XXIV. Responsibility

BUT there is yet another quality which civilized¹ standards demand of our human enterprise. People hate a quitter—and particularly the quitter whose defection leaves other people under the obligation to finish what he has started. We demand of a person that he should refrain from starting what he can’t finish. This is a demand not only for democratic intentions, but for common sense and ordinary foresight². He shouldn’t undertake a job that involves other people’s putting their trust in him, unless he can really carry it through. And if he finds in the middle of it that he has, as the saying goes, “bit off more than he can chaw,” he ought to try to stick it out at whatever cost to himself. If other people have believed he could do it, he must not betray their faith. This feeling is at the heart of what we ordinarily call telling the truth, as well as the foundation of the custom of paying one’s debts. We don’t really care how much[Pg 174] a man perjures³ his own immortal⁴ soul by lying, but we do object to his fooling other people by it. We are all so entangled⁵ with each other, so dependent upon each other, that none of us can plan and create with any courage or confidence unless we can depend on others to do what they say they will do. But our feeling goes deeper than the spoken word—we want people to behave in accordance with the promise of their actions. We despise the person who seems, and who lets us believe that he is, wiser or more capable than he turns out to be. We even resent a story that promises at the beginning to be more interesting than it is when it gets going. And in regard to work, the thing which we value above any incidental brilliancy in its performance, is the certainty that it will be finished. Hence the pride in finishing any task, however disagreeable, once started.

This is the hardest thing that children have to learn—not to drop their work when they get tired of it. But it should be obvious that there is only one way for children to learn this, and that it is not by anything which may be said or done in punishment or rebuke⁶ from the authority which imposes the task. It is not to be learned at all so long as the task is imposed by any one[Pg 175] outside the child himself. The child who is sent on an errand may forget, and not be ashamed. But the child who has volunteered to go on an errand—not as a pretty trick to please the Authorities, but because of a sense of the importance of the errand and of his own importance in doing it—that child has assumed a trust, which he will not be likely to violate.

But suppose, nevertheless, that he does forget. Here we come to the ethics⁷ of punishment—a savage⁸ ritual which we generally quite fail to understand. Let us take a specific case. A group of boys are building a house in the woods, and they run out of nails. Penrod says he will go home and get some from the tool-chest in the barn. He goes; and on the way, he meets a boy who offers to take him to the movies, where Charlie Chaplin is on exhibition. Penrod reflects upon his duty; but he says to himself that he will go in and see one reel of Charlie Chaplin, and then hurry away. But the inimitable Charles lulls⁹ him into forgetfulness of realities, and when he emerges from the theatre it is nigh on dinner time. Penrod realizes his predicament, and rehearses two or three fancy stories to account for his failure to return with the nails; but he realizes that none of them will hold. He wishes that a wagon¹⁰ would[Pg 176] run over him and break his leg, so that he would have a valid¹¹ excuse. But no such lucky accident occurs. How is he going to face the gang next day? He has set himself apart from them, exiled himself, by his act. The question is, how is he going to get back? Now in the psychology¹² of children and savages¹³, there is happily a means for such reinstatement. This means is the discharge of the emotions—in the offender¹⁴ and in the group against which he has offended—of shame on the one hand and anger on the other, which together constitute the barrier against his return. That is, if they can express their anger by, let us say, beating him up, that anger no longer exists, they are no longer offended. While if he can by suffering such punishment pay the debt of his offence, he thereby¹⁵ wipes it out of existence, and at the same time cleanses¹⁶ himself from the shame of committing it. As the best conclusion of an unpleasant incident, he is ready to offer himself for such punishment. For children understand the barbaric ritual of punishment when it really has the barbaric ritual significance.

But the punishment must be inflicted¹⁷ by the victim’s peers. There are few adults who can with any dignity inflict¹⁸ punishment upon children—for the dignity with which punishment is given[Pg 177] depends upon the equality of the punisher and the punished, and on the implicit¹⁹ understanding that if the case had happened to be different the r?les would have been reversed.

It will be perceived that this leaves discipline entirely²⁰ a matter for children to attend to among themselves, with no interference by adults, and no imposition of codes of justice beyond their years and understanding. Punishment, in this sense, cannot be meted²¹ out unless the aggrieved²² parties are angry and the aggressor ashamed; but let no adult imagine that he can tell whether an offending child is ashamed or not. Shame is a destructive emotion which a healthy child tries to repress. He does not say, “I am sorry.” He brazens out his crime until he provokes the injured parties to an anger which explodes into swift punishment, after which he is one of them again and all is well.

But the abdication²³ of adults from the office of judge-jury-and-executioner of naughty children, destroys the last vestiges²⁴ of the caste system which separates children from adults. It puts an end to superimposed authority, and to goodness as a conforming to the mysterious commands of such authority. It places the child in exactly such a relationship to a group of equals as he will bear[Pg 178] in adult life, and it builds in him the sense of responsibility for his actions which is the final demand that civilization makes upon the individual. And the importance of the school as a milieu²⁵ for such a process is in its opportunity to undo²⁶ at once, early in life, the psychological mischief²⁷ brought about, almost inevitably²⁸, by the influences of the home.

There!—I have let the cat out of the bag. I had intended to be very discreet²⁹, and say nothing that could possibly offend anybody. But I have said what will offend everybody—except parents. They, goodness knows, are fully³⁰ aware that a home is no place to bring children up. They see what it does to the children plainly enough. But we, the children, are so full of repressed resentments³¹ against the tyrannies inflicted upon us by our parents, and so full of repressed shame at the slavery to which we subjected them, that we cannot bear to hear a word said against them. The sentimentality with which we regard the home is an exact measure of the secret grudge³² we actually bear against it. Woe³³ to the person who is so rash as to say what we really feel!—But the mischief is done, and I may as well go on and say in plain terms that the function of the school[Pg 179] is to liberate³⁴ the children from the influences of parental³⁵ love.

For parental love—as any parent will tell you—is a bond that constrains³⁶ too tyrannically on both sides to permit of real friendship, which is a relationship between equals. The child goes to school in order to cease to be a son or daughter—and incidentally in order to permit the two harassed³⁷ adults at home to cease in some measure to be father and mother. The child must become a free human being; and he can do so only if he finds in school, not a new flock of parents, but adults who can help him to learn the lesson of freedom and friendship. But that is something which I can discuss better in dealing³⁸ with the subject of Love.

1 civilized   

a.有教养的，文雅的

参考例句：

• Racism is abhorrent to a civilized society. 文明社会憎恶种族主义。
• rising crime in our so-called civilized societies 在我们所谓文明社会中日益增多的犯罪行为

2 foresight   

n.先见之明，深谋远虑

参考例句：

• The failure is the result of our lack of foresight.这次失败是由于我们缺乏远虑而造成的。
• It required a statesman's foresight and sagacity to make the decision.作出这个决定需要政治家的远见卓识。

3 perjures   

v.发假誓，作伪证( perjure的第三人称单数 )

参考例句：

4 immortal   

adj.不朽的；永生的，不死的；神的

参考例句：

• The wild cocoa tree is effectively immortal.野生可可树实际上是不会死的。
• The heroes of the people are immortal!人民英雄永垂不朽！

5 entangled   

adj.卷入的；陷入的；被缠住的；缠在一起的v.使某人（某物/自己）缠绕，纠缠于（某物中），使某人（自己）陷入（困难或复杂的环境中）( entangle的过去式和过去分词 )

参考例句：

• The bird had become entangled in the wire netting. 那只小鸟被铁丝网缠住了。
• Some military observers fear the US could get entangled in another war. 一些军事观察家担心美国会卷入另一场战争。 来自《简明英汉词典》

6 rebuke   

v.指责，非难，斥责 [反]praise

参考例句：

• He had to put up with a smart rebuke from the teacher.他不得不忍受老师的严厉指责。
• Even one minute's lateness would earn a stern rebuke.哪怕迟到一分钟也将受到严厉的斥责。

7 ethics   

n.伦理学；伦理观，道德标准

参考例句：

• The ethics of his profession don't permit him to do that.他的职业道德不允许他那样做。
• Personal ethics and professional ethics sometimes conflict.个人道德和职业道德有时会相互抵触。

8 savage   

adj.野蛮的；凶恶的，残暴的；n.未开化的人

参考例句：

• The poor man received a savage beating from the thugs.那可怜的人遭到暴徒的痛打。
• He has a savage temper.他脾气粗暴。

9 lulls   

n.间歇期（lull的复数形式）vt.使镇静，使安静（lull的第三人称单数形式）

参考例句：

• It puts our children to sleep and lulls us into a calm, dreamlike state. 摇晃能让孩子进入梦乡，也能将我们引人一种平静的、梦幻般的心境。 来自互联网
• There were also comedy acts, impromptu skits, and DJ music to fill the lulls between acts. 也有充满在行为之间的间歇的喜剧行为，即兴之作若干，和DJ音乐。 来自互联网

10 wagon   

n.四轮马车，手推车，面包车；无盖运货列车

参考例句：

• We have to fork the hay into the wagon.我们得把干草用叉子挑进马车里去。
• The muddy road bemired the wagon.马车陷入了泥泞的道路。

11 valid   

adj.有确实根据的；有效的；正当的，合法的

参考例句：

• His claim to own the house is valid.他主张对此屋的所有权有效。
• Do you have valid reasons for your absence?你的缺席有正当理由吗？

12 psychology   

n.心理，心理学，心理状态

参考例句：

• She has a background in child psychology.她受过儿童心理学的教育。
• He studied philosophy and psychology at Cambridge.他在剑桥大学学习哲学和心理学。

13 savages   

未开化的人，野蛮人( savage的名词复数 )

参考例句：

• There're some savages living in the forest. 森林里居住着一些野人。
• That's an island inhabited by savages. 那是一个野蛮人居住的岛屿。

14 offender   

n.冒犯者，违反者，犯罪者

参考例句：

• They all sued out a pardon for an offender.他们请求法院赦免一名罪犯。
• The authorities often know that sex offenders will attack again when they are released.当局一般都知道性犯罪者在获释后往往会再次犯案。

15 thereby   

adv.因此，从而

参考例句：

• I have never been to that city,,ereby I don't know much about it.我从未去过那座城市，因此对它不怎么熟悉。
• He became a British citizen,thereby gaining the right to vote.他成了英国公民，因而得到了投票权。

16 cleanses   

弄干净，清洗( cleanse的第三人称单数 )

参考例句：

• Prayer cleanses the soul, but pain cleanses the body. 祈祷净化灵魂，而痛苦则净化身体。
• With water and iodine from the closet, he cleanses my lip. 用温水和碘从壁橱里，他洗净我的嘴唇。

17 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。

18 inflict   

vt.(on)把…强加给，使遭受，使承担

参考例句：

• Don't inflict your ideas on me.不要把你的想法强加于我。
• Don't inflict damage on any person.不要伤害任何人。

19 implicit   

a.暗示的，含蓄的，不明晰的，绝对的

参考例句：

• A soldier must give implicit obedience to his officers. 士兵必须绝对服从他的长官。
• Her silence gave implicit consent. 她的沉默表示默许。

20 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。

21 meted   

v.（对某人）施以，给予（处罚等）( mete的过去式和过去分词 )

参考例句：

• The severe punishment was meted out to the unruly hooligan. 对那个嚣张的流氓已给予严厉惩处。 来自《现代汉英综合大词典》
• The money was meted out only after it had been carefully counted. 钱只有仔细点过之后才分发。 来自《现代英汉综合大词典》

22 aggrieved   

adj.愤愤不平的，受委屈的；悲痛的；（在合法权利方面）受侵害的v.令委屈，令苦恼，侵害( aggrieve的过去式)；令委屈，令苦恼，侵害( aggrieve的过去式和过去分词)

参考例句：

• He felt aggrieved at not being chosen for the team. 他因没被选到队里感到愤愤不平。 来自《简明英汉词典》
• She is the aggrieved person whose fiance&1& did not show up for their wedding. 她很委屈，她的未婚夫未出现在他们的婚礼上。 来自《简明英汉词典》

23 abdication   

n.辞职；退位

参考例句：

• The officers took over and forced his abdication in 1947.1947年军官们接管了政权并迫使他退了位。
• Abdication is precluded by the lack of a possible successor.因为没有可能的继承人，让位无法实现。

24 vestiges   

残余部分( vestige的名词复数 )； 遗迹； 痕迹； 毫不

参考例句：

• the last vestiges of the old colonial regime 旧殖民制度最后的残余
• These upright stones are the vestiges of some ancient religion. 这些竖立的石头是某种古代宗教的遗迹。

25 milieu   

n.环境；出身背景；(个人所处的)社会环境

参考例句：

• Foods usually provide a good milieu for the persistence of viruses.食品通常为病毒存续提供了一个良好的栖身所。
• He was born in a social milieu where further education was a luxury.他生在一个受较高教育就被认为是奢侈的社会环境里。

26 undo   

vt.解开，松开；取消，撤销

参考例句：

• His pride will undo him some day.他的傲慢总有一天会毁了他。
• I managed secretly to undo a corner of the parcel.我悄悄地设法解开了包裹的一角。

27 mischief   

n.损害，伤害，危害；恶作剧，捣蛋，胡闹

参考例句：

• Nobody took notice of the mischief of the matter. 没有人注意到这件事情所带来的危害。
• He seems to intend mischief.看来他想捣蛋。

28 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。

29 discreet   

adj.(言行)谨慎的；慎重的；有判断力的

参考例句：

• He is very discreet in giving his opinions.发表意见他十分慎重。
• It wasn't discreet of you to ring me up at the office.你打电话到我办公室真是太鲁莽了。

30 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。

31 resentments   

（因受虐待而）愤恨，不满，怨恨( resentment的名词复数 )

参考例句：

• He could never transcend his resentments and his complexes. 他从来不能把他的怨恨和感情上的症结置之度外。
• These local resentments burst into open revolt. 地方性反感变成公开暴动。

32 grudge   

n.不满，怨恨，妒嫉；vt.勉强给，不情愿做

参考例句：

• I grudge paying so much for such inferior goods.我不愿花这么多钱买次品。
• I do not grudge him his success.我不嫉妒他的成功。

33 woe   

n.悲哀，苦痛，不幸，困难；int.用来表达悲伤或惊慌

参考例句：

• Our two peoples are brothers sharing weal and woe.我们两国人民是患难与共的兄弟。
• A man is well or woe as he thinks himself so.自认祸是祸，自认福是福。

34 liberate   

v.解放，使获得自由，释出，放出；vt.解放，使获自由

参考例句：

• They did their best to liberate slaves.他们尽最大能力去解放奴隶。
• This will liberate him from economic worry.这将消除他经济上的忧虑。

35 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。

36 constrains   

强迫( constrain的第三人称单数 )； 强使； 限制； 约束

参考例句：

• We'll ignore the continuity constrains. 我们往往忽略连续约束条件。
• It imposes constrains, restricting nature's freedom. 它具有限制自然界自由度的强制性。

37 harassed   

adj. 疲倦的，厌烦的 动词harass的过去式和过去分词

参考例句：

• He has complained of being harassed by the police. 他投诉受到警方侵扰。
• harassed mothers with their children 带着孩子的疲惫不堪的母亲们

38 dealing   

n.经商方法，待人态度

参考例句：

• This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
• His fair dealing earned our confidence.他的诚实的行为获得我们的信任。