Modern American Universities Before the 1850s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students. Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between mid-century and the end of the 1800s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of venerable colleges-----Harvard, Yale, Columbia ---and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacher-scholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professors own research was presented in class. Graduate training leading to the Ph.D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research. At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers.
2017届高三(人教版)英语复习全国通用活页作业7
2017届高三英语一轮复习课时演练:必修1 unit 1 Friendship(人教版)
2017届江苏高考英语一轮课时演练:选修9 Unit 3、4
2017届高三英语一轮复习课时演练:必修1 unit 5 Nelson Mandela—a modern hero(人教版)
2017届高三英语一轮复习课时演练:必修2 unit 4 Wildlife protection(人教版)
2017届江苏高考英语一轮课时演练:选修9 Unit 1、2
2017届高三英语一轮复习课时演练:必修1 unit 4 Earthquakes(人教版)
2017届高考英语一轮阶段评估检测6 选修6
2017届高考英语一轮阶段评估检测7 选修7
2017届江苏高考英语一轮课时演练:选修8 Unit 3 The world of colours and light
2017届江苏高考英语一轮课时演练:选修8 Unit 2 The universal language
2017届高三英语一轮复习课时演练:必修1 unit 2 English around the world(人教版)
2017届高三(人教版)英语复习全国通用活页作业11
2017届高三英语一轮复习课时演练:必修2 unit 3 Computers(人教版)
2017届高考英语一轮复习单元提升:必修3 Unit 3 Back to the past(译林版)
2017届高考英语一轮阶段评估检测5 必修5
2017届高三英语一轮复习课时演练:必修2 unit 1 Cultural relics(人教版)
2017届高考英语一轮阶段评估检测2 必修2
2017届高考英语一轮阶段评估检测3 必修3
2017届江苏高考英语一轮课时演练:选修7 Unit 4 Public transport