《論讀(du)書(shu)》是文(wen)(wen)藝復(fu)興時期英國哲(zhe)學家、散(san)(san)文(wen)(wen)家弗朗西斯(si)·培根創作(zuo)的一篇(pian)論說散(san)(san)文(wen)(wen)。全文(wen)(wen)雖(sui)短(duan)卻字(zi)字(zi)珠璣。這篇(pian)文(wen)(wen)章不(bu)僅在用詞方面多(duo)采用莊重(zhong)典(dian)雅的古語(yu)詞、大(da)詞,著重(zhong)體(ti)現(xian)作(zuo)者的冷靜、理性,語(yu)言(yan)富有卓見,蘊含哲(zhe)理,而(er)且句(ju)子富有節奏感,讀(du)來朗朗上口(kou)。句(ju)式(shi)多(duo)采用并列式(shi),體(ti)現(xian)語(yu)言(yan)及語(yu)義的平衡(heng)美。培根善用排比(bi)和比(bi)喻,深入淺出地(di)說明(ming)道理。文(wen)(wen)中格言(yan)警句(ju)層出不(bu)窮,除(chu)連(lian)結(jie)句(ju)外,幾(ji)乎句(ju)句(ju)是警句(ju),言(yan)簡意(yi)賅,很有說服(fu)力。這些論說文(wen)(wen)的特(te)色在原文(wen)(wen)中體(ti)現(xian)得非(fei)常明(ming)顯,堪稱論說文(wen)(wen)的典(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(shi);裝(zhuang)飾(shi)物。
②disposition:n.處(chu)置。
③marshalling:n.處理。
④sloth:n.懶惰。
⑤pruning:n.修剪;剪枝。
⑥confute:vt.駁斥,駁倒(dao)。
⑦flashy things:索然無味(wei)的東(dong)西。
⑧conference:n.談(tan)話,會(hui)談(tan)。
⑨contend:vt & vi. 辯論。
⑩Abeunt studia in mores:拉丁(ding)文(wen),學問塑造氣(qi)質(Studies influence manners)。
?cymini sectores:善于區分(fen)細節的人(splitters of hairs)。
?receipt:n.處(chu)方。
論讀書
讀書(shu)(shu)足(zu)以(yi)怡情(qing),足(zu)以(yi)博(bo)才,足(zu)以(yi)長(chang)才。其怡情(qing)也,最見于(yu)獨處幽居(ju)之時;其博(bo)才也,最見于(yu)高(gao)(gao)談闊論(lun)之中;其長(chang)才也,最見于(yu)處世判事(shi)之際。練達之士雖能分別處理(li)細事(shi)或一(yi)(yi)一(yi)(yi)判別枝(zhi)節,然(ran)縱(zong)觀(guan)統籌、全(quan)局(ju)策劃,則(ze)(ze)(ze)舍好學深思者(zhe)(zhe)莫屬。讀書(shu)(shu)費時過多易(yi)惰,文采(cai)藻(zao)飾太盛則(ze)(ze)(ze)矯,全(quan)憑條(tiao)文斷事(shi)乃學究故態。讀書(shu)(shu)補天然(ran)之不(bu)足(zu),經(jing)驗又(you)補讀書(shu)(shu)之不(bu)足(zu),蓋天生(sheng)才干(gan)猶如(ru)(ru)(ru)自然(ran)花草,讀書(shu)(shu)然(ran)后知如(ru)(ru)(ru)何修剪移接(jie);而(er)(er)書(shu)(shu)中所示(shi),如(ru)(ru)(ru)不(bu)以(yi)經(jing)驗范之,則(ze)(ze)(ze)又(you)大而(er)(er)無(wu)當。有(you)一(yi)(yi)技之長(chang)者(zhe)(zhe)鄙(bi)讀書(shu)(shu),無(wu)知者(zhe)(zhe)羨讀書(shu)(shu),唯明智之士用讀書(shu)(shu),然(ran)書(shu)(shu)并不(bu)以(yi)用處告(gao)人,用書(shu)(shu)之智不(bu)在書(shu)(shu)中,而(er)(er)在書(shu)(shu)外,全(quan)憑觀(guan)察得之。讀書(shu)(shu)時不(bu)可(ke)(ke)存心(xin)詰難(nan)作者(zhe)(zhe),不(bu)可(ke)(ke)盡信書(shu)(shu)上所言(yan),亦(yi)(yi)不(bu)可(ke)(ke)只(zhi)為(wei)尋章摘句,而(er)(er)應推敲細思。書(shu)(shu)有(you)可(ke)(ke)淺嘗者(zhe)(zhe),有(you)可(ke)(ke)吞食者(zhe)(zhe),少(shao)數則(ze)(ze)(ze)須咀嚼消化。換言(yan)之,有(you)只(zhi)須讀其部分者(zhe)(zhe),有(you)只(zhi)須大體涉獵者(zhe)(zhe),少(shao)數則(ze)(ze)(ze)須全(quan)讀,讀時須全(quan)神貫注,孜(zi)孜(zi)不(bu)倦。書(shu)(shu)亦(yi)(yi)可(ke)(ke)請(qing)人代(dai)讀,取其所作摘要,但只(zhi)限題材較次或價值(zhi)不(bu)高(gao)(gao)者(zhe)(zhe),否則(ze)(ze)(ze)書(shu)(shu)經(jing)提煉猶如(ru)(ru)(ru)水經(jing)蒸餾(liu)、淡而(er)(er)無(wu)味矣。
讀(du)書使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)充(chong)實,討(tao)論使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)機智(zhi)(zhi),筆(bi)記(ji)使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)準確。因此(ci)不常作(zuo)筆(bi)記(ji)者須記(ji)憶特強,不常討(tao)論者須天生聰穎(ying),不常讀(du)書者須欺(qi)世有(you)術,始(shi)能(neng)無(wu)知而顯(xian)有(you)知。讀(du)史使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)明智(zhi)(zhi),讀(du)詩使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)靈秀(xiu),數(shu)學(xue)(xue)使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)周密,科學(xue)(xue)使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)深刻,倫理學(xue)(xue)使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)莊重,邏輯修辭之(zhi)(zhi)(zhi)(zhi)學(xue)(xue)使(shi)(shi)(shi)(shi)人(ren)(ren)(ren)善辯:凡(fan)有(you)所學(xue)(xue),皆(jie)成性格。人(ren)(ren)(ren)之(zhi)(zhi)(zhi)(zhi)才智(zhi)(zhi)但有(you)滯礙(ai),無(wu)不可(ke)讀(du)適當之(zhi)(zhi)(zhi)(zhi)書使(shi)(shi)(shi)(shi)之(zhi)(zhi)(zhi)(zhi)順暢,一如(ru)身體百病,皆(jie)可(ke)借(jie)相宜之(zhi)(zhi)(zhi)(zhi)運動除(chu)之(zhi)(zhi)(zhi)(zhi)。滾球利(li)睪腎,射(she)箭利(li)胸肺,慢步利(li)腸胃(wei),騎術利(li)頭腦(nao),諸如(ru)此(ci)類。如(ru)智(zhi)(zhi)力不集(ji)中(zhong),可(ke)令讀(du)數(shu)學(xue)(xue),蓋演(yan)題須全神貫注,稍有(you)分散即須重演(yan);如(ru)不能(neng)辨異,可(ke)令讀(du)經院(yuan)哲學(xue)(xue),蓋是(shi)輩(bei)皆(jie)吹毛求疵之(zhi)(zhi)(zhi)(zhi)人(ren)(ren)(ren);如(ru)不善求同(tong),不善以一物闡證另(ling)一物,可(ke)令讀(du)律(lv)師之(zhi)(zhi)(zhi)(zhi)案卷。如(ru)此(ci)頭腦(nao)中(zhong)凡(fan)有(you)缺(que)陷,皆(jie)有(you)特藥可(ke)醫(yi)。
(王佐良譯)
文藝復(fu)興時(shi)期,人文主(zhu)義者關(guan)心人本身,把完美的人作(zuo)(zuo)為自己的理想(xiang)。為救(jiu)治與(yu)教化有弱(ruo)點與(yu)弊病的凡人,當(dang)時(shi)的文章常帶有教誨目的。《論(lun)讀書》就(jiu)是(shi)在(zai)這樣的歷史背景下創作(zuo)(zuo)的,是(shi)《培根隨筆(bi)》中(zhong)的一篇重要的文章,發表于1653年(nian)。
弗朗西(xi)斯·培根(gen)(Francis Bacon,1561年1月(yue)(yue)22日—1626年4月(yue)(yue)9日),第一(yi)(yi)代圣阿爾本子(zi)爵(jue)(1st Viscount St Alban),英國文藝(yi)復(fu)(fu)興(xing)時期散文家(jia)(jia)、哲學家(jia)(jia)。英國唯物主(zhu)義哲學家(jia)(jia),實(shi)驗科學的(de)(de)(de)創(chuang)(chuang)始人,是近(jin)代歸納法的(de)(de)(de)創(chuang)(chuang)始人,又是給科學研(yan)(yan)究(jiu)(jiu)程序進行邏輯(ji)組(zu)織(zhi)化的(de)(de)(de)先驅。培根(gen)12歲入劍(jian)橋大學,后(hou)擔任女王(wang)特別法律(lv)顧問以及朝(chao)廷的(de)(de)(de)首席檢(jian)察官、掌璽大臣等(deng)。晚年,受宮廷陰謀逐出(chu)宮廷,脫離政治生涯(ya),專心從事(shi)學術研(yan)(yan)究(jiu)(jiu)和著(zhu)述活動,寫(xie)成(cheng)了一(yi)(yi)批在近(jin)代文學思(si)想史上具(ju)有重(zhong)大影(ying)響的(de)(de)(de)著(zhu)作(zuo),其(qi)中(zhong)最重(zhong)要的(de)(de)(de)一(yi)(yi)部是《偉大的(de)(de)(de)復(fu)(fu)興(xing)新工具(ju)論》。另外,他(ta)以哲學家(jia)(jia)的(de)(de)(de)眼(yan)光(guang),思(si)考了廣泛的(de)(de)(de)人生問題,寫(xie)出(chu)了許多形式短小、風格活潑(po)的(de)(de)(de)隨筆小品,集(ji)成(cheng)《培根(gen)隨筆》。1626年3月(yue)(yue)底,培根(gen)由于身體孱弱,在實(shi)驗中(zhong)遭受風寒,支氣管炎復(fu)(fu)發,病情惡化。1626年4月(yue)(yue)9日清晨病逝。主(zhu)要著(zhu)作(zuo)有《新工具(ju)》《論科學的(de)(de)(de)增(zeng)進》以及《學術的(de)(de)(de)偉大復(fu)(fu)興(xing)》等(deng)。
《論讀(du)書》這(zhe)篇隨(sui)筆,文字干凈(jing)利落,多用古語詞(ci)(archaism)和大詞(ci)(big words),語言(yan)顯(xian)得(de)莊重、典雅,給人以(yi)厚重、正(zheng)式的感覺。詞(ci)的運用幾乎未選(xuan)possibly, perhaps, probably, inmy opinion 等謙遜、客氣、模棱兩(liang)可的詞(ci)。
文(wen)中用到的(de)(de)文(wen)言詞(ci)(ci)有:marshalling, humour, maketh, doth, stond, discourse。這(zhe)些詞(ci)(ci)的(de)(de)使用就(jiu)像古漢語中“之”、“乎”、“者(zhe)”、“也”詞(ci)(ci)匯的(de)(de)使用一樣,給人一種(zhong)古老(lao)、厚重的(de)(de)感覺。
文(wen)中還(huan)用(yong)到(dao)一些現代(dai)英語詞的(de)(de)古用(yong)法形(xing)式(shi)。其中很多詞今天已經不再具備它(ta)原有的(de)(de)語法和(he)語義(yi)功(gong)能(neng)。它(ta)們和(he)中國的(de)(de)文(wen)言文(wen)一樣具有特(te)定(ding)歷史時期(qi)的(de)(de)語言色彩(cai)。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(wen)(wen)中還有兩處使用了拉(la)丁語,這是作者的(de)(de)偏好(hao),認為(wei)拉(la)丁語能流(liu)傳(chuan)長(chang)久(jiu),能給文(wen)(wen)章(zhang)增添古色古香(xiang)的(de)(de)味道(dao)。“Abeunt studia in mores”一句(ju),培(pei)根(gen)在(zai)Advancement of Leaning 一文(wen)(wen)中的(de)(de)解(jie)釋為(wei):“studieshave an influence upon the manners of those that are conversant in them”,意為(wei):“專心學(xue)問(wen)者,性格也受陶冶。”Cymini sectores = hair-splitters,即(ji)“過(guo)分講究細節(jie)的(de)(de)人”。
文(wen)中還用到(dao)一些大詞,例如(ru):ornament, disposition, contradict, confute, attention, extracts, conference, cunmng, impediment, demonstrations,等等。這些詞給人一種高雅(ya)、莊嚴的色(se)彩感覺,適于嚴肅(su)、正式(shi)的場合。
并列句
《論(lun)讀書》這篇文章(zhang)(zhang)句(ju)(ju)(ju)式單一(yi),19個(ge)句(ju)(ju)(ju)子就有12個(ge)句(ju)(ju)(ju)子采用(yong)了(le)并列結構,體現(xian)了(le)語言的(de)平(ping)衡美。這樣的(de)文章(zhang)(zhang)樸實大方,讀起來毫無矯揉造(zao)作(zuo)之感(gan)。盡(jin)管如(ru)此,作(zuo)者還是十(shi)分注意(yi)長、短句(ju)(ju)(ju)的(de)交替使用(yong),以避免整齊劃(hua)一(yi)的(de)句(ju)(ju)(ju)式顯得單調乏味,從而使行文更富節奏感(gan)。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(de)(de)一(yi)個(ge)(ge)并列句。第一(yi)個(ge)(ge)分號之(zhi)后各(ge)句承前省(sheng)略(lve)了make men。這樣的(de)(de)句子(zi)排列整齊,表意鮮明(ming)(ming)。并列的(de)(de)部分都省(sheng)略(lve)前面相同的(de)(de)成(cheng)分,重點突出,使讀者一(yi)目了然,給人以清晰明(ming)(ming)快的(de)(de)感(gan)覺。而且(qie)平衡的(de)(de)句式(shi)形(xing)成(cheng)排比風格,猶如排山(shan)倒海之(zhi)勢(shi),頗具說服力(li)。
“關于(yu)make的(de)(de)用法(fa)(fa),培根在此篇文章(zhang)中采用兩種用法(fa)(fa),一(yi)是(shi)帶賓補的(de)(de)用法(fa)(fa),即這一(yi)句中:histories make men wise;另一(yi)種是(shi)帶賓語的(de)(de)用法(fa)(fa),如(ru):reading maketh a full man,作(zuo)者用make和(he)maketh加以區(qu)別make所(suo)帶的(de)(de)不同結(jie)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(bing)列(lie)句不(bu)同(tong)于上一(yi)句,這句中(zhong)的(de)(de)(de)并(bing)列(lie)關系是(shi)由(you)(you)連(lian)詞(ci)and,but連(lian)接(jie)起來的(de)(de)(de)。每一(yi)個分(fen)句不(bu)如上句那么短促(cu)、明快,而(er)是(shi)多一(yi)些推理和描述性的(de)(de)(de)語言,這主(zhu)要是(shi)因為此句中(zhong)作者旨在分(fen)析讀書(shu)給人(ren)的(de)(de)(de)益處(chu),分(fen)析那些有(you)經驗的(de)(de)(de)“練達之(zhi)士(shi)雖(sui)然能處(chu)理細事,一(yi)一(yi)判別枝節(jie),然縱(zong)觀(guan)統籌,全局策劃,則非好(hao)學深思(si)多讀書(shu)之(zhi)人(ren)莫屬”(王(wang)佐良(liang)譯)。這是(shi)短句和長(chang)(chang)句給人(ren)的(de)(de)(de)不(bu)同(tong)感覺。短句,短小利落,給人(ren)以確信、勿庸置(zhi)疑的(de)(de)(de)味(wei)道,多使人(ren)受教;而(er)長(chang)(chang)句,尤(you)其由(you)(you)連(lian)詞(ci)連(lian)接(jie)的(de)(de)(de)長(chang)(chang)句,語氣(qi)連(lian)貫(guan)、舒緩,善于推理、論述,在陳述和分(fen)析中(zhong)給人(ren)以啟(qi)迪和思(si)考(kao)的(de)(de)(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.
這一句省略了表(biao)(biao)語(yu) is,全句結構緊湊(cou)、表(biao)(biao)意突出,具有言簡(jian)意賅的強烈(lie)效果。三個否定(ding)(ding)詞(ci)not,nor,nor的使用把“讀(du)書不(bu)是為了要(yao)(yao)(yao)辯駁(bo),不(bu)是要(yao)(yao)(yao)盲目信從,不(bu)是要(yao)(yao)(yao)尋(xun)找談資”排列(lie)得緊湊(cou)整齊,強烈(lie)地表(biao)(biao)達了作者否定(ding)(ding)的語(yu)氣和(he)不(bu)贊成的態度。最后以一個轉(zhuan)折詞(ci)but連接收尾(wei),簡(jian)潔有力,語(yu)氣上由否定(ding)(ding)轉(zhuan)向肯定(ding)(ding),給(gei)人一種(zhong)義正詞(ci)嚴、豁然開朗的感(gan)受。由“不(bu)要(yao)(yao)(yao)”、“不(bu)要(yao)(yao)(yao)”、“不(bu)要(yao)(yao)(yao)”轉(zhuan)為“而要(yao)(yao)(yao)權衡和(he)思考”,給(gei)人留下深刻的印象,很(hen)有說服力。
復合句
復(fu)合句(ju)的使(shi)用有并列(lie)句(ju)所不及(ji)的文體功能(neng),即善于表(biao)現事(shi)物間的種種復(fu)雜關(guan)系,“在復(fu)合句(ju)中(zhong),主句(ju)結(jie)構獨(du)立,從(cong)句(ju)依附(fu)于主句(ju);從(cong)句(ju)所表(biao)達的概念是對主句(ju)意義(yi)的補充(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(yi)句(ju)(ju)中(zhong)的(de)主(zhu)句(ju)(ju)后帶有(you)一(yi)個由(you)連(lian)詞for引(yin)(yin)導的(de)原(yuan)因狀(zhuang)語(yu)(yu)從(cong)句(ju)(ju),從(cong)句(ju)(ju)中(zhong)有(you)主(zhu)句(ju)(ju)、由(you)that引(yin)(yin)導的(de)定(ding)語(yu)(yu)從(cong)句(ju)(ju)和由(you)except引(yin)(yin)導的(de)條件從(cong)句(ju)(ju)。原(yuan)因狀(zhuang)語(yu)(yu)從(cong)句(ju)(ju)用(yong)來解釋讀書和經(jing)驗的(de)互補關系;定(ding)語(yu)(yu)從(cong)句(ju)(ju)是補充說(shuo)明(ming)“天生的(de)才干猶如(ru)天然花木,須靠讀書修剪(jian)枝葉”。條件從(cong)句(ju)(ju)是用(yong)來限制(zhi)“讀書如(ru)不(bu)以經(jing)驗范之,則又大而無當”(王(wang)佐(zuo)良譯)。語(yu)(yu)義雖然冗繁復雜(za),但使用(yong)不(bu)同從(cong)句(ju)(ju)的(de)關系連(lian)詞來引(yin)(yin)導,則又顯得條理十分清楚。這是并(bing)列句(ju)(ju)乃至其他(ta)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(jie)構相同、意氣并重、語(yu)氣一致的詞(ci)組或句子排列成串,形成一個整體。《論讀書》中這樣的結(jie)構隨處可見,而且(qie)作者(zhe)運用得當,很(hen)有氣勢。
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.
三個同樣的不(bu)定式結(jie)構語氣一致,分(fen)析褥(ru)淋漓盡致、準確生動。這種(zhong)排比結(jie)構用來(lai)說明和定論,不(bu)僅結(jie)構嚴謹整齊,而且文章的節奏(zou)也勻稱悅耳,大大提(ti)高了語言的表現力(li)。
優(you)美(mei)的(de)散(san)文(wen)(wen)之所以(yi)能給人們的(de)聽(ting)覺帶來(lai)(lai)美(mei)的(de)享受,在(zai)很大程度(du)上應歸功于其優(you)美(mei)的(de)節(jie)奏(zou)。散(san)文(wen)(wen)的(de)節(jie)奏(zou)雖(sui)不(bu)像詩(shi)的(de)節(jie)奏(zou)那樣有固定(ding)的(de)模(mo)式和規律(lv),但作家總是(shi)注意(yi)選擇某種(zhong)(zhong)節(jie)奏(zou),使(shi)節(jie)奏(zou)成為烘托語義的(de)一種(zhong)(zhong)表達手段;而(er)文(wen)(wen)學批(pi)評家則(ze)總是(shi)把(ba)節(jie)奏(zou)看作“文(wen)(wen)體風(feng)格的(de)組成部分(anintegral part of the style)”。S.H. Burton在(zai)《The Criticism ofProse》一書(shu)中指出:早期英(ying)語散(san)文(wen)(wen)的(de)節(jie)奏(zou)多是(shi)靠排比結構(gou)予(yu)以(yi)實現(xian)(xian)的(de)。在(zai)《論讀書(shu)》這篇散(san)文(wen)(wen)中,培根就十分注重使(shi)用(yong)排比結構(gou)來(lai)(lai)實現(xian)(xian)節(jie)奏(zou)美(mei),還注意(yi)交替使(shi)用(yong)并列句和復合句來(lai)(lai)體現(xian)(xian)節(jie)奏(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(pei)根善用(yong)形象的(de)比(bi)喻深入(ru)淺(qian)出地說明一個道理,因(yin)而文中充(chong)滿了諸如taste, swallow, chew, digest等比(bi)喻。“Natural abilities are like natural plants, that need pruning by study”,是(shi)說天生的(de)才干需(xu)要(yao)知識來磨練就像草木需(xu)要(yao)修枝剪葉(xie)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)(shu)猶如吃食物(wu),“有(you)的(de)書(shu)(shu)淺(qian)嘗(chang)即(ji)可,有(you)的(de)書(shu)(shu)可以狼吞虎咽,少數(shu)則須咀嚼消(xiao)化”(王(wang)(wang)楫 譯)。“else distilled books are, likecommon distilled waters, flashy things”,這(zhe)一句是(shi)說“書(shu)(shu)經(jing)(jing)提煉猶如水(shui)經(jing)(jing)蒸(zheng)餾,淡(dan)而無味矣”(王(wang)(wang)佐(zuo)良(liang)譯)。這(zhe)些(xie)深刻的(de)讀書(shu)(shu)之道,若不(bu)是(shi)用(yong)這(zhe)么形象的(de)比(bi)喻,很難達到這(zhe)么通俗易懂的(de)效果(guo),形象的(de)比(bi)喻用(yong)得恰到好(hao)處,令(ling)人(ren)信服。
《論讀(du)書》全文沒有分(fen)段,一(yi)(yi)氣呵成(cheng)。文中(zhong)短句(ju)多,并列句(ju)多,標點多。像培根這樣的(de)文風在(zai)當時被稱(cheng)為“松散(san)、自由的(de)風格(loose and free style)”(1987: 340)。文中(zhong)不大(da)使用復合結構,并列句(ju)中(zhong)各(ge)個(ge)意思都(dou)處(chu)于(yu)(yu)平(ping)等(deng)的(de)地位(wei),一(yi)(yi)個(ge)接一(yi)(yi)個(ge)說下去,逐步深(shen)入。因此,并列連(lian)(lian)詞(ci)(and, but, for, nor 等(deng))遠(yuan)(yuan)遠(yuan)(yuan)多于(yu)(yu)主從連(lian)(lian)詞(ci)(as, smce, because等(deng))。“這類(lei)文章(zhang),雖則是(shi)松散(san)自由的(de),它還是(shi)很講(jiang)究修(xiu)辭”,排比(bi)和比(bi)喻隨處(chu)可見。
全篇文(wen)章旨(zhi)在(zai)強調讀(du)書的(de)(de)功效,作者相信(xin)人們(men)頭腦中一切(qie)病端都有(you)(you)辦法救治,而讀(du)書就是一劑萬能的(de)(de)良(liang)藥。這種對人的(de)(de)自我完善的(de)(de)渴求及確信(xin)必達(da)目的(de)(de)之抱負,反映了文(wen)藝復興時代崇(chong)尚理性、相信(xin)人的(de)(de)力(li)量和人具(ju)有(you)(you)無(wu)限潛力(li)的(de)(de)“人文(wen)主義精(jing)神(shen)”。
為(wei)反映作(zuo)者的(de)冷(leng)靜、理(li)性和自信的(de)態度,文章(zhang)也采用簡(jian)潔這一風格(ge)。“簡(jian)潔就是言簡(jian)意(yi)賅(gai)。文章(zhang)沒有多余的(de)詞(ci),沒有多余的(de)句(ju),但(dan)內容又(you)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(jing)利落,讓人聽來(lai)仿佛覺得作者在述(shu)說一條千真萬確的真理,語(yu)氣肯定,絲毫未表現謙遜、遲疑和含混的語(yu)氣。
天文學家(jia)、科普作家(jia)卞(bian)毓(yu)麟《恬淡悠閱——卞(bian)毓(yu)麟書(shu)事選錄》:“英國思(si)想家(jia)、哲學家(jia)、實驗科學的先驅(qu)者弗朗西斯·培根的一(yi)篇(pian)Of Studies,400年(nian)來引得世上多少(shao)讀者競折腰。數十年(nian)前讀王佐良(liang)先生的譯(yi)文(篇(pian)名譯(yi)為(wei)《談讀書(shu)》),唯覺詞清句麗,妙(miao)不(bu)可言。……”
上海師范(fan)大學人文(wen)與傳播學院教授(shou)劉文(wen)榮《經(jing)典(dian)(dian)作(zuo)家(jia)談書與讀書》:“全文(wen)不足兩千字(zi),卻(que)將(jiang)讀書之(zhi)功用、讀書之(zhi)方法及(ji)讀書與性格之(zhi)關系一一道來,且句(ju)句(ju)有(you)理,實為言簡(jian)意賅(gai)之(zhi)典(dian)(dian)范(fan)。”
天津外國語大學教授馬鐘元(yuan)《每天讀點英文(wen)(wen)(wen)英美文(wen)(wen)(wen)化常識全集 超值(zhi)白金版》:“《論(lun)讀書(shu)(shu)(shu)》是(shi)(shi)弗(fu)朗(lang)西斯·培(pei)根的(de)(de)《散(san)文(wen)(wen)(wen)集》中(zhong)(zhong)的(de)(de)一(yi)篇(pian),其文(wen)(wen)(wen)風以(yi)(yi)簡潔、緊湊(cou)和(he)有(you)力而著稱。其中(zhong)(zhong),《論(lun)讀書(shu)(shu)(shu)》是(shi)(shi)最膾炙人(ren)口的(de)(de)一(yi)篇(pian)。在文(wen)(wen)(wen)中(zhong)(zhong),培(pei)根分析了(le)(le)讀書(shu)(shu)(shu)的(de)(de)主要目的(de)(de)、讀書(shu)(shu)(shu)所應采用(yong)的(de)(de)不同方式以(yi)(yi)及讀書(shu)(shu)(shu)對人(ren)的(de)(de)性格的(de)(de)影響。文(wen)(wen)(wen)章最精彩的(de)(de)地方不僅在于其論(lun)據具有(you)說服力,而且(qie)在于遣詞造句、句型和(he)結(jie)構的(de)(de)優(you)(you)美。……總之,本文(wen)(wen)(wen)中(zhong)(zhong)運用(yong)了(le)(le)許(xu)多寫作技巧。整體(ti)行文(wen)(wen)(wen)語句優(you)(you)美,用(yong)詞準確(que),令人(ren)信服。《論(lun)讀書(shu)(shu)(shu)》是(shi)(shi)一(yi)篇(pian)優(you)(you)美散(san)文(wen)(wen)(wen)中(zhong)(zhong)的(de)(de)典范,值(zhi)得(de)仔(zi)細咀(ju)嚼(jiao)。”