章节正文
2009年英译汉全文
（仍在修改中，有错误请指正，感谢）
There is a marked
difference between the education which every one gets from living
with others, and the deliberate educating of the young. In the
former case the education is incidental; it is natural and
important, but it is not the express reason of the association.
(46) It may be said that the measure of the worth of any social
institution is its effect in enlarging and improving experience;
but this effect is not a part of its original motive. Religious
associations began, for example, in the desire to secure the favor
of overruling powers and to ward off evil influences; family life
in the desire to gratify appetites and secure family perpetuity;
systematic labor, for the most part, because of enslavement to
others, etc. (47) Only gradually was the by-product of the
institution noted, and only more gradually still was this effect
considered as a directive factor in the conduct of the
institution. Even today, in our industrial life, apart from
certain values of industriousness and thrift, the intellectual and
emotional reaction of the forms of human association under which
the world's work is carried on receives little attention as
compared with physical output.
和他人共同生活时得到的教育与年轻人接受的特殊教育，两者存在显著区别。就前者而言，教育是偶然的；这种教育是自然的、重要的，但它不是人们联合起来的直接原因。或许可以说，衡量任何社会制度的价值，都要看它在丰富和完善经验方面的作用；但这种作用并非其原始动机的一部分。例如，宗教社团最初是为了获得天主恩赐、避免邪魔影响；家庭生活是为了满足各种欲望、保持家族延续；有系统的劳动则是为了奴役他人，等等。制度附带产生的影响引起注意的过程相当缓慢，而人们将这种影响视为制度指导性因素的过程则更加缓慢。甚至在今天，在我们的工业化生活中，除了勤奋和节俭的价值得到了认可，世界运转所依赖的人类社团的许多智力和感情反应，与人类社团的物质产物比起来，得到的关注可谓微不足道。
But in dealing
with the young, the fact of association itself as an immediate
human fact, gains in importance. (48) While it is easy to ignore
in our contact with them the effect of our acts upon their
disposition, it is not so easy as in dealing with adults. The
need of training is too evident; the pressure to accomplish a
change in their attitude and habits is too urgent to leave these
consequences wholly out of account. (49) Since our chief
business with them is to enable them to share in a common life we
cannot help considering whether or not we are forming the powers
which will secure this ability. If humanity has made some
headway in realizing that the ultimate value of every institution
is its distinctively human effect we may well believe that this
lesson has been learned largely through dealings with the
young.
但在和年轻人打交道时，社团本身作为一个客观存在的人类事实，却得到了重视。我们在和年轻人打交道时，容易忽略自身行为对他们性格的影响；然而在于成年人打交道的时候，这种情况却不那么容易发生。他们很明显需要接受培训，改变他们的态度和习惯也迫在眉睫，以至于我们不能留下这些后果完全不予考虑。既然我们的主要任务是让他们能够融入共同生活，我们就不禁会思考，自己是否在形成一种力量，来确保他们做到这一点。每个社团的终极价值在于它对人类的独特影响--如果说人类对这一点的认识有所进展，那么我们完全可以相信，这主要是通过和年轻人打交道学到的。
(50) We are
thus led to distinguish, within the broad educational process which
we have been so far considering, a more formal kind of education --
that of direct tuition or schooling. In undeveloped social
groups, we find very little formal teaching and training. These
groups mainly rely for instilling needed dispositions into the
young upon the same sort of association which keeps the adults
loyal to their group.
因此，在目前为止提及的广义教育进程之中，我们可以区分出一种更正规的教育形式，即直接教导或学校教育。我们发现，不发达的社会群体中很少有正规的教育和培训。这些群体中有一种纽带，使成年人忠于自己的群体。他们将年轻人培养成社会所需的性格，主要依赖的也是这种纽带。
（仍在修改中，有错误请指正，感谢）
There is a marked
difference between the education which every one gets from living
with others, and the deliberate educating of the young. In the
former case the education is incidental; it is natural and
important, but it is not the express reason of the association.
(46) It may be said that the measure of the worth of any social
institution is its effect in enlarging and improving experience;
but this effect is not a part of its original motive. Religious
associations began, for example, in the desire to secure the favor
of overruling powers and to ward off evil influences; family life
in the desire to gratify appetites and secure family perpetuity;
systematic labor, for the most part, because of enslavement to
others, etc. (47) Only gradually was the by-product of the
institution noted, and only more gradually still was this effect
considered as a directive factor in the conduct of the
institution. Even today, in our industrial life, apart from
certain values of industriousness and thrift, the intellectual and
emotional reaction of the forms of human association under which
the world's work is carried on receives little attention as
compared with physical output.
和他人共同生活时得到的教育与年轻人接受的特殊教育，两者存在显著区别。就前者而言，教育是偶然的；这种教育是自然的、重要的，但它不是人们联合起来的直接原因。或许可以说，衡量任何社会制度的价值，都要看它在丰富和完善经验方面的作用；但这种作用并非其原始动机的一部分。例如，宗教社团最初是为了获得天主恩赐、避免邪魔影响；家庭生活是为了满足各种欲望、保持家族延续；有系统的劳动则是为了奴役他人，等等。制度附带产生的影响引起注意的过程相当缓慢，而人们将这种影响视为制度指导性因素的过程则更加缓慢。甚至在今天，在我们的工业化生活中，除了勤奋和节俭的价值得到了认可，世界运转所依赖的人类社团的许多智力和感情反应，与人类社团的物质产物比起来，得到的关注可谓微不足道。
But in dealing
with the young, the fact of association itself as an immediate
human fact, gains in importance. (48) While it is easy to ignore
in our contact with them the effect of our acts upon their
disposition, it is not so easy as in dealing with adults. The
need of training is too evident; the pressure to accomplish a
change in their attitude and habits is too urgent to leave these
consequences wholly out of account. (49) Since our chief
business with them is to enable them to share in a common life we
cannot help considering whether or not we are forming the powers
which will secure this ability. If humanity has made some
headway in realizing that the ultimate value of every institution
is its distinctively human effect we may well believe that this
lesson has been learned largely through dealings with the
young.
但在和年轻人打交道时，社团本身作为一个客观存在的人类事实，却得到了重视。我们在和年轻人打交道时，容易忽略自身行为对他们性格的影响；然而在于成年人打交道的时候，这种情况却不那么容易发生。他们很明显需要接受培训，改变他们的态度和习惯也迫在眉睫，以至于我们不能留下这些后果完全不予考虑。既然我们的主要任务是让他们能够融入共同生活，我们就不禁会思考，自己是否在形成一种力量，来确保他们做到这一点。每个社团的终极价值在于它对人类的独特影响--如果说人类对这一点的认识有所进展，那么我们完全可以相信，这主要是通过和年轻人打交道学到的。
(50) We are
thus led to distinguish, within the broad educational process which
we have been so far considering, a more formal kind of education --
that of direct tuition or schooling. In undeveloped social
groups, we find very little formal teaching and training. These
groups mainly rely for instilling needed dispositions into the
young upon the same sort of association which keeps the adults
loyal to their group.
因此，在目前为止提及的广义教育进程之中，我们可以区分出一种更正规的教育形式，即直接教导或学校教育。我们发现，不发达的社会群体中很少有正规的教育和培训。这些群体中有一种纽带，使成年人忠于自己的群体。他们将年轻人培养成社会所需的性格，主要依赖的也是这种纽带。
- measure [´meʒə]
n.量度；范围 vt.测量 (初中英语单词) - motive [´məutiv] n.动机；主题 a.运动的 (初中英语单词)
- factor [´fæktə] n.因素；原动力；要素 (初中英语单词)
- industrial [in´dʌstriəl] a.工业的，产业的 (初中英语单词)
- reaction [ri´ækʃən] n.反应(力) (初中英语单词)
- physical [´fizikəl] a.物质的；有形的 (初中英语单词)
- contact [´kɔntækt] n.接触；联系 v.联络 (初中英语单词)
- evident [´evidənt] a.明显的，明白的 (初中英语单词)
- pressure [´preʃə] n.压榨 vt.对...施压力 (初中英语单词)
- wholly [´həul-li] ad.完全，十足；统统 (初中英语单词)
- account [ə´kaunt] vi.说明 vt.认为 n.帐目 (初中英语单词)
- enable [i´neibəl] vt.使能够；赋予权力 (初中英语单词)
- ability [ə´biliti] n.(办事)能力；才干 (初中英语单词)
- humanity [hju:´mæniti] n.人类；人性；仁慈 (初中英语单词)
- distinguish [di´stiŋgwiʃ] v.区分；识别；立功 (初中英语单词)
- formal [´fɔ:məl] a.正式的；外表的 (初中英语单词)
- tuition [tju:´iʃən, tu:-] n.教诲；教学；学费 (初中英语单词)
- mainly [´meinli] ad.主要地；大体上 (初中英语单词)
- deliberate [di´libəreit] a.慎重的；故意的 (高中英语单词)
- gratify [´grætifai] vt.使高兴；满足 (高中英语单词)
- intellectual [,inti´lektʃuəl] n.知识分子 (高中英语单词)
- dealing [´di:liŋ] n.交易；来往 (高中英语单词)
- ultimate [´ʌltimit] a.最终的 n.终极；顶点 (高中英语单词)
- learned [´lə:nid] a.有学问的，博学的 (高中英语单词)
- educational [,edju´keiʃənəl] a.教育(上)的 (高中英语单词)
- thrift [θrift] n.节俭，节约 (英语四级单词)
- urgent [´ə:dʒənt] a.急迫的，紧急的 (英语四级单词)
- considering [kən´sidəriŋ] prep.就...而论 (英语四级单词)
- incidental [,insi´dentəl] a.伴随的；易发生的 (英语六级单词)
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章节正文
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