大全65

Passage 65 (2/22)

The founders of the Republic viewed their revolution primarily in political rather than economic or social terms. And they talked about education as essential to the public good—a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self-improvement. Over and over again (over and over again: adv.一再地) the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education (civic education: 公民教育) were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.

The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.

In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form of unum (one out of many used on the Great Seal (Great Seal: n. 国玺) of the U.S. and on several U.S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues-especially of New England-of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.

首先请教一下文中划线部分如何解释。

1.     The passage deals primarily with the

(A) content of early textbooks on American history and government

(B) role of education in late eighteenth-and early to mid-nineteenth-century America

(C) influence of New England Puritanism on early American values

(D) origin and development of the Protestant work ethic in modern America（A）

(E) establishment of universal free public education in America

第一题何以说明，这篇文章在说书本内容。

虽然文中第二段提到了一些，我觉得整个文章在说美国先期的教育的goal，essence。

这类主题题排除干扰项，有何诀窍阿？

本题C选项的greater reverence文章怎么体现出来呢？

搜了一下只找到一个讨论此文的老帖。 同问第一题，我感觉虽然文章讲了textbook如何如何但目的是讲founder通过education要到达的目的阿，而且感觉A中的content of textbook更着眼于细节。希望做个次题的朋友指点一下。

还有本题为何选d

4.Which of the following would LEAST likely have been the subject of an early American textbook?

(A) basic rules of English grammar

(B) the American Revolution

(C) patriotism and other civic virtues

(D) vocational education（D）

同问第一题

1.     The passage deals primarily with the

(A) content of early textbooks on American history and government

(B) role of education in late eighteenth-and early to mid-nineteenth-century America

(C) influence of New England Puritanism on early American values

(D) origin and development of the Protestant work ethic in modern America（A）

(E) establishment of universal free public education in America

为什么B不对? 请NN们赐教!

第三题试解答： In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues-especially of New England-of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority.

因为有values of liberty, equality, and a benevolent Christian morality被加到了civic virtues中

第一题试解答：

第一段提到All agreed that the principal ingredients of a civic education were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.

后面的两段是对这句话的具体展开。

A选项中提到content，与主题相关。

第四题试解答：

第一段提到And they talked about education as essential to the public good—a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self-improvement.

(D) vocational education属于occupational training。

谢谢everann!

但是第一题,A：在文中谈到哪些content呢？

而Ｂ：文章好象一直在强调civic education的政治地位

 content: All agreed that the principal ingredients of a civic education (civic education: 公民教育) were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.

第一段:讲了2个党派对教育内容设定的看法

第二段:textbook writers教育内容的具体操作

第三段:具体展开在2个党派指导方针下教育内容的大相同,小不同

不管怎样都是围绕着content在讨论的.

civic education的地位,没一直强调啊..