例4、Americans today don’t place a very high value on　intellect. Our heroes are athletes, entertainers, and　entrepreneurs, not scholars. Even our schools are　where we send our children to get a practical　education —— not to pursue knowledge for the sake of　knowledge. Symptoms of pervasive anti-intellectualism　in our schools aren’t difficult to find.
　　“Schools have always been in a society where　practical is more important than intellectual,” says　education writer Diane Ravitch. “Schools could be a　counterbalance.” Razitch’s latest bock, Left Back: A　　Century of Failed School Reforms, traces the roots of　anti-intellectualism in our schools, concluding they　are anything but a counterbalance to the American　distaste for intellectual pursuits.
　　But they could and should be. Encouraging kids to　reject the life of the mind leaves them vulnerable to　exploitation and control. Without the ability to think　critically, to defend their ideas and understand the　ideas of others, they cannot fully participate in our　democracy. Continuing along this path, says writer
　　Earl Shorris, “We will become a second-rate country.
　　We will have a less civil society.”
　　“Intellect is resented as a form of power or　privilege,” writes historian and professor Richard　Hofstadter in Anti-Intellectualism in American life, a　Pulitzer Prize winning book on the roots of　anti-intellectualism in US politics, religion, and　education. From the beginning of our history, says　Hofstadter, our democratic and populist urges have　driven us to reject anything that smells of elitism.
　　Practicality, common sense, and native intelligence　have been considered more noble qualities than　anything you could learn from a book.
　　Ralph Waldo Emerson and other Transcendentalist　philosophers thought schooling and rigorous book　learning put unnatural restraints on children:“We are　shut up in schools and college recitation rooms for 10　or 15 years and come out at last with a bellyful of　words and do not know a thing.”Mark Twain’s　Huckleberry Finn exemplified American　anti-intellectualism. Its hero avoids being civilized　—— going to school and learning to read —— so he  can preserve his innate goodness.
　　Intellect, according to Hofstadter, is different　from native intelligence, a quality we reluctantly　admire. Intellect is the critical, creative, and　contemplative side of the mind. Intelligence seeks to　grasp, manipulate, re-order, and adjust, while　intellect examines, ponders, wonders, theorizes,　criticizes and imagines.
　　School remains a place where intellect is　mistrusted. Hofstadter says our country’s educational　system is in the grips of people who “joyfully and　militantly proclaim their hostility to intellect and　their eagerness to identify with children who show the　least intellectual promise.”

　　58. The views of Ravish and Emerson on schooling　are(2004)
　　(A) identical. (B) similar. (C) complementary. (D)opposite.

　　【解析】：

　　第一步：根据局部对象或者局部对象的主体找出本题的出题句；我们发现本题根本就没有对应的出题句。我们发现文章中没有一句话是即包括Ravish有包括Emerson的，但是我们能很轻易的找到Ravish在第二段的第一句话中，Emerson在第五段的第一句话中，因此这个题目的得分句是这个两句。

　　第二步：在出题句(或称得分句)中寻找含有感情色彩的词语或句子；我们发现这个两句话的意思正好是相反的；

　　第三步：比较该感情色彩的词语或句子和四个选项，我们只能选择D；另外因为这个题目中A、B、C的意思是相近的，所以同时排除，我们也可以知道这个题目选D。