英语演讲稿《TheSocialValueofthe
熔炉观后感
开学黑板报主题 OF WHAT USE is a college training? We who have had it ldom hear the question raid might be a little nonplusd to answer it offhand. A certain amount of meditation has brought me to this as the pithiest reply which I mylf can give: The best claim that a college education can possibly make on your respect, the best thing it can aspire to plish for you, is this: that it should help you to know a good man when you e him. This is as true of women's as of men's colleges; but that it is neither a joke nor a one-sided abstraction I shall now endeavor to show.
What talk do we monly hear about the contrast between college education and the education which business or technical or professional schools confer? The college education is called higher becau it is suppod to be so general and so disinterested. At the schools you get a relatively narrow practical skill, you are told, whereas the colleges give you the more liberal culture, the broader outlook, the historical perspective, the philosophic atmosphere, or something which phras of that sort try to express. You are ma
de into an efficient instrument for doing a definite thing, you hear, at the schools; but, apart from that, you may remain a crude and smoky kind of petroleum, incapable of spreading light. The universities and colleges, on the other hand, although they may leave you less efficient for this or that practical task, suffu your whole mentality with something more important than skill. They redeem you, make you well-bred; they make good pany of you mentally. If they find you with a naturally boorish or caddish mind, they cannot leave you so, as a technical school may leave you. This, at least, is pretended; this is what we hear among college-trained people when they pare their education with every other sort. Now, exactly how much does this signify?
攀登高峰
It is certain, to begin with, that the narrowest trade or professional training does something more for a man than to make a skilful practical tool of him鈥攊t makes him also a judge of other men's skill. Whether his trade be pleading at the bar or surgery or plastering or plumbing, it develops a critical n in him for that sort of occupation. He understands the difference between cond-rate and first-rate work in his whole branch of industry; he gets to know a good job in his own line as soon as he es it; and getting t
o know this in his own line, he gets a faint n of what good work may mean anyhow, that may, if circumstances favor, spread into his judgments elwhere. Sound work, clean work, finished work; feeble work, slack work, sham work鈥攖he words express an identical contrast in many different departments of activity. In so far forth, then, even the humblest manual trade may beget in one a certain small degree of power to judge of good work generally.
Now, what is suppod to be the line of us who have the higher college training? Is there any broader line鈥攕ince our education claims primarily not to be narrow鈥攊n which we also are made good judges between what is first-rate and what is cond-rate only? What is especially taught in the colleges has long been known by the name of the humanities, and the are often identified with Greek and Latin. But it is only as literatures, not as languages, that Greek and Latin have any general humanity-value; so that in a broad n the humanities mean literature primarily, and in a still broader n the study of masterpieces in almost any field of human endeavor. Literature keeps the primacy; for it not only consists of masterpieces but is largely about masterpieces, being l
ittle more than an appreciative chronicle of human master-strokes, so far as it takes the form of criticism and history. You can give humanistic value to almost anything by reaching it historically. Geology, economics, mechanics, are humanities when taught with reference to the successive achievements of the genius to which the sciences owe their being. Not taught thus, literature remains grammar, art a catalogue, history a list of dates, and natural science a sheet of formulas and weights and measures.
傅昭 The sifting of human creations! 鈥攏othing less than this is what we ought to mean by the humanities. Esntially this means biography; what our colleges should teach is, therefore, biographical history, that not of politics merely, but of anything and everything so far as human efforts and conquests are factors that have played their part. Studying in this way, we learn what types of activity have stood the test of time; we acquire standards of the excellent and durable. All our arts and sciences and institutions are but so many quests of perfection on the part of men; and when we e how diver the types of excellence may be, how various the tests, how flexible the adaptations, we gain a richer n of what the terms better and wor may signify in general. Our critical nsibilities
grow both more acute and less fanatical. We sympathize with men's mistakes even in the act of penetrating them; we feel the pathos of lost caus and misguided epochs even while we applaud what overcame them.碰撞作文
胡萝卜玉米汁 Such words are vague and such ideas are inadequate, but their meaning is unmistakable. What the colleges鈥攖eaching humanities by examples which may be special, but which must be typical and pregnant鈥攕hould at least try to give us, is a general n of what, under various disguis, superiority has always signified and may still signify. The feeling for a good human job anywhere, the admiration of the really admirable the disteem of what is cheap and trashy and impermanent鈥攖his is what we call the critical n, the n for ideal values. It is the better part of what men know as wisdom. Some of us are wi in this way naturally and by genius; some of us never e so. But to have spent one's youth at college, in contact with the choice and rare and precious, and yet still to be a blind prig or vulgarian, unable to scent out human excellence or to divine it amid its accidents, to know it only when ticketed and labeled and forced on us by others, this indeed should be accounted the very calamity and shipwreck
of a higher education.
界河阅读答案>量力性原则