The Aim of a University Education
大学教育的目的
By John Henry Newman
约翰·亨利·纽曼
If then a practical end must be assigned to a University course, I say it is that of training good members of society. Its art is the art of social life, and its end is fitness for the world. It neither confines its views to particular professions on the one hand, nor creates heroes or inspires genius on the other. Works, indeed, of genius fall under no art; heroic minds come under no rule.
大学教育的目的大学教育的目的大学教育的目的 如果一定要赋予大学教育一个切实的目的，我的主张是培养社会的好公民。大学教育的艺术就是社会生活的艺术，其目的就是使人适应这个世界。  大学教育一方面既不应把着眼点局限于某些特定的职业上，另一方面也不应是造就英雄，培养天才。事实上，天才伟业无法人为造就，英雄的思想亦如天马行空。
A University is not a birthplace of poets or of immortal authors, of founders of schools, leaders of colonies, or conquerors of nations. It does not promise a generation of Aristotles or Newtons, of Napoleons or Washingtons, of Raphaels or Shakespeares, though such miracles of nature it has before now contained within its precincts.  Nor is it content on the other hand with forming the critic or the experimentalist, the economist or the engineer, though such too it includes within its scope.
大学不是诗人、不朽作家和学派创立者的诞生地，也不是殖民地头领或外族征服者的培训所。大学并不承诺要造就一批亚里士多德、牛顿、拿破仓、华盛顿、拉斐尔、莎士比亚式的巨人，尽管这些大自然的杰作此前曾在大学的院墙中出现过。 此外，大学也不应满足于培养批评家、实验人员、经济学家和工程师，尽管这些人才的培养也在大学教育的范畴之内。
But a University training is the great but ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society, at cultivating the public mind, at purifying the national taste, at supplying true principles to popular enthusiasm and fixed aims to popular aspiration, at giving enlargement and sobriety to the ideas of the age, at facilitating the exercise of political power, and refining the intercourse of private life.
大学教育是一条通向伟大而平凡的目标的伟大而平凡的途径。大学教育旨在提高社会的知识氛围，培养国民的公心，净化国民的情趣，为浮躁的公众提供真正的公理，为公众的理想提供确定的目标，扩大时代的思想库并注入冷静的思考，促进政治权力的行使，提高人际交流的质量。
It is the education that gives a man a clear, conscious view of his won opinions and judgments, a truth in developing them, an eloquence in expressing them, and a force in urging them.  It teaches him to see things as they are, to go right to the point, to disentangle a skein of thought, to detect what is sophistical, and to discard what is irrelevant. It prepares him to fill any post with credit, and to master any subject with facility.  It shows him how to accommodate himself to others, how to throw himself into their state of mind, how to bring before them his own, how to influence them, how to come to an understanding with them, how to bear with them.
大学教育应让人清醒地认知自己的观点和判断，并正确地发挥，雄辩地阐述，有力地强调。 大学教育应教会人们看清事物的真实面目并直接抓住要害，教会人们解开思想的缰结，发现
其中的诡辩之处，舍弃其中的不相关之处。大学教育使人做好准备，可靠地胜任任何职位，轻松自如地掌握任何科目。 大学教育教会人们如何适应他人，如何设身处地为人着想，如何把自己的想法转达给他人，如何影响他人，如何相互理解、相互宽容。
Of Study
论读书
Francis Bacon 
Studies serve for delight, for ornament, and for ability. Their chief use for delight, is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business.
读书足以怡情，足以傅彩，足以长才。其怡情也，最见于独处幽居之时；其傅彩也，最见于高谈阔论之中；其长才也，最见于处世判事之际。weigh翻译
For expert men can execute, and perhaps judge of particulars, one by one; but the general
counsels, and the plots and marshalling of affairs, come best form those that are learned. To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. 
练达之士虽能分别处理细事或一一判别枝节，然纵观统筹，全局策划，则舍好学深思者莫属。读书费时过多易惰，文采藻饰太盛则矫，全凭条文断事乃学究故态。
They perfect nature, and are perfected by experience: for natural abilities are like natural plants that need proyning by study; and studies themselves do give forth directions too much at large, except they be bounded in by experience.
读书补天然之不足，经验又补读书之不足，盖天生才干犹如自然花草，读书然后知如何修剪移接，而书中所示，如不以经验范之，则又大而无当。 
Crafty men contemn studies, simple men admire them, and wise men use them；for they teach not their own use; but that is a wisdom without them, and above them, won by observation.
有一技之长者鄙读书，无知者羡读书，唯明智之士用读书，然书并不以用处告人，用书之智不在书中，而在书外，全凭观察得之。     
Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. 
读书时不可存心诘难读者，不可尽信书上所言，亦不可只为寻章摘句，而应推敲细思。
Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts；others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books; else distilled books are，like common distilled waters, flashy things.
书有可浅尝者，有可吞食者，少数则须咀嚼消化。换言之，有只需读其部分者，有只须大体涉猎者，少数则须全读，读时须全神贯注，孜孜不倦。书亦可请人代读，取其所作摘要，但只限题材较次或价值不高者，否则书经提炼犹如水经蒸馏，淡而无味。
Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit; and if he read little, he had need have much cunning, to seem to know that he doth not.
读书使人充实，讨论使人机智，笔记使人准确。因此不常做笔记者须记忆力特强，不常讨论者须天生聪颖，不常读书者须欺世有术，始能无知而显有知。             
If I Were a Freshman Again
如果我能再次成为大一学生
Thomas Arkle Clark 
If I were a freshman again I should not work so many hours as I did. I put in enough hours with my books in my hands, but I did not accomplish much. I had little concentration. Many students whom I knew, and I was one of this sort, spent a great deal of time in getting ready to work. With a book in hand they look out of the window at the clouds or at the prett
y girls passing along the street, and all the time they deceive themselves with the idea that they are working. 

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