Câu 24: ______ the class size is our school’s immediate aim.
A. Reduces B. Reduce C. Reducing D. Reduced
IV. 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.
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 pre-industrial 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.
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