In the eighteenth—century one of the first modern economists, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.
Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small—scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.
During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents. But they lacked social training of the upper class, who despised them as the “new rich.”
They often sent their sons and daughters to special school to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.
In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.
60．If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?
A．Officials and employees. B．Peasants and farmers.
C．Doctors and teachers. D．Tradesmen and landlords.
61．Who were the ‘new rich’ during the nineteenth and early twentieth centuries?
A．They were still the upper class people.
B．They were owners of large factories.
C．They were intelligent industrialists.
D．They were skilled workers who made their fortune.
62．According to the passage, what did those people do who intended to make their children move up in the social ladder?
A．They saved a lot of money for their children to receive higher education.
B．They tried to find marriage partners from the children of the upper class.
C．They made greater fortunes by their wits.
D．They worked even harder to acquire social training.
63．In the twentieth century class differences have been partly smoothed out by ____.
A．increased income and decreased taxation
B．taxation, social services and educational opportunities
C．education, the increase of income and industrial development
D．the decrease of the upper class population
C 61—65 DBC
AThe three main types of secondary education in the United States have been provided by the Latin grammar school, the academy, and the public high school. The first of these was a colonial institution. It began in New England with the establishment in 1635 of the Boston Free Latin School. The curriculum(课程) consisted mainly of the classical languages, and the purpose of this kind of school was the preparation of boys for college, where most of them would be fitted for the ministry.
The academy began in the early 1750’s with Benjamin Franklin’s school in Philadelphia, which later became the University of Pennsylvania. It extended generally to about the middle nineteenth century, except in the southern states where the public high school was late in developing and where the academy continued to be a principal means of secondary education even after 1900.The academy was open to girls as well as to boys, and it provided a wider curriculum than what the Latin grammar school had furnished. It was designed not only as a preparation for college but also for practical life in commercial and business activities. Although its wide educational values are evident and are recognized as important contributions to secondary education in this country, the academy has never been considered a public institution as the public high school has come to be.
The public high school had its origin in Massachusetts in 1821 when the English Classical School was established in Boston. In 1827,the state enacted(制定)the first state wide public high school law in the United States. By 1840,there were perhaps a dozen public high schools in Massachusetts and many in other eastern states by 1850,they could also be found in many other states. Just as the curriculum of the academy grew out of that of the Latin grammar school, the curriculum of the public high school developed out of that of the academy. The public high school in the United States is a repudiation(推翻) of the aristocratic(贵族的)and selective principle of the European educational tradition. Since 1890,enrollments( 入学)in secondary schools, mainly public high schools, have practically doubled in this country every ten years.
56．According to the passage, which of the following sequences indicates the order in which the schools developed?
A．Latin grammar school, public high school, academy.
B．Latin grammar school, academy, public high school.
C．Public high school, Latin grammar school, academy.
D．Public high school, academy, Latin grammar school.
57．It is the opinion of the author that the academy, compared with the public high school, was ____.
A．obviously academically better
B．more discriminatory in student selection
C．coeducational
D．not generally considered as a public institution
58．One can probably infer from his article that “Latin grammar school” refers to ____.
A．the Boston Free Latin School
B．all the elementary schools in the United States
C．schools which taught Latin, exclusive of all other subjects
D．a number of schools which developed in New England
59．It is implied but not stated in the passage that ____.
A．European educational systems are not good
B．As high schools developed in the united states, the decision was made to make them responsible to people from all classes of society.
C．There was an aristocratic and selective principle in the European educational tradition
D．public high schools in the United States embraced the European educational tradition
完形填空（共20小题；每小题1.5 分，满分30 分）
阅读下面短文，掌握其大意，然后从36-55各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。
Our holidays were coming to an end but we had not yet realized our plan to drive to Dalat. Our 36 about Dalat with its shining cherry blossoms (花) and scenic views were 37 us to start our journey.
Then one morning our dream 38 . We hired a car and drove 39 to Dalat early in the morning. Splendid landscapes 40 on either side of the road 41 before us. The refreshing morning breeze was caressing (抚摸) our skin and in 42 spirits we were singing merrily.
When we reached Blao Pass, we saw a white 43 in front of us. We 44 down the pass. It seemed to us that the young girl in the white car did not want to be 45 as she was driving at full speed. Suddenly she lost 46 of her car; it turned to the left and crashed into the slope and 47 .
Quite frightened, we braked 48 and jumped out of our car. We turned her car over and pulled out the girl who was 49 in the car. The girl had narrowly escaped death. She was shivering like an aspen (白杨) leaf. In spite of her 50 , she looked very beautiful, just like an angel. When she had 51 from her panic, she timidly (胆小地) thanked us for having rescued her, then she looked at her flat 52 in despair.
Reading her thoughts, we took off our shirts and began to 53 the punctured tyre. We then put on the 54 wheel for her. As soon as the work had been done, we started our 55 again and followed Da Huong Lan—the girl we had helped.
36．A．thoughts B．ideas C．suggestions D．stories
37．A．promising B．telling C．urging D．refusing
38．A．came true B．woke up C．took place D．broke out
39．A．back B．again C．slowly D．straight
40．A．at dusk B．at night C．at dawn D．at noon
41．A．disappeared B．unfolded C．grown D．developed
42．A．strange B．fresh C．high D．low
43．A．bus B．car C．dog D．cat
44．A．walked B．ran C．climbed D．sped
45．A．overtaken B．beaten C．discovered D．known
46．A．anger B．control C．life D．memory
47．A．left B．stopped C．returned D．overturned
48．A．highly B．successfully C．hard D．hardly
49．A．trapped B．locked C．thrown D．found
50．A．pleasure B．death C．shock D．wake
51．A．came B．recovered C．learned D．turned
52．A．tyre B．chair C．car D．leg
53．A．repair B．remove C．throw D．check
54．A．other B．new C．second-hand D．spare
65．A．journey B．voyage C．passage D．umbrella
.Hardly could he _________this amount of work in such a short of time.
|
A．live through |
B．look through |
C．come through |
D．get through |
He’s obviously quite embarrassed about it so he ____ me to tell anyone.
|
A．prevented |
B．owed |
C．permitted |
D．forbade |
Though the twins look alike, they ____ in many aspects, especially in hobbies and personality.
|
A．range |
B．change |
C．choose |
D．differ |
