# 第四册 Lesson 33 Education 教育

## 一、课文原文

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 textbooks — 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 less 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 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 parent; 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.

— JULIUS E. LIPS, *The Origin of Things*

## 二、重点词汇详解

| 单词 | 音标 | 词性 | 释义 | 用法说明 |
|------|------|------|------|----------|
| adverse | /ˈædvɜːs/ | adj. | 不利的，逆境的 | adverse circumstances 不利环境 |
| deprive | /dɪˈpraɪv/ | v. | 剥夺 | deprive sb. of sth. 剥夺某人的…… |
| convince | /kənˈvɪns/ | v. | 使确信 | convinced of 确信；convince sb. of 说服 |
| enlightened | /ɪnˈlaɪtənd/ | adj. | 开明的，有见识的 | enlighten v. 启蒙；enlightened youth 开明青年 |
| punctuate | /ˈpʌŋktʃueɪt/ | v. | 不时打断，加标点 | punctuated by 被……不时打断 |
| preacher | /ˈpriːtʃə/ | n. | 传教士，说教者 | preach v. 布道，说教 |
| fashion | /ˈfæʃn/ | v. | 塑造，制作 | fashion after 仿照……制作 |
| illiterate | /ɪˈlɪtərət/ | n./adj. | 文盲；不识字的 | il- 否定 + literate 识字的 |
| script | /skrɪpt/ | n. | 文字，手稿 | peoples without a script 没有文字的民族 |
| compulsory | /kəmˈpʌlsəri/ | adj. | 义务的，强制的 | compulsory school attendance 义务教育 |
| deem | /diːm/ | v. | 认为，视为 | deem it necessary 认为有必要 |
| hamper | /ˈhæmpə/ | v. | 妨碍，阻碍 | hamper development 妨碍发展 |
| savannah | /səˈvænə/ | n. | 热带草原 | the jungles and the savannahs 丛林与草原 |
| delinquency | /dɪˈlɪŋkwənsi/ | n. | 犯罪，违法行为 | juvenile delinquency 青少年犯罪 |

**固定搭配：**
- **deprive sb. of**：剥夺某人的
- **lay stress on**：强调
- **be entitled to**：有权享有
- **fashion after**：仿照

## 三、语法知识点

### 1. 分词结构作状语

> **Convinced of** the importance of education, modern states 'invest' in institutions of learning

- 过去分词 convinced 作原因状语
- 逻辑主语与主句主语一致（modern states）

> **Deprived of** one of the greatest twentieth-century opportunities

- 过去分词作后置定语修饰 victim

### 2. 虚拟语气

> **If** our educational system **were fashioned** after its bookless past we **would have** the most democratic form of 'college' imaginable

与现在事实相反的虚拟条件句：If + 过去时，主句 would + 动词原形。

### 3. 修辞性问句

> **What would** civilization **be like** without its benefits?

不期待回答，旨在引发思考，强调教育的重要性。

### 4. while 表示对比

> **while** our own compulsory school attendance became law in Germany in 1642

while = whereas，表示对比关系。

## 四、重点句型分析

### 句型1：插入语

> A man without an education, **many of us believe**, is an unfortunate victim of adverse circumstances

- many of us believe 为插入语
- 去掉后句子仍然完整

### 句型2：类比论证

> Education, with its cycles of instruction so carefully worked out, punctuated by textbooks — **those purchasable wells of wisdom** — what would civilization be like without its benefits?

- those purchasable wells of wisdom 为 textbooks 的同位语
- wells of wisdom 为隐喻

### 句型3：so...that... 结果状语从句

> it is taught to every member of the tribe **so that** in this respect everybody is equally equipped for life

so that 引导结果状语从句，表示"因此"。

## 五、课文翻译

教育是我们这个时代的关键词之一。我们许多人相信，一个没有受过教育的人是不幸环境的受害者，被剥夺了20世纪最大的机遇之一。深信教育的重要性，现代国家向教育机构"投资"，以大批有知识的青年男女——潜在的领导者——的形式收回"利息"。教育，以其精心设计的教学周期，以教科书——那些可以买到的智慧之泉——不时加以点缀，如果没有它的益处，文明会是什么样子？可以确定的是：我们仍会有医生和传教士、律师和被告、婚姻和生育——但我们的精神面貌会不同。我们会较少强调"事实和数据"，而更多强调良好的记忆力、应用心理学以及与人相处的能力。如果我们的教育制度仿照其没有书本的过去来塑造，我们将拥有可以想象到的最民主的"学院"。在部落民族中，所有通过传统继承的知识由全体共享；它被传授给每个部落成员，因此在这一点上每个人都为生活做了同等准备。

这是"平等起点"的理想状态，只有我们最进步的现代教育形式才试图恢复这种状态。在原始文化中，寻求和接受传统教育的义务对所有人都有约束力。没有"文盲"——如果这个词可以适用于没有文字的民族的话——而我们的义务教育直到1642年才在德国成为法律，1806年在法国，1876年在英国，而且至今在一些"文明"国家中仍然不存在。这说明我们经过了多么漫长的时间才认为有必要确保所有儿童都能分享过去几个世纪中"幸运的少数人"所积累的知识。

荒野中的教育不是金钱的问题。人人有权享有平等的起点。没有我们社会中常常妨碍成长中个性充分发展的那种急迫感。在那里，孩子在父母始终如一的关注下成长；因此丛林和草原不知道什么是"青少年犯罪"。无需离家谋生导致儿童被忽视，也没有父亲面临无力为孩子"购买"教育的窘境。

## 六、语言点精讲

### 1. 写作手法：对比论证

| 对比维度 | 现代社会 | 部落社会 |
|---------|---------|---------|
| 教育获得 | 需要购买 | 人人平等 |
| 文盲 | 存在 | 不存在 |
| 青少年犯罪 | 存在 | 不存在 |
| 教育年限 | 漫长才实现义务 | 天然义务 |

### 2. 讽刺手法

- "purchasable wells of wisdom"——讽刺教科书商业化
- "happy few"——讽刺知识被少数人垄断
- "civilized" 加引号——讽刺所谓文明国家连义务教育都未实现

### 3. 文化背景

- 义务教育历史：德国1642年、法国1806年、英国1876年
- Julius E. Lips：德国人类学家，研究原始文化

### 4. 修辞分析

- "wells of wisdom"——隐喻
- "equal start"——反复出现，为核心概念
- 反问句 "what would civilization be like?"——增强论证力度

## 七、课后练习要点

1. **词汇练习**：掌握 adverse、deprive、compulsory、hamper、delinquency 等核心词
2. **语法练习**：分词结构作状语；虚拟语气；修辞性问句
3. **翻译练习**：注意插入语和同位语的翻译处理
4. **写作练习**：模仿对比论证法，讨论传统教育与现代教育的优劣

## 八、本课小结

本课比较现代教育与原始部落教育的差异。核心观点：**原始部落的教育比现代教育更具民主性——人人平等地接受传统知识，没有文盲，没有青少年犯罪**。作者用讽刺笔调指出，所谓"文明"国家花了数百年才实现义务教育，而部落社会天然具有"平等起点"。语法重点为分词结构、虚拟语气和修辞性问句。