Were You Ever a Child?

WERE you ever a child?...

I ask out of no indecent curiosity as to your past. But I wish to address only those who would naturally be interested in the subject of Education. Those who haven’t been children themselves are in many respects fortunate beings; but they lack the background of bitter experience which makes this, to the rest of us, an acutely interesting theme—and they might just as well stop reading right here. I pause to allow them to put the book aside....

With my remaining audience, fit though few, I feel that I can get down at once to the brass¹ tacks² of the situation. We have all been educated—and just look at us!

We ourselves, as products of an educational system, are sufficiently³ damning evidence against it. If we think of what we happily might have been, and then of what we are, we cannot but concede the total failure or the helpless inadequacy[Pg 10] of our education to educe⁴ those possibilities of ours into actuality.

Looking back on those years upon years which we spent in school, we know that something was wrong. In this respect our adult convictions find impressive support in our earlier views on the subject. If we will remember, we did not, at the time, exactly approve of the school system. Many of us, in fact, went in for I. W. W. tactics—especially sabotage⁵. Our favourite brand of sabotage was the “withdrawal of efficiency”—in our case a kind of instinctive⁶ passive resistance. Amiable⁷ onlookers⁸, such as our parents or the board of education, might have thought that we were learning something all the while; but that’s just where we fooled ’em! There were, of course, a few of us who really learned and remembered everything—who could state off-hand, right now, if anybody asked us, in what year Norman the Conqueror⁹ landed in England. But the trouble is that so few people ask us!

There was one bit of candour in our schooling—at its very end. They called that ending a Commencement. And so indeed we found it. Bewildered, unprepared, out of touch with the realities, we commenced then and there to learn what life is like. We found it discouraging or[Pg 11] inspiriting in a thousand ways; but the thing which struck us at the time most forcibly was that it was in every respect quite unlike school. The values which had obtained there, did not exist outside. One could not cram¹⁰ for a job as if it were an examination; one could not get in the good graces of a machine as if it were a teacher; the docility¹¹ which won high “marks” in school was called lack of enterprise in the business world, dulness in social life, stupidity in the realm of love. The values of real life were new and different. We had been quite carefully prepared to go on studying and attending classes and taking examinations; but the real world was not like that. It was full of adventure and agony and beauty; its politics were not in the least like the pages of the Civics Text-Book; its journalism¹² and literature had purposes and methods undreamed of by the professor who compiled (from other text-books compiled by other professors) the English Composition Book; going on the road for a wholesale¹³ house was a geographical¹⁴ emprise into whose fearful darknesses even the Advanced Geography Course threw no assisting light; the economics of courtship and marriage and parenthood had somehow been overlooked by the man who Lectured upon that Subject.

[Pg 12]Whether we had studied our lessons or not; whether we had passed our examinations triumphantly¹⁵, or just got through by the skin of our teeth—what difference did it make, to us or to the world? And what to us now are those triumphs and humiliations, the failure or success of school, except a matter of occasional humorous reminiscence?

What would we think of a long and painful and expensive surgical¹⁶ operation of which it could be said afterward¹⁷ that it made not the slightest difference to the patient whether it succeeded or failed? Yet, judged by results in later life, the difference between failing and succeeding in school is merely the difference between a railroad collision and a steamboat explosion, as described by Uncle Tom:

“If you’s in a railroad smash-up, why—thar yo’ is! But if yo’s in a steamboat bus’-up, why—whar is yo’?”

It is our task, however, to investigate this confused catastrophe¹⁸, and fix the responsibility for its casualties.

1 brass   

n.黄铜；黄铜器，铜管乐器

参考例句：

• Many of the workers play in the factory's brass band.许多工人都在工厂铜管乐队中演奏。
• Brass is formed by the fusion of copper and zinc.黄铜是通过铜和锌的熔合而成的。

2 tacks   

大头钉( tack的名词复数 )； 平头钉； 航向； 方法

参考例句：

• Never mind the side issues, let's get down to brass tacks and thrash out a basic agreement. 别管枝节问题，让我们讨论问题的实质，以求得基本一致。
• Get down to the brass tacks,and quit talking round the subject. 谈实质问题吧，别兜圈子了。

3 sufficiently   

adv.足够地，充分地

参考例句：

• It turned out he had not insured the house sufficiently.原来他没有给房屋投足保险。
• The new policy was sufficiently elastic to accommodate both views.新政策充分灵活地适用两种观点。

4 educe   

v.引出；演绎

参考例句：

• The teacher was unable to educe an answer from her pupils.老师无法从学生口中得到任何答案。
• How did you educe this conclusion?你是怎样得出这个结论的？

5 sabotage   

n.怠工，破坏活动，破坏；v.从事破坏活动，妨害，破坏

参考例句：

• They tried to sabotage my birthday party.他们企图破坏我的生日晚会。
• The fire at the factory was caused by sabotage.那家工厂的火灾是有人蓄意破坏引起的。

6 instinctive   

adj.(出于)本能的；直觉的；(出于)天性的

参考例句：

• He tried to conceal his instinctive revulsion at the idea.他试图饰盖自己对这一想法本能的厌恶。
• Animals have an instinctive fear of fire.动物本能地怕火。

7 amiable   

adj.和蔼可亲的，友善的，亲切的

参考例句：

• She was a very kind and amiable old woman.她是个善良和气的老太太。
• We have a very amiable companionship.我们之间存在一种友好的关系。

8 onlookers   

n.旁观者，观看者( onlooker的名词复数 )

参考例句：

• A crowd of onlookers gathered at the scene of the crash. 在撞车地点聚集了一大群围观者。
• The onlookers stood at a respectful distance. 旁观者站在一定的距离之外，以示尊敬。

9 conqueror   

n.征服者，胜利者

参考例句：

• We shall never yield to a conqueror.我们永远不会向征服者低头。
• They abandoned the city to the conqueror.他们把那个城市丢弃给征服者。

10 cram   

v.填塞，塞满，临时抱佛脚，为考试而学习

参考例句：

• There was such a cram in the church.教堂里拥挤得要命。
• The room's full,we can't cram any more people in.屋里满满的，再也挤不进去人了。

11 docility   

n.容易教，易驾驶，驯服

参考例句：

• He was trying to plant the seed of revolt, arouse that placid peasant docility. 他想撒下反叛的种子，唤醒这个安分驯良的农民的觉悟。 来自辞典例句
• With unusual docility, Nancy stood up and followed him as he left the newsroom. 南希以难得的顺从站起身来，尾随着他离开了新闻编辑室。 来自辞典例句

12 journalism   

n.新闻工作，报业

参考例句：

• He's a teacher but he does some journalism on the side.他是教师，可还兼职做一些新闻工作。
• He had an aptitude for journalism.他有从事新闻工作的才能。

13 wholesale   

n.批发；adv.以批发方式；vt.批发，成批出售

参考例句：

• The retail dealer buys at wholesale and sells at retail.零售商批发购进货物，以零售价卖出。
• Such shoes usually wholesale for much less.这种鞋批发出售通常要便宜得多。

14 geographical   

adj.地理的；地区(性)的

参考例句：

• The current survey will have a wider geographical spread.当前的调查将在更广泛的地域范围內进行。
• These birds have a wide geographical distribution.这些鸟的地理分布很广。

15 triumphantly   

ad.得意洋洋地；得胜地；成功地

参考例句：

• The lion was roaring triumphantly. 狮子正在发出胜利的吼叫。
• Robert was looking at me triumphantly. 罗伯特正得意扬扬地看着我。

16 surgical   

adj.外科的，外科医生的，手术上的

参考例句：

• He performs the surgical operations at the Red Cross Hospital.他在红十字会医院做外科手术。
• All surgical instruments must be sterilised before use.所有的外科手术器械在使用之前，必须消毒。

17 afterward   

adv.后来；以后

参考例句：

• Let's go to the theatre first and eat afterward. 让我们先去看戏，然后吃饭。
• Afterward,the boy became a very famous artist.后来，这男孩成为一个很有名的艺术家。

18 catastrophe   

n.大灾难，大祸

参考例句：

• I owe it to you that I survived the catastrophe.亏得你我才大难不死。
• This is a catastrophe beyond human control.这是一场人类无法控制的灾难。