2018年6月英语四级听力美文第20篇:Modern American University
英语四级听力美文第20篇:Modern American UniversityBefore the 1850s, the United States had a number of small colleges, most of
them dating fromcolonial days. They were small, church connected institutions
whose primary concern was toshape the moral character of their students.
Meanwhile, throughout Europe, institutions ofhigher learning had developed.
In German university was concerned primarily with creating and spreading
knowledge, notmorals.
Between mid-century and the end of the 1800s, more than nine thousand young
Americans, dissatisfied with their training at home, went to Germany for
advanced study. Some of themreturn to become presidents of venerable colleges —
Harvard, Yale, Columbia — andtransform them into modern universities. The new
presidents broke all ties with the churchesand brought in a new kind of
faculty.
Professors were hired for their knowledge of a subject, not because they
were of the proper faithand had a strong arm for disciplining students. Drilling
and memorizing were replaced by theGerman method of lecturing, in which the
professors own research was presented in class. Withthe establishment of the
seminar system, graduate student learned to question, analyze, andconduct their
own research.
At the same time, the new university greatly expanded in size and course
offerings, breakingcompletely out of the old, constricted curriculum of
mathematics, classics, rhetoric, andmusic. The president of Harvard pioneered
the selective system, by which students were ableto choose their own course of
study. The notion of major fields of study emerged. The new goalwas to make the
university relevant to the real pursuits of the world. Paying close attention
tothe practical needs of society, the new universities trained men and women to
work at its tasks, with engineering students being the most characteristic of
the new system. Students werealso trained as economists, architects,
agriculturalists, social welfare workers, and teachers.
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