2018上半年翻译考试catti三级笔译试题：剑桥
英译汉
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.
参考译文：
今天，我们迎来了剑桥 800 周年纪念日，对于任何一个机构而言，800 年都不是须臾瞬间，不由令人惊叹。不过，历史从来就不是一条静静流淌的小溪/历史纵是一条溪涧，也总有涟漪波澜。纵观剑桥，过去半个世纪以来的迅猛发展无疑是近代剑桥最生动的写照。我 1961 年进入剑桥学习，与那时相比，剑桥今天的学生数量翻了一番还多。随着学生数量的快速增加，各个学院也在不断扩张，现在每个学院的学生和教师数量都已超过
五十年前;自 1954 年起，至少有 11 所新学院在剑桥诞生，有的是新建的，有的则是原有学院合并形成的。今天的剑桥已经拥有 31 所学院。
剑桥过去是一所教学型大学，如今已是一所赫赫有名的研究型大学，学校年收入的至少四分之三用于研究。作为研究型大学，剑桥新建了实验室和教学大楼，为各系全体师生提供了充足的教研场所。而就在上世纪中叶，一个图书馆和几个行政办公室就是剑桥的全部，绝大部分老师都没有立身之所。剑桥之所以能吸引最优秀的学生和师资，在于其催人奋进的良好氛围以及愉快惬意的工作、生活环境。能进入剑桥的学生个个聪颖，思维敏捷，在这里，除了老师传道授业解惑外，学生们也相互比学赶帮;剑桥的老师也都为人师表，毫无架子，勇于接受学术批评，乐于与学生展开辩论。
剑桥送走了一代又一代莘莘学子，人才辈出，甚至连伊拉斯姆斯、牛 顿、达尔 文抑或凯恩斯等这些鼎鼎大名也难抵岁月的 涤荡。当今时代，信息获取易如反掌， 我们可以接触到海量的知识但却永远无法真正掌 控知识，我们绝不能为此气馁，徒增无 措之感。
我们通过图书馆和博物馆的馆藏了解到 前辈们的轶事伟绩，是他们使知识得以 传承，是他们倡导学术争鸣。从他们身上我们认 识到，身为学者，必须以实为据进行辩 论，进而得出自己的结论，同时，也必须对自己 的结论负责，解疑释惑。人们真正探求 的并非知识本身，而是对知识的理解。
