III. Blank Filling (10%)

To produce the upheaval in the United States that changed and 21 the domain of higher education from the mid1860's to the mid-1880's, three primary causes interacted the emergence of a half dozen leaders in education provided thepersonal force that was needed. Moreover, a(n) 22 for a fresher, more practical, and more advanced kind ofinstruction arose among the alumni and friends of nearly all of the old colleges and grew into a movement that 23 allconservative opposition. The aggressive Young Yale movement appeared, 24 partial alumni control, a more liberalspirit, and a broader course of study. The graduates of Harvard College 25 rallied to relieve the college’s povertyand demand new enterprise. Education was pushing toward higher standards in the East by throwing off church leadershipeverywhere, and in the West by finding a wider range of studies and a new sense of public duty. 

The old-style classical education 26 its most crushing blow in the citadel of Harvard College, where Dr.Charles Eliot, a young captain of thirty - five, son of a former treasurer of Harvard, led the 27 forces. Fiverevolutionary advances were made during the first years of Dr. Eliot's administration. They were the elevation and 28of entrance requirements, the enlargement of the curriculum and the development of the elective system, the recognition ofgraduate study in the liberal arts, the raising of professional training in law, medicine, and engineering to a postgraduatelevel, and the 29 of greater maturity in student life. Standards of admission were sharply advanced in 1872-1873 and1876-1877. By the appointment of a dean to take charge of student affairs, and a wise handling of discipline, theundergraduates were led to regard themselves 30 as young gentlemen and less as young animals. One new course ofstudy after another was opened up-science, music, the history of the fine arts, advanced Spanish, political economy,physics, classical philology, and international law.