The Revolution in American

 

 

Higher Education To produce the upheaval in the United States that changed

and modernized the domain of higher education from the mid       1860's to the

mid   1880's, three primary 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 alumni and 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 college's poverty and demand new enterprise. Education was

pushing toward higher standards in the East by throwing off church

leadership everywhere, 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. Eliot's administration.

They were the elevation and amplification of entrance requirements, the 

enlargement  of the  curriculum and the  development  of the  elective

system, the recognition of graduate study in the liberal arts, the raising

of professional training in law, medicine, and  engineering to a

postgraduate level, and  the fostering of greater  maturity in students'

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.

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(gè)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(shí)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(yùn)動(dòng)。  咄咄逼人的"青年耶魯"運(yùn)動(dòng)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(shí)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(huì)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(gè)財(cái)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(gè)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(dòng)物。

學(xué)校開設(shè)了一個(gè)又一個(gè)的新課程--自然科學(xué)、音樂、美術(shù)史、高級(jí)西班牙語、 政治經(jīng)濟(jì)學(xué)、物理、古典語言學(xué)和國際法。

譯路通武漢翻譯公司整理

2012.7.5