次の英文を読んで、下記の問いに答えよ。

The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality and artificiality which were characteristic of classical studies, but they were ( a ) disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dullness and superstition of medieval scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil’s Aeneid.

The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific ( b ) out of school hours. As to the learning of scientific method, the whole thing is a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is ( c ) that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them or not. The way in which educated people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or myths, shows that fifty years of education in the method of science has produced no ( d ) effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of a minority of people who are able to ( e ) some of the techniques of science and a still smaller minority who are able to use and develop them.

1.本文の空所(a)~(e)に入れるのに最も適切な語を、下記の(1)~(4)からそれぞれ1つ選び、その番号をマークせよ。
(a)

• (1) gratingly
• (2) gravely
• (3) grippingly
• (4) gruelingly

(b)

• (1) hints
• (2) habits
• (3) heretics
• (4) hobbies

(c)

• (1) needless
• (2) nebulous
• (3) necessary
• (4) negative

(d)

• (1) virulent
• (2) vibrant
• (3) visible
• (4) vicious

(e)

• (1) acquire
• (2) acquit
• (3) acquiesce
• (4) acquaint

2.本文の内容と最もよく適合するものを下記の(a)~(h)から4つ選び、その記号をマークせよ。

• (a) The teaching of science leads to children's ability to use logical thought processes.
• (b) Those who have experienced a formal education are more knowledgeable in the ways of science than are curious and keen youth.
• (c) Personal experience is more useful than memorization in learning the methods of science.
• (d) Physics and Chemistry were more difficult to learn one hundred years ago.
• (e) At present, science in education actually teaches students to think less creatively.
• (f) The use of science in education has not achieved any success in teaching children about their immediate surroundings.
• (g) Education and society should provide more opportunities for personal experience.
• (h) Unless changes are made to how methods in science are taught, a majority of people will not be able to use them effectively.