每年秋天，新学年头步之际，大约有5000万美国年青人要走过10万所中大学的校门。从幼儿园（kindergarten）到十二大学（grade 12），他们均匀每天上课5个小时，每周上课5天，直到第二年夏天初步。
与教育类有关的表达方法有：广泛识字（universal literacy），公立中大学（public schools），私立中大学（private schools），宗教教义（religious teachings），大学和大学课程（the elementary and secondary school curriculum），作业类别（vocational subjects），人文科学（liberal arts）等等。
咱们选择的这个有些是真题试卷中呈现最多的论题，即“education for all”.
【标题】towards the “affirmative action programs”, the author’s overall attitude seems to be one of ______.
[a] satisfaction.
[b]skepticism.
[c] sympathy.
[d] uncertainty.
【试题】
①in 1944 congress passed the “gi bill of rights.” (“gi” at the time, was a nickname for the american soldier.) ②life for war veterans* was difficult, but theses veterans believed that a college degree (which they could not afford on their own) would improve their chances for a good job in the postwar economy. ③some went to liberal arts colleges; others to technical and professional institutions. ④their outstanding success in all these schools forced everyone connected with higher education to rethink its purpose and goals.
⑤in postwar america, other groups sought their place on america’s campuses, too. ⑥the enrollment of women in higher education began to increase. ⑦by the end of 1960s, some colleges introduced special plans and programs to equalize educational opportunities – at every level, for all groups – some of these plans were called “affirmative action programs.” ⑧by the 1970s, the united states government stood firmly behind such goals. ⑨it required colleges and universities receiving public funds to practice some form of affirmative action. ⑩but when colleges began to set quotas of minority students to b
e admitted, many americans (including minority citizens) protested. ?they felt that this was another form of discrimination.
?as with most (but not all ) problems in american public life, the conflict was resolved by change and compromise. ?colleges continued to serve the goal of affirmative action – but in less controversial ways. ?one large university, for example, announced a new policy: it would seek to admit students who would add diverse talents to the student body. ?it thus dealt with all applicants – minorities included – on a basis that was not restricted to high school performance and entrance tests, but which took account of the talents, voluntary activities and “life experience” of the student.
?what success did these efforts have? ?american college students are an increasingly diverse group.
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【参阅译文】
①in 1944 congress passed the “gi bill of rights.” (“gi” at the time, was a nickname for the american soldier.) 1944年，国会经过了《退伍武士权力法案》。(gi在其时是美国兵士的昵称。)②life for war veterans* was difficult, but theses veterans believed that a college degree (which they could not afford on their own) would improve their chances for a good job in the postwar economy. 退伍武士的日子是困难的，但这些退伍武士信赖，一个大学学位(他们自个担负不起)会添加他们在战后经济中找到一份好作业的机缘。③some went to liberal arts colleges; others to technical and professional institutions. 有些人去了人文学院；其他去了技能和作业机构。 ④their outstanding success in all these schools forced everyone connected with higher education to rethink its purpose and goals. 他们在一切这些学校的超卓作用迫使每个与高级教育有关的人从头思考高级教育的意图和方针。
⑤in postwar america, other groups sought their place on america’s campuses, too. 在战后的美国，其他集体也在学校里寻找自个的方位。⑥the enrollment of women in higher education began to increase. 女人在高级教育中的注册初步添加。⑦by the end of 1960s, some colleges introduced special plans and programs to equalize educational opportunities – at every level, for all groups – some of these plans were called “affirmative action programs.” 到20世纪60年代末，一些大学引入了特别的方案和项目来完成教育机缘的对等 —— 在各个层次，对一切集体 —— 其间一些方案被称为“赞助性行为方百铮⑧by the 1970s, the united states government stood firmly behind such goals. 到了20世纪70年代，美国政府坚决地撑持这些方针。⑨it required colleges and universities receiving public funds to practice some form of affirmative action. 它需求承受公共资金的学院和大学施行某种方法的赞助性行为。⑩but when colleges began to set quotas of minority students to be admitted, many americans (including minority citizens) protested. 可是，当大学初步为少量族裔学生设置入学配额时，许多美国人(包括少量族裔公民)提出对立。?they felt that this was another form of discrimination. 他们认为这是另一种方法的轻视。
?as with most (but not all ) problems in american public life, the conflict was resolved by change and compromise. 正如美国公共日子中的大大都(但不是悉数)疑问相同，这场冲突经过改造和让步得以处置。?colleges continued to serve the goal of affirmative action – but in less controversial ways. 大学持续为赞助性行为的方针效能，但以较少争议的方法。?one large university, for example, announced a new policy: it would seek to admit students who would add diverse talents to the student body. 例如，一所大型大学宣告了一项新方针：它将寻求选择那些可认为学生集体添加多样化人才的学生。?it thus dealt with all applicants – minorities included – on a basis that was not restricted to high school performance and entrance tests, but which took into account the talents, voluntary activities and “life experience” of the student. 因而，它处置一切请求者 —— 包括少量民族 —— 所根据的不限于大学成果和入学考试，而是思考到学生的才干、自愿活动和“日子经历”。
?what success did these efforts have? 这些尽力获得了哪些成功??american college students are an increasingly diverse group. 美国大学生是一个日益多样化的集体。
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