Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
Vacation schools and extracurricular activities are mentioned in paragraph 2 to illustrate _____.
A. alternatives to formal education provided by public schools
B. the importance of educational changes
C. activities that competed to attract new immigrants to their programs
D. the increased impact of public schools on students
Kiến thức: Đọc hiểu
Giải thích:
Trường học theo kỳ nghỉ và các hoạt động ngoại khóa được đề cập ở đoạn 2 để minh họa cho _______.
A. các lựa chọn thay thế cho giáo dục chính quy bởi các trường công lập
B. sự quan trọng của thay đổi giáo dục
C. các hoạt động cạnh tranh để thu hút người di cư tham gia vào các chương trình đó
D. tầm ảnh hưởng của các trường công lập lên trẻ em đã tăng lên
Thông tin: Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants.
Tạm dịch: Trường mẫu giáo, trường học theo kỳ nghỉ, hoạt động ngoại khóa, giáo dục và tư vấn dạy nghề đã mở rộng ảnh hưởng của các trường công lập đối với cuộc sống của học sinh, nhiều người trong số đó ở các thành phố công nghiệp lớn là con của người nhập cư.
Chọn D