Some weeks ago, riding in a cab from Boston to Cambridge, my driver turned and asked me what I did for a living. "Teach English," I said. "Is that so" The young man continued. "I was an English major." But then, instead of chatting idly about Joyce or dropping the subject altogether, this driver caught me short. "You guys," he said, turning back so that his furry face pressed into the glass partition, "ought to be shot." I think he meant it.
The guilty party in this present state of affairs is not really the academic discipline. It is not the fault of English and philosophy and biology that engineering and accounting and computer science afford students better job opportunities and increased flexibility in career choice. Literature and an understanding of, say, man’s evolutionary past are as important as ever. They simply are no longer perceived in today’s market as salable. That is a harsh economic fact. And i
A. To help graduates of history major become successful businessmen
B. To provide liberal arts graduates with a method of meeting effectively the challenge in employment.
C. To extend their knowledge learnt in the college.
D. To moderate the tension between liberal arts and vocational faculties
Some weeks ago, riding in a cab from Boston to Cambridge, my driver turned and asked me what I did for a living. "Teach English," I said. "Is that so" The young man continued. "I was an English major." But then, instead of chatting idly about Joyce or dropping the subject altogether, this driver caught me short. "You guys," he said, turning back so that his furry face pressed into the glass partition, "ought to be shot." I think he meant it.
The guilty party in this present state of affairs is not really the academic discipline. It is not the fault of English and philosophy and biology that engineering and accounting and computer science afford students better job opportunities and increased flexibility in career choice. Literature and an understanding of, say, man’s evolutionary past are as important as ever. They simply are no longer perceived in today’s market as salable. That is a harsh economic fact. And i
A. felt greatly regretted about the major he had chosen
B. felt a deep hatred for all the English teachers in his former college
C. complained that his teachers hadn’t taught him how to survive in this competitive society
D. held a deep contempt in the author because of his scholastic manner
| Some weeks ago, riding in a cab from
Boston to Cambridge, my driver turned and asked me what I did for a living.
"Teach English," I said. "Is that so" The young man continued. "I was an
English major." But then, instead of chatting idly about Joyce or dropping the
subject altogether, this driver caught me short. "You guys," he said, turning
back so that his furry face pressed into the glass partition, "ought to be
shot." I think he meant it. The guilty party in this present state of affairs is not really the academic discipline. It is not the fault of English and philosophy and biology that engineering and accounting and computer science afford students better job opportunities and increased flexibility in career choice. Literature and an understanding of, say, man’s evolutionary past are as important as ever. They simply are n A. To help graduates of history major become successful businessmen B. To provide liberal arts graduates with a method of meeting effectively the challenge in employment. C. To extend their knowledge learnt in the college. D. To moderate the tension between liberal arts and vocational faculties 我来回答: 提交
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