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現(xiàn)代大學(xué)英語精讀(第2版)第六冊(cè):U12 Notes on the English Character(2)

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On leaving his school, the boy either sets to work at once-goes into the army or into business, or emigrates—or else proceeds to the university, and after three or four years there enters some other profession—becomes a barrister, doctor, civil servant, schoolmaster, or journalist. (If through some mishap he does not become a manual worker or an artist.) In all these careers his education, or the absence of it, influences him. Its memories influence him also. Many men look back on their school days as the happiest of their lives. They remember with regret that golden time when life, though hard, was not yet complex, when they all worked together and played together and thought together, so far as they thought at all; when they were taught that school is the world in miniature and believed that no one can love his country who does not love his school. And they prolong that time as best they can by joining their Old Boys' society: indeed, some of them remain Old Boys and nothing else for the rest of their lives. They attribute all good to the school. They worship it. They quote the remark that "The battle of Waterloo was won on the playing fields of Eton." It is nothing to them that the remark is inapplicable historically and was never made by the Duke of Wellington, and that the Duke of Wellington was an Irishman. They go on quoting it because it expresses their sentiments; they feel that if the Duke of Wellington didn't make it he ought to have, and if he wasn't an Englishman he ought to have been. And they go forth into a world that is not entirely composed of public-school men or even of Anglo-Saxons, but of men who are as various as the sands of the sea; into a world of whose richness and subtlety they have no conception. They go forth into it with well-developed bodies, fairly developed minds, and undeveloped hearts. And it is this undeveloped heart that is largely responsible for the difficulties of Englishmen abroad. An undeveloped heart—not a cold one. The difference is important, and on it my next note will be based.

畢業(yè)后,男生們要么立刻開始工作、參軍從商或者移民,要么進(jìn)入大學(xué)深造,經(jīng)過三至四年的學(xué)習(xí)后從事律師、醫(yī)生、公務(wù)員、教師或記者等職業(yè)(如果他們無緣成為體力工人或藝術(shù)家。)在上述事業(yè)中,他所受到的教育,或者說沒有受到的教育,深深地影響著他。回憶也會(huì)影響他們。許多人都把在學(xué)校的日子視為人生中最快樂的時(shí)光。他們帶著遺憾的心情懷念那段金色時(shí)光。那時(shí),生活雖然艱苦,但還不算復(fù)雜。那時(shí),他們同學(xué)習(xí)、同游戲、同思考,如果說他們思考的話。他們受到的教導(dǎo)告訴他們,學(xué)校是個(gè)微型世界,他們相信,一個(gè)人如果不愛自己的學(xué)校,那他就不可能愛自己的國家。而且他們通過加入“老朋友”社團(tuán)盡量使那段歲月延長,事實(shí)上他們中某些人一生都沒有離開這個(gè)社團(tuán)。他們認(rèn)為學(xué)校萬事好。他們崇拜學(xué)校并引用這樣的評(píng)論來贊譽(yù)學(xué)校:“打贏滑鐵盧戰(zhàn)役的基礎(chǔ)是在伊頓公學(xué)的球場上奠定的。”他們并不在乎這句評(píng)論在歷史上是不適用的,也不在乎它并不是惠靈頓公爵發(fā)表的,而且惠靈頓公爵是一位愛爾蘭人。他們反復(fù)引用這句評(píng)論,因?yàn)樗磉_(dá)了他們的情感。他們認(rèn)為,即使惠靈頓公爵沒有這樣說,他也應(yīng)該這樣說;即使他不是英國人,他也應(yīng)該是英國人。他們所生活的社會(huì)并不完全由公學(xué)學(xué)生或安格魯-撒克遜人組成的,而是由形形色色的人組成的,對(duì)于這個(gè)社會(huì)中的財(cái)富與難以捉摸的東西,他們完全摸不著頭腦。他們進(jìn)入社會(huì)時(shí),體魄健全,智力一般,感情匱乏(身體鍛煉得十分結(jié)實(shí),大腦的開發(fā)一般,而心的發(fā)育則不健全)而恰恰就是感情匱乏使英國人在國外遇到了許多困難。感情匱乏并不是冷酷無情,這一差別相當(dāng)重要,也是我下一個(gè)論點(diǎn)的基礎(chǔ)。
For it is not that the Englishman can't feel—it is that he is afraid to feel. He has been taught at his public school that feeling is bad form. He must not express great joy or sorrow or even open his mouth too wide when he talks—his pipe might fall out if he did. He must bottle up his emotions, or let them out only on a very special occasion.
并不是英國人沒有感情,而是英國人害怕有感情。在公學(xué)中他們所受的教育是,感情是有害的。他們不應(yīng)該表現(xiàn)出大喜大悲,甚至在談話時(shí)不應(yīng)該把嘴巴張得過大,否則他們的煙斗會(huì)從口中掉落。他們必須掩飾自己的情緒,或者僅在特殊場合才可以表達(dá)自己的感情。

重點(diǎn)單詞   查看全部解釋    
conception [kən'sepʃən]

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n. 概念,觀念,構(gòu)想,懷孕

 
worship ['wə:ʃip]

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n. 崇拜,愛慕,做禮拜
vi. 做禮拜

 
complex ['kɔmpleks]

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adj. 復(fù)雜的,復(fù)合的,合成的
n. 復(fù)合體

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prolong [prə'lɔŋ]

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vt. 延長,拖延

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quote [kwəut]

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n. 引用
v. 引述,舉證,報(bào)價(jià)

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subtlety ['sʌtlti]

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n. 微妙,明敏

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miniature ['miniətʃə]

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n. 縮圖,小畫像
adj. 小型的

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composed [kəm'pəuzd]

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adj. 鎮(zhèn)靜的,沉著的

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attribute [ə'tribju:t,'ætribju:t]

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vt. 把 ... 歸于
n. 屬性,特征,標(biāo)

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mishap ['mis.hæp]

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n. 不幸之事,災(zāi)禍,惡運(yùn)

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