2. 职称英语
  3. First note. I had better let the cat out of the bag at once and record rny o

First note. I had better let the cat out of the bag at once and record rny o

游客2024-12-29  37
问题     First note. I had better let the cat out of the bag at once and record rny opinion that the character of the English is essentially middle class. There is a sound historical reason for this, for, since the end of the eighteenth century, the middle classes have been the dominant force in our community. They gained wealth by the Industrial Revolution, political power by the Reform Bill of 1832; they are connected with the rise and organization of the British Empire; they are responsible for the literature of the nineteenth century. Solidity, caution, integrity, efficiency. Lack of imagination, hypocrisy. These qualities characterize the middle classes in every country, but in England they are national characteristics also, because only in England have the middle classes been in power for one hundred and fifty years. Napoleon, in his rude way, called us "a nation of shopkeepers." We prefer to call ourselves "a great commercial nation"—it sounds more dignified—but the two phrases amount to the same. Of course there are other classes: there is an aristocracy, there are the poor. But it is on the middle classes that the eye of the critic rests—just as it rests on the poor in Russia and on the aristocracy in Japan. Russia is symbolized by the peasant or by the factory worker; Japan by the samurai; the national figure of England is Mr. Bull with his top hat, his comfortable clothes, his substantial stomach, and his substantial balance at the bank. Saint George may caper on banners and in the speeches of politicians, but it is John Bull who delivers the goods. And even Saint George—if Gibbon is correct—wore a top hat once; he was an army contractor and supplied indifferent bacon. It all amounts to the same in the end.
    Second Note. Just as the heart of England is the middle classes, so the heart of the middle classes is the public school system. This extraordinary institution is local. It does not even exist all over the British Isles. It is unknown in Ireland, almost unknown in Scotland, and though it may inspire other great institutions—Aligarh, for example, and some of the schools in the United States— it remains unique, because it was created by the Anglo-Saxon middle classes, and can flourish only where they flourish. How perfectly it expresses their character—far better for instance, than does the university, into which social and spiritual complexities have already entered. With its boarding-houses, its compulsory games, its system of prefects and fagging, its insistence on good form and on esprit de corps, it produces a type whose weight is out of all proportion to its numbers.
    On leaving his school, the boy either sets to work at once—goes into the army or into business, or emigrates—or else proceeds to the university, and after three or four years there enters some other profession—becomes a barrister, doctor, civil servant, schoolmaster, or journalist. (If through some mishap he does not become a manual worker or an artist.) In all these careers his education, or the absence of it, influences him. Its memories influence him also. Many men look back on their school days as the happiest of their lives. They remember with regret that golden time when life, though hard, was not yet complex, when they all worked together and played together and thought together, so far as they thought at all; when they were taught that school is the world in miniature and believed that no one can love his country who does not love his school. And they prolong that time as best they can by joining their Old Boys’ society: indeed, some of them remain Old Boys and nothing else for the rest of their lives. They attribute all good to the school. They worship it. They quote the remark that "The battle of Waterloo was won on the playing fields of Eton." It is nothing to them that the remark is inapplicable historically and was never made by the Duke of Wellington, and that the Duke of Wellington was an Irishman. They go on quoting it because it expresses their sentiments; they feel that if the Duke of Wellington didn’t make it he ought to have, and if he wasn’t an Englishman he ought to have been. And they go forth into a world that is not entirely composed of public-school men or even of Anglo-Saxons, but of men who are as various as the sands of the sea; into a world of whose richness and subtlety they have no conception. They go forth into it with well-developed bodies, fairly developed minds, and undeveloped hearts. And it is this undeveloped heart that is largely responsible for the difficulties of Englishmen abroad. An undeveloped heart—not a cold one. The difference is important, and on it my next note will be based.
                                                                By E.M. Forster [br] Which of the following statements do you think is most likely to be the author’s third note?
选项 A、The English man is shrewd and sharp in doing business.
B、The English man dare not be too emotional.
C、The English man is not afraid of exploration.
D、None of the above.
答案 B
解析 本题为推断题。根据文章最后几句And it is this undeveloped heart that is largely responsible…and on it my next note will be based．可以看出，接下去要描述的英国性格一定是和undeveloped heart(未充分发育的心灵)联系在一起的。选项A“英国人做生意头脑精明”，选项B“英国人不太敢表现得太情绪化”，选项C“英国人勇于开拓”，只有选项B是关于英国人的一些“弱点”，或者一些在常人眼里是“不太完善”的方面，而A和C都应该是发育完善后表现出来的才干。因此B正确。
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