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III. SCIENCE IN EDUCATION.
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I mean what I say: science in education, not education in science.

It is the last of these that all the scientific men of England have so long been fighting for. And a very good thing it is in its way, and I hope they may get as much as they want of it. But compared to the importance of science in education, education in science is a matter of very small national moment.

The difference between the two is by no means a case of tweedledum and tweedledee. Education in science means the systematic1 teaching of science so as to train up boys to be scientific men. Now scientific men are exceedingly useful members of a community; and so are engineers, and bakers2, and blacksmiths, and artists, and chimney-sweeps. But we can't all be bakers, and we can't all be painters in water-colours. There is a dim West Country legend to the effect that the inhabitants of the Scilly Isles3 eke4 out a precarious5 livelihood6 by taking in one another's washing. As a matter of practical political economy, such a source of income is worse than precarious—it's frankly7 impossible. "It takes all sorts to make a world." A community entirely8 composed of scientific men would fail to feed itself, clothe itself, house itself, and keep itself supplied with amusing light literature. In one word, education in science produces specialists; and specialists, though most useful and valuable persons in their proper place, are no more the staple9 of a civilised community than engine-drivers or ballet-dancers.

What the world at large really needs, and will one day get, is not this, but due recognition of the true value of science in education. We don't all want to be made into first-class anatomists like Owen, still less into first-class practical surgeons, like Sir Henry Thompson. But what we do all want is a competent general knowledge (amongst other things) of anatomy10 at large, and especially of human anatomy; of physiology11 at large, and especially of human physiology. We don't all want to be analytical12 chemists: but what we do all want is to know as much about oxygen and carbon as will enable us to understand the commonest phenomena13 of combustion14, of chemical combination, of animal or vegetable life. We don't all want to be zoologists15, and botanists16 of the type who put their names after "critical species:" but what we do all want to know is as much about plants and animals as will enable us to walk through life intelligently, and to understand the meaning of the things that surround us. We want, in one word, a general acquaintance with the results rather than with the methods of science.

"In short," says the specialist, with his familiar sneer17, "you want a smattering."

Well, yes, dear Sir Smelfungus, if it gives you pleasure to put it so—just that; a smattering, an all-round smattering. But remember that in this matter the man of science is always influenced by ideas derived18 from his own pursuits as specialist. He is for ever thinking what sort of education will produce more specialists in future; and as a rule he is thinking what sort of education will produce men capable in future of advancing science. Now to advance science, to discover new snails19, or invent new ethyl compounds, is not and cannot be the main object of the mass of humanity. What the mass wants is just unspecialised knowledge—the kind of knowledge that enables men to get comfortably and creditably and profitably through life, to meet emergencies as they rise, to know their way through the world, to use their faculties20 in all circumstances to the best advantage. And for this purpose what is wanted is, not the methods, but the results of science.

One science, and one only, is rationally taught in our schools at present. I mean geography. And the example of geography is so eminently21 useful for illustrating22 the difference I am trying to point out, that I will venture to dwell upon it for a moment in passing. It is good for us all to know that the world is round, without its being necessary for every one of us to follow in detail the intricate reasoning by which that result has been arrived at. It is good for us all to know the position of New York and Rio and Calcutta on the map, without its being necessary for us to understand, far less to work out for ourselves, the observations and calculations which fixed23 their latitude24 and longitude25. Knowledge of the map is a good thing in itself, though it is a very different thing indeed from the technical knowledge which enables a man to make a chart of an unknown region, or to explore and survey it. Furthermore, it is a form of knowledge far more generally useful. A fair acquaintance with the results embodied26 in the atlas27, in the gazetteer28, in Baedeker, and in Bradshaw, is much oftener useful to us on our way through the world than a special acquaintance with the methods of map-making. It would be absurd to say that because a man is not going to be a Stanley or a Nansen, therefore it is no good for him to learn geography. It would be absurd to say that unless he learned geography in accordance with its methods instead of its results, he could have but a smattering, and that a little knowledge is a dangerous thing. A little knowledge of the position of New York is indeed a dangerous thing, if a man uses it to navigate29 a Cunard vessel30 across the Atlantic. But the absence of the smattering is a much more dangerous and fatal thing if the man wishes to do business with the Argentine and the Transvaal, or to enter into practical relations of any sort with anybody outside his own parish. The results of geography are useful and valuable in themselves, quite apart from the methods employed in obtaining them.

It is just the same with all the other sciences. There is nothing occult or mysterious about them. No just cause or impediment exists why we should insist on being ignorant of the orbits of the planets because we cannot ourselves make the calculations for determining them; no reason why we should insist on being ignorant of the classification of plants and animals because we don't feel able ourselves to embark31 on anatomical researches which would justify32 us in coming to original conclusions about them. I know the mass of scientific opinion has always gone the other way; but then scientific opinion means only the opinion of men of science, who are themselves specialists, and who think most of the education needed to make men specialists, not of the education needed to fit them for the general exigencies33 and emergencies of life. We don't want authorities on the Cucurbitace?, but well-informed citizens. Professor Huxley is not our best guide in these matters, but Mr. Herbert Spencer, who long ago, in his book on Education, sketched34 out a radical35 programme of instruction in that knowledge which is of most worth, such as no country, no college, no school in Europe has ever yet been bold enough to put into practice.

What common sense really demands, then, is education in the main results of all the sciences—a knowledge of what is known, not necessarily a knowledge of each successive step by which men came to know it. At present, of course, in all our schools in England there is no systematic teaching of knowledge at all; what replaces it is a teaching of the facts of language, and for the most part of useless facts, or even of exploded fictions. Our public schools, especially (by which phrase we never mean real public schools like the board schools at all, but merely schools for the upper and the middle classes) are in their existing stage primarily great gymnasiums—very good things, too, in their way, against which I have not a word of blame; and, secondarily, places for imparting a sham36 and imperfect knowledge of some few philological37 facts about two extinct languages. Pupils get a smattering of Homer and Cicero. That is literally38 all the equipment for life that the cleverest and most industrious39 boys can ever take away from them. The sillier or idler don't take away even that. As to the "mental training" argument, so often trotted40 out, it is childish enough not to be worth answering. Which is most practically useful to us in life—knowledge of Latin grammar or knowledge of ourselves and the world we live in, physical, social, moral? That is the question.

The truth is, schoolmastering in Britain has become a vast vested interest in the hands of men who have nothing to teach us. They try to bolster41 up their vicious system by such artificial arguments as the "mental training" fallacy. Forced to admit the utter uselessness of the pretended knowledge they impart, they fall back upon the plea of its supposed occult value as intellectual discipline. They say in effect:—"This sawdust we offer you contains no food, we know: but then see how it strengthens the jaws42 to chew it!" Besides, look at our results! The typical John Bull! pig-headed, ignorant, brutal43. Are we really such immense successes ourselves that we must needs perpetuate44 the mould that warped45 us?

The one fatal charge brought against the public school system is that "after all, it turns out English gentlemen!"

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1 systematic SqMwo     
adj.有系统的,有计划的,有方法的
参考例句:
  • The way he works isn't very systematic.他的工作不是很有条理。
  • The teacher made a systematic work of teaching.这个教师进行系统的教学工作。
2 bakers 1c4217f2cc6c8afa6532f13475e17ed2     
n.面包师( baker的名词复数 );面包店;面包店店主;十三
参考例句:
  • The Bakers have invited us out for a meal tonight. 贝克一家今晚请我们到外面去吃饭。 来自《简明英汉词典》
  • The bakers specialize in catering for large parties. 那些面包师专门负责为大型宴会提供食品。 来自《简明英汉词典》
3 isles 4c841d3b2d643e7e26f4a3932a4a886a     
岛( isle的名词复数 )
参考例句:
  • the geology of the British Isles 不列颠群岛的地质
  • The boat left for the isles. 小船驶向那些小岛。
4 eke Dj6zr     
v.勉强度日,节约使用
参考例句:
  • They had to eke out a livinga tiny income.他们不得不靠微薄收入勉强度日。
  • We must try to eke out our water supply.我们必须尽量节约用水。
5 precarious Lu5yV     
adj.不安定的,靠不住的;根据不足的
参考例句:
  • Our financial situation had become precarious.我们的财务状况已变得不稳定了。
  • He earned a precarious living as an artist.作为一个艺术家,他过得是朝不保夕的生活。
6 livelihood sppzWF     
n.生计,谋生之道
参考例句:
  • Appropriate arrangements will be made for their work and livelihood.他们的工作和生活会得到妥善安排。
  • My father gained a bare livelihood of family by his own hands.父亲靠自己的双手勉强维持家计。
7 frankly fsXzcf     
adv.坦白地,直率地;坦率地说
参考例句:
  • To speak frankly, I don't like the idea at all.老实说,我一点也不赞成这个主意。
  • Frankly speaking, I'm not opposed to reform.坦率地说,我不反对改革。
8 entirely entirely     
ad.全部地,完整地;完全地,彻底地
参考例句:
  • The fire was entirely caused by their neglect of duty. 那场火灾完全是由于他们失职而引起的。
  • His life was entirely given up to the educational work. 他的一生统统献给了教育工作。
9 staple fGkze     
n.主要产物,常用品,主要要素,原料,订书钉,钩环;adj.主要的,重要的;vt.分类
参考例句:
  • Tea is the staple crop here.本地产品以茶叶为大宗。
  • Potatoes are the staple of their diet.土豆是他们的主要食品。
10 anatomy Cwgzh     
n.解剖学,解剖;功能,结构,组织
参考例句:
  • He found out a great deal about the anatomy of animals.在动物解剖学方面,他有过许多发现。
  • The hurricane's anatomy was powerful and complex.对飓风的剖析是一项庞大而复杂的工作。
11 physiology uAfyL     
n.生理学,生理机能
参考例句:
  • He bought a book about physiology.他买了一本生理学方面的书。
  • He was awarded the Nobel Prize for achievements in physiology.他因生理学方面的建树而被授予诺贝尔奖。
12 analytical lLMyS     
adj.分析的;用分析法的
参考例句:
  • I have an analytical approach to every survey.对每项调查我都采用分析方法。
  • As a result,analytical data obtained by analysts were often in disagreement.结果各个分析家所得的分析数据常常不一致。
13 phenomena 8N9xp     
n.现象
参考例句:
  • Ade couldn't relate the phenomena with any theory he knew.艾德无法用他所知道的任何理论来解释这种现象。
  • The object of these experiments was to find the connection,if any,between the two phenomena.这些实验的目的就是探索这两种现象之间的联系,如果存在着任何联系的话。
14 combustion 4qKzS     
n.燃烧;氧化;骚动
参考例句:
  • We might be tempted to think of combustion.我们也许会联想到氧化。
  • The smoke formed by their combustion is negligible.由它燃烧所生成的烟是可忽略的。
15 zoologists f4b4b0086bc1410e2fe80f76b127c27e     
动物学家( zoologist的名词复数 )
参考例句:
  • Zoologists refer barnacles to Crustanceans. 动物学家把螺蛳归入甲壳类。
  • It is now a source of growing interest for chemists and zoologists as well. 它现在也是化学家和动物学家愈感兴趣的一个所在。
16 botanists 22548cbfc651e84a87843ff3505735d9     
n.植物学家,研究植物的人( botanist的名词复数 )
参考例句:
  • Botanists had some difficulty categorizing the newly found plant. 植物学家们不大容易确定这种新发现的植物的种类。 来自辞典例句
  • Botanists refer this flower to the rose family. 植物学家将这花归入蔷薇科。 来自辞典例句
17 sneer YFdzu     
v.轻蔑;嘲笑;n.嘲笑,讥讽的言语
参考例句:
  • He said with a sneer.他的话中带有嘲笑之意。
  • You may sneer,but a lot of people like this kind of music.你可以嗤之以鼻,但很多人喜欢这种音乐。
18 derived 6cddb7353e699051a384686b6b3ff1e2     
vi.起源;由来;衍生;导出v.得到( derive的过去式和过去分词 );(从…中)得到获得;源于;(从…中)提取
参考例句:
  • Many English words are derived from Latin and Greek. 英语很多词源出于拉丁文和希腊文。 来自《简明英汉词典》
  • He derived his enthusiasm for literature from his father. 他对文学的爱好是受他父亲的影响。 来自《简明英汉词典》
19 snails 23436a8a3f6bf9f3c4a9f6db000bb173     
n.蜗牛;迟钝的人;蜗牛( snail的名词复数 )
参考例句:
  • I think I'll try the snails for lunch—I'm feeling adventurous today. 我想我午餐要尝一下蜗牛——我今天很想冒险。 来自《简明英汉词典》
  • Most snails have shells on their backs. 大多数蜗牛背上有壳。 来自《简明英汉词典》
20 faculties 066198190456ba4e2b0a2bda2034dfc5     
n.能力( faculty的名词复数 );全体教职员;技巧;院
参考例句:
  • Although he's ninety, his mental faculties remain unimpaired. 他虽年届九旬,但头脑仍然清晰。
  • All your faculties have come into play in your work. 在你的工作中,你的全部才能已起到了作用。 来自《简明英汉词典》
21 eminently c442c1e3a4b0ad4160feece6feb0aabf     
adv.突出地;显著地;不寻常地
参考例句:
  • She seems eminently suitable for the job. 她看来非常适合这个工作。
  • It was an eminently respectable boarding school. 这是所非常好的寄宿学校。 来自《简明英汉词典》
22 illustrating a99f5be8a18291b13baa6ba429f04101     
给…加插图( illustrate的现在分词 ); 说明; 表明; (用示例、图画等)说明
参考例句:
  • He upstaged the other speakers by illustrating his talk with slides. 他演讲中配上幻灯片,比其他演讲人更吸引听众。
  • Material illustrating detailed structure of graptolites has been etched from limestone by means of hydrofluoric acid. 表明笔石详细构造的物质是利用氢氟酸从石灰岩中侵蚀出来。
23 fixed JsKzzj     
adj.固定的,不变的,准备好的;(计算机)固定的
参考例句:
  • Have you two fixed on a date for the wedding yet?你们俩选定婚期了吗?
  • Once the aim is fixed,we should not change it arbitrarily.目标一旦确定,我们就不应该随意改变。
24 latitude i23xV     
n.纬度,行动或言论的自由(范围),(pl.)地区
参考例句:
  • The latitude of the island is 20 degrees south.该岛的纬度是南纬20度。
  • The two cities are at approximately the same latitude.这两个城市差不多位于同一纬度上。
25 longitude o0ZxR     
n.经线,经度
参考例句:
  • The city is at longitude 21°east.这个城市位于东经21度。
  • He noted the latitude and longitude,then made a mark on the admiralty chart.他记下纬度和经度,然后在航海图上做了个标记。
26 embodied 12aaccf12ed540b26a8c02d23d463865     
v.表现( embody的过去式和过去分词 );象征;包括;包含
参考例句:
  • a politician who embodied the hopes of black youth 代表黑人青年希望的政治家
  • The heroic deeds of him embodied the glorious tradition of the troops. 他的英雄事迹体现了军队的光荣传统。 来自《简明英汉词典》
27 atlas vOCy5     
n.地图册,图表集
参考例句:
  • He reached down the atlas from the top shelf.他从书架顶层取下地图集。
  • The atlas contains forty maps,including three of Great Britain.这本地图集有40幅地图,其中包括3幅英国地图。
28 gazetteer tlDyB     
n.地名索引
参考例句:
  • Any atlas,containing many pages of maps,normally includes an index,called a gazetteer.任何载有多幅地图的地图集,一般都附有一份地名索引。
  • The entire "Geographia" is the first atlas and gazetteer.全部《地理学》可说是第一本地图集和地名辞典。
29 navigate 4Gyxu     
v.航行,飞行;导航,领航
参考例句:
  • He was the first man to navigate the Atlantic by air.他是第一个飞越大西洋的人。
  • Such boats can navigate on the Nile.这种船可以在尼罗河上航行。
30 vessel 4L1zi     
n.船舶;容器,器皿;管,导管,血管
参考例句:
  • The vessel is fully loaded with cargo for Shanghai.这艘船满载货物驶往上海。
  • You should put the water into a vessel.你应该把水装入容器中。
31 embark qZKzC     
vi.乘船,着手,从事,上飞机
参考例句:
  • He is about to embark on a new business venture.他就要开始新的商业冒险活动。
  • Many people embark for Europe at New York harbor.许多人在纽约港乘船去欧洲。
32 justify j3DxR     
vt.证明…正当(或有理),为…辩护
参考例句:
  • He tried to justify his absence with lame excuses.他想用站不住脚的借口为自己的缺席辩解。
  • Can you justify your rude behavior to me?你能向我证明你的粗野行为是有道理的吗?
33 exigencies d916f71e17856a77a1a05a2408002903     
n.急切需要
参考例句:
  • Many people are forced by exigencies of circumstance to take some part in them. 许多人由于境况所逼又不得不在某种程度上参与这种活动。
  • The people had to accept the harsh exigencies of war. 人们要承受战乱的严酷现实。
34 sketched 7209bf19355618c1eb5ca3c0fdf27631     
v.草拟(sketch的过去式与过去分词形式)
参考例句:
  • The historical article sketched the major events of the decade. 这篇有关历史的文章概述了这十年中的重大事件。 来自《简明英汉词典》
  • He sketched the situation in a few vivid words. 他用几句生动的语言简述了局势。 来自《现代汉英综合大词典》
35 radical hA8zu     
n.激进份子,原子团,根号;adj.根本的,激进的,彻底的
参考例句:
  • The patient got a radical cure in the hospital.病人在医院得到了根治。
  • She is radical in her demands.她的要求十分偏激。
36 sham RsxyV     
n./adj.假冒(的),虚伪(的)
参考例句:
  • They cunningly played the game of sham peace.他们狡滑地玩弄假和平的把戏。
  • His love was a mere sham.他的爱情是虚假的。
37 philological 7d91b2b6fc2c10d944a718f2a360a711     
adj.语言学的,文献学的
参考例句:
  • Kanwa dictionary is a main kind of Japanese philological dictionary. 汉和辞典是日本语文词典的一个主要门类。 来自互联网
  • Emotional education is the ultimate goal of philological teaching, while humanism the core of the former. 情感教育是语文教育的终极目标,而人文精神是情感教育的核心内容。 来自互联网
38 literally 28Wzv     
adv.照字面意义,逐字地;确实
参考例句:
  • He translated the passage literally.他逐字逐句地翻译这段文字。
  • Sometimes she would not sit down till she was literally faint.有时候,她不走到真正要昏厥了,决不肯坐下来。
39 industrious a7Axr     
adj.勤劳的,刻苦的,奋发的
参考例句:
  • If the tiller is industrious,the farmland is productive.人勤地不懒。
  • She was an industrious and willing worker.她是个勤劳肯干的员工。
40 trotted 6df8e0ef20c10ef975433b4a0456e6e1     
小跑,急走( trot的过去分词 ); 匆匆忙忙地走
参考例句:
  • She trotted her pony around the field. 她骑着小马绕场慢跑。
  • Anne trotted obediently beside her mother. 安妮听话地跟在妈妈身边走。
41 bolster ltOzK     
n.枕垫;v.支持,鼓励
参考例句:
  • The high interest rates helped to bolster up the economy.高利率使经济更稳健。
  • He tried to bolster up their morale.他尽力鼓舞他们的士气。
42 jaws cq9zZq     
n.口部;嘴
参考例句:
  • The antelope could not escape the crocodile's gaping jaws. 那只羚羊无法从鱷鱼张开的大口中逃脱。
  • The scored jaws of a vise help it bite the work. 台钳上有刻痕的虎钳牙帮助它紧咬住工件。
43 brutal bSFyb     
adj.残忍的,野蛮的,不讲理的
参考例句:
  • She has to face the brutal reality.她不得不去面对冷酷的现实。
  • They're brutal people behind their civilised veneer.他们表面上温文有礼,骨子里却是野蛮残忍。
44 perpetuate Q3Cz2     
v.使永存,使永记不忘
参考例句:
  • This monument was built to perpetuate the memory of the national hero.这个纪念碑建造的意义在于纪念民族英雄永垂不朽。
  • We must perpetuate the system.我们必须将此制度永久保持。
45 warped f1a38e3bf30c41ab80f0dce53b0da015     
adj.反常的;乖戾的;(变)弯曲的;变形的v.弄弯,变歪( warp的过去式和过去分词 );使(行为等)不合情理,使乖戾,
参考例句:
  • a warped sense of humour 畸形的幽默感
  • The board has warped. 木板翘了。 来自《现代汉英综合大词典》


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