2018上半年翻譯考試catti三級(jí)筆譯試題：劍橋

　　英譯漢

　　We mark the passing of 800 years, and that is indeed a remarkable span for any institution.But history is never an even-flowing stream, and the most remarkable thing about modern Cambridge has been its enormous growth over the past half century. Since I came up as an undergraduate in 1961 the student population has more than doubled. More students have meant more teachers, and, even more significantly, more scholars devoted solely to research: every category has more than doubled in numbers. This huge increase has been partly absorbed by an expansion of the colleges: they all have more students and more Fellows than they did 50 years ago; and, since 1954, no fewer than 11 of the 31 colleges are either brand new foundations, or have been conjured up as new creations from existing but quite different bodies.

　　From being a university primarily driven by undergraduate education, Cambridge's reputation is now overwhelmingly tied to its research achievements, which can be simply represented by the fact that more than three-quarters of its current annual income is devoted to research. This has brought not just new laboratories but new buildings to house whole faculties and departments: in the mid-20th century few faculties had a physical manifestation beyond, perhaps, a library and a couple of administrative offices.

　　Cambridge attracts the best students and academics because they find the University and the colleges stimulating and enjoyable places in which to live and work. The students are thrown in with similarly able minds, learning as much from each other as from their teachers; the good senior academics know better than to be too hierarchical or to cut themselves off from intellectual criticism and debate.

　　One generation dismisses another: not even Erasmus or Newton, Darwin or Keynes stand unscathed by the passage of time; nor can we be but humbled, especially in our day when so much information is so easily accessible, by the vast store of knowledge which we can approach but never really control. Our library and museum collections bring us into contact with many lives lived in the past. They serve as symbols of the continuity of learning, or the diversity of views, of an obligation to wrestle with fact and argument, to come to our own conclusions, and in turn to be accountable for our findings. The real quest is not for knowledge, but for understanding.

　　參考譯文：

　　今天，我們迎來了劍橋 800 周年紀(jì)念日，對(duì)于任何一個(gè)機(jī)構(gòu)而言，800 年都不是須臾瞬間，不由令人驚嘆。不過，歷史從來就不是一條靜靜流淌的小溪/歷史縱是一條溪澗，也總有漣漪波瀾�？v觀劍橋，過去半個(gè)世紀(jì)以來的迅猛發(fā)展無(wú)疑是近代劍橋最生動(dòng)的寫照。我 1961 年進(jìn)入劍橋?qū)W習(xí)，與那時(shí)相比，劍橋今天的學(xué)生數(shù)量翻了一番還多。隨著學(xué)生數(shù)量的快速增加，各個(gè)學(xué)院也在不斷擴(kuò)張，現(xiàn)在每個(gè)學(xué)院的學(xué)生和教師數(shù)量都已超過

　　五十年前;自 1954 年起，至少有 11 所新學(xué)院在劍橋誕生，有的是新建的，有的則是原有學(xué)院合并形成的。今天的劍橋已經(jīng)擁有 31 所學(xué)院。

　　劍橋過去是一所教學(xué)型大學(xué)，如今已是一所赫赫有名的研究型大學(xué)，學(xué)校年收入的至少四分之三用于研究。作為研究型大學(xué)，劍橋新建了實(shí)驗(yàn)室和教學(xué)大樓，為各系全體師生提供了充足的教研場(chǎng)所。而就在上世紀(jì)中葉，一個(gè)圖書館和幾個(gè)行政辦公室就是劍橋的全部，絕大部分老師都沒有立身之所。劍橋之所以能吸引最優(yōu)秀的學(xué)生和師資，在于其催人奮進(jìn)的良好氛圍以及愉快愜意的工作、生活環(huán)境。能進(jìn)入劍橋的學(xué)生個(gè)個(gè)聰穎，思維敏捷，在這里，除了老師傳道授業(yè)解惑外，學(xué)生們也相互比學(xué)趕幫;劍橋的老師也都為人師表，毫無(wú)架子，勇于接受學(xué)術(shù)批評(píng)，樂于與學(xué)生展開辯論。

　　劍橋送走了一代又一代莘莘學(xué)子，人才輩出，甚至連伊拉斯姆斯、牛 頓、達(dá)爾 文抑或凱恩斯等這些鼎鼎大名也難抵歲月的 滌蕩。當(dāng)今時(shí)代，信息獲取易如反掌， 我們可以接觸到海量的知識(shí)但卻永遠(yuǎn)無(wú)法真正掌 控知識(shí)，我們絕不能為此氣餒，徒增無(wú) 措之感。

　　我們通過圖書館和博物館的館藏了解到 前輩們的軼事偉績(jī)，是他們使知識(shí)得以 傳承，是他們倡導(dǎo)學(xué)術(shù)爭(zhēng)鳴。從他們身上我們認(rèn) 識(shí)到，身為學(xué)者，必須以實(shí)為據(jù)進(jìn)行辯 論，進(jìn)而得出自己的結(jié)論，同時(shí)，也必須對(duì)自己 的結(jié)論負(fù)責(zé)，解疑釋惑。人們真正探求 的并非知識(shí)本身，而是對(duì)知識(shí)的理解。