One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950s and 1960s on the schools. In the 1920s， but especially in the Depression conditions of the 1930s， the United States experienced a declining birth rate—every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920， 89.2 in 1930， 75.8 in 1936， and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it， young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946， 106.2 in 1950， and 118 in 1955. Although economics was probably the most important determinant， it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates.The baby boomers began streaming into the first grade by the mid-1940s and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions， these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover， during the war and in the boom times that followed， large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.

　　Therefore， in the 1950s and 1960s， the baby boom hit an antiquated and inadequate school system. Consequently， the “custodial rhetoric” of the 1930s and early 1940s no longer made sense; that is， keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom， the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional， new， and extra services to older youths.

　　1. What does the passage mainly discuss?

　　[A] The teaching profession during the baby boom.

　　[B] Birth rates in the United States in the 1930s and 1940s.

　　[C] The impact of the baby boom on public education.

　　[D] The role of the family in the 1950s and 1960s.

　　2. The public schools of the 1950s and 1960s faced all of the following problems EXCEPT____.

　　[A] a declining number of students

　　[B] old-fashioned facilities

　　[C] a shortage of teachers

　　[D] an inadequate number of school buildings

　　3. According to the passage，why did teachers leave the teaching profession after the outbreak of the war?

　　[A]They needed to be retrained.

　　[B]They were dissatisfied with the curriculum.

　　[C]Other jobs provided higher salaries.

　　[D]Teaching positions were scarce.

　　4. The“custodial rhetoric”mentioned in the last paragraph refers to____.

　　[A] raising a family

　　[B] keeping older individuals in school

　　[C] running an orderly household

　　[D] maintaining discipline in the classroom

　　5. Where in the passage does the author refer to the attitude of Americans toward raising a family in the 1950s and 1960s?

　　[A]Lines 1～3

　　[B]Lines 9～10

　　[C]Lines 20～21

　　[D]Lines 24～26

　　核心詞匯

　　prosperityn.繁榮 cope vi.應(yīng)付，處理 consequently adv.從而，因此

　　priority n.優(yōu)先權(quán) staffn.全體職員laymann.外行 discipline n.學(xué)科，紀(jì)律

　　Profession n.職業(yè) institution n.公共機(jī)構(gòu) academic n.學(xué)院的，理論的

　　促使人們在對公共教育之作用的思考上發(fā)生轉(zhuǎn)變的最重要的社會(huì)狀況之一就是，20世紀(jì)50年代和60年代生育高峰對學(xué)校的影響。在20世紀(jì)20年代，尤其是在30年代經(jīng)濟(jì)大蕭條的情況下，美國經(jīng)歷了一次出生率的降低——在1920年，每1，000名15～44歲的婦女生育了大約118個(gè)嬰兒，1930年為89.2個(gè)，1936年為75.8個(gè)，到了1940年為80個(gè)。隨著第二次世界大戰(zhàn)以及其后的經(jīng)濟(jì)復(fù)蘇所引發(fā)的日益發(fā)展和繁榮的景象，年輕人提前結(jié)婚成家，開始比他們處于大蕭條時(shí)代的前輩們供養(yǎng)更大的家庭。出生率在1946年增長到102%，1950年為106.2%，1955年為118%盡管經(jīng)濟(jì)因素很可能是最重要的決定因素，但它并非是對生育高峰的惟一解釋。人們家庭觀念的增強(qiáng)也有助于解釋這種出生率的升高。

　　在生育高峰中出生的一代到20世紀(jì)40年代中期開始涌入學(xué)校一年級，到1950年呈泛濫之勢。公共學(xué)校體系突然發(fā)現(xiàn)自己負(fù)荷過重。戰(zhàn)時(shí)和戰(zhàn)后狀況一方面使得入學(xué)兒童數(shù)量增多，但同樣的狀況卻使學(xué)校在應(yīng)對如洪水般的入學(xué)兒童方面缺乏準(zhǔn)備。戰(zhàn)時(shí)的經(jīng)濟(jì)狀況意味著在1940年和1945年間新建學(xué)校的數(shù)量微乎其微。此外，在戰(zhàn)時(shí)以及在隨后的經(jīng)濟(jì)繁榮時(shí)期。，大量教師離開了教職，到經(jīng)濟(jì)體系中的其他領(lǐng)域?qū)で髨?bào)酬更優(yōu)厚的工作。因此，在20世紀(jì)50年代和60年代，生育高峰沖擊了一個(gè)陳舊且不完整的學(xué)校體系。其結(jié)果是，20世紀(jì)30年代和40年代早期的“監(jiān)護(hù)之說”開始失去意義;也就是說，因?yàn)榻逃龣C(jī)構(gòu)無法為年齡在5～16歲的兒童提供學(xué)習(xí)所需的空間和教員，因此，讓那些年齡在16歲及其以上的孩子待在學(xué)校以使他們處于勞動(dòng)力市場之外，不再是一個(gè)優(yōu)先的選擇。

　　在生育高峰的沖擊下，教育者和對教育感興趣的外行所關(guān)注的焦點(diǎn)不可避免地轉(zhuǎn)向了低年級，轉(zhuǎn)回到了基本的學(xué)術(shù)技能和學(xué)科上。這一體系對于向年齡較大的年輕人提供非傳統(tǒng)的、新式的和額外的服務(wù)不再抱有太多的興趣。

　　參考答案：

　　1.A 細(xì)節(jié)題。由題干關(guān)鍵詞babyboom定位文章第一段倒數(shù)第二句，該句提到…economics was probably the most impoItant deterrninant.一可知，經(jīng)濟(jì)的繁榮導(dǎo)致了baby boom，故選A.

　　2.C 細(xì)節(jié)題。由題干關(guān)鍵詞t11e.teaching profession定位第二段最后一句…teac】3ers leR their professionforbettei‘-payingjobs…(很多老師為了高薪離開了教師崗位)，由此可推斷出答案應(yīng)為C.

　　3.B 語義題。由題干關(guān)鍵詞custodial rJaetoric定位文章第三段，第二句說到，三四十年代custodial rhetoric不再合理，該句中that is后就是custodial dletorjc的內(nèi)容，即keeping youths aged sixteen antl older out oftlle lal)or mar-ket by keeping t】aem in scla00l，選項(xiàng)B正是該句的同義轉(zhuǎn)述，故為答案。

　　4.B 推斷題。作者在第三段首句提到生育高峰沖擊了學(xué)校體系，可排除A;最后一段提到教育者的焦點(diǎn)也轉(zhuǎn)向了低年級，轉(zhuǎn)回到了基本的學(xué)術(shù)技能和學(xué)科上，而對向年齡較大的年輕人提供非傳統(tǒng)的、新式的和額外的服務(wù)不再抱有太多的興趣，言外之意，在生育高峰之前教育者的焦點(diǎn)不在基本的學(xué)術(shù)技能和學(xué)科上，故排除c，D與文意正好相反，只有B符合文意。

　　5.C 主旨題。本題針對文章的大意。文章開篇作者就點(diǎn)明了主題“促使人們在對公共教育的作用的思考上發(fā)生轉(zhuǎn)變的最重要的社會(huì)狀況之一，就是20世紀(jì)50年代和60年代生育高峰對學(xué)校的影響”。由此可見，本文的主旨應(yīng)為C.

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