第二十章 The struggle for admission to college was ended, and I could now enter Radcliffe whenever I pleased. Before I entered college, however, it was thought best that I should study another year under Mr. Keith. It was not, therefore, until the fall of 1900 that my dream of going to college was realized. 為踏入大學校門所做的拼搏結(jié)束了，現(xiàn)在，只要我愿意，我隨時都可以進入拉德克利夫?qū)W院。然而，在入學之前，人們認為為穩(wěn)妥的計劃，就是我應該在凱斯先生門下再學一年。因此，直到1900年秋天，我才實現(xiàn)了上大學的夢想。 I remember my first day at Radcliffe. It was a day full of interest for me. I had looked forward to it for years. A potent force within me, stronger than the persuasion of my friends, stronger even than the pleadings of my heart, had impelled me to try my strength by the standards of those who see and hear. I knew that there were obstacles in the way; but I was eager to overcome them. I had taken to heart the words of the wise Roman who said, "To be banished from Rome is but to live outside of Rome." Debarred from the great highways of knowledge, I was compelled to make the journey across country by unfrequented roads--that was all; and I knew that in college there were many bypaths where I could touch hands with girls who were thinking, loving and struggling like me. 我仍然記得入學第一天的情景，對我而言，那真是興味盎然的一天。我期盼這一天已經(jīng)很多年了。在我心里蘊涵著一股強大的力量，它比朋友們的規(guī)勸更具有說服力，它甚至比我內(nèi)心的祈求更加強烈，它驅(qū)策我竭盡全力向那些耳目功能俱全的正常人看齊。我深知行路艱難，但是我有克服一切困難的雄心。我將睿智的古羅馬格言銘記于心：“雖然被逐出羅馬，卻依舊活在羅馬城下�！蔽乙驯蛔钃踉谥R的大道之外，那么我只能迫使自己穿越人跡罕至的鄉(xiāng)村小路——這就是我所做的一切。我當然知道大學里面遍布著許多條這樣的小路，在行進途中，我用雙手觸摸到的姑娘們都懷著和我一樣的心理，她們勤于思考，熱愛知識，而且斗志昂揚。 I began my studies with eagerness. Before me I saw a new world opening in beauty and light, and I felt within me the capacity to know all things. In the wonderland of Mind I should be as free as another. Its people, scenery, manners, joys, tragedies should be living, tangible interpreters of the real world. The lecture-halls seemed filled with the spirit of the great and the wise, and I thought the professors were the embodiment of wisdom. If I have since learned differently, I am not going to tell anybody. 我滿懷激情地開始了我的大學生涯。在我面前，我看到了一個光明而美麗的新世界；內(nèi)心深處，我已經(jīng)做好了接納一切知識的準備。在神奇的精神王國里，我會擁有像其他人一樣的自由。這個王國的子民、風景、習俗、歡樂和悲傷也應該是鮮活而真切的。這里的講堂擠滿了偉大而睿智的靈魂，我把講臺上的教授們視做智慧的化身。 But I soon discovered that college was not quite the romantic lyceum I had imagined. Many of the dreams that had delighted my young inexperience became beautifully less and "faded into the light of common day." Gradually I began to find that there were disadvantages in going to college. 但是我很快就發(fā)現(xiàn)大學并非如我想象的那樣浪漫。我那年幼無知的美麗夢想隨即變得暗淡無光，如同平淡無奇地過日子。漸漸地，我開始感受到了上大學的種種不利因素。 The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I. We would sit together of an evening and listen to the inner melodies of the spirit, which one hears only in leisure moments when the words of some loved poet touch a deep, sweet chord in the soul that until then had been silent. But in college there is no time to commune with one's thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasures--solitude, books and imagination--outside with the whispering pines. I suppose I ought to find some comfort in the thought that I am laying up treasures for future enjoyment, but I am improvident enough to prefer present joy to hoarding riches against a rainy day. 令我感觸深的是時間不夠用。過去，我習慣于利用時間來思考問題或表達觀點。我們會在某個夜晚圍坐在一起，傾聽發(fā)自心靈的歌聲，只有在悠閑恬靜的時刻，你才能聽到詩一般的旋律在深深地撥動著靈魂的心弦。但是在大學里，你沒有時間同自己的思想談心。你上大學就是為學習來的，似乎并不是為了思考而來的。一旦你步入學習的大門，你就要把鐘情的樂趣——獨處、書籍和幻想——連同颯颯作響的松樹一起留在外面。我想我應該從思想中尋找到一些慰藉，并以此作為我未來幸福的積蓄。但問題是我沒有足夠的資本來支取當下的快樂，因而也不可能儲存對抗凄風苦雨的財富。 My studies the first year were French, German, history, English composition and English literature. In the French course I read some of the works of Corneille, Moli鑢e, Racine, Alfred de Musset and Sainte-Beuve, and in the German those of Goethe and Schiller. I reviewed rapidly the whole period of history from the fall of the Roman Empire to the eighteenth century, and in English literature studied critically Milton's poems and "Areopagitica." 我第一年主修的科目有法語、德語、歷史、英文寫作和英國文學。在法語讀物方面，我閱讀了高乃依、莫里哀、拉辛、阿爾弗萊德·德·繆塞和圣伯夫的著作。我閱讀的德語作品主要來自歌德和席勒。此外，我還迅速地重溫了從羅馬帝國陷落到18世紀這一階段的全部歷史。在英國文學方面，我嘗試用批評性的眼光研讀了彌爾頓的詩歌和《論出版自由》。 I am frequently asked how I overcome the peculiar conditions under which I work in college. In the classroom I am of course practically alone. The professor is as remote as if he were speaking through a telephone. The lectures are spelled into my hand as rapidly as possible, and much of the individuality of the lecturer is lost to me in the effort to keep in the race. The words rush through my hand like hounds in pursuit of a hare which they often miss. But in this respect I do not think I am much worse off than the girls who take notes. If the mind is occupied with the mechanical process of hearing and putting words on paper at pell-mell speed, I should not think one could pay much attention to the subject under consideration or the manner in which it is presented. I cannot make notes during the lectures, because my hands are busy listening. Usually I jot down what I can remember of them when I get home. I write the exercises, daily themes, criticisms and hour-tests, the mid-year and final examinations, on my typewriter, so that the professors have no difficulty in finding out how little I know. When I began the study of Latin prosody, I devised and explained to my professor a system of signs indicating the different meters and quantities. 常有人問及我是如何克服大學學習的不便的。當然，在課堂上我的情況是獨一無二的。教授的聲音很微弱，他似乎正在通過一個電話來說話。授課內(nèi)容會（被蘇立文小姐）以盡可能快的速度拼寫在我的手上，在努力跟上老師講話速度的同時，老師本人的個性反而在我面前消失了。滔滔不絕的詞語流淌過我的手心，恰如獵犬追逐行將消失的野兔。即使是在這種情形下，我也不覺得自己比用筆記錄的姑娘們差到哪里。假如整個心思被機械性的聽講和手忙腳亂的記錄所占據(jù)，那么你就不可能過多地留意到講義的內(nèi)涵或風格。我無法在上課時做筆記，因為我的雙手正忙于“聽講”。通常我會在到家后把能記得的內(nèi)容草草寫下來。此外，我還要在打字機上做習題，記筆記，寫評論，完成課堂測驗和期中期末考試，這樣教授們就不難發(fā)現(xiàn)我掌握的內(nèi)容是多么有限。當我開始學習拉丁文音韻學時，我設(shè)法向我的導師解釋了一套顯示不同音節(jié)和詞匯量的（盲文）系統(tǒng)。 I use the Hammond typewriter. I have tried many machines, and I find the Hammond is the best adapted to the peculiar needs of my work. With this machine movable type shuttles can be used, and one can have several shuttles, each with a different set of characters--Greek, French, or mathematical, according to the kind of writing one wishes to do on the typewriter. Without it, I doubt if I could go to college. 我使用一臺哈蒙德牌打字機。我曾嘗試過很多機型，但是我發(fā)現(xiàn)哈蒙德牌打字機是符合我工作要求的機器。這種打字機具有可變動的鍵盤，你可以移動若干滑梭，每移動就會轉(zhuǎn)換成不同的字體——你可以在希臘語、法語或者數(shù)學字符之間轉(zhuǎn)換，總之，完全視你使用的情況而定。缺少了這種打字機，恐怕我就無法上大學了。 Very few of the books required in the various courses are printed for the blind, and I am obliged to have them spelled into my hand. Consequently I need more time to prepare my lessons than other girls. The manual part takes longer, and I have perplexities which they have not. There are days when the close attention I must give to details chafes my spirit, and the thought that I must spend hours reading a few chapters, while in the world without other girls are laughing and singing and dancing, makes me rebellious; but I soon recover my buoyancy and laugh the discontent out of my heart. For, after all, every one who wishes to gain true knowledge must climb the Hill Difficulty alone, and since there is no royal road to the summit, I must zigzag it in my own way. I slip back many times, I fall, I stand still, I run against the edge of hidden obstacles, I lose my temper and find it again and keep it better, I trudge on, I gain a little, I feel encouraged, I get more eager and climb higher and begin to see the widening horizon. Every struggle is a victory. One more effort and I reach the luminous cloud, the blue depths of the sky, the uplands of my desire. I am not always alone, however, in these struggles. Mr. William Wade and Mr. E. E. Allen, Principal of the Pennsylvania Institution for the Instruction of the Blind, get for me many of the books I need in raised print. Their thoughtfulness has been more of a help and encouragement to me than they can ever know. 在諸多課程之中，盲文版本的課本屈指可數(shù)，所以在看書時，我只得把書中內(nèi)容拼寫在手上。同別的同學相比，我要花更多的時間準備功課。手指閱讀耗時費力，而且我還要面對別人不會遇到的困惑。每時每刻，我都要集中精力讓自己的意識處于興奮狀態(tài)，我會一口氣花好幾個小時閱讀幾章內(nèi)容。事實上，我生活在一個沒有女孩嬉笑、歌唱和舞蹈的世界里，而這樣的生活常會令我生起抗拒心理。但是沒過多久，我就找回了愉快的感覺，我為心中的不滿情緒感到好笑。畢竟，每一個渴望獲得真才實學的人都必須要獨自攀登“希爾要塞”，對我而言，那里沒有直達頂峰的大道通衢，我必須以我自己的方式蜿蜒行進。我滑倒過很多次，但是我仍然會爬起來向著隱藏的重重障礙沖擊。我每發(fā)脾氣，就能更好地學會控制自己的情緒。我步履蹣跚，長途跋涉，只為了取得那一點點的收獲。我備受世人的鼓勵，我滿懷期盼越爬越高，寬廣的地平線已經(jīng)浮現(xiàn)在我的眼前。每的抗爭都意味著勝利。艱苦的努力使我觸摸到了輝煌的云海，湛藍的天空，以及愿望的高地。而且，我并不總是憑借一己之力獨自奮爭的。賓夕法尼亞盲人教育學院的院長威廉·韋德先生和艾倫先生為我提供了很多凸版印刷的（盲文）書籍。他們細致周到的服務(wù)給予了我莫大的幫助，他們對我的鞭策彌足珍貴，已遠遠超越了常人的想象。 Last year, my second year at Radcliffe, I studied English composition, the Bible as English composition, the governments of America and Europe, the Odes of Horace, and Latin comedy. The class in composition was the pleasantest. It was very lively. The lectures were always interesting, vivacious, witty; for the instructor, Mr. Charles Townsend Copeland, more than any one else I have had until this year, brings before you literature in all its original freshness and power. For one short hour you are permitted to drink in the eternal beauty of the old masters without needless interpretation or exposition. You revel in their fine thoughts. You enjoy with all your soul the sweet thunder of the Old Testament, forgetting the existence of Jahweh and Elohim; and you go home feeling that you have had "a glimpse of that perfection in which spirit and form dwell in immortal harmony; truth and beauty bearing a new growth on the ancient stem of time." 去年，也就是我在拉德克利夫?qū)W院的第二年，我主修的科目有英文寫作，《圣經(jīng)》文學，美國和歐洲政體，賀拉斯頌詩，及拉丁文喜劇。有趣，課堂氣氛活躍的是寫作課。查爾斯·唐森·科普蘭先生的寫作課總是充滿了妙趣橫生、詼諧而睿智的語言，就那個學期而言，我覺得他比其他任何老師教得都好。他讓你領(lǐng)略到的是純粹和具震撼力的文學。在短短一個小時中，你可以盡情賞析前輩大師們的永恒魅力，你聽不到多余的解釋和說明，一切都讓作品本身說話。由此，你會沉醉在他們那深邃的思想之中；你會全身心地陶醉于《舊約》那黃鐘大呂般的雷聲之中，乃至于忽略了耶和華上帝的存在；你會帶著這樣一種心情回家——你已經(jīng)“窺見到不朽的靈魂以一種和諧的方式常駐人間，而真善美則是同上古精神一脈相承的不二準則”。 This year is the happiest because I am studying subjects that especially interest me, economics, Elizabethan literature, Shakespeare under Professor George L. Kittredge, and the History of Philosophy under Professor Josiah Royce. Through philosophy one enters with sympathy of comprehension into the traditions of remote ages and other modes of thought, which erewhile seemed alien and without reason. 這真是令人愉快的一年，因為我所學的科目特別合我的胃口，比如經(jīng)濟學，伊麗莎白時期文學，還有喬治·L.吉特萊芝教授主講的莎士比亞，約西亞·羅伊斯教授主講的哲學史。一旦步入哲學的殿堂，你就會領(lǐng)略到久遠年代的種種傳統(tǒng)及其思想模式的精妙，而在不久前，這些知識在世人眼中還是陌生而不知所云的。 But college is not the universal Athens I thought it was. There one does not meet the great and the wise face to face; one does not even feel their living touch. They are there, it is true; but they seem mummified. We must extract them from the crannied wall of learning and dissect and analyze them before we can be sure that we have a Milton or an Isaiah, and not merely a clever imitation. Many scholars forget, it seems to me, that our enjoyment of the great works of literature depends more upon the depth of our sympathy than upon our understanding. The trouble is that very few of their laborious explanations stick in the memory. The mind drops them as a branch drops its overripe fruit. It is possible to know a flower, root and stem and all, and all the processes of growth, and yet to have no appreciation of the flower fresh bathed in heaven's dew. Again and again I ask impatiently, "Why concern myself with these explanations and hypotheses?" They fly hither and thither in my thought like blind birds beating the air with ineffectual wings. I do not mean to object to a thorough knowledge of the famous works we read. I object only to the interminable comments and bewildering criticisms that teach but one thing: there are as many opinions as there are men. But when a great scholar like Professor Kittredge interprets what the master said, it is "as if new sight were given the blind." He brings back Shakespeare, the poet. 不過，大學并不是萬能的“雅典學園”。你不會在這里遇到偉大的靈魂，也不會與智慧面面相對，你甚至感覺不到他們手指的觸摸。雖然他們是確實存在的，但是他們似乎已經(jīng)變成了干枯的木乃伊。在我們確信已經(jīng)擁有了彌爾頓或者以賽亞之前，我們必須要將他們從知識的縫隙中抽取出來，并對其進行細致入微的分析，而不僅僅是自作聰明的模仿。在我看來，很多學者都忘記了這樣一個事實，我們因偉大文學作品而產(chǎn)生的共鳴，更多地是依賴于我們深切的同情心，而非我們的理解力。問題是留存在人們記憶中的文化精髓極其稀少。不妨說，精髓的傳承猶如枝條上垂下的成熟果實——你能夠?qū)ひ挼揭欢浠�、一條根莖和一束枝條的生長軌跡，但是你卻不會對滋潤鮮花的天堂雨露心存感激。我不耐煩地反復問自己：“為什么你要在意那些個解釋和臆測？”這樣的念頭在我的腦中飛來飛去，就像失明的鳥兒無助地在空中撲打著翅膀。當然，對于我們所讀過的那些作品的精髓，我并沒有全盤否定的意思。我所反對的只是冗長而令人困惑的評論，但有一件事是肯定的：有多少人就有多少種觀點。像吉特萊芝教授這樣的大學者在闡釋大師作品時曾說過，大師之作“恰如賜予盲人的新視覺”。的確，他正是把莎士比亞的詩人地位復原如初的先驅(qū)，也是帶給我們光明的使者。 There are, however, times when I long to sweep away half the things I am expected to learn; for the overtaxed mind cannot enjoy the treasure it has secured at the greatest cost. It is impossible, I think, to read in one day four or five different books in different languages and treating of widely different subjects, and not lose sight of the very ends for which one reads. When one reads hurriedly and nervously, having in mind written tests and examinations, one's brain becomes encumbered with a lot of choice bric-?brac for which there seems to be little use. At the present time my mind is so full of heterogeneous matter that I almost despair of ever being able to put it in order. Whenever I enter the region that was the kingdom of my mind I feel like the proverbial bull in the china shop. A thousand odds and ends of knowledge come crashing about my head like hailstones, and when I try to escape them, theme-goblins and college nixies of all sorts pursue me, until I wish--oh, may I be forgiven the wicked wish!--that I might smash the idols I came to worship. 然而，當我試圖卸載掉一半的課業(yè)負擔時，結(jié)果卻是每每而不可得；事實上，過重的思維負擔會令你無暇分享知識所蘊涵的巨大價值。在一天之內(nèi)閱讀四本或五本不同科目不同語種的書籍，而且又不遺漏細枝末節(jié)，這顯然是不可能的事。當你帶著焦慮不安的心情匆匆閱讀，心里只想著各種測驗和考試時，你的大腦就會變得無所適從，似乎有太多無用的小擺設(shè)堆在你面前，而如何選擇就成了一個問題。當時，我的腦子里塞滿了各種各樣的問題，以至于無法將思路理清。無論何時，只要我一踏入意識王國的領(lǐng)地，我就會感到自己像一頭闖進瓷器店的公牛。成千上萬種零零碎碎的知識就像冰雹一樣在我的腦中四處飛濺，當我試圖逃離險境時，傳說中的妖精和校園水鬼就會緊追不舍，直到我愿意——或者說遷就那些邪惡的意識肆虐橫行！——或許，我應該把頂禮膜拜的偶像統(tǒng)統(tǒng)砸碎。 But the examinations are the chief bugbears of my college life. Although I have faced them many times and cast them down and made them bite the dust, yet they rise again and menace me with pale looks, until like Bob Acres I feel my courage oozing out at my finger ends. The days before these ordeals take place are spent in cramming your mind with mystic formulae and indigestible dates--unpalatable diets, until you wish that books and science and you were buried in the depths of the sea. 不妨說，各種各樣的考試正是我大學生涯面臨的首要難題。雖然我曾經(jīng)面對過許多次考試，而且每次都把它們打得大敗而回，但是它們總是再次反撲，并且用挑釁的表情大肆要挾。直到像鮑勃·阿克萊斯這樣的人物出現(xiàn)以后，我才感覺到信心又漸漸回到了指端。就在這些考驗降臨前夕，你的腦子里面塞的全都是神秘的公式和令人難以消化的椰棗——面對味道不佳的食品，你真想把自己連同書本和科學一起葬入大海深處。 At last the dreaded hour arrives, and you are a favoured being indeed if you feel prepared, and are able at the right time to call to your standard thoughts that will aid you in that supreme effort. It happens too often that your trumpet call is unheeded. It is most perplexing and exasperating that just at the moment when you need your memory and a nice sense of discrimination, these faculties take to themselves wings and fly away. The facts you have garnered with such infinite trouble invariably fail you at a pinch. 終于，恐懼時刻降臨，如果你覺得自己準備就緒，那么你實在是搶到了一個有利位置，這就是說，你能夠在恰當?shù)臅r間召喚到你思想的潛能，從而有助于你向更高的層次邁進。有一種情況是經(jīng)常發(fā)生的——任憑你百般召喚也無人理睬。而令人感到困惑和懊惱的是，正當你需要調(diào)動記憶和縝密的鑒別力的當口，你所有的這些能力竟然振翅高飛，離你而去了。也就是說，你已經(jīng)在不知不覺間儲存了如此多的問題，而這些問題總會在緊要關(guān)頭將你拉下馬。 "Give a brief account of Huss and his work." Huss? Who was he and what did he do? The name looks strangely familiar. You ransack your budget of historic facts much as you would hunt for a bit of silk in a rag-bag. You are sure it is somewhere in your mind near the top--you saw it there the other day when you were looking up the beginnings of the Reformation. But where is it now? You fish out all manner of odds and ends of knowledge--revolutions, schisms, massacres, systems of government; but Huss--where is he? You are amazed at all the things you know which are not on the examination paper. In desperation you seize the budget and dump everything out, and there in a corner is your man, serenely brooding on his own private thought, unconscious of the catastrophe which he has brought upon you. “請對哈斯和他的功績做簡要說明�！惫故钦l？他都做了些什么？這個名字看起來似曾相識。于是，在你儲備的歷史事件中，你上下求索，其過程好似在一個塞滿碎布頭的口袋中尋找一小塊絲綢。你確信這個信息就在距你思維階梯頂端不遠的地方——你曾在查找“宗教改革運動”初期歷史時見到過它。但是現(xiàn)在它究竟藏在哪里？于是，你翻出所有零零碎碎的知識儲備——宗教革命，教會分裂，集體屠殺，政權(quán)體制——可是“哈斯”這個人在哪里呢？你會驚奇地發(fā)現(xiàn)，你所了解的那些事件并沒有在試卷上表現(xiàn)出來。失望之余，你只得攫取知識儲備，還要把你所學過的每一樣東西悉數(shù)查驗，終于，你要找的人就躲藏在一個角落里——他靜靜地沉浸在自己的思緒之中，全然沒有意識到加負在他人身上的精神磨難。 Just then the proctor informs you that the time is up. With a feeling of intense disgust you kick the mass of rubbish into a corner and go home, your head full of revolutionary schemes to abolish the divine right of professors to ask questions without the consent of the questioned. 就在這時，監(jiān)考官卻通知你考試結(jié)束時間已到。于是，懷著滿腔憤懣，你一腳把思維的殘片踢到角落里；你的頭腦里塞滿了革命性的計劃——你想廢除教授們的神圣特權(quán)，為什么他們能隨意提問而無須經(jīng)過被提問者的同意？ It comes over me that in the last two or three pages of this chapter I have used figures which will turn the laugh against me. Ah, here they are--the mixed metaphors mocking and strutting about before me, pointing to the bull in the china shop assailed by hailstones and the bugbears with pale looks, an unanalyzed species! Let them mock on. The words describe so exactly the atmosphere of jostling, tumbling ideas I live in that I will wink at them for once, and put on a deliberate air to say that my ideas of college have changed. 在這一章的后兩三頁里，我已經(jīng)隱約提到了幾個人物——他們一定會轉(zhuǎn)過身來嘲笑我。哈，這正是他們的風格——在我面前趾高氣揚，用混合了種種隱喻的言辭冷嘲熱諷；他們用手指著那頭因遭受冰雹襲擊而闖進瓷器店的公牛，以及各種面色慘白的怪物，說這是一些未經(jīng)鑒別的物種！讓他們嘲笑去吧。如果用十分準確的語言來描述我的生存環(huán)境，那么，面對磕磕絆絆、四處沖撞的思想意識，我會這樣說：我已經(jīng)對它們視而不見，而且，我還要故作深沉地說，我已經(jīng)完全轉(zhuǎn)變了對大學的看法。 While my days at Radcliffe were still in the future, they were encircled with a halo of romance, which they have lost; but in the transition from romantic to actual I have learned many things I should never have known had I not tried the experiment. One of them is the precious science of patience, which teaches us that we should take our education as we would take a walk in the country, leisurely, our minds hospitably open to impressions of every sort. Such knowledge floods the soul unseen with a soundless tidal wave of deepening thought. "Knowledge is power." Rather, knowledge is happiness, because to have knowledge--broad, deep knowledge--is to know true ends from false, and lofty things from low. To know the thoughts and deeds that have marked man's progress is to feel the great heart-throbs of humanity through the centuries; and if one does not feel in these pulsations a heavenward striving, one must indeed be deaf to the harmonies of life. 我在拉德克利夫?qū)W院的學習生涯仍處在來日方長的（起步）階段，但是浪漫的光環(huán)已然褪去。從浪漫到現(xiàn)實的轉(zhuǎn)變過程中，我所獲頗豐，可以說，如果沒有實踐經(jīng)驗，你永遠也不會了解到事物的真諦。在諸多經(jīng)驗之中，寶貴的就是關(guān)于“忍耐的學問”�！叭棠汀苯探o我們這樣一種求學心態(tài)——我們應該把接受教育的過程視做鄉(xiāng)間散步，從容不迫之間，我們的思想就會敞開胸懷，盡情地接納天地萬物。這樣求得的知識猶如一波無聲的思想潮汐，將我們的靈魂悄然浸潤�！爸R就是力量”固然正確，但是，知識更應該是愉快的，因為要擁有知識——特別是廣博、深奧的知識——就需要我們具備去蕪存真、點石成金的本事。了解人類進步過程中的思想和行為，你就會觸摸到幾個世紀以來偉大的人性脈搏；如果你感覺不到脈搏的律動和爬向天國的腳步，那么你一定是個對生命的和弦充耳不聞之輩。
