《論(lun)讀書》是文(wen)(wen)藝復興(xing)時期英國哲(zhe)學家、散文(wen)(wen)家弗朗(lang)(lang)西(xi)斯·培根創作的(de)一篇論(lun)說(shuo)(shuo)散文(wen)(wen)。全(quan)文(wen)(wen)雖短(duan)卻字字珠璣。這篇文(wen)(wen)章不(bu)僅在(zai)用詞(ci)方面(mian)多采用莊重(zhong)典(dian)雅(ya)的(de)古語(yu)(yu)詞(ci)、大詞(ci),著重(zhong)體(ti)現(xian)作者的(de)冷靜、理(li)(li)性,語(yu)(yu)言(yan)富有(you)(you)卓見,蘊含哲(zhe)理(li)(li),而且句子富有(you)(you)節奏感,讀來朗(lang)(lang)朗(lang)(lang)上口。句式(shi)多采用并列式(shi),體(ti)現(xian)語(yu)(yu)言(yan)及語(yu)(yu)義的(de)平衡(heng)美。培根善用排比(bi)(bi)和(he)比(bi)(bi)喻,深入淺出地說(shuo)(shuo)明道理(li)(li)。文(wen)(wen)中格(ge)言(yan)警(jing)句層(ceng)出不(bu)窮(qiong),除連結句外(wai),幾(ji)乎句句是警(jing)句,言(yan)簡意賅(gai),很(hen)有(you)(you)說(shuo)(shuo)服力。這些論(lun)說(shuo)(shuo)文(wen)(wen)的(de)特色(se)在(zai)原文(wen)(wen)中體(ti)現(xian)得非常明顯,堪稱論(lun)說(shuo)(shuo)文(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.處置。
③marshalling:n.處理。
④sloth:n.懶惰。
⑤pruning:n.修剪(jian);剪(jian)枝。
⑥confute:vt.駁斥,駁倒。
⑦flashy things:索然無味的東西。
⑧conference:n.談話,會談。
⑨contend:vt & vi. 辯(bian)論。
⑩Abeunt studia in mores:拉丁文,學問塑造氣質(Studies influence manners)。
?cymini sectores:善(shan)于區(qu)分細節的人(splitters of hairs)。
?receipt:n.處方。
論讀書
讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu)足以(yi)(yi)(yi)怡(yi)情,足以(yi)(yi)(yi)博才(cai),足以(yi)(yi)(yi)長(chang)才(cai)。其(qi)怡(yi)情也,最(zui)見于獨處幽居之(zhi)時;其(qi)博才(cai)也,最(zui)見于高(gao)談闊論之(zhi)中;其(qi)長(chang)才(cai)也,最(zui)見于處世判事之(zhi)際。練(lian)達之(zhi)士(shi)雖能分別處理細(xi)事或一一判別枝節,然(ran)(ran)縱觀(guan)統籌、全(quan)局(ju)策劃,則(ze)(ze)舍好學(xue)深思(si)者(zhe)莫屬。讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu)費時過多易惰,文采(cai)藻飾太盛(sheng)則(ze)(ze)矯,全(quan)憑條(tiao)文斷事乃(nai)學(xue)究故(gu)態。讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu)補(bu)天然(ran)(ran)之(zhi)不(bu)足,經(jing)(jing)驗又補(bu)讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu)之(zhi)不(bu)足,蓋天生才(cai)干猶如自然(ran)(ran)花草,讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu)然(ran)(ran)后知(zhi)如何修剪移接;而(er)書(shu)(shu)(shu)(shu)中所示,如不(bu)以(yi)(yi)(yi)經(jing)(jing)驗范之(zhi),則(ze)(ze)又大而(er)無(wu)當(dang)。有(you)(you)(you)(you)一技之(zhi)長(chang)者(zhe)鄙讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu),無(wu)知(zhi)者(zhe)羨讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu),唯明智(zhi)之(zhi)士(shi)用(yong)讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu),然(ran)(ran)書(shu)(shu)(shu)(shu)并不(bu)以(yi)(yi)(yi)用(yong)處告人,用(yong)書(shu)(shu)(shu)(shu)之(zhi)智(zhi)不(bu)在書(shu)(shu)(shu)(shu)中,而(er)在書(shu)(shu)(shu)(shu)外,全(quan)憑觀(guan)察得之(zhi)。讀(du)(du)(du)(du)書(shu)(shu)(shu)(shu)時不(bu)可(ke)(ke)(ke)存心詰難作(zuo)者(zhe),不(bu)可(ke)(ke)(ke)盡(jin)信書(shu)(shu)(shu)(shu)上所言(yan),亦(yi)不(bu)可(ke)(ke)(ke)只為尋章(zhang)摘(zhai)(zhai)句,而(er)應(ying)推敲(qiao)細(xi)思(si)。書(shu)(shu)(shu)(shu)有(you)(you)(you)(you)可(ke)(ke)(ke)淺嘗者(zhe),有(you)(you)(you)(you)可(ke)(ke)(ke)吞食者(zhe),少數則(ze)(ze)須(xu)咀嚼消化(hua)。換言(yan)之(zhi),有(you)(you)(you)(you)只須(xu)讀(du)(du)(du)(du)其(qi)部(bu)分者(zhe),有(you)(you)(you)(you)只須(xu)大體涉(she)獵者(zhe),少數則(ze)(ze)須(xu)全(quan)讀(du)(du)(du)(du),讀(du)(du)(du)(du)時須(xu)全(quan)神貫注,孜孜不(bu)倦。書(shu)(shu)(shu)(shu)亦(yi)可(ke)(ke)(ke)請人代讀(du)(du)(du)(du),取其(qi)所作(zuo)摘(zhai)(zhai)要,但只限題材較次或價值不(bu)高(gao)者(zhe),否則(ze)(ze)書(shu)(shu)(shu)(shu)經(jing)(jing)提煉猶如水經(jing)(jing)蒸餾(liu)、淡而(er)無(wu)味(wei)矣(yi)。
讀(du)(du)(du)書使(shi)(shi)人(ren)(ren)(ren)(ren)充實,討論(lun)使(shi)(shi)人(ren)(ren)(ren)(ren)機智,筆(bi)記(ji)使(shi)(shi)人(ren)(ren)(ren)(ren)準確。因此(ci)不(bu)(bu)(bu)常(chang)(chang)作(zuo)筆(bi)記(ji)者(zhe)(zhe)須(xu)記(ji)憶(yi)特強(qiang),不(bu)(bu)(bu)常(chang)(chang)討論(lun)者(zhe)(zhe)須(xu)天生(sheng)聰穎,不(bu)(bu)(bu)常(chang)(chang)讀(du)(du)(du)書者(zhe)(zhe)須(xu)欺世有(you)術,始能(neng)無(wu)知而顯有(you)知。讀(du)(du)(du)史(shi)使(shi)(shi)人(ren)(ren)(ren)(ren)明智,讀(du)(du)(du)詩使(shi)(shi)人(ren)(ren)(ren)(ren)靈秀,數學使(shi)(shi)人(ren)(ren)(ren)(ren)周密,科學使(shi)(shi)人(ren)(ren)(ren)(ren)深刻,倫理學使(shi)(shi)人(ren)(ren)(ren)(ren)莊重,邏輯修辭之(zhi)學使(shi)(shi)人(ren)(ren)(ren)(ren)善辯:凡有(you)所學,皆(jie)(jie)成性格。人(ren)(ren)(ren)(ren)之(zhi)才智但有(you)滯礙,無(wu)不(bu)(bu)(bu)可讀(du)(du)(du)適當之(zhi)書使(shi)(shi)之(zhi)順暢,一(yi)(yi)如(ru)身體(ti)百病,皆(jie)(jie)可借相宜之(zhi)運動(dong)除之(zhi)。滾球(qiu)利睪腎(shen),射箭(jian)利胸肺,慢步利腸胃,騎(qi)術利頭(tou)腦,諸如(ru)此(ci)類。如(ru)智力不(bu)(bu)(bu)集中,可令(ling)讀(du)(du)(du)數學,蓋演題(ti)須(xu)全(quan)神貫注,稍有(you)分(fen)散即須(xu)重演;如(ru)不(bu)(bu)(bu)能(neng)辨異(yi),可令(ling)讀(du)(du)(du)經院哲學,蓋是輩皆(jie)(jie)吹毛求疵之(zhi)人(ren)(ren)(ren)(ren);如(ru)不(bu)(bu)(bu)善求同,不(bu)(bu)(bu)善以一(yi)(yi)物闡證另(ling)一(yi)(yi)物,可令(ling)讀(du)(du)(du)律師之(zhi)案(an)卷。如(ru)此(ci)頭(tou)腦中凡有(you)缺陷(xian),皆(jie)(jie)有(you)特藥可醫。
(王佐良譯)
文藝復興時期,人(ren)文主義(yi)者(zhe)關心(xin)人(ren)本身,把(ba)完美的(de)(de)(de)(de)人(ren)作為(wei)自己的(de)(de)(de)(de)理想。為(wei)救治與(yu)(yu)教化有弱點與(yu)(yu)弊病的(de)(de)(de)(de)凡人(ren),當時的(de)(de)(de)(de)文章(zhang)常帶有教誨(hui)目的(de)(de)(de)(de)。《論讀書》就是在這樣的(de)(de)(de)(de)歷史(shi)背景下創作的(de)(de)(de)(de),是《培根隨筆》中的(de)(de)(de)(de)一篇重要的(de)(de)(de)(de)文章(zhang),發表(biao)于1653年。
弗朗(lang)西斯(si)·培(pei)根(Francis Bacon,1561年(nian)1月(yue)22日(ri)—1626年(nian)4月(yue)9日(ri)),第(di)一代(dai)圣阿爾(er)本子(zi)爵(jue)(1st Viscount St Alban),英國文(wen)藝復興(xing)時(shi)期散文(wen)家(jia)、哲學(xue)(xue)(xue)(xue)家(jia)。英國唯物主(zhu)義哲學(xue)(xue)(xue)(xue)家(jia),實驗科(ke)學(xue)(xue)(xue)(xue)的(de)(de)(de)(de)創始(shi)人,是近代(dai)歸(gui)納法的(de)(de)(de)(de)創始(shi)人,又是給科(ke)學(xue)(xue)(xue)(xue)研(yan)(yan)究(jiu)程序進(jin)行邏輯組織化的(de)(de)(de)(de)先驅。培(pei)根12歲入劍橋大學(xue)(xue)(xue)(xue),后擔(dan)任(ren)女王特別法律(lv)顧問(wen)(wen)以及朝(chao)廷(ting)的(de)(de)(de)(de)首席檢察官、掌璽大臣等(deng)(deng)。晚年(nian),受宮廷(ting)陰謀逐出宮廷(ting),脫(tuo)離政治生涯,專心從(cong)事學(xue)(xue)(xue)(xue)術研(yan)(yan)究(jiu)和著(zhu)(zhu)述活動,寫成(cheng)了一批在(zai)近代(dai)文(wen)學(xue)(xue)(xue)(xue)思想史上具有重大影(ying)響的(de)(de)(de)(de)著(zhu)(zhu)作(zuo),其中(zhong)最重要(yao)的(de)(de)(de)(de)一部是《偉(wei)(wei)大的(de)(de)(de)(de)復興(xing)新(xin)工(gong)具論》。另外,他以哲學(xue)(xue)(xue)(xue)家(jia)的(de)(de)(de)(de)眼光,思考了廣(guang)泛的(de)(de)(de)(de)人生問(wen)(wen)題(ti),寫出了許多形式短(duan)小(xiao)、風格活潑的(de)(de)(de)(de)隨(sui)筆小(xiao)品,集成(cheng)《培(pei)根隨(sui)筆》。1626年(nian)3月(yue)底,培(pei)根由(you)于身體(ti)孱弱,在(zai)實驗中(zhong)遭受風寒,支氣管炎復發,病情惡化。1626年(nian)4月(yue)9日(ri)清(qing)晨病逝。主(zhu)要(yao)著(zhu)(zhu)作(zuo)有《新(xin)工(gong)具》《論科(ke)學(xue)(xue)(xue)(xue)的(de)(de)(de)(de)增進(jin)》以及《學(xue)(xue)(xue)(xue)術的(de)(de)(de)(de)偉(wei)(wei)大復興(xing)》等(deng)(deng)。
《論讀(du)書》這(zhe)篇(pian)隨筆(bi),文字干凈利落,多用古語(yu)詞(ci)(ci)(archaism)和大詞(ci)(ci)(big words),語(yu)言顯得莊(zhuang)重(zhong)(zhong)、典雅,給人以厚重(zhong)(zhong)、正式的感覺。詞(ci)(ci)的運用幾乎未(wei)選possibly, perhaps, probably, inmy opinion 等(deng)謙遜、客(ke)氣、模棱兩可的詞(ci)(ci)。
文中(zhong)用到(dao)的(de)文言(yan)詞(ci)有:marshalling, humour, maketh, doth, stond, discourse。這些詞(ci)的(de)使用就(jiu)像古漢語中(zhong)“之”、“乎”、“者”、“也”詞(ci)匯的(de)使用一樣,給人一種古老、厚重的(de)感覺。
文中還用到一些現代英語(yu)詞(ci)的古用法(fa)形式(shi)。其中很多詞(ci)今天已經不再(zai)具備(bei)它原(yuan)有(you)的語(yu)法(fa)和語(yu)義功能。它們和中國的文言文一樣具有(you)特定歷史時(shi)期的語(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(wen)中還有兩處使用了拉丁語,這(zhe)是作者(zhe)的(de)偏好,認為(wei)拉丁語能流傳長久,能給文(wen)章(zhang)增(zeng)添古色古香(xiang)的(de)味道。“Abeunt studia in mores”一句,培(pei)根在Advancement of Leaning 一文(wen)中的(de)解釋為(wei):“studieshave an influence upon the manners of those that are conversant in them”,意為(wei):“專心學問者(zhe),性格也受陶冶(ye)。”Cymini sectores = hair-splitters,即(ji)“過分講究細節的(de)人”。
文中還用到一(yi)些(xie)大(da)詞(ci),例(li)如(ru):ornament, disposition, contradict, confute, attention, extracts, conference, cunmng, impediment, demonstrations,等等。這(zhe)些(xie)詞(ci)給(gei)人一(yi)種高(gao)雅、莊嚴(yan)的(de)色彩感覺,適(shi)于(yu)嚴(yan)肅、正式的(de)場(chang)合(he)。
并列句
《論讀書》這(zhe)篇文(wen)(wen)章(zhang)句(ju)(ju)(ju)式單一,19個(ge)句(ju)(ju)(ju)子就有12個(ge)句(ju)(ju)(ju)子采用(yong)了(le)并(bing)列(lie)結構,體(ti)現了(le)語言(yan)的平衡(heng)美。這(zhe)樣(yang)的文(wen)(wen)章(zhang)樸實大方(fang),讀起來毫(hao)無矯揉(rou)造作之感。盡管如此,作者還是十分注(zhu)意長(chang)、短句(ju)(ju)(ju)的交替使用(yong),以(yi)避免(mian)整齊劃一的句(ju)(ju)(ju)式顯得單調乏味,從而使行文(wen)(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)號連(lian)結(jie)起來的(de)一個并列(lie)句(ju)(ju)。第一個分(fen)號之后各句(ju)(ju)承前(qian)省略了(le)(le)make men。這樣的(de)句(ju)(ju)子排列(lie)整齊,表意鮮明。并列(lie)的(de)部分(fen)都(dou)省略前(qian)面相(xiang)同的(de)成(cheng)分(fen),重點(dian)突出,使讀者一目了(le)(le)然(ran),給人以清(qing)晰(xi)明快的(de)感覺(jue)。而且平衡的(de)句(ju)(ju)式形成(cheng)排比風格,猶如排山(shan)倒(dao)海之勢,頗具說(shuo)服力。
“關(guan)于make的用法(fa),培根在(zai)此篇文章中采用兩(liang)種用法(fa),一(yi)(yi)是(shi)帶賓(bin)補的用法(fa),即(ji)這一(yi)(yi)句中:histories make men wise;另一(yi)(yi)種是(shi)帶賓(bin)語的用法(fa),如(ru):reading maketh a full man,作者(zhe)用make和(he)maketh加以區別make所帶的不同結構。”
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(yi)并(bing)列句(ju)(ju)(ju)(ju)不(bu)同(tong)于上一(yi)句(ju)(ju)(ju)(ju),這(zhe)句(ju)(ju)(ju)(ju)中(zhong)(zhong)的(de)并(bing)列關系(xi)是(shi)(shi)由(you)連詞and,but連接(jie)起來的(de)。每一(yi)個分(fen)句(ju)(ju)(ju)(ju)不(bu)如(ru)上句(ju)(ju)(ju)(ju)那么(me)短促、明快,而(er)是(shi)(shi)多一(yi)些推理(li)和(he)(he)描述性(xing)的(de)語(yu)言,這(zhe)主(zhu)要是(shi)(shi)因為此句(ju)(ju)(ju)(ju)中(zhong)(zhong)作(zuo)者(zhe)旨在(zai)分(fen)析(xi)讀書給人的(de)益(yi)處,分(fen)析(xi)那些有(you)經驗的(de)“練達之士雖然能處理(li)細事,一(yi)一(yi)判別(bie)枝(zhi)節,然縱觀統籌,全局(ju)策劃,則非好學深思多讀書之人莫屬”(王佐(zuo)良譯(yi))。這(zhe)是(shi)(shi)短句(ju)(ju)(ju)(ju)和(he)(he)長(chang)句(ju)(ju)(ju)(ju)給人的(de)不(bu)同(tong)感(gan)覺。短句(ju)(ju)(ju)(ju),短小利落,給人以確信、勿庸置疑(yi)的(de)味(wei)道,多使(shi)人受(shou)教;而(er)長(chang)句(ju)(ju)(ju)(ju),尤其由(you)連詞連接(jie)的(de)長(chang)句(ju)(ju)(ju)(ju),語(yu)氣連貫、舒緩,善于推理(li)、論(lun)述,在(zai)陳述和(he)(he)分(fen)析(xi)中(zhong)(zhong)給人以啟迪和(he)(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(zhe)一(yi)(yi)句省略了(le)表語(yu) is,全句結構緊湊、表意突出,具有言簡意賅的強烈(lie)效果(guo)。三(san)個(ge)否定(ding)詞not,nor,nor的使用把“讀書不(bu)(bu)是(shi)為了(le)要(yao)(yao)辯(bian)駁,不(bu)(bu)是(shi)要(yao)(yao)盲目(mu)信從(cong),不(bu)(bu)是(shi)要(yao)(yao)尋找談資”排列(lie)得緊湊整齊(qi),強烈(lie)地表達了(le)作者否定(ding)的語(yu)氣(qi)和不(bu)(bu)贊成(cheng)的態(tai)度(du)。最后以一(yi)(yi)個(ge)轉(zhuan)折詞but連接收尾,簡潔有力,語(yu)氣(qi)上由否定(ding)轉(zhuan)向肯定(ding),給(gei)(gei)人一(yi)(yi)種義正詞嚴(yan)、豁然(ran)開朗的感受(shou)。由“不(bu)(bu)要(yao)(yao)”、“不(bu)(bu)要(yao)(yao)”、“不(bu)(bu)要(yao)(yao)”轉(zhuan)為“而要(yao)(yao)權衡和思考”,給(gei)(gei)人留下深刻的印象(xiang),很有說服力。
復合句
復合句(ju)(ju)的使(shi)用(yong)有并列句(ju)(ju)所不及的文體功能,即善于表(biao)(biao)現事物間(jian)的種種復雜關系(xi),“在復合句(ju)(ju)中(zhong),主(zhu)(zhu)(zhu)句(ju)(ju)結構獨立,從句(ju)(ju)依附于主(zhu)(zhu)(zhu)句(ju)(ju);從句(ju)(ju)所表(biao)(biao)達的概念(nian)是(shi)對主(zhu)(zhu)(zhu)句(ju)(ju)意義的補充、解釋或限(xian)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(zhe)一(yi)句(ju)(ju)中的(de)(de)(de)主句(ju)(ju)后帶有一(yi)個由(you)連詞for引(yin)導(dao)的(de)(de)(de)原因狀(zhuang)(zhuang)語(yu)從(cong)句(ju)(ju),從(cong)句(ju)(ju)中有主句(ju)(ju)、由(you)that引(yin)導(dao)的(de)(de)(de)定語(yu)從(cong)句(ju)(ju)和(he)由(you)except引(yin)導(dao)的(de)(de)(de)條件從(cong)句(ju)(ju)。原因狀(zhuang)(zhuang)語(yu)從(cong)句(ju)(ju)用來解釋讀書(shu)和(he)經(jing)(jing)驗(yan)的(de)(de)(de)互補(bu)關(guan)系(xi);定語(yu)從(cong)句(ju)(ju)是補(bu)充說明“天(tian)生的(de)(de)(de)才干猶如天(tian)然花(hua)木,須靠讀書(shu)修剪枝葉”。條件從(cong)句(ju)(ju)是用來限制(zhi)“讀書(shu)如不(bu)以經(jing)(jing)驗(yan)范之,則(ze)(ze)又大而無當(dang)”(王(wang)佐良譯)。語(yu)義(yi)雖然冗繁(fan)復(fu)雜,但使(shi)用不(bu)同從(cong)句(ju)(ju)的(de)(de)(de)關(guan)系(xi)連詞來引(yin)導(dao),則(ze)(ze)又顯(xian)得條理十分清楚。這(zhe)是并(bing)列(lie)句(ju)(ju)乃(nai)至其他(ta)句(ju)(ju)式(shi)所不(bu)能比(bi)擬的(de)(de)(de)文體功能優勢。
排比
排比就是把結構相同、意(yi)氣并重(zhong)、語(yu)氣一致(zhi)的(de)詞組或句子排列成串,形成一個整體。《論讀書》中(zhong)這樣的(de)結構隨處可見(jian),而(er)且作者運用(yong)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(tong)樣(yang)的(de)不定式(shi)結構語(yu)氣一致,分析褥(ru)淋漓盡(jin)致、準確(que)生(sheng)動。這種(zhong)排(pai)比結構用(yong)來(lai)說(shuo)明和定論,不僅(jin)結構嚴謹整齊,而且(qie)文章的(de)節(jie)奏也勻稱(cheng)悅耳,大大提高了語(yu)言的(de)表現力。
優(you)美(mei)的(de)(de)散文(wen)(wen)之所以(yi)能給(gei)人們的(de)(de)聽覺帶來(lai)美(mei)的(de)(de)享受,在(zai)很大(da)程度上(shang)應(ying)歸功(gong)于其優(you)美(mei)的(de)(de)節(jie)(jie)奏(zou)(zou)。散文(wen)(wen)的(de)(de)節(jie)(jie)奏(zou)(zou)雖不像詩(shi)的(de)(de)節(jie)(jie)奏(zou)(zou)那樣(yang)有固(gu)定(ding)的(de)(de)模(mo)式和(he)規律(lv),但作家(jia)總是(shi)注意選擇某種(zhong)節(jie)(jie)奏(zou)(zou),使(shi)節(jie)(jie)奏(zou)(zou)成(cheng)為烘托語義的(de)(de)一種(zhong)表(biao)達手段;而文(wen)(wen)學批評家(jia)則總是(shi)把節(jie)(jie)奏(zou)(zou)看作“文(wen)(wen)體(ti)風格的(de)(de)組成(cheng)部(bu)分(anintegral part of the style)”。S.H. Burton在(zai)《The Criticism ofProse》一書中(zhong)指出:早期(qi)英語散文(wen)(wen)的(de)(de)節(jie)(jie)奏(zou)(zou)多是(shi)靠排比(bi)結構予以(yi)實現的(de)(de)。在(zai)《論讀書》這篇散文(wen)(wen)中(zhong),培根就十分注重使(shi)用排比(bi)結構來(lai)實現節(jie)(jie)奏(zou)(zou)美(mei),還注意交替使(shi)用并列句(ju)和(he)復合(he)句(ju)來(lai)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)比喻(yu)深入淺出地說(shuo)明一(yi)個道理,因而文(wen)中充(chong)滿了諸如taste, swallow, chew, digest等比喻(yu)。“Natural abilities are like natural plants, that need pruning by study”,是(shi)說(shuo)天生(sheng)的(de)才干需要知(zhi)識來磨練就(jiu)像草(cao)木需要修(xiu)枝剪葉一(yi)樣;“some books are to be tasted, others to beswallowed, and some few to be chewed and digested”,是(shi)說(shuo)讀(du)書(shu)猶如吃(chi)食物,“有的(de)書(shu)淺嘗(chang)即可,有的(de)書(shu)可以狼吞虎咽,少數則須咀嚼消(xiao)化”(王楫(ji) 譯)。“else distilled books are, likecommon distilled waters, flashy things”,這一(yi)句是(shi)說(shuo)“書(shu)經提煉猶如水經蒸餾,淡而無味矣”(王佐(zuo)良譯)。這些深刻(ke)的(de)讀(du)書(shu)之道,若不是(shi)用(yong)這么形象(xiang)的(de)比喻(yu),很難達到這么通俗(su)易懂的(de)效(xiao)果,形象(xiang)的(de)比喻(yu)用(yong)得恰到好處,令人(ren)信服(fu)。
《論讀(du)書》全文沒有分段,一氣(qi)呵成。文中短句(ju)多(duo)(duo)(duo),并(bing)列句(ju)多(duo)(duo)(duo),標(biao)點多(duo)(duo)(duo)。像培(pei)根這樣的(de)文風在(zai)當(dang)時被稱為“松(song)散(san)、自由(you)的(de)風格(loose and free style)”(1987: 340)。文中不大使(shi)用復(fu)合結構,并(bing)列句(ju)中各個意思都處于平等的(de)地位,一個接一個說下去,逐(zhu)步深入(ru)。因此(ci),并(bing)列連詞(and, but, for, nor 等)遠(yuan)(yuan)遠(yuan)(yuan)多(duo)(duo)(duo)于主從(cong)連詞(as, smce, because等)。“這類(lei)文章,雖則(ze)是松(song)散(san)自由(you)的(de),它還是很講究修辭”,排比和(he)比喻隨處可見。
全篇文章旨在強調讀書的(de)(de)功效,作者相(xiang)信(xin)人(ren)們頭腦中一切病端都(dou)有(you)(you)辦法救治,而讀書就是一劑萬能的(de)(de)良藥。這(zhe)種對人(ren)的(de)(de)自我完善(shan)的(de)(de)渴求及(ji)確信(xin)必達目的(de)(de)之抱負,反映了文藝(yi)復興時代崇尚(shang)理性、相(xiang)信(xin)人(ren)的(de)(de)力量和人(ren)具有(you)(you)無(wu)限潛力的(de)(de)“人(ren)文主(zhu)義精神(shen)”。
為反映作者(zhe)的(de)冷(leng)靜、理性和自(zi)信(xin)的(de)態度,文章也(ye)采用簡(jian)潔這一風格。“簡(jian)潔就是言簡(jian)意賅。文章沒(mei)有多余的(de)詞(ci),沒(mei)有多余的(de)句,但內容又(you)很(hen)豐富,含(han)義也(ye)很(hen)深刻。”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(zhe)個(ge)句子寫得(de)(de)干凈利落,讓人(ren)聽(ting)來(lai)仿佛(fo)覺得(de)(de)作(zuo)者在述說(shuo)一條(tiao)千真(zhen)萬確(que)的(de)真(zhen)理,語氣肯定,絲毫未(wei)表現謙遜(xun)、遲疑(yi)和含混(hun)的(de)語氣。
天(tian)文(wen)學(xue)家(jia)、科(ke)普作家(jia)卞(bian)毓麟(lin)《恬淡悠閱——卞(bian)毓麟(lin)書(shu)事選錄》:“英國思想家(jia)、哲學(xue)家(jia)、實驗(yan)科(ke)學(xue)的(de)先驅(qu)者弗朗西斯·培(pei)根的(de)一(yi)篇Of Studies,400年來引得世(shi)上多(duo)少讀(du)者競折腰。數十年前讀(du)王(wang)佐良先生的(de)譯文(wen)(篇名譯為《談讀(du)書(shu)》),唯(wei)覺詞(ci)清句麗,妙不(bu)可言。……”
上海師范(fan)大(da)學人文(wen)與傳播學院教授劉文(wen)榮《經(jing)典(dian)(dian)作家(jia)談書(shu)與讀(du)書(shu)》:“全(quan)文(wen)不(bu)足兩千字,卻將讀(du)書(shu)之(zhi)功用、讀(du)書(shu)之(zhi)方法(fa)及讀(du)書(shu)與性格之(zhi)關系一一道來,且句句有理,實為言簡意(yi)賅之(zhi)典(dian)(dian)范(fan)。”
天(tian)津外國語大學教授馬鐘元《每天(tian)讀(du)點英(ying)(ying)文(wen)(wen)英(ying)(ying)美文(wen)(wen)化常識全(quan)集 超值白金(jin)版》:“《論(lun)讀(du)書(shu)》是弗朗西斯·培根(gen)的(de)(de)《散文(wen)(wen)集》中的(de)(de)一篇(pian)(pian),其(qi)文(wen)(wen)風以簡潔、緊(jin)湊(cou)和有力而(er)著稱。其(qi)中,《論(lun)讀(du)書(shu)》是最膾(kuai)炙(zhi)人口(kou)的(de)(de)一篇(pian)(pian)。在文(wen)(wen)中,培根(gen)分析(xi)了讀(du)書(shu)的(de)(de)主要目的(de)(de)、讀(du)書(shu)所應(ying)采用的(de)(de)不同(tong)方式以及讀(du)書(shu)對人的(de)(de)性格的(de)(de)影響。文(wen)(wen)章(zhang)最精彩的(de)(de)地方不僅在于其(qi)論(lun)據具有說(shuo)服(fu)力,而(er)且(qie)在于遣(qian)詞造句(ju)(ju)、句(ju)(ju)型(xing)和結構的(de)(de)優(you)美。……總之,本文(wen)(wen)中運用了許多(duo)寫(xie)作(zuo)技巧(qiao)。整體行文(wen)(wen)語句(ju)(ju)優(you)美,用詞準確,令(ling)人信服(fu)。《論(lun)讀(du)書(shu)》是一篇(pian)(pian)優(you)美散文(wen)(wen)中的(de)(de)典范,值得仔細咀嚼。”