VI. AUTHORITY THE UNAVOIDABLE

 But the important point here is only that you cannot anyhow get rid of authority in education; it is not so much (as poor Conservatives say) that parental¹ authority ought to be preserved, as that it cannot be destroyed. Mr. Bernard Shaw once said that he hated the idea of forming a child’s mind. In that case Mr. Bernard Shaw had better hang himself; for he hates something inseparable from human life. I only mentioned educere and the drawing out of the faculties² in order to point out that even this mental trick does not avoid the inevitable³ idea of parental or scholastic⁴ authority. The educator drawing out is just as arbitrary and coercive as the instructor⁵ pouring in; for he draws out what he chooses. He decides what in the child shall be developed and what shall not be developed. He does not (I suppose) draw out the neglected faculty⁶ of forgery⁷. He does not (so far at least) lead out, with timid steps, a shy talent for torture. The only result of all this pompous⁸ and precise distinction between the educator and the instructor is that the instructor pokes⁹ where he likes and the educator pulls where he likes. Exactly the same intellectual violence is done to the creature who is poked¹⁰ and pulled. Now we must all accept the responsibility of this intellectual violence. Education is violent; because it is creative. It is creative because it is human. It is as reckless as playing on the fiddle¹¹; as dogmatic as drawing a picture; as brutal¹² as building a house. In short, it is what all human action is; it is an interference with life and growth. After that it is a trifling¹³ and even a jocular question whether we say of this tremendous tormentor¹⁴, the artist Man, that he puts things into us like an apothecary¹⁵, or draws things out of us, like a dentist.

The point is that Man does what he likes. He claims the right to take his mother Nature under his control; he claims the right to make his child the Superman, in his image. Once flinch¹⁶ from this creative authority of man, and the whole courageous¹⁷ raid which we call civilization wavers and falls to pieces. Now most modern freedom is at root fear. It is not so much that we are too bold to endure rules; it is rather that we are too timid to endure responsibilities. And Mr. Shaw and such people are especially shrinking from that awful and ancestral responsibility to which our fathers committed us when they took the wild step of becoming men. I mean the responsibility of affirming the truth of our human tradition and handing it on with a voice of authority, an unshaken voice. That is the one eternal education; to be sure enough that something is true that you dare to tell it to a child. From this high audacious duty the moderns are fleeing on every side; and the only excuse for them is, (of course,) that their modern philosophies are so half-baked and hypothetical that they cannot convince themselves enough to convince even a newborn babe. This, of course, is connected with the decay of democracy; and is somewhat of a separate subject. Suffice it to say here that when I say that we should instruct our children, I mean that we should do it, not that Mr. Sully or Professor Earl Barnes should do it. The trouble in too many of our modern schools is that the State, being controlled so specially¹⁸ by the few, allows cranks and experiments to go straight to the schoolroom when they have never passed through the Parliament, the public house, the private house, the church, or the marketplace. Obviously, it ought to be the oldest things that are taught to the youngest people; the assured and experienced truths that are put first to the baby. But in a school to-day the baby has to submit to a system that is younger than himself. The flopping¹⁹ infant of four actually has more experience, and has weathered the world longer, than the dogma to which he is made to submit. Many a school boasts of having the last ideas in education, when it has not even the first idea; for the first idea is that even innocence²⁰, divine as it is, may learn something from experience. But this, as I say, is all due to the mere²¹ fact that we are managed by a little oligarchy²²; my system presupposes that men who govern themselves will govern their children. To-day we all use Popular Education as meaning education of the people. I wish I could use it as meaning education by the people.

The urgent point at present is that these expansive educators do not avoid the violence of authority an inch more than the old school masters. Nay²³, it might be maintained that they avoid it less. The old village schoolmaster beat a boy for not learning grammar and sent him out into the playground to play anything he liked; or at nothing, if he liked that better. The modern scientific schoolmaster pursues him into the playground and makes him play at cricket, because exercise is so good for the health. The modern Dr. Busby is a doctor of medicine as well as a doctor of divinity. He may say that the good of exercise is self-evident; but he must say it, and say it with authority. It cannot really be self-evident or it never could have been compulsory²⁴. But this is in modern practice a very mild case. In modern practice the free educationists forbid far more things than the old-fashioned educationists. A person with a taste for paradox²⁵ (if any such shameless creature could exist) might with some plausibility²⁶ maintain concerning all our expansion since the failure of Luther’s frank paganism and its replacement²⁷ by Calvin’s Puritanism, that all this expansion has not been an expansion, but the closing in of a prison, so that less and less beautiful and humane²⁸ things have been permitted. The Puritans destroyed images; the Rationalists forbade fairy tales. Count Tostoi practically issued one of his papal encyclicals against music; and I have heard of modern educationists who forbid children to play with tin soldiers. I remember a meek²⁹ little madman who came up to me at some Socialist³⁰ soiree or other, and asked me to use my influence (have I any influence?) against adventure stories for boys. It seems they breed an appetite for blood. But never mind that; one must keep one’s temper in this madhouse. I need only insist here that these things, even if a just deprivation³¹, are a deprivation. I do not deny that the old vetoes and punishments were often idiotic³² and cruel; though they are much more so in a country like England (where in practice only a rich man decrees the punishment and only a poor man receives it) than in countries with a clearer popular tradition—such as Russia. In Russia flogging is often inflicted³³ by peasants on a peasant. In modern England flogging can only in practice be inflicted by a gentleman on a very poor man. Thus only a few days ago as I write a small boy (a son of the poor, of course) was sentenced to flogging and imprisonment³⁴ for five years for having picked up a small piece of coal which the experts value at 5d. I am entirely³⁵ on the side of such liberals and humanitarians³⁶ as have protested against this almost bestial³⁷ ignorance about boys. But I do think it a little unfair that these humanitarians, who excuse boys for being robbers, should denounce them for playing at robbers. I do think that those who understand a guttersnipe playing with a piece of coal might, by a sudden spurt³⁸ of imagination, understand him playing with a tin soldier. To sum it up in one sentence: I think my meek little madman might have understood that there is many a boy who would rather be flogged, and unjustly flogged, than have his adventure story taken away.

 

1 parental   

adj.父母的；父的；母的

参考例句：

• He encourages parental involvement in the running of school.他鼓励学生家长参与学校的管理。
• Children always revolt against parental disciplines.孩子们总是反抗父母的管束。

2 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》

3 inevitable   

adj.不可避免的，必然发生的

参考例句：

• Mary was wearing her inevitable large hat.玛丽戴着她总是戴的那顶大帽子。
• The defeat had inevitable consequences for British policy.战败对英国政策不可避免地产生了影响。

4 scholastic   

adj.学校的，学院的，学术上的

参考例句：

• There was a careful avoidance of the sensitive topic in the scholastic circles.学术界小心地避开那个敏感的话题。
• This would do harm to students' scholastic performance in the long run.这将对学生未来的学习成绩有害。

5 instructor   

n.指导者，教员，教练

参考例句：

• The college jumped him from instructor to full professor.大学突然把他从讲师提升为正教授。
• The skiing instructor was a tall,sunburnt man.滑雪教练是一个高高个子晒得黑黑的男子。

6 faculty   

n.才能；学院，系；(学院或系的)全体教学人员

参考例句：

• He has a great faculty for learning foreign languages.他有学习外语的天赋。
• He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。

7 forgery   

n.伪造的文件等，赝品，伪造（行为）

参考例句：

• The painting was a forgery.这张画是赝品。
• He was sent to prison for forgery.他因伪造罪而被关进监狱。

8 pompous   

adj.傲慢的，自大的；夸大的；豪华的

参考例句：

• He was somewhat pompous and had a high opinion of his own capabilities.他有点自大，自视甚高。
• He is a good man underneath his pompous appearance. 他的外表虽傲慢，其实是个好人。

9 pokes   

v.伸出( poke的第三人称单数 )；戳出；拨弄；与（某人）性交

参考例句：

• He pokes his nose into everything. 他这人好管闲事。 来自《现代汉英综合大词典》
• Only the tip of an iceberg pokes up above water. 只有冰山的尖端突出于水面。 来自辞典例句

10 poked   

v.伸出( poke的过去式和过去分词 )；戳出；拨弄；与（某人）性交

参考例句：

• She poked him in the ribs with her elbow. 她用胳膊肘顶他的肋部。
• His elbow poked out through his torn shirt sleeve. 他的胳膊从衬衫的破袖子中露了出来。 来自《简明英汉词典》

11 fiddle   

n.小提琴；vi.拉提琴；不停拨弄，乱动

参考例句：

• She plays the fiddle well.她小提琴拉得好。
• Don't fiddle with the typewriter.不要摆弄那架打字机了。

12 brutal   

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。

13 trifling   

adj.微不足道的；没什么价值的

参考例句：

• They quarreled over a trifling matter.他们为这种微不足道的事情争吵。
• So far Europe has no doubt, gained a real conveniency,though surely a very trifling one.直到现在为止,欧洲无疑地已经获得了实在的便利，不过那确是一种微不足道的便利。

14 tormentor   

n. 使苦痛之人, 使苦恼之物, 侧幕 =tormenter

参考例句：

• He was the tormentor, he was the protector, he was the inquisitor, he was the friend. 他既是拷打者，又是保护者；既是审问者，又是朋友。 来自英汉文学
• The tormentor enlarged the engagement garment. 折磨者加大了订婚服装。

15 apothecary   

n.药剂师

参考例句：

• I am an apothecary of that hospital.我是那家医院的一名药剂师。
• He was the usual cut and dry apothecary,of no particular age and color.他是那种再普通不过的行医者，说不出多大年纪，相貌也没什么值得一提的。

16 flinch   

v.畏缩，退缩

参考例句：

• She won't flinch from speaking her mind.她不会讳言自己的想法。
• We will never flinch from difficulties.我们面对困难决不退缩。

17 courageous   

adj.勇敢的，有胆量的

参考例句：

• We all honour courageous people.我们都尊重勇敢的人。
• He was roused to action by courageous words.豪言壮语促使他奋起行动。

18 specially   

adv.特定地；特殊地；明确地

参考例句：

• They are specially packaged so that they stack easily.它们经过特别包装以便于堆放。
• The machine was designed specially for demolishing old buildings.这种机器是专为拆毁旧楼房而设计的。

19 flopping   

n.贬调v.（指书、戏剧等）彻底失败( flop的现在分词 )；（因疲惫而）猛然坐下；（笨拙地、不由自主地或松弛地）移动或落下；砸锅

参考例句：

• The fish are still flopping about. 鱼还在扑腾。 来自《现代汉英综合大词典》
• What do you mean by flopping yourself down and praying agin me?' 咚一声跪下地来咒我，你这是什么意思” 来自英汉文学 - 双城记

20 innocence   

n.无罪；天真；无害

参考例句：

• There was a touching air of innocence about the boy.这个男孩有一种令人感动的天真神情。
• The accused man proved his innocence of the crime.被告人经证实无罪。

21 mere   

adj.纯粹的；仅仅，只不过

参考例句：

• That is a mere repetition of what you said before.那不过是重复了你以前讲的话。
• It's a mere waste of time waiting any longer.再等下去纯粹是浪费时间。

22 oligarchy   

n.寡头政治

参考例句：

• The only secure basis for oligarchy is collectivism.寡头政体的唯一可靠基础是集体主义。
• Insecure and fearful of its own people,the oligarchy preserves itself through tyranny.由于担心和害怕自己的人民，统治集团只能靠实行暴政来维护其统治。

23 nay   

adv.不；n.反对票，投反对票者

参考例句：

• He was grateful for and proud of his son's remarkable,nay,unique performance.他为儿子出色的，不，应该是独一无二的表演心怀感激和骄傲。
• Long essays,nay,whole books have been written on this.许多长篇大论的文章，不，应该说是整部整部的书都是关于这件事的。

24 compulsory   

n.强制的，必修的；规定的，义务的

参考例句：

• Is English a compulsory subject?英语是必修课吗？
• Compulsory schooling ends at sixteen.义务教育至16岁为止。

25 paradox   

n.似乎矛盾却正确的说法；自相矛盾的人(物)

参考例句：

• The story contains many levels of paradox.这个故事存在多重悖论。
• The paradox is that Japan does need serious education reform.矛盾的地方是日本确实需要教育改革。

26 plausibility   

n. 似有道理, 能言善辩

参考例句：

• We can add further plausibility to the above argument. 我们可以在上述论据之外，再进一步增添一个合理的论据。
• Let us consider the charges she faces, and the legal plausibility of those charges. 让我们考虑一下她面临的指控以及这些指控在法律上的可信性。

27 replacement   

n.取代，替换，交换；替代品，代用品

参考例句：

• We are hard put to find a replacement for our assistant.我们很难找到一个人来代替我们的助手。
• They put all the students through the replacement examination.他们让所有的学生参加分班考试。

28 humane   

adj.人道的，富有同情心的

参考例句：

• Is it humane to kill animals for food?宰杀牲畜来吃合乎人道吗？
• Their aim is for a more just and humane society.他们的目标是建立一个更加公正、博爱的社会。

29 meek   

adj.温顺的，逆来顺受的

参考例句：

• He expects his wife to be meek and submissive.他期望妻子温顺而且听他摆布。
• The little girl is as meek as a lamb.那个小姑娘像羔羊一般温顺。

30 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。

31 deprivation   

n.匮乏；丧失；夺去，贫困

参考例句：

• Many studies make it clear that sleep deprivation is dangerous.多实验都证实了睡眠被剥夺是危险的。
• Missing the holiday was a great deprivation.错过假日是极大的损失。

32 idiotic   

adj.白痴的

参考例句：

• It is idiotic to go shopping with no money.去买东西而不带钱是很蠢的。
• The child's idiotic deeds caused his family much trouble.那小孩愚蠢的行为给家庭带来许多麻烦。

33 inflicted   

把…强加给，使承受，遭受( inflict的过去式和过去分词 )

参考例句：

• They inflicted a humiliating defeat on the home team. 他们使主队吃了一场很没面子的败仗。
• Zoya heroically bore the torture that the Fascists inflicted upon her. 卓娅英勇地承受法西斯匪徒加在她身上的酷刑。

34 imprisonment   

n.关押，监禁，坐牢

参考例句：

• His sentence was commuted from death to life imprisonment.他的判决由死刑减为无期徒刑。
• He was sentenced to one year's imprisonment for committing bigamy.他因为犯重婚罪被判入狱一年。

35 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。

36 humanitarians   

n.慈善家( humanitarian的名词复数 )

参考例句：

• Finally, humanitarians saw it as a means of helping to feed the hungry of the world. 人道主义者把这一计划看成是为世界上那些忍饥挨饿的人提供粮食的一项措施。 来自英汉非文学 - 政府文件
• All humanitarians fought against slavery. 所有人道主义者都为反对奴隶制而斗争过。 来自互联网

37 bestial   

adj.残忍的；野蛮的

参考例句：

• The Roman gladiatorial contests were bestial amusements.罗马角斗是残忍的娱乐。
• A statement on Amman Radio spoke of bestial aggression and a horrible massacre. 安曼广播电台播放的一则声明提到了野蛮的侵略和骇人的大屠杀。

38 spurt   

v.喷出；突然进发；突然兴隆

参考例句：

• He put in a spurt at the beginning of the eighth lap.他进入第八圈时便开始冲刺。
• After a silence, Molly let her anger spurt out.沉默了一会儿，莫莉的怒气便迸发了出来。