V. AN EVIL CRY

 The fashionable fallacy is that by education we can give people something that we have not got. To hear people talk one would think it was some sort of magic chemistry, by which, out of a laborious¹ hotchpotch of hygienic meals, baths, breathing exercises, fresh air and freehand drawing, we can produce something splendid by accident; we can create what we cannot conceive. These pages have, of course, no other general purpose than to point out that we cannot create anything good until we have conceived it. It is odd that these people, who in the matter of heredity are so sullenly² attached to law, in the matter of environment seem almost to believe in miracle. They insist that nothing but what was in the bodies of the parents can go to make the bodies of the children. But they seem somehow to think that things can get into the heads of the children which were not in the heads of the parents, or, indeed, anywhere else.

There has arisen in this connection a foolish and wicked cry typical of the confusion. I mean the cry, “Save the children.” It is, of course, part of that modern morbidity³ that insists on treating the State (which is the home of man) as a sort of desperate expedient⁴ in time of panic. This terrified opportunism is also the origin of the Socialist⁵ and other schemes. Just as they would collect and share all the food as men do in a famine, so they would divide the children from their fathers, as men do in a shipwreck⁶. That a human community might conceivably not be in a condition of famine or shipwreck never seems to cross their minds. This cry of “Save the children” has in it the hateful implication that it is impossible to save the fathers; in other words, that many millions of grown-up, sane⁷, responsible and self-supporting Europeans are to be treated as dirt or debris⁸ and swept away out of the discussion; called dipsomaniacs because they drink in public houses instead of private houses; called unemployables because nobody knows how to get them work; called dullards if they still adhere to conventions, and called loafers if they still love liberty. Now I am concerned, first and last, to maintain that unless you can save the fathers, you cannot save the children; that at present we cannot save others, for we cannot save ourselves. We cannot teach citizenship⁹ if we are not citizens; we cannot free others if we have forgotten the appetite of freedom. Education is only truth in a state of transmission; and how can we pass on truth if it has never come into our hand? Thus we find that education is of all the cases the clearest for our general purpose. It is vain to save children; for they cannot remain children. By hypothesis we are teaching them to be men; and how can it be so simple to teach an ideal manhood to others if it is so vain and hopeless to find one for ourselves?

I know that certain crazy pedants¹⁰ have attempted to counter this difficulty by maintaining that education is not instruction at all, does not teach by authority at all. They present the process as coming, not from the outside, from the teacher, but entirely¹¹ from inside the boy. Education, they say, is the Latin for leading out or drawing out the dormant¹² faculties¹³ of each person. Somewhere far down in the dim boyish soul is a primordial¹⁴ yearning¹⁵ to learn Greek accents or to wear clean collars; and the schoolmaster only gently and tenderly liberates¹⁶ this imprisoned¹⁷ purpose. Sealed up in the newborn babe are the intrinsic secrets of how to eat asparagus and what was the date of Bannockburn. The educator only draws out the child’s own unapparent love of long division; only leads out the child’s slightly veiled preference for milk pudding to tarts¹⁸. I am not sure that I believe in the derivation; I have heard the disgraceful suggestion that “educator,” if applied¹⁹ to a Roman schoolmaster, did not mean leading our young functions into freedom; but only meant taking out little boys for a walk. But I am much more certain that I do not agree with the doctrine²⁰; I think it would be about as sane to say that the baby’s milk comes from the baby as to say that the baby’s educational merits do. There is, indeed, in each living creature a collection of forces and functions; but education means producing these in particular shapes and training them to particular purposes, or it means nothing at all. Speaking is the most practical instance of the whole situation. You may indeed “draw out” squeals²¹ and grunts²² from the child by simply poking²³ him and pulling him about, a pleasant but cruel pastime to which many psychologists are addicted²⁴. But you will wait and watch very patiently indeed before you draw the English language out of him. That you have got to put into him; and there is an end of the matter.

 

1 laborious   

adj.吃力的，努力的，不流畅

参考例句：

• They had the laborious task of cutting down the huge tree.他们接受了伐大树的艰苦工作。
• Ants and bees are laborious insects.蚂蚁与蜜蜂是勤劳的昆虫。

2 sullenly   

不高兴地，绷着脸，忧郁地

参考例句：

• 'so what?" Tom said sullenly. “那又怎么样呢？”汤姆绷着脸说。
• Emptiness after the paper, I sIt'sullenly in front of the stove. 报看完，想不出能找点什么事做，只好一人坐在火炉旁生气。

3 morbidity   

n.病态；不健全；发病；发病率

参考例句：

• MC's also significantly reduce the morbidity and mortality induced by honeybee venom. 肥大细胞同样也能显著降低蜜蜂毒液诱发疾病的发病率和死亡率。 来自互联网
• The result shows that incidence of myopia morbidity is 44.84%. 结果表明：近视眼的发病率为44.84%。 来自互联网

4 expedient   

adj.有用的，有利的；n.紧急的办法，权宜之计

参考例句：

• The government found it expedient to relax censorship a little.政府发现略微放宽审查是可取的。
• Every kind of expedient was devised by our friends.我们的朋友想出了各种各样的应急办法。

5 socialist   

n.社会主义者；adj.社会主义的

参考例句：

• China is a socialist country,and a developing country as well.中国是一个社会主义国家，也是一个发展中国家。
• His father was an ardent socialist.他父亲是一个热情的社会主义者。

6 shipwreck   

n.船舶失事，海难

参考例句：

• He walked away from the shipwreck.他船难中平安地脱险了。
• The shipwreck was a harrowing experience.那次船难是一个惨痛的经历。

7 sane   

adj.心智健全的，神志清醒的，明智的，稳健的

参考例句：

• He was sane at the time of the murder.在凶杀案发生时他的神志是清醒的。
• He is a very sane person.他是一个很有头脑的人。

8 debris   

n.瓦砾堆，废墟，碎片

参考例句：

• After the bombing there was a lot of debris everywhere.轰炸之后到处瓦砾成堆。
• Bacteria sticks to food debris in the teeth,causing decay.细菌附着在牙缝中的食物残渣上，导致蛀牙。

9 citizenship   

n.市民权，公民权，国民的义务(身份)

参考例句：

• He was born in Sweden,but he doesn't have Swedish citizenship.他在瑞典出生，但没有瑞典公民身分。
• Ten years later,she chose to take Australian citizenship.十年后，她选择了澳大利亚国籍。

10 pedants   

n.卖弄学问的人，学究，书呆子( pedant的名词复数 )

参考例句：

• Only pedants believe in the advantage of obfuscation. 只有书呆子才相信使人困惑会有好处。 来自辞典例句
• Those cold-blooded pedants are not insensible. 那些冷血腐儒，都不是没有知觉。 来自辞典例句

11 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。

12 dormant   

adj.暂停活动的；休眠的；潜伏的

参考例句：

• Many animals are in a dormant state during winter.在冬天许多动物都处于睡眠状态。
• This dormant volcano suddenly fired up.这座休眠火山突然爆发了。

13 faculties   

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》

14 primordial   

adj.原始的；最初的

参考例句：

• It is the primordial force that propels us forward.它是推动我们前进的原始动力。
• The Neanderthal Man is one of our primordial ancestors.的尼安德特人是我们的原始祖先之一.

15 yearning   

a.渴望的；向往的；怀念的

参考例句：

• a yearning for a quiet life 对宁静生活的向往
• He felt a great yearning after his old job. 他对过去的工作有一种强烈的渴想。

16 liberates   

解放，释放( liberate的第三人称单数 )

参考例句：

• On the contrary, my caring liberates both of us. 与此相反，我的关心会使我们两个都不受到束缚。
• May cause severe burns. Contact with acids liberates toxic gas. 可导致严重灼伤。与酸接触会释放有毒气体。

17 imprisoned   

下狱，监禁( imprison的过去式和过去分词 )

参考例句：

• He was imprisoned for two concurrent terms of 30 months and 18 months. 他被判处30个月和18个月的监禁，合并执行。
• They were imprisoned for possession of drugs. 他们因拥有毒品而被监禁。

18 tarts   

n.果馅饼( tart的名词复数 )；轻佻的女人；妓女；小妞

参考例句：

• I decided to make some tarts for tea. 我决定做些吃茶点时吃的果馅饼。 来自《简明英汉词典》
• They ate raspberry tarts and ice cream. 大家吃着木莓馅饼和冰淇淋。 来自辞典例句

19 applied   

adj.应用的；v.应用，适用

参考例句：

• She plans to take a course in applied linguistics.她打算学习应用语言学课程。
• This cream is best applied to the face at night.这种乳霜最好晚上擦脸用。

20 doctrine   

n.教义；主义；学说

参考例句：

• He was impelled to proclaim his doctrine.他不得不宣扬他的教义。
• The council met to consider changes to doctrine.宗教议会开会考虑更改教义。

21 squeals   

n.长而尖锐的叫声( squeal的名词复数 )v.长声尖叫，用长而尖锐的声音说( squeal的第三人称单数 )

参考例句：

• There was an outburst of squeals from the cage. 铁笼子里传来一阵吱吱的叫声。 来自英汉文学
• There were squeals of excitement from the children. 孩子们兴奋得大声尖叫。 来自辞典例句

22 grunts   

（猪等）作呼噜声( grunt的第三人称单数 )； （指人）发出类似的哼声； 咕哝着说； 石鲈

参考例句：

• With grunts of anguish Ogilvie eased his bulk to a sitting position. 奥格尔维苦恼地哼着，伸个懒腰坐了起来。
• Linda fired twice A trio of Grunts assembling one mortar fell. 琳达击发两次。三个正在组装迫击炮的咕噜人倒下了。

23 poking   

n. 刺，戳，袋 vt. 拨开，刺，戳 vi. 戳，刺，捅，搜索，伸出，行动散慢

参考例句：

• He was poking at the rubbish with his stick. 他正用手杖拨动垃圾。
• He spent his weekends poking around dusty old bookshops. 他周末都泡在布满尘埃的旧书店里。

24 addicted   

adj.沉溺于....的，对...上瘾的

参考例句：

• He was addicted to heroin at the age of 17.他17岁的时候对海洛因上了瘾。
• She's become addicted to love stories.她迷上了爱情小说。