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Sample translations submitted: 1
English to Chinese: The Yale Report of 1828 General field: Social Sciences Detailed field: Education / Pedagogy
Source text - English REPORT OF THE FACULTY.
———
Part I.
Containing a summary view of the plan of education in the college.
The committee of the corporation, to whom was referred the motion, to inquire into the expediency of dispensing with the study of the ancient languages, as a part of the regular course of instruction in this college, having requested the views of the faculty on the subject, we would respectfully submit the following considerations.
We are decidedly of the opinion, that our present plan of education admits of
improvement. We are aware that the system is imperfect: and we cherish the hope, that some of its defects may ere long be remedied. We believe that changes may, from time to time be made with advantage, to meet the varying demands of the community, to accommodate the course of instruction to the rapid advance of the country, in population, refinement, and opulence. We have no doubt that important improvements may be suggested, by attentive observation of the literary institutions in Europe; and by the earnest spirit of inquiry which is now so prevalent, on the subject of education.
The guardians of the college appear to have ever acted upon the principle, that it ought not to be stationary, but continually advancing. Some alteration has accordingly been proposed, almost every year, from its first establishment. It is with no small surprise, therefore, we occasionally hear the suggestion, that our system is unalterable; that colleges were originally planned, in the days of monkish ignorance; and that, “by being immovably moored to the same station, they serve only to measure the rapid current of improvement which is passing by them.”
How opposite to all this, is the real state of facts, in this and the other seminaries in the United States. Nothing is more common, than to hear those who revisit the college, after a few years absence, express their surprise at the changes which have been made since they were graduated. Not only the course of studies, and the modes of instruction, have been greatly varied; but whole sciences have, for the first time, {page 6; running head henceforth: Report on a Course of Liberal Education.} been introduced; chemistry, mineralogy, geology, political economy, &c. By raising the qualifications for admission, the standard of attainment has been elevated. Alterations so extensive and frequent, satisfactorily prove, that if those who are intrusted with the superintendence of the institution, still firmly adhere to some of its original features, it is from a higher principle, than a blind opposition to salutary reform. Improvements, we trust, will continue to be made, as rapidly as they can be, without hazarding the loss of what has been already attained.
But perhaps the time has come, when we ought to pause, and inquire, whether it will be sufficient to make gradual changes, as heretofore; and whether the whole system is not rather to be broken up, and a better one substituted in its stead. From different quarters, we have heard the suggestion, that our colleges must be new-modelled; that they are not adapted to the spirit and wants of the age; that they will soon be deserted, unless they are better accommodated to the business character of the nation. As this point may have an important bearing upon the question immediately before the committee, we would ask their indulgence, while we attempt to explain, at some length, the nature and object of the present plan of education at the college.
We shall in vain attempt to decide on the expediency of retaining our present course of instruction, unless we have a distinct apprehension of the object of a collegiate education. A plan of study may well be well adapted to a particular purpose, though it may be very unsuitable for a different one. Universities, colleges, academical, and professional seminaries, ought not to be all constituted upon the same model; but should be so varied as to attain the ends which they have severally in view.
What then is the appropriate object of a college? It is not necessary here to determine what it is which, in every case, entitles an institution to the name of a college. But if we have not greatly misapprehended the design of the patrons and guardians of this college, its object is to lay the foundation of a superior education: and this is to be done, at a period of life when a substitute must be provided for parental superintendence. The ground work of a thorough education must be broad, and deep, and solid. For a partial or superficial education, the support may be of looser materials, and more hastily laid. {page 7}
The two great points to be gained in intellectual culture, are the discipline and the
furniture of the mind; expanding its powers, and storing it with knowledge. The former of these is, perhaps, the more important of the two. A commanding object, therefore, in a collegiate course, should be, to call into daily and vigorous exercise the faculties of the student. Those branches of study should be prescribed, and those modes of instruction adopted, which are best calculated to teach the art of fixing the attention, directing the train of thought, analyzing a subject proposed for investigation; following, with accurate discrimination, the course of argument; balancing nicely the evidence presented to the judgment; awakening, elevating, and controlling the imagination; arranging, with skill, the treasures which memory gathers; rousing and guiding the powers of genius. All this is not to be effected by a light and hasty course of study; by reading a few books, hearing a few lectures, and spending some months at a literary institution. The habits of thinking are to be formed, by long continued and close application. The mines of science must be penetrated far below the surface, before they will disclose their treasures. If a dexterous performance of the manual operations, in many of the mechanical arts, requires an apprenticeship, with diligent attention for years; much more does the training of the powers of the mind demand vigorous, and steady, and systematic effort.
In laying the foundation of a thorough education, it is necessary that all the important mental faculties be brought into exercise. It is not sufficient that one or two be cultivated, while others are neglected. A costly edifice ought not to be left to rest upon a single pillar. When certain mental endowments receive a much higher culture than others, there is a distortion in the intellectual character. The mind never attains its full perfection, unless its various powers are so trained as to give them the fair proportions which nature designed. If the student exercises his reasoning powers only, he will be deficient in imagination and taste, in fervid and impressive eloquence. If he confines his attention to demonstrative evidence, he will be unfitted to decide correctly, in cases of probability. If he relies principally on his memory, his powers of invention will be impaired by disuse. In the course of instruction in this college, it has been an object to maintain such a proportion between the different branches of literature and science, as to form in the student a proper {page 8} balance of character. From the pure mathematics, he learns the art of demonstrative reasoning. In attending to the physical sciences, he becomes familiar with facts, with the process of induction, and the varieties of probable evidence. In ancient literature, he finds some of the most finished models of taste. By English reading, he learns the powers of the language in which he is to speak and write. By logic and mental philosophy, he is taught the art of thinking; by rhetoric and oratory, the art of speaking. By frequent exercise on written composition, he acquires copiousness and accuracy of expression. By extemporaneous discussion, he becomes prompt, and fluent, and animated. It is a point of high importance, that eloquence and solid learning should go together; that he who has accumulated the richest treasures of thought, should possess the highest powers of oratory. To what purpose has a man become deeply learned, if he has no faculty of communicating his knowledge? And of what use is a display of rhetorical elegance, from one who knows little or nothing which is worth communicating? Est enim scientia comprehendenda rerum plurimarum, sine qua verborum volubilitas inanis atque irridenda est. Cic. {Cicero, De Oratore, Book I: “Without knowledge of many things, copiousness of words is meaningless and even absurd.”} Our course, therefore, aims at a union of science with literature; of solid attainment with skill in the art of persuasion.
Translation - Chinese 教授会报告
第一部分
包括一份学院教育方案的总结
委员会应要求处理这一提案，调研免除作为学院常规教学课程一部分的古语言学习的权宜之策。在收集过教授会关于此课题的意见后，我们郑重地提出以下看法。
我们目前的教育方案有改进的空间，这一点我们完全同意。我们知道耶鲁现在的教育系统是不完善的，我们也真切希望这些缺点在不久的将来可以得到补救。我们相信，随着时间的推移，这些改变会带来益处，从而满足耶鲁的多样需求、使教学课程适应国家在人口、国民素质、财富方面的快速进步。毫无疑问，从欧洲文学院的留心观察和现今盛行于教育这一课题的热诚的调研精神可知，我们的教育系统有了重大改进。
学院的管理者似乎一直认为学院不应当是静止不变的，而应是不断前进的。因此从学院成立的第一年起几乎每年都有改造方案提出。因此，我们有时听闻，有人说我们的教育系统是不可改变的，还说“学院若固步自封、原地踏步，就只能目睹‘沉舟侧畔千帆过’”，这些也就都不足为奇了。
而耶鲁和其他的美国高校的实情却与上述说法完全相反。毕业几年后重返母校的校友们都说自他们毕业以来学校发生了惊人的变化，不仅学习的课程和教学模式变了，而且学校还首次（第六页，栏外标题：自由教育课程报告）引入了包括化学、矿物学、地质学和政治经济学等学科在内的整个科学体系；还通过提高入学资格，提升了学生的整体造诣。广泛而频繁的变化都充分证明了学校的管理者依旧坚持学校最初的特性。这样做是源自一个更高的原则，而不会盲目反对有益的改革。我们相信，这样的进步将会以最快的速度持续下去，且也不会危及既得的成就。
然而，现在我们或许应该暂停改变，调研一下迄今为止的“渐变”是否满足了我们的真实需求，是否该打碎耶鲁的整个教育系统并以一个更好的取而代之？我们从多方听闻，说应当重塑我们的学院，还说学院目前未能适应国家的商业性。鉴于这一点同委员会面临的问题有重要关联，请委员会允许我们详细阐释学院现今教育方案的实质和目的。
除非我们清楚地了解大学教育的目的，否则企图决定保留现今教学课程的权宜之计将是徒劳。教学方案很可能适应一个特定的目的，却不适应其他的目的。大学、学院、职业院校，不应都是一个模子刻出来的，而应各有不同，以实现各自不同的目的。
一个学院的目标应当是什么呢？我们没有必要在这里明确界定使学院冠以学院之名的标准是什么。但如果我们没有误解学院的赞助者和管理者的话，学院的目的是，当学生们离开父母的监护、在学院接受教育时，为他们接受精英教育教育打下基础。全面教育的基础必须是广博、深入而坚固的。而对局部的或浅薄的教育而言，其基础就薄弱的多，也多是匆忙打下的。
接受智育会有两大收获：心智的训练和教养；扩展心智力量，以知识充实心智。而在这两个收获中，前者或许更为重要。因此，大学课程的一个指导性目标就是召集学生每日刻苦训练。学生所学科目应当预先设定好，还应当采用精心设计的教学方式来传授学生深思冥想的技艺、如何分析调研课题以及进行判别准确的论证；权衡证据，做出正确判断；激发、提升和控制想象力；唤醒和支配天赋的力量。这一切是无法通过浅薄而匆忙的课程学习得到的；是无法通过只看几本书、听几场讲座和在文学院进修几月就能获得的。要想养成良好的思考习惯，就必须持之以恒、勤奋努力。要想掘取科学之宝藏，就必须深入地下开采。如果说要在工科领域达到娴熟的手工操作就需要多年刻苦的学徒经历的话，那么训练心智力量则更需要热忱、持久和系统的努力。
要为全面教育打下基础，所有重要的心智机能都应接受训练。只有一两个机能得到教养而其他的都被忽略，这是远远不够的。宏伟的建筑只靠一根支柱是不够的。当心智禀赋比其他受到更高的教养时，智性将遭受扭曲。只有其不同机能都受到同样多的教养，心智才会达到完美。如果一个学生仅仅练习推理能力，那么他的想象力和品位会有不足，也不会是激昂雄辩的演说家。如果他只关注感性证据，就有可能无法做出正确决断。如果他非常依赖记忆，那么其创造力会因长时期弃置而受损。课程教学的一个目标，就是维持文学和科学之间不同分支学科的恰当比例，以塑造学生平衡的性格{第八页}。从数学学习中，学生学到演绎推理的技艺；学习物理，学生能通过归纳熟悉事实和多样的证据。从古典文学中，学生发现最高雅的品味。通过阅读，学生习得他赖以说和写的语言的力量。通过学习逻辑学和精神哲学，学生习得思考的技艺；通过学习修辞术和演讲术，学生习得说话的技艺。通过不断练习写作，学生能下笔如流而精准无误。通过即兴讨论，学生会变得思维敏捷、表达生动、语言流畅。有一点非常重要，那就是雄辩之才和广博的学识应当兼而有之；思想最深邃的人也应当是最雄辩的演说家。如果一个人没有交流所学的能力，又能有多博学呢？而对于没有多少知识的人来说，修辞又有何用呢？Est enim scientia comprehendenda rerum plurimarum, sine qua verborum volubilitas inanis atque irridenda est. Cic. {西塞罗, De Oratore, Book I:“没有知识，语言的丰富就是毫无意义乃至荒诞不经的。”}因此，我们的课程旨在实现科学与文学的统一，实现知识与劝说技艺的统一。
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