TheRevolution in American

HigherEducation To produce the upheaval in the United States that changed andmodernized the domain of higher education from the mid 1860's to themid 1880's, three primary causes interacted. The emergence of ahalf dozen leaders in education provided the personal force that was needed.  Moreover,  an  outcry  for  a  fresher, more  practical,  and  more  advanced  kind  ofinstruction arose among the alumni and friends of nearly all of the oldcolleges and grew into a movement  that overrode all conservativeopposition. The  aggressive  "Young  Yale" movement appeared, demanding partial alumni control, a more liberal spirit, anda broader course of study. The  graduates of Harvard collegesimultaneously  rallied to relieve the college's poverty and demand newenterprise. Education was pushing toward higher standards in the East bythrowing off church leadership everywhere, and in the West by finding a widerrange of studies and a new sense of public duty. The  old style classical education received its  most crushing blow in the citadel ofHarvard College, where Dr. Charles Eliot,  a young captain  ofthirty five, son  of a former treasurer of Harvard, led theprogressive forces. Five revolutionary advances were made during the firstyears of Dr. Eliot's administration. They were the elevation and amplificationof entrance requirements, the  enlargement  of the  curriculumand the  development  of the  elective system, the recognitionof graduate study in the liberal arts, the raising of professional training inlaw, medicine, and  engineering to a postgraduate level, and  thefostering of greater  maturity in students' life. Standards of admissionwere sharply advanced in 1872-1873 and 1876-1877. By the appointment of a dean to take  charge of student affairs, and a wise handling of  discipline, the undergraduates were led to regard themselves more asyoung gentlemen and less as young animals. One new course of study afteranother was opened up - science, music, the history of the fine arts, advancedSpanish, political economy, physics, classical philology, and internationallaw.
　全文翻譯：美國高等教育的革命從 19 世紀(jì) 60 年代中期到 19 世紀(jì) 80 年代中期，改變了美國高等教 育并使其現(xiàn)代化的激變有三個互相作用的因素。六位教育界領(lǐng)導(dǎo)者的出現(xiàn)保證了所需的人 力因素。除此之外，要求更新、更實用、更高層次的教育呼聲在幾乎所有老式學(xué)院的校友和朋友間升起并發(fā)展成壓倒所有保守派的一場運動。咄咄逼人的"青年耶魯"運動出現(xiàn)了， 要求校友具有部分控制，更自由的精神和更廣的選課范圍。哈佛學(xué)院的畢業(yè)生同時團(tuán)結(jié)起來 緩解學(xué)校的貧困狀況并要求新的事業(yè)。在東部地區(qū)的高等學(xué)府拋棄了教堂的領(lǐng)導(dǎo)，西部地 區(qū)的學(xué)校則擴(kuò)大了學(xué)習(xí)范圍，樹立了一種新的社會責(zé)任感，由此教育不斷地被推向更高的標(biāo)準(zhǔn)。在哈佛學(xué)院的城堡里，舊式的經(jīng)典教育受到了最毀滅性的打擊。哈佛以前一個財政主 管的兒子，35 歲的年輕領(lǐng)袖查爾斯·艾略特博士，領(lǐng)導(dǎo)了進(jìn)步的力量。
　　在他管理學(xué)院的第 一年取得了五個革命性的進(jìn)展。那就是提高和加強(qiáng)入學(xué)要求，擴(kuò)充課程和發(fā)展選修課，承認(rèn)大學(xué)文科的研究生學(xué)習(xí)，將法學(xué)、醫(yī)學(xué)和工程學(xué)的職業(yè)訓(xùn)練提高到研究生水平和促進(jìn)學(xué)生生活的成熟。入學(xué)標(biāo)準(zhǔn)在 1872～1873 年及 1876年～1877 年急劇提高。由于采用了學(xué)生 事務(wù)院長負(fù)責(zé)制和明智的處理紀(jì)律的手段，大學(xué)生把自己更多地看作是年輕的紳士，而不是 年輕的動物。學(xué)校開設(shè)了一個又一個的新課程--自然科學(xué)、音樂、美術(shù)史、高級西班牙語、 政治經(jīng)濟(jì)學(xué)、物理、古典語言學(xué)和國際法。

更多 考研英語作文、考研英語作文模板、考研英語作文范文，請繼續(xù)關(guān)注 英語作文大全