liberal democratic party is the newest of the major national parties. （)

What is the requirement of the most liberal wing of the Democratic Party？ ()

A． They want a more direct actiom

B． They want an incomes policy to check inflation．

C． They want to rebuild industry．

D． They want a wall of protective tariffs．

A.the Labour Party, the Conservative Party

B.the Republican Party, the Democratic Party

C.the Labour Party, the Liberal Democrats

D.the Conservative party, the Liberal Democrats

A.the Labour Party

B.the Conservative Party

C.the Liberal Party

D.the Social Democratic Party

of the following is NOT mentioneds one of the politicl groups Communists. B．Socilists. C．The Liberl Democrtic. D．Reform. Group.

A．Communists．

B．Socialists．

C．The Liberal DemocratiC

D．Reform． Group．

r the liberal arts in higher education isn’t an either/or proposition (命题), although the current emphasis on preparing young Americans for STEM (science, technology, engineering, maths) -related fields can make it seem that way.

The latest congressional report acknowledges the critical importance of technical training, but also asserts that the study of the humanities (人文科学) and social sciences must remain central components of America’s educational system at all levels. Both areas are critical to producing citizens who can participate effectively in our democratic society, become innovative (创新的) leaders, and benefit from the spiritual enrichment that the reflection on the great ideas of mankind over time provides.

Parents and students who have invested heavily in higher education worry about graduates’ job prospects as technological advances and changes in domestic and global markets transform. professions in ways that reduce wages and cut jobs. Under these circumstances, it’s natural to look for what may appear to be the most “practical” way out of the problem: “Major in a subject designed to get you a job” seems the obvious answer to some, though this ignores the fact that many disciplines in the humanities characterized as “soft” often, in fact, lead to employment and success in the long run. Indeed, according to surveys, employers have expressed a preference for students who have received a broadly-based education that has taught them to write well, think critically, research creatively, and communicate easily.

Moreover, students should be prepared not just for their first job, but for their 4th and 5th jobs, as there’s little reason to doubt that people entering the workforce today will be called upon to play many different roles over the course of their careers. The ones who will do the best in this new environment will be those whose educations have prepared them to be flexible. The ability to draw upon every available tool and insight—picked up from science, arts, and technology—to solve the problems of the future, and take advantage of the opportunities that present themselves, will be helpful to them and the United States.

56. What does the latest congressional report suggest？

A. STEM-related subjects help students find jobs in the information society.

B. The humanities and STEM subjects should be given equal importance.

C. The liberal arts in higher education help enrich students’ spiritual life.

D. Higher education should be adjusted to the practical needs of society.

57. What is the main concern of students when they choose a major？

A. Their interest in relevant subjects.

B. The academic value of the courses.

C. The quality of education to receive.

D. Their chances of getting a good job.

58. What does the author say about the so-called soft subjects？

A. They benefit students in their future life.

B. They broaden students’ range of interests.

C. They improve students’ communication skills.

D. They are essential to students’ healthy growth.

59. What kind of job applicants do employers look for？

A. Those who have a strong sense of responsibility.

B. Those who are good at solving practical problems.

C. Those who are likely to become innovative leaders.

D. Those who have received a well-rounded education.

60. What advice does the author give to college students？

A. Seize opportunities to tap their potential.

B. Try to take a variety of practical courses.

C. Prepare themselves for different job options.

D. Adopt a flexible approach to solving problems.

onomic or social terms. And they talked about education as essential to the public good--a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self- improvement. Over and over again the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.

The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as in the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.

In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form. of unum (one out of many used on the Great Seal of the U. S. and on several U. S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues--especially of New England--of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.

According to the passage, the founders of the Republic regarded education primarily as ______.

A．a religious obligation

B．a private matter

C．a matter of individual choice

D．a political necessity

A.文学的

B.书面的

C.自由的

A.自由主义

B.大学文科

C.自由艺术

D.人文主义

A.long

B.lively

C.lasting

D.liberal