新視野大學英語讀寫教程第三冊unit3-a Where Principles Come First
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Section (A)
Where Principles Come First
The Hyde School operates on the principle that if you teach students the merit of such values as truth, courage, integrity, leadership, curiosity and concern, then academic achievement naturally follows. Hyde School founder Joseph Gauld claims success with the program at the $18,000-a-year high school in Bath, Maine, which has received considerable publicity for its work with troubled youngsters. "We don't see ourselves as a school for a type of kid," says Malcolm Gauld, Joseph's son, who graduated from Hyde and is now headmaster. "We see ourselves as preparing kids for a way of life — by cultivating a comprehensive set of principles that can affect all kids."
Now, Joe Gauld is trying to spread his controversial Character First idea to public, inner-city schools willing to use the tax dollars spent on the traditional program for the new approach. The first Hyde public school program opened in September 1992. Within months the program was suspended. Teachers protested the program's demands and the strain associated with more intense work. This fall, the Hyde Foundation is scheduled to begin a preliminary public school program in Baltimore. Teachers will be trained to later work throughout the entire Baltimore system. Other US school managers are eyeing the program, too. Last fall, the Hyde Foundation opened a magnet program within a public high school in the suburbs of New Haven, Connecticut, over parents' protests. The community feared the school would attract inner-city minority and troubled students.
As in Maine the quest for truth is also widespread at the school in Connecticut. In one English class, the 11 students spend the last five minutes in an energetic exchange evaluating their class performance for the day on a 1-10 scale. "I get a 10." "I challenge that. You didn't do either your grammar or your spelling homework." "OK, a seven."
"You ought to get a six." "Wait, I put my best effort forth here." "Yeah, but you didn't ask questions today." Explaining his approach to education, Joe Gauld says the conventional education system cannot be reformed. He notes "no amount of change" with the horse and carriage "will produce an automobile".
The Hyde School assumes "every human being has a unique potential" that is based on character, not intelligence or wealth. Conscience and hard work are valued. Success is measured by growth, not academic achievement. Students are required to take responsibility for each other. To avoid the controversy of other character programs used in US schools, Gauld says the concept of doing your best has nothing to do with forcing the students to accept a particular set of morals or religious values. The Hyde curriculum is similar to conventional schools that provide preparation for college, complete with English, history, math and science. But all students are required to take performing arts and
sports, and provide a community service. For each course, students get a grade for academic achievement and for "best effort". At Bath, 97% of the graduates attend four-year colleges. Commitment among parents is a key ingredient in the Hyde mixture. For the student to gain admission, parents also must agree to accept and demonstrate the school's philosophies and outlook.
The parents agree in writing to meet monthly in one of 20 regional groups, go to a yearly three-day regional retreat, and spend at least three times a year in workshops, discussion groups and seminars at Bath. Parents of Maine students have an attendance rate of 95% in the many sessions. Joe and Malcolm Gauld both say children tend to do their utmost when they see their parents making similar efforts. The biggest obstacle for many parents, they say, is to realize their own weaknesses. The process for public school parents is still being worked out, with a lot more difficulty because it is difficult to convince parents that it is worthwhile for them to participate. Of the 100 students enrolled in New Haven, about 30% of the parents attend special meetings. The low attendance is in spite of commitments they made at the outset of the program when Hyde officials interviewed 300 families.
Once the problems are worked out, Hyde should work well in public schools, says a teacher at Bath who taught for 14 years in public schools. He is optimistic that once parents make a commitment to the program, they will be daily role models for their children, unlike parents whose children are in boarding schools. One former inner-city high school teacher who now works in the New Haven program, says teachers also benefit. "Here we really begin to focus on having a fruitful relationship with each student. Our focus is really about teacher to student and then we together deal with the…academics. In the traditional high school setting, it's teacher to the material and then to the student." The teacher-student relationship is taken even further at Hyde. Faculty evaluations are conducted by the students.
Jimmy DiBattista, 19, is amazed he will graduate this May from the Bath campus and plans to attend a university. Years ago, he had seen his future as "jail, not college".
DiBattista remembers his first days at Hyde. "When I came here, I insulted and cursed everybody. Every other school was, 'Get out, we don't want to deal with you. 'I came here and they said, 'We kind of like that spirit. We don't like it with the negative attitudes. We want to turn that spirit positive.'"
Words: 903
New Words
publicity n. 1.公眾的注意；名聲 2.（商業(yè)）廣告，宣傳，宣揚
cultivate vt. 1.培養(yǎng)，陶冶，發(fā)展 2.耕種，耕作
comprehensive a. 綜合的，全面的，廣泛的
controversial a. 有爭議的，引起爭議的
suspend vt. 1.暫停，中止 2.懸掛
strain n. 1.（對精力、體力、能力的）苛求，壓力 2.拉緊，繃緊 vt. 1.扭傷，損傷 2.拉緊，繃緊 3.盡力使用，使緊張 vi. 竭力，盡全力
preliminary a. 預備的，初步的 n. 初步做法，準備工作
magnet n. 1.有強大吸引力的人或物 2.磁鐵，磁體
minority n. 1.少數(shù)民族 2.少數(shù)，少數(shù)派
▲quest n. 探尋，尋求，研究
▲energetic a. 精力充沛的，充滿活力的
grammar n. 語法，語法規(guī)則
conventional a. 常規(guī)的，慣例的，傳統(tǒng)的
reform v. 改革，改進，改良 n. 改革，改造
controversy n. 爭議，爭論
moral n. 1.行為標準，道德規(guī)范；品行 2.寓意 a. 道德的
▲curriculum n. 課程
preparation n. 1.準備，預備 2.準備工作，準備措施
mixture n. 1.混合物 2.混合
admission n. 1.允許進入，準許加入 2.承認，供認
outlook n. 1.觀點，看法 2.前景
monthly ad. 每月地；每月一次地 a. 每月的；每月一次的 n. 月刊
workshop n. 1.研討會，講習班 2.車間，工場，作坊
▲seminar n. 研討會
▲attendance n. 1.出席人數(shù) 2.到場，出席，參加 3.護理，照料
session n. 1.(從事某項活動的) 一段時間 2.學年；學期；上課時間
utmost n. 極限，最大限度 a. 最大的，極度的
worthwhile a. 值得（做）的
outset n. 開端，開始
optimistic a. 樂觀的，有信心的
fruitful n. 有成果的，成功的
faculty n. 1.全體教員 2.能力，才能，資質
campus n. 校區(qū)，校園
jail n. 監(jiān)獄；監(jiān)禁 vt. 監(jiān)禁，拘留
insult vt. 侮辱，辱罵 n. 侮辱，辱罵
curse v. 詛咒，咒罵 n. 詛咒，咒罵
Phrases and Expressions
see sb./sth. as 認為某人或某物是……
prepare sb. for sth. 使做好準備
spread (sth.) to （使）傳播
be willing to do 愿意做某事，不反對做某事
spend sth. on sth. / (in) doing sth. 在……上花費時間或金錢
be scheduled to do 被安排，定于
over protest 在有異議的情況下
take responsibility for 對... ...負責任
complete with 包括，備有
do one's utmost 竭盡全力
work out 計劃，設計，想出 解決難題，找到... ...的方法
focus (sth.) on （使）集中于
kind of 有點，有幾分
Proper Names
Hyde School 海德中學
Joseph Gauld 約瑟夫·高爾德
Bath, Maine 緬因州巴思市
Malcolm Gauld 馬爾科姆·高爾德
Joe 喬 (Joseph的昵稱)
Hyde Foundation 海德基金會
Baltimore 巴爾的摩（美國馬里蘭州中北部港市）
New Haven,Connecticut 康涅狄格州紐黑文市
Jimmy DiBattista 吉米·迪巴蒂斯塔
品德至上
海德中學的辦學宗旨是：如果你向學生傳授諸如誠實、勇敢、正直、領導能力、好奇心和關心他人等美德的話，學生的學習成績自然就會提高。該校的創(chuàng)始人約瑟夫·高爾德聲稱學校的教學計劃很成功。 海德中學坐落在緬因州巴思市，每年的學費高達1.8萬美元，因其教導問題少年有方而遐邇聞名。
"我們并不把自己看作一所專為某一類孩子而開設的學校，"馬爾科姆·高爾德說。他是約瑟夫的兒子，畢業(yè)于海德中學，現(xiàn)任海德中學校長。" 我們把幫助孩子培養(yǎng)一種生活方式看作自己的職責，辦法是倡導一整套能影響所有孩子的價值觀念。"
現(xiàn)在，喬·高爾德(約瑟夫·高爾德)正試圖將他尚有爭議的"品德第一"的理念向市中心貧民區(qū)的公立學校推廣。這些學校愿將用于傳統(tǒng)教學計劃的稅金用于實施這一新的教學方法。 第一個海德公立學校教學計劃始于1992年9月。 但幾個月后，該計劃即告暫停。 教師們對教學計劃的過高要求以及高強度工作所帶來的壓力表示抗議。
今年秋天，海德基金會計劃在巴爾的摩啟動公立學校預備教學計劃。 教師要接受培訓，以便今后能在整個巴爾的摩體系內勝任工作。 美國其他學校的領導們也在關注這個教學計劃。 去年秋天，在家長的一片抗議聲中，海德基金會在康涅狄格州紐黑文市郊區(qū)的一所中學內啟動了一個引人注目的教學計劃。 當?shù)鼐用駬脑撔？赡苷羞M來市中心貧民區(qū)的少數(shù)民族學生和問題學生。
就像在緬因州那樣，求真也在康涅狄格州的這所中學得到廣泛推崇。 在一堂英語課上，11名學生用最后的五分鐘展開激烈的討論，依照1-10的評分標準相互評價他們當天的課堂表現(xiàn)。
"我得10分。"
"我有意見，你沒做語法作業(yè)，也沒有做拼寫練習。"
"那好，就7分吧。"
"你只能得6分。"
"等等，我可是全力以赴的。"
"是的，可你今天沒提問。"
在解釋自己的教育方法時，喬·高爾德指出，傳統(tǒng)的教育體制不能只是改革。 他說"無論怎樣改革"，馬和馬車"都改革不出汽車" 。 海德中學認為"每一個人都有自己的獨特潛能"，這種潛能的基礎是品格而不是智力或財富。 良知和苦干受到推崇。 成功是由成長來衡量，而不是由學習成績來評定。 學生必須相互負責。 為了避免美國中學使用的其他品格培養(yǎng)方案所引發(fā)的爭議，高爾德解釋說，"全力以赴"這一概念并不是要強迫學生接受某一套道德原則或宗教觀念。
海德中學的課程與那些開設大學預科課程的常規(guī)學校相似，設置完整，包括英語、歷史、數(shù)學和自然科學。 但所有的學生都必須修習表演藝術和體育，還要提供社區(qū)服務。 在每門課程中，學生都會得到一個綜合了學習成績和"努力程度"的分數(shù)。 在巴思市，97%的海德中學畢業(yè)生都升入了本科。
在海德中學的綜合教育中，父母的參與是一個關鍵的組成部分。 為了使孩子被該校錄取，家長也必須同意接受并實踐學校的思想和觀點。 家長簽約同意每月出席一次區(qū)小組會議（共20個區(qū)小組），每年去區(qū)休養(yǎng)所三天，每年至少參加三次巴思市的研修班、討論組和研討會。 在很多活動中，緬因州學生家長的出席率高達95%。 喬和馬爾科姆都說，當孩子們見到自己的父母都在全力以赴時，他們也會竭盡全力。 他們說，對許多家長而言，最困難的是讓他們意識到自己的不足。
公立學校學生家長的活動計劃仍在制定之中。這項工作的困難要大得多，因為很難使家長相信自身的參與很有價值。 在紐黑文市錄取的100名學生中，有30%左右的家長出席了各類特別會議。 這一低出席率違背了他們在教學計劃開始實施時所做的承諾，當時海德中學的官員曾走訪了300個家庭。
巴思市一名在公立學校教書達14年之久的教師說，一旦問題得到解決，海德教學計劃就會在公立學校中獲得成功。 他很樂觀地相信，一旦家長們投入到計劃當中，他們就會成為孩子們日常行為的榜樣，這一點與寄宿學校的學生家長完全不同。
一名曾任教于市中心貧民區(qū)學校的教師如今在實踐紐黑文教學計劃。他說，教師也能從中受益。" 在這里，我們真正開始集中精力與每一個學生建立卓有成效的關系。 我們的重點真的是先考慮師生關系，然后是師生共同研討……學業(yè)。 而在傳統(tǒng)的中學里，是先考慮教師和教材的關系，然后再考慮師生關系。" 師生關系在海德中學被進一步深化了。 對教職員工的評估也由學生來進行。
19歲的吉米·迪巴蒂斯塔今年5月將從巴思校區(qū)畢業(yè)，并準備升入大學。對此他感到驚奇。 幾年前，他還覺得自己的前途"是在監(jiān)獄，而不是在大學"。
迪巴蒂斯塔還記得他剛到海德中學時的情景。
"我來這兒時，見人就侮辱，就咒罵。 其他每所學校都會說：'滾出去！我們這兒不要你。'我來到這兒，他們卻說： '我們有幾分喜歡這種活力，但并不喜歡它消極的一面，而是要將它轉化成積極的一面。'"
