IV. Education and Behavior

Education defined — Conduct is always its outcome — Different national ideals: Germany and England.

In our foregoing talk we were led to frame a very simple conception of what an education means. In the last analysis it consists in the organizing of resources in the human being, of powers of conduct which shall fit him to his social and physical world. An ‘uneducated’ person is one who is nonplussed¹ by all but the most habitual² situations. On the contrary, one who is educated is able practically to extricate³ himself, by means of the examples with which his memory is stored and of the abstract conceptions which he has acquired, from circumstances in which he never was placed before. Education, in short, cannot be better described than by calling it the organization of acquired habits of conduct and tendencies to behavior.

To illustrate⁴. You and I are each and all of us educated, in our several ways; and we show our education at this present moment by different conduct. It would be quite impossible for me, with my mind technically⁵ and professionally organized as it is, and with the optical stimulus⁶ which your presence affords, to remain sitting here entirely⁷ silent and inactive. Something tells me that I am expected to speak, and must speak; something forces me to keep on speaking. My organs of articulation⁸ are continuously innervated by outgoing currents, which the currents passing inward at my eyes and through my educated brain have set in motion; and the particular movements which they make have their form and order determined⁹ altogether by the training of all my past years of lecturing and reading. Your conduct, on the other hand, might seem at first sight purely¹⁰ receptive and inactive — leaving out those among you who happen to be taking notes. But the very listening which you are carrying on is itself a determinate kind of conduct. All the muscular tensions of your body are distributed in a peculiar¹¹ way as you listen. Your head, your eyes, are fixed¹² characteristically. And, when the lecture is over, it will inevitably¹³ eventuate in some stroke of behavior, as I said on the previous occasion: you may be guided differently in some special emergency in the schoolroom by words which I now let fall. — So it is with the impressions you will make there on your pupil. You should get into the habit of regarding them all as leading to the acquisition by him of capacities for behavior — emotional, social, bodily, vocal¹⁴, technical, or what not. And, this being the case, you ought to feel willing, in a general way, and without hair-splitting or farther ado, to take up for the purposes of these lectures with the biological conception of the mind, as of something given us for practical use. That conception will certainly cover the greater part of your own educational work.

If we reflect upon the various ideals of education that are prevalent in the different countries, we see that what they all aim at is to organize capacities for conduct. This is most immediately obvious in Germany, where the explicitly¹⁵ avowed¹⁶ aim of the higher education is to turn the student into an instrument for advancing scientific discovery. The German universities are proud of the number of young specialists whom they turn out every year — not necessarily men of any original force of intellect, but men so trained to research that when their professor gives them an historical or philological¹⁷ thesis to prepare, or a bit of laboratory work to do, with a general indication as to the best method, they can go off by themselves and use apparatus¹⁸ and consult sources in such a way as to grind out in the requisite¹⁹ number of months some little pepper-corn of new truth worthy²⁰ of being added to the store of extant human information on that subject. Little else is recognized in Germany as a man’s title to academic advancement²¹ than his ability thus to show himself an efficient instrument of research.

In England, it might seem at first sight as if the higher education of the universities aimed at the production of certain static types of character rather than at the development of what one may call this dynamic scientific efficiency. Professor Jowett, when asked what Oxford²² could do for its students, is said to have replied, “Oxford can teach an English gentleman how to be an English gentleman.” But, if you ask what it means to ‘be’ an English gentleman, the only reply is in terms of conduct and behavior. An English gentleman is a bundle of specifically qualified²³ reactions, a creature who for all the emergencies of life has his line of behavior distinctly marked out for him in advance. Here, as elsewhere, England expects every man to do his duty.

1 nonplussed   

adj.不知所措的，陷于窘境的v.使迷惑( nonplus的过去式和过去分词 )

参考例句：

• The speaker was completely nonplussed by the question. 演讲者被这个问题完全难倒了。 来自《简明英汉词典》
• I was completely nonplussed by his sudden appearance. 他突然出现使我大吃一惊。 来自《简明英汉词典》

2 habitual   

adj.习惯性的；通常的，惯常的

参考例句：

• He is a habitual criminal.他是一个惯犯。
• They are habitual visitors to our house.他们是我家的常客。

3 extricate   

v.拯救，救出；解脱

参考例句：

• How can we extricate the firm from this trouble?我们该如何承救公司脱离困境呢？
• She found it impossible to extricate herself from the relationship.她发现不可能把自己从这种关系中解脱出来。

4 illustrate   

v.举例说明，阐明；图解，加插图

参考例句：

• The company's bank statements illustrate its success.这家公司的银行报表说明了它的成功。
• This diagram will illustrate what I mean.这个图表可说明我的意思。

5 technically   

adv.专门地，技术上地

参考例句：

• Technically it is the most advanced equipment ever.从技术上说，这是最先进的设备。
• The tomato is technically a fruit,although it is eaten as a vegetable.严格地说，西红柿是一种水果，尽管它是当作蔬菜吃的。

6 stimulus   

n.刺激，刺激物，促进因素，引起兴奋的事物

参考例句：

• Regard each failure as a stimulus to further efforts.把每次失利看成对进一步努力的激励。
• Light is a stimulus to growth in plants.光是促进植物生长的一个因素。

7 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。

8 articulation   

n.（清楚的）发音；清晰度，咬合

参考例句：

• His articulation is poor.他发音不清楚。
• She spoke with a lazy articulation.她说话慢吞吞的。

9 determined   

adj.坚定的；有决心的

参考例句：

• I have determined on going to Tibet after graduation.我已决定毕业后去西藏。
• He determined to view the rooms behind the office.他决定查看一下办公室后面的房间。

10 purely   

adv.纯粹地，完全地

参考例句：

• I helped him purely and simply out of friendship.我帮他纯粹是出于友情。
• This disproves the theory that children are purely imitative.这证明认为儿童只会单纯地模仿的理论是站不住脚的。

11 peculiar   

adj.古怪的，异常的；特殊的，特有的

参考例句：

• He walks in a peculiar fashion.他走路的样子很奇特。
• He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。

12 fixed   

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。

13 inevitably   

adv.不可避免地；必然发生地

参考例句：

• In the way you go on,you are inevitably coming apart.照你们这样下去，毫无疑问是会散伙的。
• Technological changes will inevitably lead to unemployment.技术变革必然会导致失业。

14 vocal   

adj.直言不讳的；嗓音的；n.[pl.]声乐节目

参考例句：

• The tongue is a vocal organ.舌头是一个发音器官。
• Public opinion at last became vocal.终于舆论哗然。

15 explicitly   

ad.明确地，显然地

参考例句：

• The plan does not explicitly endorse the private ownership of land. 该计划没有明确地支持土地私有制。
• SARA amended section 113 to provide explicitly for a right to contribution. 《最高基金修正与再授权法案》修正了第123条，清楚地规定了分配权。 来自英汉非文学 - 环境法 - 环境法

16 avowed   

adj.公开声明的，承认的v.公开声明，承认( avow的过去式和过去分词)

参考例句：

• An aide avowed that the President had known nothing of the deals. 一位助理声明，总统对这些交易一无所知。
• The party's avowed aim was to struggle against capitalist exploitation. 该党公开宣称的宗旨是与资本主义剥削斗争。 来自《简明英汉词典》

17 philological   

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

18 apparatus   

n.装置，器械；器具，设备

参考例句：

• The school's audio apparatus includes films and records.学校的视听设备包括放映机和录音机。
• They had a very refined apparatus.他们有一套非常精良的设备。

19 requisite   

adj.需要的，必不可少的；n.必需品

参考例句：

• He hasn't got the requisite qualifications for the job.他不具备这工作所需的资格。
• Food and air are requisite for life.食物和空气是生命的必需品。

20 worthy   

adj.(of)值得的，配得上的；有价值的

参考例句：

• I did not esteem him to be worthy of trust.我认为他不值得信赖。
• There occurred nothing that was worthy to be mentioned.没有值得一提的事发生。

21 advancement   

n.前进，促进，提升

参考例句：

• His new contribution to the advancement of physiology was well appreciated.他对生理学发展的新贡献获得高度赞赏。
• The aim of a university should be the advancement of learning.大学的目标应是促进学术。

22 Oxford   

n.牛津（英国城市）

参考例句：

• At present he has become a Professor of Chemistry at Oxford.他现在已是牛津大学的化学教授了。
• This is where the road to Oxford joins the road to London.这是去牛津的路与去伦敦的路的汇合处。

23 qualified   

adj.合格的，有资格的，胜任的，有限制的

参考例句：

• He is qualified as a complete man of letters.他有资格当真正的文学家。
• We must note that we still lack qualified specialists.我们必须看到我们还缺乏有资质的专家。