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5. What does Pasteur say of the value of liberty?
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6. What elements in progress cannot be produced by discipline?
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7. Upon what is the theory of liberty based?
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8. What would be the result of following either principle, discipline or liberty, to its logical conclusion?
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9. To what aspect of his subject does Lowell limit his discussion?
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10. Why is the American college a good place to learn to use freedom without abusing it?
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11. What does liberty mean?
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12. What is the condition on which it exists?
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13. Does liberty exclude discipline?
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14. Why is scholastic distinction more highly regarded in Europe than in America?
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15. What change in the college is needed to follow the spirit of the age ?
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16. Why do men often fail to put forth their utmost effort under a system of liberty?
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17. Why is it difficult in the case of education to see the connection between the means and the end?
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18. Under a system of discipline what furnishes the motive power?
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19. What is the motive power under a system of liberty?
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20. Upon what is faith based?
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21. What is the test of a civilization based on liberty? How is this true of the American college?
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22. Why is the crucial matter in civilization preparedness?
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参考译文
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【作品简介】
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《自由与约束》，作者阿伯特·劳伦斯· 洛维尔，载于1916年7月《耶鲁评论》第五卷，741页。后收入莫里斯·加兰·富尔顿编辑的《民族理想与问题》，纽约麦克米伦公司1918年出版，269—282页。
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【作者简介】
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阿伯特·劳伦斯·洛维尔（1856—1943），美国教育家，1909—1933年间任哈佛大学校长，是政府科学领域的杰出权威，一生在该领域著述颇丰。
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26 自由与约束
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我们正身处一场大战的弥漫硝烟中，对峙双方互相谴责，互不引咎。然而，双方又秉持着相同的理由，将战争推向更残酷的局面——双方均认为自己在捍卫自身文明的基本原则，使其免于被摧毁。一方宣称，为人类自由而战；另一方宣称，为基于效率、靠纪律约束维持的社会体系而战。当然，二者不同之处在于度。无人认同人人纵其所欲，这种纵欲有时甚至会伤及毗邻或危及集体；另一方面，也无一国限制个人行动的全部自由。然而，尽管不同之处仅在于程度与侧重，差别依然存在。美利坚人民对个人自由原则的维护始终不渝，比任何国家都执行得更彻底。因此，比较前述两种原则并非无用之举，因为我们能够由此认识两者的相对优势，认清实现有限自由的条件与无限自由的危害。
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