该试题来源是：典型的学术论说型文体，原文讨论的是ThePlaceofFormalEducation。，试题的具体来源是JohnDewey的专著DemocracyandEducation。09年考研翻译试题截取了这本书第一章的部分内容，并做了修改，我把原文和09年试题专家改动后的部分一一对比在下面中。

Thereis，accordingly，amarkeddifferencebetweentheeducationwhicheveryonegetsfromlivingwithothers，aslongashereallylivesinsteadofjustcontinuingtosubsist，andthedeliberateeducatingoftheyoung。Intheformercasetheeducationisincidental;itisnaturalandimportant，butitisnottheexpressreasonoftheassociation。Whileitmaybesaid，withoutexaggeration，thatthemeasureoftheworthofanysocialinstitution，economic，domestic，political，legal，religious，isitseffectinenlargingandimprovingexperience;yetthiseffectisnotapartofitsoriginalmotive，whichislimitedandmoreimmediatelypractical。可以说，要衡量任何社会制度价值，就要看它对扩大和改进经验方面的影响，但是这种影响并不是其原来动机的一部分。Religiousassociationsbegan，forexample，inthedesiretosecurethefavorofoverrulingpowersandtowardoffevilinfluences;familylifeinthedesiretogratifyappetitesandsecurefamilyperpetuity;systematiclabor，forthemostpart，becauseofenslavementtoothers，etc。Onlygraduallywastheby－productoftheinstitution，itseffectuponthequalityandextentofconsciouslife，noted，andonlymoregraduallystillwasthiseffectconsideredasadirectivefactorintheconductoftheinstitution。这种制度的副产品只有逐步得到熟悉；而在实施这种制度的过程中，熟悉到这种效果具有直接作用的时间则更加缓慢。Eventoday，inourindustriallife，apartfromcertainvaluesofindustriousnessandthrift，theintellectualandemotionalreactionoftheformsofhumanassociationunderwhichtheworld‘sworkiscarriedonreceiveslittleattentionascomparedwithphysicaloutput。

Butindealingwiththeyoung，thefactofassociationitselfasanimmediatehumanfact，gainsinimportance。Whileitiseasytoignoreinourcontactwiththemtheeffectofouractsupontheirdisposition，ortosubordinatethateducativeeffecttosomeexternalandtangibleresult，itisnotsoeasyasindealingwithadults。在我们和年轻人接触的时候，虽然轻易忽略我们的行动对他们性格的影响，在与成年人交往的过程中则并非如此简单。Theneedoftrainingistooevident;thepressuretoaccomplishachangeintheirattitudeandhabitsistoourgenttoleavetheseconsequenceswhollyoutofaccount。Sinceourchiefbusinesswiththemistoenablethemtoshareinacommonlifewecannothelpconsideringwhetherornotweareformingthepowerswhichwillsecurethisability。既然我们的主要任务在于使年轻人参与共同生活，我们不能不考虑我们是否正在形成这种力量，这种力量可以确保我们获得能力。Ifhumanityhasmadesomeheadwayinrealizingthattheultimatevalueofeveryinstitutionisitsdistinctivelyhumaneffect－－itseffectuponconsciousexperience－－wemaywellbelievethatthislessonhasbeenlearnedlargelythroughdealingswiththeyoung。

Wearethusledtodistinguish，withinthebroadeducationalprocesswhichwehavebeensofarconsidering，amoreformalkindofeducation－－thatofdirecttuitionorschooling。

因此，在上述广泛的教育过程中，可以使我们区别出一种更正规的教育，即直接教导或学校教育。Inundevelopedsocialgroups，wefindverylittleformalteachingandtraining。Savagegroupsmainlyrelyforinstillingneededdispositionsintotheyounguponthesamesortofassociationwhichkeepsadultsloyaltotheirgroup。Theyhavenospecialdevices，material，orinstitutionsforteachingsaveinconnectionwithinitiationceremoniesbywhichtheyouthareinductedintofullsocialmembership。Forthemostpart，theydependuponchildrenlearningthecustomsoftheadults，acquiringtheiremotionalsetandstockofideas，bysharinginwhattheeldersaredoing。Inpart，thissharingisdirect，takingpartintheoccupationsofadultsandthusservinganapprenticeship;inpart，itisindirect，throughthedramaticplaysinwhichchildrenreproducetheactionsofgrown－upsandthuslearntoknowwhattheyarelike。Tosavagesitwouldseempreposteroustoseekoutaplacewherenothingbutlearningwasgoingoninorderthatonemightlearn。