【正文】 etto is to be oppressive. None of missioner Kennedy’s policemen, even with the best will in the world, have any way of understanding the lives led by the people they swagger about in two’s and three’s controlling. Their very presence is an insult, and it would be, even if they spent their entire day feeding gumdrops to children. They represent the force of the white world, and that world’s real intentions are, simply, for that world’s criminal profit and ease, to keep the black man corralled up here, in his place. The badge, the gun in the holster, and the swinging club make vivid what will happen should his rebellion bee overt. Rare, indeed, is the Harlem citizen, from the most circumspect church member to the most shiftless adolescent, who does not have a long tale to tell of police inpetence, injustice, or brutality. I myself have witnessed and endured it more than once. The businessman and racketeers also have a story. And so do the prostitutes. (And this is not, perhaps, the place to discuss Harlem’s very plex attitude towards black policemen, nor the reasons, according to Harlem, that they are nearly all downtown.) 5 It is hard, on the other hand, to blame the policeman, blank, goodnatured, thoughtless, and insuperably innocent, for being such a perfect representative of the people he serves. He, too, believes in good intentions and is astounded and offended when they are not taken for the deed. He has never, himself, done anything for which to be 新編英語教程 7 (Unit 714 Text I) ants05 4 hated which of us has? and yet he is facing, daily and nightly, people who would gladly see him dead, and he knows it. There is no way for him not to know it: there are few other things under heaven more unnerving than the silent, accumulating contempt and hatred of a people. He moves through Harlem, therefore, like an occupying soldier in a bitterly hostile country。 and the churches, churches, block upon block of churches, niched in the walls like cannon in the walls of a fortress. Even if the administration of the projects were not so insanely humiliating (for example: one must report raises in salary to the management, which will then eat up the profit by raising one’s rent。 the unrehabilitated houses, bowed down, it would seem, under the great weight of frustration and bitterness they contain。and the mere lapse of time through which any particular group of saints must travel to reach that meetingplace,makes very little difference. 7 Passing now to the scientific and logical side of education,we remember that here also ideas which are not utilised are positively utilising an idea,I mean relating it to that stream,pounded of sense perceptions,feelings,hopes,desires,and of mental activities adjusting thought to thought,which forms our can imagine a set of beings which might fortify their souls by passively reviewing disconnected ideas. Humanity is not built that wayexcept perhaps some editors of newwspapers. 8 In scientific training,the first thing to do with an idea is to prove allow me for one moment to extend the meaning of prove,I meanto prove its an idea is not worth much unless the propositions in which it is embodied are an essential part of the proof of an idea is the proof,either by experiment or by logic,of the truth of the propositions. But it is not essential that this proof of the truth should constitute the first introduction to the idea. After all, its assertion by the authority of respectable teachers is sufficient evidence to begin our first contact with a set of propositions,we mence by appreciating their is what we all do in afterlife. We do not attempt,in the strict sense,to prove or to disprove anything,unless its importance makes it worthy of that honour. These two processes of proof,in the narrow sense,and of appreciation,do not require a rigid separation in time. Both can be proceeded with nearly concurrently. But in so far as either process must have the priority,it should be that of appreciation by use. 9 Furthermore,we should not endeavour to use propositions in I do not mean, a neat little set of experiments to illustrate Proposition 1 and then the proof of Proposition 1,a neat little set of experiments to illustrate Proposition 11 and then the proof of Proposition 11,and so on to the end of the could be more boring. Interrelated truths are utilised en bloc,and the various propositions are employed in any order,and with any reiteration. Choose some important applications of your theoretical subject。s education be few and important,and let them be thrown into every bination child should make them his own,and should understand their application here and now in the circumstances of his actual life. From the very beginning of his education,the child should experience the joy of discovery. The discovery which he has to make,is that general ideas give an understanding of that stream of events which pours through his life,which is his understanding I mean more than a mere logical analysis,though that is mean understandingin the sense in which it is used in the French proverb,To understand all,is to five all.Pedants sneer at an education which is useful. But if education is not useful,what is it?Is it a talent,to be hidden away in a napkin? Of course,education should be useful,whatever your aim in was useful to Saint Augustine and it was useful t o Napoleon. It is useful,because understanding is useful. 6 I pass lightly over that understanding which should be given by the literary side of do I wish to be supposed to pronounce on the relative merits of a classical or a modern would only remark that the understanding which we want is an understanding of an insistent only use of knowledge of the past is to equip us for the more deadly harm can be done to young minds than by depreciation of the present contains all tha