L-6-3-26

26。Proposals for extending the United States school year to bring it more in line with its European and Japanese counterparts are often met with the objection that curtailing the school's three-month summer vacation would violate an established United States tradition dating from the nineteenth century. However, this objection misses its mark. True, in the nineteenth century, the majority of schools closed for three months every summer, but only because they were in rural areas where successful harvests depended on children labor. If any policy could be justified by those appears to tradition. It would be the policy of determining the length of the school year according to the needs of the economy.

26. The argument counters the objection by

(A) providing evidence to show that the objection rallies on a misunderstanding about the amount of time each year United States schools traditionally have been closed

(B) calling into question the relevance of information about historical practices to current disputes about proposed social change

(C) arguing for an alternative understanding of the nature of the United States tradition regarding the length of the school year

(D) showing that those who oppose extending the school year have no genuine concern for tradition

（C）

(E) demonstrating that tradition justifies bringing the United States school year in line with that of the rest of the industrialized world

我选了b，

请问我的理解那里出错了？

The reasoning line:

Proponent: Can’t violate longstanding tradition----can’t curtail the length of vacation

Dissenter: harvest need(economic reason)----can’t violate longstanding tradition

                 So economic reason----can’t curtail the length of vacation

The dissenter just reinterpret the deep connotation of the proponent’s viewpoint, it is the dissenter who link the tradition to the problem, so to him the tradition is pretty relevant to the understanding of the problem.

That is all the dissenter said. You may think that the dissenter mean the old tradition can not be applied today, that is the “irrelevance”, but the stimulus never goes that far. So this is your own interpretation.

Traditionalists 没学三个代表，也没参加保先教育，没做到与时俱进。