69 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(chǎng)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。
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(chǎng)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。