5小节

 I have quoted from this London Reconstruction¹ discourse² very fully³. In the official Life[Pg 125] there are a number of such addresses in which the student will find the main doctrines⁴ of that particular address repeated, varied⁵, amplified⁶, but as my object in this book is to strip Sanderson's views down to his essential ideas, I will make only one further quotation⁷ from this propaganda material here. This is from the notes he arranged for an address to the Newcastle Rotary⁸ Club. His favourite contrast between the possessive instincts and the creative instincts comes out very clearly here. Like all the great religious teachers, Sanderson aims quite clearly at an ultimate communism, to be achieved not by revolution but by the steady development of a creative spirit in the world.

 

'Schools should be miniature copies of the world we should love to have. Hence our outlooks and methods must have these aims in mind. Schoolmasters have great responsibilities. We should be able to say to a boy, we have endeavoured to do such things for you, and we ask you to go forth⁹, it may be, into your father's business or factory and do the same to the workers. Let me illustrate¹⁰ from the workshops. Workshops in a school are by far the most [Pg 126]difficult things to carry on along the lines I have in mind. Here are three conditions which must be kept in the shops:—

 

'(a) The work boys are doing should not be for themselves, or exercises to learn by; it must always be work required by the community.

 

'(b) Each boy must have the opportunity of doing all the main operations, and all the operations should be going on in the workshops.

 

'(c) Whenever a boy goes into the shop he should find himself set to work which is up to the hilt of his capacity. There is no "slithering" down to work which is easy, no unnecessary and automatic repetition, no working for himself but for the community.

 

'And we can say, and are entitled to say, to the boy, when you go forth into life, perhaps into your father's work or business or profession, you must try to do for your apprentices¹¹ and workers what we have tried to do for you. You, too, will try to see that every one has work which exacts[Pg 127] their faculties¹²—by which they will grow and develop; you will see to it that they are working directly on behalf of and for the welfare of the community, and not for yourself.

 

'This is your real duty towards your neighbour. It is a vastly hard thing to do. This duty of believing that others are of the same blood with yourself, and have the same feelings, and loves, and desires and needs, and natural elementary rights; this duty of setting them free to exercise their faculties spaciously¹³ that they, too, may get more of life—is the real duty towards your neighbour. It is a hard thing. If you think of the works, the factory, the office, it is a hard thing. It involves vast sacrifice—the hardest sacrifice—the sacrifice of belief and economic tradition. We need not be surprised that Christianity has "slithered down" to an easier and softer level of culture and duty towards our neighbours. But whether the workers know it or not, this hard duty is essential in considering the relationships of our community system and our international system to-day.

 

'It is a hard duty, and boys must be immersed in it in school. The outlook, values, and [Pg 128]organisation of a school should be based on the fundamental fact of the community service. By habit of mind, and by the activity of the schools, boys should be imbued¹⁴ with this high duty. It means a reorganisation of methods and aims.

 

'It is a hard duty, this duty towards your neighbour—the hardest part being to believe that he has like feelings with yourself and equal rights. The young man went away sorrowful, for he had great riches—riches intellectual or other. Yet the young man went away sorrowful, and there is no doubt that he eventually sold all that he had. This is Watts¹⁵' version of it. The young man was at heart a follower¹⁶ of Jesus; he did not say that the commandment was an old one and well known, that it had been said before in the Hagadah and by Moses; he did not say that the language was the language of Plato or Philo; he did not say that it was too difficult and could not be true for every one—he went away sorrowful. We have no doubt that he sold all that he had.

 

'The system of education in the past has been based on training for leadership, i.e. for a master class, and its method has been a training of the faculties. But the sharply defined line between[Pg 129] the leaders and the led has been broken down. The whole mass of people has been aroused towards intellectual creative efforts. The struggle going on in all communities and amongst all races is a struggle to grow and have more of life. Whether at home amongst our workers, or in India, or Egypt, or Ireland; or between China and Europe—the struggle is the same. It is a struggle to make progress, and have more of life. This urge to grow is a biological fact. We cannot tell why it is or what creates it—but everything around us has this urge to grow, and to grow in its own particular way. One seed grows into a tulip, another into wheat. We know not how, but we recognise it. And it is precisely¹⁷ the same urge to grow that is causing all this apparent conflict. It is the fundamental creative instinct—the most powerful instinct of the human race, by which the race is preserved. Deep down in human nature lies this instinct; it is never forgotten, it is always present in the mind. It is voluptuous¹⁸, anarchic, joyful¹⁹, violent, powerful.

 

'The other instinct is called the fighting, aggressive, acquisitive, possessive instinct. It is the instinct to acquire, to overcome. It is distinct[Pg 130] from the creative instinct even in the biological growth, but the distinction manifests itself more clearly in the community or herd²⁰ relationships. It has none of the beautiful and life-giving qualities of the creative urge. It is essentially²¹, even in its romance (of which we have plenty), dull, selfish, destructive. It varies its forms from sheer animal force to the dialectical methods which have assumed the names of talent and culture. The same characteristics are seen in the force of the slave-driver, in the forces of the wage-nexus, and in the dialectical force of the council. These are hard sayings, but for the solution of the problems of the present times it is wise, and necessary, to look facts in the face. At any rate it is well to know of the possibilities, feelings, and loves of the uprising mass....

 

'But what has this to do with schools? My answer is that if we are to deal with the problems thrown up by science in our industrial system, and our close national and international contacts, the schools must be the seed grounds of the new thought and visions....'

1 reconstruction   

n.重建，再现，复原

参考例句：

• The country faces a huge task of national reconstruction following the war.战后，该国面临着重建家园的艰巨任务。
• In the period of reconstruction,technique decides everything.在重建时期，技术决定一切。

2 discourse   

n.论文，演说；谈话；话语；vi.讲述，著述

参考例句：

• We'll discourse on the subject tonight.我们今晚要谈论这个问题。
• He fell into discourse with the customers who were drinking at the counter.他和站在柜台旁的酒客谈了起来。

3 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。

4 doctrines   

n.教条( doctrine的名词复数 )；教义；学说；（政府政策的）正式声明

参考例句：

• To modern eyes, such doctrines appear harsh, even cruel. 从现代的角度看，这样的教义显得苛刻，甚至残酷。 来自《简明英汉词典》
• His doctrines have seduced many into error. 他的学说把许多人诱入歧途。 来自《现代汉英综合大词典》

5 varied   

adj.多样的，多变化的

参考例句：

• The forms of art are many and varied.艺术的形式是多种多样的。
• The hotel has a varied programme of nightly entertainment.宾馆有各种晚间娱乐活动。

6 amplified   

放大，扩大( amplify的过去式和过去分词 )； 增强； 详述

参考例句：

• He amplified on his remarks with drawings and figures. 他用图表详细地解释了他的话。
• He amplified the whole course of the incident. 他详述了事件的全过程。

7 quotation   

n.引文，引语，语录；报价，牌价，行情

参考例句：

• He finished his speech with a quotation from Shakespeare.他讲话结束时引用了莎士比亚的语录。
• The quotation is omitted here.此处引文从略。

8 rotary   

adj.(运动等)旋转的；轮转的；转动的

参考例句：

• The central unit is a rotary drum.核心设备是一个旋转的滚筒。
• A rotary table helps to optimize the beam incidence angle.一张旋转的桌子有助于将光线影响之方式角最佳化。

9 forth   

adv.向前；向外，往外

参考例句：

• The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。

10 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。

11 apprentices   

学徒，徒弟( apprentice的名词复数 )

参考例句：

• They were mere apprentices to piracy. 他们干海盗仅仅是嫩角儿。
• He has two good apprentices working with him. 他身边有两个好徒弟。

12 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》

13 spaciously   

adv.宽敞地；广博地

参考例句：

• The furniture was spaciously spread out. 家具摆开后显得宽敞。
• The citizens will live more spaciously and comfortably, benefiting most directly from achieving the goal. 这一目标的实现，最直接的应该是老百姓住得更宽敞了，更舒服了。

14 imbued   

v.使（某人/某事）充满或激起（感情等）( imbue的过去式和过去分词 )；使充满；灌输；激发（强烈感情或品质等）

参考例句：

• Her voice was imbued with an unusual seriousness. 她的声音里充满着一种不寻常的严肃语气。
• These cultivated individuals have been imbued with a sense of social purpose. 这些有教养的人满怀着社会责任感。 来自《简明英汉词典》

15 watts   

（电力计量单位）瓦，瓦特( watt的名词复数 )

参考例句：

• My lamp uses 60 watts; my toaster uses 600 watts. 我的灯用60瓦，我的烤面包器用600瓦。
• My lamp uses 40 watts. 我的灯40瓦。

16 follower   

n.跟随者；随员；门徒；信徒

参考例句：

• He is a faithful follower of his home football team.他是他家乡足球队的忠实拥护者。
• Alexander is a pious follower of the faith.亚历山大是个虔诚的信徒。

17 precisely   

adv.恰好，正好，精确地，细致地

参考例句：

• It's precisely that sort of slick sales-talk that I mistrust.我不相信的正是那种油腔滑调的推销宣传。
• The man adjusted very precisely.那个人调得很准。

18 voluptuous   

adj.肉欲的，骄奢淫逸的

参考例句：

• The nobility led voluptuous lives.贵族阶层过着骄奢淫逸的生活。
• The dancer's movements were slow and voluptuous.舞女的动作缓慢而富挑逗性。

19 joyful   

adj.欢乐的，令人欢欣的

参考例句：

• She was joyful of her good result of the scientific experiments.她为自己的科学实验取得好成果而高兴。
• They were singing and dancing to celebrate this joyful occasion.他们唱着、跳着庆祝这令人欢乐的时刻。

20 herd   

n.兽群，牧群；vt.使集中，把…赶在一起

参考例句：

• She drove the herd of cattle through the wilderness.她赶着牛群穿过荒野。
• He had no opinions of his own but simply follow the herd.他从无主见，只是人云亦云。

21 essentially   

adv.本质上，实质上，基本上

参考例句：

• Really great men are essentially modest.真正的伟人大都很谦虚。
• She is an essentially selfish person.她本质上是个自私自利的人。