大学英文学第二课

PartIII.RenaissanceRenaissanceinEuropeanhistory,referstotheperiodbetween14thcenturyto17thcentury.“Renaissance”means“revival”,therevivalofinterestinAncientGreekandRomancultureandgettingridofconservatisminfeudalistEuropeandintroducingnewideasthatexpresstheinterestsoftherisingbourgeoisie.ItstartedinItalyandendedinEnglandandSpain.HistoricalBackground

Thebreakingupoffeudalrelationsandtheestablishingofthefoundationsofcapitalism;Theenclosure;thewaroftheRoses;thestrengtheningoftheabsolutemonarchy;theriseofthebourgeoisie;thedefeatoftheSpanishArmada.Newsocialandeconomicconditionsbroughtaboutgreatchangesinthedevelopmentofscienceandart.Sowiththestrengtheningofnewbourgeoisnationalstate,thisperiodismarkedbyaflourishingofnationalcultureknownastheRenaissance.

TwoStrikingFeaturesoftheRenaissance

1)Athirstingcuriosityfortheclassicalliterature;2)Thekeeninterestintheactivitiesofhumanity(PeopleceasedtolookuponthemselvesaslivingonlyforGodandafutureworldandturnedtoadmirationforhumanbeautyandhumanachievement)Renaissancemarksthetransitionfrommedievaltomodernworld,fromfeudaltocapitalist,fromreligioustosecularsociety.InthisperiodtheEuropeanhumanistthinkersandscholarsmadeattemptstoabolisholdfeudalideasinmedievalEurope(thechurch-centeredculturewhichwerecharacterizedbyGod-centeredness,otherworldlinessandasceticism.)andtointroducenewideasoftherisingbourgeoisie(humanism,theman-centeredcultureinwhichmanisthemeasureofallthings.),andtocarryoutreligiousreformation.RenaissancedidnotbegintoshowitseffectinEnglanduntilthereignofHenryVIII(1509-1547)owingtoEngland’sseparationfromtheContinentanditsdomesticunrest.EncouragedbyHenryVIII,theOxfordreformers,scholarsandhumanistsintroducedclassicalliteraturetoEngland.Educationwasrevitalizedandliteraturebecamemorepopular.Fromthebeginningofthe16thc,theEnglishRenaissancewitnessedthebriskdevelopmentofliterature:thetranslationofancientEnglish,ItalianandFrenchworks,aswellasclassicalworksofGreeceandRome;booksofdiscoveriesandadventures;thefloweringofsonnets;thehighestgloryoftheEnglishrenaissanceisitsdrama(theElizabethandrama).ThiswasEngland’sgoldenageinliterature.ThereappearedmanyliterarygiantssuchasShakespeare,Spenser,Jonson,Sidney,Marlowe,BaconandDonne.Humanism

TheRenaissancewasmarkedbythespreadofhumanism,thekeynote(thegreatspirit)ofRenaissance.ItsprangasaresultofrediscoveryandrestudyoftheGreekandRomancivilizationwhichisbasedontheconceptionthatthemanisthemeasureofallthings,theman-centeredculture.Itstandsfordevotiontothehumanevaluesrepresentedinclassicalliterature.WhilethemedievalCatholicteachings(thechurch-centeredculture)werecharacterizedbyGod-centeredness,otherworldlinessandasceticism,theRenaissancehumanistsemphasizedthedignityofhumanbeingsandtheimportanceofthepresentlife;theybelievedhumanbeingsweregloriouscreatures;mancanliveahappyandmeaningfullifeonearth;mancanimprovehisconditionwitheffortandchangetheworldaccordingtohisdesire.Manhastherighttopursuepersonalhappiness,knowledgeandwealth.Humanismhelpedtocivilizeman,tomakehimrealizehispotentialpowersandgifts.Itcontributedagreatdealtotheprogressofhumansociety.Itrepresentedthenewideasoftherisingbourgeoisie.ThomasMore,MarloweandShakespearearethebestrepresentativesoftheEnglishhumanists.Thehumanisticideasandbeliefpermeatedtheliteratureofthisperiod.PartIII.RenaissanceRenaissanceinEngland:Thetime:mainlyfromthereignofHenryVIII,Edward,MaryandthentoQueenElizabethandJacobeanEraCharacteristicsoftheElizabethanAge:1.Anageofcomparativereligioustolerance;2.Anageofcomparativesocialcontentment;3.Anageofdreams,ofadventuresofunboundedenthusiasm;4.Anageofintellectualliberty,ofgrowingintelligenceandcomfortamongallclassesandofunboundedpatriotism.ChristopherMarloweChristopherMarlowe-------thegreatestofthepioneersofEnglishdramaLiteraryachievement:blankverse(unrhymediambicpentameter)III.Majorplays:

Tamburlaine(贴木耳大帝)

TheJewofMalta(马尔他岛的犹太人)DoctorFaustus(浮士德博士)WilliamShakespeare(1564-1616)Shakespeare’sBirthplaceGlobeTheatreinLondonGlobeTheatreinLondonMeetWilliamShakespeareNearlyfourcenturiesafterhisdeath,theworksofWilliamShakespearecontinuetodelightreadersandaudiencesaroundtheworld.Infact,Shakespeare’writingsaremorewidelyreadandmoreoftenquotedthananyotherworkeverwritten,asidefromtheBible.Yet,whilehisliteratureendures,weknowverylittleaboutthemanhimself—themostcelebratedandtalentedEnglishpoetanddramatistofalltime.Thelittleinformationwedohaveabouthislifehasbeenpiecedtogetherfromanecdotes,gossip,cluesfoundinhispoemsandplays,legaldocuments,entriesinthepublicrecord,andthememorialsandreminiscenceofhisfellowwriters.HisLifeWilliamShakespearewasbornprobablyonApril23,1564,intoamerchant’sfamilyinStratford-on-Avon.Hisfather,JohnShakespeare,whowasvariouslydescribedasglover,wool-dealer,farmer,andbutcher,wasamanofsomeimportanceinthetown,repeatedlyservingasamemberofthetowncouncil.ShakespearespenthischildhoodinthatbeautifulmarkettownandattendedtheStratfordGrammarSchool.Hisrealteacherswerenatureanditspeoplethatsurroundedhim.In1582,hemarriedAnneHathaway,awomanseveralyearshissenior.Shegavebirthtothreechildren.ItwasprobablybecausehehadtosupporthisgrowingfamilythatShakespeareleftStratfordforLondonin1586or1587.ShakespearewenttoaLondonwhichaffordedawonderfulenvironmentforthedevelopmentofdrama.Shakespeareworkedbothasactorandplaywright.HeactedwithandwrotefortheLordChamberlain’Men,whichwaslaterrenamedtheKing’sMen.ShakespeareestablishedhimselfsowellasaplaywrightthatRobertGreene,oneofthe“UniversityWits,”resentfullydeclaredhimtobe“an

upstartcrow.”“Hewasnotofanage,butforalltime!”----BenJohnsonDuringhis22yearsofliterarycareerheproduced37plays,Twonarrativepoems,154sonnets.DramaticCareerThefirstperiod----Earlyperiod(1590-1594)2historicalplays:HenryVI(亨利六世)RichardIII(理查德三世),4comedies:TheComedyofErrors(错误的喜剧)（错中错）

TheTwoGentlemenofVerona(维洛那二绅士)

TheTamingoftheShrew(训悍记)

Love’sLabour’sLost(爱的徒劳)1tragedy:RomeoandJuliet

Thesecondperiod----matureperiod(1595-1600)Aperiodofgreatcomediesandmaturehistoricalplays6comedies:AMidsummerNight’sDream(仲夏夜之梦)

TheMerchantofVenice(威尼斯商人)

TheMerryWivesofWindsor（温莎的风流娘儿们）MuchAdoaboutNothing（无事生非）AsYouLikeIt（皆大欢喜）TwelfthNight（第十二夜）5historicalplays:RichardIIHenryIV(Parts1and2)HenryVKingJohn1Romantragedy:JuliusCaesar（尤利乌斯·恺撒）Thethirdperiod-----Flourishingperiod(Tragicperiod)(1601-1607)Aperiodofgreattragediesanddarkcomedies5tragedies:Hamlet,Othello,KingLear,Macbeth,TimonofAthens3comedies:TroilusandCressida(特洛伊洛斯与克瑞西达)

All’sWellThatEndsWell（终成眷属）

MeasureforMeasure(一报还一报)2RomanTragedies:AntonyandCleopatra(安东尼和克莉奥佩特拉)

Coriolanus(科里奥拉鲁斯)Thefourthperiod----Lateperiod(1608-1612)4romanticdrama(romancesortragicomedies):Theseplaysportrayawiderangeoftragiceventsanddifficultconditions,buttheyallendinreconciliationandreunion.Pericles(佩里克利斯)，Cymbeline（辛白林）TheTempest（暴风雨）,TheWinter’sTale（冬天的故事）1historicalplay:HenryVIIIFourgreatcomediesAMidsummerNight’sDream(仲夏夜之梦)TheMerchantofVenice(威尼斯商人)AsYouLikeIt（皆大欢喜）TwelfthNight（第十二夜）Sonnet18ShallIcomparetheetoasummer'sday?Thouartmorelovelyandmoretemperate.RoughwindsdoshakethedarlingbudsofMay,Andsummer'sleasehathalltooshortadate.Sometimetoohottheeyeofheavenshines,Andoftenishisgoldcomplexiondimmed;Andeveryfairfromfairsometimedeclines,Bychanceornature'schangingcourseuntrimmed.Butthyeternalsummershallnotfade,Norlosepossessionofthatfairthouow'st,NorshallDeathbragthouwand'restinhisshade,Whenineternallinestotimethougrow'st.Solongasmencanbreatheoreyescansee,Solonglivesthis,andthisgiveslifetothee.sonnet我可以将你比作夏日吗？

你却更可爱也更温婉。

狂风肆虐着五月的花蕾，

夏日的美丽却来得如此短暂。

有时候太阳之眼照耀的太过强烈，

却时常掩盖了她金色的容颜。

美好的事物有时会凋零，

偶尔的遭受命运抑或时序的摧残。

但夏日的永恒不会消失，

你的娇颜也不会褪色，

死神也会夸耀你掩盖住他的阴影。

只要人类尚可呼吸，眼睛尚可凝视

此诗将不朽

并赐予你永生！

我怎么能够把你来比作夏天？

你不独比它可爱也比它温婉：

狂风把五月宠爱的嫩蕊作践，

夏天出赁的期限又未免太短；

天上的眼睛有时照得太酷烈，

它那炳耀的金颜又常遭掩蔽：

被机缘或无常的天道所摧折，

没有芳艳不终于凋残或销毁。

但是你的长夏永远不会凋落，

也不会损失你这皎洁的红芳，

或死神夸口你在他影里漂泊，

当你在不朽的诗里与时同长。

只要一天有人类．或人有眼睛，

这诗将长存，并且赐给你生命。

FourgreattragediesHamlet,Othello,KingLear,Macbeth,TragedyClassicaltragedians:Aeschylus(埃斯库罗斯PremetheusBound),Sophocles（索福克勒斯OedipusTyrannus）,Euripites（欧里庇得斯）Thetragichero—asignificantperson,usuallyamemberofthenobility,aleader,awise,justandgoodmanTragicflaw—acharacterdefectwhichcausesthedownfallofthetragicheroTragedy

Tragedieswereconcernedwiththeharshnessandapparentinjusticeinlife.Theyinvolvedthetrialsandeventfuldeathofaherowhowasanimportantpersonandwhosedeathledtothedownfallofothers.Thecentralcharactersarealwayspeopleofimportance,likekings,queens,prince,general,noblesAtragicheroisoftenaflawedgoodman;oftenthehero’sfallfromhappinesswasduetoaweaknessinhischaracter,bysomegreaterrorinhispartsupernaturalbeingsareofteninvolvedintheconflictofhumanbeings,likegods,spirits,witches,ghostsSadnessismixedwithhorror,murder,treacheryandbloodsheddingCatharsis（净化）—purgationofaudienceemotionssuchaspity,anger,fear;theaudiencefeelrelievedorpurgedwhentheyleavethetheatre.Catharsisorcatharticeffectoftragedies:Tragediesgiveanoutletforsuchemotionsasgreed,hatred,lust,fearandpity.Thetragicactionarousesfeelingsofaweintheaudience,whooftenleavethetheaterwitharenewedsenseoftheseriousnessandsignificanceofhumanlife.Thewordcatharsisisoftenusedtodescribetheaudience’sfeelings.Itmeansthepurgingfromthemindofthefeelingsofpityandfeartheplayhasarousedwhentheyleavethetheater.Hamlet

HamletHamlet,isgenerallyregardedasShakespeare’smostpopularplayonthestage,forithasthequalitiesofa“bloodandthunder”thrillerandaphilosophicalexplorationoflifeanddeath.TheplayopenswithHamlet,PrinceofDenmark,appearinginamoodofworld-wearinessoccasionedbyhisfather’srecentdeathandbyhismother’shastyremarriagewithClaudius,hisfather’sbrother.Thestoryisnotcomplicated,butowingtothehesitationofHamletinrevenge,severalinnocentpeoplegetkilled.First,Ophelia’sfatheriskilledbyHamlet,mistakenforClaudius.Opheliagoesinsane,whichiscausedbyHamlet’srejectionofherandherfather’sdeath.Shegetsdrowned.Finally,HamletalsodiesfromthewoundinaduelwithOphelia’sbrotherLaertesafterhehasfatallywoundedtheyoungman.Butbeforehisdeathhesucceedsinkillingthevillainousuncle.HismotherisalsokilledbydrinkingapoisoneddrinkpreparedbyClaudiusforHamlet.Withalmostalldead,DenmarkisgoingtohavetheprinceofNorwayastheirking.Hamlethasbeendescribedasmelancholicandneurotic,ashavinganOedipuscomplex,asbeingafailureandindecisive,aswellasbeingahero,andaperfectRenaissanceprince.Forsuchafigure,soliloquyisanaturalmedium,anecessaryreleaseofhisanguish;andsomeofhisquestioningmonologuespossesssurpassingpowerandinsight,whichhavesurvivedcenturiesofbeingtornfromtheircontext.‘Tobeornottobe’isthecenterofHamlet’squestioning.soliloquySoliloquyistheactoftalkingtooneself,whethersilentlyoraloud.Indramaitdenotestheconventionbywhichacharacter,aloneonthestage,uttershisorherthoughtsaloud.Playwrightshaveusedthisdeviceasaconvenientwaytoconveyinformationaboutacharacter’smotivesandstateofmind,forpurposeofexposition,andsometimesinordertoguidethejudgmentsandresponsesoftheaudience.Hamletasatypicaltragichero:aherooftheRenaissanceperiodandarepresentativeofhumanismGoodqualities:noble-minded,brave,intelligent,learned,withastrongsenseofjustice,lovedandrespectedbyhispeople;Weaknesses:rash,impulsive,indecisive,sometimescanbecruel,harshandcoarseHistragicflawislackofemotionalbalance;eitheractsrashly,withoutthinking,ordoesn’tactquicklyandfirmlyenough.Hisindecisiveness,hisinabilitytoactwhenactionisneeded,isoneofthemajorcausesforhisdownfall.SituationHamlet'sendurancehasreachedthebreakingpoint.Hisfatherhasbeenmurdered.Hismother,whohelovesdearly,hasmarriedherdeadhusband'sbrother.Moreoverhissweetheart,Ophelia,hasbeenactingverystrangely.Hesensesthatshedoesnotlovehimanymore.Now,he'sallalone.Theworldthatheknewisshattered.Hisblackmoodofdespairisdeepenedbyhisinabilitytoact-todosomethingtochangethesituation.Nowheponderswhethertocontinueliving-ortotakehisownlife.生存还是毁灭,这是个必须回答的问题:是否应默默的忍受坎坷命运之无情打击,还是应与深如大海之无涯苦难奋然为敌,并将其克服。此二抉择,就竟是哪个较崇高?死即睡眠,它不过如此!倘若一眠能了结心灵之苦楚与肉体之百患,那么,此结局是可盼的!死去,睡去...但在睡眠中可能有梦,啊,这就是个阻碍:当我们摆脱了此垂死之皮囊,在死之长眠中会有何梦来临?它令我们踌躇,使我们心甘情愿的承受长年之灾,否则谁肯容忍人间之百般折磨,如暴君之政、骄者之傲、失恋之痛、法章之慢、贪官之侮、或庸民之辱,假如他能简单的一刃了之?还有谁会肯去做牛做马,终生疲於操劳,默默的忍受其苦其难,而不远走高飞,飘於渺茫之境,倘若他不是因恐惧身後之事而使他犹豫不前?此境乃无人知晓之邦,自古无返者。所以，理智就使我们都变成了懦夫，使得那果断的本色蒙上了一层思虑的惨白的容颜，本来可以做出伟大的事业，由于思虑就化为乌有了，丧失了行动的能力。美丽的欧菲利亚,可爱的小姐,在你的祈祷中可别忘了我的罪孽。WhatHamletismusingonisthecomparisonbetweenthepainoflife,whichheseesasinevitable(theseaoftroubles-theslingsandarrows-theheart-ache-thethousandnaturalshocks)andthefearoftheuncertaintyofdeathandofpossibledamnationofsuicide.Isitbettertoenduresilentlytheblowsandagonythatlifeinflictsonmanwithoutlogicorreason,ortoriseupagainstamassoftroublesandendthembyfightingback?Whowouldbeartheinsultsandmiseriesofthisworld,thecrueltiesandtyrannyoftheoppressors,thehumiliationandcontemptfromthearrogantpeople,theheart-breakingpaincausedbyrejectedlove,theinevitableslownessoftheworkingoflaw,thearroganceandrudenessofthosewhoholdofficialpositions,theinsultswhichgoodpatientpeoplesufferfromthosewhoaremeanandunworthy,ifameredaggermightfreehimfromallthesetroubles?Hamletathinker,aphilosopher,ponderingonbothhispersonalconsiderationsandsocialproblemsamanwithasenseofjusticepessimisticandgloomyviewaboutlife,cynicalattitudetowardssocietywiderangeofknowledgebeliefintheChristiandoctrineaboutheavenandhellPartIII.RenaissanceShakespeare’sfourgreattragedies:

Hamlet:thehero’sweaknessmakeshimvulnerableinfightingagainsttheoutwardevil.Othelloshowshowanoutwardevilmakesuseofthehero’sweaknessandcauseshisfall.KingLeardemonstrateshowman’smistakesetsfreetheevilsoftreachery,hypocrisy,flattery,selfishnessanddistrust.

Macbethrevealshowtheoutwardevilstirsupthewickednessinmananddestroyshim.Allanalyzingthehumanwickedness.ComedyComedy—inmostways,theoppositeoftragedy.Broadlydefined,itreferstoanyliteraryworkdesignedtoamuse;Andspecifically,itisusuallyreservedforplayswhosetoneislightheartedandhumourous,thatareamusing,andthathaveahappyending.Comedy(merry-making),dealingwithordinarypeopleineverydaysituations,ordinarypeople,humblestyle,beginningwithmisfortuneandendingwithjoy.Plot—frombadtogood,beginningwithmisfortuneandendingwithjoyCharacters--ordinarypeople,(humbleandprivatepeople)inrathereverydaysituations;themaincharactersremainoptimisticnomatterwhatfatebringsthem,believingthatintheendtheywilltriumph.Stereotypes—thecharacterstendtobestereotypical,whichmeanstheyarerecognizabletypesofpeopleratherthanfullydevelopedcharacterslikethetragichero.Thedumbblond,themanwhothinksheisGod’sgifttowomen,themiser,thefickleyounglover,thelazyslob,therichspoiledchild,thesocialsnob-----Dramaticspirit—optimism;thereisalwaysasensethateverythingwillturnoutwell,despitethehorriblepredicamentsthecharactersfindthemselvesin.Style—humble,light-hearted(asagainstthesolemn,serious,lofty,sublimestyleintragedies)Purpose--toentertainandeducatepeople,toridiculeandsatirizehumanweaknesses,butsomehavemoralandcorrectivepurposesDifferenttypesofcomedies—comediesofhumour,ofmanners,burlesque(滑稽戏),farce（闹剧）,satiricalcomedy,romancecomedy,tragicomedyTheMerchantofVeniceAromanticcomedy,thestoryofthreecasketsandstoryofapoundofflesh;Antonio—themerchantBassanio—thefortune-hunterShylock—theJewishusurer,thevillainPortia—theidealizedwoman,thedaughteroftheRenaissanceTheme:praisingtruefriendship,truelove,exposingsocialevils:greed,malice,racialprejudice,money-worship,injusticeShylock:mean,greedy,cunning,cruel,vengeful,merciless;asophist,anavariciousmoney-lender,aJewofprideanddeepreligiousinstincts;butalsoavictimofracialdiscriminationandreligiouspersecutionPortia:beautiful,cultured,learned,witty,courageous,prudent;FeaturesofShakespeare’sDramafaithfullyandvividlyreflectsthemajorsocialcontradictionsofhistime;Oneofthefoundersofrealisminworldliterature;Hisdramaticcreationoftenusedthemethodofadoptation.Herewroteoldplaysorborrowedhisplotswidelyfromothersources;Amasterhandforplaywriting.Inhisplays,actionsdevelopfreely,withoutbeinghinderedbytheclassicalrules;Usuallycombiningthemajesticwiththefunny,thepoeticwiththeprosaic,andthetragicwiththecomic,reproducingthevariousaspectsofreallife;4.Employingdifferentmeansofexpressiontoutterallpossiblethoughtsandfeelingsofhischaracters;Skilledinmanypoeticforms:thesong,thesonnet,thecouplet,andthedramaticblankverse,especially,thelastone;AgreatmasteroftheEnglishlanguage,alargevocabularyinhiswork:commandedavocabularylargerthananyotherEnglishwritersandusedabout16000words.ManyofhiscoinagesandexpressionshavebecomeeverydayusageinEnglishlife.ShakespeareandtheAuthorizedVersionoftheEnglishBible(in1611,JamesI)arethe2greattreasuriesoftheEnglishlanguage(e.g.eyeforeye,toothfortooth;theshadowofdeath;peacemaker;alaboroflove;All’swellthatendswell,tomentionjustafew).OtherremarkablewritersbesidesShakespeare

ThomasMoreandhisUtopia:ForerunnerofutopiansocialismAnimaginativetravelnarrativewrittenintheformofconversationbetweenMoreandHythloday,areturnedvoyagerdescribinganidealstategovernedbyreason,influencedbyPlato’sRepublicThesubjectisthesearchforthebestpossibleformofgovernment:Utopia---acommunityofproperty---apure,pre-Marxformofcommunism.OtherremarkablewritersbesidesShakespeareSidney----apoetandcriticofpoetry,ApologyforPoetry----apieceofliterarycriticismoftheRenaissance;OtherremarkablewritersbesidesShakespeareEdmundSpenser—ThePoet’spoet,theauthorofthegreatestepicpoemofthetime

TheFaerieQueeneModernEnglish:ThepublicationofSpenser’sfirstworkTheShepherd’sCalendarmarkedthebuddingoftheRenaissanceflower,thelanguagethentobecalledModernEnglish,todistinguishfromtheMiddleEnglishofChaucer’sday.SpenserianStanza----aspecialformofpoetrywhichconsistsof8iambicpentameterlinesfollowedbyaninthlineofsixiambicfeet(analexandrine),withtherhymeschemeababbcbcc(Thefirst8linesareiniambicpentameter,andtheninth,iambichexameter,withtherhymeschemeababbcbcc).OtherremarkablewritersbesidesShakespeareBenJonson-----aprolificdramatist,alsoapoetandacritic.Volpone《福尔蓬奈》TheAlchemist《炼金士》/view/673548.htm?subLemmaId=673548&fromenter=Ben+JonsonHetookafirmstandforthe“threeunities”,soisaforerunnerofclassicisminEnglishliterature.“Threeunities”:Theunitiesoftime,placeandaction.Itrequiredthattheeventsofaplaynotexceedasingleday(time),beconfinedtoasinglelocationortoseverallocationswithinasmallarea(place),andnothavesubplots(action).ItistermgivenbyAristotleandstrictlyadheredin17thFranceandthenoverEurope.OtherremarkablewritersbesidesShakespeareFrancisBacon----thefirstEnglisnessayist,thefounderofEnglishmaterialistphilosophy,thefounderofmodernscienceinEnglandToappreciateOfStudiesStudiesservefordelight,forornament,andforability.Theirchiefusefordelight,isinprivatenessandretiring;forornament,isindiscourse;andforability,isinthejudgementanddispositionofbusiness.读书足以怡情，足以傅彩，足以长才。其怡情也，最见于独处幽居之时；其傅彩也，最见于高谈阔论之中；其长才也，最见于处世判事之际。Forecpertandexecute,andperhapsjudgeofparticulars,onebyone;butthegeneralcounsels,andtheplotsandmarshallingofaffairs,comebestformthosethatarelearned.Tospendtoomuchtimeinstudiesissloth;tousethemtoomuchforornament,isaffectation;tomakejudgementwhollybytheirrules,isthehumourofascholar.练达之士虽能分别处理细事或一一判别枝节，然纵观统筹，全局策划，则舍好学深思者莫属。读书费时过多易惰，文采藻饰太盛则矫，全凭条文断事乃学究故态。Theyperfectnature,andareperfectedbyexperience:fornaturalabilitiesarelikenaturalplants,thatneedproyningbystudy;andstudiesthemselvesdogiveforthdirectionstoomuchatlarge,excepttheybeboundedinbyexperience.读书补天然之不足，经验又补读书之不足，盖天生才干犹如自然花草，读书然后知如何修剪移接，而书中所示，如不以经验范之，则又大而无当。Craftymencontemnstudies,simplemenadmirethem,andwisemenusethem;fortheyteachnottheirownuse;butthatisawisdomwithoutthem,andabovethem,wonbyobservation.有一技之长者鄙读书，无知者羡读书，唯明智之士用读书，然书并不以用处告人，用书之智不在书中，而在书外，全凭观察得之。Readnottocontradictandconfute;nortobelieveandtakeforgranted;nortofindtalkanddiscourse;buttoweighandconsider.读书时不可存心诘难读者，不可尽信书上所言，亦不可只为寻章摘句，而应推敲细思。Somebooksaretobetasted,otherstobeswallowed,andsomefewtobechewedanddigested;thatis,somebooksaretobereadonlyinparts;otherstoberead,butnotcuriously;andsomefewtobereadwholly,andwithdiligenceandattention.Somebooksalsomaybereadbydeputy,andextractsmadeofthembyothers;butthatwouldbeonlyinthelessimportantarguments,andthemeanersortofbooks;elsedistilledbooksare,likecommondistilledwaters,flashythings.书有可浅尝者，有可吞食者，少数则须咀嚼消化。换言之，有只需读其部分者，有只须大体涉猎者，少数则须全读，读时须全神贯注，孜孜不倦。书亦可请人代读，取其所作摘要，但只限题材较次或价值不高者，否则书经提炼犹如水经蒸馏，淡而无味。Readingmakethafullman；conferenceareadyman;andwritinganexactman.Andtherefore,ifamanwritelittle，hehadneedhaveagreatmemory;ifheconferlittle,hehadneedhaveapresentwit;andifhereadlittle,hehadneedhavemuchcunning,toseemtoknowthathedothnot.读书使人充实，讨论使人机智，笔记使人准确。因此不常做笔记者须记忆力特强，不常讨论者须天生聪颖，不常读书者须欺世有术，始能无知而显有知。Historiesmakemenwise;poetswitty;themathematicssubtile;naturalphilosophydeep;moralgrave;logicandrhetoricabletocontend.Abeuntstudiainmorse.读史使人明智，读诗使人灵秀，数学使人周密，科学使人深刻，伦理学使人庄重，逻辑修辞之学使人善辩；凡有所学，皆成性格。Naythereisnostandorimpendimentinthewit,butmaybewroughtoutbyfitstudies:likeasdiseasesofthebodymayhaveappropriateexercises.Bowlingisgoodforthestoneandreins;shootingforthelungsandbreast;gentlewalkingforthestomach;ridingforthehead;andthelike.Soifaman''switbewandering,lethimstudythemathematics;forindemonstrations,ifhiswitbecalledawayneversolittle,hemustbeginagain.Ifhiswitbenotapttodistinguishorfinddifferences,lethimstudytheschoolmen;fortheyarecyminisectores.Ifhebenotapttobeatovermatters,andtocalluponethingtoproveandillustrateanother,lethimstudythelawyers''cases.Soeverydefectofthemindmayhaveaspecialreceipt.人之才智但有滞碍，无不可读适当之书使之顺畅，一如身体百病，皆可借相宜之运动除之。滚球利睾肾，射箭利胸肺，慢步利肠胃，骑术利头脑，诸如此类。如智力不集中，可令读数学，盖演题需全神贯注，稍有分散即须重演；如不能辩异，可令读经院哲学，盖是辈皆吹毛求疵之人；如不善求同，不善以一物阐证另一物，可令读律师之案卷。如此头脑中凡有缺陷，皆有特效可医君子曰：学不可以已。青，取之于蓝，而青于蓝；冰，水为之，而寒于水。木直中绳，揉以为轮，其曲中规，虽有槁暴，不复挺者，輮使之然也。故木受绳则直，金就砾则利。君子博学而日参省乎己，则知明而行无过矣。吾尝终日而思矣，不如须臾之所学也。吾尝跂而望矣，不如登高之博见也。登高而招，臂非加长也，而见者远。顺风而呼，声非加疾也，而闻者彰。假舆马者，非利足也，而致千里。假舟辑者，非能水也，而绝江河。君子生非异也，善假于物也。积土成山，风雨兴焉。积水成渊，蛟龙生焉。积善成德，而神明自得，圣心备焉。故不积跬步，无以至千里；不积小流，无以成江海。骐骥一跃，不能十步；驽马十驾，功在不舍。锲而舍之，朽木不折；锲而不舍，金石可镂。蚓无爪牙之利,筋骨之强，上食埃土，下饮黄泉，用心一也。蟹六跪而二螯，非蛇蟺之穴无可寄托者，用心躁也。荀子·劝学SignificanceItanalyzeswhatstudieschieflyservefor,thedifferentwaysadoptedbydifferentpeopletopursuestudies,howstudiesexertinfluenceoverhumancharacter.Forcefulandpersuasive,compactandprecise,OfStudiesrevealstousBacon’smatureattitudetowardlearning.Parallelism

Theuseofworks,phrases,orsentencesthathavesimilargrammaticalstructuresiscalledparallelism.Parallelismshowstherelationshipsbetweenideasandhelpsemphasizethoughts.Forexample,Baconwrites:Studiesservefordelight,forornament,andforability.Theirchiefusefordelightisinprivatenessandretiring;forornament,isindiscourse;andforability,isinjudgmentanddispositionofbusiness.Craftymencontemnstudies,simplemenadmirethem,andwisemenusethem,fortheyteachnottheirownuse.Somebooksaretobetasted,otherstobeswallowed,andsomefewtobechewedanddigested.Readingmakethafullman,conferenceareadyman,andwritinganexactman.Historiesmakemenwise,poets,witty;themathematic