阅读理解
Americans today don't place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find. "Schools have always been in a society where practical is more important than intellectual, " says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. "Continuing along this path, " says writer Earl Shorris, "we will become a second-rate country. We will have a less civil society." "Intellect is resented as a form of power or privilege, " writes historian and professor Richard Hofstadter in Anti-intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines. School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
单选题
What do American parents expect their children to acquire in school?
【正确答案】
C
【答案解析】细节题。第一段中的“Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge．”指出即使学校也只是我们送孩子去接受实用教育，而不是让他们为了知识而去追求知识的地方。C项为此句中“to get a practical education”的同义改写，因此为正确答案。A项在文中没有提及。B项与原文本意恰恰相反，家长希望的是更实际些的东西，而不是真正的知识。D项过度推断，原文只提到了追求知识，而没有提到所谓的追求智慧。
单选题
We can learn from the text that Americans have a history of______.
【正确答案】
A
【答案解析】细节题。第四段中的“From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism．Practicality, common sense，and native intelligence have been considered more noble qualities than anything you could learn from a book．”指出，Hofstadter认为自历史之初，我们对民主化和大众化的渴望就驱使我们排斥任何带有精英优越论味道的东西，实用性、常识以及天分这些素质一直被视作比从书本里学得的任何东西都高贵。精英优越论味道的东西以及书本里面学到的东西等同于才智，可见美国有史以来就是反对才智主义的。故本题选A。B项与原文本意恰恰相反，C项与原文信息不符，D项在原文中找不到根据。
单选题
The views of Ravitch and Emerson on schooling are______.