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再有，不是每一门学科仅仅提供专门的知识和内容。大众教育也是一门专门的学科。从 另一方面讲，培养一种专门爱好也是进行综合教育的一条途径。学问的综合『性』是毋庸置疑的 。教育所传授的就是要建立对思想的力量、思想的美和思想的结构的亲密感觉，此外还要有 所专长，作为谋生的手段。
对思维结构的理解也是智慧的一方面，只有靠学习专门知识才能培养起来。这就是那种 通观全局、善于把握各类思想之间联系的慧眼。只有学习专业知识；才能充分理解一般思想 的形成，它们彼此间的关系以及对于人生的用途等。经受这样的训练；思维势必既能更为抽 象，又能更为具体。这是在抽象思想的领会与具体事实的分析的基础上训练出来的。
on education
alfred north whitehead
education is the acquisition of the art of the utilization of knowledge。this is an art very； difficult to impart。whenever a textbook is written of real ed ucational worth； you may be quite certain that some reviewer will say that it wi ll be difficult to teach from it。 of course it will be difficult to teach from i t。 if it were easy； the book ought to be burned； for it cannot be educational。 i n education； as elsewhere； the broad primrose path leads to a nasty place。 this evil path is represented by a book or a set of lectures which will practically e nable the student to learn by heart all the questions likely to be asked at the next external examination。 and i may say。 in passing that no educational system is possible unless every question； directly asked of a pupil at any examination is either framed or modified by the actual teacher of that pupil in that subject …
we now return to my previous point； that theoretical ideas should always fin d important applications within the pupil’s curriculum。 this is not an easy doc trine to apply； but a very hard one。 it contains within itself the problem of ke eping knowledge alive； of preventing it from becoming inert； which is the centra l problem of all education。
…
i appeal to you； as practical teachers。 with good discipline； it is always p ossible to pump into the minds of a class a certain quantity of inert knowledge。 you take a textbook and make them learn it。 so far； so good。 the child then k nows how to solve a quadratic equation。 but what is the point of teaching a chil d to solve a quadratic equation。 there is a traditional answer to this question。 it runs thus： the mind is an instrument； you first sharpen it； and then use it； the acquisition of the power of solving a quadratic equation is part of the pro cess of sharpening the mind。 now there is just enough truth in this answer to ha ve made it live through the ages。 but for all its halftruth； it embodies a rad ical error which bids fair to stifle the genius of the modern world。 i do not kn ow who was first responsible for this analogy of the mind to a dead instrument。 for aught i know； it may have been one of the seven wise men of greece； or a com mittee of the whole lot of them。 whoever was the originator； there can be no dou bt of the authority which it has acquired by the continuous approval bestowed up on it by eminent persons。but whatever its weight of authority； whatever the high approval which it can quote； i have no hesitation in denouncing it as one of th e most fatal； erroneous； and dangerous conceptions ever introduced into the theo ry of education。 the mind is never passive； it is a perpetual activity； delicate ； receptive； responsive to stimulus。you cannot postpone its life until you have sharpened it。 whatever interest attaches to your subjectmatter must be evoked hele and now； whatever powers you are strengthening in the pupil； must be exe rcised here and now； whatever possibilities of mental life your teaching should impart； must be exhibited here and now。that is the golden rule of education； and a very difficult rule to follow。
the difficulty is just this： the apprehension of general ideas； intellectual habits of mind； and pleasurable interest in mental achievement can be evoked by no form of words； however acomurately adjusted。 all practical teachers know that education is a patient process of the mastery of details； minute by minute； hou r by hour； day by day。there is no royal roads to learning through an airy path o f brilliant generalizations。there is a proverb about the difficulty of seeing th e wood because of the trees。 that difficulty is exatly the point which i am enfo rcing。 the problem of education is to make the pupil see the wood by means of th e trees。
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again； there is not one course of study which merely gives general culture； and another which gives special knowledge。 the subjects pursued for the sake of a general education are special subjects specially studied； and； on the other ha nd； one of the ways of encouraging general mental activity is to foster a specia l devotion。 you may not divide the seamless coat of learning。 what education has to impart is an intimate sense for the power of ideas； for the beauty of ideas； and for the structure of ideas together with a particular body of knowledge whi ch has peculiar reference to the life of the being possessing it。
the appreciation of the structure of ideas is that side of a cultured mind w hich can only grow under the influence of a special study。 i mean that eye for t he whole chessboard； for the bearing of one set of ideas on another。nothing bu t a special study can give any appreciation for the exact formulation of general ideas； for their relations when formulated； for their service in the comprehens ion of life。 a mind so disciplined should be both more abstract and more concret e。 it has been trained in the comprehension of abstract thought and in the analy sis of facts。
莎士比亚的仙岛
乔治。吉辛
乔治。吉辛（1857—1903），英国小说家与散文作者。出身寒苦，1880年后开始靠教书 为生，同时为出版家编校稿件和撰写小说。自此时起一生所著小说不下十六七部，此外尚有 散文游记与评论多种。
今天我读了《暴风雨》……在我因生于英国而自豪的理由中，有一个就是我能以我的母 语来阅读莎士比亚的著作。我曾设想，如果我对于他是相识不能相见，声音在远处只是依稀 可辨，又要经过冥思苦想才能明白他的话语的真正含义，那我一定会饮誉受挫；若有所失了 。我一向自以为能读荷马，并且深信自己有欣赏荷马的能力，但是我曾梦想过荷马已把他的 全部音乐知识传授于我。对我来说，他的言语如同古希腊当时漫步于海滨的人们一样深沉。 我深知，经过岁月的洗涤；最终我能获得的只不过是一点微弱的回声罢了。我深知；这个回声 会变得更加脆弱；若不是因为它和青春的记忆相连；闪烁着世界古代全盛时期的容光，愿每块 土地都能愉悦它的诗人。因为诗人就是这块土地，体现着她的伟大与芳馨；是人们为之生死 的不可言传的遗产。当我合拢书卷的时候，一种爱慕与崇敬的感情深深地支配着我。我的满 腔热诚都给予了这位伟人的法术，还是倾倒在被他撒下魅力的仙岛上了呢。我不清楚。在我 的意识中我已不能将它们分开。崇高的声音唤起了爱慕与崇敬的情感，莎士比亚与英吉利已 经成为一体。
shakespeare's island
george gissing
today i have read the tempest …among the many reasons which make me glad to have been born in england； one of the first is that i read shakespeare in my mother tongue。 if i try to imagine myself as ono who cannot know him face to fac e； who hears him only speaking from afar； and that in acoments which only through the labouring intelligence can touch the living soul； there comes upon me a sen se of chill discouragement； of dreary deprivation。 i am wont to think that i can read homer； and； assuredly； if any man enjoys him； it is i； but can i for a mom ent dream that homer yields me all his music； that his word is to me as to him w ho walked by the hellenic shore when hellas lived。 i know that there reaches me across the vast of time no more than a faint and broken echo；i know that it woul d be fainter still； but for its blending with those memories of youth which are as a glimmer of the world's primeval glory。 let every land have joy of its poet； for the poet is the land itself； all its greatness and its sweetness； all that incommunicable heritage for which men live and die。 as i close the book； love an d reverence possess me。 whether does my full heart turn to the great enchanter； or to the island upon which he has laid his spell。 i know not。 i cannot think of them apart。 in the love and reverence awakened by that voice of voices；shakespe are and england are but one。
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