问答题
There is a marked difference between the education which every one gets from living with others and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience, but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output. But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not se easy as in dealing with adults. The need of training is too evident and the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young. (50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group.
【答案解析】句子的主干是It may be said that the measure id its effect in...。介词短语of the worth of any social institution是主语the measure的定语；句中effect in意思是“在……方面的影响”。句子后半句but this effect is not a part of its original motive是对前面提到的effect的补充解释说明。social institution的意思是“社会制度”；original motive的意思是“最初的动机”。
【答案解析】本句是由两个only引导的两个倒装句型。其中每句中都用了被动语态来表达。转换成正常的句型可以是：People noted the by-product of the institution, but it was gradually. People considered this effect as a directive factor in the conduct of the institution, but it was still more gradually．根据汉英语言的差别，英语多用被动表达，而汉语多用主动表达，所以，本句可以翻译成汉语的主动句。
【答案解析】本句中while引导的是让步状语从句，所以可以译成“虽然……但是”句型。介词短语in our contact with them的意思是“在与年轻人的接触中”，这个短语插在句子中表示强调，可以将它放在disposition的后面理解，them指“年轻人”；ignore的意思是“忽略”；in dealing with adults的意思是“在对待成年人方面”或“在与成年人交往中”。
【答案解析】本句中前半句Since our chief business with them is to enable sb to do sth share in a common life是条件从句，句子的主干是we cannot help considering...；后中句whether or not we are forming the powers which will secure this ability中whether or not引导的是动词considered的宾语从句，其中又有一个which引导的定语从句修饰powers。to enable sb to do sth的意思是“使某人能做某事”common life意思是“共同生活”；secure可以译成“获得；得到”。
【答案解析】本句的主干是We are led to distinguish a more formal kind of education。其中，thus是放在句中的连词，承接上文；within the broad educational process which we have been so far considering是由 within引导的介词短语作状语，它属插入语，其中which引导的定语从句修饰process；破折号后面是对education的解释说明。distinguish的意思是“区别”；direct tuition的意思是“直接教导”。