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  3. 【F1】With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalis

【F1】With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalis

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问题 【F1】With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world.【F2】Education became training; and the student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility.
In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non-Anglo-Saxon, working-class and lower-middle-class backgrounds.【F3】The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.
【F4】For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work. The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift and self-control came to distinguish the new apprentice.【F5】And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising.
【F1】
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答案随着19世纪上半叶民主权利的扩展和接踵而至的联邦体制的衰退，一种新的教育观念开始浮现出来。
解析     本文是一篇介绍新教育体制观念的文章，其中叙述了该体制观念的产生及其与旧教育体制观念的不同之处。第一段：介绍随着民主权利的扩展以及联邦制度的削弱，产生了一种新的教育体制观念，并对该观念进行了详细的说明。第二段：指出19世纪，国家提供土地的学校为更多的人提供了机会，教育变得更职业化。第三段：指出教育对于两种不同社会阶层的人即“准绅士”和“学徒”的不同意义。
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