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2023-12-15  1
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] In paragraph 3, what’s the implicit meaning of "The battle of Waterloo was won on the playing fields of Eton"?
选项 A、The compulsory school physical exercise has remarkably improved English people’s health condition.
B、The battle of Waterloo is a piece of cake for the English people.
C、The public school Eton had produced lots of intelligent and brilliant men who contributed to the success of Waterloo.
D、The school Eton is the pillar of Britain.
答案 C
解析 本题为推断题。要求推断出“滑铁卢战役是在伊顿公学的操场上战胜的”所暗含的意思。我们根据上下文理解，应该是“教育培养人才，教育决定国家命运”的意思。因此选项C“伊顿公学培养出了大批杰出人才，并对滑铁卢战役的胜利起到决定性作用”是正确的。
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