分类学习站点
[3] 历年真题精析——命题剖析及复习指导(2)
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts---a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
全文翻译：
贫穷国家中正规教育与经济发展之间的关系为经济学家及政治家们普遍误解。毫无疑问，在这两个方面都有所进步对于这些国家及其他国家的社会、政治及学术发展而言是必要的，但是那种认为教育是促进贫穷国家经济快速发展的重中之重的传统观点是错误的。我们庆幸这个观念不对，因为创立新的教育体制，让足够多的人接受教育以推动经济发展需要两代或三代人来完成。一家研究机构的研究成果一再表明所有国家的工人都可以进行在职培训以大幅度提高生产率，从而提高生活水平。
具有讽刺意味的是，这一观点的首个证据出现在美国。不久前，随着美国进入衰退，日本正处于泡沫破灭前的高峰期，美国工人被嘲讽没有受过良好教育，并且被认为这是美国经济不景气的主要原因之一。在全球，不管过去还是现在，日本一直是汽车组装生产力的领袖。然而，研究表明丰田、尼桑和本田位于美国工厂的生产率大约是日本同行的95%，这是美国工人接受在职培训的结果。
最近，在进行住户建设检查时，研究人员发现在德克萨斯州的休斯顿，尽管房地产行业的工作非常复杂，但是未受过教育的，英语不是母语的墨西哥工人总是能够达到最佳的劳动生产率标准。
教育与经济发展之间的关系到底如何？我们不得不怀疑，即使政府不强迫发展教育，经济持续增长也会促进教育事业的发展。毕竟，教育就是那样开始的。一万年前当我们的祖先还在狩猎和采集野果时，除了寻找食物他们没有时间想其它很多的东西。只有当人类能够更高效地获取食物时，才有时间做其它的事情。
随着教育的进步，人类的生产潜力也增加了。当竞争的环境推动我们的祖先实现这一潜力，他们又可以获得更多的教育机会。先进的经济水平要求复杂的政治制度，越来越高的教育水平可能是这种复杂政治制度的必要的，但不是充分的条件。因此，如果没有政治改革，贫穷国家可能无法摆脱其贫困陷阱，而政治改革则只能靠更广泛的正规教育实现。但是，发展中国家的劳动力在可预见的未来持续提高生产力的能力没有因缺乏正规教育而受到限制。相反，生产力的提高受到限制解释了为什么教育的发展速度不是更快了。
31. The author holds in paragraph 1 that the important of education in poor countries&&&&&&&&&[A] is subject groundless doubts. [B] has fallen victim of bias. [C] is conventionally downgraded. [D] has been overestimated.
32. It is stated in paragraph 1 that construction of a new educational system&&&&&&&&&[A] challenges economists and politicians. [B] takes efforts of generations. [C] demands priority from the government.[D] requires sufficient labor force.
33. A major difference between the Japanese and U.S workforces is that&&&&&&&&&[A] the Japanese workforce is better disciplined. [B] the Japanese workforce is more productive. [C] the U.S workforce has a better education. [D] the U.S workforce is more organized.
34. The author quotes the example of our ancestors to show that education emerged&&&&&&&&&[A] when people had enough time.[B] prior to better ways of finding food. [C] when people on longer went hungry. [D] as a result of pressure on government.
35. According to the last paragraph , development of education&&&&&&&&&[A] results directly from competitive environments.[B] does not depend on economic performance. [C] follows improved productivity.[D] cannot afford political changes.
第一段中心句The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. 贫穷国家中正规教育与经济发展之间的关系为经济学家及政治家们所误解。
第二段中心句Ironically, the first evidence for this idea appeared in the United States. 具有讽刺意味的是，这一观点的首个证据出现在美国。
第三段中心句More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work. 最近，在进行住户建设检查时，研究人员发现在德克萨斯州的休斯顿，尽管房地产行业的工作非常复杂，未受过教育的，英语不是母语的墨西哥工人总是能够达到工作生产率的最高标准。
第四段中心句What is the real relationship between education and economic development? 教育与经济发展之间的关系到底如何？
第五段中心句This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. &先进的经济水平要求复杂的政治制度，越来越高的教育水平可能是这种复杂政治制度的必要的，但不是充分的条件。
31. The author holds in paragraph 1 that the importance of education in poor countries______.
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.
Q: The author holds in paragraph 1 that the importance of education in poor countries______.[A] is subject to groundless doubts 无端受到质疑[B] has fallen victim of bias 成为偏见的牺牲品[C] is conventional downgraded 通常是被低估的[D] has been overestimated 被高估了
[答案][D]本题通过"the importance of education in poor countries"定位到第一段前两句话。第一句话讲贫穷国家中正规教育与经济发展之间的关系为经济学家及政治家们普遍误解。第二句话具体解释了误解是什么。the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong."那种认为教育是促进贫穷国家经济快速发展的重中之重的传统观点是错误的。"可见贫穷国家中教育的重要性被高估了，因此，正确答案为D。
32. It is stated in paragraph 1 that construction of a new education system______.
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Q: It is stated in paragraph 1 that construction of a new education system______.[A] challenges economists and politicians 是经济学家和政治家面临的挑战[B] takes efforts of generations 需要几代人的努力[C] demands priority from the government 需要政府给予优先权[D] requires sufficient labor force 需要足够的劳力
[答案][B] construction of a new education system与第一段第三句building new educational systems 为同义转换，We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. "我们庆幸这个观念不对，因为创立新的教育体制，让足够多的人接受教育以推动经济发展需要两代或三代人来完成。"所以选项 B正确。
33. A major difference between the Japanese and U.S workforces is that______.&&&&&
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts---a result of the training that U.S. workers received on the job.
Q: A major difference between the Japanese and U.S workforces is that______.[A] the Japanese workforce is better disciplined&日本工人纪律性更好&[B] the Japanese workforce is more productive日本工人生产率更高[C] the U.S workforce has a better education美国工人有更好的教育[D] the U.S workforce is more organize美国工人更有组织性
[答案][B]由major difference between the Japanese and U.S workforces可以定位到第二段，该段将美国工人和日本工人作了比较，来证明第一段最后一句话即"一家研究机构的研究成果一再表明所有国家的工人都可以进行在职培训以获得更高的生产率。" Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts---a result of the training that U.S. workers received on the job. "在全球，不管过去还是现在，日本一直是汽车组装生产力的领袖。然而，研究表明丰田、尼桑和本田位于美国工厂的生产率大约是日本同行的95%，这是美国工人接受在职培训的结果。"这说明日本工人的劳动生产率更高，故选B。C项与文中提到的美国工人教育程度不高相矛盾，A和D文章没有涉及。
34. The author quotes the example of our ancestors to show that education emerged ______.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
Q: The author quotes the example of our ancestors to show that education emerged ______.[A] when people had enough time 人们有了足够的时间[B] prior to better ways of finding food 在找到食物更好的办法出现之前[C] when people no longer went hungry 人们不再挨饿[D] as a result of pressure on government 对政府施压的结果
[答案][C]由our ancestors可将题目定位在第四段，该段为了探讨教育与经济发展的关系，回顾了教育是如何开始的，并引用了祖先的例子：When our ancestors were hunters and gatherers 10,000 yesrs ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things. "一万年前当我们的祖先还在狩猎和采集野果时，除了寻找食物他们没有时间想其它很多的东西。只有当人类能够更高效地获取食物时，才有时间做其它的事情。"由此可见，只有人们填饱了肚子才会有心发展教育，故C为正确答案。A为强干扰项，文中虽然几次提到时间，但都是指有足够的时间寻找食物来填饱肚子。B与原文意思相悖，D文章中没有涉及。
35. According to the last paragraph, development of education _______.
As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
Q: According to the last paragraph, development of education _______.[A] results directly from competitive environments 直接源自竞争的环境[B] does not depend on economic performance 不依赖于经济表现[C] follows improved productivity 跟随着提高了的生产率[D] cannot afford political changes 不能承受政治变革
[答案][C]文章最后一段论述了教育进步、经济发展和政治变革的关系。第一句话中education improved与题目中的development of education同义，As education improved, humanity's productivity potential increased as well."随着教育的进步，人类的生产潜力也增加了。"因此C为正确选项。A不是直接源自竞争环境，而是竞争的环境推动人类增加生产潜力，之后才可以获得更多的教育机会，因此是间接的。B与D 都与原文意思相反。
The most thoroughly studied intellectuals in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits." According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.
To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church - important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture, adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.
The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. These men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.
We should not forget, however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations , and religious hope - all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: "come out from among them, touch no unclean thing , and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.
Meanwhile, many settlers had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish."
全文翻译：
在新大陆的历史上，被研究的最彻底的学者是17世纪新英格兰的牧师和政治领袖们。根据美国标准哲学史的记载，在美洲殖民地中,"其它地区的人对学术的追求都没有这么狂热。"据许多书籍及文章记载，新英格兰的领袖们在美国学术界中确立了正在发展，后来成为主流的清教传统的基本主题和关注点。
通过这条途径来了解新英格兰人，通常意味着要首先研究清教徒的神学创新和对于教会的不同理念--这是我们不可忽略的重要课题。但是为了与我们对南部学术界的研究保持一致，我们可以将最初的清教徒们视作欧洲文化的传递者，他们根据新大陆的情况进行了调整。新英格兰作为殖民地，在追求广为人知的礼貌及艺术鉴赏力的过程中发生了许多重要事件。
到达马萨诸塞州的最早定居者包括那些在英格兰接受过良好的教育并深具影响力的英国人。在1629年之后的十年间，除了90多位来到马萨诸塞教堂的有学识的牧师，还有像约翰·温斯罗普这样的政治领袖，在到达波士顿之前，他是一位受过良好教育的绅士、律师及皇室官员。这些人大量写作、出版书籍，新旧大陆都有读者，这样便给新大陆带来了热衷学术的氛围。
但是，我们不应该忘记，大多数新英格兰人没有接受过良好教育。极少有工匠或农民（更不用说靠他们养活的家人及仆人们）留下一些文学作品以供分析，但是很明显，他们的观点并不具有很大的学术性。他们的思想中往往有一种传统的迷信成分。一个名为约翰·戴恩的裁缝于17世纪30年代末期移民到新大陆，他留下一个记录，陈述了离开英格兰的理由，内容充满了预兆。在一个决定性的时刻，他打开圣经，告诉父亲说，自己看到的第一行字会决定他的命运，他读了那些神奇的话语："（圣经原文）从他们中间出来，不要沾不洁净之物，我将成为你们的神，你们将成为我的子民"。性的混乱，经济挫折和宗教希望--这所有的一切在他打开圣经的那一刹那都出现了。人们想知道戴恩对于他在清教教堂里听到布道牧师认真解释圣经是如何想的。
与此同时，许多定居者并没有戴恩那样虔诚，就像一位牧师在海边遇到一些人时听到的那样，那些人嘲弄说他们不是为了宗教来到新大陆的。"我们的主要目的是为了捕鱼。"
36. The author holds that in the seventeenth-century New England&&&&&&&&&[A] Puritan tradition dominated political life. [B] intellectual interests were encouraged. [C] Politics benefited much from intellectual endeavors. [D] intellectual pursuits enjoyed a liberal environment.
37. It is suggested in Paragraph 2 that New Englanders&&&&&&&&&[A] experienced a comparatively peaceful early history. [B] brought with them the culture of the Old World. [C] paid little attention to southern intellectual life. [D] were obsessed with religious innovations.
38. The early ministers and political leaders in Massachusetts Bay&&&&&&&&&[A] were famous in the New World for their writings. [B] gained increasing importance in religious affairs. [C] abandoned high positions before coming to the New World.[D] created a new intellectual atmosphere in New England.
39. The story of John Dane shows that less well-educated New Englanders were often&&&&&&&&&[A] influenced by superstitions. [B] troubled with religious beliefs.[C] puzzled by church sermons. [D] frustrated with family earnings.
40. The text suggests that early settlers in New England&&&&&&&&&[A] were mostly engaged in political activities. [B] were motivated by an illusory prospect. [C] came from different intellectual backgrounds. [D] left few formal records for later reference.
第一段中心句The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. 在新大陆的历史上，被研究的最彻底的学者是17世纪新英格兰的牧师和政治领袖们。
第二段中心句But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. 但是为了与我们对南部学术界的研究保持一致，我们可以将最初的清教徒们视作欧洲文化的传递者，他们根据新大陆的情况进行了调整。
第三段中心句The early settlers of Massachusetts Bay included men of impressive education and influence in England. 到达马萨诸塞州的最早定居者包括那些在英格兰接受过良好的教育并深具影响力的英国人。
第四段中心句We should not forget, however, that most New Englanders were less well educated. 但是，我们不应该忘记，大多数新英格兰人没有接受过良好教育。
第五段中心句Mean while, many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion. 与此同时，许多定居者并没有戴恩那样虔诚，就像一位牧师在海边遇到一些人时听到的那样，那些人嘲弄说他们不是为了宗教来到新大陆的。
36. The author notes that in the seventeenth-century New England_______.
The most thoroughly studied intellectuals in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits."
Q: The author notes that in the seventeenth-century New England_______.[A] Puritan tradition dominated political life.清教传统主宰政界[B] intellectual interests were encouraged. 学术兴趣受到鼓励[C] Politics benefited much from intellectual endeavors.&政治从学术追求中受益匪浅[D] intellectual pursuits enjoyed a liberal environment. 虚伪术追求享有自由的氛围
[答案][B]由in the seventeenth-century New England，可以定位到第一段第一句话The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. "在新大陆的历史上，被研究的最彻底的学者是17世纪新英格兰的牧师和政治领袖们。"这句子与题目无关。但下一句According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits."" 根据美国标准哲学史的记载，在美洲殖民地中,"其它地区的人对学术的追求都没有这么狂热。""这说明人们热衷学术研究，四个选项中B最符合文意。
37. It is suggested in paragraph 2 that New Englanders_______.
To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church - important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture, adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.
Q: It is suggested in paragraph 2 that New Englanders_______.[A] experienced a comparatively peaceful early history.早期历史经历相对的和平[B] brought with them the culture of the Old World 将欧洲文化带过去[C] paid little attention to southern intellectual life 对南部学术界不太关心[D] were obsessed with religious innovations 沉迷于宗教革新
[答案][B]根据题目要求首先定位在第二段，该段第一句讲了解新英格兰人应如何入手，与题目无关。第二句But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture, adjusting to New world circumstances."但是为了与我们对南部学术界的研究保持一致，我们可以将最初的清教徒们视作欧洲文化的传递者，他们根据新大陆的情况进行了调整。"这里认为清教徒是欧洲文化的传递者，即带来了欧洲文化，故选B。A、C和D第二段中都没有提及。
38. The early ministers and political leaders in Massachusetts Bay_______.
The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. These men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.
Q: The early ministers and political leaders in Massachusetts Bay_______.[A] were famous in the New World for their writings&&在新英格兰以作品而闻名[B] gained increasing importance in religious affairs 在宗教事务中变得越来越重要[C] abandoned high positions before coming to the New World 在来到新英格兰之前放弃了高位[D] created a new intellectual atmosphere in New England 在新英格兰创建了新的学术氛围[答案][D]由Massachusetts Bay可定位到第三段。该段主要讲了到达马萨诸塞州的最早定居者中的精英。第一句讲这些定居者包括那些在英格兰接受过良好的教育并深具影响力的英国人。第二句举了两个例子，包括90多位有学识的牧师和约翰·温斯罗普这样的政治领袖。第三句讲精英分子的贡献。These men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness. "这些人大量写作、出版书籍，新旧大陆都有读者，这样便给新大陆带来了热衷学术的氛围。"因此D为正确答案。A虽然文中提到这些人出版书籍，新旧大陆都有读者，但没涉及famous。B原文没有提及，C是举的例子中约翰·温斯罗普的个人情况，不一定所有的人都是这样。
39. The story of John Dane shows that less well-educated New Englanders were often ________.
We should not forget, however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations , and religious hope - all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: "come out from among them, touch no unclean thing , and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.
Q: The story of John Dane shows that less well-educated New Englanders were often ________.[A] influenced by superstitions 受迷信的影响[B] troubled with religious beliefs 对宗教信仰感到困扰[C] puzzled by church sermons 对教堂布道感到迷惑[D] frustrated with family earnings 对家庭收入感到沮丧
[答案][A][分析]本题由人物John Dane，可定位在文章第四段后半部分。John Dane相信预兆，认为看到的《圣经》的第一行字会决定他的命运，这个例子实际是用来论证前面的一句话 Their thinking often had a traditional superstitions quality. "他们的思想中往往有一种传统的迷信成分。"也就是答案A。
40. The text suggests that early settlers in New England__________.
The early settlers of Massachusetts Bay included men of impressive education and influence in England.
We should not forget, however, that most New Englanders were less well educated. Meanwhile, many settlers had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion .
Q: The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities 更热衷于政治活动[B] were motivated by an illusory prospect 受到虚幻前景的激励[C] came from different backgrounds.来自不同的学术背景[D] left few formal records for later reference 没有为后人留下多少正史记载以供参考
[答案][C]本题涉及对全文的通篇理解。纵观全文，文章围绕17世纪新英格兰的移民展开论述。当时的牧师和政治领袖热衷学术，清教徒带来了欧洲文化，移民中有在英格兰接受过良好的教育并深具影响力的精英，也有文化水平不高且思想中带有传统迷信成分的大众，也有对宗教不是那么虔诚的普通民众，他们有不同的学术背景，由此可见应选C。
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