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How Playing Music Stimulates the Mind: Lessons from Sherlock Holmes and Albert Einstein
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後編です。おまけです。 --- keys --- A typical scene = 主語。 finds = 動詞。SVOC で、特定の時／場所／出来事が主語になる使い方。ある辞書には、書き言葉とあります。 the detective novel = 直訳「あの（あなたも知ってる）探偵小説」。detective novel が初出の語句なのに、the が付いてます。つまり、「読者が、説明されなくても分かる探偵小説」の意味。和訳するなら、the を訳出するべきと思います。そうでないと、日本語では、「探偵小説全般」の意味になりかねないのでは？ knowing = walking と並列してます。直訳的には、finds の C と考えてもいいです。walking に対する付帯状況にも取れます。 that = know that の that。接続詞で、名詞節を導く。 are being severely tasted by the case = 受動態で、現在進行形。 be tasted = 直訳「直面する（体験させられる）」。severely があるので、「厳しい形で直面している」というのが別訳。taste の味を活かして、「辛酸をなめている」としました。 the processes = 複数形に注意。ここでは、「事件を解決する」という１つの処理と、「バイオリンを弾く」というもう１つの処理のこと。この後に出て来る each と the other がヒントになります。 somehow = worked を修飾。 each helping … = 分詞構文。この部分の主節にあたるのが、the processes … somehow で、主語が異なるので、helping の主語 each を、省略しないで使ってます。 each helping the other = 直訳「それぞれが、もう片方を助ける」。other に the が付いてるので、最後の１つだと分かります。one と the other の関係と同じ。each process helping the other process --------- the end of the road = 「進展や生き残ることが（ここを超えて）続けられない地点／時点」 http://oxforddictionaries.com/definition/english/end 上記サイトの end の成句の中にあります。 or = 言い換えの or。 his elder son = 所有格を使わなかったら、the elder son で、比較するものが２つ／２人だけの時には、それぞれ the elder son, the younger son となる。つまり、his elder son は、息子は２人しかいなくて、その年上の方なので、「長男」と、なります。 --------- pace up and down =pace は、この場合、自動詞。「最初はある方向に、次に別の方向へ何度も歩くこと。特に、ナーバス状態であるので。」 http://www.ldoceonline.com/dictionary/pace_2 上記サイトの pace の語義１を参照して下さい。例文も。 shake a leg = dance http://ejje.weblio.jp/content/shake+a+leg 上記サイトの leg の成句を参照して下さい。 receive from the subconscious = 直訳「無意識から（出てくる物を）受け取る」 it has something to do with … = 「それは、……と何か関係がある」。it は、this effect。 with / both sides of the brain / being stimulated by the independent movements of both hands = with O C とも取れるし、being 以下が the brain を修飾していると考えてもいいと思います。どちらにしろ、being がない形でも意味は通じます。この文脈では省略不可で、being を訳出しないと。「効果は、活性化されている最中に発揮されている」というニュアンスです。 別訳「左右の脳が両手の独立した動きによって、活性化の最中にあることと」 In any case, = ものすごく悩みました。both hands の後の period を打ち忘れたと判断しましたが、この文脈では、前の文、後ろの文、どちらにあっても意味が通りそうなので、《》付きで挿入しましたので、原文に記されてない方は、削除して下さい。 --------- only one of the rewards to be found in making music = only に悩みました。to be 以下は、不定詞の形容詞的用法で、the rewards 修飾だと思います。only one を「１つにすぎない」と否定的に訳してしまうと、後の文脈と合わないと感じました。「すぎない」というと、その「ご褒美」の価値を認めていないように思います。でも、次の文は、その「ご褒美」を少なくしてしまうことは、もったいないと言っているよう。文脈上、at any level, as an adult が強調されているように思います（譲歩的な意味で）。ゆえに、only は、この辺りを修飾しているのでは。通例、only は、被修飾語の前に置きますが、略式では、頻度副詞と同じ場所に置くことが許されています。 so modest… = so … that these rewards turn out to be much less than what they might have been =直訳「これらのご褒美は、それらがこれまでにあったかもしれない（大きさの）物より非常に小さい物になる結果となる」。この場合、意訳で量、それも元の英文がわからないほどにしてます。原文をしいて言い換えると、 『these rewards turn out to be much less things than things that they might have been』と、なります。つまり、『be things』と『have been things』という、SVCのCが名詞の場合２つを比較してます。 ★いわゆる連結動詞（linking verbs）と呼ばれるbeの後ろに、数／量を表わすmany/much/little などは、単独で使えないからです。 後ろに名詞が省略されてる場合は使えます。だから、ここで、much less が使われています。原級で表わすなら、little things/small things になります。 ゆえに、後半は、how much ではなく、what が使われてます。 --------- with warmhearted desire, love of music, leisure time and extra money to support the lessons =『with O + C』とも取れるし、『with O』とも取れる。desire, love, time, money が O で、to support the lessons を C としました。が、訳出する上で、 to support the lessons が、desire, love, time, money を修飾する形での訳にしました。『with O』なら、別訳「おだやかな願望、音楽を愛する心、余暇の時間、そして、レッスンを保持できる余分なお金がある状態で」 no less = おどけて「なんと他でもない」 Add to this… , and they soon = 『命令文＋and』＝「～して下さい。そうすれば』。Add O to this が通例の語順ですが、Oが長過ぎるので、倒置してます。 practice as boring discipline, acceptance of the traditional “no-mistakes” approach to learning, and uncertainly that they have any real talent for music, = as 以下の 『discipline, acceptance, that 以下』 同格的に、as [前置詞／接続詞]の目的語。 acceptance of the traditional “no-mistakes” approach to learning = 直訳「伝統的な「間違い禁止」の学習取り組み法を受け入れること」 --------- dabbler = 英英辞典で調べてみるといろいろな定義があります。訳語は「素人」でいいように思います。『半可通』は、主に知識の『生かじり』です。 embracing free choice, pure love of what one is doing, and endless possibilities for discovery. = embracing は、分詞構文。free choice 以下全てが、A, B, and C の形（同格）になっていて、embracing の O 。 以上、少しでもお役に立てたでしょうか？ ★ydna★
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What do Sherlock Holmes and Albert Einstein have in common? Both were extraordinary thinkers, one a fictional genius, the other a real genius curious, original, and brilliant. And both were amateur violinists. The link between these aspects is significant. When either man got really stuck in his problem solving, he would turn to the same solution: playing the violin. ally is not atrish A typical scene in the detective novel finds Dr. Watson, the loyal assistant, walking up the stairs-knowing, from the wild violin sounds he hears, that the great Sherlock Holmes's powers to solve problems are being severely tested by the case he is working on. Holmes apparently trusted the process of logical deduction, but he trusted another process, too -the act of music making. The two processes worked together somehow, each helping the other in a way that the author of the stories hints at but doesn't attempt to define. Einstein also found a way to aid his thinking through violin playing. He may not have been an especially skilled violinist, but that is clearly not important. "Whenever he felt that he had come to the end of the road or into a difficult situation in his work," his elder son has said, "he would engage in music, and that would usually resolve all his difficulties." Musical forms, beauty, and patterns took both these geniuses' minds beyond conventional thinking into an advanced type of thought. In both relaxed their result-focused minds somehow, allowing their cases subconscious minds to guide them-and playing music provided this link between conscious and subconscious. In short, they solved real-world problems by losing themselves in music, specifically in the violin. I would guess that Einstein was not a cautious player, either. He attributed his scientific creativity directly to this quality of childlike curiosity.
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