______ THE CLASS SIZE IS OUR SCHOOL’S IMMEDIATE AIM.A. REDUCES B. RED...

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.