growth in wisdom.
我认为智慧的本质就是逃离此时此地的藩篱，越远越好。我们无法遏制感觉的自我性，视力、声音和触觉都捆绑在我们自己的身体上，不可能不被私有化。我们的感情始于我们自己。婴儿感觉饥饿和不舒服，他只受自己身体条件的影响。渐渐地，随着年龄的增长，他的视野增加，他的思想和感情变得不那么私人性、更少与自己身体状况相关，他不断获取智慧。这个当然有个程度问题。没有人对世界的看法能够完全客观；即便有这样的人，他也很难存活。但是不断接近客观是可能的，办法是：一方面，了解在时空上多少有些遥远的事情；另一方面，让这些事物在我们的感情中占据应有的分量，就是这种对客观的接近，构成智慧的增加。
6．Can wisdom in this sense be taught? And, if it can, should the teaching of it be one of the aims of education? I should answer both these questions in the affirmative. We are told on Sundays that we should love our neighbor as ourselves. On the other six days of the week, we are exhorted to hate him. You may say that this is nonsense, since it is not our neighbor whom we are exhorted to hate. But you will remember that the precept was exemplified by saying that the Samaritan was our neighbor. We no longer have any wish to hate Samaritans and so we are apt to miss the point of the parable. If you want to get its point, you should substitute \or \right to hate those who do harm. I do not think so. If you hate them, it is only too likely that you will become equally harmful; and it is very unlikely you will induce them to abandon their evil ways. Hatred of evil is itself a kind of bondage to evil. The way out is through understanding, not through hate. I am not advocating non-resistance. But I am saying that resistance, if it is to be effective in preventing the spread of evil, should be combined with the greatest degree of understanding and the smallest degree of force that is compatible with the survival of the good things that we wish to
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preserve.
这种意义上的智慧可以被传授吗？并且，如果能，传授智慧应当成为教育的目的吗？我对这两个问题的答案是肯定的。我们在做礼拜的时候被告知要爱邻如爱己，而在一周的其他六天里，我们被劝导去憎恨。但你要记得，这个箴言的例子是说撒玛利亚人是我们的邻居，我们不再有任何憎恨撒玛利亚人的企图，所以有可能领会不到这个寓言的要旨。如果你想要理解它，你就应该用你现在的敌人来替代撒玛利亚人，这要视具体情况而定。可能有人会反对说，人们有权利去憎恨那些有危害性的人物。我不这样认为。如果你憎恨他们，你极有可能变得和他们一样有危害性；并且你根本不可能诱导他们放弃自己那种邪恶的方式。憎恨邪恶本身就是一种对邪恶的依附。解决的办法是理解而不是憎恨。我不是倡导不抵抗。我是说，抵抗，如果能有效制止邪恶的蔓延，就当与最大程度的理解和最小程度的武力（不破坏我们希望保留的美好事物的生存）相结合。
7．It is commonly urged that a point of view such as I have been advocating is incompatible with vigor in action. I do not think history bears out this view. Queen Elizabeth I in England and Henry IV in France lived in a world where almost everybody was fanatical, either on the Protestant or on the Catholic side. Both remained free from the errors of their time and both, by remaining free, were beneficent and certainly not ineffective. Abraham Lincoln conducted a great war without ever departing from what I have been calling wisdom.
人们普遍认为，我一直以来提倡的这种观点与行动产生的力量的观点不相容。我以为历史证明情况并不如此。英格兰的伊丽莎白女王一世和法兰西的亨利四世生活在一个几乎人人都疯狂的世界，不论是新教徒还是天主教徒。二者都超脱于他们时代的错误，并且由于超脱，二者都行善，而且肯定不是没有效果。亚伯拉罕.林肯对一场伟大战争的领导，从来没有偏离过我称之为智慧的东西。
8．I have said that in some degree wisdom can be taught. I think that this teaching should have a larger intellectual element than has been customary in what has been thought of as moral instruction. The disastrous results of hatred and narrow-mindedness to those who feel them can be pointed out incidentally in the
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course of giving knowledge. I do not think that knowledge and morals ought to be too much separated. It is true that the kind of specialized knowledge which is required for various kinds of skill has little to do with wisdom. But it should be supplemented in education by wider surveys calculated to put it in its place in the total of human activities. Even the best technicians should also be good citizens; and when I say \increase of knowledge and skill, wisdom becomes more necessary, for every such increase augments our capacity for realizing our purposes, and therefore augments our capacity for evil, if our purposes are unwise. The world needs wisdom as it has never needed it before; and if knowledge continues to increase, the world will need wisdom in the future even more than it does now.
我曾说过在某种程度上，智慧可以被传授。我想这类教育，应当比一直习惯的道德教育具备更大的智力成分。仇恨和狭隘对持有者的灾难性结果，可以在传授知识过程中顺便被指出。我不认为知识和道德应该过分分离。需要各种技能的专门知识和智慧关系不大，这是事实。但是它可以在教育中被广泛的审视所补充，这种审视使它在人类活动的全局中占有一席之地。最好的技术员应该也是好公民；当我说“公民”的时候，我指的是世界公民，并不是宗派的或是民族的。知识和技能的每一次增长，智慧变得更必要，因为每一次这样的增长，都会扩大我们实现目标的能力，如果我们的目标是不明智的，就会扩大我们制造邪恶的能力。当今世界比过去任何时候都需要智慧；并且，如果知识持续增长，未来世界比当今世界甚至更需要智慧。
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I. Vocabulary
horrify correlative in proportion bondage affirmation protestant attach to comprehensive distort survival
horrified
1. Tom, at what he had done, could at first say nothing. 2. He is in to his ambition.
3. There is a probability between smoking and cancer. 4. When one is angry one often does not see things .
bondage correlative
in proportion
5. By himself a secret society he satisfied the sensation_seeking side of his nature. attaching to
distort
6. Some newspaper news to make it seem more exciting.
. affirmative 7. The medical tests are
comprehensive 8. A school caters for children of grades of ability. protestant survival
9. The churches were formed at the Reformation. 10. His is still uncertain; he has been very badly hurt and may die. II.
1. A rainbow exemplifies the refractive action of sunlight on droplet of moisture. A. accomplishes B. extols C. upholds D. typifies 2. Some observers thought the war would be disastrous. A. marvelous B. tremendous C. hazardous D. calamitous 3. U.S. president Ronald Reagan has a persuasive and heartwarming smile. A. convincing B. factitious C. bewildering D. emphatic 4. He advocated the creation of a permanent United Nations. A. claim publicly B. supported publicly C. evoked D. asserted 5. This was only a fragment out of a long conversation with John. A. reference B. scent C. information D. part
6. One of California's greatest problems is providing inadequate water to meet the needs of its expanding population.
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A. insufficient B. impalpable C. illimitable D. insuitable 7. Texas constitutes one-twelfth of the continental land mass of the United States. A. generates B. comprises C. demands D. governs 8. Larry was so absorbed in his novel that he forgot about his dinner cooking in the oven. A. occupied B. enlivened C. excelled D. interested
9. Some means must be found to augment workers' salaries despite current economic conditions.
A. increase B. maintain C. magnify D. enhancement 10. She supplements her diet with eggs and fruit from the farm.
A. cuts from B. orders C. excites D. adds to
1. d 2. d 3. a 4. b 5. D 6. a 7. b 8. a 9. a 10. d III.
1. A healthy economy seems with government monopoly of all industries. A. incompetent B. opposite C. agreeable D. incompatible 2. The following is worth remembering: first you don't succeed, try, try again. A. precept B. saying C. testimony D. wording
3. Financial consultants acknowledge that the value of the common stock is _______ changeable.
A. computably B. inherently C. inflexibly D. constantly 4. The University its highest degree upon the statesman.
A. conferred B. awarded C. vested D. provided 5. This new machine will us from all the hard work we once had to do. A. emigrate B. emanate C. embark D. emancipate
6. The chairman from the normal procedure by allowing reports to be present during the council business.
A. deserted B. forsaked C. abandoned D. departed 7. His love of justice compelled him to join the struggle against the invaders.
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A. inherent B. necessary C. essential D. dispensable 8. Everyone was asked to suggestions to the trip.
A. convent B. contemplate C. contribute D. contrive 9. Television commercials people to buy new products.
A. stimulate B. induce C. enforce D. encourage 10. He felt great towards his brother.
A. benefice B. interest C. enmity D. care
1. d 2. a 3. b 4. a 5.d 6. d 7. a 8. c 9. b 10.c IV.
suffer contribute take bear put depart come think point owe l. The crops frequent blights. 2. It our lives.
3, Have you possible shifts in demand? 4. I'd like to the main subject of my speech for a few moments. 5. Indeed, the facts the hypothesis. 6. Don’t forget to a bit about Jim falling into the river. 7. I have it the most enchanting village in England. 8. It suddenly to me where I saw you last.
9. If I have improved in any way. I it all you. 10. The guide_________ the principal sights of the city.
1. suffered from 2. contributed to 3. taken account of 4. depart from 5. bear out 6. put in 7. thought of … as 8. come back 9. owe … to 10. pointed ou
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