新概念必背篇打印版

新觀點必背篇打印版新觀點必背篇打印版新觀點必背篇打印版Lesson1FindingFossilmanWecanreadofthingsthathappened5,000yearsagointheNearEast,wherepeoplefirstlearnedtowrite.Buttherearesomepartsoftheworldwhereevennowpeoplecannotwrite.Theonlywaythattheycanpreservetheirhistoryistorecountitassagas--legendshandeddownfromonegenerationofstory-tellerstoanother.Theselegendsareusefulbecausetheycantellussomethingaboutmigrationsofpeoplewholivedlongago,butnonecouldwritedownwhattheydid.AnthropologistswonderedwheretheremoteancestorsofthePolynesianpeoplesnowlivinginthePacificIslandscamefrom.ThesagasofthesepeopleexplainthatsomeofthemcamefromIndonesiaabout2,000yearsago.Butthefirstpeoplewhowerelikeourselveslivedsolongagothateventheirsagas,iftheyhadany,areforgotten.Soarchaeologistshaveneitherhistorynorlegendstohelpthemtofindoutwherethefirst'modernmen'camefrom.Fortunately,however,ancientmenmadetoolsofstone,especiallyflint,becausethisiseasiertoshapethanotherkinds.Theymayalsohaveusedwoodandskins,butthesehaverottedaway.Stonedoesnotdecay,andsothetoolsoflongagohaveremainedwheneventhebonesofthemenwhomadethemhavedisappearedwithouttrace.Lesson2SparethatspiderWhy,youmaywonder,shouldspidersbeourfriends?Becausetheydestroysomanyinsects,andinsectsincludesomeofthegreatestenemiesofthehumanrace.Insectswouldmakeitimpossibleforustoliveintheworld;theywoulddevourallourcropsandkillourflocksandherds,ifitwerenotfortheprotectionwegetfrominsect-eatinganimals.Weowealottothebirdsandbeastswhoeatinsectsbutallofthemputtogetherkillonlyafractionofthenumberdestroyedbyspiders.Moreover,unlikesomeoftheotherinsecteaters,spidersneverdotheleastharmtousorourbelongings.Spidersarenotinsects,asmanypeoplethink,norevennearlyrelatedtothem.Onecantellthedifferencealmostataglanceforaspideralwayshaseightlegsandaninsectnevermorethansix.Howmanyspidersareengagedinthisworkonourbehalf?OneauthorityonspidersmadeacensusofthespidersinagrassfieldinthesouthofEngland,andheestimatedthatthereweremorethan2,250,000inoneacre,thatissomethinglike6,000,000spidersofdifferentkindsonafootballpitch.Spidersarebusyforatleasthalftheyearinkillinginsects.Itisimpossibletomakemorethanthewildestguessathowmanytheykill,buttheyarehungrycreatures,notcontentwithonlythreemealsaday.IthasbeenestimatedthattheweightofalltheinsectsdestroyedbyspidersinBritaininoneyearwouldbegreaterthanthetotalweightofallthehumanbeingsinthecountry.T.H.GILLESPIESparethatSpiderfromTheListenerLesson5YouthPeoplearealwaystalkingabout'theproblemofyouth'.Ifthereisone—whichItakeleavetodoubt--thenitisolderpeoplewhocreateit,nottheyoungthemselves.Letusgetdowntofundamentalsandagreethattheyoungareafterallhumanbeings--peoplejustliketheirelders.Thereisonlyonedifferencebetweenanoldmanandayoungone:theyoungmanhasagloriousfuturebeforehimandtheoldonehasasplendidfuturebehindhim:andmaybethatiswheretherubis.WhenIwasateenager,IfeltthatIwasjustyounganduncertain--thatIwasanewboyinahugeschool,andIwouldhavebeenverypleasedtoberegardedassomethingsointerestingasaproblem.Foronething,beingaproblemgivesyouacertainidentity,andthatisoneofthethingstheyoungarebusilyengagedinseeking.Ifindyoungpeopleexciting.Theyhaveanairoffreedom,andtheyhavenotadrearycommitmenttomeanambitionsorloveofcomfort.Theyarenotanxioussocialclimbers,andtheyhavenodevotiontomaterialthings.Allthisseemstometolinkthemwithlife,andtheoriginsofthings.It'sasiftheywereinsomesensecosmicbeingsinviolentandlovelycontrastwithussuburbancreatures.AllthatisinmymindwhenImeetayoungperson.Hemaybeconceited,ill-mannered,presumptuousoffatuous,butIdonotturnforprotectiontodrearyclichsaboutrespectforéelders--asifmereagewereareasonforrespect.Iacceptthatweareequals,andIwillarguewithhim,asanequal,ifIthinkheiswrong.Lesson6ThesportingspiritIamalwaysamazedwhenIhearpeoplesayingthatsportcreatesgoodwillbetweenthenations,andthatifonlythecommonpeoplesoftheworldcouldmeetoneanotheratfootballorcricket,theywouldhavenoinclinationtomeetonthebattlefield.Evenifonedidn'tknowfromconcreteexamples(the1936OlympicGames,forinstance)thatinternationalsportingcontestsleadtoorgiesofhatred,onecoulddeduceitfromgeneralprinciples.Nearlyallthesportspracticednowadaysarecompetitive.Youplaytowin,andthegamehaslittlemeaningunlessyoudoyourutmosttowin.Onthevillagegreen,whereyoupickupsidesandnofeelingoflocalpatriotismisinvolved,itispossibletoplaysimplyforthefunandexercise:butassoonasthequestionofprestigearises,assoonasyoufeelthatyouandsomelargerunitwillbedisgracedifyoulose,themostsavagecombativeinstinctsarearoused.Anyonewhohasplayedeveninaschoolfootballmatchknowsthis.Attheinternationallevelsportisfranklymimicwarfare.Butthesignificantthingisnotthebehaviouroftheplayersbuttheattitudeofthespectators:and,behindthespectators,ofthenations.whoworkthemselvesintofuriesovertheseabsurdcontests,andseriouslybelieve--atanyrateforshortperiods--thatrunning,jumpingandkickingaballaretestsofnationalvirtue.Lesson9RoyalespionageAlfredtheGreatactedashisownspy,visitingDanishcampsdisguisedasaminstrel.Inthosedayswanderingminstrelswerewelcomeeverywhere.Theywerenotfightingmen,andtheirharpwastheirpassport.Alfredhadlearnedmanyoftheirballadsinhisyouth,andcouldvaryhisprogrammewithacrobatictricksandsimpleconjuring.WhileAlfred'slittlearmyslowlybegantogatheratAthelney,thekinghimselfsetouttopenetratethecampofGuthrum,thecommanderoftheDanishinvaders.ThesehadsettleddownforthewinteratChippenham:thitherAlfredwent.Henoticedatoncethatdisciplinewasslack:theDaneshadtheself-confidenceofconquerors,andtheirsecurityprecautionswerecasual.Theylivedwell,ontheproceedsofraidsonneighbouringregions.Theretheycollectedwomenaswellasfoodanddrink,andalifeofeasehadmadethemsoft.AlfredstayedinthecampaweekbeforehereturnedtoAthelney.TheforcethereassembledwastrivialcomparedwiththeDanishhorde.ButAlfredhaddeducedthattheDaneswerenolongerfitforprolongedbattle:andthattheircommissariathadnoorganization,butdependedonirregularraids.So,facedwiththeDanishadvance,Alfreddidnotriskopenbattlebutharriedtheenemy.Hewasconstantlyonthemove,drawingtheDanesafterhim.Hispatrolshaltedtheraidingparties:hungerassailedtheDanisharmy.NowAlfredbeganalongseriesofskirmishes--andwithinamonththeDaneshadsurrendered.Theepisodecouldreasonablyserveasauniqueepicofroyalespionage!Lesson11HowtogrowoldSomeoldpeopleareoppressedbythefearofdeath.Intheyoungthereisajustificationforthisfeeling.Youngmenwhohavereasontofearthattheywillbekilledinbattlemayjustifiablyfeelbitterinthethoughtthattheyhavebeencheatedofthebestthingsthatlifehastooffer.Butinanoldmanwhohasknownhumanjoysandsorrows,andhasachievedwhateverworkitwasinhimtodo,thefearofdeathissomewhatabjectandignoble.Thebestwaytoovercomeit-soatleastitseemstome----istomakeyourinterestsgraduallywiderandmoreimpersonal,untilbitbybitthewallsoftheegorecede,andyourlifebecomesincreasinglymergedintheuniversallife.Anindividualhumanexistenceshouldbelikeariver--smallatfirst,narrowlycontainedwithinitsbanks,andrushingpassionatelypastbouldersandoverwaterfalls.Graduallytherivergrowswider,thebanksrecede,thewatersflowmorequietly,andintheend,withoutanyvisiblebreak,theybecomemergedinthesea,andpainlesslylosetheirindividualbeing.Themanwho,inoldage,canseehislifeinthisway,willnotsufferfromthefearofdeath,sincethethingshecaresforwillcontinue.Andit,withthedecayofvitality,wearinessincreases,thethoughtofrestwillbenotunwelcome.Ishouldwishtodiewhilestillatwork,knowingthatotherswillcarryonwhatIcannolongerdo,andcontentinthethoughtthatwhatwaspossiblehasbeendone.Lesson16ThemoderncityIntheorganizationofindustriallifetheinfluenceofthefactoryuponthephysiologicalandmentalstateoftheworkershasbeencompletelyneglected.Modernindustryisbasedontheconceptionofthemaximumproductionatlowestcost,inorderthatanindividualoragroupofindividualsmayearnasmuchmoneyaspossible.Ithasexpandedwithoutanyideaofthetruenatureofthehumanbeingswhorunthemachines,andwithoutgivinganyconsiderationtotheeffectsproducedontheindividualsandontheirdescendantsbytheartificialmodeofexistenceimposedbythefactory.Thegreatcitieshavebeenbuiltwithnoregardforus.Theshapeanddimensionsoftheskyscrapersdependentirelyonthenecessityofobtainingthemaximumincomepersquarefootofground,andofofferingtothetenantsofficesandapartmentsthatpleasethem.Thiscausedtheconstructionofgiganticbuildingswheretoolargemassesofhumanbeingsarecrowdedtogether.Civilizedmenlikesuchawayofliving.Whiletheyenjoythecomfortandbanalluxuryoftheirdwelling,theydonotrealizethattheyaredeprivedofthenecessitiesoflife.Themoderncityconsistsofmonstrousedificesandofdark,narrowstreetsfullofpetrolfumes,coaldust,andtoxicgases,tornbythenoiseofthetaxi-cabs,lorriesandbuses,andthrongedceaselesslybygreatcrowds.Obviously,ithasnobeenplannedforthegoodofitsinhabitants.Lesson24BeautyAyoungmanseesasunsetand,unabletounderstandortoexpresstheemotionthatitrousesinhim,concludesthatitmustbethegatewaytoaworldthatliesbeyond.Itisdifficultforanyofusinmomentsofintenseaestheticexperiencetoresistthesuggestionthatwearecatchingaglimpseofalightthatshinesdowntousfromadifferentrealmofexistence,differentand,becausetheexperienceisintenselymoving,insomewayhigher.And,thoughthegleamsblindanddazzle,yetdotheyconveyahintofbeautyandserenitygreaterthanwehaveknownorimagined.Greatertoothanwecandescribe,forlanguage,whichwasinventedtoconveythemeaningsofthisworld,cannotreadilybefittedtotheusesofanother.Thatallgreatarthasthispowerofsuggestingaworldbeyondisundeniable.InsomemoodsNaturesharesit.ThereisnoskyinJunesobluethatitdoesnotpointforwardtoabluer,nosunsetsobeautifulthatitdoesnotwakenthevisionofagreaterbeauty,avisionwhichpassesbeforeitisfullyglimpsed,andinpassingleavesanindefinablelongingandregret.But,ifthisworldisnotmerelyabadjoke,lifeavulgarflareamidthecoolradianceofthestars,andexistenceanemptylaughbrayingacrossthemysteries;iftheseintimationsofasomethingbehindandbeyondarenotevilhumourbornofindigestion,orwhimsiessentbythedeviltomockandmaddenus,if,inaword,beautymeanssomething,yetwemustnotseektointerpretthemeaning.Ifweglimpsetheunutterable,itisunwisetotrytoutterit,norshouldweseektoinvestwithsignificancethatwhichwecannotgrasp.Beautyintermsofourhumanmeaningsismeaningless.Lesson31ThesculptorspeaksAppreciationofsculpturedependsupontheabi8litytorespondtoforminthreedimensions.Thatisperhapswhysculpturehasbeendescribedasthemostdifficultofallarts;certainlyitismoredifficultthantheartswhichinvolveappreciationofflatforms,shapeinonlytwodimensions.Manymorepeopleare'form-blind'thancolour-blind.Thechildlearningtosee,firstdistinguishesonlytwo-dimensionalshape;itcannotjudgedistances,depths.Later,foritspersonalsafetyandpracticalneeds,ithastodevelop(partlybymeansoftouch)theabilitytojudgeroughlythree-dimensionaldistances.Buthavingsatisfiedtherequirementsofpracticalnecessity,mostpeoplegonofurther.Thoughtheymayattainconsiderableaccuracyintheperceptionofflatform,theydonotmakethefurtherintellectualandemotionaleffortneededtocomprehendforminitsfullspatialexistence.thisiswhatthesculptormustdo.Hemuststrivecontinuallytothinkof,anduse,forminitsfullspatialcompleteness.Hegetsthesolidshape,asitwere,insidehishead--hethinksofit,whateveritssize,asifhewereholdingitcompletelyenclosedinthehollowofhishand.Hementallyvisualizesacomplexformfromallrounditself;heknowswhilehelooksatonesidewhattheothersideislike;heidentifieshimselfwithitscentreofgravity,itsmass,itsweight;herealizesitsvolume,asthespacethattheshapedisplacesintheair.Andthesensitiveobserverofsculpturemustalsolearntofeelshapesimplyasshape,notasdescriptionorreminiscence.Hemust,forexample,perceiveaneggasasimplesinglesolidshape,quiteapartfromitssignificanceasfood,orfromtheliteraryideathatitwillbecomeabird.Andsowithsolidssuchasashell,anut,aplum,apear,atadpole,amushroom,amountainpeak,akidney,acarrot,atree-trunk,abird,abud,alark,aladybird,abulrush,abone.Fromthesehecangoontoappreciatemorecomplexformsofcombinationsofseveralforms.Lesson33EducationEducationisoneofthekeywordsofourtime.Amanwithoutaneducation,manyofusbelieve,isanunfortunatevictimofadversecircumstancesdeprivedofoneofthegreatesttwentieth-centuryopportunities.Convincedoftheimportanceofeducation,modernstates'invest'ininstitutionsoflearningtogetback'interest'intheformofalargegroupofenlightenedyoungmenandwomenwhoarepotentialleaders.Education,withitscyclesofinstructionsocarefullyworkedout,punctuatedbytext-books--thosepurchasablewellsofwisdom--whatwouldcivilizationbelikewithoutitsbenefits?Somuchiscertain:thatwewouldhavedoctorsandpreachers,lawyersanddefendantS,marriagesandbirths--butourspiritualoutlookwouldbedifferent.Wewouldlaylessstresson'factsandfigures'andmoreonagoodmemory,onappliedpsychology,andonthecapacityofamantogetalongwithhisfellowcitizens.Ifoureducationalsystemwerefashionedafteritsbooklesspastwewouldhavethemostdemocraticformof'college'imaginable.Amongthepeoplewhomweliketocallsavagesallknowledgeinheritedbytraditionissharedbyall;itistaughttoeverymemberofthetribesothatinthisrespecteverybodyis,equallyequippedforlife.Itistheidealconditionofthe'equalstart'whichonlyourmostprogressiveformsofmoderneducationtrytoregain.Inprimitiveculturestheobligationtoseekandtoreceivethetraditionalinstructionisbindingtoall.Thereareno'illiterates'--ifthetermcanbeappliedtopeopleswithoutascript--whileourowncompulsoryschoolattendancebecamelawinGermanyin1642,inFrancein1806,andinEnglandin1876,andisstillnon-existentinanumberof'civilized'nations.Thisshowshowlongitwasbeforewedeemeditnecessarytomakesurethatallourchildrencouldshareintheknowledgeaccumulatedbythe'happyfew'duringthepastcenturies.Educationinthewildernessisnotamatterofmonetarymeans.Allareentitledtoanequalstart.Thereisnoneofthehurrywhich,inoursociety,oftenhampersthefulldevelopmentofagrowingpersonality.There,achildgrowsupundertheever-presentattentionofhisparents,thereforethejunglesandthesavannahsknowofno'juveniledelinquency.'Nonecessityofmakingalivingawayfromhomeresultsinneglectofchildren,andnofatherisconfrontedwithhisinabilityto'buy'aneducationforhischild.Lesson34AdolescenceParentsareoftenupsetwhentheirchildrenpraisethehomesoftheirfriendsandregarditasaslurontheirowncooking,orcleaning,orfurniture,andoftenarefoolishenoughtolettheadolescentsseethattheyareannoyed.Theymayevenaccusethemofdisloyalty,ormakesomespitefulremarkaboutthefriends'parents.Suchalossofdignityanddescentintochildishbehaviouronthepartoftheadultsdeeplyshockstheadolescents,andmakesthemresolvethatinfuturetheywillnottalktotheirparentsabouttheplacesorpeopletheyvisit.Beforeverylongtheparentswillbecomplainingthatthechildissosecretiveandnevertellsthemanything,buttheyseldomrealizethattheyhavebroughtthisonthemselves.Disillusionmentwiththeparents,howevergoodandadequatetheymaybebothasparentsandasindividuals,istosomedegreeinevitable.Mostchildrenhavesuchahighidealoftheirparents,unlesstheparentsthemselveshavebeenunsatisfactory,thatitcahardlyhopetostanduptoarealisticevaluation.Parentswouldbegreatlysurprisedanddeeplytouchediftheyrealizehowmuchbelieftheirchildrenusuallyhaveintheircharacterandinfallibility,andhowmuchthisfaithmeanstoachild.Ifparentswerepreparedforthisadolescentreaction,andrealizedthatitwasasignthatthechildwasgrowingupanddevelopingvaluablepowersofobservationandindependentjudgement,theywouldnotbesohurt,andthereforewouldnotdrivethechildintooppositionbyresentingandresistingit.Theadolescent,withhispassionforsincerity,alwaysrespectsaparentwhoadmitsthatheiswrong,orignorant,oreventhathehasbeenunfairorunjust.Whatthechildcannotforgiveistheparents'refusaltoadmitthesechargesifthechildknowsthemtobetrue.Victorianparentsbelievedthattheykepttheirdignitybyretreatingbehindanunreasoningauthoritarianattitude;infactheydidnothingofthekind,butchildrenwerethentoocowedtoletthemknowhowtheyreallyfelt.Todaywetendtogototheotherextreme,butonthewholethisisahealthierattitudebothforthechildandtheparent.Itisalwayswiserandsafertofaceuptoreality,howeverpainfulitmaybeatthemoment.Lesson37TheprocessofageingAttheageoftwelveyears,thehumanbodyisatitsmostvigorous.Ithasyettoreachitsfullsizeandstrength,anditsownerhisorherfullintelligence;butatthisagethelikelihoodofdeathisleast.Earlierwewereinfantsandyoungchildren,andconsequentlymorevulnerable;later,weshallundergoaprogressivelossofourvigourandresistancewhich,thoughimperceptibleatfirst,willfinallybecomesosteepthatwecanlivenolonger,howeverwellwelookafterourselves,andhoweverwellsociety,andourdoctors,lookafterus.Thisdeclineinvigourwiththepassingoftimeiscalledageing.Itisoneofthemostunpleasantdiscoverieswhichweallmakethatwemustdeclineinthisway,thatifweescapewars,accidentsanddiseasesweshalleventuallydieofoldage,andthatthishappensataratewhichdifferslittlefrompersontoperson,sothatthereareheavyoddsinfavourofourdyingbetweentheagesofsixty-fiveandeighty.Someofuswilldiesooner,afewwilllivelonger--onintoaninthortenthdecade.Butthechancesareagainstit,andthereisavirtuallimitonhowlongwecanhopetoremainalive,howeverluckyandrobustweare.Normalpeopletendtoforgetthisprocessunlessanduntiltheyareremindedofit.Wearesofamiliarwiththefactthatmanages,thatpeoplehaveforyearsassumedthattheprocessoflosingvigourwithtime,ofbecomingmorelikelytodietheolderweget,wassomethingself-evident,likethecoolingofahotkettleorthewearing-outofapairofshoes.Theyhavealsoassumedthatallanimals,andprobablyotherorganismssuchastrees,oreventheuniverseitself,mustinthenatureofthings'wearout'.Mostanimalswecommonlyobservedoinfactageaswedoifgiventhechancetolivelongenough;andmechanicalsystemslikeawoundwatchorthesun,doinfactrunoutofenergyinaccordancewiththesecondlawofthermodynamics(whetherthewholeuniversedoessoisamootpointatpresent).ButthesearenotanalogoustowhathappenswhenmanagesArun-downwatchisstillawatchandcanberewound.Anoldwatch,bycontrast,becomessowornandunreliablethatiteventuallyisnotworthmendingButawatchcouldneverrepairitselfitdoesnotconsistoflivingparts,onlyofmetal,whichwearsawaybyfriction.Wecould,atonetime,repairourselveswellenough,atleast,toovercomeallbutthemostinstantlyfatalillnessesanaccidents.Betweentwelveandeightyyearswegraduallylosethispower;anillnesswhichattwelvewouldknockusover,ateightycanknockusout,andintoourgrave.Ifwecouldstayasvigorousasweareattwelve,itwouldtakeabout700yearsforhalfofustodie,andanother700forthesurvivorstobereducebyhalfagain.Lesson39WhateverywriterwantsIhaveknownveryfewwriters,butthoseIhaveknown,andwhomIrespected,confessatoncethattheyhavelittleideawheretheyarcgoingwhentheyfirstsetpentopaper.Theyhaveacharacter,perhapstwo,theyareinthatconditionofeagerdiscomfortwhichpassesforinspiration,alladmitradicalchangesofdestinationoncethejourneyhasbegun;one,tomycertainknowledge,spentninemonthsonanovelaboutKashmir,thenresetthewholethingintheScottishHighlands.Ineverheardofanyonemakinga'skeleton',asweweretaughtatschool.Inthebreakingandremaking,inthetiming,interweaving,beginningafresh,thewritercomestodiscernthingsinhismaterialwhichwerenotconseriouslyinhismindwhenhebegan.Thisorganicprocess,oftenleadingtomomentsofextraordinaryself-discovery,isofanindescribablefascination.Ablurredimageappears,headdsabrushstrokeandanother,anditisgone;butsomethingwasthere,andhewillnotresttillhehascapturedit.Sometimestheyeastwithinawriteroutlivesabookhehaswritten.Ihaveheardofwriterswhoreadnothingbuttheirownbooks,likeadolescentstheystandbeforethemirror,andstillcannotfathomtheexactoutlineofthevisionbeforethem.Forthesamereason,writerstalkinterminablyabouttheirownbooks,winklingouthiddenmeanings,super-imposingnewones,beggingresponsefromthosearoundthem.Ofcourseawriterdoingthisismisunderstood:hemightaswelltrytoexplainacrimeoraloveaffair.Heisalso,incidentally,anunforgivablebore.Thistemptationtocoverthedistancebetweenhimselfandthereader,tostudyhisimageinthesightofthosewhodonotknowhim,canbehisundoing:hehasbeguntowritetoplease.AyoungEnglishwritermadethepertinentobservationayearortwobackthatthetalentgoesintothefirstdraft,andtheartintothedraftsthatfollow.Forthisreasonalsothewriter,likeanyotherartist,hasnorestingplace,nocrowdormovementinwhichhemaytakecomfort,nojudgmentfromoutsidewhichcanreplacethejudgmentfromwithin.Awritermakesorderoutoftheanarchyofhisheart;hesubmitshimselftoamoreruthlessdisciplinethananycriticdreamedof,andwhenheflirtswithfame,heistakingtimeofffromlivingwithhimself,fromthesearchforwhathisworldcontainsatitsinmostpoint.Lesson41TrainingelephantsTwomaintechniqueshavebeenusedfortrainingelephants,whichwemaycallrespectivelythetoughandthegentle.Theformermethodsimplyconsistsofsettinganelephanttoworkandbeatinghimuntilhedoeswhatisexpectedofhim.Apartfromanymoralconsiderationsthisisastupidmethodoftraining,foritproducesaresentfulanimalwhoatalaterstagemaywellturnman-killer.Thegentlemethodrequiresmorepatienceintheearlystages,butproducesacheerful,good-temperedelephantwhowillgivemanyyearsofloyalservice.Thefirstessentialinelephanttrainingistoassigntotheanimalasinglemahoutwhowillbeentirelyresponsibleforthejob.Elephantsliketohaveonemasterjustasdogsdo,andarecapableofaconsiderabledegreeofpersonalaffection.Thereareevenstoriesofhalf-trainedelephantcalveswhohaverefusedtofeedandpinedtodeathwhenbysomeunavoidablecircumstancetheyhavebeendeprivedoftheirowntrainer.Suchextremecasesmustprobablybetakenwithagrainofsalt,buttheydounderlinethegeneralprinciplethattherelationshipbetweenelephantandmahoutisthekeytosuccessfultraining.Themosteconomicalagetocaptureanelephantfortrainingisbetweenfifteenandtwentyyears,foritisthenalmostreadytoundertakeheavyworkandcanbegintoearnitskeepstraightaway.Butanimalsofthisagedonoteasilybecomesubservienttoman,andaveryfirmhandmustbeemployedintheearlystages.Thecaptiveelephant,stillropedtoatree,plungesandscreamseverytimeamanapproaches,andforseveraldayswillprobablyrefuseallfoodthroughangerandfear.Sometimesatameelephantistetherednearbytogivethewildoneconfidence,andinmostcasesthecaptivegraduallyquietensdownandbeginstoacceptitsfood.Thenextstageistogettheelephanttothetrainingestablishment,aticklishbusinesswhichisachievedwiththeaidoftwotameelephantsropedtothecaptiveoneitherside.Whenseveralelephantsarebeingtrainedatonetimeitiscustomaryforthenewarrivaltobeplacedbetweenthestallsoftwocaptiveswhosetrainingisalreadywelladvanced.Itisthenleftcompletelyundisturbedwithplentyoffoodandwatersothatitcanabsorbtheatmosphereofitsnewhomeandseethatnothingparticularlyalarmingishappeningtoitscompanions.Whenitiseatingnormallyitsowntrainingbegins.Thetrainerstandsinfrontoftheelephantholdingalongstickwithasharpmetalpoint.Twoassistants,mountedortameelephants,controlthecaptivefromeitherside,whileothersrubtheirhandsoverhisskintotheaccompanimentofamonotonousandsoothingchant.Thisifsupposedtoinducepleasurablesensationsintheelephant,anditseffectsarereinforcedbytheuseofendearingepithets,suchas'ho!myson',or'ho!myfather',or'mymother',accordingtotheageandsexofthecaptive.Theelephantisnotimmediatelysusceptibletosuchblandishments,however,andusuallylashesfiercelywithitstrunkinalldirections.Thesemovementsarecontrolledbythetrainerwiththemetal-pointedstick,andthetrunkeventuallybecomessosorethattheelephantcurlsitupandseldomafterwardsusesitforoffensivepurposes.Lesson44PatternsofcultureCustomhasnotbeencommonlyregardedasasubjectofanygreatmoment.Theinnerworkingsofourownbrainswefeeltobeuniquelyworthyofinvestigation,butcustomhaveawayofthinking,isbehaviouratitsmostcommonplace.Asamatteroffact,itistheotherwayaround.Traditionalcustom,takentheworldover,isamassofdetailedbehaviourmoreastonishingthanwhatanyonepersoncaneverevolveinindividualactions,nomatterhowaberrant.Yetthatisarathertrivialaspectofthematter.Thefactoffirst-rateimportanceisthepredominantrolethatcustomplaysinexperienceandinbelief,andtheverygreatvarietiesitmaymanifest.Nomaneverlooksattheworldwithpristineeyes.Heseesiteditedbyadefinitesetofcustomsandinstitutionsandwaysofthinking.Eveninhisphilosophicalprobingshecannotgobehindthesestereotypes;hisveryconceptsofthetrueandthefalsewillstillhavereferencetohisparticulartraditionalcustoms.JohnDeweyhassaidinallseriousnessthatthepartplayedbycustominshapingthebehaviouroftheindividualasoveragainstanywayinwhichhecanaffecttraditionalcustom,isastheproportionofthetotalvocabularyofhismothertongueoveragainstthosewordsofhisownbabytalkthataretakenupintothevernacularofhisfamily.Whenoneseriouslystudiesthesocialordersthathavehadtheopportunitytodevelopautonomously,thefigurebecomesnomorethananexactandmatter-off-factobservation.Thelifehistoryoftheindividualisfirstandforemostanaccommodationtothepatternsandstandardstraditionallyhandeddowninhiscommunity.Fromthemomentofhisbirththecustomsintowhichheisbornshapehisexperienceandbehaviour.Bythetimehecantalk,heisthelittlecreatureofhisculture,andbythetimeheisgrownandabletotakepartinitsactivities,itshabitsarehishabits,itsbeliefshisbeliefs,itsimpossibilitieshisimpossibilities.Everychildthatisbornintohisgroupwillsharethemwithhim,andnochildbornintooneontheoppositesideoftheglobecaneverachievethethousandthpart.Thereisnosocialproblemitismoreincumbentuponustounderstandthanthisoftheroleofcustom.Untilweareintelligentastoitslawsandvarieties,themaincomplicatingfactsofhumanlifemustremainunintelligible.Thestudyofcustomcanbeprofitableonlyaftercertainpreliminarypropositionshavebeenaccepted,andsomeofthesepropositionshavebeenviolentlyopposed.Inthefirstplaceanyscientificstudyrequiresthattherebenopreferentialweightingofoneoranotheroftheitemsintheseriesitselectsforitsconsideration.Inallthelesscontroversialfieldslikethestudyofcactiortermitesorthenatureofnebulae,thenecessarymethodofstudyistogrouptherelevantmaterialandtotakenoteofallpossiblevariantformsandconditions.Inthiswaywehavelearnedallthatweknowofthelawsofastronomy,orofthehabitsofthesocialinsects,letussay.Itisonlyinthestudyofmanhimselfthatthemajorsocialscienceshavesubstitutedthestudyofonelocalvariation,thatofWesterncivilization.Anthropologywasbydefinitionimpossibleaslongasthesedistinctionsbetweenourselvesandtheprimitive,ourselvesandthebarbarian,ourselvesandthepagan,heldswayoverpeople'sminds.Itwasnecessaryfirsttoarriveatthatdegree,ofsophisticationwherewenolongersetourownbeliefoveragainstourneighbour'ssuperstition.Itwasnecessarytorecognizethattheseinstitutionswhicharebasedonthesamepremises,letussaythesuper