33 · 教育
Education
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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?
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.
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.
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.
原稿补充 · 独立短句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.…
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整篇课文
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?
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.
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.
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.
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.…
教育是我们这个时代的关键词之一。许多人认为，一个没有受过教育的人，是不利处境下的不幸受害者，失去了二十世纪最重要的机会之一。现代国家深信教育的重要，于是向教育机构“投资”，希望收回的“利息”，是一大批有见识、具备领导潜力的青年男女。教育有着精心安排的教学阶段，又有教科书——这些可以买到的智慧之泉——穿插其间。倘若没有教育的好处，文明会是什么样子呢？
有一点可以肯定：我们仍会有医生、传教士、律师、被告，仍会有婚姻和生育；但精神面貌会不同。我们会重视“事实和数字”，更重视良好的记忆力、应用心理学，以及一个人与同胞和睦相处的能力。如果我们的教育制度沿用过去没有书籍时的模式，就会出现可以想象的最民主的“大学”。在那些我们喜欢称为“野蛮人”的部落民族中，传统传承的一切知识由所有人共享，也传授给部落的每个成员；在这方面，每个人都同样具备生活所需的准备。
这种“平等起步”的理想状态，恰恰是现代教育中只有最进步的形式才试图重新实现的。在原始文化中，寻求并接受传统教导，是每个人都必须履行的义务。因此，那里没有“文盲”——假如这个词也适用于没有文字的民族。相比之下，我们的强制入学制度，在德国直到一六四二年、法国直到一八〇六年、英国直到一八七六年才成为法律；一些所谓“文明”国家至今还没有。这说明，人类过了多么漫长的时间，才认为必须让所有孩子都能分享过去几个世纪由“少数幸运儿”积累起来的知识。
在自然环境中，教育并不取决于金钱。每个人都有权平等起步。那里没有我们社会中那种匆忙，而这种匆忙常常妨碍成长中的人格充分发展。在那里，孩子时时处于父母的关注下；因此，丛林和稀树草原上的社会并不知道什么是“青少年犯罪”。父母不必为远离家园谋生而忽略孩子，也不会有父亲因无力为孩子“买”到教育而陷入困境。
自然状态下的人享有充分的个人自由，也和动物界的成员一样，拥有把生存技能传给后代的权利。……
学完这一课
描述一个人的机会处境，另标明判断是谁的。
译文依据整理稿，由本站按中文表达重新校订；解析据吴应时整理资料及首轮审校稿；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。