阅读理解 To produce the upheaval in the United States that changed and modernized the domain of higher education from the mid 1860's to the mid 1880's, three primary causes interacted. The emergence of a half dozen leaders in education provided the personal force that was needed. Moreover, an outcry for a fresher, more practical, and more advanced kind of instruction arose among the alumni and friends of nearly all of the old colleges and grew into a movement that overrode all conservative opposition. The aggressive "Young Yale" movement appeared, demanding partial alumni control, a more liberal spirit, and a broader course of study. The graduates of Harvard University simultaneously rallied to relieve the University's poverty and demand new enterprise. Education was pushing toward higher standard in the East by throwing off church leadership everywhere, and in the west by finding a wider range of studies and a new sense of public duty.
The old style classical education received its most crushing blow in the citadel of Harvard University, where Dr. Charles Elliot, a young captain of thirty five, son of a former treasurer of Harvard, led the progressive forces. Five revolutionary advances were made during the five years of Dr. Elliot administration. They were the elevation and amplification of entrance requirements, the enlargement of the curriculum and the development of the elective system, the recognition of graduate study in the liberal arts, the raising of professional training in law, medicine, and engineering to a postgraduate level, and the fostering of greater maturity in student life. Standards of admission were sharply advanced in 1872—1873 and 1876—1877. By the appointment of a dean to take charge of student affairs, and a wise handling of discipline, the undergraduates were led to regard themselves more as young gentlemen and less as young animals. One new course of study or another was opened up—science, music, the history of the fine arts, advanced Spanish, political economy, physics, classical philosophy, and international law.

单选题 41.The passage mainly deals with______.

单选题 42.According to the passage, what can be inferred about Harvard University before the innovations?

【正确答案】 B

【答案解析】根据文中第二段的“The old style classical education received its most crushing blow in the citadel of Harvard University…and the fostering of greater maturity in student life．Standards of admission were sharply advanced in 18721873 and 18761877．”可知，在哈佛大学的城堡里，旧式的经典教育受到了最具毁灭性的打击。在查尔斯艾略特博士管理大学的第年取得了五个革命性的进展。那就是提高和加强入学要求，扩充课程和发展选修课，承认大学文科的研究生学习，将法学、医学和工程学的职业训练提高到研究生水平和促进学生生活的成熟。入学标准在1872年1873年及1876年1877年急剧提高。据此可知，改革后的人学标准提高，课程更加实用。A、C两项属于改革后的情形，不选。文中未提及学生的年龄大小，D项不正确。文中提到改革后促进了学生生活的成熟，从中可以推知B项正确。

单选题 43.Which of the following can be inferred from the passage about old style classical education?

【正确答案】 C

【答案解析】根据第二段的“the enlargement of the curriculum and the development of the elective system．．．One new course of study or another was opened up science，music．．．and international law．”可知，改革后扩充了课程并发展选修课，学校开设了个又个的新课程自然科学、音乐、美术史、高级西班牙语、政治经济学、物理、古典哲学和国际法。据此可以推知，在旧式的教育下，课程的设置不合理。C项正确。

单选题 44.Which of the following is not true?

【正确答案】 D

【答案解析】根据文中第一段的“Education was pushing toward higher standard in the East by throwing off church leadership everywhere，and in the west by finding a wider range of studies and a new sense of public duty．”可知，在东部地区的高等学府抛弃了教堂的领导，西部地区的学校则扩大了学习范围，树立了种新的社会责任感，由此教育不断地被推向更高的标准。D项说“社会责任感在19世纪末被忽视”，不正确。