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Text I Matriculation Fixation

MATRICULATION FIXATION

Joe Queenan

 

1.      Two years ago, I was languishing in the waiting room of a Philadelphia hospital when a complete stranger unexpectedly began telling me about his daughter’s college plans. As my seventy-nine-year-old mother was recovering from major surgery that afternoon, I could not give him my complete and undivided attention. But as the briefing session wore on, I did manage to garner most of the relevant details.

 

2.      The girl, bright but not brilliant, had been accepted to a first-tier university without financial aid but had also been accepted to a local, second-echelon university where she was promised a free ride. Money being tight, with other college-bound children in the family queue, the man had persuaded his daughter to accept the second university’s offer. Now he was worried that she would one day rue this decision. Because she would be graduating from a less prestigious institution, fewer contacts would be made and fewer doors would be opened. Her degree would put her within striking distance of the yellow brick road, but not physically on the road itself.

 

3.      As a man of the world accustomed to being told the most intimate details about complete strangers’ marriages, careers, and hobbies, I had long ago acquired the requisite skills to mediate this crisis. I told the man that many of my high school classmates had graduated from the second-tier university in question and had gone on to live rich, full lives.

 

4.      I told him that I myself had graduated from a second-echelon Philadelphia university not unlike the one his daughter was entering, and had managed to carve out a nice little niche for myself. I told him that my college days had been among the happiest of my life, that the sun never set without my thanking God for the illumination and inspiration provided by my talented, dedicated professors. Pressed for biographical data, I explained that I was a freelance writer, ticked off a list of my credentials, and said I was pretty happy with the way my career had turned out.

 

5.      The man had never heard of me, had never read anything I’d written. Though he tried to feign interest in my pathetic curriculum vitae, I could see that he was devastated. By following an academic path similar to mine, his daughter, who was also planning a career in journalism, was going to end up as big a failure as I.

 

6.      I never did find out why he was visiting the hospital.

 

7.      I mention this incident because it illustrates the neurotic gabbiness that afflicts parents when it comes time to send their children to college. I know whereof I speak. Next fall, my daughter goes to college. Three years later my son will follow suit. I will be sorry to see them go; over the years they have proved to be remarkably amusing. But every dark cloud has a silver lining. Once my children have left the house, I will never again have to participate in a mind-numbing discussion about where my children or my friends’ children or my neighbors’ children are going to college, and why. On this subject, I am completely lapped out.

 

8.      This lack of interest does not stem from pure selfishness or unalloyed contempt for other people’s offspring. Rather, I feel this way because I find almost all conversations about the college selection process to be banal, self-aggrandizing, self-flagellatory, or punitive. I’d rather talk about cribbage.

 

9.      The most infuriating conversation is the one where the parent clearly seeks a decisive, career-validating moment of emotional closure. Such individuals believe that securing admission to a top-flight university provides a child with an irrevocable passport to success, guaranteeing a life of uninterrupted economic mirth. Parents such as these upwardly mobile chuckleheads exude an almost Prussian3 belligerence when announcing their children’s destinations, congratulating themselves on a job well done, while issuing a sotto voce taunt to parents of the less gifted. For them, the hard part of child rearing is now over. Junior went to the right prep, made the right friends, signed up for the right activities, and is now headed for the right school. Now we can get the heck out of here and move to Tuscany.

 

10.   But in reality, life doesn’t end at age seventeen. Or twenty-one! In real life, some children get the finest educations but still become first-class screwups. My own profession is filled with people who went to the right school but ended up in the wrong career.  Some of those boys and girls most likely to succeed are going to end up on welfare or skid row. At which point they’ll need parental input. Or cash. A parent’s responsibility doesn’t end once the kids leave. A parent’s responsibility never ends. That’s why Nature gives you the job.4

 

11.   A second, far more numerous class of obsessives consists of people who suddenly realize that their Brand X children aren’t going to make the cut. Seventeen years of unread textbooks, unvisited museums, and untaken AP courses are now finally taking their toll, and those grandiose delivery-room dreams of Amherst5, Bard6, and Duke7 are suddenly going up in smoke. Bashfully, shamefacedly, miserably, these parents now mumble the names of the glamourless institutions their progeny are skulking off to. Invariably, they are colleges you never heard of in towns no one wants to visit in states whose capitals only repeat winners on  Jeopardy!8 can name. The market has spoken, the glum parental expressions seem to say. My child is an idiot.

 

12.   But once again, reality has a way of upsetting the worst-laid plans of mice and Mensa9. Some kids are late bloomers. Some kids are better off in a less competitive environment. Lots of people achieve huge success in this society without a degree from a prestigious university. Just because your child has failed to clear the first, or even the twentieth, hurdle doesn’t mean you should disown him. Matisse didn’t get rolling until he was in his forties.10 Bill Gates11, David Geffen12, Michael Dell13, Graydon Carter14, and adonna15 are all college dropouts. Ronald Reagan16 attended tiny Eureka college, while Warren Buffet17 went to Football U in Lincoln, Nebraska. Despite what you may have read in F. Scott Fitzgerald18 (who dropped out of Princeton in 1917), life doesn’t have just one act. There is often Act Two. And Act Five. Not to mention the sequels. Matriculation fixation reaches its dottiest form during the obligatory campus visit. Here it is never entirely clear what parents are looking for, particularly in high-profile institutions whose renown has in some way preceded them. During a recent visit to MIT, I watched the first thirty seconds of an admissions office video poking fun at the university’s reputation as a nerd factory. While my wife and daughter watched the rest of the video, which assured applicants that MIT nerds were hard to find, I took a stroll around the campus. I saw a lot of nerds. And I do not mean this as a criticism.

 

13.   Later that morning, a guide showed a bunch of us around the campus. At one juncture, she pointed out a restaurant where students could grab a fast, inexpensive meal. “How much?” asked one high-strung mother. “About eight bucks,” she was told. The woman shuddered, noting that forking over eight dollars for dinner every night could get pretty darned expensive.

 

14.   “It’s going to cost you forty grand to send your kid to school here,” I interjected. “Don’t start worrying about dinner prices.”

 

15.   Since that visit this fall, this incident has become an invaluable part of my repertory. Now, whenever I am dragooned into the 30,000th interminable conversation about the college selection process, I indicate that sedulous monitoring of on-campus restaurant prices should be a vital component of the winnowing procedure, particularly vis-à-vis panini. People who hear me say things like this can’t decide whether I am insensitive or ornery or flat-out dumb. Well, let’s just put it this way: I was never MIT material.

 


下一节:Unit 4_text-related information

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高级英语2课程列表:

Chapter 1 Introduction to the Course

-Advanced English II: An Introduction

Chapter 2 Unit 1 A Class Act

-Pre-reading Activities

--Text I A Class Act

--Unit 1_text-related Information

-While-reading Activities

--Text Comprehension_1

--Text Comprehension_2

--Unit 1_structure analysis

--Unit 1_writing strategies

--Unit 1_language study

-After-reading Activities

--Language Work

--Translation

--Additional Reading

--Listening Practice

Chapter 3 Unit 2 Bards of the Internet

-Pre-reading Activities

--Text I Bards of the Internet

--Unit 2_text-related information

-While-reading Activities

--Text Comprehension_1

--Text Comprehension_2

--Unit 2_structure analysis

--Unit 2_writing stategies

--Unit 2_language study

-After-reading Activities

--Language Work

--Translation

--Additional Reading

--Listening Practice

Chapter 4 Unit 4 Matriculation Fixation

-Pre-reading Activities

--Text I Matriculation Fixation

--Unit 4_text-related information

-While-reading Activities

--Text Comprehension_1

--Text Comprehension_2

--Unit 4_structure analysis

--Unit 4_writing strategies

--Unit 4_language study

-After-reading Activities

--Language Work

--Translation

--Additional Reading

--Listening Practice

Chapter 5 Unit 5 A Few Kind Words for Superstition

-Pre-reading Activities

--Text I A Few Kind Words for Superstition

--Unit 5_text-related information

-While-reading Activities

--Text Comprehension_1

--Text Comprehension_2

--Unit 5_structure analysis

--Unit 5_writing strategies

--Unit 5_language study

-After-reading Activities

--Language Work

--Translation

--Additional Reading

--Listening Practice

Chapter 6 Unit 7 I'd Rather Be Black Than Female

-Pre-reading Activities

--Text I I’d Rather Be Black than Female

--Unit 7_text-related information

-While-reading Activities

--Text Comprehension_1

--Text Comprehension_2

--Unit 7_structure analysis

--Unit 7_writing strategies

--Unit 7_language study

-After-reading Activities

--Language Work

--Translation

--Additional Reading

--Listening Practice

Chapter 7 Unit 8 Two Truths to Live By

-Pre-reading Activities

--Text I Two Truths to Live By

--Unit 8_text-related information

-While-reading Activities

--Text Comprehension_1

--Text Comprehension_2

--Unit 8_structure analysis

--Unit 8_writing strategies

--Unit 8_language study

-After-reading Activities

--Language Work

--Translation

--Additional Reading

--Listening Practice

Chapter 8 Unit 9 How to Grow Old

-Pre-reading Activities

--Text I How to Grow Old

--Unit 9_text-related information

-While-reading Activities

--Text Comprehension_1

--Text Comprehension_2

--Unit 9_structure analysis

--Unit 9_writing strategies

--Unit 9_language study

-After-reading Activities

--Language Work

--Translation

--Additional Reading

--Listening Practice

Text I Matriculation Fixation笔记与讨论

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