There is an immense and justified pride in what our colleges have done. At the same time t

here is a growing uneasiness about their product. The young men and women who carry away our degrees are a very attractive lot - in looks, in bodily fitness, in kindliness, energy, courage and buoyancy. But what of their intellectual equipment？ That too is in some ways admirable; for in spite of President Lowell's remark that the university should be a repository of great learning, since the freshmen always bring a stock with them and the seniors take little away, the fact is that our graduates have every chance to be well informed, and usually are so. Yet the uneasiness persists. When it becomes articulate, it takes the form. of wishes that these attractive young products of ours had more intellectual depth and force, more at-homeness in the world of ideas, more of the firm, clear, quiet thoughtfulness that is so potent and so needed a guard against besetting humbug and quackery. The complaint commonly resolves itself into a bill of three particulars. First, granting that our graduates know a good deal, their knowledge lies about in fragments and never gets welded together into the stuff of a tempered and mobile mind. Secondly, our university graduates have been so busy boring holes for themselves, acquiring special knowledge and skills, that in later life they have astonishingly little in common in the way of ideas, standards, or principles. Thirdly, it is alleged that the past two decades have revealed a singular want of clarity about the great ends of living, attachment to which gives significance and direction to a life. Here are three grave charges against American education,, and I want to discuss them briefly. My argument will be simple, perhaps too simple. What I shall contend is that there is a great deal of truth in each of them, and that the remedy for each is the same.

The main subject of this passage is ______.

A．the achievements of American colleges graduates

B．the deficiencies of American colleges graduates

C．the productive aspects of American colleges

D．the tasks of American colleges