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Education is one of the key words of our time. A man without an education, most of us beli

eve, is an unfortunate victim of adverse circumstances, deprived of one of the greatest twentieth-century opportunities. Convinced of the importance of education, modern states " invest " in institutions of learning to get back "interest" in the form. of a large group of enlightened young men and women who are potential leaders. Education, with its cycles of instruction so carefully worked out, punctuated by textbooks—that purchasable wells of wisdom—what would civilization be like without its benefits？

So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births—but our spiritual outlook would be different. We would lay less stress on "facts and figures" and more on a good memory, on applied psychology, and the capacity of a man is to get along with his fellow-citizens. If our educational system were fashioned after its bookless past we would have the most democratic form. of "college" imaginable. Among tribal people all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect every- body is equipped for life.

It is the ideal condition of the "equal start" which only our most progressive forms of modern education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no "illiterates"—if the term can be applied to peoples without a script—while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876, and is still non-existent in a number of "civilized" nations. This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the "happy few" during the past centuries.

Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry, which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parents' and therefore the jungles and the savannahs know of no "juvenile delinquency". No necessity of making a living away from home results in neglect of children, and no father is confronted with his inability to "buy" an education for his child.

Why do modern states invest in institutions of learning？

A．To get a repayment for what an individual's education has cost.

B．To get rewards for what they have spent.

C．To charge interest.

D．To give all the children free education.

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更多“Education is one of the key wo…”相关的问题
第1题
In the United States elementary education begins at the age of six. At this stage nearly a
ll the teachers are women, mostly married. (80) The atmosphere is usually very friendly, and the teachers have now accepted the idea that the important thing is to make the children happy and interested. The old authoritarian (要绝对服从的) methods of education were discredited (不被认可) rather a long time ago-so much so that many people now think that they have gone too far in the direction of trying to make children happy and interested rather than giving them actual instruction.

The social education of young children tries to make them accept the idea that human beings in a Society need to work together for their common good. So the emphasis is on cooperation rather than competition throughout most of this process. This may seem curious, in view of the fact that American society is highly competitive; however, the need for making people sociable in this sense has come to be regarded as one of the functions of education. Most Americans do grow up with competitive ideas, and obviously quite a few as criminals, but it is not fair to say that the educational system fails. It probably does succeed in making most people sociable and ready to help one another both in material ways and through kindness and friendliness.

According to the passage, the U.S. elementary education is supposed to make children ______.

A．sensible and sensitive

B．competitive and interested

C．curious and friendly

D．happy and cooperative

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第2题
Boys and girls, never forget that you educate your

selves. Schools, books and teachers are help, but you have to do the work. Only by persevering, industrious efforts can you become well educated

There are two objects in education: first, to develop yourself; second, to gain knowledge. To develop yourself is to strengthen and cultivate your whole being: to improve your memory and reasoning powers; to learn to think and judge correctly; in short, to have yourmind grow, so that you will be better able to do your work in life.

You develop yourself by acquiring an education, thinking about, and using it, for ducation is the food to make your mind grow. To gain knowledge is to leam tacts and methods which will be of use to you in life

There are four sources from which to derive education: from your own observation, from your experience, from the conversation of others, and from study. You can leam much without books and teachers

When you visit a manufactory, examine the machinery; try to leam how the power applied at one point moves levers and wheel until it reaches the part that dose the work Wherever work is going on, be sure to learm how it is done. Study into causes and result. The steam engine came from the boy Watt's watching a boiling teakettle, and thinking about it.

Listen to conversation, you can leam something useful from every one. Every one can teach the best-educated man something. Ask people to tell you of what they have seen and known. Never be ashamed to ask about what you do not understand. A leaned man was asked how he had acquired such a vast amount of knowledge. "By asking information of every one,he answered.

To educate yourself, you must read, study, observer, reflect, reason, and think. Keep your eyes open, and your mind at work.

1. The most appropriate title for this passage would be ().

A、Measures of Developing Oneself

B、Objects in Education

C、Self-education

D、spend time and try hard

2.According to the passage, to develop oneself is all of the following except().

A、having a better memory

B、enhance your reasoning abilities

C、improving the ability to judge correctly

D、acquiring an education

3.According to the passage, which of the following statements is true().

A、To improve yourself is to have your mind grow.

B、You can become well educated only by observing

C、You can only get information through books and teachers

4.It can be inferred from the passage that().

A、formal education is less important than self-education

B、thinking is much more important than knowledge in developing yourself

C、schools and teachers are unnecessary in developing yourself

D、in order to be well educated, you have to spend time and try hard

5.According to the author, a mature mind will enable you to ().

A、learn without books and teachers

B、gain knowledge

C、acquire an education

D、work better in your life

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第3题
Yes, that college tuition bill is bigger this year.Confirming what students and their pare

Yes, that college tuition bill is bigger this year.

Confirming what students and their parents already knew, an influential education think tank (智囊机构) says that states are passing along their budget woes (因难) to public university students and their families. Tuitions are rising by double digits in some states, while the amount of state funded student aid is dropping.

The result, says the National Center for Public Policy and Higher Education in San Jose, Calif., is "the worst fiscal news for public higher education institutions and their students in at least a decade."

Although incomes are rising by only 1% to 2% in most states, tuition at four-year public schools leapt by 24% in Massachusetts, 20% in Texas and 7% nationally since the 2001-2002 school year, the center says.

State budget deficits (预算赤字) are the cause. Nationally, states spend about 48% of their revenue on education, or about ＄235 billion in 2001 for kindergarten through college, says the National Governors Association. Elementary and secondary education budgets are protected in many state constitutions, which means they are generally the last expense that states will cut. But higher education is vulnerable to budget cuts--and tuition increases: After all, no one has to go to college.

Colleges and universities "have clients they can charge," says the National Center's president, Patrick M. Callan. Tuition "is the easiest money to get," he adds.

The pressure to raise tuition is particularly intense because states froze or even cut state university tuition during the 1990s. With its eye on the knowledge-driven economic boom, the University of Virginia cut tuition by 20% in 1999. This year, although per-capita income grew by less than 1% in Virginia, the state raised tuition at its four-year colleges by 9% and cut student aid by 8%, about ＄10 million.

The rising cost of public education, and the fear that it is financially squeezing some students out of an education, have prompted some state universities to adopt a practice long used by private schools to attract students: tuition discounting. In tuition discounting, colleges turn around a share of the tuition paid by some students, and use it to pay for scholarships for others. Private colleges typically return ＄35 to ＄45 in scholarships for every ＄100 they collect in tuition revenue. But until recently, states have viewed discounting as politically unpopular.

There are a few steps students and their families can take to offset rising tuitions, but not many. Because colleges are always interested in raising academic quality, talented students can pit one college against another in hopes of raising their financial-aid offer. Some colleges now invite students to call and renegotiate their aid packages if they get a better offer from another institution.

College education becomes costlier because______.

A．the state-funded student aid is increased

B．the budgets for elementary and secondary education are increased

C．colleges can no longer depend on states for fund

D．higher education budget will get cut by states

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第4题
根据下列文章，回答31～35题。The relationship between formal education and economic growth in
poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

第31题：The author holds in paragraph 1 that the importance of education in poor countries

A．is subject to groundless doubts.

B．has fallen victim of bias.

C．is conventionally downgraded.

D．has been overestimated.

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第5题
Happiness can be described as a positive mood and a pleasant state of mind. According to r
ecent polls (民意测验) sixty to seventy percent of Americans consider themselves to be moderately happy and one in twenty persons feels very unhappy. Psychologists have been studying the factors that contribute to happiness. It is not predictable nor is a person in an apparently ideal situation necessarily happy. The ideal situation may have little to do with his actual feelings. A good education and income are usually considered necessary for happiness. Though both may contribute, they are only chief factors if the person is seriously undereducated or actually suffering from lack of physical needs. The rich are not likely to be happier than the middle-income group or even those with very low incomes. People with college educations are somewhat happier than those who did not graduate from high school, and it is believed that this is mainly because they have more opportunity to control their lives. Yet people with a high income and a college education may be less happy than those with the same income and no college education. Poor health does not rule out happiness except for the severely disabled or those in pain. Learning to cope with a health problem can contribute to happiness. Those with a good sex life are happier in general, but those who have a loving, affectionate relationship are happier than those who rely on sex alone. Love has a higher correlation with happiness than any other factor. It should be noted that people quickly get used to what they have, and they are happiest when they feel they are increasing their level no matter where it stands at a given time. Children whose parents were happily married have happier childhoods are not necessarily happier adults. The best formula for happiness is to be able to develop the ability to tolerate frustration, to have a personal involvement and commitment, and to develop self-confidence and self-esteem. It can be inferred from the passage that______.

A.happiness is predictable

B.a person in an apparently ideal situation must be happy

C.the rich are likely to be happier than the middle-income group

D.happiness is not necessarily connected to one's situation in society

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第6题
During the traditional wedding ceremony, the【C1】______couple promise each other lifelong d
evotion. Yet, about one out of four American marriages ends in divorce. Since 1940, the divorce rate has more than doubled, and experts predict that, of all marriages that【C2】______in the 2000s, about 50% will end in divorce. The U.S. has one of the highest divorce rates in the world, perhaps【C3】______the highest. What goes wrong？ The fact that divorce is so【C4】______in the United States does not mean that Americans consider marriage a casual, unimportant【C5】______. Just the opposite is【C6】______. Americans expect a great【C7】______from marriage. They seek physical, emotional, and intellectual compatibility. They want to be deeply loved and【C8】______. It is because Americans expect so much from marriage that so many get divorced. They prefer no marriage at all to a marriage without love and understanding. With typical American optimism, they end one marriage【C9】______that the next will be happier.【C10】______no-fault divorce laws in many states, it is easier than before to get a divorce. Some American women,【C11】______in unhappy marriages because they dont have the education or job【C12】______to support themselves and their children. But most American women believe that, if【C13】______, they can make it alone without a husband. When a couple gets divorced, the court may【C14】______the man to pay his former wife a monthly sum of money called alimony. The amount of alimony【C15】______on the husbands income, the wifes needs and the【C16】______of the marriage. 【C17】______, the court decides that a woman should pay her husband alimony. About 10% of American women【C18】______their husbands. The court may decide that she must continue to【C19】______him after the divorce. This is a rather new【C20】______in the United States.

【C1】

A．devoted

B．loving

C．beloved

D．bridal

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第7题
The founders of the Republic viewed their revolution primarily in political rather than ec
onomic or social terms. And they talked about education as essential to the public good--a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self- improvement. Over and over again the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.

The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as in the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.

In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form. of unum (one out of many used on the Great Seal of the U. S. and on several U. S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues--especially of New England--of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.

According to the passage, the founders of the Republic regarded education primarily as ______.

A．a religious obligation

B．a private matter

C．a matter of individual choice

D．a political necessity

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第8题
About35%ofallhighschoolgraduatesinAmericacontinuetheireducationinaninstitutionofhigherlear

About 35% of all high school graduates in America continue their education in an institution of higher learning. The

word college is used to refer to either a college or a university. These institutions offer four-year programs that lead to a Bachelor of Arts (B.A.) or Bachelor Science (B.S.) degree. Some students attend a

junior college (providing only a two-year program) for one to two years before entering a four-year college as a

sophomore (二年级生) or junior (三年级生).

It is generally easier to be accepted at a state university than at a private one. Most private schools require strict

entrance examinations and a high grade point average (GPA), as well as specific college prep classes in high school.

Private schools cost considerably more than state colleges and famous private schools are very expensive. Poorer

students can sometimes attend, however, by earning scholarships. Some college graduates go on to earn advanced

masters or doctoral degrees in grad (graduate) school. Occupations in certain fields such as law or medicine require

such advanced studies.

Since college costs are very high, most students work at part-time jobs. Some have full-time jobs and go to school

part-time. Often some will take five or more years to complete a four-year program because of money / job demands

on their time.

While the college and work demands take up the great part of a student’s time, most still enjoy social activities. Sports,

dances, clubs, movies, and plays are all very popular. However, gathering together for long, philosophical talks at a

favorite meeting place on or near the university is probably the most popular activity.

College education is _______ in America.

A. quite common

B. very rare

C. something difficult

D. almost impossible

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第9题
It is exciting to apply for a job that really appeals to you. In making your application,
there are a number of points for you to【C1】______.

In your letter of application, aim to say just enough to give a good【C2】______of yourself, without being【C3】______. If you are answering an advertisement, any information for【C4】______it asks must, of course, be given. This will usually【C5】______your scholastic record and【C6】______education and training. You may also be asked to give the names of one or two persons to【C7】______references, for this pur- pose you should choose people who know you【C8】______enough to vouch(担保)for your character and ability;and in courtesy(礼貌), you should seek in【C9】______their permission to be named as referees.

It will depend on【C10】______how much you can usefully add about yourself. Your【C11】______is to bring to the【C12】______of the employer any good reason why you rather【C13】______any of the other applicants should be chosen for the job. If【C14】______you feel you have any special skill or aptitude for the work【C15】______, for example, any【C16】______interest in the line of business, let this be known.

Finally,【C17】______is your use of language. You cannot go【C18】______if you keep your sentences and paragraphs short, making sure the sense is clear and well expressed. Choose【C19】______words so long as they【C20】______your meaning.

【C1】

A．pursue

B．prescribe

C．add

D．observe

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第10题
Since World War II, there has been a clearly discernible trend, especially among the growi
ng group of college students, toward early marriage. Many youths begin dating in the first stages of adolescence," go steady" through high school, and marry before their formal education has been completed. In some quarters, there is much shaking of graying locks and clucking of middle-aged tongues over the ways of "wayward youth". However, emotional maturity is no respecter of birthdays; it does not arrive automatically at twenty-one or twenty five. Some achieve it surprisingly early, while others never do, even in three-score years and ten.

Many students are marrying as an escape, not only from an unsatisfying home life, but also from their own personal problems of isolation and loneliness. And it can almost be put down as a dictum that any marriage entered into as an escape cannot prove entirely successful. The sad fact is that marriage seldom solves one's problems; more often, it merely accentuates them. Furthermore, it is doubtful whether the home as an institution is capable of carrying all that the young are seeking to put into it; one might say in theological terms, that they are forsaking one idol only to worship another. Young people correctly understand that their parents are wrong in believing that" success" is the ultimate good, but they erroneously believe that they themselves have found the true center of life's meaning. Their expectations of marriage are essentially utopian and therefore incapable of fulfillment. They want too much, and tragic disillusionment is often bound to follow.

Shall we, then join, the chorus of" Miseries" over early marriages？ One cannot generalize: all early marriages are not bad any more that all later ones are good. Satisfactory marriages are determined not by chronology, but by the emotional maturity of the partners. Therefore, each case must be judged on its own merits. If the early marriage is not an escape, if it is entered into with relatively few illusions or false expectations, and if it is economically feasible, why not？ Good marriages can be made from sixteen to sixty, and so can bad ones.

According to this passage, the trend toward early marriages ______.

A．can be clearly seen

B．is the result of the Great Depression of the 30's

C．can't be easily determined

D．is an outgrowth of the moral looseness brought about by World War Ⅱ

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第11题
Like most people, I was brought up to look upon life as a process of getting. It was not u
ntil in my late thirties that I made this important discovery: giving away makes life so much more exciting. You need not worry if you lack money. This is how I experimented with giving away. If an idea for improving the window display of a neighborhood store flashes to me, I step in and make the suggestion to the storekeeper. One discovery I made about giving away is that it is almost impossible to give away anything in this world without getting something back, though the return often comes in an unexpected form. One Sunday morning the local post office delivered an important special delivery letter to my home, though it was addressed to me at my office. I wrote the postmaster a note of appreciation. More than a year later I needed a post office box for a new business I was starting. I was told at the window that there were no boxes left, and that my name would have to go on a long waiting list. As I was about to leave, the postmaster appeared in the doorway. He had overheard our conversation. " Wasn't it you that wrote us that letter a year ago about delivering a special delivery to your home？ " I said yes. "Well, you certainly are going to have a box in this post office if we have to make one for you. You don't know what a letter like that means to us. We usually get nothing but complaints.

From the passage, we understand that______.

A．the author did not understand the importance of giving until he was in late thirties

B．the author was like most people who were mostly receivers rather than givers

C．the author received the same education as most people during his childhood

D．the author liked most people as they looked upon life as a process of getting

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