《論(lun)讀書》是文(wen)藝(yi)復(fu)興時期英(ying)國哲(zhe)(zhe)學(xue)家、散文(wen)家弗朗西(xi)斯·培(pei)根創作(zuo)的(de)一篇(pian)論(lun)說(shuo)散文(wen)。全文(wen)雖短卻字(zi)(zi)字(zi)(zi)珠(zhu)璣。這篇(pian)文(wen)章不(bu)僅在用詞(ci)(ci)(ci)方面多(duo)采用莊重典(dian)雅的(de)古語(yu)詞(ci)(ci)(ci)、大詞(ci)(ci)(ci),著重體(ti)現作(zuo)者的(de)冷靜、理性,語(yu)言(yan)富有卓見,蘊含哲(zhe)(zhe)理,而且句(ju)(ju)(ju)子富有節(jie)奏感,讀來朗朗上口。句(ju)(ju)(ju)式多(duo)采用并列式,體(ti)現語(yu)言(yan)及(ji)語(yu)義的(de)平衡美。培(pei)根善用排比(bi)和(he)比(bi)喻,深入淺出(chu)(chu)地說(shuo)明道(dao)理。文(wen)中(zhong)格言(yan)警(jing)句(ju)(ju)(ju)層出(chu)(chu)不(bu)窮(qiong),除連結句(ju)(ju)(ju)外,幾乎句(ju)(ju)(ju)句(ju)(ju)(ju)是警(jing)句(ju)(ju)(ju),言(yan)簡(jian)意賅,很(hen)有說(shuo)服力。這些論(lun)說(shuo)文(wen)的(de)特(te)色在原文(wen)中(zhong)體(ti)現得非常明顯,堪(kan)稱(cheng)論(lun)說(shuo)文(wen)的(de)典(dian)范。
Of Studies
Studies serve for delight, for ornament①, and for ability. Their chief use for delight, is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment, and disposition② of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling③ of affairs, come best, from those that are learned. To spend too much time in studies is sloth④; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need pruning⑤, by study; and studies themselves, do give forth directions too much at large, except they be bounded in by experience. Crafty men contemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation. Read not to contradict and confute⑥; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy things⑦.
Reading makes a full man; conference⑧ a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know, that he doth not. Histories make men wise; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend⑨. Abeunt studia in mores⑩:Studies pass into the character. Nay, there is no stand or impediment in the wit, but maybe wrought out by fit studies; like as diseases of the body, may have appropriate exercises. Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man's wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen ; for they are cymini sectores?. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers' cases. So every defect of the mind, may have a special receipt?.?
①ornament:n.裝(zhuang)飾;裝(zhuang)飾物。
②disposition:n.處(chu)置(zhi)。
③marshalling:n.處理。
④sloth:n.懶惰。
⑤pruning:n.修(xiu)剪(jian);剪(jian)枝。
⑥confute:vt.駁(bo)斥,駁(bo)倒。
⑦flashy things:索然(ran)無(wu)味的東西。
⑧conference:n.談(tan)話,會談(tan)。
⑨contend:vt & vi. 辯論。
⑩Abeunt studia in mores:拉丁文,學問塑造氣質(zhi)(Studies influence manners)。
?cymini sectores:善于區(qu)分細節的(de)人(ren)(splitters of hairs)。
?receipt:n.處方。
論讀書
讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu)足以怡情,足以博才,足以長才。其(qi)怡情也,最見(jian)于(yu)獨(du)處(chu)幽居之(zhi)時(shi)(shi);其(qi)博才也,最見(jian)于(yu)高(gao)談闊論之(zhi)中(zhong)(zhong);其(qi)長才也,最見(jian)于(yu)處(chu)世判事之(zhi)際。練達之(zhi)士雖能分別處(chu)理細(xi)事或一(yi)(yi)一(yi)(yi)判別枝節,然(ran)縱觀統籌、全(quan)(quan)局策(ce)劃,則舍好(hao)學深思者(zhe)(zhe)(zhe)莫屬。讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu)費時(shi)(shi)過多易惰,文(wen)(wen)采(cai)藻飾太盛則矯,全(quan)(quan)憑(ping)條文(wen)(wen)斷(duan)事乃學究故態(tai)。讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu)補天然(ran)之(zhi)不(bu)(bu)足,經驗(yan)又補讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu)之(zhi)不(bu)(bu)足,蓋天生才干猶如自然(ran)花草,讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu)然(ran)后知如何修剪移(yi)接;而書(shu)(shu)(shu)(shu)中(zhong)(zhong)所(suo)示,如不(bu)(bu)以經驗(yan)范之(zhi),則又大(da)而無(wu)當。有(you)(you)(you)一(yi)(yi)技之(zhi)長者(zhe)(zhe)(zhe)鄙(bi)讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu),無(wu)知者(zhe)(zhe)(zhe)羨讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu),唯明智(zhi)之(zhi)士用(yong)讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu),然(ran)書(shu)(shu)(shu)(shu)并不(bu)(bu)以用(yong)處(chu)告人(ren),用(yong)書(shu)(shu)(shu)(shu)之(zhi)智(zhi)不(bu)(bu)在(zai)書(shu)(shu)(shu)(shu)中(zhong)(zhong),而在(zai)書(shu)(shu)(shu)(shu)外,全(quan)(quan)憑(ping)觀察得之(zhi)。讀(du)(du)(du)(du)(du)書(shu)(shu)(shu)(shu)時(shi)(shi)不(bu)(bu)可(ke)存(cun)心詰(jie)難作(zuo)者(zhe)(zhe)(zhe),不(bu)(bu)可(ke)盡信書(shu)(shu)(shu)(shu)上所(suo)言(yan),亦(yi)不(bu)(bu)可(ke)只(zhi)(zhi)為尋(xun)章摘(zhai)句,而應推敲細(xi)思。書(shu)(shu)(shu)(shu)有(you)(you)(you)可(ke)淺(qian)嘗者(zhe)(zhe)(zhe),有(you)(you)(you)可(ke)吞食(shi)者(zhe)(zhe)(zhe),少數則須咀嚼消化。換言(yan)之(zhi),有(you)(you)(you)只(zhi)(zhi)須讀(du)(du)(du)(du)(du)其(qi)部(bu)分者(zhe)(zhe)(zhe),有(you)(you)(you)只(zhi)(zhi)須大(da)體涉獵者(zhe)(zhe)(zhe),少數則須全(quan)(quan)讀(du)(du)(du)(du)(du),讀(du)(du)(du)(du)(du)時(shi)(shi)須全(quan)(quan)神(shen)貫注(zhu),孜(zi)孜(zi)不(bu)(bu)倦(juan)。書(shu)(shu)(shu)(shu)亦(yi)可(ke)請人(ren)代讀(du)(du)(du)(du)(du),取其(qi)所(suo)作(zuo)摘(zhai)要(yao),但(dan)只(zhi)(zhi)限題材較(jiao)次或價值不(bu)(bu)高(gao)者(zhe)(zhe)(zhe),否(fou)則書(shu)(shu)(shu)(shu)經提(ti)煉猶如水經蒸(zheng)餾、淡(dan)而無(wu)味矣。
讀書(shu)使(shi)人(ren)(ren)(ren)(ren)充實,討(tao)論使(shi)人(ren)(ren)(ren)(ren)機智(zhi)(zhi),筆記使(shi)人(ren)(ren)(ren)(ren)準確。因(yin)此不(bu)常(chang)作筆記者須記憶(yi)特強,不(bu)常(chang)討(tao)論者須天(tian)生聰穎,不(bu)常(chang)讀書(shu)者須欺世有術(shu),始能無知而顯有知。讀史(shi)使(shi)人(ren)(ren)(ren)(ren)明智(zhi)(zhi),讀詩使(shi)人(ren)(ren)(ren)(ren)靈(ling)秀,數學(xue)(xue)使(shi)人(ren)(ren)(ren)(ren)周密,科學(xue)(xue)使(shi)人(ren)(ren)(ren)(ren)深刻,倫理學(xue)(xue)使(shi)人(ren)(ren)(ren)(ren)莊(zhuang)重,邏輯修(xiu)辭之(zhi)(zhi)(zhi)學(xue)(xue)使(shi)人(ren)(ren)(ren)(ren)善辯(bian):凡有所學(xue)(xue),皆(jie)成性格。人(ren)(ren)(ren)(ren)之(zhi)(zhi)(zhi)才智(zhi)(zhi)但有滯(zhi)礙,無不(bu)可(ke)讀適當之(zhi)(zhi)(zhi)書(shu)使(shi)之(zhi)(zhi)(zhi)順(shun)暢,一(yi)(yi)如身體百病,皆(jie)可(ke)借相宜(yi)之(zhi)(zhi)(zhi)運動除之(zhi)(zhi)(zhi)。滾球利(li)睪(gao)腎,射箭利(li)胸肺,慢步(bu)利(li)腸胃(wei),騎術(shu)利(li)頭(tou)腦,諸如此類。如智(zhi)(zhi)力(li)不(bu)集(ji)中(zhong),可(ke)令(ling)讀數學(xue)(xue),蓋演題(ti)須全(quan)神貫注(zhu),稍有分(fen)散即(ji)須重演;如不(bu)能辨異,可(ke)令(ling)讀經院哲學(xue)(xue),蓋是輩皆(jie)吹毛求疵之(zhi)(zhi)(zhi)人(ren)(ren)(ren)(ren);如不(bu)善求同,不(bu)善以一(yi)(yi)物(wu)闡證另一(yi)(yi)物(wu),可(ke)令(ling)讀律師之(zhi)(zhi)(zhi)案卷。如此頭(tou)腦中(zhong)凡有缺(que)陷,皆(jie)有特藥可(ke)醫。
(王佐良譯)
文藝復興(xing)時(shi)期,人(ren)文主義者關心人(ren)本身,把(ba)完美的(de)人(ren)作(zuo)為(wei)自己的(de)理想(xiang)。為(wei)救(jiu)治與(yu)教(jiao)化(hua)有弱點與(yu)弊(bi)病的(de)凡(fan)人(ren),當時(shi)的(de)文章常帶有教(jiao)誨(hui)目的(de)。《論讀書》就是在這樣的(de)歷(li)史(shi)背(bei)景下創作(zuo)的(de),是《培根(gen)隨筆(bi)》中的(de)一(yi)篇重要的(de)文章,發(fa)表于1653年。
弗朗西斯·培(pei)根(gen)(Francis Bacon,1561年(nian)1月22日—1626年(nian)4月9日),第一(yi)(yi)代(dai)圣阿爾本(ben)子爵(1st Viscount St Alban),英國文(wen)藝復(fu)興時期散文(wen)家、哲學(xue)(xue)(xue)家。英國唯物主(zhu)義(yi)哲學(xue)(xue)(xue)家,實(shi)驗科(ke)學(xue)(xue)(xue)的(de)創始人,是近(jin)代(dai)歸納法的(de)創始人,又(you)是給科(ke)學(xue)(xue)(xue)研究程序進行邏(luo)輯組(zu)織化的(de)先驅。培(pei)根(gen)12歲入(ru)劍橋大(da)(da)學(xue)(xue)(xue),后擔任女王特別法律(lv)顧問以(yi)及朝廷(ting)的(de)首(shou)席檢察官(guan)、掌璽大(da)(da)臣等。晚年(nian),受宮廷(ting)陰謀逐出宮廷(ting),脫離政治(zhi)生(sheng)涯,專心從事(shi)學(xue)(xue)(xue)術(shu)研究和(he)著述活動,寫成(cheng)了一(yi)(yi)批在(zai)近(jin)代(dai)文(wen)學(xue)(xue)(xue)思(si)想(xiang)史上(shang)具(ju)有重大(da)(da)影響的(de)著作,其中最重要的(de)一(yi)(yi)部是《偉大(da)(da)的(de)復(fu)興新工具(ju)論》。另外,他(ta)以(yi)哲學(xue)(xue)(xue)家的(de)眼光,思(si)考了廣泛的(de)人生(sheng)問題,寫出了許多(duo)形式短小(xiao)、風格活潑(po)的(de)隨筆(bi)小(xiao)品,集成(cheng)《培(pei)根(gen)隨筆(bi)》。1626年(nian)3月底(di),培(pei)根(gen)由于(yu)身體孱(chan)弱,在(zai)實(shi)驗中遭受風寒,支氣(qi)管炎復(fu)發,病(bing)情惡化。1626年(nian)4月9日清晨(chen)病(bing)逝。主(zhu)要著作有《新工具(ju)》《論科(ke)學(xue)(xue)(xue)的(de)增(zeng)進》以(yi)及《學(xue)(xue)(xue)術(shu)的(de)偉大(da)(da)復(fu)興》等。
《論讀書》這篇隨筆(bi),文字干凈利落(luo),多用(yong)古語詞(ci)(ci)(archaism)和大詞(ci)(ci)(big words),語言顯得莊(zhuang)重、典雅,給人以厚重、正式的感(gan)覺。詞(ci)(ci)的運(yun)用(yong)幾乎未選possibly, perhaps, probably, inmy opinion 等謙遜、客氣、模棱兩可的詞(ci)(ci)。
文(wen)中用(yong)到的(de)(de)文(wen)言(yan)詞(ci)有(you):marshalling, humour, maketh, doth, stond, discourse。這些(xie)詞(ci)的(de)(de)使(shi)用(yong)就(jiu)像古漢語中“之(zhi)”、“乎”、“者”、“也”詞(ci)匯的(de)(de)使(shi)用(yong)一樣,給人一種古老、厚(hou)重(zhong)的(de)(de)感覺(jue)。
文(wen)中還用到(dao)一些現代英語詞的古(gu)用法(fa)形式。其中很多詞今(jin)天已經不再(zai)具備它原有的語法(fa)和語義功能。它們和中國的文(wen)言(yan)文(wen)一樣(yang)具有特定歷史(shi)時期的語言(yan)色彩(cai)。例(li)如:proyning = pruning, subtile = subtle, stond = hindrance, stoppage, receipt = recipe, nay = no, like as = as, except = unless, else = or else, never = ever, natural philosophy= natural science, in the wit = in themind, bounded in = checked, disposition = management。
文中還(huan)有兩處使(shi)用了拉(la)丁(ding)語,這是作者的偏好,認(ren)為(wei)(wei)拉(la)丁(ding)語能流(liu)傳長久,能給(gei)文章增(zeng)添古色古香的味道。“Abeunt studia in mores”一句,培根在Advancement of Leaning 一文中的解釋為(wei)(wei):“studieshave an influence upon the manners of those that are conversant in them”,意(yi)為(wei)(wei):“專心學(xue)問者,性格也受(shou)陶冶(ye)。”Cymini sectores = hair-splitters,即“過分講(jiang)究細節的人”。
文中還用到一(yi)(yi)些(xie)大詞,例如:ornament, disposition, contradict, confute, attention, extracts, conference, cunmng, impediment, demonstrations,等等。這(zhe)些(xie)詞給(gei)人一(yi)(yi)種高雅、莊嚴(yan)的(de)(de)色彩(cai)感覺,適(shi)于嚴(yan)肅、正式的(de)(de)場合。
并列句
《論讀(du)書》這(zhe)篇文章(zhang)句(ju)式單一,19個(ge)句(ju)子就有12個(ge)句(ju)子采用了并(bing)列結(jie)構,體現了語言的(de)(de)平衡美。這(zhe)樣的(de)(de)文章(zhang)樸實大(da)方,讀(du)起來毫無矯揉造作(zuo)之感(gan)。盡管如此(ci),作(zuo)者還(huan)是十分注意長、短句(ju)的(de)(de)交(jiao)替使用,以避免整齊劃一的(de)(de)句(ju)式顯得單調乏味,從而使行(xing)文更富(fu)節奏感(gan)。例如:
Histories make men wise; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to content.
這是由分(fen)(fen)號連結起來(lai)的(de)一個并(bing)列句。第一個分(fen)(fen)號之后各句承前省略了make men。這樣(yang)的(de)句子排列整(zheng)齊,表意(yi)鮮明(ming)。并(bing)列的(de)部分(fen)(fen)都省略前面相同的(de)成分(fen)(fen),重點(dian)突出,使讀者一目了然,給人以(yi)清(qing)晰(xi)明(ming)快的(de)感覺。而且平(ping)衡的(de)句式形成排比風(feng)格,猶如(ru)排山倒海之勢,頗(po)具說服力(li)。
“關于make的用(yong)(yong)法(fa),培根在(zai)此篇文章(zhang)中采用(yong)(yong)兩種(zhong)用(yong)(yong)法(fa),一是(shi)(shi)帶(dai)(dai)賓補的用(yong)(yong)法(fa),即這一句(ju)中:histories make men wise;另一種(zhong)是(shi)(shi)帶(dai)(dai)賓語的用(yong)(yong)法(fa),如(ru):reading maketh a full man,作者用(yong)(yong)make和maketh加以區別(bie)make所帶(dai)(dai)的不(bu)同結構。”
For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling ofaffairs, come best from those that are learned.
這一(yi)并列句(ju)(ju)(ju)不同于上一(yi)句(ju)(ju)(ju),這句(ju)(ju)(ju)中的(de)并列關系是由連(lian)詞and,but連(lian)接起(qi)來的(de)。每一(yi)個分(fen)句(ju)(ju)(ju)不如(ru)上句(ju)(ju)(ju)那么短促、明快(kuai),而是多一(yi)些推(tui)理和(he)描述(shu)性的(de)語言,這主要是因為此句(ju)(ju)(ju)中作(zuo)者(zhe)旨在分(fen)析(xi)讀書給人(ren)(ren)的(de)益(yi)處(chu),分(fen)析(xi)那些有經(jing)驗的(de)“練(lian)達之士雖然(ran)能(neng)處(chu)理細(xi)事,一(yi)一(yi)判別(bie)枝(zhi)節,然(ran)縱觀(guan)統籌,全局策(ce)劃,則(ze)非好學(xue)深思多讀書之人(ren)(ren)莫屬”(王佐(zuo)良譯(yi))。這是短句(ju)(ju)(ju)和(he)長(chang)句(ju)(ju)(ju)給人(ren)(ren)的(de)不同感覺。短句(ju)(ju)(ju),短小(xiao)利落,給人(ren)(ren)以確信(xin)、勿庸置疑的(de)味(wei)道,多使人(ren)(ren)受教;而長(chang)句(ju)(ju)(ju),尤其由連(lian)詞連(lian)接的(de)長(chang)句(ju)(ju)(ju),語氣連(lian)貫、舒緩,善于推(tui)理、論述(shu),在陳述(shu)和(he)分(fen)析(xi)中給人(ren)(ren)以啟迪和(he)思考的(de)空間。
省略句
Read not to contradict and confute; nor to believe and take for granted; nor to find and discourse; but to weigh and consider.
這一句(ju)省(sheng)略了(le)表(biao)語 is,全(quan)句(ju)結構緊(jin)湊(cou)、表(biao)意突出(chu),具有(you)(you)言簡(jian)意賅的(de)強烈效果(guo)。三個(ge)否定詞not,nor,nor的(de)使用(yong)把“讀(du)書(shu)不(bu)是(shi)為(wei)了(le)要(yao)辯(bian)駁,不(bu)是(shi)要(yao)盲目信從(cong),不(bu)是(shi)要(yao)尋找談資”排列(lie)得(de)緊(jin)湊(cou)整(zheng)齊,強烈地表(biao)達了(le)作(zuo)者否定的(de)語氣(qi)和(he)不(bu)贊成的(de)態度。最后以一個(ge)轉折詞but連接收(shou)尾(wei),簡(jian)潔有(you)(you)力,語氣(qi)上由否定轉向(xiang)肯定,給人(ren)一種義正詞嚴、豁(huo)然開朗的(de)感受(shou)。由“不(bu)要(yao)”、“不(bu)要(yao)”、“不(bu)要(yao)”轉為(wei)“而要(yao)權衡和(he)思考”,給人(ren)留下深(shen)刻的(de)印象(xiang),很有(you)(you)說服力。
復合句
復合(he)句(ju)(ju)(ju)的(de)(de)使(shi)用有并列句(ju)(ju)(ju)所不及的(de)(de)文(wen)體(ti)功能,即善于表現(xian)事物(wu)間的(de)(de)種(zhong)種(zhong)復雜(za)關系,“在復合(he)句(ju)(ju)(ju)中,主(zhu)句(ju)(ju)(ju)結構獨(du)立,從句(ju)(ju)(ju)依附于主(zhu)句(ju)(ju)(ju);從句(ju)(ju)(ju)所表達的(de)(de)概念是對主(zhu)句(ju)(ju)(ju)意義的(de)(de)補充、解釋或限(xian)定(ding)”。
They perfect nature, and are perfected by experience:for natural abilities are like natural plants, that need pruning by study; and studies themselves do give forth directions too much at large, except they be bounded in experience.
這(zhe)一句(ju)(ju)中的(de)主句(ju)(ju)后(hou)帶有一個(ge)由連詞(ci)for引(yin)(yin)導(dao)的(de)原因狀(zhuang)語(yu)從(cong)(cong)句(ju)(ju),從(cong)(cong)句(ju)(ju)中有主句(ju)(ju)、由that引(yin)(yin)導(dao)的(de)定語(yu)從(cong)(cong)句(ju)(ju)和由except引(yin)(yin)導(dao)的(de)條(tiao)(tiao)件從(cong)(cong)句(ju)(ju)。原因狀(zhuang)語(yu)從(cong)(cong)句(ju)(ju)用來解釋讀書(shu)和經(jing)驗的(de)互補關系;定語(yu)從(cong)(cong)句(ju)(ju)是補充說明“天生的(de)才干猶如(ru)天然(ran)花木(mu),須靠讀書(shu)修剪枝葉”。條(tiao)(tiao)件從(cong)(cong)句(ju)(ju)是用來限制“讀書(shu)如(ru)不(bu)以經(jing)驗范之,則(ze)又大而無當”(王佐良譯)。語(yu)義雖然(ran)冗繁復雜(za),但使用不(bu)同從(cong)(cong)句(ju)(ju)的(de)關系連詞(ci)來引(yin)(yin)導(dao),則(ze)又顯得條(tiao)(tiao)理十(shi)分清楚(chu)。這(zhe)是并列句(ju)(ju)乃至其他句(ju)(ju)式所不(bu)能比擬(ni)的(de)文體功能優(you)勢。
排比
排比就是把結構相(xiang)同、意氣(qi)并重、語氣(qi)一致(zhi)的詞組或句子(zi)排列成串(chuan),形(xing)成一個(ge)整體。《論讀(du)書》中這樣(yang)的結構隨(sui)處可見,而且作者運用得當,很有氣(qi)勢。
To spend too much time in studies is sloth; to use them too much for ornament is affectation; to make judgment wholly by their rules, is the humour ofa scholar.
三個同樣的(de)不定式結(jie)(jie)構語氣一(yi)致(zhi),分析褥淋漓盡致(zhi)、準確(que)生動。這種排比結(jie)(jie)構用來說(shuo)明(ming)和定論(lun),不僅(jin)結(jie)(jie)構嚴謹整(zheng)齊,而且(qie)文(wen)章的(de)節奏(zou)也勻稱悅耳(er),大大提(ti)高了語言的(de)表現(xian)力(li)。
優美的(de)(de)(de)散文之(zhi)所(suo)以(yi)能給人們(men)的(de)(de)(de)聽覺(jue)帶來美的(de)(de)(de)享受(shou),在很大程(cheng)度(du)上應歸功(gong)于其優美的(de)(de)(de)節(jie)(jie)奏(zou)(zou)。散文的(de)(de)(de)節(jie)(jie)奏(zou)(zou)雖不像(xiang)詩的(de)(de)(de)節(jie)(jie)奏(zou)(zou)那樣有固定的(de)(de)(de)模(mo)式(shi)和規律,但作家總是(shi)注意選擇某種節(jie)(jie)奏(zou)(zou),使節(jie)(jie)奏(zou)(zou)成為(wei)烘托語義(yi)的(de)(de)(de)一種表達手段(duan);而文學批評家則(ze)總是(shi)把節(jie)(jie)奏(zou)(zou)看(kan)作“文體(ti)風格的(de)(de)(de)組(zu)成部分(fen)(anintegral part of the style)”。S.H. Burton在《The Criticism ofProse》一書中(zhong)指(zhi)出:早(zao)期英(ying)語散文的(de)(de)(de)節(jie)(jie)奏(zou)(zou)多(duo)是(shi)靠排比結(jie)構予以(yi)實(shi)現的(de)(de)(de)。在《論讀書》這篇(pian)散文中(zhong),培(pei)根就(jiu)十分(fen)注重使用排比結(jie)構來實(shi)現節(jie)(jie)奏(zou)(zou)美,還注意交(jiao)替使用并列句和復合(he)句來體(ti)現節(jie)(jie)奏(zou)(zou)感。例如:
Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.
比喻
培根善用(yong)形象(xiang)的(de)比(bi)喻(yu)深(shen)入淺出地說明一個(ge)道(dao)理,因而(er)(er)文(wen)中充滿了諸如taste, swallow, chew, digest等比(bi)喻(yu)。“Natural abilities are like natural plants, that need pruning by study”,是(shi)說天生的(de)才干需要知識來磨練(lian)就像草木需要修枝剪葉一樣;“some books are to be tasted, others to beswallowed, and some few to be chewed and digested”,是(shi)說讀書(shu)猶如吃(chi)食物,“有(you)的(de)書(shu)淺嘗即可,有(you)的(de)書(shu)可以狼吞虎咽,少(shao)數則須咀嚼消化(hua)”(王楫(ji) 譯)。“else distilled books are, likecommon distilled waters, flashy things”,這(zhe)一句是(shi)說“書(shu)經提(ti)煉(lian)猶如水(shui)經蒸餾,淡而(er)(er)無味矣”(王佐良譯)。這(zhe)些深(shen)刻(ke)的(de)讀書(shu)之道(dao),若不是(shi)用(yong)這(zhe)么(me)形象(xiang)的(de)比(bi)喻(yu),很難達到(dao)這(zhe)么(me)通(tong)俗易(yi)懂的(de)效果(guo),形象(xiang)的(de)比(bi)喻(yu)用(yong)得恰到(dao)好處,令人(ren)信服。
《論讀(du)書》全文沒有分段(duan),一氣呵(he)成。文中(zhong)短句多,并(bing)列句多,標點多。像培根這樣的(de)(de)文風在當時被(bei)稱為“松散、自由的(de)(de)風格(loose and free style)”(1987: 340)。文中(zhong)不(bu)大使用復(fu)合結構(gou),并(bing)列句中(zhong)各(ge)個意思都處(chu)于(yu)平等(deng)(deng)的(de)(de)地位,一個接一個說下(xia)去,逐(zhu)步(bu)深入。因此,并(bing)列連詞(ci)(and, but, for, nor 等(deng)(deng))遠遠多于(yu)主(zhu)從(cong)連詞(ci)(as, smce, because等(deng)(deng))。“這類文章,雖則(ze)是(shi)(shi)松散自由的(de)(de),它還是(shi)(shi)很講究修辭(ci)”,排比(bi)和(he)比(bi)喻(yu)隨處(chu)可見。
全(quan)篇文章旨在(zai)強調讀書的功(gong)效,作者相信(xin)人(ren)(ren)們頭(tou)腦中(zhong)一(yi)切(qie)病端都(dou)有辦法救治(zhi),而讀書就是一(yi)劑萬能的良藥。這種(zhong)對人(ren)(ren)的自我完善的渴求(qiu)及確信(xin)必(bi)達(da)目的之抱負,反映了文藝復(fu)興(xing)時(shi)代崇尚理性、相信(xin)人(ren)(ren)的力(li)量和人(ren)(ren)具(ju)有無限潛力(li)的“人(ren)(ren)文主義精神(shen)”。
為反映(ying)作者的(de)(de)冷靜、理(li)性和自信的(de)(de)態度(du),文(wen)章也采用簡(jian)潔(jie)這一風格。“簡(jian)潔(jie)就(jiu)是言(yan)簡(jian)意賅。文(wen)章沒有(you)多(duo)余的(de)(de)詞,沒有(you)多(duo)余的(de)(de)句(ju),但(dan)內(nei)容(rong)又很豐富(fu),含義也很深刻。”例如(ru):
Studies serve for delight, for ornament, and for ability. Their chief use for delight, is in privateness and retiring; for ornament,is in discourse, and for ability, is in the judgment and disposition ofbusiness...
這個句子寫得干(gan)凈(jing)利落,讓(rang)人(ren)聽來仿佛覺得作者在述說(shuo)一條千(qian)真(zhen)萬確的真(zhen)理,語氣肯(ken)定,絲毫未(wei)表現謙(qian)遜、遲疑和含混的語氣。
天(tian)文學(xue)(xue)家、科普(pu)作家卞毓麟(lin)《恬(tian)淡悠閱——卞毓麟(lin)書事選(xuan)錄》:“英國思想家、哲學(xue)(xue)家、實驗科學(xue)(xue)的(de)(de)先驅者(zhe)弗朗西斯·培根的(de)(de)一篇Of Studies,400年來引(yin)得世上(shang)多少讀(du)者(zhe)競折腰。數十年前(qian)讀(du)王佐良先生的(de)(de)譯文(篇名譯為《談(tan)讀(du)書》),唯覺(jue)詞清句麗(li),妙(miao)不可言。……”
上海師(shi)范大(da)學人文(wen)與傳(chuan)播學院教(jiao)授劉文(wen)榮(rong)《經典作家談書(shu)與讀(du)(du)書(shu)》:“全(quan)文(wen)不足(zu)兩千字,卻(que)將讀(du)(du)書(shu)之功用、讀(du)(du)書(shu)之方法及讀(du)(du)書(shu)與性格之關(guan)系一一道來,且句(ju)句(ju)有理(li),實(shi)為言(yan)簡意賅之典范。”
天(tian)津外國(guo)語大學(xue)教授馬(ma)鐘元《每(mei)天(tian)讀(du)點(dian)英文(wen)英美文(wen)化常識全集 超值白金版》:“《論(lun)(lun)讀(du)書(shu)》是弗(fu)朗西斯·培根(gen)的(de)(de)(de)《散文(wen)集》中(zhong)的(de)(de)(de)一篇(pian),其(qi)文(wen)風以簡潔、緊湊(cou)和(he)有力而(er)著稱。其(qi)中(zhong),《論(lun)(lun)讀(du)書(shu)》是最膾(kuai)炙人(ren)口的(de)(de)(de)一篇(pian)。在(zai)文(wen)中(zhong),培根(gen)分析了(le)(le)讀(du)書(shu)的(de)(de)(de)主要目的(de)(de)(de)、讀(du)書(shu)所應采用(yong)的(de)(de)(de)不同(tong)方(fang)式以及讀(du)書(shu)對人(ren)的(de)(de)(de)性格的(de)(de)(de)影響。文(wen)章最精(jing)彩(cai)的(de)(de)(de)地方(fang)不僅在(zai)于其(qi)論(lun)(lun)據(ju)具有說服力,而(er)且在(zai)于遣詞造句、句型(xing)和(he)結構(gou)的(de)(de)(de)優(you)(you)美。……總(zong)之,本文(wen)中(zhong)運(yun)用(yong)了(le)(le)許多寫作技巧。整體行文(wen)語句優(you)(you)美,用(yong)詞準(zhun)確,令人(ren)信服。《論(lun)(lun)讀(du)書(shu)》是一篇(pian)優(you)(you)美散文(wen)中(zhong)的(de)(de)(de)典范,值得仔細(xi)咀嚼。”