融汇中西
如何平衡古今中西成为浙大文学院与战时学界同仁的关怀核心。《思想与时代》月刊于1941年创刊,编辑部初设于遵义国立浙江大学文学院,郭斌龢一度出任该刊的编辑与编务。《思想与时代》以实践“科学时代的人文主义”为宗旨,“科学人文化是现代教育的重要问题,也是本刊努力的方向。具体的说,就是融贯新旧,沟通文质,为通才教育作先路之导,为现代民治厚植其基础”。[30]《思想与时代》作为20世纪40年代在中国学界颇具影响力的学人刊物,充分展现浙江大学文学院同仁的学术旨趣：一方面强调西方科学的重要性,同时寻求中国传统文化价值与思想资源,努力融汇西方现代科学与中国传统文化资源,即“谋中西文化之统一,以从事于真正之创造”。郭斌龢一面撰文弘扬孔子为代表的“儒行”精神,“吾国固有文化,以儒家学说为中心。而儒家学说中,尤以理想人格之提示,最为具体,最为实效。人类行为之推动力,究极言之,非感情,非理智,而为想像”。儒家所长在于善用想象,激发理想人格,遂有“小人儒”和“君子儒”之别。中国历代以“君子儒”为立国精神,“要其最终鹄的,在勉力求为智、仁、勇三方面平衡发展之完人。而‘儒’之一字,实际上尤为提示此理想人所通用之名称”,解决中国当下以及未来的重大难题当首先发扬君子儒的精神。同时,郭斌龢倡导希腊文化之于现代文明与中西文化融合的意义：“现代文明,导源希腊,知有科学而不知有哲学,知有现代而不知有希腊,是犹知声而不知音,知音而不知乐也。”人生要道,不外道德与知识。我国文化侧重品格陶冶,人情谙达,与实际生活的处理。希腊文化注重智慧开发,强调知识而不轻视道徳;提倡道德,亦用知识的观点阐发,所谓道德即知识。若能将希腊之学与中国学术配合,“正可收截长补短相得益彰之效”[31]。郭斌龢以译介与阐扬柏拉图学术为毕生的志业,早年曾和景昌极合译过《柏拉图五大对话集》;晚年又与学生张竹明合译柏拉图的代表作《理想国》,向国人介绍柏拉图;又弘扬柏拉图的教育思想、美学思想以及其哲学思想的核心“埃提论”(即“理念论”)。
郭斌龢认为柏拉图思想的中坚即其理念论,柏拉图的idea与程朱所言“事事物物皆有理可格之理”最为相似,但二者又有历史背景的差异,强行比附则易生误会,所以直接将其音译为“埃提论”。同类事物有一个共同的抽象的“埃提”,事事物物都有其“埃提”,万事万物组成了事物的世界,万事万物的“埃提”又组成了柏拉图所谓的埃提世界,即理念世界。事物的世界是我们可以感觉到的可感觉界,理念世界则是我们用以理解世界的可理解界。柏拉图认为理念世界是最真实的世界,现实世界是理念世界的摹本,是次真实的世界,艺术世界更是现实世界的摹本,是幻想的世界。所以在柏拉图的文艺思想中,一般诗人和画家的创作是仿本的仿本,影子的影子,和真实隔着两层,他们没有真知识,其艺术创作依靠的是灵感和神助。郭斌龢将柏拉图的“埃提论”分为逻辑和心理两部分,前者为用科学方法探得之具体事物之“埃提”,即我们所说的解释现象时所用的概念而已,用为研究事物之永久不变的工具;后者为道德观念经过想像具体化后所得之结果,如真、善、美等。前者目的在于明了宇宙一切之“埃提”,后者目的在于获得若干“埃提”为一身受用。郭斌龢认为柏拉图反对以“埃提”为物,从逻辑的方面来说,“埃提”并不是存在于另一世界的具体之物,而仅为一观点,是我们用以去了解可感觉界的工具,离开了我们的应用外,其本身就没有太大的意义了。所以从逻辑观点来看,“埃提”仅为人类理智解释世界时所由之途径,此世界即可感觉的世界,不是另外有一个不同于此的世界。从心理方面来说,柏拉图之“埃提”为玄想的对象,非辩论的对象,是道德观念的具体化,道德观念经过想像力具体化之后,其所得结果即是柏拉图所称的“埃提”,此与将“埃提”视为观点和自然法则则完全不同。要而言之,柏拉图所谓“埃提”即科学家苦心钻研所欲发现的自然法则,然与生俱来的各种思想范畴也称之为“埃提”,且柏拉图视之为诸“埃提”中最重要者。[32]郭斌龢认为柏拉图著作在西方所占的地位,几乎与经籍在我国的地位相等同,为西洋精神文化的源泉。柏拉图在西方号称理想主义的鼻祖,兼严密的理智与丰富的想像于一身,重理想、富热情,一意求真而不忘淑世,且尤其注重个人人格之增进,其教育思想正是在这种价值引导下应运而生。在柏拉图看来,道德的过失在于后天教养不当,教育的精义在乎培养心灵,教育制度“当为一种足以供给正在生长中之心灵以适当滋养品之制度,或为一种调整心灵环境,以适应心灵更高需要之制度”,其特点又是由人的心灵及其需要所决定的。柏拉图的心理学说将人性视为包含三部的复杂体,第一部为欲念,分为必要与非必要两种,教育即是要对难以节制的非必要欲望进行驯御,使其不妨害人们较高的心理活动;第二部为血气,即勇敢之基,此部培养得当,则有益于竞技比赛,培养太过则令人暴戾恣睢、专横好杀;第三部为哲学,是心灵中最重要的部分,为人性中神的部分,充分发展便可成为哲学家。对人性见解的扩大便是柏拉图对国家组织的见解,国家主要有三种工作：其一为生产人生必需品,其二为外抗敌人、内维治安,其三为立法行政。任第一种工作者为农工商,第二种为兵士,第三种为哲学家,不同的工作分工即是因为他们人性中三部的差异。
柏拉图由此将教育分为三期。第一期教育为文艺教育,其间包含了柏拉图的文艺思想等美学思想。文艺教育的目的在通过感官,利用优美的文学和艺术作品来陶冶、涵养性情,为年轻人和儿童创造良好的环境,使其嗜欲情感得到因势利导的合理调谐。该期主要的功课为音乐、文学、体育锻炼等,关乎人的智育和体育,此期至十八岁毕业,继之以两年的军事训练。第二期为数理教育,注重理智的发展,包括算术、几何、天文、音乐等,目的在造就成年人为一国之治理者,需时十年,至三十岁止。第一期毕业者不一定都能进入第二期,必要选择那些优秀聪异、好学深思之士继续教育之、陶铸之,使其成为治理监护国家之人。三十至三十五岁为第三期哲学教育,进而研究辩证,经过五年考验,其生性与哲学相违者则被淘汰,其余为国家管理者,他们都是哲学家兼为政治家。自三十五至五十岁这十五年参加实际工作,为国效力,战时指挥军旅,平时则从事政治,以增加实际的经验。在此任职期内成绩卓著者,至五十岁可退而治纯粹哲学家,唯国家有事时仍须踴蹿赴召,为国效力。柏拉图的教育思想与其哲人治国的主张相辅相成,他的最高理想是哲学家应该为政治家,政治家应该为哲学家,哲学家要学以致用,求诸实践,即有哲学头脑的人要有政权,掌握政权的人要有哲学头脑。郭氏认为柏拉图“一生出处进退,颇有吾儒风度,其教育思想,复与大学之格致诚正修齐治平之道,有若干不谋而合之处。其论音乐与运动之道德效力,以及刚柔之当互济,文质之宜兼施,亦儒者之所恒言”。以柏拉图的学术为参照,可知我国国是为民主政治,势所必然,不应犹疑,“此种民主政治,为有限制之民主政治,而非柏拉图所深恶之无限制之民主政治”。真正的民主政治,“一方固赖民意之发扬,一方尤赖有社会领袖之指导。如何造就真正人才,以作社会之领袖,人民之表率,此为建国事业中最大之问题,而亦柏拉图于二千年前,所终身思之以求解答者也”[33]。
正如缪钺为郭斌龢晚年翻译柏拉图《理想国》一书所作序言中说的：“柏拉图为古希腊三大哲人之一,上承苏格拉底,下启亚里士多德。古希腊学术文化之根本目标即在于追求智慧、追求知识、追求真理。柏拉图认为,哲学家与政治家应合二为一,哲学家应具治国之才能而政治家亦应有哲学之思想,哲学家主政,则至治可期。”柏拉图著《理想国》一书,“抒写其哲学家治国之宏伟卓识”,“书中涵蕴宏富,体大思精,凡当时国计民生急迫之问题,几无不涉及,影响予后世欧西文化者至深且巨”。郭斌龢先生一生以沟通中西,振兴文教为己任,“尝谓世变日亟,应谋自救,而笃旧者迂阔,崇洋者浅薄,举不足以语此;必也以宏通之识、淹雅之学,抉择发扬吾华夏族数千年文化之菁英而兼采欧西之长,始可以拓新文运,而古希腊哲人追求真知之精神亦极有足取者”。[34]
(作者：张凯朱薛友)
参考文献：
贵州省遵义地区地方志编纂委员会主编：《浙江大学在遵义》,浙江大学出版社1990年版。
徐祖白：《学贯中西的爱国教授郭斌龢》,《江苏文史资料》第39辑,1991年。
章学清：《学贯中西、文通今古的郭斌龢先生》,《南雍骊珠·中央大学名师传略》,南京大学出版社2004年版。
应向伟、郭汾阳编著：《名流浙大》,浙江大学出版社2007年版。
何方昱：《“科学时代的人文主义”——〈思想与时代〉月刊(1941-1948)研究》,上海书店出版社2008年版。
沈卫威：《郭斌龢的文化理念》,《江汉论坛》2006年第10期。沈卫威：《“学衡派”谱系：历史与叙事》,江西教育出版社2007年版。
沈卫威：《“国语统一”、“文学革命”合流与中文系课程建制的确立》,《中山大学学报(社会科学版)》2011年第3期。
许小青：《南高学派与现代中国的文化民族主义——以孔子观为中心的探讨》,《华中师范大学学报(人文社会科学版)》2011年第5期。
The Teaching of Practical English in Middle Schools
Most,if not all,educators in China nowadays agree that in teaching the mother tongue the practical side must be given due importance.This idea,indeed,is being actually and successfully carried out.But in the teaching of English the same need of practical things is not felt.Very few educators have taken the teaching of practical English into consideration.
The teaching of practical English,however,must not be overlooked.English is not a subordinate subject in our middle school curriculum;and though it is a foreign language,it is by no means good-for-nothing.It is the most useful.It is the key to foreign life and thought,the value of which is much felt by all unprejudiced minds.If it is necessary for students to learn English at all,it is necessary for them to learn the kind of English that is practical.
But as we look into the teaching of English in most middle schools,we are rather disappointed.There are about eight hours or more every week for teaching English.What do the teachers do with these eight hours?They spend three hours in teaching grammar.They spend the rest of the time in teaching classics.As a rule,they teach several of these classical books：Irving's Sketch Book,Goldsmith's Vicar of Wakefield,Macaulay's Life of Samuel Johnson,Lamb's Tales from Shakespeare,Scott's Ivanhoe,Defoe's Robinson Crusoe,Swift's Gulliver's Travels,The Arabian Nights Entertainment,etc.These are at present the most popular textbooks in middle schools.Nearly all the middle school graduates have studied,at least,three or four of them.If they can really master some of the above books,their English ought to be good in three things——speaking,reading,and writing.Alas!We see just the reverse.They dare not speak with foreigners for even ten minutes;they can never dispense with an Anglo-Chinese dictionary in reading news items written in English;they are unable to write a simple letter without making two or three mistakes.Such a state of things is unfortunate.There must be something wrong.Now,what is the cause?To this question we answer at once：The cause lies in the teaching of impractical English.
The teachers pay too much attention to classics which form part of impractical English.The writer does not mean to say that Chinese students should not study classics in learning English.Far from it.We must study classics if we want to have a good command of the English language.But with the middle school students the case is quite different.To teach them English by means of classics is no less wrong than to teach Chinese to the lower primary school pupils with the“Four Books.”They cannot enjoy them,nay,they cannot understand them.They cannot make use of them.Then,what is the use of their studying such impractical matter?It is not unreasonable to say that the teaching of impractical English is really wasting time and energy and brings about the poor result or no result for today.
Realizing the disadvantages of the teaching of impractical English,one may ask：How can we teach practical English?
To answer this question,let me offer a few suggestions which,though simple in character,are useful to the middle school teachers of English.
They are：
1.The textbooks for reading should be easy and have a relation to some branches of practical studies.
The most difficult problem for the teachers of English to solve is perhaps the selection of books for reading.In solving this problem,one thing must be borne in mind that classics are not always the best books for their students.To teach classics one hour a week for the fourth year students is sufficient.But to teach classics as the sole reading matter is absolutely wrong.The reason has already been given in a former paragraph.The best thing for the teachers to do,then,is to select those books which the average students can easily understand.Then they will find their work interesting rather than dry and senseless;they will study English as a pleasure but not as a task.Again,the books selected should have a relation to some branches of practical studies：political,commercial,social,etc.In reading books of such a nature the students learn not only English but also some practical knowledge.This is the way“to kill two birds with one stone.”Such books are not few if the teachers care to look for them.
Books to be recommended are：
(1)Social Life in America.
(2)Pushing to the Front.
(3)How to Live on 24 Hours a Day.
(4)A Scottish Schoolboy and a Journey to England.
(5)Fifty Famous Stories Retold.
(6)Science Reader I-V,by N.Gist Gee.
(7)Rising in the World,Vol.I and II.
(8)Scientific and Technological Reader.
(9)Commercial Reader I-III,by K.K.Woo.
(10)A manual of Commercial Correspondence and Commercial Forms),by W.P.Lee.
(11)Principles of American Constitutional Government.
(12)Stories of Great Americans.
(13)Essentials of Economics.
All the above-mentioned books can be bought at the Commercial Press,Shanghai.
2.Conversation should be paid the most attention.
Conversation plays an important part in the teaching of practical English.It is the short-cut to good reading and good writing.It is also the best way to acquire a useful vocabulary which cannot be otherwise obtained.For those students who are going into business,it is all the more indispensable because of the fact that in the commercial world the ability to speak English means the first step up the ladder of success.For these reasons,it has been scheduled by the Ministry of Education,as a subject for four years in middle schools.
But most teachers do not observe the schedule.Useful as conversation is,they do not teach it at all during the whole middle school course.They boldly exclaim：“We don't want to speak English.We are not future interpreters.It is a shame to speak a foreign language;we had better speak our mother tongue.What we have to do is to teach students how to read and how to write.We can teach them to read classics and write excellent essays.To teach conversation is simply wasting time.We don't want it!We don't want it!”This sounds seemingly reasonable.But,this is only a lame excuse.The teachers themselves cannot talk correctly,and never fluently.They have gained some broken English only.Then,how can they teach conversation?Naturally they hate it and don't want it.Their own failure in talking makes their students lose the most useful part of English.But the students must talk.In order to enable the students to talk,conversation should be taught two hours a week,and an English-speaking society ought to be organized.As to the best and most efficient way of teaching conversation,it is not within the scope of this article to tell.
3.The art of letter writing must be constantly practical as part of the composition work.
That letter writing has a practical value no one denies.In the age of increasing intercourse along all lines of activities,hardly a day passes by in which one is not called upon to write letters either on business or for the mere sake of friendship.It is,therefore,necessary for the middle school students to have the constant practice of the art of letter writing.Yet,most teachers do not pay any attention to this branch of study.They only ask the students to write formal essays on such“pet subjects”as“Health”“Time Is Money”“My Autobiography”“My Native Place”“The Duty of a Student”“Time and Tide Wait for No Man”.They think that the art of letter writing can be easily acquired by the students themselves if they are able to write formal essays on these subjects.The art of letter writing,however,should in no way be neglected.
(《南京高等师范学校校友会杂志》1918年第1卷第1期)
【注释】
[1]郭斌龢：《先嗣父漱芬公事略》,中国人民政治协商会议江苏省沙洲县委员会文史资料研究委员会《文史资料选辑》第2辑。
[2]徐祖白：《学贯中西的爱国教授郭斌和》,《江苏文史资料》第39辑,1991年,第105-116页。
[3]贺麟：《儒家思想的新展开》,《文化与人生》,商务印书馆2005年版,第6页。
[4]胡适：《惨痛的回忆与反省》,《独立评论》第18号,1932年9月18日。
[5]郭斌龢：《新文学之痼疾》,《学衡》第55期,1926年7月。
[6]郭斌龢：《新孔学运动》,《大公报·文学副刊》第199期,1931年11月2日。
[7]张其昀：《教师节与新孔学运动》,《时代公论》第15号,1932年7月8日。
[8]郭斌龢：《曾文正公与中国文化》,《大公报·文学副刊》第253期,1932年11月7日。
[9]郭斌龢：《孔子与亚里士多德》,《国风半月刊》,1932年第3期。
[10]金天翮：《复兴文化之责任与期望》,《天放楼诗文集》,上海古籍出版社2007年版,第986页。
[11]汪辟疆：《精神动员与学术之新动向》,《兼明》第2期,1939年7月。
[12]郭斌龢：《抗战精神与南宋理学》,《国命旬刊》1938年第5期。
[13]竺可桢：《大学教育之主要方针》,《国风》第8卷第5期,1936年5月。
[14]《竺可桢日记》,《竺可桢全集》第6卷,1936年3月9日,上海科技教育出版社2005年版,第36页。
[15]朱自清：《中国文学系概况》,《清华周刊》第41卷向导专号,1934年6月1日。
[16]复旦大学校史编写组编：《复旦大学志》第一卷(1905-1949年),复旦大学出版社1985年版,第308页。
[17]郭斌龢：《国立浙江大学文理学院中国文学系课程草案》,转引自刘操南《浙江大学文学院中文系在遵义》,贵州省遵义地区地方志编纂委员会主编：《浙江大学在遵义》,浙江大学出版社1990年版,第57-61页。
[18]罗常培：《部颁大学中国文学系课程中语文科目平议》,《语文》第6期,1939年。
[19]《国立浙江大学中国文学系对于“部颁大学中国文学系必修选修科目表及审查意见”之意见》,浙江大学档案馆藏“国立浙江大学”档案,L053-001-1074。
[20]《各系报部科目表》(1942年1月),浙江省档案馆藏“国立浙江大学”档案,L-053-001-3775。
[21]《教材纲要》,浙江省档案馆藏“国立浙江大学”档案,L053-001-4135。
[22]《竺可桢日记》,《竺可桢全集》第6卷,1938年11月19日,第615页。《浙江大学校务会记录》(1938年11月—1940年6月),浙江省档案馆藏“国立浙江大学”档案,L053—001—1168。
[23]郭斌龢：《本校校歌释义》,《国立浙江大学校刊》第102期,1941年12月。
[24]皇甫煃：《郭洽周教授事略》,贵州省遵义地区地方志编纂委员会：《浙江大学在遵义》,第354页。
[25]郭斌龢：《对于教育部最近修订大学中国文学系科目表草案之意见》,浙江大学档案馆藏“国立浙江大学”档案,L053-001-1074。
[26]杨质彬：《浙大中文系在遵义》,贵州省遵义地区地方志编纂委员会主编《浙江大学在遵义》,第70-71页。
[27]郦承铨：《中国学术与今日大学之中国文学系》,《浙江大学师范学院院刊》第1集第1册,1940年9月。
[28]郭斌龢：《章实斋在清代学术史上之地位》,《国立浙江大学文学院集刊》1941年第1期。
[29]刘操南：《中国文学系概况》,《浙大学生》复刊第1期,1941年4月。
[30]张其昀：《复刊辞》,《思想与时代》1947年第41期。
[31]郭斌龢：《现代生活与希腊理想》,《思想与时代》1941年第1期。
[32]郭斌龢：《柏拉图之埃提论》,《柏拉图五大对话集》,国立编译馆,1933年。
[33]郭斌龢：《柏拉图之生平及其教育思想》,《思想与时代》1941年第5期。
[34]缪钺：《郭斌龢译柏拉图〈理想国〉序言》,《缪钺全集》第七、八合卷,河北教育出版社2004年版,第29页。