教育
课文学习台
Education
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第1段
Education is one of the key words of our time. A man without an education, many of us believe, is an unfortunate victim of adverse circumstances, deprived of one of the greatest twentieth-century opportunities. Convinced of the importance of education, modern states "invest" in institutions of learning to get back "interest" in the form of a large group of enlightened young men and women who are potential leaders. Education, with its cycles of instruction so carefully worked out, punctuated by text-books—those purchasable wells of wisdom—what would civilization be like without its benefits?
教育是我们的时代主题。我们许多人都认为，一个没有受过教育的人，被剥夺了 20世纪最重要的机会，成为逆境的不幸受害者。教育的重要性毋庸置疑，现代国家 “投资”于教育机构，希望以培养出大批有识见、具备领导潜力的青年男女作为“利息”。教育，以精心的教学周期安排，并以教科书——可以买到的智慧源泉——予以强化，如果没有教育的裨益，何以文明？
第2段
So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births—but our spiritual outlook would be different. We would lay stress on "facts and figures" and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow-citizens. If our educational system were fashioned after its bookless past we would have the most democratic form of "college" imaginable. Among tribal people whom we like to call savages all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect everybody is equally equipped for life.
至少，我们可以确定还会有医生和牧师，律师和被告，婚姻和生育 ——不过人们的精神前景将截然不同。人们仍重视“事实和数据”，但可以更注重良好记忆力（的培养），更注重应用心理学 （的运用），以及更重视与公民和谐相处的能力。 假设我们的教育制度按过去连书籍都没有的方式，我们的“学院”将采用可以想象得到的最民主的形式。在部落中，也就是我们常说的原始人，传承下来的知识为全员共享，并传授给每个成员，以达到全体成员都能平等地获取生活知识，至少在知识获取方面是平等的。
第3段
It is the ideal condition of the "equal start" which only our most progressive forms of modern education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no "illiterates"—if the term can be applied to peoples without a script—while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876, and is still non-existent in a number of "civilized" nations. This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the "happy few" during the past centuries.
这就是我们最为进步形式的现代教育所试图恢复的“平等起步”的理想状况。在原始文化中，全体成员均受寻求和接受传统教导的义务所约束。这样就没有“文盲”了，如果文盲一词能用于没有文字的民族的话。而我们的义务教育成为法律，在德国是1642年，法国在 1806年，英国则在1876年。直到今天，许多“文明”国家都尚未实行义务教育。这说明，我们用了很长时间，才认为有必要确保所有孩子都能分享过去数百年间由“少数幸运儿”积累的知识。
第4段
Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parents; therefore the jungles and the savannahs know of no "juvenile delinquency". No necessity of making a living away from home results in neglect of children, and no father is confronted with his inability to "buy" an education for his child.
在没有现代教育设施的自然环境中，教育并不取决于经济条件。所有人都站在同一起跑线。那里不如我们社会那般匆忙，而匆忙常常会妨碍孩子成长阶段个性的全面发展。荒凉地区的孩子无时无刻不在父母关怀下成长。 因此，丛林和荒凉地区的人们不知“青少年越轨”为何物。人们不必为到外地谋生而疏于照顾孩子，也不会有父亲因无力为孩子“购买”教育而陷入困境。
第5段 · 原稿补充
In his perfect individual freedom the man of nature shares with the members of the animal kingdom the privilege of passing on to his offspring the skills necessary for survival.…
生活在自然环境中的人，在充分的个体自由之中，也像动物一样，能够把生存所需的技能传授给自己的后代。…
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译文与解析据吴应时整理资料及本站首轮审校稿；词伙与练习提示为本站学习设计。原PDF第138—143页，2022年2月第2版。