American Perception of Education 翻译 急用

American Perception of Education 翻译 急用
Education is the engine that drives the American dream of success. The opportunity to learn knowledge and gain skills that pay off in upward mobility has given hope to millions of Americans. But the goals of education have undergone some shift with the changing concerns of the larger society.
• The puritan colonists saw school as a source of spiritual advancement, important to the preservation of religious freedom. Everybody was expected to be able to read the Bible. In the mid-seventeenth century, the Puritans introduced two practices that still influence Amercian youth: Compulsory eduction for all children, public taxation for schools.
• To Thomas Jefferson, ideals of democracy, equality, and civic empowerment should be rooted in education, or an illiterate and ill-formed population would be unable to assume the responsibilities od self-government. • Washington and his first five successors proposed opening a nantional university in the nation's capital, urging the formation of a nationlal system of educaion with uniform standards for schools in all the states, but theCongress said no. The people's representatives feared fiving too much power to the new central government. Decisions about education, they decided, should be made by each state and locla government. In fact, Amendment 10 was added to guarantee that “powers not delegated to the U.S. by the Constitution” would be reserved to state governments. One of these reserved powers was the right of the each state to provide for the education of its people, and decentralization ranks a primary decision-making feature in education.
• Nineteenth-century educator and reformer Horace Mann believed that, with knowledge and hard work, anyone could prosper. He maintained a more practical expectation of education, considering universal education “the great equalizer of the conditions of men,” a virtual cure for poverty. Massive immigration and industrialization gave rise to another kind of uniformity in American public education. Education was used to Americanize the children of foreigers to foster cultural conformity.
• In 1930, the distinguished educator George S.Counts, commenting on the popular faith of Americans in their schools, wrote: “Confront practically any group of citizens with a difficult problem in the sphere of human relations and they will suggest education as the solution…, and the school is looked upon as a worker of miracles. In fact, the school is the American road to culture.”
• Despite periodic waves oif criticism, the American faith in the school has persisted. And a great majority in the American population ticked “very important” when asked in the 1980s and mid-1990s whether “ America 's strength in the future depengs on developing the best education system in the world.”

教育是引擎驱动成功的美国梦.有机会学习知识和技能,获得向上流动的支付出去了希望百万计的美国人.但是,教育的目标发生了一些较大的社会不断转变的关注转变.
清教徒殖民者视为一种精神发展的源泉,重要的是宗教信仰自由的保护学校.每个人都预计将能够阅读圣经.在17世纪中叶,清教徒推出了两种做法仍然影响所有儿童Amercian青年：义务教育,公立学校的税收.
托马斯杰斐逊,民主,平等的理想,权力和公民应植根于教育,文盲和虐待或成立的人口将无法承担的责任外径自治. •华盛顿和他的继任者提出的第一个五年在全国开设的首都nantional大学,敦促一个总督工业奖与所有国家的统一标准nationlal学校体系的形成,但theCongress说没有.人民代表担心fiving太多的权力,新的中央政府.关于教育的决定,他们决定,应该由每个国家和locla政府.事实上,修订10个被添加到保证宪法所未授予美国的“权力”将保留给州政府.这些保留的权力之一,是每个国家的权利,为本国人民的教育,小学和权力下放队伍的决策在教育功能.
19世纪的教育家和改革者霍勒斯曼恩认为,知识和勤奋的工作,任何人都可以成功.他坚持的教育更切合实际的期望,考虑到普及教育“的人的条件非常均衡,”一个贫穷的虚拟治愈.大规模的移民和产业化产生了另一种在美国公共教育的一致性实物.教育是用来美化孩子们的是对外促进文化整合.•1930年,著名教育家乔治伯爵,学校对他们的评论是民众信心的美国人,说：“公民有问题的对抗几乎任何一个困难的小组在人类关系的领域,他们将建议教育作为解决方案...,学校是视为一个奇迹工作者.事实上,学校是美国文化的道路.“
尽管周期波法语国家国际组织的批评,在美国学校的信仰坚持.而在美国人口绝大多数打勾“非常重要”时,在20世纪80年代和90年代中期询问,“美国在发展中世界上最好的教育制度未来depengs实力.”