关键的是要抓住第二句话，抓住第二句话，就可以说成功了一半！！！
5[A] No disciplines（专业，学科） have seized on professionalism （专业精神）with as much enthusiasm as the humanities。 You can，MrMenand points out， became a lawyer in three years and a medical doctor in four。 But the regular time it takes to get a doctoral degree in the humanities is nine years。 Not surprisingly，up to half of all doctoral students in English drop out before getting their degrees。
在各个学科中，人文学科最需要从业人员具有巨大的热情。梅南先生指出，你可在三年之内成为一个律师，在四年之内成为医生。但你通常需要九年时间才能拿下人文学科的博士学位。毫不奇怪，攻读英语博士学位的学生超过一半的人在没有得到学位之前就放弃了。 2[B] His concern is mainly with the humanities: Literature， languages， philosophy and so on。 These are disciplines that are going out of style: 22% of American college graduates now major in business compared with only 2% in history and 4% in English。 However， many leading American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should posses。 But most find it difficult to agree on what a “general education” should look like。 At Harvard，MrMenand notes， “the great books are read because they have been read”-they form a sort of social glue粘聚力。
他主要关注人文学科:文学，语言，哲学等。这些学科即将过时:22%的美国大学毕业生学习商务，而只有2%的大学生学习历史，4%的大学生学习英语。但是，美国很多一流大学希望他们的本科生具备受过教育的人都具有的思想基础。但大多数学校难以就“通识教育”达成一致意见。梅南先生指出:在哈佛，“因为这些书已被人读过，所以成为名著，需要去读。”这些书形成了某种社会凝聚力。
6[C] Equally unsurprisingly， only about half end up with professorships for which they entered graduate school。 There are simply too few posts。 This is partly because universities continue to produce ever more PhDs。 But fewer students want to study humanities subjects: English departments awarded more bachelor’s degrees in 1970-71 than they did 20 years later。 Fewer students requires fewer teachers。 So， at the end of a decade of theses-writing， many humanities students leave the profession to do something for which they have not been trained。
同样毋庸置疑的是，只有大约一半人最后成为他们所在的研究生院教授。可教授的职位实在太少了。产生这种现象部分原因是大学在继续制造越来越多的博士。·可是，想要学习人文学科的学生却越来越少:在1970一1971年期间英语系授予的学士学位比20年后要多得多。学生少了，对教师需求也就小了。因此，很多人文学科的学生写了10年论文之后却放弃自己的专业，去从事新的职业，尽管他们没有受过相关训练 3[D] One reason why it is hard to design and teach such courses is that they can cut across the insistence by top American universities that liberal-arts educations and professional education should be kept separate， taught in different schools。 Many students experience both varieties。 Although more than half of Harvard undergraduates end up in law， medicine or business， future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on（开始从事„„） a professional qualification。
这样的课程很难设计，也很难讲授，其中一个理由是:它们会扭转美国顶尖大学长期坚持的做法:人文知识教育和职业教育应当分开，并应该在不同的学校完成。许多学生同时学习两门学科。虽然超过半数的哈佛本科生进人法律界，医学领域或经商，未来的医生和律师在进行专业学习之前，必须具有一个非专业的文科学位。 4[E] Besides professionalizing the professions by this separation，分离，分开top American universities have professionalised the professor。 The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960and 1990， but faculty全体教职员teaching hours fell by half as research took its toll（使„„大打折扣，使„„损失惨重）。 Professionalism has turned the acquisition of a doctoral degree into a prerequisite for a successful academic career: as late as 1969a third of American professors did not possess one。 But the key idea behind professionalisation， argues MrMenand， is that “the knowledge and skills needed for a particular specialization are transmissible but not transferable。”So disciplines acquire a monopoly not just over the production of knowledge， but also over the production of the producers of knowledge。
美国顶尖大学通过这种分离的方法让职业专业化，除此以外，他们还让教授也专业化。用于学术研究的公共资金的增长，加快了专业化过程:从1960年到1990年，联邦研究经费增加了四倍，但教师授课时数却下降了一半，因为研究工作产生了负面影响。专业化已让博士学位成为今后学术生涯成功的先决条件:而到1969年的时候，美国三分之一的教授不具备博士学位。梅南先生认为，专业化的核心思想是“从事某个特定专业所需要的知识和技能，可传递但不可转让。”因此获得垄断地位的学科，不仅仅是对知识生产的垄断，而且也是对知识创造者培养的垄断。
7[F] The key to reforming higher education， concludes MrMenand， is to alter the way in which “the producers of knowledge are produced。”Otherwise， academics will continue to think dangerously alike， increasingly detached from分离，拆开the societies which they study， investigate and criticize。”Academic inquiry， at least in some fields， may need to become less exclusionary排斥（性）的and more holistic整体的。”Yet quite how that happens，MrMenanddose not say。
梅南先生总结道，高等教育改革的关键是改变培养“知识生产者”的方式。否则，学者将继续用相同的方法思考问题，越来越脱离他们所研究、调查和批评的社会，这样很危险。“至少在某些领域，学术研究可能需要减少排斥，从全局着眼。”然而，梅南先生没有说明如何做到这一点。
1[G] The subtle and intelligent little book The Marketplace市场，集市of Ideas: Reform and Resistance阻力in the American University should be read by every student thinking of applying to take a doctoral degree。 They may then decide to go elsewhere。 For something curious has been happening in American Universities， and Louis Menand， a professor of English at Harvard University， captured it skillfully。
每个想攻读博士学位的学生都应该读一读这本细腻而且充满智慧的小书《观念市场:改革中的美国大学》。读完之后，他们可能会做其他选择。美国的大学已经发生了一些奇怪的事，它被哈佛大学英语教授路易斯·梅南巧妙地捕捉到了。
G → 41。→ 42。→E → 43。→ 44。→45。
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