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  3. From the founding of Harvard College in 1636 until the Civil War, American university education was mostly about sending pious a

From the founding of Harvard College in 1636 until the Civil War, American university education was mostly about sending pious a

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问题     From the founding of Harvard College in 1636 until the Civil War, American university education was mostly about sending pious and hopefully well-read gentlemen forth into the world. As Louis Menand, a Harvard English professor and literary critic, has written, what Americans think of as the university is of【C1】______recent vintage. In 1862 the Morrill Act created land-grant universities, broadening opportunities for those for whom college had been a【C2】______impossibility. Menand and other historians of collegiate curriculums【C3】______that at Harvard in 1869, Charles William Eliot became president and created a culture in which the bachelor’s degree became the key credential for【C4】______professional education — a culture that came to【C5】______the rest of the American academy. The 19th century also saw the rise of the great European research university; the German model of scholar-teachers who educated undergraduates while【C6】______their own research interests moved across the【C7】______.
    The notion that a student should graduate with a broad base of knowledge is, in Menand’s words, "the most modern part of the modern university." It was only after World War I, in 1919,【C8】______Columbia College undertook a general-education course, called Contemporary Civilization.【C9】______reading classic texts — from Plato’s Republic to The Prince to the Declaration of Independence, with the Bible and Edmund Burke thrown in【C10】______— and discussing them in the context of enduring issues in human society, every student was【C11】______to engage with ideas that formed the mainstream of the American mind. The【C12】______for the move reflected a larger social and cultural concern with【C13】______the children of immigrants into American culture. Robert Maynard Hutchins【C14】______a similar approach at the University of Chicago. The courses were not about rote memorization; they were(and are) 【C15】reading followed by discussion. They were(and are)required of all students, something that【C16】______Columbia and Chicago apart from many other colleges — and still does.
    World War II helped【C17】______the Harvard Report of 1945, an effort by America’s oldest college to provide a common cultural basis not only for its elite students but also for the rising middle class. Students were【C18】______to read, for example, the great books. As the decades【C19】______, however, the assumption that there was a given body of knowledge or a given set of authors that had to be learned or read came【C20】______cultural and academic attack. Who was to say what was great? Why not let teachers decide what to teach and students decide what to study?
【C10】
选项 A、for good measure
B、with good intentions
C、in the end
D、after all
答案A
解析 从这个分词短语我们得知，学生需要阅读古典作品，从柏拉图的《理想国》、《王子》到《美国独立宣言》，另外还插入《圣经》和伯克的作品。with the Bible and Edmund Burkethrown in 10这个结构是with加上独立主格结构，thrown in是过去分词，意思是“插入”，之所以是过去分词，是因为《圣经》和伯克的作品与动词throw in之间是被动关系。选项for good measure意思是“另外”，如：He sold me the car at a cheap price andincluded the radio for good measure．他廉价卖给我这辆汽车，还奉送了收音机。atlength意思是“最后；详细地”；in the end是“最后”；after all是“毕竟”。
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