College Pressures 完整譯文

1、精選文檔Unit 2 College PressuresDear Carlos: I desperately need a deans excuse for my chem.（化學(xué)） midterm（期中考試）, which will begin in about one hour. All I can say is that I totally blew it this week. Ive fallen incredibly（難以置信地，格外地）, inconceivably（不行思議地） behind.敬重的卡洛斯院長：還有一個小時(shí)就要化學(xué)期中考試了，我急迫需要一個院長給我點(diǎn)建議。我唯一能

2、說的就是，我這周過得渾渾噩噩，課業(yè)落下一大截。Carlos: Help! I am anxious to hear from you. Ill be in my room and wont leave it until I hear from you. Tomorrow is the last day for幫幫我！我格外需要你的回應(yīng)！我會始終在房間里等，直到你給我回應(yīng)。明天就是最終一天.Carlos: I left town because I started bugging out again. I stayed up all night to finish a take-home mak

3、e-up exam and am typing it to hand in on the tenth. It was due on the fifth. PS: Im going to the dentist. Pain is pretty bad.我離開城鎮(zhèn)是由于我又得趕時(shí)間開溜了。我熬了一整晚做完家庭完成的考試，然后打印出來在第十周上交。規(guī)定截止時(shí)間是第十五周。PS:我要去看牙醫(yī)。牙疼的厲害。Carlos: Probably by Friday Ill be able to get back to my studies. Right now, Im going to take a long

4、 walk. This whole thing has taken a lot out of me.或許周五我能趕回來連續(xù)學(xué)習(xí)?，F(xiàn)在，我要走一段好遠(yuǎn)的路了。這些事情讓我疲乏不堪。Carlos: Im really up the proverbial（諺語的，眾所周知的）creek（小溪）. The problem is I really bombed the history final. Since I need that course for my major I我真的是有大麻煩了。我考砸了歷史期末考。由于我的專業(yè)要求學(xué)這門課，我.Carlos: Here follows a tale of

5、 woe. I went home this weekend, had to help my Mom, and caught a fever so didnt have much time to study. My professor講個哀痛的故事。我這周末回家，幫我媽做事，結(jié)果發(fā)燒了，沒怎么學(xué)習(xí)。我們教授.Carlos: Aargh! Trouble. Nothing original but everythings piling up at once. To be brief, my job interview.不是吧！真遭罪。禍不單行啊。話說，我的工作面試.Hey Carlos, goo

6、d news! Ive got mononucleosis（單核細(xì)胞增多癥）!好消息！我得了單核細(xì)胞增多癥！Who are these wretched（可憐的） supplicants（祈求者）, scribbling（亂寫，潦草地書寫） notes so laden（苦惱的） with anxiety（焦慮，渴望）, seeking such miracles of postponement（延期） and balm（香油，鎮(zhèn)痛軟膏）? They are men and women who belong to Branford College（布蘭福德學(xué)院）, one of the twe

7、lve residential colleges （住宿學(xué)院） at Yale University, and the messages are just a few of the hundreds they left for their dean, Carlos Hortas - often slipped（塞入） under his door at 4 a.m. - last year.這些可憐的祈求者是誰？字條上潦草的字跡如此苦痛焦慮。懇求著延期的奇跡和止痛劑。這些男女都是布蘭福德學(xué)院，耶魯高校12個住宿學(xué)院之一的同學(xué)，而以上不過是他們給院長Carlos Hortas成百紙條中的寥寥幾個

8、。去年，這些紙條總是被塞入他的辦公室門里，在早上4點(diǎn)。But students like the ones who wrote those notes can also be found on campuses from coast to coast - especially in New England and many other private colleges across the country that have high academic standards and highly motivated students. Nobody could doubt that the no

9、tes are real. In their urgency and their gallows humor（黑色幽默，絞刑架上的幽默） they are authentic（真實(shí)的） voices of a generation that is panicky（恐慌的，慌張失措的） to succeed.然而像這樣寫小紙條的同學(xué)，在全國各地是常見的尤其在新英格蘭，很多有高水平學(xué)術(shù)和高度自發(fā)自覺的同學(xué)的私立院校。沒人會懷疑這些紙條真實(shí)性。從這些迫切性和黑色幽默不難看出一代人迫切渴望成功的真實(shí)聲音。My own connection with the message writers is tha

10、t I am master of Branford College. I live in its Gothic quadrangle and know the students well. (We have 485 of them.) I am privy to their hopes and fears - and also their stereo music and their piercing cries in the dead of night (“Does anybody ca-a-are?”). If they went to Carlos to ask how to get t

11、hrough tomorrow, they come to me to ask how to get through the rest of their lives.我是耶魯高校布蘭福德學(xué)院的院長。我住在校內(nèi)，格外了解同學(xué)。（我們有485名同學(xué)。）我常聽他們訴說自己的期望和恐驚也常聽他們的立體聲音樂和他們在夜深人靜時(shí)發(fā)出的刺耳喊叫（“有什么人關(guān)懷嗎？”）。他們問Carlos 明天怎么辦，他們到我這兒來，問我如何度過余生。Mainly I try to remind them that the road ahead is a long one and that it will have more

12、 unexpected turns that they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They do not want to hear such liberating news. They want a map - right now - that they can follow unswerving to career security, financial security, social security

13、and, presumably, a prepaid grave.我主要是試圖提示他們，前面的路途漫長，沿途中的曲折將比他們想象的要多。將來有時(shí)候會轉(zhuǎn)變工作，轉(zhuǎn)變職業(yè)，轉(zhuǎn)變整個的態(tài)度和處理問題的方式。他們不想聽這種無關(guān)緊要的消息。他們現(xiàn)在就想要一張地圖，能據(jù)以直接通向業(yè)保障、經(jīng)濟(jì)保障、社會保障，或許還通向一座預(yù)購的墳?zāi)?。What I wish for all students is some release from the clammy（濕冷的） grip 緊握），（柄，支配） of the future. I wish them a chance to savor （品嘗） each se

14、gment 部分）of their education as an experience in itself and not as a grim（冷酷的，殘忍的） preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive （有益的，教育性的） as victory and is not the end of the world.我的期望是全部同學(xué)能從將來的嚴(yán)酷無情中得到一些解脫。我期望他們有機(jī)會把他們每一

15、階段的教育純粹作為一種經(jīng)受來享受，而不是作為一種為下一步作預(yù)備的令人厭倦的要求。我期望他們有權(quán)利失誤、有權(quán)利跌倒，并懂得失敗同成功一樣有教育意義，而不是世界的末日。My wish, of course, is naïve. One of the few rights that America does not proclaim （宣告，公布） is the right to fail. Achievement is the national god, venerated（敬重） in our media the million-dollar athlete, the wealthy

16、executive and glorified in our praise（贊揚(yáng)） of possessions（財(cái)產(chǎn)）. In the presence of such a potent（強(qiáng)有力的）state religion, the young are growing up old.當(dāng)然，我的期望是天真的。在美國人沒有聲明擁有的為數(shù)不多的權(quán)利之中，有一個便是失敗的權(quán)利。成就是民族之神，它在我們的媒體中受到崇拜身價(jià)百萬的運(yùn)動員，富有的主管人員在我們對財(cái)寶的贊揚(yáng)中得到榮耀。年輕人就是在這樣一種強(qiáng)有力的國教的熏陶下長大的。I see four kinds of pressure working

17、 on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It's easy to look around for villains to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, the stu

18、dents for driving themselves too hard. But there are no villains（壞人）, only victims.我發(fā)覺有四種壓力影響著今日的高校生：經(jīng)濟(jì)上的壓力，父母的壓力，同伴的壓力，和自己導(dǎo)致的壓力。四處查找罪魁禍?zhǔn)撞⒉浑y指責(zé)高校收費(fèi)太高，指責(zé)教授布置作業(yè)太多，指責(zé)父母望子成龍過于心切，指責(zé)同學(xué)把自己逼得太緊。但罪魁禍?zhǔn)资菦]有的，只有受害者?！癐n the late 1960s,” one dean told me, “the typical question that I got from students was Why is th

19、ere so much suffering in the world? or How can I make a contribution? Today its Do you think it would look better for getting into low school if I did a double major in history and political science, or just majored in one of them? ” Many other deans confirmed this pattern. One said: “Theyre trying

20、to find an edge（邊緣，優(yōu)勢） the intangible（無形的，難以言喻的） something that will look better on paper if two students are about equal.”“1960年月末，”一位院長對我說，“同學(xué)問我的典型問題是“為什么世界多磨難？”或“我能做些什么？”如今問的是“你覺得，假如我學(xué)歷不高但有歷史和政治科學(xué)的雙學(xué)位，會不會比較好？或者只是學(xué)其中一門？”其他院長也面臨這樣的的問題。其中一個說：“他們嘗試找到一種優(yōu)勢當(dāng)兩個同學(xué)差不多的時(shí)候，可以讓成果看起來更好的無形東西?！盢ote the emphasis

21、on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale's official system of grading, A means "excellent" and B

22、means "very good". Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a

23、 lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170 students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.對看起來更好的追求。使得成果單成為一種神圣的文本，平安的護(hù)照。這些書面表達(dá)的內(nèi)容比一個人本身表達(dá)的內(nèi)容更重要。A是被艷羨的，B是牽強(qiáng)接受的，即使在耶魯高校官方評分系統(tǒng)里，A是“極佳”，B是“格外好”。如今，格外好已經(jīng)不夠好，尤其

24、是對于那些想連續(xù)法律或醫(yī)學(xué)學(xué)習(xí)的同學(xué)。他們知道更好的學(xué)校意味著更好的就業(yè)公司，更好的醫(yī)療實(shí)踐能讓他們金銀滿缽。他們還知道成功很難。以耶魯高校的法學(xué)院為例，3700個申請者只有170個被錄用；哈佛高校7000申請者中錄用550個。Its all very well for those of us who write letters of recommendation（推舉信） for our students to stress the qualities of humanity that will make them good lawyers or doctors. And its nice

25、to think that admission officers are really reading our letters and looking for the extra dimension（方面） of commitment（承諾，保證，托付） or concern. Still, it would be hard for a student not to visualize these officers shuffling（洗牌） so many transcripts studded（鑲嵌） with As that they regard a B as positively s

26、hameful.對于我們這些做院長的人來說，為同學(xué)寫推舉信，并在信中強(qiáng)調(diào)同學(xué)的人文素養(yǎng)與品質(zhì)倒也是件好事，這些素養(yǎng)與品質(zhì)也將使他們成為優(yōu)秀的律師或醫(yī)生。同樣值得興奮的是，招生面試官在認(rèn)真閱讀我們的信的同時(shí)，也會留意其它能夠確保同學(xué)品質(zhì)的證書或是有關(guān)文件。然而，一個同學(xué)很難想象到的是，面試官已經(jīng)閱遍很多標(biāo)滿了A的成果單，在他們眼中，一個B就會被理所當(dāng)然地認(rèn)為是可恥的。The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “

27、gentlemans C”, when students journeyed through college with a certain relaxation, sampling a wide variety of courses - music, art, philosophy, classics, anthropology, poetry, religion - that would send them out as liberally educated men and women. If I were an employer I would rather employ graduate

28、s who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I don't know if they are getting As or Cs, and I don't care. I also like them as people. T

29、he country needs them, and they will find satisfying jobs. I tell them to relax. They can't.對于想畢業(yè)去找工作的同學(xué)來說，這種壓力也是幾乎一樣沉重的。拿個C等成果便萬事大吉的日子早已過去了，那時(shí)的同學(xué)可以輕松地度過高校生活，廣泛涉獵各門課程：音樂、藝術(shù)、哲學(xué)、古希臘羅馬文學(xué)、人類學(xué)，詩歌，宗教等，這些課程把一批批經(jīng)受過人文教育的同學(xué)送出校門。假如我是雇主，我寧愿雇傭那些有這種視野和古怪心的畢業(yè)生，而不是那些囿于追求簡潔科目和高分的畢業(yè)生。我所生疏的很多同學(xué)都能以他們勤學(xué)好問的頭腦使興奮起來。我寵

30、愛聽他們的想法。我不知道他們考試成果是A還是C，我不在乎。我也寵愛作為人而存在的他們。國家需要他們，他們也會找到令自己滿足的工作。我告知他們對將來放松一點(diǎn)，而他們往往放松不下來。Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private college now comes to at least $ 7,000, not counting books and fees. This might seem to suggest that the colleges are

31、getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what colleges receive in endowments, grants, and gifts. Now the remainder keeps being swallowed by the cruel costs higher every year

32、 of just opening the doors. Heating oil is up. Insurance is up. We are witnessing in America the creation of a brotherhood of paupers colleges, parents, and students, joined by the common bond of debt.我也不能責(zé)怪他們。他們生活在殘酷的經(jīng)濟(jì)體制下。大多數(shù)私立學(xué)校的學(xué)費(fèi)、住宿費(fèi)和學(xué)費(fèi)達(dá)到至少7000美元，這其中還不包括書本費(fèi)和雜費(fèi)。這也好像示意著高校正在變得富有。然而，高校會受到通貨膨脹的打擊。在高

33、校將一名同學(xué)培育成才所需的成本里，學(xué)費(fèi)只占了百分之60，其余部分來自其在贊助、贈款和禮物上獲得的收入。如今，只要一打開門辦校，成本就年年上漲，這剩下的百分之40的價(jià)值因而不斷縮水，油價(jià)在上漲，保險(xiǎn)費(fèi)在上漲，什么都在漲。我們在美國目睹著一個貧困群體的創(chuàng)立 由于背負(fù)巨債，高校、父母和同學(xué)們都一同落入了身無分文的境地。Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $ 5,000 in loans after

34、four years - loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he”, incidentally, o

35、nly for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they re probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male job, society hasn

36、t yet caught up with this fact.如今，一個同學(xué)，甚至是一個上學(xué)時(shí)部分時(shí)間打工，暑假里全日打工的同學(xué)，在四年之后欠下5，000美元債務(wù)的狀況并不罕見這筆債務(wù)同學(xué)必需在畢業(yè)后一年之內(nèi)開頭償還（順便說一句，并非像很多非高校生的人們所以為的那樣都是低息貸款）。雖然在畢業(yè)典禮上同學(xué)們被鼓舞邁步走向社會，但他們剛動身就已經(jīng)落后了。為預(yù)備迎接這一結(jié)帳之日，他們整個高校期間又怎能不感壓力沉重呢？耶魯?shù)呐饶猩鷫毫Ω?，由于她們要向自己、父母和社會證明她們值得接受昂貴的教育。由于雖然她們離開高校時(shí)已經(jīng)具備了出眾的才能，完全可以給一貫由男性從事的工作注入新穎的領(lǐng)導(dǎo)力氣，但是社會的進(jìn)

37、步還沒有到生疏這一事實(shí)。Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.伴隨著經(jīng)濟(jì)壓力的是來自父母的壓力。這兩者不行避開地深深交織在一起。I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I k

38、now them in other corners of their life as cheerful people.我看到同學(xué)們下定決心毫無歡快地在修醫(yī)學(xué)預(yù)科課程。他們?nèi)ピ囼?yàn)室，就像是去看牙醫(yī)。這使我感到哀痛，由于我知道他們在生活的其它方面都是些快活奮興的人?！癉o you want to go to medical school?” I ask them.“你想進(jìn)醫(yī)學(xué)院嗎？”我問他們?！癐 guess so,” they say, without conviction, or “Not really.”“我想是這樣的吧，”他們不能確定地說，或者“并非真的想。”“Then why are y

39、ou going?”“那你為什么還打算進(jìn)呢？”“Well, my parents want me to be a doctor. Theyre paying all this money and.”“父母要我當(dāng)醫(yī)生。錢都是他們付的，而且”Poor students, poor parents. They are caught in one of the oldest webs of love and duty and guilt. The parents mean well; they are trying to steer their sons and daughters toward a

40、secure future. But, the sons and daughters want to major in history or classics or philosophy - subjects with no practical value. Where is the payoff on the humanities? It is not easy to persuade such loving parents that the humanities do, indeed, pay off. The intellectual faculties developed by stu

41、dying subjects such as history and classics - and ability to synthesize and relate, to weigh the cause and effect, to see events in perspective - are just the faculties that make creative leaders in business or almost any general field. Still, many parents would rather put their money on courses tha

42、t point toward a specific profession - courses that are pre-law, pre-med., pre-business, or as I sometimes heard it put, pre-rich.可憐的同學(xué)們，可憐的父母們。他們被困在一張最古老的由愛與責(zé)任以及負(fù)疚感交叉的網(wǎng)中。父母們初衷良善，他們試圖引導(dǎo)自己的兒女們通往一個有保障的將來。只是兒女們想主修的是歷史或文學(xué)一些不“有用”的專業(yè)。讀人文科學(xué)的回報(bào)在哪里呢？要說服愛心拳拳的父母們?nèi)宋目茖W(xué)確有回報(bào)，不是件簡潔的事。學(xué)習(xí)歷史和文學(xué)之類的學(xué)科所獲得的智力綜合、相互聯(lián)系、通因明果、

43、洞察深化正是那些在商界乃至幾乎一切領(lǐng)域具有制造力的領(lǐng)袖所必需的力量。然而，很多父親們?nèi)耘f寧愿將金錢花在職業(yè)指向明確的課程上法律預(yù)科、醫(yī)學(xué)預(yù)科、商業(yè)預(yù)科我有時(shí)稱之為“財(cái)寶預(yù)科”。 But, the pressure on students is severe. They are truly torn. One part of them feels obligated to fulfill their parents expectations; after all, their parents are older and presumably wiser. Another part tells t

44、hem that the expectations that are right for their parents are not right for them.然而同學(xué)身上的壓力就格外嚴(yán)峻了。他們真的備受熬煎。一方面他們覺得有義務(wù)實(shí)現(xiàn)父母的期望，到底父母比自己年長，應(yīng)當(dāng)較為見多識廣。另一方面，他們又覺得父母的期望對于父母是合適的，但對于自己卻未必合適。I know a student who wants to be an artist. She is very obviously an artist and will be a good one - she has already had

45、several modest local exhibits. Meanwhile she is growing as a well-rounded person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a dumb thing to be. The student vacillates and tries to

46、 please everybody. She keeps up with her art somewhat furtively and takes some of the dumb courses her father wants her to take - at least that are dumb courses for her. She is a free spirit on a campus of tense students - no small achievement in itself - and she deserves to follow her muse.我生疏一個想當(dāng)藝

47、術(shù)家的同學(xué)。她明顯就是一名藝術(shù)家的樣子，而且將會成為一名優(yōu)秀的藝術(shù)家她的作品已經(jīng)有過好幾次小型本地展覽了。同時(shí)，她也正在成長為一個多才多藝的人；她正在攻讀人文學(xué)科，這些學(xué)科的豐富內(nèi)涵將會充實(shí)她的藝術(shù)素養(yǎng)。但她的父親對此猛烈反對。他認(rèn)為搞藝術(shù)是一個“愚蠢”的事情：藝術(shù)生總是躊躇不定，又試圖取悅?cè)咳?。而她暗自?jiān)持了自己的藝術(shù)愛好，并按父親要求去上一些“愚蠢”的課程至少這些課對她來說是顯得愚蠢的。在校內(nèi)里，在一群神經(jīng)兮兮、又碌碌無為的同學(xué)之間，她就像一個自由的靈魂她服從自己的本心是值得的。Peer pressure and self-induced pressure are also intert

48、wined, and they start almost at the beginning of freshman year.來自同伴的壓力和自我導(dǎo)致的壓力也是相互交織的，而且它們從一班級一開頭就消滅了。“I had a freshman student Ill call Linda,” one dean told me. “Who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I couldn

49、t tell her that Barbara had come in two hours earlier to say the same thing about Linda.”“我有一個一班級的同學(xué), 我就稱她為琳達(dá)吧，”一位老師告知我，“她進(jìn)來對我說她的壓力極大，由于她的室友芭芭拉比她聰慧得多而且成天用功。我沒法啟口告知她兩個小時(shí)之前芭芭拉也進(jìn)來這樣說過琳達(dá)?！盩he story is almost funny - except that it is not. It is symptomatic of all the pressures put together. When every s

50、tudent thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hea

51、r the clack of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”這件事近乎可笑但事實(shí)上并不行笑。這是全部種種綜合的癥狀。每個同學(xué)都認(rèn)為別的同學(xué)更用功、學(xué)得更好時(shí)，唯一的方法便是更加努力地學(xué)習(xí)。我觀察同學(xué)們每天晚上吃完飯后就去圖書館，到半夜關(guān)門時(shí)才回來。我真期望他們能夠有時(shí)候忘掉他們的同學(xué)，去看一場電影。天亮以前幾個小時(shí)我就聽見打字機(jī)的敲擊聲

52、。當(dāng)考試來臨，論文該交時(shí)，我看到他們眼中的緊急；“我能完成全部的事情嗎？”Probably they will not. They will get sick. They will get blocked. They will sleep. They will oversleep. They still bug out. Hey Carlos, HELP!或許他們不能。他們會生病。他們會睡著。他們會睡過頭。他們會退卻。Part of the problem is that they do more than they are expected to. A professor will assi

53、gn a five-page paper. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.消滅這一問題的部分緣由是：他們會遠(yuǎn)遠(yuǎn)超額完成任務(wù)。老師布置一篇5頁的論文，一些同學(xué)就會寫上10頁，而少數(shù)人甚至?xí)奄€注升

54、到15頁?？蓱z那些僅僅寫了5頁的同學(xué)。“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “Its bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic w

55、orks, psychologically.”一位系主任指出：“一旦20或30的同學(xué)刻意地去超量學(xué)習(xí)，對每個同學(xué)來說都不是好事。當(dāng)一位老師在班上看到越來越多的努力嘗試，那些只是正常完成作業(yè)的同學(xué)就會被看作是表現(xiàn)不夠好。就心理上而言，這個策略還是有效的?！盬hy cant the professor just cut back and not accept longer papers? He can, and he probably will. But by then term will be half over and the damage done. Grade fever is highl

56、y contagious and not easily reversed. Besides, the professors main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Not that it is really his business. He did not sign up for dealing with the st

57、udents as a whole person and with all the emotional baggage the student brought along from home. That is what deans, masters chaplains, and psychiatrists are for.為什么教授就不能要求同學(xué)刪減論文，或是干脆不接受太長的文章了？他當(dāng)然可以，而且他很可能會這么做。但到那時(shí)，同學(xué)們的成果就會下降一半，因此也會造成一些損失。同學(xué)們對于成果的狂熱是易于傳染，且不易逆轉(zhuǎn)的。此外，教授主要關(guān)懷的是他自己的課程。他只知道同學(xué)會來上自己的課，而不知道這些

58、人還需為其他課程奮筆疾書，那不關(guān)他的事。他的確是來教書的，但他并不會負(fù)責(zé)處理同學(xué)們從家里帶來的各種情感包袱。仿佛這些工作應(yīng)當(dāng)由院長、專職教士、或是心理醫(yī)生來負(fù)責(zé)。To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the

59、gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their fingernails onto a shrinking profession. If they are old and tenured, they are buried under the duties of administering departments - as depa