我的知识之路（双语版） - (EPUB全文下载)

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John Stuart Mill
Autobiography of John Stuart Mill
我的知识之路
约翰·斯图尔特·穆勒（英）  著
外研社编译组  译
外语教学与研究出版社
FOREIGN LANGUAGE TEACHING AND RESEARCH PRESS
北京 Beijing
Chinese translation copyright © Foreign Language Teaching and Research Press 2011
All rights reserved. No part of this publication may be reproduced or distributed by any means, or stored in a database or retrieval system, without the prior written permission of Foreign Language Teaching and Research Press.
本书版权由外语教学与研究出版社独家所有。如未获得该社书面同意，书中任何部分之文字及图片，不得用任何方式抄袭、节录、翻印或存储利用于任何数据库及检索系统等。
Published by Foreign Language Teaching and Research Press
No. 19 Xisanhuan Beilu
Beijing, China 100089
http://www.fltrp.com
目 录 
Chapter I  Childrenhood And Early Eaducation
第一章  童年时代和早期教育
Chapter II  Moral Influences In Early Youth, My Father's Character And Opinions
第二章  少年时期的思想影响父亲的性格和观点
Chapter III  Last Stage Of Education, And First Of Self-Education
第三章  教育的最后阶段 自学的初级阶段
Chapter IV  Youthful Propagandism The Westminster Review
第四章  青年时代的宣传事业 《威斯敏斯特评论》
Chapter V  A Crisis In My Mental History, One Stage Onward
第五章  成长中的一次危机 下一个阶段
Chapter VI  Commencement of The Most Valuable friendship Of My Life, My Father's Death, Writings And Other Proceedings Up
第六章  最珍贵友谊的开始 父亲去世1840年前的著作和其他活动
Chapter VII  General View Of The Remainder Of My Life
第七章  晚年概略
CHAPTER I  Childrenhood And Early Eaducation  第一章  童年时代和早期教育  
It seems proper that I should prefix to the following biographical sketch, some mention of the reasons which have made me think it desirable that I should leave behind me such a memorial of so uneventful a life as mine. I do not for a moment imagine that any part of what I have to relate, can be interesting to the public as a narrative, or as being connected with myself. But I have thought that in an age in which education, and its improvement, are the subject of more, if not of profounder study than at any former period of English history, it may be useful that there should be some record of an education which was unusual and remarkable, and which, whatever else it may have done, has proved how much more than is commonly supposed may be taught, and well taught, in those early years which, in the common modes of what is called instruction, are little better than wasted. It has also seemed to me that in an age of transition in opinions, there may be somewhat both of interest and of benefit in noting the successive phases of any mind which was always pressing forward, equally ready to learn and to unlearn eit ............

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