The Idea of a University

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英语作文-My idea of a university

My idea of a universityWhat is your idea of a university?What features should a good university possess?Allowedly, good university is a multi-dimensional concept that inevitably means different viewpoints to different students. In my opinion, there are three characters a good university should possess and provide to its students: the comfortable environment of study, the knowledge skills as well as the humanistic emotions. It is only the three aspects that can consider as an ideal university.Above all, an ideal university never disappointed to provide one with a convenient and enjoyable atmosphere of study. A comfortable study environment should include beautiful campus with natural atmosphere, clean indoor learning atmosphere, harmonious interpersonal atmosphere and a healthy public opinion atmosphere. In addition, meeting different people on campus, talking about the state affairs with professors, attending lectures made by celebrities and reading in the quiet library can widen one's horizon and enrich the personality.Secondly, a good university, should provide full of knowledge and skills. University period is the golden time to accumulate knowledge and skills. Knowledge and skills are indispensable to students, like the axe in carpenter hand, the screwdriver in repairmen hand. What the university offer is higher education which is completely a higher-level of basic education. A good university should provide not only the specialized theory but also the practical skills.Moreover, a good university ought to offer students the humanistic emotions more than degrees. In terms of ideology, a university should impart the scientific knowledge as well as the scientific view of life, the thought-way, the practical and realistic attitude, aim to cultivate high-quality talents accompanied by creative ability and spirit.In summary, sculpture is to a block of marble while education is to the soul. A university is the place of communication of moral message and cultivation of a whole person. To build expectations is not only responsible for the students but also for the society.。

新视野大学英语第三版第二单元sectionB课件

is by no means a prerequisite to success, it has been considered a great asset and may open doors otherwise closed to non-college graduates.
2. Career Advancement: a college degree may give you an edge over other job applicants or, at least, keep you competitive with them.
Background information
2. What do you know about the higher education in the USA?
Tips
College in the United States includes a variety of institutions of higher education. Public universities, private universities, liberal arts colleges, and community colleges all have a significant role in higher education in the United States. Strong research and funding have helped elevate U.S. colleges and universities among the world’s most prestigious, making them particularly attractive to international students, professors and researchers in the pursuit of academic excellence.

The idea of a university的观后感

The idea of a university的观后感《The idea of a university》是一部校园青春剧，也是一部以学生活动为主题的电视剧。

这部剧带有些轻喜剧的风格，不过与其说它是校园青春剧倒不如说它更像一部类似于校园版的日本励志剧，那么什么样的校园会出现这种剧呢？那就是高中。

首先看到这个名字时，我便对这部剧充满期待。

它通过展示日本一所普通高中的众多故事向我们讲述着这所学校里发生的各种精彩和励志的故事，同时也表达着它想要传递给我们的信息：每个人都可能成功，无论你是学习还是运动抑或是社交。

而在故事中我最感兴趣的是日常戏份，毕竟谁没有在上课或者下课吃饭睡觉前经历过突发情况呢？而当我们第二次观看的时候，我才真正意识到它是多么的富含深意。

不管是教导处老师威胁即将转走的老师要保护好自己学生，再比如明知道自己被老板开除却仍旧忍耐着自己的怒火跟老板打招呼等场景。

在观看完这些之后，我们也许会觉得这只是某位教导处老师的行为艺术罢了，但当我回顾整部剧的剧情时我才猛然醒悟原来这正体现了日本教育的魅力，那就是他并非单纯的为了锻炼孩子们解决问题的方式或是培养解决困难的勇气，而是让孩子们懂得思考如何面对挫折从而找寻到真正属于自己的方法，这点从老师身上体现的尤为明显。

在看完全集以后我终于明白为什么日本孩子们会那么爱看这部剧，因为在看这部剧的过程中，他们会学会如何去接受挑战从而提升自己。

如果在此基础上我们再配合一些具有激励性质的音乐，我相信效果会更加明显。

不过最重要的是日本学校的那种团结互助，善于帮助别人，尊敬长辈的氛围在潜移默化中影响着他们。

然后在看了第三遍以后，我越发觉得其实很多事情做起来并不需要付诸武力，仅仅用言语沟通或者借助外物就足够了。

比如在我一度认为她母亲抛弃她和父亲离婚的这件事已经造成她心理阴影的时候，没想到的是她反而告诉她妈妈：“我永远不会怨恨任何人”，然后又极其真诚地说道：“我也希望你不要抱有任何复杂的心态去面对这段关系，至少我能做的就是让我的未来变得越来越美好，这点我会努力的”。

the idear college

My Ideal UniversityUniversity is a place of learning knowledge and cultivate good morality, a ideal university must have a strong learning environment that can cultivate talents of having both knowledge and morality . Firstly, a ideal university does not necessarily have to have a long history, but it must certainly have the spirit of innovation that is the power of the development, only the university has the spirit of innovation can it can connect with the world, so as to creates a great wealth. Secondly, the university not only should pay attention to the culture, but also to pay attention to sports, advocate students to take exercise to face the challenges of the future. Thirdly, the university should create a free and democratic environment, let students develop themselves in a free atmosphere.Besides, the professor should be the core of an ideal college. the professor I like best must be knowledgeable, what is more important is that he should have the personality charm. I think Knowledge can get from many sources, the professor has deeper understanding towards subjects , they can give us a hand when we confused. What’ s more, professor has extensive experience and the feeling of life is more deeper than us, so they should teach us more things out of the books, such as communicating truth, a scholar attitude, good moral character. Because in nowadays, moral character is more important than knowledge, a man who has no virtue will become the harm of the society. Therefore, I like professor must be knowledgeable and moral character.。

高中对大学的憧憬作文英文

高中对大学的憧憬作文英文英文：As a high school student, I have always looked forward to going to college. The idea of attending a university and pursuing higher education has been a dream of mine for a long time. There are several reasons why I am so excited about the prospect of going to college.First of all, I am eager to experience the freedom and independence that comes with being a college student. In high school, we are often confined to a strict schedule and have limited freedom to make our own choices. However, in college, I will have the opportunity to live on my own, make my own decisions, and take responsibility for my own actions. I am looking forward to the sense of autonomy and self-reliance that comes with this newfound freedom.Additionally, I am excited about the prospect of meeting new people and forming lifelong friendships.College is a melting pot of diverse individuals from different backgrounds, cultures, and experiences. I am eager to engage in meaningful conversations, learn from others, and expand my social circle. I believe that the connections I make in college will be invaluable and will have a lasting impact on my personal and professional life.Furthermore, I am enthusiastic about the academic opportunities that college has to offer. I am passionate about learning and I am eager to delve deeper into subjects that interest me. I am looking forward to being challenged intellectually, engaging in thought-provoking discussions, and pursuing my academic interests to the fullest. I am excited about the prospect of having access to world-class professors, state-of-the-art facilities, and a wide range of academic resources.In conclusion, I have always looked forward to going to college because of the freedom, the social opportunities, and the academic prospects it offers. I am eager to embark on this new chapter in my life and I am confident that college will provide me with the tools and experiences Ineed to succeed in the future.中文：作为一名高中生，我一直向往着上大学。

the-idea-of-a-universerty学习资料

The Idea of a UniversityClark Kerr"The Idea of a University" was, perhaps, never so well expressed as by Cardinal Newman when engaged in founding the University of Dublin a little over a century ago. His views reflected the Oxford of his day whence he had come. A university, wrote Cardinal Newman, is "the high protecting power of all knowledge and science, of fact and principle, of inquiry and discovery, of experiment and speculation; it maps out the territory of the intellect, and sees that...there is neither encroachment nor surrender on any side." He favored "liberal knowledge," and said that "useful knowledge" was a "deal of trash".Newman was particularly fighting the ghost of Bacon who some 250 years before had condemned "a kind of adoration of the mind...by means whereof men have withdrawn themselves too much from the comtemplation of nature, and the observations of experience, and have tumbled up and down in their own reason and conceits." Bacon believed that knowledge should be for the benefit and use of men, that it should "not be as a courtesan, for pleasure and vanity only, or as a bondwoman, to acquire and gain to her master's use; but as a spouse, for generation, fruit and comfort."To this Newman replied that "Knowledge is capable of being its own end. Such is the constitution of the human mind, that any kind of knowledge, if it really be such, is its own reward." And in a sharp jab at Bacon he said:"The philosophy of Utility, you will say, Gentlemen, has at least done its work; and I grant it—it aimed low, but it has fulfilled its aim." Newman felt that other institutions should carry on research, for "If its object were scientific and philosophical discovery, I do not see why a University should have any students"—an observation sardonically echoed by today's students who often think their professors are not interested in them at all but only in research.A University training,said, Newman, "aims at raising the intellectual tone of society, at cultivating the public mind, at purifying the national taste, at supplying true principles to popular enthusiasm and fixed aims to popular aspirations, at facilitating the exercie of political powers, and sobriety to the ideas of the age, at life." It prepares a man "to fill any post with credit, and to master any subject with facility."This beautiful words was being shattered forever even as it was being so beautifully portrayed. By 1852, when Newman wrote, the German universities were becoming the new model. The democratic and industrial and scientific revolutions were all underway in the western world. The gentleman "at home in any society" was soon to be at home in none. Science was beginning to take the place of moral philosophy, research the place of teaching."The idea of a Modern University," to use Flexner's pharse, was already beingborn. "A University," said Flexner in 1930, "is not outside, but inside the general social fabric of a given era...It is not something apart, something historic, something that yields as little as possible to forces and influences that are more or less new. It is on the contrary...an expression of the age, as well as an influence operationg upon both present and future."It was clear by 1930 that "Uinversities have changed profoundly — and commonly in the direction of the social evolution of which they are apart." This evolution had brought departments into universities, and still new departments; institutes and ever more institutes; created vast research libraries; turned the philosopher on his log into a researcher in his laboratory stacks; taken medicine out of the the hands of the profession and put it into the hands of the scientists; and much more. Instead of the individual students, there were the needs of society; instead of Newman's eternal "truths in the natural order," there was the specialist. The university became, in the words of Flexner,"an institution consciously devoted to the pursuit of knowledge, the solution of problems, the critical appreciation of achievement and the training of men at a really high level." No longer could a single individual "master any subject" —Newman's universal liberal man was gone forever.But as Flexner was writing of the "Modern University," it, in turn, was ceasing to exist. The Berlin of Humboldt was being violated just as Berin had violated the soul of Oxford. The universities were becoming too many things. Flexner himself complained that they were "secondary schools, vocational schools, teacher-training schools, research centers, 'uplift' agencies, businesses— these and other things simultaneously." They engaged in "incredible absurdities," "a host of inconsequential things." They "needlessly cheapened, vulgarized and mechanized themselves." Worst of all, they became "'service stations' for the general public."Even Harvard. "It is clear," calculated Flexner, "that of Harvard's total expenditures not more than one-eighth is devoted to the central university disciplines forced Harvard into this false path? No one. It does as it please; and this sort of thing pleases." It obviously did not please Flexner. He wanted Harvard to disown the Graduate School of Business." He would also have banished all Schools of Journalism and Home Economics, football, correspondence courses, and much else.It was not only Harvard and other American universities, but also London. Flexner asked "in what sense the University of London is a university at all." It was only a "federation".By 1930, American universities had moved a long way from Flexner's "Modern University" where "The heart of a university is a graduate school of arts and sciences, the solidly professional schools (mainly, in America, medicine and law) and certain research insititutes." They were becoming less and less like a "genuine universities," by which Flexner meant "an oranism, characterized by highness and definiteness of aim, unity of spirit and purpose." The "Modern University" was as nearly dead in 1930 when Flexner wrote about it as the old Oxford was in 1852 when Newmanidealized it. History moves faster than the observer's pen. Neither the ancient classics and theology nor the German philosophyers and scientists could set the tone for the really modern university — the multiversity."The Idea of a Multiversity" has no bard to sing its song its praise; not prophet to proclaim its vision; no guardian to protect its sanctity. It has its critics, its detractors, its trangressors.It also has its barkers selling its wares to all who will listen— and many do. But it also has its reality rooted in the logic of history. It is an imperative rather than a reasoned choice among elegant alternatives.President Natha Pusey wrote in his latest annual report to the members of the Harvard Board of Overseers that the average date of graduation of the present Board members was 1924; and much has happened to Harvard since 1924. Half of the building are new. The faculty has grown five-fold, the budget nearly fifteen-fold. "One can find almost anywhere one lokks similar examples of the effect wrought in the curriculum and in the nature of the contemporary university by widening international awareness, advancing knowledge, and increasingly sophisticated methods of and Africa, radio telescopes, masers and lasers and devices for interplanetary exploration unimagined in 1924 — these and otherdevelopments have effected such enormous changes in the intellectual orientation and aspiration of the contemporary university as to have made the university we knew as students now seem a strangely underdeveloped, indeed a very simple and an almost unconcerned kind of institution. And the pace of change continues."Not only at Harvard. The University of California last year had operating expenditures from all sources of nearly half a billion dollars, with almost another 100 million for construction; a total empolyment of over 40,000 people, more than IBM and in a far greater variety of endeavors; operations in over a hundred locations, counting campuses; experiment stations, agriculture and urban extension centers, and projects abroad involving more than fifty countries; nearly 10,000 courses in its catalogues; some form of contact with nearly every industry, nearly every level of government, nearly every person in its region. Vast amounts of expensive equipment were serviced and maintained. Over 4,000 babies were born in its hospitals. It is the world's largest purveyor of white mice. It will soon have the world's largest primate colony. It will soon also have 100,000 students — 30,000 of them at the graduate level; yet much less than one third of its expenditures are directly related to teaching. It already has nearly 200,000 students in extension courses— including one out of every three lawyers and one out of every six doctors in the state. And Harvard and California are illustrative of many more.Newman's "Idea of a University" still has its devotees— chiefly the humanists and the generalists and the undergraduates. Flexner's "Idea of a University" still has its supporters — chiefly the scientists and the specialists and the graduate students. "The Idea of a Multiversity" has its practitioners — chiefly the administrators, whonow number many of the faculty among them, and the leadership groups in society at large. The controversies are still around in the faculty clubs and the students coffee houses; and the models of Oxford and Berlin and modern Harvard all animate segments of what was once a " community of masters and students" with a single vision of its nature and purpose. These several competing visions of ture purpose, each relating to a different layer of history, a different web of forces,causes much of the malaise in the university communities of today. The university is so many things to so many different people that it must, of necessity, be partially at war with itself.。

英文演讲稿 My idea of a University

My idea of a UniversityLadies and gentlemen,Good evening! It’s my great honored to stand here and make a speech. My name 郭丹丹from Class 4, Grade 2011,today I will talk about my idea of a university.The first day in a University for the newcomers,they will spend all day to feel that exciting. What will the university bring us? In my opinion,the university is a place where can make student be excellent and responsible.So the focus is not on the university but on the people who are in it.I wish to have such a University, the government is setting high standards and supporting teachers and pricipals.I wish to have such a University, the teacher are inspiring students and pushing them to learn, making sure the students stay on track.But the end of the day we can have the most dedicated teachers,the best university and none of it will make a difference.Unless you have a responsibility to yourself to be a better man.I wish to have such a University, every single one of you has something that you are good at, every single one of you has something to offer. No matter what you want to de with your life,I guarantee that you’ll need an education to do it.What you make of your education will decide nothing less than the future of this country.The future of China dependson you.You should refuse to give up ,choose to take the responsibility for the country,for your lives,for your education.and set goal for yourself.Let you be a better man,let the university getting best because of you.That’s all,thank you.。

大学的理想纽曼读后感

大学的理想纽曼读后感Upon reading John Henry Newman"s "The Idea of a University," I was deeply impressed by his profound insights into the nature and purpose of higher education.Newman"s vision of a university as an institution dedicated to the pursuit of knowledge and the cultivation of the mind resonates powerfully with my own beliefs about the role of universities in society.ewman emphasizes the importance of a liberal education, which he argues is not merely a preparation for professional life, but an end in itself.It aims to develop the intellect, refine the senses, and cultivate a sense of moral responsibility.This holistic approach to education ensures that students grow not only in their academic pursuits but also as individuals with a broader understanding of the world.The idea that a university should be a place for the free exchange of ideas and the pursuit of truth is another theme that struck me.Newman argues that such an environment fosters intellectual growth and encourages critical thinking.It is through this process of intellectual exploration and debate that students learn to analyze, question, and form their own opinions.Moreover, Newman"s concept of a university as a community of scholars and learners is particularly inspiring.He believes that theuniversity should be a place where diverse perspectives come together, creating a rich and dynamic learning environment.This sense of community, built on shared intellectual endeavors, not only enhances the educational experience but also prepares students for a life of active citizenship.In conclusion, "The Idea of a University" has deepened my appreciation for the role of universities in nurturing well-rounded individuals who are equipped to engage with the complexities of the modern world.Newman"s ideas remain as relevant today as they were in his time, reminding us of the transformative power of a true education.在阅读约翰·亨利·纽曼的《大学的理念》之后，我深受其对于高等教育本质和目的深刻洞察的影响。

复旦大学研究生高级英语教师用书

《研究生高级英语教师用书》Advanced English for Graduate Students（Teachers’Book）UNIT ONEText: The Idea of a UniversityBackground InformationClark Kerr (1911-2003) was an American professor of economics and academic administrator.He was the first chancellor of the University of California, Berkeley and the twelfth president of the University of California (1958-1967).He is acknowledged as one of the architects of the modern public university —and, in particular, the American research university.In an era of unprecedented growth in American higher education, he recognized the distinct roles of community colleges, state universities and the ‘flagship’research universities, and he coined the term “multiversity”in an attempt to capture the reality of large universities that had evolved to be a “whole series of communities and activities held together by a common name, a common governing board and related purposes,”reflecting the wisdom and thoughtfulness of one of America’s preeminent higher education specialists.Key to ExercisesIII.Vocabulary StudyChoose the word or phrase that best completes each of the following sentences.1. B2. D3. A4. A5. C6. B7. D8. C9. C 10. AIV.ClozeThere are 10 blanks in the following passage.Fill in each blank with a proper word.1.relationship2.ability3.living4.farmers5.respond6.on7.benefits8.marry9.after10.towardTranslation of the Text大学的理想克拉克克尔一个多世纪前, 红衣主教纽曼在参与建立都柏林大学时对“大学的理想”的阐述也许是最到位的。

英语作文

What are universities for?Before we were in college, we didn't know what it was.Now my university life has passed a semester, I have the idea of what the university has its own.First,the university provides us with a place to study, we can learn professional knowledge in the University.Secondly,university education not only teaches us a professional knowledge, but also teaches us how to be a useful person.University education can help us to adapt to the society more st but not least, college education can help them to cultivate their sentiments from here. In addition, the atmosphere of the university is also helpful to cultivate the students' personal qualities.This is my understanding of the purpose of university education, I will study hard, not to live up to the university educationMy view on identity theft信息不是物件，你拿走了才算盗窃，你未经主人允许偷看了就是盗窃。

The Idea of a University

Introduction to The Idea of a University
This
book contains two parts, totally collecting 19 discourses, covering the nature, aim and function of a university; principle, method and content of a university education; and the relation between liberal education and professional education, and the relation between university and church.
Newman's religious conversion

John Henry Newman was a well-known Anglican priest who had converted to the Roman church. He was brought up from a child to take great delight in reading the Bible; but he had no formed religious convictions until he was fifteen. In1825 he was ordained Anglican priest. In 1845 he was received into Catholic Church. In 1847 he was ordained Catholic priest in Rome. In 1854-58 he became Rector, Catholic University of Ireland. And in 1879 he was created cardinal by Pope Leo XIII.

2020届梅州市梅江区嘉应中学高三英语下学期期末试卷及参考答案

2020届梅州市梅江区嘉应中学高三英语下学期期末试卷及参考答案第一部分阅读（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项AGetting your kid to bed at night is seriously one of the most challenging things you'll ever have to do. Most kids are just so full of energy that they'll tire you out before they're halfway through their store of energy. An easy thing to calm down your child to get into bed is giving in and allowing some iPad screen time. However, it's really not a great idea, just like you thought.Researchers at theArizonaStateUniversityconducted a study with 547 kids between the ages of 7 to 9. Their parents tracked how much screen time the kids were allowed along with their sleep patterns. The study found that kids who did not engage in screen time before bed slept for 23 more minutes every week and also went to sleep about 34 minutes earlier than those playing with iPad. Although that might not seem like so much more time, quality of sleep is vastly important in Children's development.The CDC's (美国疾病控制中心)2018 National Youth Risk Survey outlines that good quality sleep can impact a child's life in many ways, including affecting grades and also weight gain. Students with an "A" average slept for 30 or more minutes per night than those with a "D" or"F" average.A 2018PennsylvaniaStateUniversitystudy showed that children with irregular bedtimes had a higher risk of having increased body weight. Those with consistent and age-appropriate bedtimes when they were 9 years old had a healthier BMI (体质指数)at age 15 than those with irregular bedtimes.Hard as it is, it's really important not to give in and hand over an iPad to your child who is about to go to bed. Just like it's important for adults to go to sleep without any distractions, it's even more important for kids.1. What do the findings of the researchers at theArizonaStateUniversitysuggest?A. More sleep is necessary for children's development.B. Enough sleep helps improve academic performances.C. Screen time before bed leads to later and less sleep.D. Children sleeping irregularly are easy to gain weight.2. What is the text mainly about?A. How is screen time affecting teenagers?B. What are negative effects of irregular bedtimes?C. When should you get your kid to bed at night?D. Why is screen time before bed a bad idea for kids?3. Who is the text intended for?A. Parents.B. Children.C. Teachers.D. Researchers.BFor most thinkers since the Greek philosophers, it was self-evident that there is something called human nature, something that constitutes the essence of man. There were various views about what constitutes it, but there was agreement that such an essence exists—that is to say, that there is something by virtue of which man is man. Thus man was defined as a rational(理性的) being, as a social animal, an animal that can make tools, or a symbol-making animal.More recently, this traditional view has begun to be questioned. One reason for this change was the increasing emphasis given to the historical approach to man. An examination of the history of humanity suggested that man in our time is so different from man in previous times that it seemed unrealistic to assume that men in every age have had in common something that can be called “human nature.” The historical approach was strengthened, particularly in the United States, by studies in the field of cultural anthropology (人类学). The study of primitive peoples has discovered such a diversity of customs, values, feelings, and thoughts that many anthropologists arrived at the concept that man is born as a blank sheet of paper on which each culture writes its text. Another factor contributing to the tendency to deny the assumption of a fixed human nature was that the concept has so often been abused as a shield(盾牌) behind which the most inhuman acts are committed. In the name of human nature, for example, Aristotle and most thinkers up to the eighteenth century defended slavery. Or in order to prove the rationality and necessity of the capitalist form of society, scholars have tried to make a case for acquisitiveness, competitiveness, and selfishness as natural human characters. Popularly, one refers cynically（愤世嫉俗地）to “human nature” in accepting the inevitability of such undesirable human behavior as greed, murder, cheating and lying.Another reason for disbelief about the concept of human nature probably lies in the influence of evolutionary thinking. Once man came to be seen as developing in the process of evolution, the idea of a substance which is contained in his essence seemed untenable. Yet I believe it is precisely from an evolutionary standpoint that we can expect new insight into the problem of the nature of man.4. Most philosophers believed that human nature ________.A. is the quality distinguishing man from other animalsB. consists of competitiveness and selfishnessC. is something partly innate and partly acquiredD. consists of rationality and undesirable behavior5. The traditional view of “human nature” was strongly challenged by ________.A. the emergence of the evolutionary theoryB. the historical approach to manC. new insight into human behaviorD. the philosophical analysis of slavery6. According to the passage, anthropologists believe that human beings ________.A. have some characters in commonB. are born with diverse culturesC. are born without a fixed natureD. change their characters as they grow up7. The author mentioned Aristotle, a great ancient thinker, in order to ________.A. emphasize that he contributed a lot to defining the concept of “human nature”B. show that the concept of “human nature” was used to justify social evilsC. prove that he had a profound influence on the concept of “human nature”D. support the idea that some human characters are inherited.CFour interesting festivalsGrand Old Days:Phone number: (651) 699-0029 E-mailaddress:***************Grand Old Days is one of the Midwest’s largest one-day festivals. It’s held every year on the first Sunday in June. It starts at 7:45 am until 5:00 pm. You should pay $8 for a ticket to enter the live music festival gardens and you must be at least 21 years old. There are a lot of interesting activities for the whole family.Uptown Art Fair:Phone number: (612) 823-4581 E-mailaddress:**************************There is a wide variety of artwork you can buy from only a few dollars to thousands of dollars. There are also activities held by some artists. Uptown Art Fair starts on August 5th and ends on August 7th. It is free to attend. The opening time and closing time are Friday 11 am-8 pm, Saturday 10 am-8 pm, and Sunday 10 am-6 pm.Minnesota State Fair:Phone number: (651) 288-4400 E-mailaddress:************************It is one of the most popular fairs in Minnesota. It starts on August 25th and goes through Labor Day onSeptember 5th. Tickets for adults (aged 13-64) are $11, seniors (aged 65 and older) $9, kids (aged 5-12) $8 and children under 5 are free of charge. It opens at 6 am and closes at midnight. The State Fair has lots of fun activities, bands, games, and rides.Nativity County Fair:Phone number: (651) 696-5401 E-mailaddress:***************************The Nativity County Fair is a kid’s fair, but it has some fun things for adults as well. You can buy tickets for the rides and games, and the price depends on how many tickets you want to buy. It starts from September 16th to September 18th.8. Which of the following lasts the longest?A. Grand Old Days.B. Minnesota State Fair.C. Uptown Art Fair.D. Nativity County Fair.9. How much should a couple with their 4-year-old son pay to attend the Minnesota State Fair?A. 17 dollars.B. 19 dollars.C. 22 dollars.D. 30 dollars.10. A 20-year-old young man who wants to listen to music should call ________.A. (651) 699-0029B. (612) 823-4581C. (651) 288-4400D. (651) 696-540111. The author’s main purpose in writing this passage is to________ .A. compare the costs of different festivals.B. introduce some festival activities.C. give advice on kids’ festival safety.D. advertise some popular festivals.DRecently, I read about a promotion from a home builder in San Diego where consumers (消费者) could buy a 4,000 square foot house for $1.6 million and get a smaller home bythe developer valued at $400 thousand for free. This sounds like a fantastic deal, but I am alwayswary ofany promotion labeled (给……加标签) with“buy one get one free”, and here is why.Oftentimes, “buy one get one free” ends up being “buy two at the regularprice”. For example, I often see “buy one get one free” ads for orange juice at the supermarket, but the first box always costs over $5.00. At the same time, the juices not in the promotion are selling for $2.50 to $2.99 a box.Another problem with “buy one get one free” is that oftentimes you do not need the second item. I only consume one gallon of milk every two weeks. If I were talked into buying a second gallon in a “buy one get one free” promotion, then the second gallon would go bad before I have time to consume it. That creates waste instead of savings.In the case of theSan Diegodeveloper, so far they have received one offer on their expensive houses, but the buyer does not want the cheaper house for free. Instead, he wants the value of the smaller home taken away from his purchase price. I think this guy is quite wise because he saw right through the marketing of “buy one get one free”.Finally, it is up to you to see how much you need and how much you are willing to spend. Knowing the regular price of things also helps you in deciding whether a “buy one get one free” promotion is truly a great deal.12. What does the underlined part “wary of” in Paragraph 1 probably mean?A. annoyed atB. careful aboutC. familiar withD. puzzled about13. Why does the author mention milk in Paragraph 3?A. To show that there are many promotions of food.B.To suggest that people think twice before they shop.C. To prove that the second item isn’t always as good as the first one.D. To show that people often buy more than they need in the promotion.14. What does the house buyer want to do?A. Buy the smaller house only.B. Get the smaller house for free.C. Buy the larger house for $1.2 million.D. Buy both the larger and smaller houses for $2 million.15. How does the author organize the text?(P: Paragraph)A. B. C. D.第二节（共5小题；每小题2分，满分10分）阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。

2023年大学英语三级英语A级模拟试卷2

大学英语三级英语A级模拟试卷2一、Listening Comprehension1、Section ADirections: This section is to test your ability to understand short dialogues. There are 5 recorded dialogues in it. After each dialogue, there is a recorded question. The dialogues and the questions will be spoken only once. When you hear a question, you should decide on the correct answer from the 4 choices A , B, C, and D.听力原文：W: Are foreign students allowed to work in your country?M: Yes, it's allowed, but only in the summer.Q: When can the foreign students work?(1)A.In spring.B.On everyday.C.On every weekend.D.In summer.2、听力原文：M: Do you know when John's birthday is?W: May 12, five days earlier than John's.Q: When is John's birthday?(2)A.May 5.B.May 17.C.May 7.D.May 15.3、听力原文：W: Oh, there is so much dirt on the floor. I wonder how it got there.M: Let me get the dust pan and brush. I'll clean it up for you. Q: What is the man going to do for the woman?(3)A.Wash some pans.B.Clean up the floor.C.Dust the house.D.Brush her hair.4、听力原文：W: Excuse me, could you tell me where the post office is?M: Uh, let me see now. It's on the left next to the drug store. Q: Where is the drug store?(4)A.On the right to the post office.B.Opposite to the post office.C.On the left to the post office.D.Far away from the post office.5、听力原文：W: How do you compare Tom with Jack?M: Tom is clever and Jack is honest. I think Jack is more faithful.Q: What do we learn from this conversation?(5)A.Jack is dependable.B.Tom always tells the truth.C.Jack is wealthy.D.Tom is sometimes more foolish than Jack.6、Section BDirections: This section is to test your ability to understand short conversations. There are 2 recorded conversations in it. After each conversation, there are some recorded questions. The conversations and the questions will be spoken only once. When you hear a question, you should choose the correct answer from the 4 choices marked A, B, C, and D.听力原文：W: Hi! May I help you?M: Yes. I'm interested in renting a two-bedroom apartment. W: First,what price range are you interested in?M: Somewhere between $ 400 - $ 450 a month.W: Okay. Do you have a specific location in mind?M: Well,I would like to live somewhere near the university. Or at least on a bus line.W: Okay. Here are photos of the apartments we have available which you may like.M: Thank you. This one on Broadway Avenue looks nice. I would like to see that one.W: Sure. Let me get the keys and we will go and look at it. M: Great! Thank you.6．What kind of room does the man want to rent?7.Where do they go to look at the apartment?(6)A.A two-bedroom apartment.B.A three-bedroom apartment.C.A university apartment.D.A cheap apartment.7、(7)A.To Key Avenue.B.To university.C.To Broadway Avenue.D.To some place unknown.8、听力原文：W: Now then, Mr. James, what seems to be the matter?M: I just can't sleep, doctor.W: I see. And how long have you had this problem?M: Oh, for about two months now.W: And how about your work?M: Well, I have been working a lot lately-10 to 11 hours a day. W: Maybe you should take a holiday and just relax for a while. M: Well, I can't right now. We're in middle of some important business.W: So,you're worried about it?M: Yeah, I guess so.W: Well, maybe you should consider a job change.M: Yeah, well, it's pretty hard to find a new job at my age, you know.8．From what time could the man not fall sleep at night?9.How long did the man work every day?10.Why did not the man want to change his job?(8)A.Two weeks ago.B.Two months ago.C.Three months ago.D.Two days ago.9、(9)A.8 hours.B.9 ～ 10 hours.C.10 ～ 11 hours.D.12 hours.10、(10)A.Because of his age.B.Because of his major.C.Because of his family.D.Because he liked the job.11、 With whom did the speaker go to buy the car?He went with ______.12、 How did the speaker describe the car?The car was a small ______.13、 Why did the speaker hand the money soon after seeing the car?Because he was ______.14、 What happened later to the car?Everything started to ______ it.15、 Did the speaker always like the car?______, he changed.二、Vocabulary and Structure1、 The student is different ______ all the students I have seen.A.onB.amongC.withD.from2、 Although punctual himself, the professor was quite used to ______ late for his lecture.A.studentsB.students to beC.students'D.students' being3、 The second book was ______ by August, but several months later, its publication was still nowhere in sight.pletedB.to completeC.to have completedD.to have been completed4、 ______ student with a little common sense should be able to answer this easy question.A.EachB.AnyC.EitherD.One5、 None of us saw him at the party. He ______ it.A.mustn't attendB.needn't have attendedC.can' t have attendedD.wouldn't attend6、 ______ might be expected, the response to the question was very mixed.A.AsB.ItC.ThatD.All7、 He demanded that we explain why things went wrong,______?A.hadn't weB.hadn't heC.didn't weD.didn't he8、 Our manager never laughed,______ lose his temper in front of us.A.or he ever didB.or did he everC.nor did he everD.nor he ever did9、 Not only Robert but also his parents ______ to attend ourgraduation ceremony.A.has invitedB.has been invitedC.have invitedD.have been invited10、 Last year Mike earned ______ his brother, though his brother has a higher position.A.twice as much asB.twice as many asC.twice thanD.twice as more as11、The basic condition (require) ______ for opening factories are now available for overseas investors.12、 The child is always (willing) ______ to do his homework, so he has not made much progress.13、 It was essential that the application forms should (send) ______ back before the deadline.14、 We (say) ______ enough on how to learn a foreign language.15、 Making the thread run through a hole in the center of the needle (able) ______ the design of the first practical sewing-machine.16、 He knows even (little) ______ about the Olympic Gamesthan I do.17、 In my childhood I was absolutely (terrify) ______ by the idea that my mother was going to die.18、 He was found guilty of crime and put into prison thatis the place for punishing the (crime) ______.19、 If the policemen (arrive) ______ earlier, they would have seen the accident.20、 It is a popular idea that technology will play a key rolein (shape) ______ future life styles.三、Reading Comprehension1、 Which of the following is true?A.Scientists have a sound knowledge about the diversity of species.B.Scientists don't know much about the number of stars in the galaxy.C.Scientists show more interest in stars in the galaxy thanin species on Earth.D.Scientists don't agree on the number of species in the world.2、 How many species are there on Earth according to most scientists?A.About 2 million.B.About 10 million.C.About 100 million.D.About 1.75 million.3、 In which of the following groups is the discovery of new species not mentioned in the passage?A.Birds.B.Monkeys.C.Trees.D.Freshwater fish.4、 What can you learn from the passage?A.The soil and the deep sea belong to communities that haven't been fully explored.B.It is surprising news wherever new species are discovered in the deep sea.C.About 90 million species are believed to live in the deep sea.D.A million species in the deep sea have been discovered and named.5、 Which of the following best reveals the main idea of the passage?A.Surprising discoveries of new species are commonplace.B.The mystery of the deep sea and the soil remains to be uncovered.C.Knowledge of global species diversity is still limited.D.Estimates of global species diversity vary among scientists.6、 If a French driver moves to live in Britain, he needs to ______.A.exchange his driving license within the first yearB.not exchange his driving licenseC.exchange his driving license before he moves inD.apply at any time7、 If the learner drives a truck, the supervisor should hold ______.A.any kind of licenseB.the International Driving PermitC.'L' plateD.the license for truck8、 The two persons sitting on front seats in a car need to wearA.no-slipping shoesB.crash helmetsC.seat beltsD.glasses9、 The driver drinks a lot of alcohol before driving and heshouldA.take the public busB.drive homeC.drive on the rightD.sleep in the bar10、 We can make a conclusion that this passage isA.about how to driveB.about traffic lawsC.a driver guide in BritainD.an international drive guide11、 ( ) 校内网络 ( ) 交互式远程教育站12、 ( ) 教室配备电脑和打印机 ( ) 科研服务13、 ( ) 同学立体声广播站 ( ) 全天候电子公告板14、 ( ) 教工语音信箱 ( ) 多媒体教学中心15、 ( ) 计算机网站；拨号上网 ( ) 同学网站16、 ( ) 交货方案表 ( ) 装运说明17、 ( ) 询价单 ( ) 发运单18、 ( ) 交货说明 ( ) 出口货物报关单19、 ( ) 意向书 ( ) 支付协议20、 ( ) 危急货物申报单 ( ) 原产地证书21、Which two educational systems exist at present?The ______ system and the quality-oriented system.22、 What is the shortcoming of traditional exam-oriented pattern?It made students neglect the ______ and originality.23、What does the quality-oriented pattern stress?It stresses the creativity of students and their ______ .24、 What is the aim of the new quality-oriented pattern?It aims to train students to be responsible, knowledgeable and ______ .25、 What is the author's attitude towards the two educational patterns?The author prefers the ______ system.四、Translation from English to Chinese1、 In 1987, it was chosen to be included in the list of the world excellent products.A.1987年，它选入世界名优产品。

the idea of a universerty

The Idea of a UniversityClark Kerr"The Idea of a University" was, perhaps, never so well expressed as by Cardinal Newman when engaged in founding the University of Dublin a little over a century ago. His views reflected the Oxford of his day whence he had come. A university, wrote Cardinal Newman, is "the high protecting power of all knowledge and science, of fact and principle, of inquiry and discovery, of experiment and speculation; it maps out the territory of the intellect, and sees that...there is neither encroachment nor surrender on any side." He favored "liberal knowledge," and said that "useful knowledge" was a "deal of trash".Newman was particularly fighting the ghost of Bacon who some 250 years before had condemned "a kind of adoration of the mind...by means whereof men have withdrawn themselves too much from the comtemplation of nature, and the observations of experience, and have tumbled up and down in their own reason and conceits." Bacon believed that knowledge should be for the benefit and use of men, that it should "not be as a courtesan, for pleasure and vanity only, or as a bondwoman, to acquire and gain to her master's use; but as a spouse, for generation, fruit and comfort."To this Newman replied that "Knowledge is capable of being its own end. Such is the constitution of the human mind, that any kind of knowledge, if it really be such, is its own reward." And in a sharp jab at Bacon he said:"The philosophy of Utility, you will say, Gentlemen, has at least done its work; and I grant it—it aimed low, but it has fulfilled its aim." Newman felt that other institutions should carry on research, for "If its object were scientific and philosophical discovery, I do not see why a University should have any students"—an observation sardonically echoed by today's students who often think their professors are not interested in them at all but only in research.A University training,said, Newman, "aims at raising the intellectual tone of society, at cultivating the public mind, at purifying the national taste, at supplying true principles to popular enthusiasm and fixed aims to popular aspirations, at facilitating the exercie of political powers, and sobriety to the ideas of the age, at life." It prepares a man "to fill any post with credit, and to master any subject with facility."This beautiful words was being shattered forever even as it was being so beautifully portrayed. By 1852, when Newman wrote, the German universities were becoming the new model. The democratic and industrial and scientific revolutions were all underway in the western world. The gentleman "at home in any society" was soon to be at home in none. Science was beginning to take the place of moral philosophy, research the place of teaching."The idea of a Modern University," to use Flexner's pharse, was already being born. "A University," said Flexner in 1930, "is not outside, but inside the general social fabric of a given era...It is not something apart, something historic, something that yields as little as possible to forces and influences that are more or less new. It is on the contrary...an expression of the age, as well as an influence operationg uponboth present and future."It was clear by 1930 that "Uinversities have changed profoundly — and commonly in the direction of the social evolution of which they are apart." This evolution had brought departments into universities, and still new departments; institutes and ever more institutes; created vast research libraries; turned the philosopher on his log into a researcher in his laboratory stacks; taken medicine out of the the hands of the profession and put it into the hands of the scientists; and much more. Instead of the individual students, there were the needs of society; instead of Newman's eternal "truths in the natural order," there was the specialist. The university became, in the words of Flexner,"an institution consciously devoted to the pursuit of knowledge, the solution of problems, the critical appreciation of achievement and the training of men at a really high level." No longer could a single individual "master any subject" —Newman's universal liberal man was gone forever.But as Flexner was writing of the "Modern University," it, in turn, was ceasing to exist. The Berlin of Humboldt was being violated just as Berin had violated the soul of Oxford. The universities were becoming too many things. Flexner himself complained that they were "secondary schools, vocational schools, teacher-training schools, research centers, 'uplift' agencies, businesses— these and other things simultaneously." They engaged in "incredible absurdities," "a host of inconsequential things." They "needlessly cheapened, vulgarized and mechanized themselves." Worst of all, they became "'service stations' for the general public."Even Harvard. "It is clear," calculated Flexner, "that of Harvard's total expenditures not more than one-eighth is devoted to the central university disciplines forced Harvard into this false path? No one. It does as it please; and this sort of thing pleases." It obviously did not please Flexner. He wanted Harvard to disown the Graduate School of Business." He would also have banished all Schools of Journalism and Home Economics, football, correspondence courses, and much else.It was not only Harvard and other American universities, but also London. Flexner asked "in what sense the University of London is a university at all." It was only a "federation".By 1930, American universities had moved a long way from Flexner's "Modern University" where "The heart of a university is a graduate school of arts and sciences, the solidly professional schools (mainly, in America, medicine and law) and certain research insititutes." They were becoming less and less like a "genuine universities," by which Flexner meant "an oranism, characterized by highness and definiteness of aim, unity of spirit and purpose." The "Modern University" was as nearly dead in 1930 when Flexner wrote about it as the old Oxford was in 1852 when Newman idealized it. History moves faster than the observer's pen. Neither the ancient classics and theology nor the German philosophyers and scientists could set the tone for the really modern university — the multiversity."The Idea of a Multiversity" has no bard to sing its song its praise; not prophet to proclaim its vision; no guardian to protect its sanctity. It has its critics, its detractors, its trangressors.It also has its barkers selling its wares to all who will listen— and many do. But it also has its reality rooted in the logic of history. It is an imperativerather than a reasoned choice among elegant alternatives.President Natha Pusey wrote in his latest annual report to the members of the Harvard Board of Overseers that the average date of graduation of the present Board members was 1924; and much has happened to Harvard since 1924. Half of the building are new. The faculty has grown five-fold, the budget nearly fifteen-fold. "One can find almost anywhere one lokks similar examples of the effect wrought in the curriculum and in the nature of the contemporary university by widening international awareness, advancing knowledge, and increasingly sophisticated methods of and Africa, radio telescopes, masers and lasers and devices for interplanetary exploration unimagined in 1924 — these and otherdevelopments have effected such enormous changes in the intellectual orientation and aspiration of the contemporary university as to have made the university we knew as students now seem a strangely underdeveloped, indeed a very simple and an almost unconcerned kind of institution. And the pace of change continues."Not only at Harvard. The University of California last year had operating expenditures from all sources of nearly half a billion dollars, with almost another 100 million for construction; a total empolyment of over 40,000 people, more than IBM and in a far greater variety of endeavors; operations in over a hundred locations, counting campuses; experiment stations, agriculture and urban extension centers, and projects abroad involving more than fifty countries; nearly 10,000 courses in its catalogues; some form of contact with nearly every industry, nearly every level of government, nearly every person in its region. Vast amounts of expensive equipment were serviced and maintained. Over 4,000 babies were born in its hospitals. It is the world's largest purveyor of white mice. It will soon have the world's largest primate colony. It will soon also have 100,000 students — 30,000 of them at the graduate level; yet much less than one third of its expenditures are directly related to teaching. It already has nearly 200,000 students in extension courses— including one out of every three lawyers and one out of every six doctors in the state. And Harvard and California are illustrative of many more.Newman's "Idea of a University" still has its devotees— chiefly the humanists and the generalists and the undergraduates. Flexner's "Idea of a University" still has its supporters — chiefly the scientists and the specialists and the graduate students. "The Idea of a Multiversity" has its practitioners — chiefly the administrators, who now number many of the faculty among them, and the leadership groups in society at large. The controversies are still around in the faculty clubs and the students coffee houses; and the models of Oxford and Berlin and modern Harvard all animate segments of what was once a " community of masters and students" with a single vision of its nature and purpose. These several competing visions of ture purpose, each relating to a different layer of history, a different web of forces,causes much of the malaise in the university communities of today. The university is so many things to so many different people that it must, of necessity, be partially at war with itself.。

TheIdeaofaUniversity(reference)

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The Idea of a University1. What do people do in a university？They do “inquiry，discovery，experiment and speculation"(line 7—8)。

A university is a home of learning, a place where a tradition of learning is preserved and extended， and where the necessary apparatus for the pursuit of learning has been gathered。

Encroach： approach and take control ofExample: Japanese government rejected the charge that it encroached foreign territory.2.liberal knowledge （line 10)A liberal knowledge is made possible by liberal education。

elements of liberal education:broad knowledgefree personalitytransferrable skillsstrong sense of value， morality and ethicsetc.3.(line 10-11) “Useful knowledge” was a “deal of trash”.To understand this sentence, there is a need to distinguish between two things。

Tem-4 作文大学英语四级备战必备

典型真题 Nowadays it has become fashionable for college students to take a part-time job in their spare time. Discuss the advantages and disadvantages of this trend. Every college student would agree that life in college is not the same as it was in the middle school. Now, you have been asked by the Student’s Union to write a passage entitled:The Main Difference Between My College Life and My Middle School Life
作文之写作摸板--分析利弊/差异型
在这类题型中，考生往往被要求分析某件事情的利弊或是两件事情之间的差异，题干中会明确地提到以下关键词： advantages and disadvantages merits and demerits strengths and weaknesses benefits and dangers positive and negative the importance/significance/benefits of ... the main differences between ... and ...
Tem-2 作文
作文之写作摸板--现象解释说明/结果预测型
这类题型往往是让考生分析某个社会现象背后的原因，为什么会产生这种情况，带有说明的性质，关键词： the reasons of ... the consequences of ... the effective measures

100个经典英语作文

100个经典英语作文The art of essay writing has a long and illustrious history, dating back to the ancient Greeks and Romans. Over the centuries, countless writers have honed their craft, producing works that have captivated and inspired readers from all walks of life. In this essay, we will explore 100 of the most celebrated and influential English essays, each one a testament to the power of the written word.1. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.2. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.3. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.4. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.5. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.6. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.7. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.8. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.9. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.10. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust lawsand government.11. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.12. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.13. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.14. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.15. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.16. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.17. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.18. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.19. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.20. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.21. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.22. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.23. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creativeindependence for women.24. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.25. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.26. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.27. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.28. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.29. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.30. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.31. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.32. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.33. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.34. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.35. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.36. "The Essays of Francis Bacon" by Francis Bacon - A collection ofreflections on a wide range of topics, from politics and philosophy to science and human nature.37. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.38. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.39. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.40. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.41. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.42. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.43. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.44. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.45. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.46. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.47. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.48. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.49. "The Myth of Sisyphus" by Albert Camus - A philosophicalmeditation on the absurdity of human existence and the search for meaning.50. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.51. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.52. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.53. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.54. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.55. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.56. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.57. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.58. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.59. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.60. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.61. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.62. "On the Pleasure of Hating" by William Hazlitt - A witty andinsightful examination of the human capacity for hatred and resentment.63. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.64. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.65. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.66. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.67. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.68. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy toscience and human nature.69. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.70. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.71. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.72. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.73. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.74. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.75. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.76. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.77. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.78. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.79. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.80. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.81. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search formeaning.82. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.83. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.84. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.85. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.86. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred and resentment.87. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.88. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.89. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.90. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.91. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.92. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.93. "The Idea of a University" by John Henry Newman - A thoughtful exploration of the purpose and value of higher education.94. "On the Pleasure of Hating" by William Hazlitt - A witty and insightful examination of the human capacity for hatred andresentment.95. "A Room of One's Own" by Virginia Woolf - A landmark feminist essay that argues for the importance of financial and creative independence for women.96. "Notes of a Native Son" by James Baldwin - A powerful and personal exploration of race, identity, and the African American experience.97. "The Myth of Sisyphus" by Albert Camus - A philosophical meditation on the absurdity of human existence and the search for meaning.98. "On the Duty of Civil Disobedience" by Henry David Thoreau - A powerful argument for civil disobedience in the face of unjust laws and government.99. "Self-Reliance" by Ralph Waldo Emerson - A seminal work of American transcendentalism, advocating for individualism and the power of the human spirit.100. "The Essays of Francis Bacon" by Francis Bacon - A collection of reflections on a wide range of topics, from politics and philosophy to science and human nature.。

From The Idea of a University(John Henry Cardinal Newman)

From The Idea of a UniversityFrom Discourse 5 Knowledge Its Own Endby John Henry Cardinal Newman1 Now bear with me, Gentlemen, if what I am about to say has at first sight a fanciful appearance. Philosophy, then, or Science, is related to Knowledge in this way: Knowledge is called by the name of Science or Philosophy, when it is acted upon, informed, or if I may use a strongfigure, impregnated by Reason. Reason is the principle of that intrinsic fecundity of Knowledge, which, to those who possess it, is its especial value, and which dispenses with the necessity of their looking abroad for any end to rest upon external to itself. Knowledge, indeed, when thus exalted into a scientific from, is also power; not only is it excellent in itself, but whatever such excellence may be, it is something more, it has a result beyond itself. Doubtless; but that is a further consideration, with which I am not concerned. I only say that, prior to its being a power, it is a good; that it is, not only an instrument, but an end. I know well it may resolve itself into an art, and terminate in a mechanical process, and in tangible fruit; but it also may fall back upon that Reason which informs it, and resolve itself into Philosophy. In one case it is called Useful Knowledge, in the other Liberal. The same person may cultivate it in both ways at once; but this again is a matter foreign to my subject; here I do but say that there are two ways of using Knowledge, an in matter of fact those who use it in one way are not likely to use it in the other, or at least in a very limited measure. You see, then, here are two methods of Education; the end of the one is to be philosophical, of the other to be mechanical; the one rises towards general ideas, the other is exhausted upon what is particular and external. Let me not be thought to deny the necessity, or to decry the benefit, of such attention to what is particular and practical, as belongs to the useful or mechanical arts; life could not go on without them; we owe our daily welfare to them; their exercise is the duty of the many, and we owe to the may a debt of gratitude for fulfilling that duty. I only say that Knowledge, in proportion as it tends more and more to be particular, ceases to be Knowledge. It is a question whether Knowledge can in any proper sense be predicated of the brute creation; without pretending to metaphysical exactness of phraseology, which would be unsuitable to an occasion like this, I say, it seems to me improper to cal that passive sensation, or perception of things, which brutes seem to possess, by the name of Knowledge. When I speak of Knowledge, I mean something 5 10 15 20 25 30 35intellectual, something which grasps what it perceives through the senses; something which takes a view of things; which sees more than the senses convey; which reasons upon what it sees, and while it sees;which invests it with an idea. It expresses itself, not in a mere enunciation, but by an enthymeme: it is of the nature of science from the first, and in this consists its dignity. The principle of real dignity in Knowledge, its worth, its desirableness, considered irrespectively of its results, is this germ within it of a scientific or a philosophical process. This is how it comes to be an end in itself; this is why it admits of being called Liberal. Not to know the relative disposition of things is the state of slaves or children; to have mapped out the Universe is the boast, or at least the ambition, of Philosophy.2 Moreover, such knowledge is not a mere extrinsic or accidental advantage, which is ours today and another’s tomorrow, which may be got up from a book, and easily forgotten again, which we can command or communicate at our pleasure, which we can borrow for the occasion, carry about in our hand, and take into the market; it is an acquired illumination, it is a habit, a personal possession, and an inward endowment. And this is the reason why it is more correct, as well as more usual, to speak of a University as a place of education than of instruction, though, when knowledge is concerned, instruction would at first sight have seemed the more appropriate work. We are instructed, for instance, in manual exercises, in the fine and useful arts, in trades, and in ways of business; for these are methods, which have little or no effect upon the mind itself, are contained in rules committed to memory, to tradition, or to use, and bear upon an end external to themselves. But education is a higher word; it implies an action upon our mental nature, and the formation of a character; it is something individual and permanent, and is commonly spoken of in connection with religion and virtue. When, then, we speak of the communication of Knowledge as being Education, we thereby really imply that that Knowledge is a state or condition of mind; and since cultivation of mind is surely worth seeking for its own sake, we are thus brought once more to the conclusion, which the word “Liberal”and the word “Philosophy”have already suggested, that there is a Knowledge, which is desirable, though nothing come of it, as being of itself a treasure, and a sufficient remuneration of years of labor. 40 45 50 55 60 65 70。

the idea of a University

Harvard library motto
This moment will nap, you will have a dream; But this moment study, you will interpret a dream.
现在睡觉的话会做梦，而现在学习的话会让梦实现
I leave uncultivated today, was precБайду номын сангаасsely yesterday perishes tomorrow which person of the body implored.
事实上，一种好的教育的整体风气和精神应该不同于一所好的技术学校，或是自然科学学院（的整体风气和精神）。大学的主旨应该是对最大可能开拓文化视阈完美的心灵铸造和有关人心的知识的渴求，是出于热爱而不是外在的实用目的而努力求知，还有是为了对求学和研究的热爱本身而进大学，而不为别的。
President of Harvard
President of Harvard 大学并不在于二十年之后的所得，也并不意味着一个学生毕业的那一天一定会成名成家；大学执意追求的是终生受用的求学精神，追求一种更换千百年来积淀的传统的机会，追求能改变未来的学识。
大学的性格－独立，自主与容忍异己
• 北京大学－蔡元培 • 大学者，囊括大典，网罗众家之学府也． • 哲学之唯心论与唯物论；文学美术之理想派与写实派；计学（经济学）之干涉论与放任论．．．常樊然並峙其中，此思想自由之通則，而大学之所以为大也。」 • 對於教教员，以学诣为主，以无背与第一种主张为界线，其校外之言动，悉听自由，本校从不过问，亦不能带负责任。
大学教育不能抹杀学生具有的培养这一系列关键能力的潜力。他们该学会思考，并且学会理解别人是怎么思考的，甚至敢于正视这么一个现实，也就是即使是最具权威的思想家也难免有误，而且有时完全是错误的。

the idea of a university英语读后感

the idea of a university英语读后感Newman believes that as an educational place, the university should give students a platform for free learning and communication, expand the scope of subject teaching, and let students receive free education. It is more similar to what we call compound talents or generalists. I agree with this point, because only when we have a good view, can we have more potential to do better in every field.For example, in the comparison between business and engineering, some people may think that engineering is not as practical as business, while others think that engineering contributes greatly. In fact, business and engineering complement each other. Can jobs achieve what he has achieved as long as he can write code Or could jobs achieve what he achieved without technology and creativity as long as he was able to do business. The short board effect is very significant. I personally think that one should not be required to know everything, but at least he should not have too many weaknesses as far as possible.China's colleges and universities attach importance to the acquisition of professional subjects and lack a strong humanistic general education as the basis. In addition to professional courses, freshmen and sophomores also have many interdisciplinary elective courses, but for most students, they are just water courses.In fact, no matter what major, we should be involved in theknowledge of various disciplines, which can at least give us a broader vision to study and live. Knowledge has integrity, and a single discipline is a part of the whole. It is unfair for other disciplines to give too much prominence to one discipline. Our school is a comprehensive university, which gives us many such opportunities to expand our skills outside our major, such as text element, text core and so on. I think students should consciously improve themselves through these classes.On the practicability of teaching. Many people think that studying calculus is just abusing you. It won't cost you much to let you know what higher education is in the future.Of course, some people say that these basic disciplines are very important. What is useful and what is useless."What is useful brings benefits, and what is free is used for enjoyment. The so-called benefit refers to the income that can be obtained, and the so-called enjoyment refers to that it will not bring any results except use." This sentence in the book makes me feel very much.It is useful. Maybe it is only intended for the future, but some other things can make you happier. What is the purpose of pursuing to make yourself an excellent person and a successful person.If it is for a better life, more people are counterproductive in this process, because they pay too much attention to usefulness and lose the enjoyment of freedom.Utilitarianism prevails on campus. What students pursue is not knowledge itself, but good work, high salary and so on. Learning a course is not about mastering knowledge, not discovering yourself, but how to get high marks.We are in an important rising stage of life. At this stage, what we have to do is to learn, not to realize. I have always felt that it is a good thing for college students to jump out of the secular standards and explore another possibility. University knowledge itself is the purpose, useful income and free enjoyment.。

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