Therefore, in the 1950's and 1960's, The baby boom hit an antiquated and inadequate school system. Consequently,the "custodial rhetoric" of the 1930's and early 1940's no longer made sense; that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youths.
; k& i* {: ^, t% {) b 13.What does the passage mainly discuss?
4 {& g1 T1 V2 R$ H, U: D (A) The teaching profession during the baby boom
$ e1 U3 ?6 v1 I2 k- ~) R (B) Birth rates in the United States in the 1930's and 1940's" z9 |3 ~- i7 B3 l
(C) The impact of the baby boom on public education6 E$ g* [2 R3 S
(D) The role of the family in the 1950's and 1960's
# C1 g* _* @" X. { 14.The word "it" in line 15 refers to
9 c% q5 F/ e" l6 f- ~. } (A) 1955
" C: R( ^3 {/ t* g7 r6 `3 x [/ O( b (B) economics) }$ P: V J! \0 }( l1 R, g% Q5 Z
(C) the baby boom
/ _' {3 a; w" } (D) value9 ~4 M7 A( T, k8 I) Y' R) w3 s
15.The word "overtaxed" in line 20 is closest in meaning to
. V3 r; @6 c' D$ v5 A. J6 r (A) well prepared& R% W- v+ W: Z5 u0 |0 O4 |
(B) plentifully supplied
% i: W( ?/ i1 ]( z, W8 `' O: ^% f (C) heavily burdened2 h9 i2 f2 I+ u* F) S( F
(D) charged too much
# J- L$ b$ X( ?! ?" n( v# C 16.The public schools of the 1950's and 1960' faced all of the following problems EXCEPT
6 ^9 k# W7 g* o* b (A) a declining number of students
& L. y( U1 B, w (B) old-fashioned facilities
0 ^2 Q6 ? i* C( y, j2 e! u1 M (C) a shortage of teachers, Y3 a, f% g; P8 y9 O! R3 D
(D) an inadequate number of school buildings5 V4 R" b& {! s& p$ G
17.According to the passage, why did teachers leave the teaching profession after the outbreak of the war?
/ ?3 l5 r: Q* C: B; v (A) The needed to be retained2 H7 e( m% W7 j2 f3 J- P1 ], ]
(B) They were dissatisfied with the curriculum! N8 j D+ a' z8 s6 Q7 h
(C) Other jobs provided higher salaries% N1 K1 z3 T& Z# g
(D) Teaching positions were scarce$ N7 O' E1 ^3 ?+ M" x" L. C
18.The word "inadequate" in line 28 is closest in meaning to: l& S6 i! x2 s
(A) deficient
9 C' {5 @4 d6 T0 W (B) expanded
" J: i* U( Q6 ?$ F (C) innovative
' `' ^/ \, j1 [ (D) specialized. G( x. p& V& P: B
19.The "custodial rhetoric" mentioned in line 29 refers to5 z/ s4 V& i6 L0 Q. ~( \
(A) raising a family
/ l5 a2 ~0 b6 u9 u9 ~/ S$ V5 `2 ` (B) keeping older individuals in school
- B# G: E, S. ^# Y (C) running an orderly house hold
, ?1 t" I: e0 h+ K$ c (D) maintaining discipline in the classroom
, k! l4 J% R2 X1 L8 J 20.The word "inevitably" in line 35 is closest in meaning to
. x$ E" h; `1 M- j9 ^% t. S9 } (A) unwillingly
3 E- P+ B B/ W$ W8 u1 b (B) impartially# W2 ^5 b' f L6 A c1 @: [
(C) irrationally5 c, K- e/ Q( h7 v7 n/ W1 H
(D) unavoidably9 V& d) s6 w) i8 u x" s; L8 N' a9 y
21.Where in the passage does the author refer to the attitude of Americans toward raising a family in the 1950's and 1960's?: D @, z0 G$ [" ]$ n9 X) z
(A) Lines 1-46 X% |' ~. W, {7 _, r7 R% r
(B) Lines 16-171 \+ S( p5 w/ A+ M" g/ o7 @1 @# [: m
(C) Lines 27-28% `# |" f+ M! W; m4 K ]
(D) Lines 34-36
/ d' N1 N3 `+ q 22.Which of the following best characterizes the organization of the passage?2 d$ ^+ I8 P$ A* ~( w
(A) The second paragraph presents the effect of circumstances described in the first paragraph.
% e4 i# m$ y K, _/ ?8 z7 W (B) The second paragraph provides a fictional account to illustrate a problem presented in the first paragraph.: V" S" |& Z9 A% G: Y
(C) The second paragraph argues against a point made in the first paragraph.
$ P* m/ V$ M5 `# d; L% Q (D) The second paragraph introduces a problem not mentioned in the first paragraph.) \+ u/ }/ `" Z
Questions 23-329 G' M6 K k) g; o( v1 G3 V
Nineteenth-century writers in the United States,whether they wrote novels, short stories, poems, or plays,were powerfully drawn to the railroad in its golden year. In fact, writes responded to the railroads as soon as the first were built in the 1830's. By the 1850's, the railroad was a major presence in the life of the nation. Writers such as Ralph Waldo Emerson and Henry David Thoreau saw the railroad both as a boon to democracy and as an object of suspicion. The railroad could be and was a despoiler of nature; furthermore,in its manifestation of speed and noise, it might be a despoiler of human nature as well. By the 1850's and 1860's, there was a great distrust among writer and intellectuals of the rapid industrialization of which the railroad was a leading force. Deeply philosophical historians such as Henry Adams lamented the role that the new frenzy for business was playing in eroding traditional values. A distrust of industry and business continued among writers throughout the rest of the nineteenth century and into the twentieth. |