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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?
【C6】
选项 A、striving
B、pursuing
C、proposing
D、conceiving
答案B
解析 这个选项的出处句告诉我们“19世纪也兴起了了不起的欧洲研究性大学；在德国出现新的大学办学模式，大学教师也同时是学者，他们要给本科生上课，同时追求自己的研究兴趣”，根据这个题意，我们只能选择pursuing；strive是“努力”，后面跟不定式或介词for或after，如：He strove to be recognized as a musician．他力争成为一名社会公认的音乐家。strive for a breakthrough in cancer research力争在癌症研究方面有个突破：striveafter objectivity力求做到客观；propose是“提出”；conceive是“想；构思；怀”。
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