《論讀書(shu)》是(shi)(shi)文(wen)(wen)(wen)(wen)藝復(fu)興時期(qi)英國哲學家(jia)、散文(wen)(wen)(wen)(wen)家(jia)弗朗(lang)西斯·培根創作(zuo)的(de)一(yi)篇論說散文(wen)(wen)(wen)(wen)。全(quan)文(wen)(wen)(wen)(wen)雖短卻字字珠璣。這篇文(wen)(wen)(wen)(wen)章不(bu)僅(jin)在用(yong)詞(ci)方(fang)面多采(cai)用(yong)莊重典(dian)雅(ya)的(de)古(gu)語詞(ci)、大(da)詞(ci),著重體現作(zuo)者的(de)冷(leng)靜(jing)、理性,語言(yan)(yan)富(fu)有(you)(you)卓見,蘊(yun)含(han)哲理,而且句子富(fu)有(you)(you)節奏感,讀來朗(lang)朗(lang)上口。句式多采(cai)用(yong)并列式,體現語言(yan)(yan)及語義的(de)平衡美。培根善用(yong)排比和比喻,深入(ru)淺出(chu)地說明道理。文(wen)(wen)(wen)(wen)中格言(yan)(yan)警(jing)句層出(chu)不(bu)窮,除連(lian)結句外,幾乎句句是(shi)(shi)警(jing)句,言(yan)(yan)簡意賅,很有(you)(you)說服力。這些論說文(wen)(wen)(wen)(wen)的(de)特色在原文(wen)(wen)(wen)(wen)中體現得非(fei)常明顯,堪稱論說文(wen)(wen)(wen)(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.裝飾;裝飾物。
②disposition:n.處(chu)置。
③marshalling:n.處理。
④sloth:n.懶惰。
⑤pruning:n.修剪;剪枝(zhi)。
⑥confute:vt.駁斥,駁倒。
⑦flashy things:索然(ran)無味的東西(xi)。
⑧conference:n.談(tan)話,會(hui)談(tan)。
⑨contend:vt & vi. 辯論。
⑩Abeunt studia in mores:拉丁文,學問塑造(zao)氣質(Studies influence manners)。
?cymini sectores:善于(yu)區分細節的人(splitters of hairs)。
?receipt:n.處方。
論讀書
讀(du)(du)書(shu)(shu)足以(yi)(yi)怡(yi)(yi)情,足以(yi)(yi)博才(cai)(cai),足以(yi)(yi)長才(cai)(cai)。其(qi)(qi)怡(yi)(yi)情也(ye),最見(jian)于獨處(chu)幽居之時;其(qi)(qi)博才(cai)(cai)也(ye),最見(jian)于高談(tan)闊論之中(zhong)(zhong);其(qi)(qi)長才(cai)(cai)也(ye),最見(jian)于處(chu)世判事之際。練達之士(shi)雖能分別處(chu)理細事或(huo)一一判別枝節(jie),然(ran)縱觀統籌、全(quan)局策(ce)劃,則(ze)(ze)舍好學深思者莫屬。讀(du)(du)書(shu)(shu)費時過多易惰,文(wen)采藻飾太盛則(ze)(ze)矯,全(quan)憑(ping)條文(wen)斷(duan)事乃學究故(gu)態。讀(du)(du)書(shu)(shu)補(bu)天然(ran)之不(bu)(bu)(bu)(bu)足,經驗(yan)又補(bu)讀(du)(du)書(shu)(shu)之不(bu)(bu)(bu)(bu)足,蓋天生才(cai)(cai)干猶(you)(you)如(ru)自然(ran)花草,讀(du)(du)書(shu)(shu)然(ran)后知如(ru)何修剪移接;而(er)(er)書(shu)(shu)中(zhong)(zhong)所(suo)示(shi),如(ru)不(bu)(bu)(bu)(bu)以(yi)(yi)經驗(yan)范之,則(ze)(ze)又大而(er)(er)無(wu)當(dang)。有一技之長者鄙讀(du)(du)書(shu)(shu),無(wu)知者羨讀(du)(du)書(shu)(shu),唯明智之士(shi)用(yong)讀(du)(du)書(shu)(shu),然(ran)書(shu)(shu)并不(bu)(bu)(bu)(bu)以(yi)(yi)用(yong)處(chu)告人,用(yong)書(shu)(shu)之智不(bu)(bu)(bu)(bu)在(zai)書(shu)(shu)中(zhong)(zhong),而(er)(er)在(zai)書(shu)(shu)外,全(quan)憑(ping)觀察得之。讀(du)(du)書(shu)(shu)時不(bu)(bu)(bu)(bu)可(ke)(ke)(ke)(ke)存(cun)心詰難(nan)作者,不(bu)(bu)(bu)(bu)可(ke)(ke)(ke)(ke)盡(jin)信書(shu)(shu)上所(suo)言(yan)(yan),亦不(bu)(bu)(bu)(bu)可(ke)(ke)(ke)(ke)只為尋章摘句(ju),而(er)(er)應推敲細思。書(shu)(shu)有可(ke)(ke)(ke)(ke)淺嘗者,有可(ke)(ke)(ke)(ke)吞(tun)食(shi)者,少數(shu)則(ze)(ze)須咀嚼消化。換(huan)言(yan)(yan)之,有只須讀(du)(du)其(qi)(qi)部(bu)分者,有只須大體涉(she)獵者,少數(shu)則(ze)(ze)須全(quan)讀(du)(du),讀(du)(du)時須全(quan)神貫注,孜(zi)孜(zi)不(bu)(bu)(bu)(bu)倦。書(shu)(shu)亦可(ke)(ke)(ke)(ke)請人代讀(du)(du),取其(qi)(qi)所(suo)作摘要,但只限(xian)題(ti)材較次(ci)或(huo)價值不(bu)(bu)(bu)(bu)高者,否則(ze)(ze)書(shu)(shu)經提煉猶(you)(you)如(ru)水經蒸餾(liu)、淡而(er)(er)無(wu)味矣。
讀(du)書(shu)使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)充實,討(tao)論使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)機智,筆記(ji)使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)準(zhun)確。因此(ci)不(bu)(bu)常作筆記(ji)者須(xu)(xu)記(ji)憶(yi)特強,不(bu)(bu)常討(tao)論者須(xu)(xu)天生聰穎,不(bu)(bu)常讀(du)書(shu)者須(xu)(xu)欺世有(you)(you)術,始能無(wu)知而顯有(you)(you)知。讀(du)史使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)明智,讀(du)詩使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)靈(ling)秀,數(shu)學(xue)使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)周密(mi),科(ke)學(xue)使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)深刻,倫理學(xue)使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)莊(zhuang)重,邏輯修(xiu)辭之(zhi)學(xue)使(shi)(shi)(shi)人(ren)(ren)(ren)(ren)善(shan)(shan)辯:凡有(you)(you)所學(xue),皆成性(xing)格。人(ren)(ren)(ren)(ren)之(zhi)才智但(dan)有(you)(you)滯礙,無(wu)不(bu)(bu)可(ke)(ke)讀(du)適當之(zhi)書(shu)使(shi)(shi)(shi)之(zhi)順(shun)暢,一(yi)(yi)如身體百病,皆可(ke)(ke)借相宜之(zhi)運動(dong)除(chu)之(zhi)。滾球(qiu)利睪腎,射箭利胸(xiong)肺,慢步利腸胃,騎(qi)術利頭(tou)腦(nao),諸(zhu)如此(ci)類。如智力不(bu)(bu)集(ji)中,可(ke)(ke)令(ling)讀(du)數(shu)學(xue),蓋演(yan)題須(xu)(xu)全神(shen)貫(guan)注,稍有(you)(you)分(fen)散即須(xu)(xu)重演(yan);如不(bu)(bu)能辨異,可(ke)(ke)令(ling)讀(du)經(jing)院哲學(xue),蓋是輩(bei)皆吹(chui)毛求疵(ci)之(zhi)人(ren)(ren)(ren)(ren);如不(bu)(bu)善(shan)(shan)求同,不(bu)(bu)善(shan)(shan)以一(yi)(yi)物(wu)闡證另一(yi)(yi)物(wu),可(ke)(ke)令(ling)讀(du)律(lv)師之(zhi)案卷。如此(ci)頭(tou)腦(nao)中凡有(you)(you)缺陷,皆有(you)(you)特藥可(ke)(ke)醫。
(王佐良譯)
文(wen)(wen)藝復興時(shi)期(qi),人文(wen)(wen)主義(yi)者關心人本身,把完美(mei)的(de)(de)(de)人作為自己的(de)(de)(de)理(li)想(xiang)。為救治與教化(hua)有弱點與弊病的(de)(de)(de)凡人,當(dang)時(shi)的(de)(de)(de)文(wen)(wen)章常帶有教誨目(mu)的(de)(de)(de)。《論讀書》就是(shi)在這樣的(de)(de)(de)歷史(shi)背景(jing)下(xia)創作的(de)(de)(de),是(shi)《培根(gen)隨筆》中的(de)(de)(de)一(yi)篇重要的(de)(de)(de)文(wen)(wen)章,發表于1653年。
弗朗西斯(si)·培(pei)(pei)根(gen)(Francis Bacon,1561年1月(yue)22日—1626年4月(yue)9日),第一(yi)代(dai)(dai)圣阿爾本子(zi)爵(1st Viscount St Alban),英國文藝復興時(shi)期散文家、哲(zhe)學(xue)家。英國唯(wei)物主義(yi)哲(zhe)學(xue)家,實驗科學(xue)的(de)(de)(de)(de)創(chuang)始人,是(shi)近代(dai)(dai)歸納法的(de)(de)(de)(de)創(chuang)始人,又是(shi)給科學(xue)研(yan)究(jiu)(jiu)程序進行邏輯(ji)組織化(hua)的(de)(de)(de)(de)先驅。培(pei)(pei)根(gen)12歲入(ru)劍橋(qiao)大(da)學(xue),后擔任女王特別法律(lv)顧問以及朝廷的(de)(de)(de)(de)首(shou)席檢察官、掌(zhang)璽大(da)臣等(deng)。晚年,受宮廷陰謀逐出(chu)宮廷,脫(tuo)離政(zheng)治生(sheng)涯,專心從事(shi)學(xue)術研(yan)究(jiu)(jiu)和(he)著(zhu)(zhu)述活動,寫成了一(yi)批在(zai)近代(dai)(dai)文學(xue)思(si)想史上具(ju)有重(zhong)大(da)影響(xiang)的(de)(de)(de)(de)著(zhu)(zhu)作,其中(zhong)最(zui)重(zhong)要的(de)(de)(de)(de)一(yi)部是(shi)《偉大(da)的(de)(de)(de)(de)復興新工具(ju)論》。另外,他以哲(zhe)學(xue)家的(de)(de)(de)(de)眼(yan)光,思(si)考了廣泛的(de)(de)(de)(de)人生(sheng)問題(ti),寫出(chu)了許多(duo)形式(shi)短小、風格(ge)活潑的(de)(de)(de)(de)隨筆小品,集成《培(pei)(pei)根(gen)隨筆》。1626年3月(yue)底(di),培(pei)(pei)根(gen)由于身體孱弱,在(zai)實驗中(zhong)遭受風寒,支氣管炎復發,病(bing)情惡(e)化(hua)。1626年4月(yue)9日清晨病(bing)逝。主要著(zhu)(zhu)作有《新工具(ju)》《論科學(xue)的(de)(de)(de)(de)增進》以及《學(xue)術的(de)(de)(de)(de)偉大(da)復興》等(deng)。
《論讀書》這篇隨(sui)筆,文字干凈利落,多用古語(yu)詞(archaism)和大詞(big words),語(yu)言顯得莊(zhuang)重、典雅,給人(ren)以厚重、正式的感覺。詞的運用幾乎未選possibly, perhaps, probably, inmy opinion 等謙遜、客氣、模棱兩可的詞。
文中用到(dao)的(de)文言詞(ci)有:marshalling, humour, maketh, doth, stond, discourse。這些詞(ci)的(de)使用就像古漢語中“之(zhi)”、“乎”、“者”、“也(ye)”詞(ci)匯的(de)使用一樣,給(gei)人一種古老、厚重的(de)感覺(jue)。
文(wen)中(zhong)還用到一(yi)些現(xian)代(dai)英語(yu)(yu)詞(ci)的(de)古用法(fa)形(xing)式。其(qi)中(zhong)很多詞(ci)今(jin)天已(yi)經(jing)不(bu)再(zai)具備(bei)它原有(you)的(de)語(yu)(yu)法(fa)和(he)(he)語(yu)(yu)義功能。它們和(he)(he)中(zhong)國的(de)文(wen)言文(wen)一(yi)樣具有(you)特定歷史時期的(de)語(yu)(yu)言色彩。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。
文中還有(you)兩處使用了拉丁語,這是作者的(de)(de)偏(pian)好,認(ren)為(wei)拉丁語能流傳長久,能給文章增添古色(se)古香的(de)(de)味(wei)道。“Abeunt studia in mores”一(yi)句,培根(gen)在Advancement of Leaning 一(yi)文中的(de)(de)解釋為(wei):“studieshave an influence upon the manners of those that are conversant in them”,意(yi)為(wei):“專心(xin)學問者,性格也受(shou)陶(tao)冶。”Cymini sectores = hair-splitters,即(ji)“過分(fen)講究細節的(de)(de)人(ren)”。
文中還用(yong)到一些(xie)大(da)詞(ci),例如(ru):ornament, disposition, contradict, confute, attention, extracts, conference, cunmng, impediment, demonstrations,等(deng)等(deng)。這些(xie)詞(ci)給(gei)人(ren)一種高雅(ya)、莊嚴的色彩感覺,適(shi)于嚴肅、正(zheng)式(shi)的場(chang)合。
并列句
《論讀書》這(zhe)篇(pian)文(wen)章(zhang)(zhang)句(ju)(ju)式單一(yi),19個句(ju)(ju)子(zi)就有12個句(ju)(ju)子(zi)采用了(le)并列結構,體現了(le)語(yu)言的(de)平衡美。這(zhe)樣的(de)文(wen)章(zhang)(zhang)樸實大方,讀起來毫(hao)無(wu)矯(jiao)揉造作之感。盡管如此,作者還是十分(fen)注意長、短句(ju)(ju)的(de)交替使用,以(yi)避免整齊劃一(yi)的(de)句(ju)(ju)式顯得單調乏味,從而使行文(wen)更富節奏感。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)號(hao)連結起來的(de)(de)(de)一個并列句。第一個分(fen)號(hao)之后各(ge)句承前省略(lve)(lve)了(le)(le)make men。這樣的(de)(de)(de)句子排(pai)(pai)列整齊(qi),表(biao)意鮮明。并列的(de)(de)(de)部分(fen)都省略(lve)(lve)前面相同的(de)(de)(de)成分(fen),重點(dian)突(tu)出(chu),使讀者一目了(le)(le)然,給人以清晰明快的(de)(de)(de)感覺。而且平衡的(de)(de)(de)句式(shi)形(xing)成排(pai)(pai)比風格,猶(you)如(ru)排(pai)(pai)山倒海(hai)之勢,頗具說服力。
“關于(yu)make的(de)用(yong)(yong)法(fa),培根在此篇文章中(zhong)采用(yong)(yong)兩種用(yong)(yong)法(fa),一是(shi)帶賓補的(de)用(yong)(yong)法(fa),即這一句(ju)中(zhong):histories make men wise;另(ling)一種是(shi)帶賓語的(de)用(yong)(yong)法(fa),如(ru):reading maketh a full man,作者用(yong)(yong)make和maketh加以區別make所帶的(de)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.
這一(yi)(yi)并列(lie)句(ju)(ju)(ju)不(bu)同于上一(yi)(yi)句(ju)(ju)(ju),這句(ju)(ju)(ju)中(zhong)的并列(lie)關系是(shi)(shi)由連詞(ci)and,but連接起(qi)來的。每一(yi)(yi)個(ge)分句(ju)(ju)(ju)不(bu)如上句(ju)(ju)(ju)那(nei)么短促、明快,而是(shi)(shi)多一(yi)(yi)些推(tui)理和(he)描述(shu)性(xing)的語言(yan),這主要是(shi)(shi)因為此句(ju)(ju)(ju)中(zhong)作者(zhe)旨在(zai)分析(xi)讀書給(gei)人的益(yi)處,分析(xi)那(nei)些有經驗的“練(lian)達之士雖然(ran)能處理細事,一(yi)(yi)一(yi)(yi)判別枝節,然(ran)縱觀(guan)統籌(chou),全(quan)局(ju)策劃(hua),則非好(hao)學深思(si)多讀書之人莫屬(shu)”(王佐良譯)。這是(shi)(shi)短句(ju)(ju)(ju)和(he)長(chang)句(ju)(ju)(ju)給(gei)人的不(bu)同感覺。短句(ju)(ju)(ju),短小(xiao)利落,給(gei)人以確信(xin)、勿(wu)庸置疑的味道,多使人受(shou)教;而長(chang)句(ju)(ju)(ju),尤其由連詞(ci)連接的長(chang)句(ju)(ju)(ju),語氣(qi)連貫(guan)、舒緩,善于推(tui)理、論述(shu),在(zai)陳述(shu)和(he)分析(xi)中(zhong)給(gei)人以啟迪和(he)思(si)考的空間。
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.
這一句省略了表(biao)(biao)語(yu) is,全句結構緊湊、表(biao)(biao)意突出(chu),具有(you)言簡意賅(gai)的(de)強烈效果。三個(ge)否定(ding)詞(ci)not,nor,nor的(de)使用把“讀書不是(shi)(shi)為(wei)了要(yao)辯駁,不是(shi)(shi)要(yao)盲目信從,不是(shi)(shi)要(yao)尋找談資”排列得緊湊整齊,強烈地表(biao)(biao)達了作者否定(ding)的(de)語(yu)氣(qi)和不贊(zan)成的(de)態度(du)。最后以一個(ge)轉折詞(ci)but連接(jie)收尾,簡潔(jie)有(you)力(li),語(yu)氣(qi)上(shang)由(you)(you)否定(ding)轉向肯定(ding),給(gei)人一種義(yi)正詞(ci)嚴、豁然開朗(lang)的(de)感受。由(you)(you)“不要(yao)”、“不要(yao)”、“不要(yao)”轉為(wei)“而要(yao)權衡和思考”,給(gei)人留下(xia)深刻的(de)印(yin)象(xiang),很(hen)有(you)說服力(li)。
復合句
復合句(ju)的(de)使用有并列(lie)句(ju)所不及的(de)文(wen)體(ti)功能,即(ji)善于(yu)表現事物間的(de)種(zhong)(zhong)種(zhong)(zhong)復雜(za)關系(xi),“在復合句(ju)中,主(zhu)句(ju)結構獨(du)立,從句(ju)依附于(yu)主(zhu)句(ju);從句(ju)所表達的(de)概念是對(dui)主(zhu)句(ju)意義的(de)補充(chong)、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)主(zhu)(zhu)句(ju)(ju)后帶有(you)一個由(you)連詞for引(yin)(yin)導的(de)原因狀(zhuang)語從句(ju)(ju),從句(ju)(ju)中(zhong)有(you)主(zhu)(zhu)句(ju)(ju)、由(you)that引(yin)(yin)導的(de)定語從句(ju)(ju)和(he)由(you)except引(yin)(yin)導的(de)條件從句(ju)(ju)。原因狀(zhuang)語從句(ju)(ju)用(yong)來(lai)解釋讀(du)書和(he)經驗的(de)互補關(guan)系;定語從句(ju)(ju)是(shi)(shi)補充說明(ming)“天(tian)生(sheng)的(de)才干猶如天(tian)然花木,須靠讀(du)書修(xiu)剪枝葉(xie)”。條件從句(ju)(ju)是(shi)(shi)用(yong)來(lai)限制(zhi)“讀(du)書如不(bu)(bu)以經驗范之(zhi),則(ze)又大而(er)無當”(王佐良譯)。語義雖(sui)然冗繁復雜,但(dan)使用(yong)不(bu)(bu)同從句(ju)(ju)的(de)關(guan)系連詞來(lai)引(yin)(yin)導,則(ze)又顯得條理(li)十(shi)分清楚(chu)。這是(shi)(shi)并列句(ju)(ju)乃至其(qi)他句(ju)(ju)式(shi)所不(bu)(bu)能(neng)比擬的(de)文體功能(neng)優(you)勢(shi)。
排比
排(pai)比(bi)就是(shi)把結構相同(tong)、意氣并重、語氣一致(zhi)的(de)詞組(zu)或句子排(pai)列成串,形成一個整體(ti)。《論(lun)讀書》中(zhong)這樣的(de)結構隨(sui)處可見,而且作者(zhe)運用得當,很(hen)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)不定(ding)式(shi)結(jie)構(gou)語(yu)氣一致,分(fen)析褥淋漓盡致、準確生動。這種排比(bi)結(jie)構(gou)用來說(shuo)明和定(ding)論,不僅結(jie)構(gou)嚴謹整齊,而且(qie)文章的(de)節奏(zou)也勻稱悅(yue)耳,大大提高了語(yu)言的(de)表現力(li)。
優美的(de)散(san)文(wen)(wen)之所以能給(gei)人們的(de)聽覺帶(dai)來(lai)美的(de)享受,在(zai)(zai)很大程度上應(ying)歸(gui)功于其優美的(de)節(jie)(jie)(jie)奏。散(san)文(wen)(wen)的(de)節(jie)(jie)(jie)奏雖不像詩(shi)的(de)節(jie)(jie)(jie)奏那(nei)樣有固定的(de)模(mo)式和(he)規律,但作家總是(shi)(shi)注意(yi)選擇某(mou)種節(jie)(jie)(jie)奏,使節(jie)(jie)(jie)奏成(cheng)(cheng)為烘(hong)托語(yu)義的(de)一(yi)種表達手(shou)段;而文(wen)(wen)學批評家則總是(shi)(shi)把節(jie)(jie)(jie)奏看作“文(wen)(wen)體風格的(de)組(zu)成(cheng)(cheng)部分(anintegral part of the style)”。S.H. Burton在(zai)(zai)《The Criticism ofProse》一(yi)書(shu)中指(zhi)出:早期英語(yu)散(san)文(wen)(wen)的(de)節(jie)(jie)(jie)奏多(duo)是(shi)(shi)靠排比(bi)結(jie)構(gou)(gou)予以實現(xian)的(de)。在(zai)(zai)《論讀(du)書(shu)》這篇散(san)文(wen)(wen)中,培根就十(shi)分注重(zhong)使用排比(bi)結(jie)構(gou)(gou)來(lai)實現(xian)節(jie)(jie)(jie)奏美,還注意(yi)交(jiao)替使用并列句和(he)復(fu)合句來(lai)體現(xian)節(jie)(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(shan)用形(xing)象(xiang)的比(bi)喻(yu)深(shen)入淺出地說(shuo)明一個道理,因而文中充滿(man)了(le)諸如taste, swallow, chew, digest等比(bi)喻(yu)。“Natural abilities are like natural plants, that need pruning by study”,是說(shuo)天生的才干需要知(zhi)識(shi)來磨練(lian)就(jiu)像(xiang)草木(mu)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”,是說(shuo)讀書(shu)猶如吃食物,“有(you)的書(shu)淺嘗即(ji)可,有(you)的書(shu)可以狼吞(tun)虎咽,少(shao)數則須咀嚼消化”(王(wang)楫(ji) 譯(yi))。“else distilled books are, likecommon distilled waters, flashy things”,這一句是說(shuo)“書(shu)經提煉猶如水經蒸餾,淡而無味矣”(王(wang)佐(zuo)良譯(yi))。這些深(shen)刻的讀書(shu)之道,若(ruo)不(bu)是用這么(me)形(xing)象(xiang)的比(bi)喻(yu),很難達(da)到這么(me)通俗易(yi)懂的效果(guo),形(xing)象(xiang)的比(bi)喻(yu)用得(de)恰到好處,令人信服(fu)。
《論讀書(shu)》全(quan)文(wen)沒有分段,一氣呵成(cheng)。文(wen)中(zhong)短(duan)句多,并列(lie)(lie)句多,標點多。像(xiang)培根這(zhe)樣的文(wen)風在當時被(bei)稱為“松散、自由的風格(loose and free style)”(1987: 340)。文(wen)中(zhong)不大使用(yong)復合結構,并列(lie)(lie)句中(zhong)各個(ge)意思都處(chu)于平等的地(di)位(wei),一個(ge)接一個(ge)說下去,逐步深入。因(yin)此,并列(lie)(lie)連(lian)詞(and, but, for, nor 等)遠(yuan)遠(yuan)多于主(zhu)從連(lian)詞(as, smce, because等)。“這(zhe)類文(wen)章,雖則是松散自由的,它還(huan)是很講究修辭(ci)”,排比和比喻隨處(chu)可(ke)見。
全(quan)篇(pian)文章旨在強調讀(du)書(shu)的功(gong)效(xiao),作者相信人們頭腦中一切病端(duan)都有(you)辦(ban)法救治,而讀(du)書(shu)就是一劑萬能(neng)的良(liang)藥(yao)。這種對人的自我完善(shan)的渴求及確信必達目的之抱負,反映了文藝復興時代崇尚理性、相信人的力量(liang)和(he)人具(ju)有(you)無限潛力的“人文主(zhu)義精(jing)神”。
為反映(ying)作者的(de)(de)冷靜、理(li)性(xing)和自信(xin)的(de)(de)態度(du),文章也(ye)采用簡潔(jie)這(zhe)一風(feng)格。“簡潔(jie)就是言簡意賅。文章沒有多(duo)余的(de)(de)詞,沒有多(duo)余的(de)(de)句,但內容又很豐富,含(han)義也(ye)很深(shen)刻(ke)。”例如:
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(ju)子寫得(de)干凈(jing)利(li)落,讓人聽來仿(fang)佛覺得(de)作者在(zai)述說一條千真(zhen)萬確的真(zhen)理(li),語氣(qi)肯(ken)定,絲毫未表現謙遜(xun)、遲疑和(he)含(han)混的語氣(qi)。
天文學家(jia)、科(ke)(ke)普作家(jia)卞毓麟《恬淡悠閱——卞毓麟書事(shi)選錄》:“英國思想(xiang)家(jia)、哲學家(jia)、實驗科(ke)(ke)學的先驅者(zhe)弗(fu)朗西斯(si)·培根的一(yi)篇Of Studies,400年來引(yin)得世上多少讀者(zhe)競折腰。數(shu)十(shi)年前讀王佐良先生的譯文(篇名譯為《談讀書》),唯覺詞清句麗,妙不可言。……”
上海師(shi)范(fan)大學人(ren)文(wen)與傳播學院教授劉文(wen)榮《經(jing)典作家談(tan)書(shu)與讀(du)(du)書(shu)》:“全文(wen)不足兩千字,卻將(jiang)讀(du)(du)書(shu)之功(gong)用、讀(du)(du)書(shu)之方法及讀(du)(du)書(shu)與性格之關系一一道來,且句句有理,實為言簡意賅(gai)之典范(fan)。”
天(tian)津外國語大學教授馬鐘元《每天(tian)讀(du)點英(ying)文(wen)(wen)英(ying)美文(wen)(wen)化常識全集(ji) 超(chao)值(zhi)白金版》:“《論(lun)讀(du)書(shu)》是(shi)弗(fu)朗西(xi)斯(si)·培根的(de)(de)《散文(wen)(wen)集(ji)》中的(de)(de)一(yi)(yi)篇(pian),其(qi)(qi)文(wen)(wen)風以(yi)簡潔、緊湊和(he)有力而(er)著稱。其(qi)(qi)中,《論(lun)讀(du)書(shu)》是(shi)最(zui)膾炙人(ren)(ren)口的(de)(de)一(yi)(yi)篇(pian)。在(zai)文(wen)(wen)中,培根分(fen)析了(le)讀(du)書(shu)的(de)(de)主要目(mu)的(de)(de)、讀(du)書(shu)所應采(cai)用的(de)(de)不(bu)同方式以(yi)及(ji)讀(du)書(shu)對人(ren)(ren)的(de)(de)性格的(de)(de)影響。文(wen)(wen)章最(zui)精彩的(de)(de)地方不(bu)僅在(zai)于(yu)其(qi)(qi)論(lun)據具(ju)有說(shuo)服力,而(er)且在(zai)于(yu)遣(qian)詞造句、句型和(he)結構的(de)(de)優美。……總之,本文(wen)(wen)中運(yun)用了(le)許多(duo)寫作技巧。整體行文(wen)(wen)語句優美,用詞準確,令人(ren)(ren)信服。《論(lun)讀(du)書(shu)》是(shi)一(yi)(yi)篇(pian)優美散文(wen)(wen)中的(de)(de)典(dian)范,值(zhi)得(de)仔細咀嚼。”