Question

翻译 求高手英译汉 。。

If education is the transmission of civilization, we are unquestionably progressing. Civilization is not inherited; it has to be learned and earned by each generation anew; if the transmission should be interrupted for one century, civilization would die, and we should be savages again. So our finest modern achievement is our spending of wealth and toil which never have been known before in the provision of higher education for all. Once colleges were luxuries, designed for the male half of the leisured class; today universities are so numerous that he who runs may become a PhD. We may not have been better than the selected geniuses of the past, but we have raised the level and average of knowledge beyond any age in history.
None but a child will complain that our teachers have not yet eradicated the errors and superstitions of ten thousand years. The great experiment has just begun, and it may be defeated by the high birth rate of unwilling or indoctrinated ignorance. But what would be the full fruitage of instruction if every child should be schooled till at least his twentieth year, and should find free access to the universities, libraries, and museums that honor and offer the intellectual and artistic treasures of the race? Consider education not as the painful accumulation of facts and dates and reigns, nor merely the necessary preparation of the individual to earn his keep in the world, but as the transmission of our mental, moral, enlargement of man’s understanding, control, embellishment, enjoyment of life.
The heritage that we can now more fully transmit is richer than ever before. It is richer than that of Pericles, for it includes all the Greek flowering that followed him, richer than Leonardo’s. for it includes him and the Italian renaissance: richer than Voltaire’s, for it embraces all the French Enlightenment and its ecumenical dissemination. If progress is real despite our whining, it is not because we are born any healthier, better or wiser than infants were in the past, bet because we are born to a richer heritage, born on a higher level that pedestal which the accumulation of knowledge and art raises as the ground and the support of our being. The heritage rises, and men rises in progression as he receives it.
History is, above all else, the creation and the recording of that heritage: progress is its increasing abundance, preservation, transmission, and use. To those of us who study history not merely as a warning reminder of man’s follies and crimes, but also as an encouraging remembrance of generative souls, the past creases to be a depressing chamber of horrors: it becomes a celestial city, a spacious country of mind, wherein a thousand saints, statesmen, inventors, scientists, poets, artists, musicians, lovers and philosophers still live and speak, teach and carve and sing. The historian will not mourn because he can see no meaning in human existence except that which man puts into it.

Answer 1

If education is the transmission of civilization, we are unquestionably progressing. Civilization is not inherited; it has to be learned and earned by each generation anew; if the transmission should be interrupted for one century, civilization would die, and we should be savages again. So our finest modern achievement is our spending of wealth and toil which never have been known before in the provision of higher education for all. Once colleges were luxuries, designed for the male half of the leisured class; today universities are so numerous that he who runs may become a PhD. We may not have been better than the selected geniuses of the past, but we have raised the level and average of knowledge beyond any age in history.
如果教育是文明的传递，毫无疑问我们一直在进步。文明是不能继承的，必须通过学习才能让一代一代人获得文明。如果这种传递中断一个世纪，文明就会消失，我们又会重回蛮荒时代。因此，我们最好的现代成就是对财富的挥霍及辛苦的工作，这些在高等教育普及之前是从来未实现的。曾经，上大学是奢侈的，是专门为有钱阶级的男性设计的。现在，有如此多的大学，只要他愿意努力，就有可能成为一个博士。我们或许比不上过去那些选出的天才优秀，但是我们提高了整体的知识水平，这是历史上任何一个朝代都无法比拟的。
None but a child will complain that our teachers have not yet eradicated the errors and superstitions of ten thousand years. The great experiment has just begun, and it may be defeated by the high birth rate of unwilling or indoctrinated ignorance. But what would be the full fruitage of instruction if every child should be schooled till at least his twentieth year, and should find free access to the universities, libraries, and museums that honor and offer the intellectual and artistic treasures of the race? Consider education not as the painful accumulation of facts and dates and reigns, nor merely the necessary preparation of the individual to earn his keep in the world, but as the transmission of our mental, moral, enlargement of man’s understanding, control, embellishment, enjoyment of life.
只有孩子才会抱怨说老师还没有改正错误和上千年的迷信。伟大的实验已经开始，它有可能被不愿意的或被灌输的无知知识的很多人打败。但是，如果每一个孩子至少要到二十岁时才进学校接受教育，并且发现可以自由进入大学，图书馆，博物馆这些可以让人尊敬，并且提高智力和艺术珍宝的地方，那我们指导的胜利果实又是什么？考虑到教育不是事实，日期及朝代的痛苦积累，也仅仅是个人在这个世界中生存的必要准备，而是我们精神的传递，我们对于生命的理解的扩大，控制，建立及享受。

The heritage that we can now more fully transmit is richer than ever before. It is richer than that of Pericles, for it includes all the Greek flowering that followed him, richer than Leonardo’s. for it includes him and the Italian renaissance: richer than Voltaire’s, for it embraces all the French Enlightenment and its ecumenical dissemination. If progress is real despite our whining, it is not because we are born any healthier, better or wiser than infants were in the past, bet because we are born to a richer heritage, born on a higher level that pedestal which the accumulation of knowledge and art raises as the ground and the support of our being. The heritage rises, and men rises in progression as he receives it.
我们现在可以传递的遗产比以往任何时候都要丰富，比伯利克里的遗产更丰富，伯利克里让希腊艺术百花齐放；比达芬奇的遗产更丰富，达芬奇推动意大利文艺复兴；比伏尔泰的遗产更丰富，伏尔泰跟随法国启蒙运动，在全世界传播了基督教。如果进步是真正的伴随着我们的呜咽，那不是因为我们比过去的人生的更健康，更好或更聪明；而是因为我们生在了一个遗产更丰富的时代，生在了一个知识积累和艺术发展更高水平的时代，这些都是我们的基础和支撑。遗产增加，人们在接受的同时进步更大。
History is, above all else, the creation and the recording of that heritage: progress is its increasing abundance, preservation, transmission, and use. To those of us who study history not merely as a warning reminder of man’s follies and crimes, but also as an encouraging remembrance of generative souls, the past creases to be a depressing chamber of horrors: it becomes a celestial city, a spacious country of mind, wherein a thousand saints, statesmen, inventors, scientists, poets, artists, musicians, lovers and philosophers still live and speak, teach and carve and sing. The historian will not mourn because he can see no meaning in human existence except that which man puts into it.
最重要的，历史是文化遗产的创新和记录：发展使它不断丰富，保留，传递及使用。对那些学习历史的人来说，历史不仅是对人们的罪恶和犯罪的警告，而且是对有生命力的灵魂的鼓励记忆，过去蜷缩成一间压抑的，充满恐惧的房间：它变成了天国之城，成了广阔的思想空间，那里有一千名圣人，政治家，发明家，科学家，诗人，艺术家，画家，恋人和哲学家，他们仍然在生活，演讲，教书，雕刻，唱歌。历史学家不会悲伤，因为他看到人类的存在没有任何意义，除非有哪个人可以融入到历史中。

Answer 2

如果教育是文明的传播,我们无疑是进步。文明不是继承了;它必须是博学的和所赚取的每一代传递重新;如果一个世纪应打断,文明会死,我们应该被野蛮人了。所以我们的最时尚的成就是我们的开销的财富和辛劳就已为人所知,之前从来没有在规定的高等教育。一旦学院专为男性奢侈品,一半的休闲类;今天的大学是如此众多,他谁跑可能变得有博士学位。我们可能没有比选定的天才的过去,但是我们都提出了超越平均水平,任何年龄的知识在历史上。
只有一个孩子将会抱怨我们的老师尚未根除的误差和迷信一万年。伟大的实验才刚刚开始,而且它可能被打败,由高出生率的不愿或灌输那种观点的无知。但是什么会是全果的指导,如果每一个孩子都应至少这股直到他的二十一年,且应该找到免费进入的大学、图书馆和博物馆这样的荣耀和提供知识和艺术珍品的比赛?考虑教育不痛苦的事实和日期和积累,也不只是统治必要的准备来赢得他的个人保持在世界上的传播,但作为我们的心理、道德、扩大人类的理解、控制、装饰,快乐的生活。
遗产,我们现在可以更加充分地传送食物比以往任何时候都多。它是世界上最富有的,因为它包括了所有伯里克利的希腊开花,跟着他,富足多列奥纳多”的,因为它包括他自己和他的意大利文艺复兴:食物比伏尔泰的,因为它包含所有的法国启蒙运动和其展现传播。如果是真实的,尽管我们进步抱怨,不是因为我们是天生的任何更健康,更好或者更聪明比

Answer 3

如果教育是文明的传播器，那么毫无疑问我们是在前进的。文明不是被继承的；它是通过每一代不断学习而获得的；如果教育被打断一个世纪，文明也会随之消亡，我们可能再次回到野蛮时代。所以我们为人所知的现代成就是财富花销和辛劳，这是没有形成高等教育之前。过去的大学是奢侈的，为贵族阶级的多数男人设计的；今天有许多的大学，人们可以获得博士学位。比起过去的天才们，我们可以不如他们出色，但获得知识的平均数和水平超越了过去任何一个时代。
只有一个孩子会抱怨我们的老师没有消除的误差和万年的迷信观点。一个伟大的实验才刚刚开始，它可能被不情愿的高出生率或被无知打败。如果每个孩子都受教育至少二十年，他们将会获得什么样的教育成果呢，他们是否可以免费进入大学，图书馆和博物馆，为他们提供知识和艺术的财富呢？
教育不是日积月累的痛苦事实，不是日期和统治，也不仅仅是为个人在世上赢得他的地位而作的准备，它是作为我们精神，道德，个人理解的扩展，控制，润色和享受生活的传播器。
继承文化遗产，我们可以比以往获得更多的文化财富。它的富有超过了伯里克利－希腊文化繁荣代表，超过了列奥纳多－意大利文艺复兴的代表，超过伏尔泰－法国启蒙文化的代表。进程不是因为我们比过去出生的婴儿更健康，更好更聪明，因为我们继承了文化财富，出生在一个更高的水平，因为它是以前知识的积累和艺术增加为底座。通过文化的继承，人们也获得了前进的进程。
首先，历史是创作和文化记录的继承者：通过逐渐丰富，保存，传播和使用不断进步。我们学习的那些历史，不仅是对犯罪和愚蠢人的一种警示，也是对人灵魂展示激励的记忆。历史的痕迹可能是压抑和恐惧。它最终会成为一个天国，充满多样思想的国家，有一千圣徒、政治家、科学家、发明家、艺术家、音乐家、诗人和哲学家生活在这，互相演讲，教授和歌唱。
（翻译的不好，希望有帮助）