1. Translate the following into English（75 分）
孔子曰：“三人行，則必有我師。”老師和學生并沒有什么不可逾越的界限。 在這門知識上老師高于學生，在另一門知識上，學生也可能高于老師；今天老師 高于學生，明天學生可能高過老師。這也是辯證法，對立面的統一。
禮記的《學記》有一段著名的話，意思也和這相近：“學然后知不足，教然 后知困。知不足，然后能自反也。知困，然后能自強也。故曰：教學相長也。” 這 就是在今天說來，也還是顛撲不破的。
“教育者必先受教育”，這個道理說來很淺顯，但是人們在實際生活中卻很 不容易承認。特別是當老師當久了的人，就很不容易接受這個辯證法。老師們不 容易接受這個道理，倒也事出有因。“弟子不必不如師，師不必賢于弟子”，雖是 封建思想的代表者韓愈所提出來的一個觀點，但是在封建時代卻并不通入。正好 相反，“天地君親師”，在封建時代，老師是同“天地君親”在一起，居高臨下。 老師畢竟是老師，師道尊嚴，神圣不可侵犯。這個觀點相沿成習。
新的師生關系，是“不恥相師”，彼此平等，不分尊卑，真正是“道之所存， 師之所存”，誰有學問誰就是老師。圣人無常師，師亦無常道，就是當老師的并 不經常等于真理。一個當老師的人，既要勇于堅持自己的真理，又要勇于承認自 己的非真理，同學生們一道來為科學真理奮斗。

2. Translate the following into Chinese（75 分）
Outside my window the night is struggling to wake; in the moonlight, the blinded garden dreams so vividly of its lost colours. The white-washed wall is brilliant against the dark-blue sky. The white walls of the house coldly reverberate the lunar radiance. The moon is full.
The moon is a stone; but it is a highly numinous stone. Or, to be more precise, it is a stone about which and because of which men and women have numinous feelings. Thus, there is a soft moonlight that can give us the peace that passes understanding. There is a moonlight that inspires a kind of awe. There is a cold and austere moonlight that tells the soul of its loneliness and desperate isolation, its insignificance or its uncleanness. There is an amorous moonlight prompting to love - to love not only for an individual but sometimes even for the whole universe. But the moon shines on the body as well as, through the windows of the eyes, within the mind. It affects the soul directly; but it can affect it also by obscure and circuitous ways - through the blood. Half the human race lives in manifest obedience to the lunar rhythm; and there is evidence to show that the physiological and therefore the spiritual life, not only of women, but of men too, mysteriously ebbs and flows with the changes of the moon. There are unreasoned joys, inexplicable miseries, laughters and remorses without a cause. Their sudden and fantastic alternations constitute the ordinary weather of our minds. These moods, are the children of the blood and humours. But the blood and humours obey, among many other masters, the changing moon. Touching the soul directly through the eyes and, indirectly, along the dark channels of the blood, the moon is doubly a divinity.
Even if we think of the moon as only a stone, we shall find its very stoniness potentially a numen. A stone gone cold. An airless, waterless stone and the prophetic image of our own earth when, some few million years from now, the senescent sun shall have lost its present fostering power.... And so on. This passage could easily be prolonged-a Study in Purple. But I forbear. Let every reader lay on as much of the royal rhetorical colour as he finds to his taste. Anyhow, purple or no purple, there the stone is-stony. You cannot think about it for long without finding, yourself invaded by one or other of several essentially numinous sentiments. These sentiments belong to one or other of two contrasted and complementary groups Sentiments of Human Insignificance Sentiments of Human Greatness.

漢譯英參考譯文
Confucius says, “Out of three men, there must be one that can teach me.” So pupils are not necessarily inferior to their teachers, nor teachers better than their pupils. Some learn the truth earlier than others, and some have special skills—that is all.”
A similar idea is expressed by the following well-known passage quoted from Xueji (The Subject of Education), a chapter of the ancient book Liji (The Book of Rites): “However nice the food may be, if one does not eat it, he does not know its taste; however perfect the doctrine may be, ifone does not learn it, he does not know its value. Therefore, when he learns, one knows his own deficiencies; when he teaches, one knows where the difficulty lies. After he knows his deficiencies, one is able to examine himself; after he knows where the difficulty lies, one is able to improve himself. Hence, ‘teaching and learning help each other;’ as it is said in Yue Ming,‘Teaching is the half of learning.’” The above quote from Liji, which lays emphasis on self-examination and self-improvement, is less thoroughgoing than what Han Yu says about education. Nevertheless, its remarks such as "When he teaches one knows where the difficulty lies,” “Teaching benefits teachers as well as pupils” and “Teaching is the half of learning” (a quotation meaning teaching and learning are opposite and complementary to each other) all remain irrefutable to this day.
The new relationship between teacher and pupil should be that of, in the words of Han Yu,
“not (being) ashamed to learn from each other.” That is to say, teacher and pupil should teach each other and learn from each other. They should teach each other as equals regardless of seniority, so that, as Han Yu says, “whoever knows the truth can be a teacher.”英譯漢參考譯文
在我的窗外，夜正在掙扎著醒過來； 在月光下黯然無色的花園如此生動地夢見它那失 去的色彩。用石灰水刷白的墻在深藍色的天空的襯托下顯得明亮。房屋的粉墻凜冽地使明月 的光輝回蕩。那是一輪滿月。
月來是塊石頭；但它是塊極為神圣的石頭。或者說得更確切些，月亮是塊能使男人和女 人對它產生神圣感情，或者由于它才具有神圣感情的石頭。這樣，有柔和的月光，它能給我 們以超越理解能力的安寧。有寒冷而嚴峻的月光，它向靈魂傾訴它的寂寞和絕對的孤獨，它 的微不足道和骯臟不潔。有多情的月光，它使人去愛，——不但愛個人，而且有時甚至愛整 個宇宙。但月亮除了通過眼睛和窗戶照進心靈外，還照在身體上。月亮直接影響靈魂；但它 還能夠通過難以理解而迂回曲折的途徑——通過血液——影響靈魂。人類中半數的人明顯地 服從于月亮的節奏而生活著；還有證據表明，不僅女人的生理生活和精神生活，而且男人的 生理生活和精神生活，都是神秘地隨著月亮的盈缺而消長。因此會出現沒有理由的喜悅，莫 名其妙的痛苦和毫無原因的歡笑和悔恨。這些突然而荒誕的交替變化構成我們通常的情緒變 化。這些情緒是血液和體液的產物，但血液和體液聽從許多主人的指揮，主人中也包括不斷 盈缺的月亮。月亮通過眼睛直接和靈魂接觸，沿著血液的神秘渠道間接和靈魂接觸，因此月 亮是雙重的神。
我們即使把月亮想象為僅僅是一塊石頭，也會發現它的石頭性質是個潛在的神。一塊變 冷了的石頭。一塊沒有空氣環繞，不含水分的石頭。它預示我們的地球在未來的形象，那時 距離現在有幾百萬年，那時衰老的太陽已經喪失它養育萬物的能力…...如此等等。這段文章 能夠很容易地拉長——成為一篇華而不實的作品。但我要克制。讓每一位讀者按照他自己的 品味去盡量填加修辭的色彩吧。無論如何，華麗也罷，不華麗也罷，那塊石頭仍然是——石 頭性質。你無法長時間地想這塊石頭而不發現自己受到這種或那種本質上是神圣的情思的干 擾。這些情思屬于彼此不同而又互為補充的兩大類之一：人類渺小的情思和人類偉大的情思。