第33章 居里家族 (3)
《居里夫人自传》章节:第33章 居里家族 (3),宠文网网友提供全文无弹窗免费在线阅读。!
When I first knew them they lived at Sceaux, rue des Sablons (to-day rue Pierre Curie) in a little house of ancient construction half concealed amidst the verdure of a pretty garden. Their life was peaceful. Doctor Curie went where his duties called him, either in Sceaux or in neighboring localities. Beyond this he occupied himself with his garden or his reading. Near relatives and neighbors came to visit on Sundays, when bowling and chess were the favorite amusements. From time to time Henri Brisson sought out his old companion in his tranquil retreat. Great calm and serenity enveloped the garden, the dwelling, and its inhabitants.
Pierre Curie was born the th of May, , in a house facing the Jardin des Plantes, rue Cuvier, where his parents lived at the time when his father was working in the Museum laboratories. He was the second son of Doctor Curie and three and a half years younger than his brother Jacques. In after life he retained few particularly characteristic memories of his childhood in Paris; yet he did tell me how vividly present in his mind were the days of the Commune, the battle on the barricade so near the house where he then lived, the hospital established by his father, and the expeditions, on which his brother accompanied him, in search of the wounded.
It was in that Pierre moved with his parents from the capital to the suburbs of Paris, living first, from to , at Fontenayaux-Roses, then at Sceaux from to , the year of our marriage.
Pierre passed his childhood entirely within the family circle; he never went to the elementary school nor to the lycée. His earliest instruction was given him first by his mother and was then continued by his father and his elder brother, who himself had never followed in any complete way the course of the lycée. Pierre's intellectual capacities were not those which would permit the rapid assimilation of a prescribed course of studies. His dreamer's spirit would not submit itself to the ordering of the intellectual effort imposed by the school. The difficulty he experienced in following such a program was usually attributed to a certain slowness of mind. He himself believed that he had this slow mind and often said so. I think, however, that this belief was not entirely justified. It seems to me, rather, that already from his early youth it was necessary for him to concentrate his thought with great intensity upon a certain definite object, in order to obtain a precise result, and that it was impossible for him to interrupt or to modify the course of his reflections to suit exterior circumstances. It is clear that a mind of this kind can hold within itself great future possibilities. But it is no less clear that no system of education has been especially provided by the public school for persons of this intellectual category, which nevertheless includes more representatives than one would believe at first sight.