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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 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.
3. The author states that textbooks written in the middle part of the nineteenth century
(A) departed radically in tone and style from earlier textbooks
(B) mentioned for the first time the value of liberty
(C) treated traditional civic virtues with even greater reverence
(D) were commissioned by government agencies
(E) contained no reference to conservative ideas
求问各位大佬，有人知道为啥选C吗？我实在是看了半天也不明白C哪里对了，主要是没找到哪里体现了greater reverence.
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发表于 2022-5-26 20:32:26
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