Reformers early in the twentieth century suggested that education programsshould suit the needs of specific populations. Immigrant women were one suchpopulation. Schools tried to educate young women so they could occupy productiveplaces in the urban industrial economy, and one place many educators consideredappropriate for women was the home.
Although looking after the house and family was familiar to immigrantwomen, American education gave homemaking a new definition. In preindustrialeconomies, homemaking had meant the production as well as the consumption ofgoods, and it commonly included income-producing activities both inside andoutside the home, in the highly industrialized early-twentieth-century UnitedStates, however, overproduction rather than scarcity was becoming a problem.Thus, the ideal American homemaker was viewed as a consumer rather than aproducer. Schools trained women to be consumer homemakers cooking, shopping,decorating, and caring for children efficiently in their own homes, or ifeconomic necessity demanded, as employees in the homes of others. Subsequentreforms have made these notions seem quite out-of-date.
1. It can be inferred from paragraph 1 that one important factor in theincreasing importance of education in the United States was
(A) the growing number of schools in frontier communities
(B) an increase in the number of trained teachers
(C) the expanding economic problems of schools
(D) the increased urbanization of the entire country
2. The word means in line 6 is closest in meaning to
(A) advantages
(B) probability
(C) method
(D) qualifications
3. The phrase coincided with in line 8 is closest in meaning to
(A) was influenced by
(B) happened at the same time as
(C) began to grow rapidly
(D) ensured the success of
4. According to the passage , one important change in United Stateseducation by the 1920's was
that
(A) most places required children to attend school
(B) the amount of time spent on formal education was limited
(C) new regulations were imposed on nontraditional education
(D) adults and children studied in the same classes
5. Vacation schools and extracurricular activities are mentioned in lines10-11 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 theirprograms.
(D) the increased impact of public schools on students.
6. According to the passage , early-twentieth century education reformersbelieved that
(A) different groups needed different kinds of education
(B) special programs should be set up in frontier communities to modernizethem
(C) corporations and other organizations damaged educational progress
(D) more women should be involved in education and industry
7. The word it in line 22 refers to
(A) consumption
(B) production
(C) homemaking
(D) education
PASSAGE 47 DCBAD AC
托福阅读真题3
PASSAGE 48
According to sociologists, there are several different ways in which aperson may become recognized as the leader of a social group in the UnitedStates. In the family, traditional cultural patterns confer leadership on one orboth of the parents. In other cases, such as friendship groups, one or morepersons may gradually emerge as leaders, although there is no formal process ofselection. In larger groups, leaders are usually chosen formally throughelection or recruitment.
Although leaders are often thought to be people with unusual personalability, decades of research have failed to produce consistent evidence thatthere is any category of natural leaders. It seems that there is no set ofpersonal qualities that all leaders have in common; rather, virtually any personmay be recognized as a leader if the person has qualities that meet the needs ofthat particular group.
Furthermore, although it is commonly supposed that social groups have asingle leader, research suggests that there are typically two differentleadership roles that are held by different individuals. Instrumental leadershipis leadership that emphasizes the completion of tasks by a social group. Groupmembers look to instrumental leaders to get things done. Expressive leadership,on the other hand, is leadership that emphasizes the collective well-being of asocial group's members. Expressive leaders are less concerned with the overallgoals of the group than with providing emotional support to group members andattempting to minimize tension and conflict among them. Group members expectexpressive leaders to maintain stable relationships within the group and providesupport to individual members. Instrumental leaders are likely to have a rathersecondary relationship to other group members. They give orders and maydiscipline group members who inhibit attainment of the group's goals. Expressiveleaders cultivate a more personal or primary relationship to others in thegroup. They offer sympathy when someone experiences difficulties or is subjectedto discipline, are quick to lighten a serious moment with humor, and try toresolve issues that threaten to divide the group. As the differences in thesetwo roles suggest, expressive leaders generally receive more personal affectionfrom group members; instrumental leaders, if they are successful in promotinggroup goals, may enjoy a more distant respect.

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