115 國立高科實驗高中國中部教甄英文試題

1. The child’s ______ honesty made everyone uncomfortable.

(A) ingenious

(B) ingenuous

(D) indignant

【解析】句意為「這孩子_______的誠實讓每個人都感到不自在。」

語境顯示這種誠實是源於天真、不諳世事且毫不掩飾的，因此應填入「天真的、純樸的」，故正確答案為

(B) ingenuous 天真的；坦率的；單純的

an ingenuous smile（天真的微笑）；ingenuous behavior（純樸的行為）

It is rare to see such ingenuous sincerity in the adult world.

（在成年人的世界裡，很少能見到如此天真坦率的誠意。）

同義詞：innocent, naive

反義詞：sophisticated, cynical

(A) ingenious 心靈手巧的；精妙的；足智多謀的

an ingenious solution（巧妙的解決方案）

an ingenious device（精巧的裝置）

The architect came up with an ingenious way to maximize the natural light in the building.

（建築師想出了一個巧妙的方法來增加建築內的自然採光。）

同義詞：creative, clever

反義詞：unimaginative, simple

indigenous people（原住民）；plants indigenous to the area（該地區特有的植物）

The kangaroo is indigenous to Australia and cannot be found in the wild elsewhere.（袋鼠是澳洲特有的動物，在其他地方的野外看不到。）

同義詞：native, local

反義詞：exotic, foreign

(D) indignant 憤怒的；憤慨的

be indignant at/about（對…感到憤慨）；an indignant look（憤怒的表情）

He was indignant at the way he was treated by the store manager.（他對商店經理對待他的方式感到非常憤慨。）

同義詞：resentful, angry

反義詞：content, pleased

2. She is an ______ reader who enjoys everything from history to comics.

(A) omnipotent

(B) omniscient

(D) omnifarious

【解析】句意為「她是一位_______的讀者，從歷史到漫畫的所有內容她都喜歡。」

語境顯示她閱讀範圍極廣、什麼都讀，形容人的興趣或吸收資訊的範圍廣泛時應填入「雜食性的、興趣廣泛的」，故正確答案為

an omnivorous reader（什麼書都讀的人）；omnivorous appetite（雜食性的胃口）

His omnivorous appetite for knowledge leads him to study various subjects.（他對知識的渴求非常廣泛，這引導他去研究各種不同的學科。）

同義詞：polymathic, unselective

反義詞：carnivorous, herbivorous

(A) omnipotent 全能的；無所不能的

an omnipotent god（全能的神）；omnipotent power（無限的權力）

In ancient myths, the king of the gods was often portrayed as omnipotent.（在古代神話中，眾神之王通常被描繪成全能的。）

同義詞：all-powerful, almighty

反義詞：weak, powerless

(B) omniscient 全知的；無所不知的

an omniscient narrator（全知觀點的敘述者）；God is omniscient（上帝是無所不知的）

The novel is written from an omniscient point of view, knowing every character’s inner thoughts.（這本小說是以全知視角寫成的，了解每個角色的內心想法。）

同義詞：all-knowing, wise

反義詞：ignorant, unknowing

(D) omnifarious 五花八門的；種類繁多的

omnifarious activities（五花八門的活動）；omnifarious forms（各種各樣的形式）

The museum houses an omnifarious collection of artifacts from around the globe.（這家博物館收藏了來自全球、種類繁多的文物。）

同義詞：multifarious, diverse

反義詞：homogeneous, uniform

3. He grew ______ after years of success and stopped trying to improve his performance.

(A) complaisant

(B) complacent

(D) complementary

【解析】句意為「在多年的成功之後，他變得_______，並且不再努力提升自己的表現。」

語境顯示他因為現有的成就而感到滿足，失去了進步的動力，因此應填入「自滿的、固步自封的」，故正確答案為

(B) complacent 自滿的；得意的

become complacent（變得自滿）；a complacent attitude（自滿的態度）

We cannot afford to become complacent about our safety records.（對於我們的安全記錄，我們承擔不起任何自滿的代價。）

同義詞：self-satisfied, smug

反義詞：humble, dissatisfied

(A) complaisant 殷勤的；順從的；討好的

a complaisant nature（順從的天性）；be complaisant to others（對他人百依百順）

She was too complaisant to say no to her boss’s unreasonable demands.（她太過順從，以至於無法拒絕老闆不合理的要求。）

同義詞：obliging樂於助人的，熱心相助的, accommodating

反義詞：recalcitrant, defiant

be compliant with regulations（符合法規）

a compliant child（聽話的孩子）

The company must ensure that its waste disposal is compliant with environmental laws.（公司必須確保其廢棄物處理符合環境法律。）

同義詞：obedient, tractable

反義詞：rebellious, noncompliant

(D) complementary 補充的；互補的

complementary colors（互補色）；complementary roles（互補的角色）

Their skill sets are complementary, making them a perfect team for this project.（他們的技能是互補的，使他們成為這個專案的完美團隊。）

同義詞：harmonious, correlative

反義詞：contradictory, clashing

4. The new regulations aim to __________ the environmental impact of industrial activities in the area.

(A) improve

(B) exacerbate

(D) mitigate

【解析】句意為「新法規旨在_______該地區工業活動對環境造成的影響。」

語境顯示政府制定法規通常是為了減輕或緩和負面的衝擊，故正確答案為

(D) mitigate 減輕；緩和；使緩和

mitigate the risk（減輕風險）；mitigate the effects of（緩和…的影響）

The government implemented new drainage systems to mitigate the risk of flooding.（政府實施了新的排水系統以減輕洪水的風險。）

同義詞：alleviate, ease

反義詞：aggravate, intensify

(A) improve 改進；改善

improve the quality（提升品質）；drastically improve（大幅改善）

The company is constantly looking for ways to improve its customer service.（公司不斷尋找改善客戶服務的方法。）

同義詞：enhance, better

反義詞：worsen, decline

(B) exacerbate 使惡化；使加重

exacerbate the problem（使問題惡化）；exacerbate tensions（加劇緊張局勢）

The recent cold snap will only exacerbate the existing housing crisis.（最近的寒流只會加劇現有的住房危機。）

同義詞：aggravate, worsen

反義詞：alleviate, soothe

obfuscate the truth（掩蓋真相）；obfuscate the issue（使問題複雜化）

The politician used vague language to obfuscate the real reason for his resignation.（這位政治人物使用模糊的語言來掩飾他辭職的真實原因。）

同義詞：confuse, obscure

反義詞：clarify, illuminate

5. Critics argue that the education system continues to ______ social inequality rather than challenge it.

(A) entrench

(B) legitimate

(D) eliminate

【解析】句意為「批評者認為教育體制持續_______社會不平等，而非對其提出挑戰。」

語境顯示教育體制非但沒有消除不平等，反而使其地位更加穩固，因此應填入「使根深蒂固、強化」，故正確答案為

(A) entrench 使根深蒂固；鞏固

be deeply entrenched（根深蒂固）；entrench a position（鞏固地位）

These outdated traditions are deeply entrenched in the local culture.（這些過時的傳統在當地文化中根深蒂固。）

同義詞：establish, fortify

反義詞：uproot, weaken

(B) legitimate 使合法；使合理

legitimate the use of force（使武力使用合法化）；a legitimate concern（合理的擔憂）

The government tried to legitimate its actions by citing national security.（政府試圖引用國家安全為由，使其行為合理化。）

同義詞：validate, legalize

反義詞：invalidate, illegalize

alleviate poverty（減輕貧困）；alleviate the symptoms（緩解症狀）

The new medicine helped to alleviate her back pain.（這種新藥有助於減輕她的背痛。）

同義詞：relieve, soothe

反義詞：aggravate, worsen

(D) eliminate 消除；排除

eliminate the possibility（排除可能性）；eliminate waste（消除浪費）

例The company is trying to eliminate all unnecessary expenses.（公司正試圖消除所有不必要的開支。）

同義詞：remove, eradicate

反義詞：create, retain

6. The company was criticized for its ______ treatment of workers, which violated basic ethical standards.

(A) reprehensive

(B) reprehensible

(D) comprehensible

【解析】句意為「這家公司因其對待工人的_______行為而受到批評，這種行為違反了基本的道德標準。」

語境顯示該行為是應受指責且極其惡劣的，故正確答案為

(B) reprehensible 應受譴責的；極其差勁的

reprehensible conduct（應受譴責的行為）

find something reprehensible（覺得某事不可原諒）

The court found his actions to be morally reprehensible.（法庭認為他的行為在道德上是應受譴責的。）

同義詞：deplorable, blameworthy

反義詞：praiseworthy, creditable

(A) reprehensive 責難的；表示譴責的

a reprehensive remark（責難的言論）；reprehensive tone（責備的語氣）

She gave him a reprehensive look after he made the rude comment.（在他發表粗魯言論後，她給了他一個責難的眼神。）

同義詞：reproving, censorious

反義詞：complimentary, flattering

a comprehensive study（詳盡的研究）；comprehensive insurance（綜合保險）

The report provides a comprehensive overview of the current economic situation.（該報告對當前的經濟形勢提供了全面的概述。）

同義詞：exhaustive, thorough

反義詞：partial, limited

(D) comprehensible 可理解的；易懂的

easily comprehensible（易於理解的）；barely comprehensible（幾乎無法理解的）

The technical manual was written in a way that was easily comprehensible to beginners.（這本技術手冊的編寫方式讓初學者也能輕易理解。）

同義詞：intelligible, clear

反義詞：incomprehensible, baffling

7. Critics warned that the proposed law would seriously ______ on fundamental civil liberties, raising constitutional concerns.

(A) infringe

(B) violate

(D) transgress

【解析】句意為「批評者警告說，擬議中的法律將嚴重_______基本公民自由，並引發憲法疑慮。」

語境顯示該法律會侵犯或削弱權利，在法律用語中，搭配介系詞 on 來表示「侵犯、侵害」權利時，最常用的動詞是 infringe，故正確答案為

(A) infringe 侵犯；侵害（常與 on/upon 並用）

infringe on someone’s rights（侵犯某人的權利）；infringe upon privacy（侵犯隱私）

The new surveillance measures infringe on the citizens’ right to privacy.（新的監控措施侵犯了公民的隱私權。）

同義詞：encroach, intrude

反義詞：protect, preserve

(B) violate 違反；違背；侵犯（後接直接受詞）

violate the law（違法）；violate a treaty（違反條約）

The company was fined for violating environmental regulations.（該公司因違反環境法規而被罰款。）

同義詞：disobey, defy

反義詞：obey, follow

breach of contract（違約）；a breach of trust（背信）

His actions constituted a serious breach of confidence.（他的行為構成了嚴重的洩密行為。）

同義詞：break, rupture

反義詞：uphold, fulfill

(D) transgress 逾越（限度）；違背（道德、法律）

transgress the bounds（逾越界限）；transgress a divine law（違背神律）

He was punished because he had transgressed the rules of the community.（他因為違反了社區規則而受到懲罰。）

同義詞：overstep, offend

反義詞：comply, conform

8. The lecture was so ______ that only experts in the field could fully understand it.

(A) esoteric

(B) exoteric

(D) accessible

【解析】句意為「這場講座非常_______，以至於只有該領域的專家才能完全理解。」

語境顯示講座內容極其深奧、冷門，僅限於少數專業人士能懂，因此應填入「深奧難懂的、祕傳的」，故正確答案為

(A) esoteric 深奧難懂的；只有內行人才懂的

esoteric knowledge（深奧的知識）；esoteric subjects（冷門的學科）

The debate focused on an esoteric point of international law.（這場辯論集中在國際法中一個深奧難懂的點上。）

同義詞：abstruse, obscure

反義詞：common, popular

(B) exoteric 通俗易懂的；開放給大眾的

exoteric doctrines（通俗的教義）；exoteric philosophy（淺顯的哲學）

He tried to explain the complex theory in more exoteric terms for the general public.（他試圖用更通俗易懂的措辭向大眾解釋這個複雜的理論。）

同義詞：public, external

反義詞：esoteric, private

explicit instructions（明確的指令）；be explicit about something（對某事說明得很清楚）

The teacher gave explicit directions on how to complete the assignment.（老師對如何完成作業給出了明確的指導。）

同義詞：clear, definite

反義詞：implicit, vague

(D) accessible 易於理解的；可進入的；可得到的

make something accessible（使某物易於理解）；accessible to everyone（每個人都能使用的）

The author has a talent for making complex scientific concepts accessible to children.（這位作者很有天分，能讓科學概念變得讓孩子也易於理解。）

同義詞：understandable, reachable

反義詞：inaccessible, limited

9. His calm response in a difficult situation seemed to ______ great confidence and experience.

(A) betray

(B) betoken

(D) imitate

【解析】句意為「他在困境中冷靜的反應，似乎_______了他強大的信心與豐富的經驗。」語境顯示他的行為表現出、預示了內在的特質，因此應填入「預示、顯示」，故正確答案為

(B) betoken 預示；顯示；表示

betoken a change（預示改變）；betoken success（預兆成功）

The clear blue sky betokened a fine day for our journey.（晴朗的藍天預示著我們的旅程將會有個好天氣。）

同義詞：indicate, signify 反義詞：hide, deny

(A) betray 流露；洩漏（秘密）；背叛

betray one’s feelings（流露感情）；betray a secret（洩漏秘密）

His trembling hands betrayed his nervousness despite his calm voice.（儘管他的聲音冷靜，顫抖的雙手卻流露出他的緊張。）

同義詞：reveal, disclose 反義詞：protect, conceal

(B) conceal 隱藏；隱匿；隱瞞

conceal the truth（隱瞞真相）；conceal one’s identity（隱藏身份）

The clouds concealed the mountain peaks from our view.（雲層遮蔽了山峰，讓我們看不見。）

同義詞：hide, cover 反義詞：reveal, expose

imitate someone’s style（模仿某人的風格）；imitate sounds（模仿聲音） Parrots can imitate human speech with remarkable accuracy.（鸚鵡可以非常準確地模仿人類的語言。）

同義詞：copy, mimic 反義詞：originate, create

10. He has a strong ______ for staying up late, even when he knows he has an early meeting the next day.

(A) reluctance

(B) prohibition

(D) objection

【解析】句意為「他有熬夜的強烈_______，即使他知道隔天一早有會議也一樣。」

語境顯示這是他長期以來的一種傾向或嗜好，因此應填入「傾向、癖性」，故正確答案為

a proclivity for violence（暴力傾向）；a proclivity to steal（偷竊癖）

His proclivity for overspending has led him into serious financial trouble.（他揮霍無度的傾向使他陷入了嚴重的財務困境。）

同義詞：tendency, inclination

反義詞：disinclination, aversion

(A) reluctance 不情願；勉強

show reluctance（表現出不情願）；with great reluctance（極不情願地）

She agreed to help them with great reluctance.（她極不情願地同意幫助他們。）

同義詞：unwillingness, hesitation

反義詞：eagerness, willingness

(B) prohibition 禁止；禁令

the prohibition of smoking（禁菸）；under a prohibition（受禁令限制）

There is a strict prohibition against using mobile phones during the exam.（考試期間嚴禁使用手機。）

同義詞：ban, restriction

反義詞：permission, allowance

(D) objection 反對；異議

raise an objection（提出異議）；have no objection to（不反對…）

The residents raised a strong objection to the construction of the new highway.（居民對新公路的建設提出了強烈反對。）

同義詞：opposition, disagreement

反義詞：approval, agreement

11. The machine is powerful enough to ______ rocks into fine powder within seconds.

(A) assemble

(B) preserve

(D) decorate

【解析】句意為「這台機器的力量足以在幾秒鐘內將岩石_______成細粉。」

語境顯示機器對岩石的作用是將其磨碎、粉碎成末，故正確答案為

pulverize the opposition（徹底擊敗對手）；be pulverized into dust（被研磨成粉塵）

The industrial grinder can pulverize even the hardest minerals into a fine mist.（這台工業研磨機甚至能將最堅硬的礦物粉碎成細霧。）

同義詞：grind, crush

反義詞：solidify, build

(A) assemble 組裝；集合；聚集

assemble a team（組建團隊）；assemble furniture（組裝家具）

The shelf was easy to assemble with only a few basic tools.（僅用幾個基本工具就能輕鬆組裝這個架子。）

同義詞：construct, gather

反義詞：disassemble, scatter

(B) preserve 保存；保護；維持（原狀）

preserve the environment（保護環境）；preserve food（保存食物）

We must take action to preserve our historic buildings for future generations.（我們必須採取行動，為後代保存這些歷史建築。）

同義詞：maintain, conserve

反義詞：destroy, neglect

(D) decorate 裝飾；裝扮

decorate a room（裝飾房間）；be decorated with flowers（用花朵裝飾）

They spent the weekend decorating the house for the upcoming party.（他們花了一個週末佈置房子，為即將到來的派對做準備。）

同義詞：adorn, embellish

反義詞：strip, deface

12. The extra decorations only ______ the elegance of the design.

(A) detract from

(B) are detracted from

(D) are detracted to

【解析】句意為「這些多餘的裝飾只會_______設計的優雅感。」

語境顯示「多餘的裝飾」對「優雅感」產生了負面影響，使其減少或受損，因此應填入「損害、貶低」，故正確答案為

(A) detract from 損害；貶低；扣分

detract from the beauty（損害美感）；detract from the performance（使表現遜色）

The small scratches on the surface do not detract from the value of the antique.（表面上的小刮痕並不會損害這件古董的價值。）

同義詞：diminish, devalue

反義詞：enhance, complement

(B) are detracted from （語法錯誤）

解釋：detract 為不及物動詞，主動語態即表示「產生損害之作用」，此處主詞「多餘的裝飾」是主動造成損害的來源，不需使用被動語態。

解釋：detract 固定與介系詞 from 搭配，表示從某物中「扣除」價值或美感，不使用 to。

(D) are detracted to （語法錯誤）

解釋：結合了上述(B)與(C)的錯誤，既不應使用被動語態，介系詞搭配亦不正確。

相似詞辨析

Distract vs. Detract

• Distract: 指「分散、轉移」注意力。

• Detract: 指「損害、貶低」價值或名譽。

這兩者長得很像，但在這題的語境中，我們要表達的是設計的品質受損，所以選擇 detract from。

13. The child was considered ______, demonstrating unusually advanced intellectual abilities for his age.

(A) precarious

(B) precocious

(D) proficient

【解析】句意為「這孩子被認為是_______，展現出對於他那個年紀來說異常超前的智力水平。」

語境顯示孩子在小小年紀就表現得像成人一樣成熟或聰穎，因此應填入「早熟的、智力超常的」，故正確答案為

(B) precocious 早熟的；（能力）早發的

a precocious child（早熟的孩子）；precocious talent（早發的天賦）

The precocious young pianist began composing his own music at the age of five.（這位早熟的小鋼琴家五歲時就開始創作自己的音樂。）

同義詞：advanced, gifted

反義詞：backward, slow-developing

(A) precarious 不穩定的；危險的；搖搖欲墜的

a precarious position（危險的處境）；a precarious living（朝不保夕的生活）

Many families are in a precarious financial situation due to the economic downturn.（由於經濟衰退，許多家庭的財務狀況都陷入了不穩定的困境。）

同義詞：unstable, risky

反義詞：secure, stable

the prodigal son（浪子）；a prodigal lifestyle（揮霍的生活方式）

He was a prodigal spender who soon went through his entire inheritance.（他揮金如土，很快就花光了所有的遺產。）

同義詞：extravagant, wasteful

反義詞：frugal, thrifty

(D) proficient 精通的；熟練的

be proficient in English（精通英文）；highly proficient（非常熟練）

She is proficient in several programming languages and was hired immediately.（她精通多種程式語言，因此立刻被錄用了。）

同義詞：skilled, expert

反義詞：incompetent, unskilled

14. If the learners ______ more opportunities for interaction, they ______ developed greater communicative competence than what was observed.

(A) had / would have

(B) were given / have

(D) have / have

【解析】句意為「如果學習者當時_______更多互動的機會，他們就能比觀察到的表現發展出更強的交際能力。」

語境顯示這是一個對「過去事實」相反的假設。根據後句「than what was observed（比當時觀察到的）」判斷，動作發生在過去，故應使用與過去事實相反的假設法結構：If + 主詞 + had + V-ed, 主詞 + would/could/should/might + have + V-ed。此外，學習者是被給予機會，故需用被動語態，正確答案為

be given an opportunity（獲得機會）；communicative competence（交際能力）

If he had been given the chance, he would have succeeded in the mission.（如果他當時獲得機會，他就會在那項任務中成功了。）

同義詞：provided with, offered

反義詞：denied, deprived of

文法重點：與過去事實相反的假設

Past Unreal Conditional（過去虛擬語氣）：

If 子句： had + 過去分詞(此題加上被動變成 had\ been\ given)

主句：助動詞過去式 (would/could/might) + have + 過去分詞

15. The guidelines were revised to ensure that all procedures ______ strictly followed, lest any deviation ______ the reliability of the findings.

(A) were / affected

(B) be / affect

(D) are / affect

【解析】句意為「這些準則經過修訂，以確保所有程序都_______被嚴格遵守，以免任何偏差_______研究結果的可靠性。」

語境涉及「建議、要求」的語氣，以及「唯恐、以免」的虛擬用法。這是一個典型的雙重虛擬語氣考題，故正確答案為

(B) be / affect

常用片語或短句：strictly follow（嚴格遵守）；lest… (should)（唯恐…/以免…）

The doctor suggested that he be kept under observation, lest his condition worsen.（醫生建議讓他留院觀察，以免病情惡化。）

同義詞：ensure, safeguard

反義詞：neglect, endanger

1. Ensure / Suggest / Order + that + 主詞 + (should) + 原形動詞：雖然主要動詞 revised 是過去式，但 that 子句中隱含「應當、必須」的意思，故應使用原形動詞 be。

2. Lest + 主詞 + (should) + 原形動詞：lest 是一個帶有虛擬語氣的連接詞，意思是「唯恐、以免」，其後方的動詞固定使用原形動詞 affect。

核心文法：虛擬語氣兩大重點

1. 表示「要求、建議、命令」的動詞

當 ensure, suggest, recommend, insist, command 等動詞接 that 子句時，子句動詞不論人稱與時態，一律用原形動詞。

• It is essential that everyone be present. (每個人都必須出席是至關重要的。)

2. Lest 的用法

Lest 是連接詞，表示「以免、免得（以免發生不好的事）」，後接子句時也需使用 (should) + 原形動詞。

• He ran away lest he be seen. (他逃跑了，以免被看見。)

16. ______ more attention to learner variability, the study might not have overlooked the factors that ______ to differences in performance across groups.

(A) If it paid / contributed

(B) Had it paid / contributed

(D) Should it pay / had contributed

【解析】句意為「若該研究當初能_______更多注意力在學習者的差異性上，或許就不會忽略那些_______各組表現差異的因素了。」

語境顯示這是一個對「過去事實」相反的假設（從 might not have overlooked 可得知）。在 If 子句中，應使用過去完成式；若省略 If 則須將助動詞 Had 移至句首產生倒裝。故正確答案為

(B) Had it paid / contributed

pay attention to（注意…）；contribute to（導致；助長）

Had they followed the safety protocols, the accident could have been avoided.（如果他們當時遵守了安全規範，這場事故本可以避免。）

核心文法：過去事實相反的倒裝 (Inversion)

當假設法 If 子句中含有 had, were, should 時，可以省略 If 並將這些詞移到主詞前面。

• 原句： If the study had paid more attention…

• 倒裝： Had the study paid more attention…

此題的關鍵在於判斷後半句的 might have overlooked。這代表這件事「發生在過去且已經結束」，因此前面必須選用過去完成式的倒裝型態。

17. The belief ______ learners develop grammatical competence primarily through exposure has been challenged by researchers ______ conclusions, which several critics contend ______ insufficiently grounded, have influenced current pedagogical practices.

(A) that / whose / are

(B) which / that / are

(D) that / which / is

【解析】句意為「關於學習者主要透過接觸來發展文法能力的這一信念，正受到研究人員的挑戰。而數名評論家主張，這些研究人員的研究結論——其基礎並不充分——已經影響了目前的教學實踐。」

這題考查複合從句的結構，包含同位語子句、關係代名詞所有格及主謂一致。故正確答案為

(A) that / whose / are

the belief that…（…的信念）；be grounded in/on（基於…）；pedagogical practices（教學實踐）

The evidence that he provided was solid, unlike the rumors whose origins are unknown.（他提供的證據很充足，不像那些來源不明的傳聞。）第一部分 “The belief” 後接的是完整子句，用來解釋信念的內容，應使用同位語連接詞 that，而非關係代名詞 which。

第二部分 “researchers” 與 “conclusions” 是所有格關係（研究人員的結論），應使用 whose。

第三部分的主詞是 “conclusions”（複數），其對應的動詞應為 are 而非 is。

核心文法解析

1. 同位語子句 (Appositive Clause)：

在 “The belief”、”The fact”、”The idea” 等抽象名詞後，若接一個完整的子句來補充說明其內容，引導詞必須用 that。

2. 關係代名詞所有格 (whose)：

用來連接「研究人員 (researchers)」與「他們的結論 (conclusions)」。

3. 插入語與主謂一致 (Subject-Verb Agreement)：

在 “conclusions, which several critics contend ______” 結構中，”several critics contend” 是插入語，真正的動詞部分要對應先行詞 conclusions（複數），因此選 are。

18. The researchers found the participants ______ significantly better when exposed to authentic input.

(A) perform

(B) to perform

(D) performed

【解析】句意為「研究人員發現，當受試者接觸到真實語料時，其表現明顯更好。」語境顯示這是一個關於「發現某人做某事」的受詞補語結構。在動詞 find 的用法中，若要表示發現一個正在發生或持續的狀態，常用現在分詞（V-ing）作為受詞補語，故正確答案為

find someone doing something（發現某人在做某事）

authentic input（真實語料/道地的輸入）

The teacher found her students practicing their speeches in the hallway.（老師發現她的學生們在走廊練習演講。）

雖然 find + 受詞 + to be + 形容詞/名詞是常見結構（例如：I find him to be honest），但當補語是動作動詞時，習慣上使用 V-ing 表狀態或 V-ed 表被動。

過去分詞（V-ed）用於被動語態。此處受試者與「表現（perform）」的關係是主動的，因此應選用現在分詞 performing。

核心文法：Find 的受詞補語結構

動詞 find 的受詞補語用法非常多樣，常見結構如下：

1. Find + 受詞 + V-ing：發現某人正主動做某事（強調狀態或動作正在進行）。

o I found him crying in his room.

2. Find + 受詞 + V-ed：發現某人/某事處於被動狀態。

o She found the window broken.

3. Find + 受詞 + 形容詞：發現某人/某事處於某種特質。

o He found the book interesting.

在本題中，performing 用來描述參與者在接觸真實語料時所展現出的主動表現狀態。

19. While the proposal has been widely praised for its innovative design, several analysts—citing inconsistencies in the underlying data—have taken issue ______ the assumptions on which its conclusions rest.

(A) to

(B) on

(D) with

【解析】句意為「雖然該提案因其創新設計而廣受讚譽，但幾位分析師——引用了基礎數據中的不一致之處——對其結論所依據的假設提出了異議。」

語境顯示分析師對某些內容持有反對意見或爭論。在英文慣用語中，表達「對某事提出異議」或「與…爭論」時，動詞片語 take issue 固定搭配介系詞 with，

take issue with someone（與某人爭論）；take issue with a statement（對某種說法提出異議）

I must take issue with your assertion that all students are lazy.（我必須對你關於所有學生都很懶惰的斷言提出異議。）

同義詞：disagree with, challenge

反義詞：agree with, concur with

核心文法：固定搭配 (Collocation)

在英文寫作中，許多動詞片語的意義取決於介系詞的精準使用。

• take issue with… = 爭論；反對

• rest on… = 依據；信賴（如此題末尾的 rest on its conclusions）

這題的結構較為複雜，中間插入了 citing inconsistencies in the underlying data（引用基礎數據的不一致），這屬於「插入語」，會干擾讀者找尋主要動詞與介系詞的聯繫。解題時若能將插入語暫時移除，句子會變得很清晰：…analysts have taken issue with the assumptions.

20. The argument is predicated ______ a distinction that, upon closer examination, proves far less clear-cut than initially assumed.

(A) on

(B) in

(D) for

【解析】句意為「這項論點是建立在一個區別之上，而經過仔細檢查後，這個區別證明比最初假設的要模糊得多。」

語境顯示該論點的「基礎」或「前提」為何。在英文慣用語中，表達「以…為基礎」或「取決於…」時，動詞 predicate（常用被動語態 be predicated）固定搭配介系詞 on 或 upon

be predicated on the idea that…（基於…的想法）；predicated on facts（以事實為根據）

The company’s success is predicated on its ability to innovate.（公司的成功取決於其創新能力。）

同義詞：based on, grounded in, contingent on

反義詞：independent of

核心文法：表示「基礎與根據」的介系詞搭配

在學術英文中，表達「根據、基於」有幾種常見的搭配，它們多數與 on 相關：

• Be predicated on/upon…：基於（某個假設或前提）。

• Be based on…：基於（事實或研究）。

• Be grounded in/on…：以…為基礎（強調紮實性）。

• Rest on…：依賴於；支撐在…之上。

這題考查的是 predicate 這個較為正式、學術化的動詞，掌握其固定搭配介系詞 on 即可快速解題。句子後半段的 clear-cut 則是指「明確的、界限清楚的」，用來形容原本以為很清楚的區別其實很模糊。

Jean-Jacques Rousseau’s Émile; or On Education (1762) is perhaps the most influential work on education written in the modern world. Rousseau’s advocacy of learning via direct experience and creative play inspired the Swiss educational reformer Johann Pestalozzi, the German educator Friedrich Fröbel and the kindergarten movement. His stress on the training of the body as well as the mind was the forerunner of the mania for organised sports that swept English boarding schools in the 19th century and inspired Baron Pierre de Coubertin to found the modern Olympic Games in 1896. His observation that children develop via a series of clearly demarcated stages, each with its own unique cognitive and emotional capacities, underpinned the Swiss psychologist Jean Piaget’s theories of child psychology in the 1920s. And his insistence on the value of learning in nature lies in the background of today’s Forest School movement.

And yet Rousseau referred to his text as ‘less an educational treatise than a visionary’s reveries about education’. Émile is a thought experiment, in which the philosopher imagines a system of education designed to protect the natural unity of his pupil’s consciousness from the ills of civilisation. Rousseau was renowned for being optimistic about human nature.In the primeval forests of our species’ infancy, mankind was solitary, happy and good – a zen-like noble savage who lived entirely for himself and in the present moment. It was only over time, Rousseau argued, as social bonds were extended and civilisation grew more complex, that this original unity was disturbed. Natural man was solitary and free, but social man –especially as encountered in the salons of Enlightenment Paris – was self-conscious, calculating, deceitful, egotistical and perverse. His aim in Émile was to devise a system of education capable of producing a complete, free and good human being. Émile was to be an unalienated ‘savage’ who could nevertheless thrive in the modern world.

Rousseau called this process ‘negative education’ and urged teachers to begin by ‘studying your pupils better’. Rather than stuffing children full of moral precepts and academic knowledge, the aim was to work with the grain of the pupil’s innate capacities and desires. Rousseau was one of the first proponents of the Romantic belief in the nobility of childhood, its freedom from adult corruption and closeness to the state of nature. Émile was to learn directly from nature in a retired country setting. He would be shielded from the pernicious influence of books until the age of 12, and then would be restricted for several years to a single book, Daniel Defoe’s Robinson Crusoe (1719), for its message of self-reliance and the importance of perceiving things in themselves. Until the age of 15, Émile would learn practical craft skills, rather than theory-laden subjects such as history and religion. The role of the tutor was to design his environment so that he could ‘discover’ the laws of nature and morality for himself. For Rousseau, Émile could be free and good only insofar that ‘he see with his own eyes, feel with his own heart, [and] that no authority govern him beyond that of his own reason’.

For the most part, however, Rousseau’s legacy has been felt more in terms of our cultural ideals about childhood and education than actual teaching practices. The mass education systems that emerged in the 19th and 20th centuries were primarily concerned with imparting academic knowledge and preparing pupils for the workplace, rather than nurturing their inherent freedom and goodness. On the whole, modern mass education has meant learning indoors, sitting at desks, listening to teachers, passing exams, and privileging academic over manual and vocational subjects. Even when ‘progressive’ and ‘child-centred’ methods have been introduced, the ultimate aim has been to prepare pupils for their later roles within the ever-more complex and bureaucratic modern societies that maintain universal state-education systems. The most radical aspects of Rousseau’s programme – and the most profound philosophical questions that it addresses about the nature of human freedom and happiness – have largely been excluded from the practical business of education.

But if we look beyond the remit of state education, to the often-eccentric worlds of experimental schools and utopian communities, we find sporadic attempts to put Rousseau’s ‘visionary’s reveries about education’ into practice. Émile was a critique of the Enlightenment launched from within modern civilisation’s most powerful means of self-replication: education.In its most radical passages, such as when Rousseau declared that his aim was to teach his pupil ‘the art of being ignorant’, Émile laid the foundation for a counter-tradition within modern education that sought not simply to improve prevailing standards of schooling, but to liberate children from the burdens of civilisation itself. Radical anti-educationalists, such as the French utopian socialist Charles Fourier and the Scottish anarchist schoolmaster A S Neill, and proponents of the ‘free school’ movement of the 1960s treated education as, first and foremost, a vehicle for cultivating human happiness, and only secondarily as a means of communicating subject knowledge to pupils. In place of the traditional academic values of selfdiscipline and intellectual mastery, they valued existential authenticity and emotional or sexual liberation.

This radical counter-tradition sought to resolve the tension that lay at the heart of Rousseau’s system: that between the authority of the master and the freedom of the pupil. Rousseau’s belief in the freedom of children was accompanied by a subtle authoritarianism. Émile’s freedom is based on a strategic repression of false desires that is guided from afar by the self-effacing art of the tutor-designer. This is most uncomfortably apparent when Émile becomes a teenager and his burgeoning sexual desires are channelled into an ideal, even courtly, love for Sophie, his predestined bride. Fourier, Neill and the free-schoolers experimented with ways of doing away with teacherly authority altogether.

All education is moral philosophy in action. Even the most purely vocational training college relies on an implicit theory about how to live a valuable human life. But this is especially true for experimental schools, where theories of human nature and moral value intersect with the practical business of forming the characters of future generations. The countertradition that emerged from Rousseau’s vision of negative education was an investigation of two fundamental ethical questions: what does it mean for children to be free? And under what conditions might this freedom be most fully achieved?

One of the most radical – and eccentric – attempts at negative education came in the form of Fourier’s early 19thcentury utopian socialism. He envisaged a society of universal learning, without schools or teachers, in which education would emerge spontaneously from the free play of human desire. Like Rousseau, Fourier distrusted the false refinement of civilisation, urging instead the twin methods of ‘absolute doubt’ of civilised values and ‘absolute deviation’ from civilised norms. But unlike Rousseau, who argued that Émile must practise Stoic self-restraint in order to endure life in a fallen society,Fourier argued that freedom could be achieved only via the liberation of the human passions, a process that would require the complete re-engineering of society, as well as the self.

In his voluminous writings, Fourier laid out the blueprints for this ideal social system, paying meticulous attention to everything from work routines and architectural designs to kindergarten furniture and drill uniforms. The central organisational unit of utopian society was the ‘phalanstère’ (or phalanstery), a self-sufficient community of exactly 1,620 members, which was designed to satisfy all of their material needs and desires. Underpinning this vision was Fourier’s ‘passional analysis’ of human nature, an exhaustive taxonomy of the 12 basic human passions and their 810 possible combinations. With this complete map of the human passions in hand, Fourier predicted that a network of phalansteries would spread across the face of the Earth with the inexorable logic of a well-balanced equation. In his wilder flights ofspeculation, he envisaged a future society of perfectly harmonious association – the free play of all mankind’s social, sexual,artistic, gastronomic and intellectual desires, which would in turn release hitherto untapped powers of human ingenuity. Life would be one long orgiastic dinner party, orange groves would be planted in Warsaw, and the seas would be turned to lemonade.

Education was central to the practical task of building utopia, first because children were less warped by prolonged exposure to the disease of civilisation, and second because they would become vectors for the spread of utopian values when they grew into free, unalienated adults. But while Rousseau granted Émile freedom only under the guise of the master’s subtle autocracy, Fourier relied on the total architecture of the phalanstery to guide children in the exercise of freedom. And while Rousseau excluded women from the freedoms of negative education, Fourier rejected the patriarchal family as part of the repressive machinery of civilisation. In a striking anticipation of today’s radical gender politics, he specified that children should be free to choose which gendered ‘choir’, or work group, to join.

At each stage of the curriculum, the aim was to enable children to discover their authentic desires via activities that also served the broader needs of the community. Children between the ages of nine and 15, for instance, could opt to become members of a ‘little horde’ or a ‘little band’, depending on their emerging character. Little hordes, their dress modelled on Mongol raiders, would patrol the community collecting garbage and emptying toilets, all the while banging drums and indulging their innate taste for noise and simple rhythms. Little bands, clad in pristine uniforms modelled on ancient troubadours, would be responsible for maintaining the community gardens, caring for bees and silkworms, and ensuring correct language use, thereby indulging their innate passion for order and grace. In seeing repressed desire as a source social disharmony, Fourier was a forerunner of 20th-century psychoanalysis. But unlike Sigmund Freud, who focused on curing individual patients in private therapy sessions, Fourier sought to untangle the knotty parts of the human soul via the design of the phalanstery, where even antisocial impulses, such as a love of shit and a rage for order, could find healthy outlets in community life.

The most important educational zones of the phalanstery, however, were the kitchens and the opera. Cooking and opera were the master disciplines of Fourier’s utopian curriculum, through which all subsidiary forms of knowledge were channelled. Cooking appealed to children’s natural appetites and gustatory pleasures, while also ensuring the health of the community. Opera appealed to their visual and auditory senses, while also encouraging their natural propensity for physicality and movement. Crucially, cooking and opera were collaborative and public artforms, unlike the solitary, pagebound abstractions of intellectuals. For Fourier, opera in particular was ‘the assemblage of all measured material harmonies’,a practical exercise that subsumed the individual within the collective via the harmonious patterns of music, dance and ritual.

During his lifetime, Fourier struggled to raise the funds to put his plans into practice, but after his death in 1837 several phalansteries were founded in Europe and North America. Education was a prominent part of these communities, although Fourier’s original vision of unbounded passional learning was much tempered by the reality of life in what amounted to a series of small, self-sufficient farming communities. But at Brook Farm in West Roxbury, Massachusetts – the longestrunning and most well-known Fourierist community in the United States, a cause célèbre that attracted the interest of writers such as Ralph Waldo Emerson and Nathaniel Hawthorne – a more expansive system of utopian education was put in place.

Brook Farm incorporated many elements of Fourier’s original designs, including communal nurseries, workshops, the little bands or ‘choirs’, theatre and public ritual, all in the service of the ideal of cultivating free and unalienated children.So far, so Fourierist. But at the upper end of the system, the curriculum focused on traditional academic subjects and prepared pupils for college entrance exams. Aided by its literary celebrity and location close to Boston, Brook Farm became a fashionable destination for the children of the New England intellectual elite, and an inspiration to more moderate social reformers. John Dewey, the great American educational progressive who founded the first ‘Laboratory’ school at the University of Chicago in 1896, cited Brook Farm as one of his early inspirations.

This has been the fate of many of the most radical educational experiments over the years: to become, in diluted form, vehicles for fine-tuning the gifts of the liberal elite and tempering the rigours of mainstream education. But in its purest form– a form that could perhaps only ever exist in the abstract space of the printed page – Fourier’s utopian curriculum proposed an alternative solution to Rousseau’s original vision of negative education: desire and duty united in the architecture of a

utopian society.

The later-19th and early 20th centuries saw a wave of educational experiments that rejected the narrowly academic focus of mainstream public education in favour of various kinds of student democracy, manual crafts, creativity and the arts,outdoor pursuits and non-denominational religion. These schools were inspired by a range of modern creeds including socialism, liberalism, post-Freudian psychology, and even, at the more eccentric end of the spectrum, theosophy and anthroposophy, both of which saw education as a means of cultivating a spiritual unity with the all-pervading life force of the Universe. Most were short-lived enterprises that struggled to attract pupils and funds, but some, such as Abbotsholme and Bedales in the UK, survive to this day as expensive private boarding schools. The British travel writer Patrick Leigh Fermor, who was sent to a series of small progressive schools after being expelled from the august King’s School in Canterbury, referred to them as ‘oases of strangeness and comedy’ in the great desert of educational conformity.

While many espoused vaguely Rousseauian beliefs in the innate goodness of children, the value of learning in nature, and a distrust of modern civilisation, few of these schools practised negative education in the pure sense. They were too stuffed full of their own positive principles – agrarian socialism, liberal internationalism, psychoanalytic good health, etc –to grant children genuine freedom. But it was from within this tradition that one of history’s most radical experiments in negative education emerged. In 1921, dissatisfied with life as a teacher at a small progressive boarding school, Neill founded Summerhill, first near Dresden in Germany and then in 1927 at its permanent home in Leiston, Suffolk, which is to this day the world’s longest running children’s democracy. Famously – infamously – Summerhill is a school without rules, or at least a school in which the rules are voted on by the pupils themselves, and all lessons are optional. The point, however, was not simply the absence of rules, but what Neill called ‘practical civics’, or the exercise of personal freedom within the context of community life. This was another attempt to resolve the Rousseauian tension between authority and freedom, this time in the form of what amounted to a small-scale anarchist community.

A singular figure in the history of alternative education, Neill was the son of Scottish Calvinists, and a disciple of the renegade psychiatrist Wilhelm Reich – who diagnosed Nazism as the product of repressed sexual energy – and what you might call a hard-bitten idealist, who pursued a simple belief in the innate goodness of children with absolute commitment and in the most minute practical detail. He claimed never to have lied to a child, and his writings contain numerous examples of this uncomfortable honesty, such as when he makes good on his promise to his daughter Zoe that he will allow her to smash up his prized piano, or when he remarks to a concerned father that masturbation never did him any harm. The aim of Summerhill was to foster a similar honesty in all members of the community. For Neill, the lies we tell our children are not merely trivial compromises with social norms, but sources of fear and repression. They are the worms in the bud of childhood,which grow over time into the monstrous forms of bigotry, war and fascism. Neill refused to call himself a social reformer, but implicit within his experiment at Summerhill was a vision of a world transformed by radical honesty.

Neill estimated that new pupils spent on average three months ‘loafing’ before they attended lessons of their own volition,but in some cases it could be longer, years even. When they did go to lessons, there was no prescribed curriculum and no orderly sequence of classes. Pupils picked up whatever knowledge they desired and were free to spend as much time as they wished on arts and crafts, drama, gardening or simply staring out of the window. ‘I would rather see a school produce a happy street cleaner than a neurotic scholar,’ Neill stated, although he also claimed that many Summerhill pupils were capable of passing academic exams with little preparation time, driven as they were by an authentic desire to learn, rather than parental or social pressure.

Alongside the School Council, where the community met and voted each Saturday evening, the other great institution at Summerhill was ‘private lessons’, voluntary one-on-one therapy sessions in which Neill would try to disentangle any neuroses he saw developing in his young charges. In this respect, Summerhill was a combination of anarchist mutual aid society and psychoanalytic cure. It is perhaps the closest any school has come to the pure ideal of negative education. Unlike Rousseau, who trusted in the covert authority of the tutor, and unlike Fourier, who trusted in the total system of the phalanstery, Neill was one of history’s most hands-off schoolmasters. In the numerous documentary films that have been made about Summerhill, he comes across as an avuncular anarchist, a gruff, self-effacing, stubborn idealist, who hovers at the edges of his chaotic experiment in children’s freedom.

Summerhill has never had many more than 60 children in residence at any time, but it has exercised an outsized influence on radical education in the 20th century. In the 1960s, fuelled by the success of his books, Neill became the figurehead of the free-school movement. Free schools were small-scale experiments in DIY and community learning that grew out of the 1960s counterculture in North America, Britain, Scandinavia, Japan and elsewhere. According to one estimate, there were between 400 and 800 free schools established in the US in the late-1960s. Like the hippy dropouts who headed for the wide-open spaces of the American West, free-schoolers sought an alternative to the alienation of modern life.In doing so, they updated Rousseau’s critique of the Enlightenment for the post-Second World War era of state bureaucracy,consumer capitalism and Cold War politics. Many experimented with various forms of direct democracy, skills exchanges, arts and crafts, and political consciousness-raising, but the underlying goal was one that stretched all the way back to Rousseau’s claim in Émile that ‘freedom is the greatest good’.

Todd Gitlin, a leading voice of the US New Left, claimed that the aim of the counterculture was to create new institutions that would liberate ‘the natural, the primitive, the unrefined, the holy unspoiled child’ within each of us. But while Rousseau relied on the concealed authority of the teacher-designer to guide Émile’s education, free-schoolers were much more likely to let it all hang out, rejecting even the subtlest forms of teacherly control as a curb on children’s freedom. Perhaps unsurprisingly, this commitment to absolute freedom came with its own practical challenges. While a small number of 1960s free schools, such as the Sudbury Valley School in Massachusetts, have grown, like Summerhill, into enduring institutions, the great majority struggled to muster enough organisational structure to last more than a few years.

The radical pedagogies of the past often become the accepted practices of the present. Rousseau’s injunction to ‘[study] your pupils better’ or Neill’s claim to be ‘on the side of the child’ would be deemed unremarkable if uttered today. Their experiments were radical relative to their times. Rousseau’s focus on nature and discovery stood out against the mannered style of the hyper-educated ‘mannequins’ turned out by the private tutors that catered to France’s Ancien Régime aristocracy. Neill’s ‘free children’, unencumbered by sexual hang-ups and unburdened by academic learning, stood out against the repressed eggheads of the British private school tradition.

We inherit some of Rousseau, Fourier and Neill’s commitment to the freedom and happiness of children in the form of our ‘child-centred’ pedagogy and concern for pupils’ ‘wellness’ and mental health. But what is less easily assimilated today is their claim that, in order to be genuinely free and happy, children require less rather than more schooling – the principle of negative education. This is a deeply counterintuitive claim, especially for those of us who have succeeded in life as a result of our ability to pass exams and amass qualifications. Caught up in the thicket of bureaucratic formalities that is modern education – the seemingly endless sequence of grades, report cards, diplomas, degrees, league tables and PISA scores – it is easy to lose sight of the ultimate ends of education, rather than the merely relative values expressed in such forms. We rarely stop to consider that it might be the culture of schooling itself that is making our children anxious and

unhappy.

Of course, there is much that is crankish and impractical in the history of experimental education, and it is hard to muster anything but a historical interest in the Romantic ideal of the organic unity of the self and the halcyon vision of the noble savage. And yet Rousseau himself was under no illusions about the possibility of returning to a state of nature. What he insisted on, though, was the value of this ideal state as a yardstick against which to appraise current social institutions. Surveying the state of mass education today, can we really say that this is the best way to cultivate children’s freedom and happiness?

(Brooke-Smith, James. “Education, Unchained.” Aeon, 2020,

21. Which opposition is NOT developed in the essay?

(A) nature vs. civilisation

(B) freedom vs. authority

(D) emotion vs. reason

22. Fourier differs from Rousseau primarily in that he:

(A) rejects the idea of freedom as central to education.

(B) emphasises emotional over intellectual development.

(D) favours earlier entry into collective life.

23. According to the essay, Summerhill revises Rousseau’s version of negative education by:

(A) keeping subtle authoritarianism but making it more explicit.

(B) rejecting even subtle teacherly control more fully.

(D) subordinating happiness to academic mastery.

24. The author’s criticism of contemporary schooling points to a tension between:

(A) social adaptation and lack of authentic self-direction

(B) educational discipline and restrained desire

(D) student wellbeing and neglect of genuine flourishing

25. What is the most likely reason the author considers Rousseau still radical today?

(A) He emphasises preserving the child’s natural development.

(B) He reveals the tension between freedom and authority in education.

(D) He inspires later experimental and free-school movements.

【解析】這篇關於教育哲學的文章深入探討了從盧梭（Rousseau）到傅立葉（Fourier）及尼爾（A.S. Neill）等人的「消極教育」（negative education）傳統。以下是針對 21-25 題的詳細解析：

21. Which opposition is NOT developed in the essay?

正確答案：(D) emotion vs. reason

(A) nature vs. civilisation: 文章多次提到文明（civilisation）對人類天性（nature）的損害，這是盧梭理論的核心。

(B) freedom vs. authority: 文章中段落明確指出「教育中存在著師長權威與學生自由之間的張力」（…tension… between the authority of the master and the freedom of the pupil）。

(C) desire vs. duty: 在提到傅立葉的部分，文章最後一段總結他的理想是「慾望與義務在烏托邦社會結構中統一」（desire and duty united in the architecture of a utopian society）。

(D): 雖然文章提到了情感（emotion），但並未將其與理性（reason）對立起來。事實上，盧梭在《愛彌兒》中提到愛彌兒最終是受「他自己的理性」（his own reason）治理。

22. Fourier differs from Rousseau primarily in that he:

文章中對比了兩者的不同：盧梭依賴導師（tutor）的「隱蔽權威」來引導孩子，而傅立葉則「依賴法蘭斯泰爾（phalanstery）的整體架構來引導孩子練習自由」（Fourier relied on the total architecture of the phalanstery to guide children in the exercise of freedom）。

23. According to the essay, Summerhill revises Rousseau’s version of negative education by:

(B) rejecting even subtle teacherly control more fully.

文章指出，尼爾（A.S. Neill）試圖解決盧梭系統中的權威張力。不同於盧梭那種「基於策略性壓抑、由導師遠端引導」的自由，尼爾是歷史上最「放手」（hands-off）的校長之一，他讓學生自己投票決定規則，且所有課程都是自願的，排除了盧梭那種微妙的威權主義。

24. The author’s criticism of contemporary schooling points to a tension between:

(A) social adaptation and lack of authentic self-direction

作者在第四段和倒數第二段批評現代大眾教育，認為其主要目的是「為了以後在官僚現代社會中的角色做準備」（prepare pupils for their later roles within… bureaucratic modern societies），追求學歷與分數。這種「社會適應」導致教育偏離了盧梭所提倡的「內在自由」與「自我導向」。

25. What is the most likely reason the author considers Rousseau still radical today?

文章最後一段提到，雖然盧梭的「 noble savage」或「自然狀態」在現代看來可能有些古怪且不切實際，但作者強調盧梭堅持將這種「理想狀態」作為一支「衡量標準（yardstick）」，用來評估與挑戰現有的社會制度。這種對體制的根本質疑（例如：學校教育是否真的讓孩子幸福？）在官僚化的今天依然具有強烈的激進性。

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