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  3. (1) As the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist

(1) As the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist

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问题     (1) As the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education became training; and the student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility.
    (2) In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non-Anglo-Saxon, working-class, and lower-middle-class backgrounds. The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.
    (3) For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work.
    (4) The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and self-control came to distinguish the new apprentice. And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising.
Which of the following statements is TRUE of the first paragraph?
选项 A、Democratic ideas started with education.
B、Federalists were opposed to education.
C、New education helped confirm people’ s social status.
D、Old education had been in tune with hierarchical society.
答案D
解析 推理题。第一段开头提到：As the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment，a new conception of education began to emerge. Education was no longer a confirmation of a pre—existing status，but an instrument in the acquisition of higher status. 随着19世纪前半期民主权利的推广和随之而来的联邦主义者当权派的减少，教育的新概念出现了。教育不再是一种已有地位的认证，而是帮助人们获得更高地位的工具。
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