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美国中学生作文篇一：
The following essay was written by Edmund N. Carpenter, age 17, in June 1938 while he was a student in Lawrenceville, N.J. Carpenter would go on to win the Bronze Star for his service in World War II and to a civilian career as an attorney. A graduate of Harvard Law School, he became president of Richards, Layton & Finger, a law firm. He died on Dec. 19, 2008 at age 87 and is survived by six children and 15 grandchildren:
It may seem very strange to the reader that one of my tender age should already be thinking about that inevitable end to which even the paths of glory lead. However, this essay is not really concerned with death, but rather with life, my future life. I have set down here the things which I, at this age, believe essential to happiness and complete enjoyment of life. Some of them will doubtless seem very odd to the reader; others will perhaps be completely in accord with his own wishes. At any rate, they compose a synopsis of the things which I sincerely desire to have done before I leave this world and pass on to the life hereafter or to oblivion.
Before I die I want to know that I have done something truly great, that I have accomplished some glorious achievement the credit for which belongs solely to me. I do not aspire to become as famous as a Napoleon and conquer many nations; but I do want, almost above all else, to feel that I have been an addition to this world of ours. I should like the world, or at least my native land, to be proud of me and to sit up and take notice when my name is pronounced and say, "There is a man who has done a great thing." I do not want to have passed through life as just another speck of humanity, just another cog in a tremendous machine. I want to be something greater, far greater than that. My desire is not so much for immortality as for distinction while I am alive. When I leave this world, I want to know that my life has not been in vain, but that I have, in the course of my existence, done something of which I am rightfully very proud.
Before I die I want to know that during my life I have brought great happiness to others. Friendship, we all agree, is one of the best things in the world, and I want to have many friends. But I could never die fully contented unless I knew that those with whom I had been intimate had gained real happiness from their friendship with me. Moreover, I feel there is a really sincere pleasure to be found in pleasing others, a kind of pleasure that can not be gained from anything else. We all want much happiness in our lives, and giving it to others is one of the surest ways to achieve it for ourselves.
Before I die I want to have visited a large portion of the globe and to have actually lived with several foreign races in their own environment. By traveling in countries other than my own I hope to broaden and improve my outlook on life so that I can get a deeper, and more complete satisfaction from living. By mixing the weighty philosophy of China with the hard practicalism of America, I hope to make my life fuller. By blending the rigid discipline of Germany with the great liberty in our own nation I hope to more completely enjoy my years on this earth. These are but two examples of the many things which I expect to achieve by traveling and thus have a greater appreciation of life.
Before I die there is another great desire I must fulfill, and that is to have felt a truly great love. At my young age I know that love, other than some filial affection, is probably far beyond my ken. Yet, young as I may be, I believe I have had enough inkling of the subject to know that he who has not loved has not really lived. Nor will I feel my life is complete until I have actually experienced that burning flame and know that I am at last in love, truly in love. I want to feel that my whole heart and soul are set on one girl whom I wish to be a perfect angel in my eyes. I want to feel a love that will far surpass any other emotion that I have ever felt. I know that when I am at last really in love then I will start living a different, better life, filled with new pleasures that I never knew existed.
Before I die I want to feel a great sorrow. This, perhaps, of all my wishes will seem the strangest to the reader. Yet, is it unusual that I should wish to have had a complete life? I want to have lived fully, and certainly sorrow is a part of life. It is my belief that, as in the case of love, no man has lived until he has felt sorrow. It molds us and teaches us that there is a far deeper significance to life than might be supposed if one passed through this world forever happy and carefree. Moreover, once the pangs of sorrow have slackened, for I do not believe it to be a permanent emotion, its dregs often leave us a better knowledge of this world of ours and a better understanding of humanity. Yes, strange as it may seem, I really want to feel a great sorrow.
With this last wish I complete the synopsis of the things I want to do before I die. Irrational as they may seem to the reader, nevertheless they comprise a sincere summary of what I truthfully now believe to be the things most essential to a fully satisfactory and happy life. As I stand here on the threshold of my future, these are the things which to me seem the most valuable. Perhaps in fifty years I will think that they are extremely silly. Perhaps I will wonder, for instance, why I did not include a wish for continued happiness. Yet, right now, I do not desire my life to be a bed of roses. I want it to be something much more than that. I want it to be a truly great adventure, never dull, always exciting and engrossing; not sickly sweet, yet not unhappy. And I believe it will be all I wish if I do these things before I die.
As for death itself, I do not believe that it will be such a disagreeable thing providing my life has been successful. I have always considered life and death as two cups of wine. Of the first cup, containing the wine of life, we can learn a little from literature and from those who have drunk it, but only a little. In order to get the full flavor we must drink deeply of it for ourselves. I believe that after I have quaffed the cup containing the wine of life, emptied it to its last dregs, then I will not fear to turn to that other cup, the one whose contents can be designated only by X, an unknown, and a thing about which we can gain no knowledge at all until we drink for ourselves. Will it be sweet, or sour, or tasteless? Who can tell? Surely none of us like to think of death as the end of everything. Yet is it? That is a question that for all of us will one day be answered when we, having witnessed the drama of life, come to the final curtain. Probably we will all regret to leave this world, yet I believe that after I have drained the first cup, and have possibly grown a bit weary of its flavor, I will then turn not unwillingly to the second cup and to the new and thrilling experience of exploring the unknown.
美国中学生作文篇二：
The biggest "infrastructure" challenge for the United States in the next decade is not the billions needed for railroads, highways and energy. It is the American school system, from kindergarten through the Ph.D. program and the postgraduate education of adults. And it requires something far scarcer than money -- thinking and risk-taking.
在下一个十年中，美国所遇到的最大的“基础结构”的挑战并不是花费几十亿美元用于铁路、公路和能源，而是美国的教育制度DD从幼儿园到博士的培养计划以及成人的教育。这需要的是比金钱更宝贵的东西DD思考和冒险。
The challenge is not one of expansion. On the contrary, the rapid growth in enrollment over the last 40 years has come to an end. By 1978, more than 93 percent of young people entering the labor force had at least an eighth-grade education. So even if the birthrate should rise somewhat, little expansion is possible for elementary and secondary school enrollments.
这种挑战不是推广教育的挑战;相反的情况是过去40年里入学人数的快速增长已经结束。到1978年，进入劳动大军的93%以上的青年人都至少受过8年教育。所以，即使人口出生率有所上升，小学和中学的入学人数也只是小幅度的增长。
The last 30 years of social upheaval are also over. Busing will continue to be a highly emotional issue in a good many large cities. And there will still be efforts to use schools to bring women into fields such as engineering that have traditionally been considered "male." But this shift has already been accomplished in many fields: half or more of the accounting students in graduate schools of business, for example, are now women. As for most other social issues, the country will no longer try to use schools to bring about social reform. It's becoming increasingly clear to policy makers that schools cannot solve all the problems of the larger community.
过去30年的社会动荡已经结束。用校车接送学生在许多大城市里仍将是一个带有高度感情色彩的问题。人们还将继续努力通过学校教育让妇女进军一些传统上被认为是属于“男性”的领域，如工程领域。但这种转换在许多领域已经完成。例如，现在在商学院会计专业的学生中，半数或半数以上的是女生。至于大部分别的社会问题，国家不会再利用学校来带动社会变革。决策者们愈加清晰：学校不能解决事关较大社会范围的全部问题。
Instead, the battle cry for the '90s will be the demand for performance and accountability. For 30 years, employers have been hiring graduates for their degrees rather than their abilities; employment, pay and often even promotion have depended on one's diploma. Now many major employers are beginning to demand more than the completion of school. Some of the major banks, for example, are studying the possibility of entrance examinations that would test the knowledge and abilities of graduates applying for jobs.
相反，90年代的强烈呼声将是要求工作表现和能承担责任。30年来，雇主们雇佣毕业生时只考虑学位而不是他们的能力;就业、薪水、甚至是提升常取决于文凭。现在，许多大雇主已经开始不仅仅看重完成学业。例如，一些大银行正在研究进行求职考试的可行性以便测试毕业生的知识和能力。
Students and parents, too, will demand greater accountability from schools, on all levels. It will be increasingly common to go to law against school districts and colleges for awarding degrees without imparting the skills that are supposed to go along with them. And many young people are already switching to practical "hard" subjects. Caring little about the so-called "youth culture" and the media, they have been shifting from psychology into medicine, from sociology into accounting and from black studies into computer programming.
学生和家长也对各类学校提出了更高的要求。将学区和学院告到法庭，因为它们只授予学位而没有传授学位所要求的技能，这种情况将会越来越多。许多年轻人已经开始转向实用的“硬件”课程，他们很少关心所谓的“青年文化”和媒体报道，已经从心理学转向医学，从社会学转到会计学，从黑人研究转向计算机程序设计。
Demand for education is actually going up, not down. What is going down, and fairly fast, is demand for traditional education in traditional schools.
对于教育的需要事实上是在上升而不是在下降。正在下降而且下降得相当快的是对传统学校的传统教育的需求。
Indeed, the fastest growing industry in America today may be the continuing professional education of highly schooled adults. Much of it takes place outside the education establishment -- through companies, hospitals and government departments that run courses for managerial and professional employees; or through management associations and trade associations. In the meantime, any number of private enterprises are organizing courses, producing training films and tapes and otherwise taking advantage of growth opportunities that universities shy away from.
实际上，当今美国增长最快的产业可能是已上了不少学的成年人的继续职业教育。这种教育大多是在教育机构进行的，通过公司、医院和政府部门进行的，这些单位为其聘用的管理人员和专业人员开设课程，或者通过管理协会或行业协会进行。与此同时，许多私人企业安排课程，制作用于培训的电影和磁带，并以其他方式利用着各种增长的机会，而这些机会是大学避而不用的。
The demand for continuing education does not take the form that most observers, including this writer, originally expected -- namely, "Great Books" classes for adults wanting to learn about the humanities, the arts, the "life of the mind." We face instead a growing demand for advanced professional education: in engineering and medicine, in accounting and journalism, in law and in administration and management.
对继续教育的要求不是采取大多数观察者、包括本文作者原来预期的形式DD即给想了解人文学科、艺术和心理的活动的成年人用“大部头书”上课。相反，我们面对的是对高级职业教育提出的日益增长的要求。如在工程和医疗、会计和新闻、法律和行政管理及经营方面。
Yet the adults who come back for such studies also demand what teachers of professional subjects are so rarely able to supply: a humanistic perspective that can integrate advanced professional and technical knowledge into a broader universe of experience and learning. Since these new students also need unconventional hours -- evenings, weekends or high-intensity courses that stuff a term's work into two weeks ?their demands for learning bring a vague but real threat to the school establishment.
然而，重返学校进行这类学习的成年人所要求的东西，却是专业课的老师几乎不能提供的：一种能把先进的专业技术知识汇集到经验和学识的更广阔的普遍体系中的人文主义的观点。由于这些学生需要利用业余时间学习，如晚上、周未或者说把一学期的内容浓缩成两周的高强度的课程DD他们对知识的需求给学校体制带来不易察觉但却真实的威胁。
The greatest challenge to education is likely to come from our new opportunities for diversity. We now have the chance to apply the basic findings of psychological, developmental and educational research over the last 100 years: namely, that no one educational method fits all children.
教育的最大挑战很可能源于我们对多样性选择的新机遇之中。我们现在可以应用过去100年中心理、发展教育等方面研究的成果，但任何一种教育方法不可能适合所有的儿童。
Almost all children are capable of attaining the same standards within a reasonable period of time. All but a few babies, for instance, learn to walk by the age of two and to talk by the age of three, but no two get there quite the same way.
几乎所有的儿童都能够在一个合理的时间内达到同样的水平。例如，除了极个别婴儿外，所有的孩子两岁学会走路，三岁会说话，但决没有两个孩子会按照完全一样的步骤获得这两种技能。
So too at higher levels. Some children learn best by rote, in structured environments with high certainty and strict discipline. Others gain success in the less structured "permissive" atmosphere of a "progressive” school. Some adults learn out of books, some learn by doing, some learn best by listening. Some students need prescribed daily doses of information; others need challenge and a high degree of responsibility for the design of their own work. But for too long, teachers have insisted that there is one best way to teach and learn, even though they have disagreed about what that way is.
在更高一级的水平上也是如此。一些孩子最适宜在非常稳定、纪律严明和规程严谨的环境中，靠死记硬背学习;而另一些孩子则能够在“进步的”学校里那种规程不甚严格的“随意”气氛中取得成功。有些成年人学习依靠书本，另一些人则靠动手，还有一些人靠听。因此学生规定出每天获取的信息量;而另外一些学生需要挑战性的压力，需要给自己的学习规划提出高标准的要求。但是长久以来，教师们坚持认为有一种最好的学习方法，尽管他们对于这种方法仍然各持己见。
A century ago, the greatest majority of Americans lived in communities so small that only one one-room schoolhouse was within walking distance of small children. Then there had to be "one right method" for everybody to learn.
100年前，绝大多数美国人居住在狭小的社区中，这社区小到只有一间校舍，连很小的孩子都可以步行上学。那时，也只能有“一种正确的方法”来让学生学习。
Today the great majority of pupils in the United States (and all developed countries) live in big cities with such density that there can easily be three or four elementary schools -- as well as secondary schools within each child's walking or bicycling distance. This enables students and their parents to choose between alternative routes to learning offered by competing schools.
现在，在美国(和其他发达国家)大部分的小学生都生活在人口稠密的大城市中。在这些城市中，每个孩子步行或骑自行车的距离内，非常容易地也可以找到三四所小学或中学。几所学校相互竞争使得学生和家长们可以择校就学。
Indeed, competition and choice are already beginning to infiltrate the school system. Private schools and colleges have shown an unusual ability to survive and develop during a period of rising costs and dropping enrollments elsewhere. All this presents, of course, a true threat to the public school establishment. But economics, student needs and our new understanding of how people learn are bound to break the traditional education monopoly just as trucks and airplanes broke the monopoly of the railroads, and computers and "chips" are breaking the telephone monopoly.
的确，竞争和选择已经开始参透到学校体制中，在别的学校费用上涨、入学人数下降之时，私立学校和学院却呈现出非凡的生存和发展能力。这对公立教育体制构成了真正的威胁。但正如卡车和飞机打破了铁路的垄断，计算机和“芯片”打破了电话的垄断一样，经济条件、学生需要和我们对于学习过程的新的认识，肯定会打破传统教育的垄断。
In the next 10 or 15 years we will almost certainly see strong pressures to make schools responsible for thinking through what kind of learning methods are appropriate for each child. We will almost certainly see great pressure, from parents and students alike, for result-focused education and for accountability in meeting objectives set for individual students. The continuing professional education of highly educated adults will become a third tier in addition to undergraduate and professional or graduate work. Above all, attention will shift back to schools and education as the central capital investment and infrastructure of a “knowledge society.”
在今后的10～15年中，我们肯定会看到：强大的压力能迫使学校去思考并找出适用于每个孩子的学习方法。我们肯定也会看到来自学生和家长方面的压力：他们要求重结果型的教育，要求学校要为达到给每个学生制定的目标负起责任来。在本科教育、专职和研究生教育之后还要有高学历成人的继续专职教育，这是第三种教育。毕竟，注意力将转回学校和教育上，把它们看作“知识社会”的重要的基本投资和基础结构。
文章标签：美国
