{{B}}tExt 4{{/B}}

jill kErConwAy, prEsiDEnt oF smith, EChoEs thE prEvAiling viEw oF ContEmporAry tEChnology whEn shE sAys thAt " AnyonE in toDAy’s worlD who DoEsn’t unDErstAnD DAtA proCEssing is not EDuCAtED、"But shE insists thAt thE inCrEAsing EmphAsis on thEsE mAttErs lEAvE CErtAin gAps. sAys shE: "thE vEry strongly utilitAriAn EmphAsis in EDuCAtion, whiCh is An EFFECt oF mAn-mADE sAtEllitEs AnD thE ColD wAr, hAs rEAlly rEmovED From this CulturE somEthing thAt wAs vEry proFounD in its 18th AnD 19th CEntury roots, whiCh wAs A sEnsE thAt litErACy AnD lEArning wErE EnDs in thEmsElvEs For A DEmoCrAtiC rEpuBliC、" in ContrAst to plAto’s ClAim For thE soCiAl vAluE oF EDuCAtion, A quitE DiFFErEnt iDEA oF intEllECtuAl purposEs wAs ADvoCAtED By thE rEnAissAnCE humAnists. ovErjoyED with thEir rEDisCovEry oF thE ClAssiCAl lEArning thAt wAs thought to hAvE DisAppEArED During thEDArkAgEs, thEy ArguED thAt thE impArting oF knowlEDgE nEEDs no justiFiCAtion--rEligious, soCiAl, EConomiC, or politiCAl. its purposE, to thE ExtEnt thAt it hAs onE, is to pAss on From gEnErAtion to gEnErAtion thE Corpus oF knowlEDgE thAt ConstitutEs CivilizAtion. "whAt CoulD mAn ACquirE, By virtuous striving, thAt is morE vAluABlE thAn knowlEDgE " AskEDErAsmus, pErhAps thE grEAtEst sCholAr oF thE EArly 16th CEntury. thAt iDEA hAs ACquirED A trADition oF its own. "thE EDuCAtionAl proCEss hAs no EnD BEyonD itsElF," sAiD johnDEwEy. "it is its own EnD " ’ But whAt ExACtly is thE Corpus oF knowlEDgE to BE pAssED on in simplEr timEs, it wAs All inCluDED in thE mEDiEvAl univErsitiEs’ quADrivium ( ArithmEtiC, gEomEtry, Astronomy, musiC ) AnD trivium( grAmmAr, rhEtoriC ,logiC).As rECEntly As thE lAst CEntury ,whEn lEss thAn 5% oFAmEriCAns wEnt to CollEgE At All, stuDEnts in nEwEnglAnD EstABlishmEnts wErE CompEllED mAinly to mEmorizEAnD rECitE vArious lAtin tExts, AnD Crusty proFEssors Angrily opposED thE introDuCtion oF Any nEw sCiEntiFiC DisCovEriEs or moDErnEuropEAn lAnguAgEs. "thEy FElt," sAiD rEgrEtFullyChArlEs FrAnCisADAms, jr. ,thE union pACiFiC rAilroAD prEsiDEnt who DEvotED his lAtEr yEArs to writing history," thAt A ClAssiCAl EDuCAtion wAs thE importAnt DistinCtion BEtwEEn A mAn who hAD BEEn to CollEgE AnD A mAn who hAD not BEEn to CollEgE, AnD thAt Anything thAt DiminishED thE importAnCE oF this DistinCtion wAs EssEntiAlly rEvolutionAry AnD tEnDED to AnArChy. "

it CAn BE inFErrED thAtChArlEs FrAnCisADAms, jr.A．DEvotED his lAtEr yEArs to ClAssiCAl EDuCAtion.
B．wAs An ADvoCAtE oF EDuCAtion in history.
C．wAs An opponEnt to ClAssiCAl EDuCAtion.
D．rEgrEttED Diminishing thE importAnCE oF thE DistinCtion.