散文:The Fifth Freedom by Seymour St.John

Beginning with the earliest pioneers, Americans have always highly valued their freedoms, and fought hard to protect them. And yet, the author points out that there is a basic freedom which Americans are in danger of losing.

What is this endangered freedom? For what reasons could freedom-loving Americans possibly let this freedom slip away? And what-steps can they take to protect it — their fifth freedom?

The Fifth Freedom by Seymour St. John

More than three centuries ago a handful of pioneers crossed the ocean to Jamestown and Plymouth in search of freedoms they were unable to find in their own countries, the freedoms of we still cherish today: freedom from want, freedom from fear, freedom of speech, freedom of religion. Today the descendants of the early settlers, and those who have joined them since, are fighting to protect these freedoms at home and throughout the world.

And yet there is a fifth freedom — basic to those four — that we are in danger of losing: the freedom to be one's best. St. Exupery describes a ragged¹, sensitive-faced Arab child, haunting the streets of a North African town, as a lost Mozart: he would never be trained or developed. Was he free? "No one grasped you by the shoulder while there was still time; and nought² will awaken³ in you the sleeping poet or musician or astronomer⁴ that possibly inhabited you from the beginning." The freedom to be one's best is the chance for the development of each person to his highest power.

How is it that we in America have begun to lose this freedom, and how can we regain⁵ it for our nation's youth? I believe it has started slipping away from us because of three misunderstandings.

First, the misunderstanding of the meaning of democracy. The principal of a great Philadelphia high school is driven to cry for help in combating the notion that it is undemocratic to run a special program of studies for outstanding boys and girls. Again, when a good independent school in Memphis recently closed, some thoughtful citizens urged that it be taken over by the public school system and used for boys and girls of high ability, what it have entrance requirements and give an advanced program of studies to superior students who were interested and able to take it. The proposal was rejected because it was undemocratic! Thus, courses are geared to the middle of the class. The good student is unchallenged, bored. The loafer receives his passing grade. And the lack of an outstanding course for the outstanding student, the lack of a standard which a boy or girl must meet, passes for democracy.

The second misunderstanding concerns what makes for happiness. The aims of our present-day culture are avowedly⁶ ease and material well-being⁷: shorter hours; a shorter week; more return for less accomplishment⁸; more softsoap excuses and fewer honest, realistic demands. In our schools this is reflected by the vanishing hickory stick and the emerging psychiatrist⁹. The hickory stick had its faults, and the psychiatrist has his strengths. But hickory stick had its faults, and the psychiatrist has his strengths. But the trend is clear. Tout¹⁰ comprendre c'est tout pardoner (To understand everything is to excuse everything). Do we really believe that our softening¹¹ standards bring happiness? Is it our sound and considered judgment¹² that the tougher subjects of the classics and mathematics should be thrown aside, as suggested by some educators, for doll-playing? Small wonder that Charles Malik, Lebanese delegate at the U.N., writes: "There is in the West" (in the United States) "a general weakening of moral fiber¹³. (Our) leadership does not seem to be adequate to the unprecedented¹⁴ challenges of the age."

The last misunderstanding is in the area of values. Here are some of the most influential¹⁵ tenets of teacher education over the past fifty years: there is no eternal truth; there is no absolute moral law; there is no God. Yet all of history has taught us that the denial of these ultimates, the placement of man or state at the core of the universe, results in a paralyzing mass selfishness; and the first signs of it are already frighteningly evident.

Arnold Toynbee has said that all progress, all development come from challenge and a consequent response. Without challenge there is no response, no development, no freedom. So first we owe to our children the most demanding, challenging curriculum that is within their capabilities¹⁶. Michelangelo did not learn to paint by spending his time doodling. Mozart was not an accomplished¹⁷ pianist at the age of eight as the result or spending his days in front of a television set. Like Eve Curie, like Helen Keller, they responded to the challenge of their lives by a disciplined training: and they gained a new freedom.

The second opportunity we can give our boys and girls is the right to failure. "Freedom is not only a privilege, it is a test," writes De Nouy. What kind of a test is it, what kind of freedom where no one can fail? The day is past when the United States can afford to give high school diplomas to all who sit through four years of instruction, regardless of whether any visible results can be discerned. We live in a narrowed world where we must be alert, awake to realism; and realism demands a standard which either must be met or result in failure. These are hard words, but they are brutally¹⁸ true. If we deprive our children of the right to fail we deprive them of their knowledge of the world as it is.

Finally, we can expose our children to the best values we have found. By relating our lives to the evidences of the ages, by judging our philosophy in the light of values that history has proven truest, perhaps we shall be able to produce that "ringing message, full of content and truth, satisfying the mind, appealing to the heart, firing the will, a message on which one can stake his whole life." This is the message that could mean joy and strength and leadership — freedom as opposed to serfdom.

1 ragged   

adj.衣衫褴褛的，粗糙的，刺耳的

参考例句：

• A ragged shout went up from the small crowd.这一小群人发出了刺耳的喊叫。
• Ragged clothing infers poverty.破衣烂衫意味着贫穷。

2 nought   

n.／adj.无，零

参考例句：

• We must bring their schemes to nought.我们必须使他们的阴谋彻底破产。
• One minus one leaves nought.一减一等于零。

3 awaken   

vi.醒，觉醒；vt.唤醒，使觉醒，唤起，激起

参考例句：

• Old people awaken early in the morning.老年人早晨醒得早。
• Please awaken me at six.请于六点叫醒我。

4 astronomer   

n.天文学家

参考例句：

• A new star attracted the notice of the astronomer.新发现的一颗星引起了那位天文学家的注意。
• He is reputed to have been a good astronomer.他以一个优秀的天文学者闻名于世。

5 regain   

vt.重新获得，收复，恢复

参考例句：

• He is making a bid to regain his World No.1 ranking.他正为重登世界排名第一位而努力。
• The government is desperate to regain credibility with the public.政府急于重新获取公众的信任。

6 avowedly   

adv.公然地

参考例句：

• He was avowedly in the wrong. 他自认错了。 来自辞典例句
• Their policy has been avowedly marxist. 他们的政策被公开地宣称为马克思主义政策。 来自互联网

7 well-being   

n.安康，安乐，幸福

参考例句：

• He always has the well-being of the masses at heart.他总是把群众的疾苦挂在心上。
• My concern for their well-being was misunderstood as interference.我关心他们的幸福，却被误解为多管闲事。

8 accomplishment   

n.完成，成就，（pl.）造诣，技能

参考例句：

• The series of paintings is quite an accomplishment.这一系列的绘画真是了不起的成就。
• Money will be crucial to the accomplishment of our objectives.要实现我们的目标，钱是至关重要的。

9 psychiatrist   

n.精神病专家；精神病医师

参考例句：

• He went to a psychiatrist about his compulsive gambling.他去看精神科医生治疗不能自拔的赌瘾。
• The psychiatrist corrected him gently.精神病医师彬彬有礼地纠正他。

10 tout   

v.推销，招徕；兜售；吹捧，劝诱

参考例句：

• They say it will let them tout progress in the war.他们称这将有助于鼓吹他们在战争中的成果。
• If your case studies just tout results,don't bother requiring registration to view them.如果你的案例研究只是吹捧结果，就别烦扰别人来注册访问了。

11 softening   

变软，软化

参考例句：

• Her eyes, softening, caressed his face. 她的眼光变得很温柔了。它们不住地爱抚他的脸。 来自汉英文学 - 家（1-26） - 家（1-26）
• He might think my brain was softening or something of the kind. 他也许会觉得我婆婆妈妈的，已经成了个软心肠的人了。

12 judgment   

n.审判；判断力，识别力，看法，意见

参考例句：

• The chairman flatters himself on his judgment of people.主席自认为他审视人比别人高明。
• He's a man of excellent judgment.他眼力过人。

13 fiber   

n.纤维，纤维质

参考例句：

• The basic structural unit of yarn is the fiber.纤维是纱的基本结构单元。
• The material must be free of fiber clumps.这种材料必须无纤维块。

14 unprecedented   

adj.无前例的，新奇的

参考例句：

• The air crash caused an unprecedented number of deaths.这次空难的死亡人数是空前的。
• A flood of this sort is really unprecedented.这样大的洪水真是十年九不遇。

15 influential   

adj.有影响的，有权势的

参考例句：

• He always tries to get in with the most influential people.他总是试图巴结最有影响的人物。
• He is a very influential man in the government.他在政府中是个很有影响的人物。

16 capabilities   

n.能力( capability的名词复数 )；可能；容量；[复数]潜在能力

参考例句：

• He was somewhat pompous and had a high opinion of his own capabilities. 他有点自大，自视甚高。 来自辞典例句
• Some programmers use tabs to break complex product capabilities into smaller chunks. 一些程序员认为，标签可以将复杂的功能分为每个窗格一组简单的功能。 来自About Face 3交互设计精髓

17 accomplished   

adj.有才艺的；有造诣的；达到了的

参考例句：

• Thanks to your help,we accomplished the task ahead of schedule.亏得你们帮忙,我们才提前完成了任务。
• Removal of excess heat is accomplished by means of a radiator.通过散热器完成多余热量的排出。

18 brutally   

adv.残忍地，野蛮地，冷酷无情地

参考例句：

• The uprising was brutally put down.起义被残酷地镇压下去了。
• A pro-democracy uprising was brutally suppressed.一场争取民主的起义被残酷镇压了。