Passage 4
Jill Ker Conway, president of Smith, echoes the prevailing view of contemporary technology when she says that “anyone in today’s world who doesn’t understand data processing is not educated,” But she insists that the increasing emphasis on these matters leave certain gaps. Says she: “The very strongly utilitarian emphasis in education, which is an effect of man-made satellites and the cold war, has really removed from this culture something that was very profound in its 18th and 19th century roots, which was a sense that literacy and learning were ends in themselves for a democratic republic.” In contrast to Plato’s claim for the social value of education, a quite different idea of intellectual purposes was advocated by the Renaissance humanists. Overjoyed with their rediscovery of the classical learning that was thought to have disappeared during the Dark Ages, they argued that the imparting of knowledge needs no justification-religious, social, economic, or political. Its purpose, to the extent that it has one, is to pass on from generation to generation the corpus of knowledge that constitutes civilization. “What could man acquire, by virtuous striving, that is more valuable than knowledge?” asked Erasmus, perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. “The educational process has no end beyond itself,” said John Dewey, “It is its own end.”
But what exactly is the corpus of knowledge to be passed on? In simpler times, it was included in the medieval universities’ Quadrivium (arithmetic, geometry, astronomy, music) and Trivium (grammar, rhetoric, logic). As recently as the last century, when less than 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorize and recite various Latin texts, and crusty professors angrily opposed the introduction of any new scientific discoveries or modem European languages. “They felt,” said regretfully Charles Francis Adams Jr, the Union Pacific Railroad president who devoted his later years to writing history, “that a classical education was the important distinction between a man who had been to college and a man who had not been to college, and that anything that diminished the importance of this distinction was essentially revolutionary and tended to anarchy.”
The first paragraph shows that Jill Ker Conway accepts utilitarian emphasis in education________.
根据第一段第二句“But she insists that the increasing emphasis on these matters leave certain gaps.”我们知道， 虽然吉尔·克尔·康维支持实用主义教育， 但是她认为实用主义教育仍然有一些欠缺， 故选择B项。
Education for education’s sake was probably opposed by________.
分析推理题。 短文第二段论述了文艺复兴时期的人文主义者的教育观点。 他们认为， 知识的传授不需要宗教、 社会、 经济或政治理由， 其目的仅仅是将知识整体代代传承下去， 还引用Erasmus和John Dewey的话，说明教育的目的就是教育本身（即题目中所说的“为教育而教育”） 。 而在说明这种观点时， 作者是将其与Plato（柏拉图） 的观点对立论述的， 因为段首即有In contrast to Plato’s claim for the social value of education（与柏拉图认为教育应具社会价值的观点相反） 一句， 据此可推知柏拉图应是反对这种观点的， 所以本题选D。
The idea that education transmits knowledge is dated back, to________.
根据第三段第二句“In simpler times, it was all included in the medieval universities’ Quadrivium (arithmetic,geometry, astronomy, music) and Trivium(grammar, rhetoric, logic).”在简单时代， 中世纪大学向学生传授四艺（算术、 几何、 天文、 音乐） 和三科（语法、 修辞、 逻辑） 的知识， 因此可判断教育传授知识的观点可以追溯剑中世纪大学， 选择B项。
It can be inferred that Charles Francis Adams Jr. ________.
根据第三段第四句“…Charles Francis Adams ...…the Union Pacific Railroad president who devoted his later years to writing history ...”即小查尔斯是太平洋铁路联盟的主席， 在晚年时期致力于历史写作， 故A项错误； 同时由此我们可以推断出他之所以谈论到教育问题， 只是将其作为其历史写作的一部分， 这并不能说明他是历史上的教育倡导者， 故不选择B项。 该段还提到， “他们认为古典教育是区别一个人有没有受过大学教育的重要标准， 而且还认为对这个标准的抹杀从根本上来说都是在制造革命， 并且很可能陷入混乱。 ”由此可判断他对古典教育持反对观点， 故选择C项。
According to the third paragraph, which of the following is true?
对应信息位于第三段第三句： As recently as the last century ... or modern European languages（近至上个世纪， 当美国上大学的人总共还不到5%的时候， 新英格兰教育机构里的学生却在被迫着主要记忆和背诵各种拉丁文本， 那些顽固的教授愤怒地反对引进任何新的科学发现或现代欧洲语言） 。 理解了这一句， 就不难发现A、 C、 D三项的说法都不正确， 只有B项中的official organizations是该句中establishments的改写， 意思上与原文相符， 因此就是本题答案。