截取中下層人民生活的橫斷面，一個片刻一群人，十五個故事匯集起來，宛若一幅印象主義的繪畫，筆觸簡練，錯落成篇，浮現(xiàn)出蒼涼世態(tài)，遙遠、清冷，然而精致。這15篇故事，以寫實和諷刺的表現(xiàn)手法描繪了二十世紀初期都柏林中下階層的生活，癱瘓和死亡貫穿全書。
詹姆斯·喬伊斯對體制化的宗教和陳腐的道德都毫無敬意，因此他選擇了背井離鄉(xiāng)的生活。這本《都柏林人》匯集了他的短篇杰作，作品沖破了語言和文化上的隔閡，令人刻骨銘心。書中描摹世態(tài)的高超技法，隱而不露的嘲諷以及瞬間爆發(fā)的力量，對于渴望成為作家的人來說，尤為引人注目。其中人物形形色色，有逃學的男孩、死了親人的老處女、思春的少女、狡詐的流浪漢等等。
《都柏林人》為英文版。
清代學者王鳴盛有言， “凡讀書最切要者，目錄之學，目錄明，方可讀書；不明，終是亂讀�！贝髮W自誕生之日起就與經(jīng)典閱讀相關，故而書目之于大學實不可或缺，不同學校、不同專業(yè)，所需書目也不盡相同。
西方大學一詞源于拉丁文universitas，是指教師與學生自發(fā)的聯(lián)合體，這個聯(lián)合體自發(fā)地從四面八方聚集在一起談經(jīng)論道，催生了歐洲中世紀大學，意大利的波羅尼亞大學、法國的巴黎大學，英國的牛津大學也莫不如此�，F(xiàn)代大學一直秉承經(jīng)典閱讀的傳統(tǒng)，19世紀英國教育家約翰·紐曼（Iohn H．Newman，1801—1 890）針對為適應工業(yè)革命的新大學產(chǎn)生的功利主義傾向而提出自己的大學理想，他認為：大學教育的目的是發(fā)展人的理智，大學的真正使命是“培養(yǎng)良好的社會公民”并隨之帶來社會的和諧發(fā)展。要實現(xiàn)大學的理想，教師率先垂范，與學生和諧相處，教育當以人文主義為旗幟，還要學生閱讀經(jīng)典，通過閱讀來修身。20世紀，美國芝加哥大學校長赫欽斯（Robert M．Hutchins，1899—1977）秉承紐曼的自由教育思想，捍衛(wèi)學術自由，對當時盛行的美國實用主義提出批評，反對大學過分專業(yè)化，強調學生的心智訓練，引進名著學習與閱讀，并催生芝加哥大學本科生必讀的書目（54本）。迄今為止，美國的中學、大學大多給學生提供必讀書目；我國越來越多的高校也開始制訂各種各樣的閱讀書目，如清華大學通識教育書單，港澳臺的大學也有自己的閱讀書目。
我國外語專業(yè)類書目始于民國時期。當時吳宓先生擔任清華大學外文系系主任，提出以“培養(yǎng)博雅之士”為目標的教學模式。其辦學總則第一條就指明課程編制之目的是使學生“成為博雅之士，了解西洋文明之精神；熟讀西方文學之名著，諳悉西方思想之潮流，因而在國內教授英、德、法各國語言文學，足以勝任愉快；創(chuàng)造今世之中國文學；匯通東西之精神思想，而互為介紹傳布�！倍_此目標最主要的途徑就是“讓學生閱讀成為德才兼?zhèn)渲吮刈x的一些好書①”�；谶@樣的辦學原則和理念，吳宓先生在《文學與人生》課程里開出了共152本書的書單，其中中文77本，外文75本（主要是英文著作，也有法文原著和其他語種作品的英文譯著）。因為這門課程是為在校所有專業(yè)學生開設的，故所開書目并不是完全意義上的外語專業(yè)書單，但較為系統(tǒng)地列出英文書目尚屬首次。該書目對當時的人才培養(yǎng)起到了積極作用。
2000年高等學校外語專業(yè)教學指導委員會英語組頒布的《高等學校英語專業(yè)英語教學大綱》附有英語專業(yè)學生閱讀參考書目，共列118本，其中英國文學49本，美國文學41本，加拿大文學7本，澳大利亞文學9本，中國文化12本。前四個國
詹姆斯·喬伊斯（James Joyce,1882-1941），愛爾蘭作家、詩人，二十世紀*偉大的作家之一，后現(xiàn)代文學的奠基者之一，其作品及“意識流”思想對世界文壇影響巨大。代表作品《尤利西斯》《芬尼根的守靈夜》《一個青年藝術家的畫像》。
The Sisters
An Encounter
Araby
Eveline
After the Race
Two Gallants
The Boarding House
A Little Cloud
Counterparts
Clay
A Painful Case
Ivy Day in the Committee Room
A Mother
Grace
The Dead
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It was Joe Dillon who introduced the Wild West to us. He hada little library made up of old numbers of The Union Jack, Pluckand The Halfpenny Marvel. Every evening after school we met inhis back garden and arranged Indian battles. He and his fat youngbrother Leo, the idler, held the loft of the stable while we tried tocarry it by storm; or we fought a pitched battle on the grass. But,however well we fought, we never won siege or battle and all ourbouts ended with Joe Dillon‘s war dance of victory. His parentswent to eight-o’clock mass every morning in Gardiner Street andthe peaceful odour of Mrs Dillon was prevalent in the hall of the house. But he played too fiercely for us who were younger and more timid. He looked like some kind of an Indian when he capered round the garden, an old tea-cosy on his head, beating a tin with his fist and yelling:
“Ya! yaka, yaka, yaka!”
Everyone was incredulous when it was reported that he had a vocation for the priesthood. Nevertheless it was true.
A spirit of unruliness diffused itself among us and, under its influence, differences of culture and constitution were waived. We banded ourselves together, some boldly, some in jest and some almost in fear: and of the number of these latter, the reluctant Indians who were afraid to seem studious or lacking in robustness,I was one. The adventures related in the literature of the Wild West were remote from my nature but, at least, they opened doors of escape. I liked better some American detective stories which were traversed from time to time by unkempt fierce and beautiful girls.Though there was nothing wrong in these stories and though their intention was sometimes literary, they were circulated secretly at school. One day when Father Butler was hearing the four pages of Roman History, clumsy Leo Dillon was discovered with a copy of The Halfpenny Marvel.
“This page or this page? This page? Now, Dillon, up. ‘Hardly had the day’... Go on! What day? ‘Hardly had the day dawned’... Have you studied it? What have you there in your pocket?”
Everyone‘s heart palpitated as Leo Dillon handed up the paper and everyone assumed an innocent face. Father Butler turned over the pages, frowning.
“What is this rubbish?” he said. “The Apache Chief. Is this what you read instead of studying your Roman History? Let me not lind any more of this wretched stuff in this college~. The man who wrote it, I suppose, was some wretched fellow who writes these things for a drink. I’m surprised at boys like you, educated, reading such stuff! I could understand it if you were... National School boys. Now, Dillon, I advise you strongly, get at your work or...”
This rebuke during the sober hours of school paled much of the glory of the Wild West for me, and the confused puffy face of Leo Dillon awakened one of my consciences.
……
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