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While the best sixteenth-century Renaissance scholars mastered the classics of ancient Roman literature in the original Latin and understood them in their original historical context, most of the scholars' educated contemporaries knew the classics only from school lessons on selected Latin texts. These were chosen by Renaissance teachers after much deliberation, for works written by and for the sophisticated adults of pagan Rome were not always considered suitable for the Renaissance young: the central Roman clas-sics refused (as classics often do) to teach appropriate morality and frequently suggested the opposite. Teachers accordingly made students' needs, not textual and historical accuracy, their supreme interest, chopping dangerous texts into short phrases, and using these to impart lessons extemporaneously on a variety of subjects, from syntax to science. Thus, I believe that a modern reader cannot know the associations that a line of ancient Roman poetry or prose had for any particular educated sixteenth-century reader.
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当前版本由 193500j 更新于2020-02-26 17:39:27 感谢由 193500j 对此题目的解答所做出的贡献。
先原文中的信息有两点:
1、他们学的是拉丁文著作中截取的片段
2、老师在讲这些片段的时候,会即兴地(extemporaneously)讲许多与之相关的话题(on a variety of subjects, from syntax to science)
最后一句话要仔细读,这里的association到底指的是什么?association that a line of ancient Roman poetry or prose had for any particular educated sixteenth-century reader. 注意这里association是that引导的从句的宾语,动词为had。
也就是说:对16世纪的读者来说,某一行古罗马诗歌或散文都会引发某种联想(association),而这种联想是现代读者不能体会的。
回顾前文可以读出,这里所说的联想,就是指老师们在讲解某句句子的时候,所即兴阐发的从语法到科学等不同的话题。显然,现代读者是不会有这些联想的,因为他们并不知道老师们在课上到底讲了什么。
而D直接给出了我们缺少的信息,上课的文章以及老师口头讲授的内容,所以weaken了作者的论述。
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