中，所謂“近現代以降”就是近現代以后、以來。有參賽者譯成contemporary times，那是當代；而in modern times大體不錯，但考慮到那只是“近現代”之始，故用since early modern times似更為確切；有的用了Since 1840，即以鴉片戰爭為標志，也有一定道理。
對于“先進知識分子”，有的譯成progressive intellectuals或liberal intellectuals，前者過于直譯，后者過于意譯，其實不妨用一般意義上的advanced intellectuals。
“興辦新式學?！?，to build new schools顯然過于隨意：首先，build的原義是to make it by joining things together，即主要是一種具體的動作、行為；其次，這里的“新式”不是簡單的new，而是有本質上的不同，故可用new-styled schools。還有參賽者在翻譯“興辦”時混淆了found和funded：需知，前者為“成立，創建”（found）的原形，過去式和過去分詞是founded；后者為“資助”（fund）的過去式。
“教育救國”，許多人譯成了save China by education，但“通過教育……做事情”，其介詞多用through，如：① 防范犯罪的有效方法是教育。（The best way to guard against crime is through education.）② The two peoples have become increasingly linked through education, work and travel.（兩國人民通過教育、工作和旅游等渠道正日益緊密地聯系在一起。）③ Energy Saving through Operation Management of Cooling Plant for Air-conditioning and Air Compression Plant in a Fiber Factory（化纖廠空冷站和空壓站的運行管理節能機制）④ 運用變壓器經濟運行理論來挖掘節電潛力（electricity saving through theory of voltage transformer economical operation）等。同時，鑒于“教育救國”是一種理念，故在譯文中應加上the idea of。
至于“培養（人才）”，很多人用了train (talents)，其實該詞更多強調的是具體實踐，如：① Businesses need to train their workers better.（各企業需要更好地培訓工人。）② We shall first enroll some people to train as teachers and then organize a team.（我們要先招些人培訓為教師，然后再組團。）
故此，整句不妨譯為：Since early modern times, many advanced intellectuals in China advocated the idea of “saving the country through education” and set up new-styled schools to train new talents.
中，不少參賽者按照原文順序翻譯，如Zhang Boling felt deeply grieved at foreign bullying and Chinese weakness, thus…、Zhang Boling mourned the aggression and insult from foreign countries, as well as the accumulative weaknesses of the country、Zhang was extremely distressed by the insults from outside and the weakness inside, so he…等，實則，對于此類句子的翻譯不妨將狀語提前，以更有表現力，如：魯迅對于國民的愚昧程度極為失望，故決定棄醫從文。（So disappointed with the nation’s ignorance, Lu Xun decided to abandon medicine for literature.）
“端（在教育）”，有的譯成end，顯然是理解錯誤，該詞在文言中有“開頭”之意，如：“惻隱之心，仁之端也”（《孟子 ? 公孫丑上》）；“不見水端”（《莊子 ? 秋水》）等。此處表其重要性，即“源于……”。
“新人才”，因前面已有new talents，不必重復，可將其意含在“新教育”（new type of education）之中。
整句可譯為：Deeply saddened by foreign aggression and national weakness, Zhang Boling (1876-1951) had long proposed that “the way to self-reliance lies in education; that is to nurture talent by promoting a new type of education”.
前雖為逗號，但譯文不妨另起一句，以更清晰?！捌D難曲折的教育探索”，有的譯得很“實”，如they initiated educational exploration、we ushered in an era of educational exploration with twists and turns等, 多少有些“過了”；同時，不妨將張伯苓教育改革的性質融入進去：From then on, he started an arduous exploration of education reform.
中，用了兩個“模仿”，不必譯成imitated Japan and emulated America，而可合為一個詞。其實，此處“因羨慕而仿效”，不妨用copy，其原義：If you copy a person or what they do, you try to do what they do or try to be like them, usually because you admire them or what they have done. 例如：① Never, ever, attempt to copy others' designs for any reason at all – it is a death sentence to any designer.（永遠不要因為任何理由去模仿他人的設計；那對設計者無外乎是判了死刑。）② The guy has actually no idea of his own; all his views are just copying others'.（那人其實沒什么主見，有的只是隨聲附和。）
“將時代性與民族性相結合”，多譯成combine the contemporaneity with Chinese characteristics、integrating modernization with China’s actual conditions等，似乎有悖原文。
“推進中國現代化”譯成promote China’s modernization過于直白，特別是要考慮該句的賓語是“（走上）‘本土化’發展道路”，故要對句式作較大調整。
“豐富了……教育內容”，一般譯成了enriched the content of education，過于字面化。實則，這里指的是“教學實踐”（teaching practice）。
故此，全句不妨譯為：It went through a process of copying Japan and the United States, before embarking on localization to improve national self-reliance and modernize China, in which modernity and nationality were combined according to the basic condition of the country and greatly enriched teaching practice in China.
Since modern times, many advanced Chinese intellectuals have been advocating for “education to save China” by establishing modern schools to build talents. Grieving for the humiliation imposed by foreign powers and accumulating weakness of his own country, Zhang Boling had early proposed education as the deciding factor to realize self-reliance and educational reforms to nurture new talents. After this proposition, Zhang started an epic exploration into this field. After his attempts to follow Japanese and American models, he turned to a “localized” approach in view of China’s conditions, combining the bigger picture of his time with the characters of the Chinese nation, in pursuit of China’s self-reliance and faster modernization, greatly enlarging the educational content back then in China.
Since 1840, many Chinese scholars advocated to save the nation by education, which was to build new schools with advanced educating ideas to cultivate talents. Confronted with the brutal invasion from foreign countries and witnessed the vulnerability of our nation, Chang, Poling was shameful and distressed. In earlier stages, he put forth that a nation can become stronger and the key lies in education; our nation should embrace a new education which can cultivate talents who can meet needs of the time. Since then, Chang started a painstaking education exploration. From learning the education system from Japan in the beginning to imitate that of the U.S.. Later he found his way. He advocated our education should start from analyzing the real situation of China, combining needs of the time and features of our nation. Besides, education should make our nation become stronger, and improve the localization process of modernization. Chang’s exploration and ideas extremely enriched the education in China back then.
In modern China, many advanced intellectuals advocated the idea of “saving the nation by education” and launched new-style schools to nurture talent. Zhang Boling (1876-1951), a famous Chinese educator, felt great sorrow when his fragile motherland was insulted by foreign invaders. He put forward very early that “education is the true path towards a strong nation and it is high time to start new-style education and cultivate new-style talented persons”. After that he embarked on an arduous and tortuous journey in education. Zhang imitated Japan and America first, and then sought to develop a Chinese way for national self-strengthening and modernization based on China’s historical and national conditions. This significantly enriched the content of education in China then.