职称英语综合类考试考前每日一练(30)

　　Upheaval in Higher Education

　　To produce the upheaval in the United States that changed and modernized the domain of higher education from the mid 1860s to the mid 1880s. three primacy causes interacted. The emergence of a half dozen leaders in education provided the personal force that was needed. Moreover. an outcry for a fresher, more practical, and more advanced kind of instruction arose among the alumniand friends of nearly all of the old colleges and grew into a movement that overrode all conservative opposition. The aggressive Young Yale movement appeared, demanding partial alumni control, a more liberal spirit, and a broader course of study. The graduates of Harvard College simultaneously rallied to relieve the colleges poverty and demand new enterprise. Education was pushed toward higher standards in the East by throwing off church leadership every- where, and in the West by finding a wider range of studies and a new sense of public duty.

　　The old-style classical education received its most crushing blow in the citadel of Harvard College, where Dr. Charles Eliot, a young captain of thirty-five, son of a former treasurer of Harvard, led the progressive forces. Five revolutionary advances were made during the first years of Dr. Eliots administration. They were the elevation and amplification of entrance requirements, the enlargement of the curriculum and development of the elective system, the recognition of graduate study in the liberal arts, the raising of professional training in law, medicine, and the fostering of greater maturity in student life. Standards of admission were 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 as young gentlemen and less as young animals. One new course of study after another was opened up: science, music, the history of the fine arts, advanced Spanish, political economy, physics, classical philology, and international law.

　　31. Which of the following is the authors main purpose in writing the passage?

　　A. To present the history of Harvard College and compare it with that of Yale University.

　　B. To criticize the conditions of the U.S. university in the 19th century.

　　C. To describe innovations in the U.S. higher education in the latter 1800s.

　　D. To introduce what was happening in major U. S. universities before the turn of the century

　　32. According to the passage, the educational changes were the result of____

　　A. plans,,developed by conservative and church leaders

　　B. efforts of interested individuals to redefine the educational system C. the demands of social organization seeking financial relief

　　D. rallies held by westerners wanting to compete with eastern schools 33. Before the change, Harvard____

　　A. was short of financial aid

　　B. offered a narrower range of subjects

　　C. was not strict with its students

　　D. All of the above

　　34. From the passage, which of the following can be inferred about Harvard College before progressive changes occurred?

　　A. Admission standards were lower.

　　B. Students were younger.

　　C. Classes ended earlier.

　　D. Courses were more practical.

　　35. Which of the following is NOT included in Dr. Eli6ts reform program? A. Diversification of the courses offered.

　　B. Elevation of the admissions standards.

　　C. Enlargement of the enrollment.

　　D. Enforced professional training in some field.

　　参考译文

　　高等教育领域中的剧变

　　从19世纪60年代中期到19世纪80年代中期，在美国有三个主要因素相互作用，使得美国的高等教育领域发生了剧变。这场剧变改变了高等教育领域的状况并使之现代化。首先，教育界出现的几个领袖人物使这场剧变具备了所需要的人为力量。其次，在几乎所有有着悠久历史的高校的校友和朋友中，要求采用更新颖、更实际、更先进的教育方法的呼声越来越高，并击败一切保守派而逐渐发展成为一场运动。激进的年轻的耶鲁运动就是其中之一。它要求高等教育应当部分由校友控制，要有更加自由的精神，要开设更加广泛的学习孽程。与此同时，哈佛的毕业生们也聚集起来要求改变学校课程的贫乏，提倡新的进取精神。。最后，在东部，通过摆脱教会的领导权，在西部，通过探索更加广泛的学习领域和新的公众贡任感，全国各地的教育被推向了更高的水平。

　　老式的古典教育在它的大本营哈佛遭受了有史以来最沉重的打击。35岁的查理斯.爱略特博士领导了这场进步运动。他是一名年轻的上尉，父亲曾是哈佛大学的财务人员。套爱略特博士领导运动的最初几年，共有五项革命性的进步措施被制定出来。它们分别是：提高和扩大人学的要求;增加科目设置和发展选修课系统;承认文科研究生学历.力日强在法律和医学方面的职业培训;培养学生更高的修养水平使其更加成熟。入学考试的标准在1872-1873年度和1876～1877年度有了显著的提高。通过任命一个主任来管理学生事务和实行更明智的纪律管理，在校生们认识到自己并不是年幼的动物而应该是年轻的绅士。学校开设了一个又一个的新课程，其中包括：科学、音乐、美术史、高级西班牙语、政治经济、物理学、古典语言和国际法