Upheaval in Higher Education
　　To produce the upheaval (劇變) in the United States that changed and modernized the domain of higher education from the mid 1860's to the mid 1880's. 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 alumni(校友)and friends of nearly all of the old colleges and grew into a movement that overrode (壓倒) 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 (聚集)to relieve the college's 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. Eliot's 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 author's 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 1800's.
　　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. Eli6t's 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.
　　參考譯文
　　高等教育領(lǐng)域中的劇變
　　從19世紀(jì)60年代中期到19世紀(jì)80年代中期，在美國有三個(gè)主要因素相互作用，使得美國的高等教育領(lǐng)域發(fā)生了劇變。這場劇變改變了高等教育領(lǐng)域的狀況并使之現(xiàn)代化。首先，教育界出現(xiàn)的幾個(gè)領(lǐng)袖人物使這場劇變具備了所需要的人為力量。其次，在幾乎所有有著悠久歷史的高校的校友和朋友中，要求采用更新穎、更實(shí)際、更先進(jìn)的教育方法的呼聲越來越高，并擊敗一切保守派而逐漸發(fā)展成為一場運(yùn)動。激進(jìn)的“年輕的耶魯”運(yùn)動就是其中之一。它要求高等教育應(yīng)當(dāng)部分由校友控制，要有更加自由的精神，要開設(shè)更加廣泛的學(xué)習(xí)孽程。與此同時(shí)，哈佛的畢業(yè)生們也聚集起來要求改變學(xué)校課程的貧乏，提倡新的進(jìn)取精神。。最后，在東部，通過擺脫教會的領(lǐng)導(dǎo)權(quán)，在西部，通過探索更加廣泛的學(xué)習(xí)領(lǐng)域和新的公眾貢任感，全國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營哈佛遭受了有史以來最沉重的打擊。35歲的查理斯．愛略特博士領(lǐng)導(dǎo)了這場進(jìn)步運(yùn)動。他是一名年輕的上尉，父親曾是哈佛大學(xué)的財(cái)務(wù)人員。套愛略特博士領(lǐng)導(dǎo)運(yùn)動的最初幾年，共有五項(xiàng)革命性的進(jìn)步措施被制定出來。它們分別是：提高和擴(kuò)大人學(xué)的要求；增加科目設(shè)置和發(fā)展選修課系統(tǒng)；承認(rèn)文科研究生學(xué)歷．力日強(qiáng)在法律和醫(yī)學(xué)方面的職業(yè)培訓(xùn)；培養(yǎng)學(xué)生更高的修養(yǎng)水平使其更加成熟。入學(xué)考試的標(biāo)準(zhǔn)在1872－1873年度和1876～1877年度有了顯著的提高。通過任命一個(gè)主任來管理學(xué)生事務(wù)和實(shí)行更明智的紀(jì)律管理，在校生們認(rèn)識到自己并不是年幼的動物而應(yīng)該是年輕的紳士。學(xué)校開設(shè)了一個(gè)又一個(gè)的新課程，其中包括：科學(xué)、音樂、美術(shù)史、高級西班牙語、政治經(jīng)濟(jì)、物理學(xué)、古典語言和國際法。