A. DOING B. SETTING C. MAKING D. TAKINGQUESTION 61-70

60. A. doing B. setting C. making D. taking

Question 61-70 : Read the following passage and choose the best answer to each question

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.

61 The paragraph preceding the passage probably discusses _____.

A. the industrialization and the bureaucratization of economic life the United States in the 19

century

B. the formal schooling in the United States in the nineteen century.