前几天,买了本孙远的GRE写作(第三版); S2 d- t: p' Q- F" ?! U3 H" V

& S" N0 n. Z, o$ b9 `" @+ S. D在GRE的版面上看到有人要孙远的工具箱,在寄托网站上下载了一个版本,发现不全...要少很多# H7 T0 Q: S" d  j# f
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加之最近些日子考完T,毕业论文也忙的差不多了..在家没有什么事情做...就生出一个念头,想敲敲孙远的工具箱,顺便也可以熟悉一下GRE的写作和提高打字的的速度..偶会尽最大的努力敲到最好...错误少点,呵呵::10
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3 M$ o) e" ]: h6 }: _. V4 P今天传上刚刚敲完了第一部分....可能会持续一段时间偶才会敲完...因为比较的多啦,希望大家多多支持...::D::0
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不断更新中9 ]+ {, {9 V. u4 h' T" F- i0 v

: Y1 q4 {! O4 }2 L: R( U3 E$ i写作工具箱-----孙远
' c8 A' d. t/ Z* f8 a. C下面的材料旨在丰富学生在是非问题方面的思想和语言,考生在复习时可以先分类阅读这些文章,然后再尝试写相关方面的作文题.- L: S. R- o! R: R. j/ O4 ^
对于文章中用黑体 字突出的部分,特别建议你熟读,背诵.因为他们在语言和观点上都值得吸收.学习语言的人应该明白,表达能力和思想深度都靠日积月累,潜移默化.从某种意义上说,提高写作能力无捷径可走,你必须大段大段地背诵英语文章才能逐渐形成语感和用英语进行表达的能力.这一天,没有任何人能代替你过,新东方也帮不了你.4 Q8 J0 e" r7 H
因此建议你下点工夫,把背单词的精神拿出来背文章,何况,我并不要求你背了之后永远牢记在心:你可以这个星期背,下个星期忘.这没有关系,相信你的大脑具有神奇的能力.在你背完工具箱里的文章后,你会惊讶的发现:I can think in English now." |6 K! O/ ~% n- g
经常有学生告诉我:不知道背什么好.现在我可以告诉各位:背下下面的文章错不了,至少对GRE的写作来是有立杆见影的效果!可别再找借口了哦!~' I, [# F+ B! R9 m4 Y1 a1 f- I' l; a

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section one:Education( c$ |8 {% p, Y4 {0 M- ~
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proverbs
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. L4 z/ w! S; ]! e1,a graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.6 O/ m- b3 r# c; [
2,the primary purpose of a liberal education is to make one's mind a pleasant place in which to spend one's time.
" B6 j- u+ x7 I5 X7 Q3,next in importance to freedom and and justice is popular education,without which neither freedom nor justice can be permanently maintained.
* d& U# r& A' g( Z$ r( @4,the classroom--not the trench--is the frontier of freedom now and forevermore( a& k6 A" o% G/ t3 v# b
5,Education's purpose is to replace an empty mind with an open one.5 e" E+ U6 l6 h! i7 G7 l
6,it is the purpose of education to help us bacome autonomous,creative,inquiring people who have the will and intelligence to create our own destiny.$ w) C, V. @4 J9 z
7,you see,real ongoing,lifelong education doesn't answer questions,it provokes them.
3 u1 p+ Z9 S2 s$ w3 u( j9 M8,people will pay more to be entertained than educated.
) `* \5 e7 g+ d# M. H. c( T, d9,the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others.this is the basic architecture of a life;the rest is ornamentation and decoration of the structure.
0 t7 Q: g! W0 \) B' r2 m10,the essence of our effort to see that every child had a chance must be to assure each an equal opportunity,not to bacome equal,but to become different-to realize whatever unique potential of body,mind,and spirit he or she possesses
& F8 W6 o7 u: V4 O( u" W# n11,a great teacher never strives to explain his vision-he simply invites you to stand beside him and see for youself.
; b8 i2 G4 O' A4 j12,if you read and don't,you are an illiterate by choice.
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" F+ T2 @/ e) k# C% hDamaging Research/ v6 H- Y0 C7 m5 D9 V5 r7 B- h
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A study by the National Parent-Teachers Organization revealed that in the average American school,eighteen negatives are identified for every positive that is pointed out.The Wisconsin study revealed that when children enter the first grade,80 percent of them feel good about themselves,but by the time they get to the sixth grade,only 10 10 percent of them have good self-images.
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5 V" ?( n1 j0 q* |8 k+ |Education and Citizenship9 R" v' `3 ]; Y' j( ~" g8 u- F

0 N  p& x. R- o' I6 E" i9 \, UAn important aspect of education in the Unite States is the relationship between education and citizenship.Throughout its history this nation had emphasized public education as a means of reansmitting democratic values,creating quality of opportunity ,and preparing new generation of citizens to function in society.  in addition,the schools have been expected to help shape society itself.during the 1950s,for example,efforts to combat racial segregation focused on the schools.later,when the Soviet Union lanched the first orbiting statellite,American schools and colleges came under intense pressure and were offerd many incentives to improve their science and mathematics programs so that the nation would not fall behind the Soviet Union in scientific and technological capabilities.
( O) q. F5 O  a8 u. l0 Keducation is often viewed as a tool for solving social problems,expecially social inequality.the schools,it is thought,can transform young people from vastly different backgrands into competent,upwardly mobile adults.yet these goals seem almost impossible to attain.in recent years,in fact,public education has been at the center of numerous controversies srising from the gap between the ideal and the reality.part of the problem is that different groups in society have different expectations.some feel that stdents need better preparation for careers in a technologically advanced society;others believe children should be taught basic job-related skills;still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity(and ,in the case of Hispanic children ,their language)  .on the other hand,policymakers concerned with education emphasize the need to increase the level of student achievement and to involve parents in their children's education2 }" p7 m1 n8 G4 N
some reformers and ciitics have called attention to the need to link formal schooling with programs designed to address social problems.Sociologist Charles Moscos,for example,is a leader in the movement to expand programs like the Peace Crops,Vista nd Outward Bound into a system of voluntary national sevice.National service,as Moscos defines it,would entail "the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages"and serve for at lease one year.in reture for this period of service,the volunteers would receive assistance in paying for college or other educational expenses.6 w! g" |( C; A, a5 a* t, _
Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling.in devising strategies to provide opportunities for young people to serve their society,they emphasize the educational valus of citizenship experiences gained outside the classroom,at this writing there is little indication that national service will become a new educational institution in teh United Stated,although the concept is steadily gaining support among education and social critics.& w% W/ X  O5 }) k! A
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  Y" h. Z0 ?) |( E: w! N4 EThe teacher's role7 Z& U* R9 I& }2 Z2 L/ E8 {% I

' Y' E6 z" G/ U# {  nGiven the undeniable important of classroom experience sociologists have done a considerable amount of research on what goes on in the classroom .often they start from the premise that,along with the influence of peers,students' experiences in teh classroom are of central importance to their later development.one study examined the impact of a single first-grade teacher on her students's subsequent adult status.the surprising results of this study have important implications,its is evident that good teachers can make a big difference in children's lives,a fact that gives increased urgency to the need to improve the quality of primary-school teaching.the reforms carried out by  educational leaders like James Corner suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.# R1 L; ?" f1 X8 L- W: d! V: u2 D
Because the role of the teacher is to change the learner in some ways,the teacher-student reationship is an important part of education.Sociologists have pointed out that this reationship is asymmetrical or unbalanced,with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher.in other words,in convertional classrooms there is little opportunity for the student to become actively involved in the learning process.on the other hand,students often develop strategies for undercutting the teacher's authority:mentally withdrawing,interrupting ,and the like.Hence,much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction. 6 U2 d8 ]( h2 i' @, x" u) k

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Education Philosophy
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" X4 l0 E  w% l( A* Q1 T; ofor the past fifty years our schools have operated on the theories of John Dewey(1859-1952),an American educator and writer.Dewey believed that the school's job was to enhance the natural development of the growing child,rather than to pour information,for which the child had no context,into him or her.in the Dewey system,the child becomes the active agent in his own education,rather than a passive receptacle for facts.
8 q' f; I6 z0 j2 }/ E  X1 tConsequently,American schools are very enthusiastic about teaching"life skills"--logical thinking,analysis,creative problem-solving,the actual content of the lessons is secondary to the process,which is supposed to train the child to be able to handle whatever life may present,including all the unknowns of the future.students and teachers both regard pure memorization as uncreative and somewhat vulgar.- s6 F2 q* p4 J0 \
in addition to "life skills"schools are assigned to solve the evergrowing shock of social problems.Racism,teenage pregnancy,alcoholism,drug us,reckless driving,and suicide are just a few of the moderm problems that have appeared on the school curriculum.# j# d9 m; u% Z% d2 p" {" P
this all contributes to a high degree of social awareness in American youngsters. : G! [, u1 X$ g9 d) b

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$ {7 ~3 u- G; k4 Q9 ]$ n9 g. fStudent Life
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to the students,the most notable difference between elementary school and the higher levels is that in junior high they start"changing classes,"this means that rather than spending the day in one classroon,they switch classrooms to meet their different teachers.this gives them three or four minutes between classes in the hallways,where a great deal of the important social action of high school.traditionally takes place.students have lockers in these hallways,around which they congregate.
% o+ w0 L) X2 w3 w6 }society in general does not take the business of studying very seriously.schoolchildren have a great deal of free time,which they are encouraged to fill with extracurricular activities--sports,clubs,cheerleading,scouts--supposed to inculcate such qualities as leadership,sportmanship,ability to organize ,etc.those who don't become engaged in such activities or have after-school jobs have plenty of opportunity to "hang out"listen to teenage music,and watch television.$ H* H0 L+ x) x4 f/ r1 i
compared to other nations,American students do not have much homework,studies also show that American parents have lower expectations for their children's success in school than other nationlities do.(Historically ,there has not been much correlation between American school success and success in later life)"he is just not a scholar,"the American parents might say,content that their son is on the swim team and doesn't take drugs.(some of the young do choose to study hard,for reasons of their own,such as determining that the road to riches lies through Harvard Business School.)! A9 m! {, ]# m' f8 H4 h7 n6 k
what American schools do effectively teach is the competitive method.in innumerable ways children are pitted against each other--whether in classroom discussion,spelling bees,reading groups,or tests.every classroom is expected to produce a scattering of A's and F's (teachers often grade A=excellent;B=good;C=average;D=poor;and F=failed).a teacher who gives all A's looks too soft--so students are aware that they are competing for the limited number of top marks.- Q: `. M, \3 N+ W
Foreign students sometimes don't understand that copying from other people's paper or from books is considered wrong and taken seriously.here,it is important to show that you have done you own work and are displaying your own knowledge.it is more important than helping your friends to pass,whom we think do not deserve to pass unless they can provide their own answers.Group effort goes againse the competitive grain,and American students do not study together as many Asians do.Many Asians in this country consider their group study study habits a large contributor to their school success.
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Adult education7 [9 `4 G; {  K4 Z) y6 l

" Z  G' ~: d( K9 }7 iafter complaining about many aspects of American life,a 40- year-old woman from Hong Kong concluded,"But where else could someone my age go back to school and get a degree in social work?here you can change your whole life,start a new business do what you really want to do"4 N1 ?0 q/ a1 z, P# J  _0 C' H
so at least to this person,school requirements weren't inhibiting.and to millions of others,adult education is the path to a new career,or if not to a new career,to a new outlook.schools generally encourage the older person who wants to start anew,and besides regular classes,schedule evening classes in special programs.today there are so many people of retirement age in college that its is no longer remarkable.
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7 a8 t+ R7 `# sMoral Relativism In America
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$ X4 A$ E# E3 D0 Y0 `) p1 fImproving American education requires not doing new things but doing(and remembering)some good old things.at the time of our nation's founding.Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia.in this landmark statement on American Education,Jefferson wrote of the importance of education and writting,and of reading,history,and geography.but he also emphasized the need "to instruct the mass of our citizens in these,their rights,interests,and duties,as men and citizens."Jefferson believed education should aim at the improvement of both one's "morals"and "faculties"that has been the dominant ciew of the aims of American education for over two centuries.but a number of changes,most of them unsound,have diverted schools from these great pursuits.and the story of the loss of the school's original moral mission explains a great deal.
* n! X& \5 u0 e; j5 a1 Vstarting in the early seventies,"values clarification"programs started turning up in schools all over America.according to this philosophy,the schools were not to take part in their time-honored task of transmitting sound moral values;rather ,they were to allow the child to "clarify"his own values(which adults,including parents,had no "right"to criticize).the "values clarification"movement didn't clarify values;it claridied wants and desires.this form of moral relativism said,in effect,that no set of values was right or wrong;everybody had an equal right to his own values;and all values were subjective,relative,personal.this destructive view took hold with a vengeance.2 o' _6 a5 b) b! H2 D% P
in 1985 The New York Times published an article quoting New York area educators,in slavish devotion to this new view,proclaiming that "they deliberately avoid trying to tell students what is ethically right and wrong."the article told of one counseling session involving fifteen high school juniors and seniors.in the course of that session a student concluded that a fellow student had been follish to return on thousand dollars she found in a purse at school.according to the article,when the youngsters asked the counselor's opinion,"he told them he believe the girl had done the right thing,but that,of course,he would not try to force his values on them."if i come from the position of what is right and what is wrong,"he explained,'then i'm not their counselor.'"- N: Q6 Q* ^5 s0 j
once upon a time,a counselor offered counsel,and he knew that an adult does not from character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering "choices"or "options"- ]4 h9 \( c( @: P  g/ {
in response to the belief that adults and educators should teach children sound morals,one can expect from some quarters indignant objections(i have heard one version of it expressed countless times over the years):"who are you to say what's moral and what's important?"or "whose standards and judgments do we use?"
% ?, m) ]0 v0 `0 nthe correct response ,it seems to me,is ,are we really ready to do away with standards and judgemnts?is anyone going to argue seriously that a life of cheating and swinding is as worthy as a life of honest,hard work?is anyone (with the exception of some literature professors at our elite universities)going to argue seriously the intellectual corollary ,that a Marvel comic book is as good as Macbeth?unless we are willing to enbrace some pretty silly positions,we have got to admit the need for moral and intellectual strandards..the problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Pholistime or a closed-minded"elitist"trying to impose his view on everyone else.0 p9 f6 V$ {* P- S6 e
b]the truth of the real world is that without standards and judgments,there can be no progress.unless we are prepared to say irrational things--that nothing can be proven more valuable than anything else or that everything is equally worthless--we must ask the normative question..it may come as a surprise to those who feel that to be "progressive"is to be value-neutral.but as Matthew Amold said"the world is forwarded by having its attention fixed on the best things"and if the world cann't decide what the best things are,at least to some degree,then it follows that progress,and character,are in trouble.we shouldn't be reluctant to declare that some things,some lives,books,ideas,and values are better than others.it is the responsibility of the schools to teach these better things.
0 c' A$ g) f2 M: Z: Vat one time,we were not so reluctant to teach them.in the mid-nineteenth century,a diverse,widespread group of crusaders began to work for the public support of what was then called the "common school",the forerunner of the public school.they were to be charged with the mission of moral and civic training,training that planted its roots in shared values.the advocated of the common school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution
1 [+ n+ g0 x. y" g. W& C& Pthe leaders of the common school movement were mainly citizens who were prominent in their communities--bussinessmen ,ministers,local civic and government officials.these people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue;the founders of the punlic schools had faith that public education could teach good moral and civic character from a common ground of American values.
& T, C7 W" V. A8 F1 jbut in the past quarter century or so,some of the so-called experts became experts of value neutrality,and moral education was increasingly left in their hands.the commonsense view of parents and the public,that schools should reinforce rather than undermine the values of home,family,and country,was increasingly rejected.
4 U$ Y8 \; d: a7 x+ Z8 S( @( X, Q+ Nthere are those today still who claim we are now too diverse a nation,that we consist of too many competing convictions and interest to instill common values.they are wrong,of course we are a diverse people.we have always been a diverse people ,and as Madison wrote in Federalist No 10,the competing,balancing insterests of a diverse people can help ensure the survival of liberty.but there are values that all American citizens share and that we should want all American students to know and to make their own :honesty,fairness,self-discipline,fidelity to task,friends,and family,personal responsibility,love of country,and belief in the principles of liberty ,equality,and the freedom to practice one's faith.the explicit teaching of these values is the legacy of the common school,and it is a legacy to which we must return.
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$ s+ F5 x) ^! u+ L( cSchool should teach values
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people often say,"Yes,we should teach these values,but how do we teach them?"this question deserves a candid response,one that isn't given often enough.it is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation.this happens when teachers and principals,by their words and actions,embody sound convictions.as Oxford's Mary Warnock has written,"You cannot teach morality without being committed to morality yourself;and you cannot be committed to morality yourself without holding that some things are right and others wrong."the theologian Martin Buber wrote that the educator is distinguished from all other influences"by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is ,the selection of what is "right"of what should be."it is in this will,Buber says,in this clear standing for something,that the "vocation as an educator finds its fundamental expression."
  R' g) @2 h5 y: Pthere is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong,good and bad ,and who themselves exemplify high moral purpose..
/ X+ j- }' Z  V& n" u; p6 O" KAs Education Secretary,i visited a class at Waterbury Elementary School in Waterbury,Vermont ,and asked the students,"is this a good school?"they answered,"yes,this is a good school."i asked them,"why?"among other things,one eight-year-old said,"the principal Mr,Riegel,makes good rules and everybody obeys them"so i said,"give me an example"and another answered,"you cannot climb on the pipes in bathroom ,we don't climb on the pipes and the principal doesn't either."! _$ l! L& B: ^  D
this example is probably too simple to please a lot of people who want to make the topic of moral education difficult,but there is something profound in the answer of those children ,something educators should pay more attention to..you cann't expect children to make massages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs.certain things must be said,certain limits laid down ,and certain examples set.there is no other way..: }1 b) i- o+ s% f) `* ]
we should also do a better job at curriculum selection.the research shows that most "values education"exercises and separate courses in "moral reasoning"tend not to affect children's behavior:if anything,they may leave children morally adrift,where to turn ?i believe our literature and our historyare a rich quarry of moral literacy.we should mine that quarry.children should have at their disposal a shock of examples illustrating what we believe to be right and wrong,good and bad--examples illustrating what is morally right and wrong can indeed be known and that there is a difference.* S! e& M( B6 @& z
what kind of stories,historical events,and famous lives am i talking about?if we want our children to know about honesty,we should teach them about Abe Lincoln walking three miles to return six cents and,conversely,about Aesop's shepherd boy who cried wolf if we want them to know about courage,we should teach them about Joan of Arc,Horatius at the bridge,and Harriet Tubman and the Underground Railroad.if we want them to know about persistence in the face of adversity,they should know about the voyages of Columbus,and the character of Washington during the Revolution and Lincoln during the Civil War.and our youngest should be told about the Little Engine That Could.if we want them to know about respect for the law,they should understand why Socrates told Crito:"No,i must submit to the decree of Athens."if we want our children to respect the rights of others,they should read the Declaration of Independence ,the Bill of Rights,the Gettysburg Address,and Martin Luther King,Jr's "Letter from Birmingham jail."from the Bible they should know about Ruth's loyalty to Naomi,Joseph's forgiveness of his brothers,Jonathan's friendsship with David,the Good Samaritan's kindness toward a stranger ,and David's cleverness and courage in facing Goliath.
7 v2 k8 p" i- ~3 F" [! m& \% k7 Gthese are only a few of the hundreds of examples we can call on,and we need not get into issues like nuclear war,abortion,creationism,or euthanasia.this may come as a disappointment to some people.but the fact is that the formation of character in young people is educationally a task different from,and prior to,the discussion of the great,difficult controversies of the day.first things first.we should teach values the same way we teach other things:one step at a time .we should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.after all,we do not argue against teaching physics because laser physics is difficult,against teaching biology or chenistry because gene splicing and clonng are complex and controversial,against teaching American history bacause there are heated disputes about the Founders' intent.every field has its complexities and its controversies.and every field has its basic,its fundamentals.so too with forming character and achieving moral literacy..As any parents knows,teaching character is a difficult task .but it is a crucial task,because we want our children to be not only healthy,happy,and successful but decent,strong,and good.none of his happens automatically;there is no genetic transmission of virtue.it takes the conscious,committed efforts of adults,it takes careful attention* L; m/ V+ q# t" y

0 H; T" P( y6 k7 _[ Last edited by giftedkoala on 2004-5-19 at 08:08 ]

谢谢考拉JJ。

有毅力， 不过都打出来估计很费时间
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::D::0虽然我没看过这个工具箱（我买的孙远没有::(），谢谢楼主的用心~~~期待你的完整版，建议做一个word版本放在一楼::D

呵呵，giftedkoala新官上任3把火呀，" y* D8 H5 d) Y% E' F4 F- ]! E
支持

谢谢大家的支持．．．
8 i! X7 T2 `7 u9 h2 p& V9 m: ]4 q/ v4 Q7 I" i& l7 y" b
看来我只能把这件事情做完，做好了．．逃也逃不了了，呵呵::10::10

哈哈哈哈
3 h  Y  ~1 J; @5 S狂支持！！！

引用:

Originally posted by giftedkoala at 2004-5-18 18:15:5 i) ?, ]" _( B. W
谢谢大家的支持．．．
4 Q( N& c" m0 n) Q3 `. m6 W
, v, S- Z8 ?* k看来我只能把这件事情做完，做好了．．逃也逃不了了，呵呵::10::10

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! _* U. q( F) C7 Q: f+ q姐姐知道就好了。无数双眼睛盯着呢。::9

引用:

Originally posted by giftedkoala at 2004-5-18 06:15 PM:
; C% a' j- I) J) k$ S8 z/ K谢谢大家的支持．．．
! Z7 q, U- m+ p" Z3 a5 M  x1 Z  R! j: c: ~) q* h( p+ S
看来我只能把这件事情做完，做好了．．逃也逃不了了，呵呵::10::10

6 |. {4 V8 _3 F) ]9 F, N4 @; ]8 E* Q/ i8 U1 ~+ p# C
::0::10::10你敢跑~~~~

感谢楼主的艰辛劳动，最好弄成WORD格式贴上去，方便一次下载

引用:

Originally posted by gu at 2004-5-18 21:07:
& @7 ]  D' R4 j3 r感谢楼主的艰辛劳动，最好弄成WORD格式贴上去，方便一次下载

6 o4 X5 z4 q+ R+ D0 G9 E# r这要等最后全部打完，最后定的时候能．．因为文章确实很长，需要一定的时间; D9 Q+ T4 v$ J2 T
还请大家多多原谅
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/ I1 m* D1 `' X! t% V1 s[ Last edited by giftedkoala on 2004-5-18 at 22:55 ]

引用:

Originally posted by atery at 2004-5-18 20:48:3 C8 a) }: F  S0 v; Y
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: S/ X+ Q! I" Z# Y! watery斑竹这一招绝，加精．．呵呵．．哪里跑的了的::10; w: b. y3 Z* g& j( I5 J
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3 S  V$ r& \& p' y' I不行了．．今天要去睡觉了．．就先打到这里，明天继续ing::0) u4 E) q, I! i! g! N3 `; }0 W9 f

( M8 }7 n7 |- n[ Last edited by giftedkoala on 2004-5-18 at 23:32 ]

哈哈....加油哈...我倒是看完了这个工具箱....楼主加油啊!!!

College Pressures2 G3 k7 I3 W4 x4 b, x# z

+ S  ~) o9 b, M& R: L/ oMainly i try to remind students that the road ahead is a long one and that it will have more unexpected turns than they think.there will be plenty of time to change jobs,change careers,change whole attitudes and approaches.they don't want to hear such liberating news.they want a map--right now--that they can follow unswervingly to carrer security,financial security,social security and ,presumably,a prepaid grave.0 l, r1 Q! E7 ^) @, P& l
what i wish for all students is some release from the clammy grip of the future.i wish them a chance to savor each segment of their education as an experience in itself not as a grim preparation for the next step.i wish them the right to experiment,to trip and fall,to learn that defeat is as instructive as victory and is not the end of the world: }9 ^' [) }7 o+ q
my wish,of course,is naive.one of the few rights that America does not proclaim is the right to fail.Achievement is the national god,venerated in our media--the million-dollar athlete,the wealthy executive--and glorified in our praise of possessions.in the presence of such a potent state religion,the young are growing up old.9 P  u% @& }% n5 `& q) x. D* V- Y9 ^2 M
I see your kinds of pressure working on college students today:enconomic pressure,parental pressure,peer pressure and self-induced pressure.it is easy to look around for villains-to blame the colleges for changing too much money,the professors for assigning too much work,the parents for pushing their children too far,the students for driving themselves too hard.but there are no villains;only victims.# m9 ]# a$ ?3 p; k5 i
"in the late 1960s,"one dean told me"the typical question that i got from students was 'why is there so much suffering in the world?'or 'how can i make a contribution ?'today it's 'do you think it would look better for getting into law school if i did a double major in history and political science,or just majored in one of them?'many other deans cofirmed this pattern.one said"there are trying to find an edge-the intangible something that will look better on paper if two students are about equal.": v1 Y8 S/ C5 Q
Note the emphasis on looking better.the transcript had become a sacred document,the passport to security.how one appears on paper is more important than how one appears in person.A is for Admirable and B is from Borderline,even though,in Yale's official system of grading,A means "Excellent"and B means"very good"today,looking very good is no longer good enough ,especially for students who hope to go on to law school or medical school.they know that entrance into the better schools will be an entrance into the better law firms and medical practices where they will make a lot of money.they also know that the odds are larsh.Yale Law School ,for instance,matriculates 170 students from an applicant pool of 3,700;Harvard enrolls550 from a pool of 7,000.  J* L# @' ~" |. }6 H! M7 g
it's all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or soctors.and it's nice to think that admission officers are really reading our letters and looking for the extra dimension of commitment or concern.Still,it would be hard for a student not to visualize these officers shuffling so many transcripts studded with as that they regard a B as possitively shameful
! _( s, `: p3 L/ Vthe pressure is almost as heavy on students who just want to graduate and get a job.long gone are the days of the "gentleman's C,"when students journeyed through college with a certain relaxation ,sampling a wide variety of course-music,art,philosophy ,classics,anthropology,poetry,religion--that would send them out as liberally educated men and women.if i were an employer i would rather emply graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades.i know countless students whose inquiring minds exhilarate me.i like to hear the play of their ideas.i do not know if they are getting As or Cs,and i don't care.i also like them as people.the country needs them,and they will find satisfying jobs.i tell them to relax.they can't.2 ~  z8 _- A( s
Nor can i blame them.they live in a brutal economy.Tuition,room,and board at most private colleges now comes to at lease $7,000,not counting books and fees.this might seem to suggest that the colleges are getting rich.but they are equally battered by inflation.Tuition covers only 60 percent of what it costs to educate a student,and ordinarily the remainder comes from what college receives in endowments,grants,and gifts.now the remainder keeps being swallowed by the cruel costs--higher every year--of just opening the doors.Heating oil is up.insurance is up.Postage is up.Health-permium costs is up.everything is up,Deficits are up.we are witnessing in America the creation of a botherhood of paupers--colleges,parents,and students,joined by the common bond of debt.
) F; _# _, {, f2 C( \) T, {. u, XToday it is not unusual for a student,even if the works part time at college and full time during the summer,to accrue $5,000 in loans after four years--loans that he must start to repay within one year after graduation,Exhorted at commencement to go forth into the world,he is already behind as he goes forth.how could he not feel under pressure thoughout college to prepare for this day of reckoning?i have used"he"incidentally,only for brevity.women at Yale are under no less pressure to justify their expensive education to themselves,their parents,and society.in fact,they are probably under more pressure.for although they leave college superbly equipped to bring fresh leadership to traditionally male jobs,society hasn't yet caught up with fact.
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Along with economic pressure goes parental pressure.Inevitable,the two are deeply intertwined.
4 ]5 H+ U$ c  j1 F: rI see many students taking pre-medical course with joyless tencity.they go off to their labs as if they were going to the dentist.it saddens me because i know tem in other corners of their life as cheerful people# X/ w; R  U1 |* n4 C
"do you want to medical school?"i ask them
. ~. Q; f# }" `) Z' r"i guess so."they say,without conviction,or "not really.": z, o7 N2 G: K. N9 q
"then why are you going?"
0 B! v! w4 @( R"Well,my parents want me to be a doctor.they are paying all this money and..."
. l8 ]! v2 g* E$ O; W8 yPoor students,Poor parents.they are caught in one of the oldest webs of love and duty and guilt.the parents mean will;they are trying to steer their sons and daughters toward a secure future.but the sons and daughter want to major in history or classics or philosophy--subjects with no "paractical"value.where's the payoff on the humanities?its's not easy to persuade such loving parents that the humanities do indeed pay off.the intellectual faculities developed by studying subjects like history and classics--and ability to synthesize and relate,to weigh cause and effect,to see events in perpective--are just the faculities that make creative leaders in business or almost any general field.still ,many fathers would rather put their money on courses that point toward a specific profession--courses that are pre-law,pre-medical,pre-business,or,as i sometimes heard it put,"pr-rich"7 y9 U( [+ R: Y$ W
but the pressure on students is severe.they are truly torn.one part of them feels obligated to fulfill their parents' expectations;after all,their parents are older and presunably wiser.another part tells them that the expectations that are right for their parents are not right for them..* [, `* O) i! Q8 i4 d; J; B
i know a student who wants to be an artist.she is very obviously an artist and will be a good one-she was already has several modest local exhibits.meanwhile she is growing as a well-rounded person and taking humanistic subjects that will enrich the inner resources out of which which her art will grow.but her father is strongly opposed,he think that an artist is a "dumb"thing to be.the student vacillates and tried to please everybody.she keeps up with her art somewhat furtively and takes some of the "dumb"courses her father wants her to take--at lease they are dumb course for her,she is free spirit on a campus of tense students--no small achievement in itself--and she deserves to follow her muse.$ I9 c& D4 o# h" w% W  E! Y9 h; t* u
peer pressure and self-induced pressure are also intertwined,and they begin almost at the beginning of freshman year.
8 c& j5 F# C$ E. P"I had a freshman student i will call Linda."one dean told me,"who come in and said she was under terrible pressure because her roommate,Barbara,was much brigher and studied all the time .i couldn't tell her that Barbara had come in two hours eariler to say the same about Linda."# a/ _* a9 ~) B5 `$ \
the story is almost funny--except that it's not,it's symptomatic of all the pressures put together.when every student thinks every other student is working harder and doing better,the only solution is to study harder still.i see students going off to the library every night after dinner and coming back when it closes at midnight.i wish they would sometimes forget about their peers and go to a movie.i hear the clacking of typewrites in the hours before dawn.i see the tension in their eyes when exams are approaching and papers are due:"Will i get everything done?"
" Z8 Z# A$ D! |) \  dProbably they won't.they will get sicj ,they will get blocked.they will sleep.they will oversleep.they will bug out.' C1 C3 U/ G* P+ [( u! ~
part of the problem is that they do more than they are expected to do.a professor will assign five-page papers.several students will start writting ten-page papers to impress him.then more students will write ten-page papers.and a few will raise the ante to fifteen.pity the poor studens who is still just doing the assignment.. Z) y6 f  x) f: i: s1 N3 W/ W# a$ g
"once you have twenty or thirty percent of the student popilation deliberately overexerting,"one dean points out,"it's bad for everybody,when a teacher gets more and more effort from his class,the student who is doing normal work can be perceived as not doing well.the tectic workd,psycholoically."! q/ G/ ^8 Y; @+ j1 r( K. L% Y
why can't the professor just cut back and not accept longer papers?he can,and he probably will.but by then the term will be half over and the damage done.Grade fever is highly contagious and not easily reversed.beside,the professor's main concern is with his course.he knows his students only in relation to the course and doesn't know that they are also overexerting n their other courses.nor is it really his business.he didn't sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home.that's what deans,masters,chapains,and psychiatrists are for.
% q& p) c4 t- e& rTo some extent this is nothing new:a certain number of professors have always been self-contained islands of scholarship and shyness,more comfortable with books than with people,but the new pauperism has widened the gap still further,for professors who actually like to spend time with students don't have as much time to spend.they are also overexerting .if they are young,they are busy trying to publish in order not to perish,hanging by their finger nails onto a shrinking profession.if they are old and tenured,they are buried under the dutied of adminstering departments--as departmental chairmen or members of committees--that have been thinned out by budgetary axe.4 X  c. y9 K) L+ M
Ultimately it will be the students' own business to break the circles in which they are trapped.they are too young to be prisoners of their parents' dreams and their classmates' fears.thet must be joted into believing in themselves as unique men and women who have the power to shape their own future.
: p1 U8 e: [* F& G# o# i' Q. ["Violence is being done to undergraduate experience,"says Carlos Hortas."College should be open-ended:at the end it should many,many roads.instead,students are choosing their goal in advance,and their choices narrow as they go along.it's almost as if they think that the country has been codified in the type of jobs that exist-that they have got to fit into certain slots.therefor,fit into the best-paying slot."
# G9 d- K) r( r( b) U3 B. P1 L$ h"they ought to take chances.not taking chances will lead to a life of colorless mediocrity,they will be comfortable ,but something in the spirit will be missing."
& b* x. ?$ [3 |* Z6 RI have Painted too drab a portrait of today's students,making them seem a solemn lot.that is only hald of their story;if they were so dreary i wouldn't si thoroughly enjoy their company.the other half is that they are easy to like.they are quick to laugh and to offer friendship.they are not introverts.they are usually kind and are more considerate of one another than any student generation i have known.
5 ?: W) N- L# p5 V2 e  {- sNor are they so obsessed with their studies that they avoid sports and extracurricular activites.on the contrary,they juggle their crowded hours to play on a variety of teams,perform with musical and dramatic groups,and write for campus publications.but this in turn is one more cause of anxiety.they are too many choices.Academically,they have 1,300 coursed to select from;outside class they have to decide how much spare time they can spare and how to spend it.
' V; B' g1 \) othis means that they engage in fewer extracurricular pursuits than their predecessors did.if they want to row on the crew and play in the symphony they will eliminate one;in the 60s they would have done both.they also tend to choose activities that are self -limiting .Drama,from instance,is flourishing in all twelve of Yale's residential colleges as it never has before.students hurl themselves into these productions--as actors,directions,carpenters,and technicians--with a delication to create the best possible play,knowing that the day will come when the run will end and they can get back to their studies.
  u2 F3 a2 k- g6 }  h( @- J/ e) v; dthey also can't afford to be the willing slave of organizations like the Yale Daily News,last spring at the one -hundredth anniversary banquet of that paper--whose past chairmenn include such onece and future kings as Potter Stewart,Kingman Brewster,and william F. Buckly,Jr--much was made of the fact that the editorial staff used to be small and totally committed and that "newsies"routinely worked fifty hours a week .in effect they belonged to a club;newsies is now they defined themselves at Yale.today's student will write one or two articles a week,when he can,and he defines himself as a student.i have never heard the word Newsie except at the banquet.( X/ O  V8 ?% b0 C6 X4 X  X
if i have described he modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play,it's because that's where the crunch is,not only at Yale but throughout American education.it's why i think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.5 E3 ]0 ?0 Y" ~1 u: h
i tell students that there is no one "Right"way to get ahead--that each of them is a different person,starting from a different point and bound for a different destination.i tell them that change is a tonic and that all the slots arenot codified nor the frontiers closed..one of my ways of telling them is to invite men and women who have achieved success outside the acasemic world to come and talk informally with my students during the year,they are hands of companies or as agencies,editors of magazines,politicians,public officials,television magnates,labor leaders,business executives,Boardway producers,artists,writes,economistes,photographers,scientists,historians-a mixed bag of achievers
/ k  T* T; A4 ]5 }" Ri ask them to say a few wors about how they got started.the students assume that they started in their parsent profession and knen all along that it was what they wanted to do.Luckily for me,most of them got into their field by a circuitious route,to their surprise,after many detours.the students are started .they can hardly conceive of a career that was not pre-planed.they can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.
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[ Last edited by giftedkoala on 2004-5-19 at 11:12 ]