用户中心
Against this intellectual interpretation of the college our teachers find two sets of hostile forces constantly at work. Outside the walls there are the practical demands of a busy commercial and social scheme; within the college there are the trivial and sentimental and irrational misunderstandings of its own friends. Upon each of these our college teachers are wont to descend as Samson upon the Philistines, and when they have had their will, there is little left for another to accomplish.
我们的教师发现有两股势力一贯站在对大学的思想性阐释的对立面，对其形成干扰。一股来自大学校园之外，表现为繁杂的商业和社会体系的实际需求；另一股来自大学校园之内，是其支持者的细微琐碎、感情用事且毫无理性的误解。我们的大学教师就如同参孙降世与非利士人进行终生争战一般，已经习惯于与这两股势力周旋。一旦他们拥有坚定的意念，对手的施展空间便微乎其微。
As against the immediate practical demands from without, the issue is clear and decisive. College teachers know that the world must have trained workmen, skilled operatives, clever buyers and sellers, efficient directors, resourceful manufacturers, able lawyers, ministers, physicians, and teachers. But it is equally true that in order to do its own work, the liberal college must leave the special and technical training for these trades and professions to be done in other schools and by other methods. In a word, the liberal college does not pretend to give all the kinds of teaching which a young man of college age may profitably receive; it does not even claim to give all the kinds of intellectual training which are worth giving. It is committed to intellectual training of the liberal type, whatever that may mean, and to that mission it must be faithful. One may safely say, then, on behalf of our college teachers, that their instruction is intended to be radically different from that given in the technical school or even in the professional school. Both these institutions are practical in a sense which the college, as an intellectual institution, is not. In the technical school, the pupil is taught how to do some one of the mechanical operations which contribute to human welfare. He is trained to point, to weave, to farm, to build; and for the most part he is trained to do these things by practice rather than by theory. His possession when he leaves the school is not a stock of ideas, of scientific principles, but a measure of skill, a collection of rules of thumb. His primary function as a tradesman is not to understand but to do, and in doing what is needed he is following directions which have first been thought out by others and are now practiced by him. The technical school intends to furnish training which, in the sense in which we use the term, is not intellectual but practical.
与校园之外的现实需求针锋相对时，问题的阐释便清晰明确。大学教师深知这个世界需要训练有素的工人，技术娴熟的技工，头脑聪明的买卖人，富有效率的主管，资源丰富的制造商，能力出众的律师、政客、医生和教师。但同样无可厚非的是，为专注于自身的工作，通识学院必须将这些行业的专门技术训练任务交由其他学校，以其他方式进行。总而言之，通识学院从不自诩有能力开设让大学学龄的年轻人快速获益的所有课程；也不宣称他们所有的教育都是有价值的。通识学院致力于通识性的知识教育，无论其内涵是什么，这是它必须效忠的使命。一个大学教师代表可以非常笃定地说，他们所从事的教育是知识思想型的，这与重视实践性的技术学校或职业学校截然不同。在技术学校中，学生学习如何操作某种机械，从而为人类的福祉做出贡献。他接受各种训练，比如学习针绣、纺织、农耕、建筑；大多数情况下，他接受的是实践操作而非理论训练。到毕业时，他所拥有的不是丰富的思想观点、大量的科学原理，而是一些实践技能、一套经验法则。作为手艺人，他的主要职责不是通文明意而是躬行实践，在做实际需要的工作的过程中，他要做的是遵循指导规则，这些规则已经由前人熟思总结，现在由他来付诸实践。技术学校旨在提供训练，这种训练不是我们所谓的知识思想性的，而是实践性的。
我们的教师发现有两股势力一贯站在对大学的思想性阐释的对立面，对其形成干扰。一股来自大学校园之外，表现为繁杂的商业和社会体系的实际需求；另一股来自大学校园之内，是其支持者的细微琐碎、感情用事且毫无理性的误解。我们的大学教师就如同参孙降世与非利士人进行终生争战一般，已经习惯于与这两股势力周旋。一旦他们拥有坚定的意念，对手的施展空间便微乎其微。
As against the immediate practical demands from without, the issue is clear and decisive. College teachers know that the world must have trained workmen, skilled operatives, clever buyers and sellers, efficient directors, resourceful manufacturers, able lawyers, ministers, physicians, and teachers. But it is equally true that in order to do its own work, the liberal college must leave the special and technical training for these trades and professions to be done in other schools and by other methods. In a word, the liberal college does not pretend to give all the kinds of teaching which a young man of college age may profitably receive; it does not even claim to give all the kinds of intellectual training which are worth giving. It is committed to intellectual training of the liberal type, whatever that may mean, and to that mission it must be faithful. One may safely say, then, on behalf of our college teachers, that their instruction is intended to be radically different from that given in the technical school or even in the professional school. Both these institutions are practical in a sense which the college, as an intellectual institution, is not. In the technical school, the pupil is taught how to do some one of the mechanical operations which contribute to human welfare. He is trained to point, to weave, to farm, to build; and for the most part he is trained to do these things by practice rather than by theory. His possession when he leaves the school is not a stock of ideas, of scientific principles, but a measure of skill, a collection of rules of thumb. His primary function as a tradesman is not to understand but to do, and in doing what is needed he is following directions which have first been thought out by others and are now practiced by him. The technical school intends to furnish training which, in the sense in which we use the term, is not intellectual but practical.
与校园之外的现实需求针锋相对时，问题的阐释便清晰明确。大学教师深知这个世界需要训练有素的工人，技术娴熟的技工，头脑聪明的买卖人，富有效率的主管，资源丰富的制造商，能力出众的律师、政客、医生和教师。但同样无可厚非的是，为专注于自身的工作，通识学院必须将这些行业的专门技术训练任务交由其他学校，以其他方式进行。总而言之，通识学院从不自诩有能力开设让大学学龄的年轻人快速获益的所有课程；也不宣称他们所有的教育都是有价值的。通识学院致力于通识性的知识教育，无论其内涵是什么，这是它必须效忠的使命。一个大学教师代表可以非常笃定地说，他们所从事的教育是知识思想型的，这与重视实践性的技术学校或职业学校截然不同。在技术学校中，学生学习如何操作某种机械，从而为人类的福祉做出贡献。他接受各种训练，比如学习针绣、纺织、农耕、建筑；大多数情况下，他接受的是实践操作而非理论训练。到毕业时，他所拥有的不是丰富的思想观点、大量的科学原理，而是一些实践技能、一套经验法则。作为手艺人，他的主要职责不是通文明意而是躬行实践，在做实际需要的工作的过程中，他要做的是遵循指导规则，这些规则已经由前人熟思总结，现在由他来付诸实践。技术学校旨在提供训练，这种训练不是我们所谓的知识思想性的，而是实践性的。
