Part C: Translation (2021)

Part 1: Full Text (Click to Translate)

World War II was the watershed event for higher education in modern Western societies. (46) Those societies came out of the war with levels of enrollment that had been roughly constant at 3%-5% of the relevant age groups during the decades before the war. But after the war, great social and political changes arising out of the successful war against Fascism created a growing demand in European and American economies for increasing numbers of graduates with more than a secondary school education. (47) And the demand that rose in those societies for entry to higher education extended to groups and social classes that had not thought of attending a university before the war. These demands resulted in a very rapid expansion of the systems of higher education, beginning in the 1960s and developing very rapidly (though unevenly) during the 1970s and 1980s. 

The growth of higher education manifests itself in at least three quite different ways, and these in turn have given rise to different sets of problems. There was first the rate of growth: (48) in many countries of Western Europe, the numbers of students in higher education doubled within five-year periods during the 1960s and doubled again in seven, eight, or 10 years by the middle of the 1970s. Second, growth obviously affected the absolute size both of systems and individual institutions. And third, growth was reflected in changes in the proportion of the relevant age group enrolled in institutions of higher education. 

Each of these manifestations of growth carried its own peculiar problems in its wake. For example, a high growth rate placed great strains on the existing structures of governance, of administration, and above all of socialization. When a faculty or department grows from, say, five to 20 members within three or four years, (49) and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty. And if the postgraduate student population also grows rapidly and there is loss of a close apprenticeship relationship between faculty members and students, the student culture becomes the chief socializing force for new postgraduate students, with consequences for the intellectual and academic life of the institution - this was seen in America as well as in France, Italy, West Germany, and Japan. (50) High growth rates increased the chances for academic innovation; they also weakened the forms and processes by which teachers and students are admitted into a community of scholars during periods of stability or slow growth. In the 1960s and 1970s, European universities saw marked changes in their governance arrangements, with empowerment of junior faculty and to some degree of students as well. 

Part 2: Sentence Translation (Click to Expand)

(46)Those societies came out of the war with levels of enrollment that had been roughly constant at 3%-5% of the relevant age groups during the decades before the war.▶

那些社会在战后，其入学率水平与战前几十年间大致保持在适龄群体的3%至5%的水平相当。

(47)And the demand that rose in those societies for entry to higher education extended to groups and social classes that had not thought of attending a university before the war.▶

并且，这些社会中日益增长的接受高等教育的需求，延伸到了战前从未想过上大学的群体和社会阶层。

(48)in many countries of Western Europe, the numbers of students in higher education doubled within five-year periods during the 1960s and doubled again in seven, eight, or 10 years by the middle of the 1970s.▶

在西欧的许多国家，接受高等教育的学生人数在20世纪60年代的五年期内翻了一番，并在70年代中期之前的七年、八年或十年内再次翻番。

(49)and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty.▶

并且，当新员工主要是刚从研究生毕业的年轻男女时，他们在很大程度上决定了该院系的学术生活规范。

(50)High growth rates increased the chances for academic innovation; they also weakened the forms and processes by which teachers and students are admitted into a community of scholars during periods of stability or slow growth.▶

高增长率增加了学术创新的机会；但它们也削弱了在稳定或缓慢增长时期，教师和学生被接纳进入学者共同体所遵循的形式和过程。

Part 3: Syntax Analysis (难点句型剖析)

(46) 句型拆解：定语从句与时间状语
主干为 Those societies came out of the war with levels of enrollment...（那些社会从战争中走出来时带有...的入学水平）。that 引导定语从句，修饰 levels of enrollment，在定语从句中 had been roughly constant at 3%-5%... 是谓语和表语部分。during the decades before the war 是时间状语，指明这一恒定状态发生的时间。

(47) 句型拆解：双重定语从句
主干为 And the demand... extended to groups and social classes...。主语 demand 后面接了由 that 引导的定语从句 that rose in those societies for entry to higher education（那些社会中兴起的进入高等教育的需求）。谓语 extended to 后面的宾语 groups and social classes 又接了第二个 that 引导的定语从句 that had not thought of attending a university before the war（战前未曾想过上大学的）。

(48) 句型拆解：并列谓语动词与时间状语
主干为 the numbers of students... doubled... and doubled again...，由 and 连接两个并列的谓语动词 doubled（翻倍）。两个谓语动词后面分别接了各自的范围和时间状语：第一个是 within five-year periods during the 1960s（在60年代的五年期内），第二个是 in seven, eight, or 10 years by the middle of the 1970s（到70年代中期之前的七年、八年或十年内）。

(49) 句型拆解：时间状语从句与后置定语
主干为 they largely define the norms of academic life in that faculty。句首是由 and when 引导的时间状语从句 when the new staff are predominantly young men and women...。在从句中，predominantly 意为“主要地/占主导地”，fresh from postgraduate study 是形容词短语作后置定语，修饰 young men and women，意为“刚从研究生学习中毕业的”。

(50) 句型拆解：并列句与介词+关系代词的定语从句
这是一个由分号 ; 连接的并列句。前半句主干为 High growth rates increased the chances for academic innovation。后半句主干为 they also weakened the forms and processes...，其中 by which 引导定语从句，修饰先行词 forms and processes，说明了这些形式和过程是用来“让教师和学生被接纳进入学者共同体”的，during periods of stability or slow growth 是定语从句中的时间状语。