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Re-exploring
O.
Henry’s
Short
Stories——ACorpus-BasedPilotStudy【摘
要】本文试图采用语料库的方法从文体学视角分析欧•亨利小说集《四百万》。研究揭示,通过语料库软件计算出的总体统计数据,为有关欧•亨利小说广泛认同的文学阐释提供了更为具体的描述基础。在探讨小说场景和基本主题方面,重现序列的搭配及频数信息发现了前人并未关注过的语言学特征。Abstract:This
article
attempts
to
apply
corpus-based
method
to
a
stylistic
interpretation
of
O.
Henry’s
short
story
collection
The
Four
Million.
It
is
shown
that
the
overall
statistics
computed
by
corpus
software
has
provided
a
more
detailed
descriptive
basis
for
widely
accepted
literary
interpretations
of
his
stories.
In
terms
of
story
settings
and
general
themes,
the
collocation
and
frequency
information
of
recurrent
sequences
can
identify
valuable
linguistic
features
which
literary
critics
seem
not
to
have
noticed.
Key
words:corpus;
O.Henry;
setting;
theme1.Introduction
Henry
was
called
the
American
Guy
De
Maupassant.
Both
authors
wrote
twist
endings,
but
O.
Henry’s
stories
were
much
more
playful
and
optimistic.
Among
the
former
studies
on
O.Henry’s
short
stories,
there
is
consensus
that
O.Henry’s
works
are
generally
branded
with
such
features
as
surprising
endings,
use
of
coincidence
or
chance
to
create
humor,
ingenious
and
exquisite
layouts,
smile-in-tears
irony
and
so
forth.
Despite
the
detailed
literary
discussion,
little
work
has
been
done
to
reveal
its
linguistic
styles.
Nor
is
there
work
with
quantitative
data
as
convincing
evidence.
In
terms
of
the
established
description
of
his
style,
it
seems
unlikely
that
the
corpus-based
method
can
find
anything
original.
However,
the
stylistic
analysis
in
the
present
paper
aims
to
illustrate
the
value
of
corpus
empirical
method
in
exploring
the
literary
styles.
On
the
one
hand,
statistic
data
help
to
confirm
the
canonical
view
on
O.Henry’s
short
stories;
on
the
other
hand,
stylistics
is
related
to
linguistic
features
of
his
works.
2.Data
and
Methodology
This
paper
is
devoted
to
investigating
the
linguistic
styles
of
O.Henry’s
works
in
an
empirical
way,
applying
both
quantitative
and
qualitative
methods.
The
study
adopts
two
corpora.
One
is
O.Henry’s
book
The
Four
Million
(a
collection
of
stories),
published
in
1906,
contains
a
series
of
short
stories
which
took
place
in
the
New
York
City
in
the
early
years
of
the
20th
century.
The
computer
readable
versions
available
on
the
internet
are
used
to
set
up
a
minor
working
corpus
for
investigation
(/read/thefourmillion.html).
The
other
one
is
Brown
corpus
used
as
a
reference
corpus.
The
corpus
concordance
software
used
in
this
study
is
Wordsmith
tools.
Wordsmith
can
undertake
more
detailed
analyses
of
frequencies
of
concordance
items
and
extract
collocational
information.
By
use
of
corpora
software,
words
with
significant
keyness
in
the
book
The
Four
Million
will
be
sorted
out
first,
and
then
concordance
lines
with
a
keyword
and
its
collocates
will
be
extracted.
The
corpora
data
will
be
processed
by
statistical
instruments.3.Overall
StatisticsThe
overall
statistics
are
one
essential
starting
point
for
a
systematic
corpus-based
textual
analysis.
Wordsmith
Tools
are
used
to
provide
the
overall
statistics
of
the
two
corpora
and
comparison
is
made
as
shown
in
Table
3.1.
Table
3.1
Comparison
of
Overall
Statistics
between
the
Two
Corporatext
file
in
text
types
(distinct
words)
type/token
ratio
(TTR)
standardised
TTR
standardised
TTR
basis
mean
sentence
length
(in
words)
mean
word
length
(in
characters)
word
length
std.dev.
Overall
of
Mini52,7708,2511646.971,000.001542.24Overall
of
Brown1,390,50547,146439.071,000.002352.52In
terms
of
the
number
of
tokens,
the
corpus
for
the
present
study
seems
rather
small
compared
with
that
of
Brown.
However,
the
observed
standardized
type-token
ratio
(TTR)
in
the
minor
working
corpus
is
higher
than
that
of
Brown.
The
higher
the
ratio
is,
the
more
lexical
variation
it
reflects.
The
result
is
not
quite
surprising,
for
the
fact
that
O.Henry
was
notable
for
writing
stories
with
a
diversity
of
expressions.
The
mean
sentence
length
shows
that
O.Henry
wrote
shorter
sentences
than
those
in
general
written
texts.
In
each
of
his
short
stories,
several
incidents
and
clues
are
condensed
into
merely
750
words
or
so.
Naturally,
sentences
in
shorter
length
can
deliver
new
information
in
a
flash
of
time.
It
takes
less
time
for
readers
to
follow
up
the
development
of
the
dramatic
plot.
Fundamentally
a
product
of
his
time,
O.
Henry#39;s
work
provides
one
of
the
best
English
examples
of
catching
the
entire
flavor
of
an
age.
Whether
roaming
the
cattle-lands
of
Texas,
exploring
the
art
of
the
‘gentle
grafter’,
or
investigating
the
tensions
of
class
and
wealth
in
turn-of-the-century
New
York,
O.
Henry
had
an
inimitable
hand
for
isolating
some
element
of
society
and
describing
it
with
an
incredible
economy
and
grace
of
language.
4.Keyword
Analysis
for
SettingsSetting
is
an
indispensable
constituent
for
story
telling.
Setting
basically
includes
several
closely
related
aspects
–
the
time
in
which
the
event
or
action
takes
place,
the
place
where
the
event
or
action
takes
place
and
social
environment
of
the
characters:
the
manners,
customs,
moral
values
that
govern
the
characters’
society.
In
the
present
study,
the
information
of
the
first
two
aspects
can
be
provided
by
sorting
out
the
keywords
of
the
texts
as
Table
4.1
shows.Indoor
places
room,
restaurant,
Bogle’s,
Cypher’s,
store,
flat,
door,
window,
dresser,
table,
skylight,
floor,
desk,bench,
street,
corner,
sidewalk,
Broadway,
avenue,
park,Denoting
timeevening,
night,
o’clock,
It
is
strikingly
interesting
that
two
out
of
three
keywords
explicitly
refer
to
the
time
at
or
after
sunset,
including
‘evening’,
and
‘night’.
More
interestingly,
almost
all
the
collocations
of
‘o’clock’
indicate
the
right
time
from
the
late
afternoon
till
the
late
night.
The
following
concordance
lines
provide
evidence.
1.s
were
few.
The
time
was
barely
10
o#39;clock
at
night,
but
chilly
gusts
of
wind2.ey
Donovan#39;s
paper-box
girl.
At
10
o#39;clock
the
jolly
round
face
of
"Big
Mike"3.heatres
are
stupid,
anyway."
At
11
o#39;clock
that
night
somebody
tapped
lightly4.ant
to
overshadow
her
friend.
At
4
o#39;clock
on
the
afternoon
of
the
third
day
M5.upper
windows
lighted?
Well,
at
6
o#39;clock
I
stood
in
that
house
with
the
youn6.a
strike-breaker#39;s
motor
car.
At
6
o#39;clock
the
waiter
brought
her
dinner
and
c7.e
to
thinking.
One
evening
about
6
o#39;clock
my
mistress
ordered
him
to
get
busy8.lar
and
eighty-
seven
cents?"
At
7
o#39;clock
the
coffee
was
made
and
the
frying-9.ging
mistress.
It
was
most
times
7
o#39;clock
when
he
returned
in
the
evening.
At10.coddled,
praised
and
kissed
at
7
o#39;clock.
Art
is
an
engaging
mistress.
It
wa11.We
were
married
last
evening
at
8
o#39;clock
in
the
Little
Church
Around
the
Cor12.ew
samples
this
morning.
It#39;s
9.45
o#39;clock,
and
not
a
single
picture
hat
or
pi13.g
happiness
to
your
son."
At
eight
o#39;clock
the
next
evening
Aunt
Ellen
took
a14.by
we
moved
out,
for
#39;twas
eleven
o#39;clock,
and
stands
a
bit
upon
the
sidewalk15.d
you
burn
your
hand,
Dele?"
"Five
o#39;clock,
I
think,"
said
Dele,
plaintively.16.be
happening?"
asked
Ikey.
"Nine
o#39;clock,"
said
Mr.
McGowan.
"Supper#39;s
at
se17.ook
to
make
him
think
it!"
At
nine
o#39;clock
Dulcie
took
a
tin
box
of
crackers
a18.he
announced.
"It
was
exactly
ten
o#39;clock
when
we
parted
here
at
the
restauraFurther
observation
of
the
file
names
in
the
corpus
leads
to
a
conclusion
that
all
stories
except
one
happened
to
take
place
from
dusk
to
the
late
night.
Is
there
any
coincidence?
Perhaps
in
the
daytime
the
common
masses
in
New
York
were
excessively
busy
with
worrying
about
their
means
of
livelihood.
Only
after
work
or
after
supper
did
they
have
time
to
take
part
in
some
social
activities,
such
as
‘dinner’,
‘ball’,
‘café’,
‘park’,
and
‘play’
which
appear
in
the
context
of
the
three
temporal
keywords.
This
is
a
reflection
of
social
and
cultural
contexts
at
the
early
1920s
in
America.
People,
whether
poor
or
rich,
would
like
to
take
a
cup
of
coffee
in
a
café
or
have
a
glass
of
drink
at
a
pub.
Young
girls
dreamed
of
dancing
with
their
beloved
partners
at
the
ball
of
the
lower
class.
The
noun
keywords
about
the
physical
places
where
the
events
took
place
can
be
roughly
grouped
into
two
types:
indoor
places
and
outdoor
places.
Some
unexpected
incidents
might
happen
in
a
‘room’,
‘restaurant’,
‘flat’,
‘store’,
or
on
the
second
‘floor’,
or
even
near
a
‘dresser’,
‘table’
and
‘desk’
inside.
They
are
such
common
and
everyday
places
that
one
can’t
expect
any
conspicuous
incident
to
happen
at
these
places.
However,
the
author
was
wise
enough
to
arrange
his
unusual
stories
in
quite
ordinary
settings.
Other
adventures
might
be
experienced
at
the
‘street’,
‘corner’,
‘sidewalk’,
or
at
the
Second
‘Avenue’,
or
even
on
the
‘bench’
in
a
little
‘park’.
In
O.Henry’s
stories
there
were
no
places
of
imposing
scale
or
unique
style.
But
they
were
places
perfectly
matched
with
the
stories
of
the
common
people.
Whether
in
the
indoor
places
like
‘restaurant’,
‘store’
and
‘flat’,
or
at
the
outdoor
places
like
‘street’,
‘corner’
and
‘sidewalk’,
there
embedded
some
unknown
possibilities
for
the
coming
events.
It
was
at
these
inconspicuous
and
ordinary
places
that
the
unexpected
and
accidental
coincidences
took
place
all
the
time.
O.Henry
is
good
at
writing
about
ordinary
people
in
everyday
circumstances.
He
is
quoted
as
once
saying,
‘There
are
stories
in
everything.
I’ve
got
some
of
my
best
yarns
from
park
benches,
lampposts
and
newspaper
stands.’A
range
of
frequent
noun
keywords
help
to
figure
out
the
major
themes
in
O.Henry’s
works.
To
better
investigate
what
these
noun
keywords
reveal,
it
is
necessary
to
further
categorize
them
according
to
their
denotations.
The
following
Table
5.1
shows
the
categorization.
Table
5.1
Frequent
Noun
Keywords
in
the
minor
corpusDenoting
people
Genders
Professions
Characteristics
Man,
lady,
girl,
Miss,
Mr.,
Missis,policeman,
palmist,
waiter,
broker,
lumberman,
typewriter,cosmopolite,
friend,
longnecker,
prince,
gentleman,cab,
fare,
hat,
cents,
twenty,
odour,
coat,
cigar,
dollars,
dandelions,
two,
doggie,
card,
clock,
cards,
umbrella,
money,
art,
adventure,
hop,
leaf,
Rubberneck,
dinnerNoun
keywords
can
expose
explicit
topics
rather
than
the
underlying
themes
in
the
texts.
As
seen
in
Table
5.1,
a
majority
of
nouns
are
used
to
denote
people,
either
distinguishing
the
characters’
genders
or
professions
or
describing
their
special
traits.
It
is
notable
that
such
professions
were
usually
taken
up
by
people
in
the
middle
or
lower
social
classes.
Only
a
few
of
them
were
lucky
enough
to
make
their
fortune
and
control
their
own
lives;
whereas
most
of
them
who
earned
their
mere
living
were
controlled
by
their
miserable
fates.
Most
of
O.
Henry#39;s
stories
took
place
in
the
New
York
City,
and
dealt
for
the
most
part
with
ordinary
people:
clerks,
policemen,
and
waitresses.
It
is
the
author’s
rich
life
experiences
and
burdens
of
life
pressure
that
became
the
source
of
depicting
such
a
variety
of
professions.
Another
larger
group
of
noun
keywords
denoting
things
are
scattered
in
different
stories.
They
are
closely
related
with
the
theme
of
each
story;
therefore,
it
is
unlikely
to
make
any
generalization.
However,
the
concordance
lines
of
the
numeral
words
‘twenty’
and
‘two’
sorted
out
some
distinctive
collocational
sequences
that
attract
our
attention.
Both
frequently
co-occur
with
temporal
nouns.
In
the
case
of
‘twenty’,
more
than
40
per
cent
of
its
occurrences
(nineteen
out
of
42
frequencies)
are
accompanied
by
temporal
words,
such
as
‘years,
minutes,
hours,
days,
seconds’.
The
word
‘two’
is
also
likely
to
appear
with
temporal
nouns,
such
as
‘weeks,
hours,
days,
years,
minutes’.
Such
sequences
of
numbers
and
temporal
nouns
indicate
that
most
of
O.Henry’s
short
stories
develop
for
a
short
period.
Some
events
took
weeks
or
days
to
develop,
and
other
anecdotes
might
come
to
an
end
in
a
moment.
As
discussed
above,
the
longest
passage
of
time
turns
out
to
be
‘twenty
years’,
which
is
entirely
related
with
the
story
‘After
Twenty
Years’.
This
reflects
another
realistic
feature
that
in
his
stories
events
usually
happened
at
a
specific
time.
The
merits
of
concrete
description
of
time
shorten
the
distance
between
the
characters
inside
the
story
and
the
readers
outside.
There
is
true
love
in
his
stories.
‘Love’
as
one
keyword
stands
out
to
praise
the
touching
true
love
between
a
destitute
couple.
Either
in
‘The
Gift
of
the
Magi’
or
in
‘A
Service
of
Love’,
the
couple
in
the
humble
circumstance
helped
and
loved
each
other
unselfishly
and
wholeheartedly.
Their
perfect
and
innocent
love
bound
up
in
the
fetters
of
money
seemed
even
more
impressive
and
moving.
6.Conclusion
Through
corpus-based
method,
stylistics
of
O.Henry’s
one
collection
of
short
stories
has
been
explored.
As
Stubbs
(2005:
21-22)
proposes,
‘…
observational
data
can
provide
more
systematic
evidence
for
unavoidable
subjective
interpretation’.
Different
from
the
former
studies
on
O.Henry’s
works,
the
present
paper
has
attempted
to
delay
interpretation
and
prolong
analysis,
giving
weight
to
quantitative
investigation.
The
keywords
and
concord
functions
of
Wordsmith
Tools
attribute
to
find
out
or
reconfirm
some
unique
features
of
O.Henry’s
works.
The
paper
has
come
to
the
following
conclusions:(1)The
higher
TTR
in
the
working
corpus
proves
O.Henry’s
lexical
diversity
and
witty
narration.
The
shorter
mean
sentence
length
reveals
that
his
stories
progress
rapidly,
and
show
a
rigid
economy
of
words,
which
are
customarily
short
–
most
of
the
stories
run
about
eight
hundred
words.
(2)The
frequent
noun
keywords
give
a
clue
to
the
setting
of
O.Henry’s
short
stories.
The
temporal
keywords
tell
that
all
but
one
story
happened
in
the
evening
and
the
duration
of
time
was
not
long.
Some
accidents
even
took
place
in
a
few
hours.
The
location
keywords
denote
several
ordinary
places
in
a
city
where
something
accidental
might
occur
with
the
author’s
witty
arrangement.
(3)Another
group
of
noun
keywords
casts
light
on
the
general
themes
of
O.Henry’s
short
stories.
Some
identify
people
by
revealing
their
genders,
professions
and
characteristics.
Others
identify
things
that
give
information
of
the
themes
of
stories.
This
is
a
tentative
study
of
corpus-based
stylistic
analysis
on
O.Henry’s
one
collection
of
short
stories.
The
basic
statistic
information
computed
by
Wordsmith
Tools
can
help
reassess
subjective
assertions
in
stylistic
criticism.
A
corpus-based
further
study
is
expected
to
explore
his
styles
in
terms
of
perspective,
characterization
and
language
features.
What
is
more,
the
corpus-based
method
can
be
introduced
into
literature
class
to
help
students
generalize
the
unique
features
of
an
author
in
terms
of
stylistics.
[1]
杨大中.‘荒寂森林和熔岩沙漠’的写照—欧•亨利都市系列小说简论[J].外国文学研究,1991.[2]
阮温凌.人性艺术的动情力—欧•亨利小说餐馆与玫瑰艺术赏析[J].
名作欣赏,1992.[3]
Burrows,
J.
F.
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<ST1:CITY&NBSP;W:ST="ON"><ST1:PLACE&NBSP;W:ST="ON">Hoover,
D.
L.
Statistical
stylistics
and
authorship
attribution:
an
empirical
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[J].
>Literary
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421-44.University
Press,
1997.
[6]
Sinclair,
J.
M.
The
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[A].
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H.
Ringbom
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Style
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<ST1:CITY&NBSP;W:ST="ON"><ST1:PLACE&NBSP;W:ST="ON">Stockholm:
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Skriptov
AB
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223-5.TheComparisonofFamilyEducation英语毕业论文----中美家庭教育的比较[Abstract]Inthelastfewyears,withthedevelopmentofdiatheticeducationhasstrickenrootintotheheartsofthepeople,thefamilyeducationhasbeenahotspotofsociety,inwhichtensofthousandsoffamilies#39;vitalbenefitsandurgentneedlie.Because,goodfamilyeducationiscloselyrelatedtochildren#39;squalityandbehaviour,andrelatedtothefutureofourcountry.Atpresent,thesituationoffamilyeducationisgood,largenumberofparentsandschoolshavecreatedsuccessfulexperience,evenmanyparentsstudythefamilyeducationknowledgeinitiatively,theeducationalideahasundergonetheprofoundchange.Nevertheless,thefamilyeducationisstillaweaklink,particularly,AstheWesterneducationalthoughtispenetratingthroughtheEastandfacingthetraditionalandmodernthoughtaboutfamilyeducation,theChineseparentsaretornbetweenthetwochoices.Therefore,developingfamilyeducationiseitheranopportunity,orachallenge.Moreover,ChineseandtheWesternfamilyeducationeachhasitsowngoodpoints,butindifferentaspects,theeducationalmethodsaredifferent,soweneedtounderstandthedifferencesbetweenChineseandWesternfamilyeducation,makeupforone#39;sdeficiencybylearningfromothers#39;strongpoints,andpushforwardthefamilyeducationalmodernizationinstantaneously,inthatcase,Chinawillhavetheinestimableprospects.[keywords]familyeducationchinaandthewesttraditiondifferencecomparison[摘要]近几年来,随着素质教育的深入人心,家庭教育已经成为当今社会关注的一个热点,是千万家庭的切身利益和迫切需求所在。因为,良好的家庭教育直接关系到了孩子的素质和品行,更关系到祖国的未来。就中国目前来看,家庭教育的发展态势良好,一大批家长、学校创造了成功的经验,更有许多学生家长主动学习家庭教育知识,教育观念发生了深刻变化。但是尽管如此,家庭教育仍是一个薄弱环节,尤其是随着西方教育思想的传入,中国家长面对传统与现代家教思想,表现出无所适从的无奈。因此,对于开展家庭教育,既是机遇,又是挑战。而且,中西家庭教育各有千秋,在不同方面,教育方法也不同,所以我们就需要深刻了解中西家庭教育的差异,取长补短,并且不失时机地推进家庭教育现代化,这样中国的未来才具有不可估量的发展前景。[关键词]家庭教育,中西,传统,差异,比较Fromancienttimestomoderntimes,familyeducationhasbeenplayinganimportantroleinthenationaleducationalcause.Agreatman-XiaopingDengsaid,“Thebasisofacountry#39;smodernizationliesintalents,thebasisoftalentsliesineducation,andthebasisofeducationliesinfamily.Chinaisacountrywithemphasisonthehomeeducation.Theoutstandinghomeeducationinthedeepeducationculture.”Thefamilyeducation,theschooleducationandthesocialeducationarethethreebigpropsofeducation.Theyareindispensable.Nowadays,increasingattentionhasbeenpaidtofamilyeducationbythemodernsociety,anditgetsahotspotofsociety,whichiscloselyrelatedtotensofthousandsoffamilies#39;vitalbenefitsandurgentneed.Atpresent,familyeducationmaintainsagoodmomentumofgrowthinChina.ItgetsmoreandmoreimportanttoChinesefamilies.Throughouttheages,manymenofinsightworkdelightlyinthefieldofhomeeducation,andaccumulatequitesubstantialachievements.AndChinaisanorientalcountrywithalonghistory,itsdeepeducationalcultureincludestheelementsofexcellentfamilyeducation.Asweallknow,China’sancienteducatinalthoughtwantthroughtheancientfamilyeducationalfield.[“FamilyInstructionofYan”,ZhituiYan,SouthernandNorthernDynasties]Forexample:moralinstructionsfirst;therespectforold;thecarefortheyoung;thecultivationofmoralcharacter;examplesetting;thedeterminationofbeingstrong;learnedprofoundknowledge,carefulconsideration;andsoon.Theseoutstandingthoughtsaregobacktoancienttimes.Nevertheless,therearestillalotofproblemsemergingoutinthatfamilyeducation,whichisstillweak.Theeducationexpertconcerned,whomadethelong-termpursuitofinvestigations,thoughtthat2/3familyeducationisimproper.Alltheanalysisjustifiestheconclusion:thefirst,malignanteventseruptunceasingly.Itnotonlyindicatestheimportanceoffamilyeducation,butindicatestheimportanceandnecessityofcarryingonscientificfamilyeducation;thesecond,incurrenthomeeducation,thereisstillerroneouszone.Itmaybesummarizedas“threeexcess”and“oneexcessiveheight”:thatis,quitesomeparentsareexcessivelyconcernedwiththechildren,excessivelyreatrainandnosedintothechildren#39;saffairs,excessivelychatterandcriticizethechildren,andsomethingexcessiveisexpectedofthechildern.Theseproblemsareinneedofimmediatesolution;Thethird,underthemarketeconomycondition,thereisthemultipleconceptofvalue,theonlychildcommunitygrowsaswellasthedivorcefamiliesincreaseandsoon,allthisbringsaboutmanyunprecedentednewsituationsandnewproblems;Thefourth,ruralpopulationaccountfor80%,thecountrysidehousingdisperses,theconditionisbad,guardian#39;sculturalqualityissomewhatlow,thecountryside#39;sfamilyeducationhasbecomethekeyanddifficultpointndevelopingfamilyeducation.Andatthesametime,withthedevelopmentofeducationalcause,WesterneducationalthoughtspenetrateslowlythroughtheEast.Whenfacingthetraditionalandmodernthoughts,chineseparentsareatalossastowhattochoose.Therefore,directingatsomebadphenomena,weregarditasnecessarytomakeacomparisonbetweenchinesefamilyeducationandwesternfamilyeducation.But,beforethecomparison,weneedtoknowaboutthesocialbackgroundofChinaandWesternCountries.Asweallknow,ChinaisasocialistcountryandmostWesterncountriesbelongtocapitalistcountries.And,theyhavedifferenthistoryandcultures.ChinaadvocatesConfucianismandthewesterncountriesadvocatetherevivalofliteratureandart.Butthemostimportantpointisthattheirattitudetowardsthepositionoffamilyinstitution#39;spositionisalsodifferent.Inchina#39;straditionalfamily,parents#39;authoritativeconsciousnessplaysaleadingrolewhilewesterncivilizationsmainlyemphasizestruggle,equality,democracyandhumanrightshomeOfcourse,homeeducationisakindofhumanity#39;seducationalpractice.ChinaandtheWesternfamilyeducationhavemanythingsincommon.Generallyspeaking,itcanbesummedupasfollows1st,emphasisislaidonfamilyeducation.Nomatterwhichcountryyoucomefrom,whatnationalityyoubelongtoallthinkthefamilyisaperson#39;sfirstschool,andtheparentisthefirstteacher.EitherChinaorWesterncountries,eithertheancienttimesorthemoderntimes,familyeducationisalwaysinthemostfundamentalposition.2nd,familyeducationshouldbestartedsincechildhood,performthedutypromptly.FamilyinstructionofYansaidthat,“Theparentsshoulddothemissionarywork,whentheinfantisyoung.Judgingfromhisfacialexpression,weknowwhetherheisangryorhappy,thengiveinstructions.”[“FamilyInstructionofYan”,ZhituiYan,SouthernandNorthernDynasties]Because“it’seasytoconcentrateachild’sattention.Afterhegrowsup,hisattentioniseasilydispersed,soachildmustbecaughtearly.”Deweyalsothoughtthefamilyeducationshouldbeexecutedearly.3rd,parents#39;unsuilableroledivisionineducationbringsaboutsomebadresults.EitherinChinaorintheWestmotherisalmostdescribedinmanyculturesasthemainfosterer,andthenfatherplaysonlyapart.Thefatheristhemainundertakerwhoteachesthechildtoknowtherationalityeducation.Motherisresponsibleforchild#39;sfoodanddrinkindailylife,thematerialguarantee,theemotionalsatisfactionandsoon,isalsothemainundertakerofchild’semotionalcultivation.Itsresultisthatthechildholdshisfatherinaweandvenerationandcausesthepoorrelationbetweenchildandfather,andthusaffectschild#39;sperfectdevelopment.4th,payattentiontothetrainingthechildren’slongingforknowledge,valuereading.TheChineseparentsofancienttimes,fullyrealizedthistruth,theyguidedthechilderninreadingtheFourBooksandtheFiveClassicswhentheyareyoung,allthevariousschoolsofthought,stimulatedtheirdesireforseekingknowledge.Thewesternparentsalsofocusonfamilyreading.Thechildernmustlistentosectionofstoriesbeforesleeping,andthisisafinetraditionofWesternfamilyeducation.5th,attachimportancetoteachingbypersonalexampleaswellasverbalinstruction.Theparentsarechild#39;smodels,usuallyasimplemovementismoreeffectivethantheinculcationoftenthousandinstructions.However,thetraditionalfamilyeducationinChina,onaccountoftherespectivedifferencesinmoreaspectsisdifferentfromthatintheWest.Theyhavetheirowncharacteristicsbetweenregionsandcultures.Tobeginwith,thetendencyofeducationisdifferent.TheChineseparentslayemphasisonsocialenlightenment,ignorethegrowthofchildren.TheChineseparentstakethesocialcompatibleenlightenmentseriously,butoftenneglectthedevelopmentofchildren#39;scharacteristics,theyoftentrainthechildrenunderestablishedforms,andlaydownthebroadroadfortheirgrowth.Thewesternparentsprovidethechildrenaenvironmentforgrowthresistanttothem,andfostertheirtenaciousindividualityandthegoodconduct,andtheychoosetheirideaandwayofcultivationaccordingtothechangeofsocietyandthecharacteristicofchildrenphysicalandmental.Secondly,thevalueoffamilyeducationisdifferent.ThefunctionofChina’sfamilyeducationisforcedbytheChina’straditionalculture.TheChinesetraditionalConfuciancultureemphasize“thecultivationofone’smoralcharacter,therunningofone’sfamily,theadministrationofastate,thepeaceandsecurityoftheworld”.Inthisdirectionalthought,thefamilyeducationisbestowedonthedirectsocialsignificance.Inaddition,theChinesetraditionalculturealsoregardsthefamilyeducationandchildren#39;sindividualgrowthasthedirectcorrelativecausesandeffects.TheChineseparentscareaboutthereputationineducatingthechild,thinkingeducatingthechildtobecomeausefulpersonistheirachievement,butifnot,theparentsfeelshameful.Theeducation#39;sgoalisforearningtheirliving,forhonor.Thewesternfamilyeducationisdifferentfromchinaintheeducationalgoal.Educationisnotthepreparationforearningtheirliving,butforsurvival.“Thelearnededucation”theyemphasizehasthevalueofmoldingone’smind,onekindofvaluewhichhasnothingtodowiththeutilityortheoccupationconsiderationPerhapsmanyChineseparentsdenythispoint,andthinkthatIamtalkingnonsenseanddonotrespecttheelder.Butthefactisactuallyso.Asisknown,theparentsusuallydiscusstheirownchild,andcompareotherchildwiththeirownchild.Especially,thechild#39;sstudyisconsideredastheobjectofcomparison.Ihaveaneighbor,whosechildjustgoestotheelementaryschool.Butthechildhascarriedhisbigbagtomakeuphislessoneverydayandeverywhere.Because,myneighborhadchatswithhisfriendoneday,andhisfriendtoldhim,hischild,whohadnotgonetoschool,couldknow300ChineseCharacters,butalsocouldreadtheancientpoetry,andletthechildperformonthescene.Toldofthis,myfriendwasstimulated.Duetohischildissameagewiththatchild,hewas
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