2013年南京大学考博英语真题7

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 University simultaneously rallied to relieve the University’s poverty and demand new enterprise. Education was pushing toward higher standard 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 University, where Dr. Charles Elliot, a young captain of thirty-five, son of a former treasurer of Harvard led the progressive forces. Five revolutionary advances were made during the five years of Dr. Elliot 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 student life. Standards of admission were sharply level, 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 or another was opened up — science, music，the history of the fine arts, advanced Spanish, political economy, physics, classical philosophy, and international law.

47. The passage mainly deals with

A. innovations in the United States’ higher education in the late 1800s.

B. Harvard University graduates’ success.

C. the development of Harvard University.

D. the aggressive “Young Yale” movement.

48. According to the passage, what can be inferred about Harvard University before the innovations?

A. Courses were more practical.

B. Educators laid great stress on the maturity in student life.

C. Admission standards were higher.

D. Students were younger.

49. Which of the following can be inferred from the passage about old-style classical education?

A. Most students majored in law.

B. The courses were too difficult.

C. The curriculum was not reasonable.

D. Students could get Master’s degree in the liberal arts.

50. Which of the following is not true?

A. Several leaders in education made great efforts to promote the educational innovations.

B. Church leaders influenced education a lot before the progressive change.

C. College entrance requirements were elevated in the late 1800s.

D. The sense of public duty was neglected in the late 1800s.

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