《論(lun)(lun)讀書》是(shi)文(wen)藝復興時(shi)期英國哲(zhe)(zhe)學(xue)家、散文(wen)家弗(fu)朗西斯·培根(gen)創作的(de)(de)一篇論(lun)(lun)說(shuo)散文(wen)。全文(wen)雖短卻字字珠(zhu)璣。這篇文(wen)章不(bu)僅在(zai)用詞(ci)方面多(duo)采用莊重(zhong)典雅的(de)(de)古語(yu)(yu)(yu)詞(ci)、大詞(ci),著重(zhong)體(ti)現(xian)作者的(de)(de)冷靜、理性(xing),語(yu)(yu)(yu)言富有(you)卓(zhuo)見,蘊含哲(zhe)(zhe)理,而(er)且句(ju)(ju)子富有(you)節奏感,讀來朗朗上口。句(ju)(ju)式多(duo)采用并(bing)列式,體(ti)現(xian)語(yu)(yu)(yu)言及語(yu)(yu)(yu)義(yi)的(de)(de)平衡(heng)美。培根(gen)善(shan)用排比(bi)和比(bi)喻,深入淺出地說(shuo)明道理。文(wen)中(zhong)格(ge)言警句(ju)(ju)層出不(bu)窮,除連(lian)結句(ju)(ju)外,幾乎句(ju)(ju)句(ju)(ju)是(shi)警句(ju)(ju),言簡意賅(gai),很有(you)說(shuo)服(fu)力。這些論(lun)(lun)說(shuo)文(wen)的(de)(de)特(te)色在(zai)原文(wen)中(zhong)體(ti)現(xian)得(de)非常明顯,堪稱(cheng)論(lun)(lun)說(shuo)文(wen)的(de)(de)典范。
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.處置。
③marshalling:n.處理。
④sloth:n.懶惰(duo)。
⑤pruning:n.修剪;剪枝(zhi)。
⑥confute:vt.駁(bo)斥(chi),駁(bo)倒。
⑦flashy things:索(suo)然無味的東西。
⑧conference:n.談(tan)話,會談(tan)。
⑨contend:vt & vi. 辯論(lun)。
⑩Abeunt studia in mores:拉丁文,學問塑造氣質(Studies influence manners)。
?cymini sectores:善于(yu)區分(fen)細節(jie)的(de)人(ren)(splitters of hairs)。
?receipt:n.處(chu)方。
論讀書
讀(du)(du)書(shu)(shu)(shu)(shu)(shu)足以(yi)(yi)怡(yi)情(qing),足以(yi)(yi)博才(cai),足以(yi)(yi)長才(cai)。其(qi)怡(yi)情(qing)也,最見于獨處(chu)幽居之(zhi)(zhi)(zhi)時(shi)(shi)(shi);其(qi)博才(cai)也,最見于高談闊論(lun)之(zhi)(zhi)(zhi)中(zhong);其(qi)長才(cai)也,最見于處(chu)世(shi)判事(shi)之(zhi)(zhi)(zhi)際。練達(da)之(zhi)(zhi)(zhi)士雖能分別(bie)處(chu)理(li)細(xi)事(shi)或一一判別(bie)枝節,然(ran)縱觀統籌、全(quan)(quan)局策劃,則(ze)(ze)舍好學深思者莫屬(shu)。讀(du)(du)書(shu)(shu)(shu)(shu)(shu)費(fei)時(shi)(shi)(shi)過多易惰,文采藻飾太(tai)盛則(ze)(ze)矯,全(quan)(quan)憑條文斷事(shi)乃學究故態。讀(du)(du)書(shu)(shu)(shu)(shu)(shu)補天然(ran)之(zhi)(zhi)(zhi)不(bu)足,經驗又補讀(du)(du)書(shu)(shu)(shu)(shu)(shu)之(zhi)(zhi)(zhi)不(bu)足,蓋天生才(cai)干猶(you)如自(zi)然(ran)花(hua)草,讀(du)(du)書(shu)(shu)(shu)(shu)(shu)然(ran)后知如何修(xiu)剪移接;而書(shu)(shu)(shu)(shu)(shu)中(zhong)所示,如不(bu)以(yi)(yi)經驗范之(zhi)(zhi)(zhi),則(ze)(ze)又大而無當。有(you)一技之(zhi)(zhi)(zhi)長者鄙讀(du)(du)書(shu)(shu)(shu)(shu)(shu),無知者羨讀(du)(du)書(shu)(shu)(shu)(shu)(shu),唯明(ming)智之(zhi)(zhi)(zhi)士用(yong)讀(du)(du)書(shu)(shu)(shu)(shu)(shu),然(ran)書(shu)(shu)(shu)(shu)(shu)并(bing)不(bu)以(yi)(yi)用(yong)處(chu)告人(ren),用(yong)書(shu)(shu)(shu)(shu)(shu)之(zhi)(zhi)(zhi)智不(bu)在書(shu)(shu)(shu)(shu)(shu)中(zhong),而在書(shu)(shu)(shu)(shu)(shu)外,全(quan)(quan)憑觀察得之(zhi)(zhi)(zhi)。讀(du)(du)書(shu)(shu)(shu)(shu)(shu)時(shi)(shi)(shi)不(bu)可(ke)存心詰難作者,不(bu)可(ke)盡(jin)信書(shu)(shu)(shu)(shu)(shu)上所言,亦不(bu)可(ke)只(zhi)為尋章摘(zhai)(zhai)句,而應(ying)推敲(qiao)細(xi)思。書(shu)(shu)(shu)(shu)(shu)有(you)可(ke)淺嘗者,有(you)可(ke)吞食者,少(shao)數則(ze)(ze)須(xu)(xu)(xu)咀嚼消化。換言之(zhi)(zhi)(zhi),有(you)只(zhi)須(xu)(xu)(xu)讀(du)(du)其(qi)部分者,有(you)只(zhi)須(xu)(xu)(xu)大體(ti)涉獵(lie)者,少(shao)數則(ze)(ze)須(xu)(xu)(xu)全(quan)(quan)讀(du)(du),讀(du)(du)時(shi)(shi)(shi)須(xu)(xu)(xu)全(quan)(quan)神貫注,孜孜不(bu)倦。書(shu)(shu)(shu)(shu)(shu)亦可(ke)請人(ren)代讀(du)(du),取(qu)其(qi)所作摘(zhai)(zhai)要,但只(zhi)限題(ti)材較次或價值不(bu)高者,否則(ze)(ze)書(shu)(shu)(shu)(shu)(shu)經提煉猶(you)如水經蒸餾、淡而無味矣(yi)。
讀(du)(du)書使(shi)(shi)人(ren)(ren)充實,討(tao)論使(shi)(shi)人(ren)(ren)機智(zhi)(zhi),筆記(ji)(ji)使(shi)(shi)人(ren)(ren)準確。因此不(bu)(bu)常作筆記(ji)(ji)者須記(ji)(ji)憶特(te)強,不(bu)(bu)常討(tao)論者須天(tian)生聰穎,不(bu)(bu)常讀(du)(du)書者須欺世有(you)術(shu),始能無知而顯有(you)知。讀(du)(du)史使(shi)(shi)人(ren)(ren)明(ming)智(zhi)(zhi),讀(du)(du)詩使(shi)(shi)人(ren)(ren)靈秀,數學使(shi)(shi)人(ren)(ren)周密,科學使(shi)(shi)人(ren)(ren)深刻,倫(lun)理學使(shi)(shi)人(ren)(ren)莊重(zhong),邏輯(ji)修辭之(zhi)學使(shi)(shi)人(ren)(ren)善辯:凡有(you)所學,皆(jie)成性(xing)格。人(ren)(ren)之(zhi)才智(zhi)(zhi)但(dan)有(you)滯礙,無不(bu)(bu)可(ke)讀(du)(du)適當之(zhi)書使(shi)(shi)之(zhi)順暢,一如身體百病,皆(jie)可(ke)借相宜之(zhi)運動除之(zhi)。滾球利睪腎,射(she)箭利胸(xiong)肺,慢步(bu)利腸(chang)胃,騎術(shu)利頭腦(nao)(nao),諸如此類。如智(zhi)(zhi)力不(bu)(bu)集中,可(ke)令(ling)讀(du)(du)數學,蓋演題須全神貫注,稍(shao)有(you)分(fen)散即須重(zhong)演;如不(bu)(bu)能辨異,可(ke)令(ling)讀(du)(du)經院哲(zhe)學,蓋是輩皆(jie)吹毛求疵之(zhi)人(ren)(ren);如不(bu)(bu)善求同,不(bu)(bu)善以一物闡證另一物,可(ke)令(ling)讀(du)(du)律師之(zhi)案卷。如此頭腦(nao)(nao)中凡有(you)缺(que)陷,皆(jie)有(you)特(te)藥可(ke)醫。
(王佐良譯)
文(wen)藝復興時(shi)期,人(ren)文(wen)主義(yi)者關(guan)心人(ren)本身,把(ba)完(wan)美(mei)的(de)(de)人(ren)作為自(zi)己的(de)(de)理想。為救治與(yu)教(jiao)化(hua)有弱點與(yu)弊(bi)病的(de)(de)凡人(ren),當(dang)時(shi)的(de)(de)文(wen)章常帶(dai)有教(jiao)誨目(mu)的(de)(de)。《論(lun)讀書》就是(shi)在這樣的(de)(de)歷史背景下(xia)創作的(de)(de),是(shi)《培根(gen)隨(sui)筆》中的(de)(de)一篇重要(yao)的(de)(de)文(wen)章,發(fa)表于1653年(nian)。
弗朗(lang)西斯·培根(gen)(gen)(gen)(Francis Bacon,1561年1月(yue)22日—1626年4月(yue)9日),第一代圣阿(a)爾本(ben)子(zi)爵(1st Viscount St Alban),英(ying)國文藝復(fu)興(xing)(xing)時期散(san)文家(jia)、哲學(xue)(xue)家(jia)。英(ying)國唯物主義哲學(xue)(xue)家(jia),實驗科學(xue)(xue)的(de)創始(shi)人,是近代歸納法(fa)的(de)創始(shi)人,又是給科學(xue)(xue)研究程序進行邏(luo)輯組織化的(de)先驅。培根(gen)(gen)(gen)12歲(sui)入劍橋大(da)(da)學(xue)(xue),后擔任女王特別法(fa)律顧問以(yi)(yi)及朝廷的(de)首席(xi)檢察(cha)官、掌璽大(da)(da)臣(chen)等。晚年,受宮廷陰謀逐出宮廷,脫(tuo)離政治(zhi)生(sheng)涯,專(zhuan)心從事學(xue)(xue)術(shu)研究和著(zhu)述活(huo)動,寫成了(le)一批在(zai)近代文學(xue)(xue)思想史上具(ju)(ju)有重大(da)(da)影響的(de)著(zhu)作(zuo),其中(zhong)最重要的(de)一部是《偉大(da)(da)的(de)復(fu)興(xing)(xing)新工具(ju)(ju)論》。另外,他以(yi)(yi)哲學(xue)(xue)家(jia)的(de)眼光,思考了(le)廣泛的(de)人生(sheng)問題(ti),寫出了(le)許多形式短(duan)小、風格(ge)活(huo)潑的(de)隨(sui)筆小品(pin),集成《培根(gen)(gen)(gen)隨(sui)筆》。1626年3月(yue)底(di),培根(gen)(gen)(gen)由(you)于身體孱弱,在(zai)實驗中(zhong)遭受風寒(han),支(zhi)氣管炎(yan)復(fu)發,病情惡化。1626年4月(yue)9日清晨病逝。主要著(zhu)作(zuo)有《新工具(ju)(ju)》《論科學(xue)(xue)的(de)增進》以(yi)(yi)及《學(xue)(xue)術(shu)的(de)偉大(da)(da)復(fu)興(xing)(xing)》等。
《論讀書》這(zhe)篇隨筆,文字干(gan)凈(jing)利落,多用古語詞(archaism)和(he)大(da)詞(big words),語言顯得莊重、典雅(ya),給人以厚重、正式的感覺(jue)。詞的運(yun)用幾乎未選(xuan)possibly, perhaps, probably, inmy opinion 等謙遜、客氣、模棱兩可(ke)的詞。
文中用到的文言詞(ci)有:marshalling, humour, maketh, doth, stond, discourse。這(zhe)些詞(ci)的使用就像古漢語中“之”、“乎(hu)”、“者”、“也”詞(ci)匯的使用一樣,給人(ren)一種古老、厚重的感覺。
文(wen)(wen)中(zhong)(zhong)還用到一些現代(dai)英語詞的(de)古用法形式。其中(zhong)(zhong)很(hen)多詞今天(tian)已經不再(zai)具(ju)備它原有的(de)語法和語義功能。它們(men)和中(zhong)(zhong)國的(de)文(wen)(wen)言文(wen)(wen)一樣具(ju)有特定歷史時期的(de)語言色彩。例如: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。
文中還有兩處使用了拉(la)丁(ding)語,這是作(zuo)者的(de)偏好,認為(wei)(wei)拉(la)丁(ding)語能流傳(chuan)長(chang)久(jiu),能給文章(zhang)增添(tian)古色古香的(de)味道。“Abeunt studia in mores”一句(ju),培根在(zai)Advancement of Leaning 一文中的(de)解釋為(wei)(wei):“studieshave an influence upon the manners of those that are conversant in them”,意為(wei)(wei):“專(zhuan)心學問(wen)者,性格也(ye)受陶冶。”Cymini sectores = hair-splitters,即(ji)“過分講究(jiu)細(xi)節的(de)人(ren)”。
文中(zhong)還用到一些大詞(ci),例如:ornament, disposition, contradict, confute, attention, extracts, conference, cunmng, impediment, demonstrations,等等。這些詞(ci)給(gei)人一種高(gao)雅、莊嚴的色(se)彩感覺,適(shi)于嚴肅、正(zheng)式的場合。
并列句
《論讀(du)書》這篇文(wen)章句(ju)式單(dan)一,19個(ge)句(ju)子就(jiu)有12個(ge)句(ju)子采用了(le)并列結構,體(ti)現(xian)了(le)語言(yan)的平衡美(mei)。這樣的文(wen)章樸實(shi)大方,讀(du)起(qi)來(lai)毫無矯揉(rou)造作之感。盡管(guan)如(ru)此,作者(zhe)還是十分(fen)注(zhu)意長、短句(ju)的交替使用,以(yi)避(bi)免整齊劃一的句(ju)式顯(xian)得(de)單(dan)調乏(fa)味,從而使行(xing)文(wen)更富(fu)節奏(zou)感。例如(ru):
Histories make men wise; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to content.
這是由分號連結起來的一個(ge)(ge)并列(lie)(lie)句(ju)。第一個(ge)(ge)分號之(zhi)后各句(ju)承前省略了make men。這樣的句(ju)子排列(lie)(lie)整齊,表意鮮明。并列(lie)(lie)的部分都省略前面相同的成分,重點突出,使讀者一目了然,給人(ren)以清晰明快的感覺(jue)。而且平衡(heng)的句(ju)式形成排比風格,猶如排山(shan)倒海之(zhi)勢(shi),頗具說服力。
“關于make的用(yong)(yong)法,培根在此篇文章中采(cai)用(yong)(yong)兩種用(yong)(yong)法,一(yi)是(shi)帶(dai)賓補(bu)的用(yong)(yong)法,即這(zhe)一(yi)句中:histories make men wise;另一(yi)種是(shi)帶(dai)賓語的用(yong)(yong)法,如:reading maketh a full man,作者用(yong)(yong)make和maketh加(jia)以區別(bie)make所(suo)帶(dai)的不同結構。”
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(zhe)一并(bing)列句(ju)不(bu)同于(yu)上一句(ju),這(zhe)句(ju)中(zhong)的(de)(de)并(bing)列關(guan)系是由連(lian)詞and,but連(lian)接(jie)起來的(de)(de)。每一個分(fen)句(ju)不(bu)如(ru)上句(ju)那么(me)短促、明(ming)快,而(er)是多一些(xie)(xie)推理和描述性(xing)的(de)(de)語(yu)言(yan),這(zhe)主要是因為此句(ju)中(zhong)作者旨在分(fen)析(xi)讀(du)書(shu)給(gei)人(ren)的(de)(de)益處,分(fen)析(xi)那些(xie)(xie)有經驗(yan)的(de)(de)“練達之士雖然能(neng)處理細事,一一判(pan)別枝(zhi)節(jie),然縱觀統籌,全局(ju)策劃(hua),則非好(hao)學深(shen)思(si)多讀(du)書(shu)之人(ren)莫屬”(王佐良譯(yi))。這(zhe)是短句(ju)和長(chang)句(ju)給(gei)人(ren)的(de)(de)不(bu)同感覺。短句(ju),短小利落,給(gei)人(ren)以(yi)確信、勿(wu)庸置疑的(de)(de)味道,多使人(ren)受教;而(er)長(chang)句(ju),尤其由連(lian)詞連(lian)接(jie)的(de)(de)長(chang)句(ju),語(yu)氣連(lian)貫、舒緩,善于(yu)推理、論述,在陳述和分(fen)析(xi)中(zhong)給(gei)人(ren)以(yi)啟(qi)迪和思(si)考的(de)(de)空(kong)間(jian)。
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.
這一句省略了表語 is,全(quan)句結構(gou)緊湊(cou)、表意突出(chu),具有言簡(jian)意賅的強烈效果。三個否(fou)定(ding)(ding)(ding)詞not,nor,nor的使(shi)用(yong)把“讀(du)書(shu)不是為了要(yao)(yao)(yao)辯(bian)駁(bo),不是要(yao)(yao)(yao)盲目信從,不是要(yao)(yao)(yao)尋(xun)找談資(zi)”排列(lie)得緊湊(cou)整(zheng)齊,強烈地表達了作者否(fou)定(ding)(ding)(ding)的語氣(qi)和不贊成的態(tai)度。最后以一個轉(zhuan)(zhuan)折詞but連接收(shou)尾,簡(jian)潔有力,語氣(qi)上由(you)(you)否(fou)定(ding)(ding)(ding)轉(zhuan)(zhuan)向肯定(ding)(ding)(ding),給人(ren)一種義正詞嚴、豁然開朗的感受。由(you)(you)“不要(yao)(yao)(yao)”、“不要(yao)(yao)(yao)”、“不要(yao)(yao)(yao)”轉(zhuan)(zhuan)為“而(er)要(yao)(yao)(yao)權(quan)衡(heng)和思考(kao)”,給人(ren)留下深刻(ke)的印象,很有說(shuo)服(fu)力。
復合句
復(fu)(fu)合句的(de)使(shi)用有并列句所不及的(de)文(wen)體功能,即善于(yu)(yu)表現事物(wu)間(jian)的(de)種種復(fu)(fu)雜(za)關(guan)系,“在復(fu)(fu)合句中,主句結構(gou)獨立,從句依(yi)附于(yu)(yu)主句;從句所表達的(de)概念是對主句意(yi)義(yi)的(de)補充、解釋或限定”。
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.
這一句(ju)(ju)中(zhong)的(de)(de)主句(ju)(ju)后帶(dai)有(you)(you)一個(ge)由連詞for引(yin)(yin)導(dao)(dao)的(de)(de)原因狀語(yu)(yu)從(cong)(cong)(cong)(cong)句(ju)(ju),從(cong)(cong)(cong)(cong)句(ju)(ju)中(zhong)有(you)(you)主句(ju)(ju)、由that引(yin)(yin)導(dao)(dao)的(de)(de)定(ding)語(yu)(yu)從(cong)(cong)(cong)(cong)句(ju)(ju)和(he)由except引(yin)(yin)導(dao)(dao)的(de)(de)條(tiao)件(jian)從(cong)(cong)(cong)(cong)句(ju)(ju)。原因狀語(yu)(yu)從(cong)(cong)(cong)(cong)句(ju)(ju)用來(lai)解釋讀書和(he)經驗(yan)的(de)(de)互(hu)補(bu)關(guan)系(xi)(xi);定(ding)語(yu)(yu)從(cong)(cong)(cong)(cong)句(ju)(ju)是(shi)補(bu)充說明“天(tian)生的(de)(de)才(cai)干猶如天(tian)然花木(mu),須(xu)靠讀書修剪枝葉(xie)”。條(tiao)件(jian)從(cong)(cong)(cong)(cong)句(ju)(ju)是(shi)用來(lai)限制“讀書如不以經驗(yan)范(fan)之(zhi),則又(you)大(da)而無當”(王(wang)佐良譯)。語(yu)(yu)義雖然冗繁復雜,但使用不同從(cong)(cong)(cong)(cong)句(ju)(ju)的(de)(de)關(guan)系(xi)(xi)連詞來(lai)引(yin)(yin)導(dao)(dao),則又(you)顯得(de)條(tiao)理(li)十分清楚。這是(shi)并列句(ju)(ju)乃至其他(ta)句(ju)(ju)式(shi)所不能比(bi)擬的(de)(de)文體功能優勢。
排比
排比就是把結(jie)構相同、意(yi)氣并重、語氣一致的詞組或句(ju)子排列成(cheng)串(chuan),形成(cheng)一個整體。《論讀書》中這樣的結(jie)構隨處可(ke)見,而(er)且作者運用得當,很有氣勢(shi)。
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(tong)樣的(de)不(bu)定式結(jie)構語氣一致,分析褥(ru)淋漓盡致、準確生動(dong)。這種排比結(jie)構用來說明和定論,不(bu)僅結(jie)構嚴謹整齊,而且(qie)文章的(de)節奏(zou)也勻稱(cheng)悅耳,大大提高(gao)了語言的(de)表(biao)現力。
優(you)美的散(san)文(wen)(wen)之所(suo)以能(neng)給(gei)人們的聽覺帶來美的享受,在(zai)(zai)很大(da)程度(du)上應歸功于(yu)其優(you)美的節(jie)(jie)奏。散(san)文(wen)(wen)的節(jie)(jie)奏雖不像詩的節(jie)(jie)奏那樣(yang)有固定(ding)的模式和規(gui)律,但作家總(zong)是注(zhu)意選擇(ze)某種節(jie)(jie)奏,使節(jie)(jie)奏成為(wei)烘托語義的一種表達手段;而文(wen)(wen)學批(pi)評(ping)家則總(zong)是把節(jie)(jie)奏看(kan)作“文(wen)(wen)體(ti)風格(ge)的組(zu)成部分(fen)(anintegral part of the style)”。S.H. Burton在(zai)(zai)《The Criticism ofProse》一書中指(zhi)出:早期英語散(san)文(wen)(wen)的節(jie)(jie)奏多是靠排比結構予以實現(xian)的。在(zai)(zai)《論讀書》這篇散(san)文(wen)(wen)中,培(pei)根(gen)就十分(fen)注(zhu)重(zhong)使用排比結構來實現(xian)節(jie)(jie)奏美,還注(zhu)意交替使用并(bing)列句和復合(he)句來體(ti)現(xian)節(jie)(jie)奏感。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)(de)(de)比喻深入(ru)淺出地說(shuo)明一(yi)個道(dao)理,因而(er)文中充滿了諸如(ru)(ru)taste, swallow, chew, digest等比喻。“Natural abilities are like natural plants, that need pruning by study”,是(shi)說(shuo)天生的(de)(de)(de)才干需要(yao)(yao)知識來(lai)磨練就像草木需要(yao)(yao)修枝剪葉(xie)一(yi)樣(yang);“some books are to be tasted, others to beswallowed, and some few to be chewed and digested”,是(shi)說(shuo)讀書(shu)(shu)猶如(ru)(ru)吃食物,“有的(de)(de)(de)書(shu)(shu)淺嘗(chang)即(ji)可(ke),有的(de)(de)(de)書(shu)(shu)可(ke)以(yi)狼吞虎咽,少數則須(xu)咀嚼消化”(王(wang)楫(ji) 譯(yi))。“else distilled books are, likecommon distilled waters, flashy things”,這一(yi)句是(shi)說(shuo)“書(shu)(shu)經(jing)提煉猶如(ru)(ru)水經(jing)蒸餾,淡而(er)無味矣(yi)”(王(wang)佐良譯(yi))。這些深刻的(de)(de)(de)讀書(shu)(shu)之(zhi)道(dao),若不是(shi)用(yong)這么形象(xiang)的(de)(de)(de)比喻,很難達到這么通(tong)俗易(yi)懂的(de)(de)(de)效果,形象(xiang)的(de)(de)(de)比喻用(yong)得恰到好處,令(ling)人信服(fu)。
《論讀書》全文(wen)沒有分(fen)段(duan),一(yi)氣呵成。文(wen)中(zhong)短(duan)句多,并(bing)列句多,標點多。像培根這樣的(de)文(wen)風(feng)在(zai)當(dang)時被稱為“松(song)散、自由的(de)風(feng)格(loose and free style)”(1987: 340)。文(wen)中(zhong)不大使用復合結構,并(bing)列句中(zhong)各個(ge)意(yi)思都處(chu)于平等的(de)地位,一(yi)個(ge)接一(yi)個(ge)說下去,逐步深(shen)入。因此,并(bing)列連詞(ci)(and, but, for, nor 等)遠遠多于主從連詞(ci)(as, smce, because等)。“這類文(wen)章(zhang),雖(sui)則是松(song)散自由的(de),它還是很講究修辭”,排比(bi)(bi)和(he)比(bi)(bi)喻隨(sui)處(chu)可見。
全篇文章旨(zhi)在強(qiang)調讀(du)書的(de)功效,作者(zhe)相(xiang)信(xin)人(ren)們頭腦中一切病端都有辦法救(jiu)治,而讀(du)書就是(shi)一劑萬能的(de)良藥(yao)。這種對(dui)人(ren)的(de)自我完善(shan)的(de)渴求及確信(xin)必(bi)達(da)目的(de)之抱負,反映了文藝(yi)復興時代崇尚理性、相(xiang)信(xin)人(ren)的(de)力(li)量和人(ren)具有無限(xian)潛力(li)的(de)“人(ren)文主義(yi)精神”。
為反映作者的(de)冷靜、理性和(he)自信的(de)態(tai)度,文章也采用簡(jian)潔這一風格。“簡(jian)潔就是言簡(jian)意(yi)賅。文章沒有(you)多余(yu)的(de)詞(ci),沒有(you)多余(yu)的(de)句,但內容又很豐富,含義也很深刻。”例(li)如:
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...
這個句子寫得干凈利落,讓(rang)人(ren)聽來仿佛覺得作者(zhe)在(zai)述說一條千真(zhen)萬確的(de)真(zhen)理(li),語氣(qi)肯定,絲毫未表(biao)現(xian)謙遜、遲疑和含(han)混的(de)語氣(qi)。
天文(wen)(wen)學(xue)(xue)(xue)家、科普(pu)作家卞毓(yu)麟《恬淡悠閱(yue)——卞毓(yu)麟書(shu)事選錄》:“英國思(si)想(xiang)家、哲(zhe)學(xue)(xue)(xue)家、實驗(yan)科學(xue)(xue)(xue)的(de)先(xian)驅者弗朗西斯·培(pei)根(gen)的(de)一(yi)篇(pian)Of Studies,400年(nian)來引(yin)得世上(shang)多少讀者競(jing)折腰。數(shu)十年(nian)前讀王佐良先(xian)生(sheng)的(de)譯(yi)文(wen)(wen)(篇(pian)名譯(yi)為《談讀書(shu)》),唯覺詞(ci)清句麗,妙(miao)不可言。……”
上海師范大學人文與(yu)傳播學院教授劉文榮《經典作家談書(shu)與(yu)讀書(shu)》:“全文不足兩千字,卻將讀書(shu)之功用、讀書(shu)之方法及讀書(shu)與(yu)性格之關系一一道(dao)來(lai),且(qie)句句有理,實為言簡意賅(gai)之典范。”
天津外國語(yu)大學教授馬鐘元《每天讀點英文英美(mei)文化(hua)常識(shi)全(quan)集 超(chao)值白金版》:“《論讀書(shu)》是(shi)弗朗西斯·培(pei)根(gen)的(de)《散文集》中的(de)一(yi)篇,其文風(feng)以簡(jian)潔、緊湊和有(you)(you)力(li)而(er)著稱。其中,《論讀書(shu)》是(shi)最膾炙(zhi)人口的(de)一(yi)篇。在(zai)文中,培(pei)根(gen)分(fen)析了(le)讀書(shu)的(de)主要(yao)目的(de)、讀書(shu)所(suo)應采用(yong)(yong)的(de)不同(tong)方式以及(ji)讀書(shu)對人的(de)性格的(de)影響(xiang)。文章最精彩(cai)的(de)地方不僅在(zai)于其論據具有(you)(you)說(shuo)服力(li),而(er)且在(zai)于遣詞造句(ju)、句(ju)型和結構的(de)優美(mei)。……總之,本文中運用(yong)(yong)了(le)許多(duo)寫(xie)作技巧。整體(ti)行文語(yu)句(ju)優美(mei),用(yong)(yong)詞準確,令人信服。《論讀書(shu)》是(shi)一(yi)篇優美(mei)散文中的(de)典(dian)范,值得(de)仔細咀嚼。”