10 This creates all kinds of lousy outcomes—children who don't get to see their parents, workers who can't make ends meet when gas prices soar, exurban sprawl, roads clogged with long-distance commuters emitting greenhouse gases. \communities by forcing people into their cars four hours a day,\
chairwoman of the housing committee for the Fairfax County Board of Supervisors. Affordable housing also helps make communities competitive; it's not clear how Fairfax can keep creating jobs if workers can't afford to live there.
10这造成各种不良结果——孩子们看不到父母；当汽油价格飙升、城市向外扩张、道路上堵满了长途通勤的打工者、他们的汽车排放着温室气体，劳动者根本就入不敷出。费尔法克斯县监督委员会的会长凯西·哈金斯说：“我认为如果我们迫使人们平均每天四个小时呆在汽车里，我们就无法建立强大的社区。”廉价房也可以使社区具有竞争力；如果打工者没钱住在那里，我们还真不知道费尔法克斯县怎能一直创造就业机会。
11 The best thing local officials can do to promote affordable housing is to get out of the way—stop requiring one-acre lots and two-car garages, and stop blocking low-income and high-density projects. 11为促进廉价房，地方官员最好不要挡在路上——不要要求一英亩最小面积和两车位的车库、不要阻止低收入和高密度的项目。
12 Washington politicians, on the other hand, have the federal budget at their disposal. But
Congress hasn't supported new construction since the Low-Income Housing Tax Credit of 1986, which creates nearly 100,000 units of affordable housing a year, enough to replace half the units that are torn down or converted to market rents. Bush proposed a home-ownership tax credit during his 2000 and 2004 campaigns, but it turned out to be the rare tax cut he didn't pursue. A bill pending in Congress would divert a percentage of profits from federally chartered
institutions such as Fannie Mae to a national affordable-housing trust fund8, but it seems stalled. The only affordability ideas with any traction at the national level are not really housing ideas; for example, one way to make housing more affordable to workers would be to raise their
incomes—through higher minimum wages, lower payroll taxes or an expanded Earned Income Tax Credit.
12另一方面，联邦预算由华盛顿政界人士决定。但是，美国国会自1986年施行低收入住房税收抵免政策以来没有再支持过新的建设项目，该政策每年造就近100,000套廉价住房，足以取代被拆除或被转变为市场化招租的那些住房总数的一半。布什在2000年和2004年的竞选中提出了房屋所有权税收抵免政策，这是一项极好的政策，但是他最终竟然没有实行。一项等待国会投票的法案可能会把一些联邦特许机构——如房利美——的利润按照一定的百分比转移到国家廉价房信托基金名下，但这项法案似乎停滞不前。唯一的用国家力量促进支付能力的办法并不是有关住房的办法；例如，有一个方法可以让劳动者更能够负担得起住房费用，那就是提高他们的收入——通过提高最低工资、降低工资税或扩大收入税收抵免等方式。
13 There is one clear solution to the affordable-housing crisis: a real estate crash. It's the one housing issue that attracts media attention—because it would hurt the Owns. But while an
easing of prices could be devastating for lower-income Owns with risky mortgages, it probably wouldn't bring home ownership within reach for many Own- Nots. Prices have too far to fall; in 2000, two-thirds of the home sales in Fairfax were for $250,000 or less, but last year, fewer than one-twentieth were. And even a modest price slump could trigger a construction slowdown that would make shortages of affordable housing for moderate-income families even worse. 13解决廉价房危机的一个明确办法：房地产市场崩溃。这是一个能够吸引媒体关注的住房问题——因为这会伤害有房户。但是对于使用风险贷款的低收入房屋所有人来说放松价格可能是毁灭性的，另一方面对于无房者来说，它也不会带来居者有其屋的结果。价格下降还有很大的空间；在2000年，费尔法克斯2／3的房屋销售价格不高于$250,000，但去年只有不到1／20的房屋以此价格出售。即便价格小幅下滑都可能引发建设减速，从而使中等收入家庭缺乏廉价房的局面变得更糟糕。
14 Eventually, politicians may rediscover housing—not as an urban poverty issue, but as a middle-class quality-of-life issue, like gas prices or health care. Home ownership is often
described as the American dream, but these days many workers would settle for a decent rental that won't bankrupt their families. 14最终，政治家可能重新发现住房问题不是一个城市贫困问题，而是一个中产阶级的生活质量问题，正如燃油价格或医疗保健一样。居者有其屋通常被称为是美国梦，但如今许多劳动者为了使他们的家人不至于破产，宁愿租一所体面的房子居住。
Unit Ten
ACADEMY IN TIMES OF CRISIS
普林斯顿大学校长在其任职演说中提到：与接受高等教育这项权利相伴的是各种义务。
危机时代，大学该扮演的角色
雪莉·M．泰夫曼
1 Today the academy holds a highly privileged place in American society because of a about the long-standing national consensus about the value of education. One of my predecessors,
President Harold Dodds, said in his inaugural address in 1933 that \for education, public or private, so lavishly as does the United States. Americans have an almost childlike faith in what formal education can do for them.\that the vitality of the United States, its creative and diverse cultural life, its is national
security and the robustness of its democratic institutions owe much to the quality of institutions of higher education. 1今天，由于长期以来美国人对教育价值的共识，大学在美国社会中占有得天独厚的地位。一位前任校长哈罗德·多兹1933年在就职演说中曾提到，“没有哪个国家像美国这样，不论对公立教育还是私立教育的投入都是如此地慷慨大方。美国人民对正规教育所能起到的作用抱有一种近乎天真的信念。”这一信念是在这样一个深信不疑的基础上确立的，即美国的活力、它富有创造性和多样化的文化生活、它具有惊人独创力的经济、它的国家安全以及它健全的民主制度——极大地依赖于其高等教育机构的质量。
2 Our society’s confidence in its institutions of higher education is expressed through the generous investments of the federal and state government in basic and applied research,
investment that wisely couple support for research with support for graduate education. It is also expresses through federal and state investments that subsidize the cost of higher education for those who cannot afford to pay, investments by private foundations and charities who see
collegesand universities as the best routes for achieving their strategic goals, and investments by individuals and by the private sector, who see universities as the incubators of future health and prosperity. In return for this broad support, society rightfully expects certain things from us. It expects the generation of new ideas and the discovery of new knowledge, the exploration of complex issues in an open and collegial manner and the preparation of the next generation of citizens and leaders. In times of trouble, it is especially important that we live up to these expectations.
2我国社会对高等教育机构的信心通过以下几点表现出来：联邦政府和州政府对基础研究和应用研究给予大量投资，这些投资明智地将对研究的支持与对研究生教育的支持结合起来；联邦政府和州政府对无力负担高等教育学费的学生给予资助；一些私人基金会和慈善机构给予投资，他们认为高等院校是达成其战略目标的最佳途径；一些个人和私人部门给予投资，他们认为高等院校是未来健康发展和富裕繁荣的孵化器。社会当然期望我们能有所作为以回报这种广泛的支持。社会期望我们产生新思想，开发新知识，以一种开放和共同协作的方式探索复杂的问题，培养未来一代公民和领导者。当处于困境的时候，我们不辜负这些期望就尤为重要。
3 The medieval image of the university as an ivory tower, with scholars turned inward in solitary contemplation, immunized from the cares of the day, is an image that has been
superseded by the modern university constructed not of ivory, but of a highly porous material, one that allows free diffusion in both directions. The academy is of the world, not apart from it. Its ideals, crafted over many generations, are meant to suffuse the national consciousness. Its scholars and teachers are meant to move in and out of the academy in pursuit of opportunities to use their expertise in public service, in pursuit of creative work that will give us illumination and insight and in pursuit of ways to turn laboratory discoveries into useful things. Our students engage the world with a strong sense of civic responsibility, and when they graduate they become alumni who do the same. This is as it should be.
3中世纪大学的形象是一座象牙塔，学者们远离社会进行孤独的沉思，不关心窗外之事——这一形象已被现代大学所取代——现代大学不是象牙构筑的，而是高度开放的机构，允许内外自由交流。高校是属于社会的，而不是游离于社会之外的。高校的理想，经由多少代人的铸造，旨在渗入国民意识之中。学者和教师必定要周旋于学院内外以寻觅运用他们的才能为公众服务的机会，寻觅能给我们带来启发和见识的创造性工作，寻觅把实验室的研究发现转化为实际应用的途径。我们的学生在从事社会活动时怀有一种强烈的公民责任意识，并且当他们毕业若干年后成为老校友时仍然会这样做。这些都是理所当然的。 4 The search for new ideas and knowledge is not and cannot be motivated by utilitarian
concerns. Rather it depends on the ability to think in new and creative ways. When the Nobel laureate John Nash developed the mathematical concepts underlying non- cooperative game theory8 as a graduate student at Princeton, he could not foresee that those concepts would be used today to analyze election strategies and the causes of war and to make predictions about how people will act. When Professor of Molecular Biology Eric Wieschaus' set out as a young scientist to identify genes that pattern the body plan of the fruit fly embryo, he could not know that he would identify genes that play a central role in the development of human cancer. We have learned that we cannot predict with any accuracy how discoveries and scholarship will influence future generations. We also have learned that it is unwise to search only in predictable places, for new knowledge often depends upon preparing fertile ground in^obscure places where serendipity and good luck, as well as deep intelligence, can sprout. Freedom of inquiry, which is one of our most cherished organizing principles, is not just a moral imperative, it is a practical necessity.
4探索新思想和新知识不是依靠也不应该依靠功利主义动机，而是依靠以新颖的和创造性的方式进行思考的能力。当诺贝尔奖获得者约翰·纳什在普林斯顿大学读研究生时推动了构成“非合作博弈论”基础的数学概念的发展时，他可能根本不会想到这些概念会在今天被用于分析选举策略、战争起因及预测人的行为表现等方面。当还是一名年轻科学家的分子生物学教授埃里克·维绍斯着手识别决定果蝇胚胎身体结构模式的基因时，他可能不知道他会识别出在推动对人类癌症的研究中起到关键性作用的基因。由此得知，我们无法准确地预测科学发现及学术成就将如何影响未来一代又一代的人们。同时，我们也得知，只在可预知的领域来挖掘知识是不明智的，因为新知识往往依赖于在未知领域准备好肥沃的土壤，在那些领域，好运气同深奥的智慧一样能开花结果。我们最珍视的组织原则之一——探索的自由，不仅仅从道德上说是必需的，而且它也是一个实际需要。
5 Just as we have an obligation to search widely for knowledge, so we also have an obligation to ensure that the scholarly work of the academy is widely disseminated, so that others can correct it when necessary, or build on it, or use it to make better decisions, develop better products or construct better plans. In the days ahead, I hope that our country's decision-makers will draw on the knowledge that resides on our campuses, on historians who can inform the present through deep understanding of the past, philosophers who can provide frameworks for working through issues of right and wrong, economists whose insights can help to get the economy back on track, engineers who know how to build safer buildings, scientists who can analyze our vulnerabilities to future attack and develop strategies for reducing those vulnerabilities, and scholars in many fields who can help us understand the motivations of those who would commit acts of terrorism here and throughout the world.
5就像我们有义务广泛寻求新知识一样，我们也有义务确保我们的学术研究能够被广泛地传播。只有这样，别人才能对其做出必要的修正，或将其发扬光大，或依据它来作出更好的决定，开发出更好的产品，或构建出更好的规划。在日后的岁月中，我希望我们国家的决策者根据留存于大学的知识来做决定，咨询能通过对过去的深刻理解而洞悉现在的历史学家们；咨询能提供明辨是非原则的哲学家们；咨询能以其洞察力使经济回归正轨的经济学家们；咨询知道如何建造更安全建筑的工程师们；咨询能分析我们容易招致未来袭击的软肋并能制订出弥补这些弱点的战略的科学家们；以及咨询能帮助我们弄清恐怖分子在我国及世界各地实施恐怖行动的动机的多个领域的学者们。
6 Let me now turn to the third obligation that we have to society: the education of the next generation of citizens and leaders. Princeton's view of what constitutes a liberal arts education was expressed well by Woodrow Wilson, our 13th President, whose eloquent words I read at Opening Exercises:\itself as the spirit of learning. It consists in the power to distinguish good reasoning from bad, in the power to digest and interpret evidence, in the habit of catholic observation and a preference for the non-partisan point of view, in an addiction to clear and logical processes of thought and yet an instinctive desire to interpret rather than to stick to the letter of reasoning, in a taste for knowledge and a deep respect for the integrity of the human mind.\
6现在，请允许我来阐述一下我们应对社会所尽的第三项义务：培育下一代的公民与领导者。普林斯顿大学所提倡的对大学文科教育的见解，我校第13任校长伍德罗。威尔逊曾作过精辟的表述，我在开学典礼上曾诵读过他的雄辩的语句：“在大学里我们应当努力传授的，与其说是知识本身还不如说是做学问的精神。它包括：辨别正确推理与错误推理的能力，消化与阐释论据的能力，广泛观察的习惯，对于持客观见解的偏好，执着于清晰有条理的思维过程，本能地热衷于阐释内涵而不拘泥于推论的字面意思，对知识的鉴赏力，对人类健全心智的无限尊重。”
7 Wilson, and the presidents who followed him, rejected the narrow idea of a liberal arts
education as preparation for a profession. While understanding the importance of professional education, they made it clear that at Princeton we should first and foremost cultivate the qualities of thought and discernment in our students in the belief that this will be most conducive to the health of our society. Thus we distinguish between the acquisition of
information, something that is essential for professional training, and the development of habits of mind that can be applied in any profession. Consequently we celebrate when the classics scholar goes to medical school, the physicist becomes a member of Congress, or the historian teaches primary school. If we do our job well as educators, each of our students will take from a Princeton education a respect and appreciation for ideas and values, intellectual openness and rigor, practice in civil discourse and a sense of civic responsibility. During these troubled times, our students and our alumni will be called upon to exercise these qualities in their professions, their communities and their daily lives. By so doing, and through their leadership, their vision and their courage, they will help to fulfill Princeton's obligation to society and bring true meaning to our motto, \
7威尔逊及其继任者们拒绝这一狭隘的观念：即大学文科教育只限于为某种职业做准备。他们在了解职业教育重要性的同时，更清楚在普林斯顿首先应该培养学生的思考能力和洞察力，坚信这才最有益于社会健全发展。因此我们对以下两方面做了区分：对职业素质的培养有重要作用的信息获取和能够应用于任何职业的思维习惯的发展。所以，当古典文学家走进医学院、物理学家成为国会议员或历史学家执教小学的时候，我们便感到庆幸。如果我们作为教育家做好我们的工作，我们的每一个学生将从普林斯顿的教育中学会尊重和欣赏各种理念与价值、思维的开放与严谨、社交实践与公民责任感。在这困难重重的年代，我们将号召我们的学生和校友们在他们的职业中、在他们的团体和日常生活中实践这些品质。通过这样做，通过他们的领导力、洞察力和勇气，他们将帮助履行普林斯顿对社会的义务和实践我们的座右铭：“普林斯顿——为国家服务，为世界服务!”