V. The Necessity of Reactions

No impression without expression — Verbal reproduction — Manual training — Pupils should know their ‘marks’.

If all this be true, then immediately one general aphorism¹ emerges which ought by logical right to dominate the entire conduct of the teacher in the classroom.

No reception without reaction, no impression without correlative expression — this is the great maxim² which the teacher ought never to forget.

An impression which simply flows in at the pupil’s eyes or ears, and in no way modifies his active life, is an impression gone to waste. It is physiologically³ incomplete. It leaves no fruits behind it in the way of capacity acquired. Even as mere⁴ impression, it fails to produce its proper effect upon the memory; for, to remain fully⁵ among the acquisitions of this latter faculty⁶, it must be wrought⁷ into the whole cycle of our operations. Its motor consequences are what clinch⁸ it. Some effect due to it in the way of an activity must return to the mind in the form of the sensation of having acted, and connect itself with the impression. The most durable⁹ impressions are those on account of which we speak or act, or else are inwardly convulsed.

The older pedagogic method of learning things by rote¹⁰, and reciting them parrot-like in the schoolroom, rested on the truth that a thing merely read or heard, and never verbally reproduced, contracts the weakest possible adhesion in the mind. Verbal recitation or reproduction is thus a highly important kind of reactive behavior on our impressions; and it is to be feared that, in the reaction against the old parrot-recitations as the beginning and end of instruction, the extreme value of verbal recitation as an element of complete training may nowadays be too much forgotten.

When we turn to modern pedagogics, we see how enormously the field of reactive conduct has been extended by the introduction of all those methods of concrete object teaching which are the glory of our contemporary schools. Verbal reactions, useful as they are, are insufficient¹¹. The pupil’s words may be right, but the conceptions corresponding to them are often direfully wrong. In a modern school, therefore, they form only a small part of what the pupil is required to do. He must keep notebooks, make drawings, plans, and maps, take measurements, enter the laboratory and perform experiments, consult authorities, and write essays. He must do in his fashion what is often laughed at by outsiders when it appears in prospectuses¹² under the title of ‘original work,’ but what is really the only possible training for the doing of original work thereafter. The most colossal¹³ improvement which recent years have seen in secondary education lies in the introduction of the manual training schools; not because they will give us a people more handy and practical for domestic life and better skilled in trades, but because they will give us citizens with an entirely¹⁴ different intellectual fibre. Laboratory work and shop work engender¹⁵ a habit of observation, a knowledge of the difference between accuracy and vagueness, and an insight into nature’s complexity¹⁶ and into the inadequacy¹⁷ of all abstract verbal accounts of real phenomena¹⁸, which once wrought into the mind, remain there as lifelong possessions. They confer precision; because, if you are doing a thing, you must do it definitely right or definitely wrong. They give honesty; for, when you express yourself by making things, and not by using words, it becomes impossible to dissimulate¹⁹ your vagueness or ignorance by ambiguity²⁰. They beget²¹ a habit of self-reliance; they keep the interest and attention always cheerfully engaged, and reduce the teacher’s disciplinary functions to a minimum.

Of the various systems of manual training, so far as woodwork is concerned, the Swedish Sloyd system, if I may have an opinion on such matters, seems to me by far the best, psychologically considered. Manual training methods, fortunately, are being slowly but surely introduced into all our large cities. But there is still an immense distance to traverse before they shall have gained the extension which they are destined²² ultimately to possess.
* * * * *

No impression without expression, then — that is the first pedagogic fruit of our evolutionary²³ conception of the mind as something instrumental to adaptive behavior. But a word may be said in continuation. The expression itself comes back to us, as I intimated a moment ago, in the form of a still farther impression — the impression, namely, of what we have done. We thus receive sensible news of our behavior and its results. We hear the words we have spoken, feel our own blow as we give it, or read in the bystander’s eyes the success or failure of our conduct. Now this return wave of impression pertains²⁴ to the completeness of the whole experience, and a word about its importance in the schoolroom may not be out of place.

It would seem only natural to say that, since after acting²⁵ we normally get some return impression of result, it must be well to let the pupil get such a return impression in every possible case. Nevertheless, in schools where examination marks and ‘standing²⁶’ and other returns of result are concealed²⁷, the pupil is frustrated²⁸ of this natural termination of the cycle of his activities, and often suffers from the sense of incompleteness and uncertainty²⁹; and there are persons who defend this system as encouraging the pupil to work for the work’s sake, and not for extraneous³⁰ reward. Of course, here as elsewhere, concrete experience must prevail over psychological deduction³¹. But, so far as our psychological deduction goes, it would suggest that the pupil’s eagerness to know how well he does is in the line of his normal completeness of function, and should never be balked³² except for very definite reasons indeed.

Acquaint them, therefore, with their marks and standing and prospects³³, unless in the individual case you have some special practical reason for not so doing.

1 aphorism   

n.格言，警语

参考例句：

• It is the aphorism of the Asian Games. 这是亚运会的格言。
• Probably the aphorism that there is no easy answer to what is very complex is true. 常言道,复杂的问题无简易的答案,这话大概是真的。

2 maxim   

n.格言，箴言

参考例句：

• Please lay the maxim to your heart.请把此格言记在心里。
• "Waste not,want not" is her favourite maxim.“不浪费则不匮乏”是她喜爱的格言。

3 physiologically   

ad.生理上，在生理学上

参考例句：

• Therefore, the liver and gallbladder cannot be completely separated physiologically and pathologically. 因此，肝胆在生理和病理上不能完全分离。
• Therefore, the liver and gallbladder are closely related physiologically and pathologically. 因此，肝胆在生理和病理上紧密联系。

4 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。

5 fully   

adv.完全地，全部地，彻底地；充分地

参考例句：

• The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气，然后全部呼出。
• They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。

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 wrought   

v.引起；以…原料制作；运转；adj.制造的

参考例句：

• Events in Paris wrought a change in British opinion towards France and Germany.巴黎发生的事件改变了英国对法国和德国的看法。
• It's a walking stick with a gold head wrought in the form of a flower.那是一个金质花形包头的拐杖。

8 clinch   

v.敲弯，钉牢；确定；扭住对方 [参]clench

参考例句：

• Clinch the boards together.用钉子把木板钉牢在一起。
• We don't accept us dollars,please Swiss francs to clinch a deal business.我方不收美元，请最好用瑞士法郎来成交生意。

9 durable   

adj.持久的，耐久的

参考例句：

• This raincoat is made of very durable material.这件雨衣是用非常耐用的料子做的。
• They frequently require more major durable purchases.他们经常需要购买耐用消费品。

10 rote   

n.死记硬背，生搬硬套

参考例句：

• Learning by rote is discouraged in this school.这所学校不鼓励死记硬背的学习方式。
• He recited the poem by rote.他强记背诵了这首诗。

11 insufficient   

adj.(for，of)不足的，不够的

参考例句：

• There was insufficient evidence to convict him.没有足够证据给他定罪。
• In their day scientific knowledge was insufficient to settle the matter.在他们的时代，科学知识还不能足以解决这些问题。

12 prospectuses   

n.章程，简章，简介( prospectus的名词复数 )

参考例句：

• Forms and prospectuses will be available at53 bank branches. 申请表和招股书可于五十三家银行分行索取。 来自互联网
• Galaxy Yintai fiscal dividend securities investment funds to update placement prospectuses. 银河银泰理财分红证券投资基金更新招募说明书。 来自互联网

13 colossal   

adj.异常的，庞大的

参考例句：

• There has been a colossal waste of public money.一直存在巨大的公款浪费。
• Some of the tall buildings in that city are colossal.那座城市里的一些高层建筑很庞大。

14 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。

15 engender   

v.产生，引起

参考例句：

• A policy like that tends to engender a sense of acceptance,and the research literature suggests this leads to greater innovation.一个能够使员工产生认同感的政策，研究表明这会走向更伟大的创新。
• The sense of injustice they engender is a threat to economic and political security.它们造成的不公平感是对经济和政治安全的威胁。

16 complexity   

n.复杂(性)，复杂的事物

参考例句：

• Only now did he understand the full complexity of the problem.直到现在他才明白这一问题的全部复杂性。
• The complexity of the road map puzzled me.错综复杂的公路图把我搞糊涂了。

17 inadequacy   

n.无法胜任，信心不足

参考例句：

• the inadequacy of our resources 我们的资源的贫乏
• The failure is due to the inadequacy of preparations. 这次失败是由于准备不足造成的。

18 phenomena   

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。

19 dissimulate   

v.掩饰，隐藏

参考例句：

• This man was too injured to dissimulate well.这个人受伤严重，无法完全遮掩住。
• He who knows not how to dissimulate,can not reign.不知道如何装扮成一个君子的人无法赢得尊重。

20 ambiguity   

n.模棱两可；意义不明确

参考例句：

• The telegram was misunderstood because of its ambiguity.由于电文意义不明确而造成了误解。
• Her answer was above all ambiguity.她的回答毫不含糊。

21 beget   

v.引起；产生

参考例句：

• Dragons beget dragons,phoenixes beget phoenixes.龙生龙，凤生凤。
• Economic tensions beget political ones.经济紧张导致政治紧张。

22 destined   

adj.命中注定的；(for)以…为目的地的

参考例句：

• It was destined that they would marry.他们结婚是缘分。
• The shipment is destined for America.这批货物将运往美国。

23 evolutionary   

adj.进化的；演化的，演变的；[生]进化论的

参考例句：

• Life has its own evolutionary process.生命有其自身的进化过程。
• These are fascinating questions to be resolved by the evolutionary studies of plants.这些十分吸引人的问题将在研究植物进化过程中得以解决。

24 pertains   

关于( pertain的第三人称单数 )； 有关； 存在； 适用

参考例句：

• When one manages upward, none of these clear and unambiguous symbols pertains. 当一个人由下而上地管理时，这些明确无误的信号就全都不复存在了。
• Her conduct hardly pertains to a lady. 她的行为与女士身份不太相符。

25 acting   

n.演戏，行为，假装；adj.代理的，临时的，演出用的

参考例句：

• Ignore her,she's just acting.别理她，她只是假装的。
• During the seventies,her acting career was in eclipse.在七十年代，她的表演生涯黯然失色。

26 standing   

n.持续，地位；adj.永久的，不动的，直立的，不流动的

参考例句：

• After the earthquake only a few houses were left standing.地震过后只有几幢房屋还立着。
• They're standing out against any change in the law.他们坚决反对对法律做任何修改。

27 concealed   

a.隐藏的，隐蔽的

参考例句：

• The paintings were concealed beneath a thick layer of plaster. 那些画被隐藏在厚厚的灰泥层下面。
• I think he had a gun concealed about his person. 我认为他当时身上藏有一支枪。

28 frustrated   

adj.挫败的，失意的，泄气的v.使不成功( frustrate的过去式和过去分词 )；挫败；使受挫折；令人沮丧

参考例句：

• It's very easy to get frustrated in this job. 这个工作很容易令人懊恼。
• The bad weather frustrated all our hopes of going out. 恶劣的天气破坏了我们出行的愿望。 来自《简明英汉词典》

29 uncertainty   

n.易变，靠不住，不确知，不确定的事物

参考例句：

• Her comments will add to the uncertainty of the situation.她的批评将会使局势更加不稳定。
• After six weeks of uncertainty,the strain was beginning to take its toll.6个星期的忐忑不安后，压力开始产生影响了。

30 extraneous   

adj.体外的；外来的；外部的

参考例句：

• I can choose to ignore these extraneous thoughts.我可以选择无视这些外来的想法。
• Reductant from an extraneous source is introduced.外来的还原剂被引进来。

31 deduction   

n.减除，扣除，减除额；推论，推理，演绎

参考例句：

• No deduction in pay is made for absence due to illness.因病请假不扣工资。
• His deduction led him to the correct conclusion.他的推断使他得出正确的结论。

32 balked   

v.畏缩不前，犹豫( balk的过去式和过去分词 )；（指马）不肯跑

参考例句：

• He balked in his speech. 他忽然中断讲演。 来自《现代英汉综合大词典》
• They balked the robber's plan. 他们使强盗的计划受到挫败。 来自《现代英汉综合大词典》

33 prospects   

n.希望，前途(恒为复数)

参考例句：

• There is a mood of pessimism in the company about future job prospects. 公司中有一种对工作前景悲观的情绪。
• They are less sanguine about the company's long-term prospects. 他们对公司的远景不那么乐观。