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The framers of curriculums have differed greatly in the knowledge they prescribe. If there have been times when all the students at school or college studied the same things, as if it were obvious that without exposure to a common body of knowledge they would not be educated at all, there have been other times when specialization ran so wild that it might almost seem as if educated men had abandoned the thought of ever talking to each other once their education was completed.
If knowledge is one of our marks, we can hardly be dogmatic about the kind or the amount. However, if the framer of a curriculum wants to minimize his risks,

What is the most critical completion of the passage?