题目内容
The founders of the Republic viewed their revolution primarily in political rather than economic 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 ______.
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The author uses "labor market problems" in lines 1 to refer to which of the following？ ______
The author would most likely agree with which of the following statements about corporate
How many really suffer as a result of labor market problems？ This is one of the most critical yet contentious social policy questions. In many ways, our social statistics exaggerate the degree of hardship.
Unemployment does not have the same dire consequences today as it did in the 1930's when most of the unemployed were primary breadwinners, when income and earnings were usually much closer to the margin of subsistence, and when there were no countervailing social programs for those failing in the labor market. Increasing affluence, the rise of families with more than one wage earner, the growing predominance of secondary earners among the unemployed, and improved social welfare protection have unquestionably mitigated the consequences of joblessness. Earnings and income data also overstate the dimensions of hardship. Among the millions with hourly earnings at or below the minimum wage level, the overwhelming majority are from multiple-earner, relatively affluent families. Most of those counted by the poverty statistics are elderly or handicapped or have family responsibilities which keep them out of the labor force, so the poverty statistics are by no means an accurate indicator of labor market pathologies.
Yet there are also many ways our social statistics underestimate the degree of labor-market- related hardship. The unemployment counts exclude the millions of fully employed workers whose wages are so low that their families remain in poverty. Low wages and repeated or prolonged unemployment frequently interact to undermine the capacity for self-support. Since the number experiencing joblessness at some time during the year is several times the number unemployed in any month, those who suffer as a result of forced idleness can equal or exceed average annual unemployment, even though only a minority of the jobless in any month really suffer. For every person counted in the monthly unemployment tallies, there is another working part-time because of the inability to find full-time work, or else outside the labor force but wanting a job. Finally, income transfers in our country have always focused on the elderly, disabled, and dependent, neglecting the needs of the working poor, so that the dramatic expansion of cash and in-kind transfers does not necessarily mean that those failing in the labor market are adequately protected.
As a result of such contradictory evidence, it is uncertain whether those suffering seriously as a result of thousands or the tens of millions, and, hence, whether high levels of joblessness can be tolerated or must be countered by job creation and economic stimulus. There is only one area of agreement in this debate--that the existing poverty, employment, and earnings statistics are inadequate for one of their primary applications, measuring the consequences of labor market problems.
Which of the following is the principal topic of the passage？ ______
Species interdependence in nature confers many benefits on the species involved, but it can also become a point of weakness when one species involved in the relationship is affected by a catastrophe. Thus, flowering plant species dependent on insect pollination, as opposed to self- pollination or wind pollination, could be endangered when the population of insect-pollinators is depleted by the use of pesticides.
In the forests of New Brunswick, for example, various pesticides have been sprayed in the past 25 years in efforts to control the spruce budworm, an economically significant pest. Scientists have now investigated the effects of the spraying of Matacil, one of the anti-budworm agents that is least toxic to insect-pollinators. They studied Matacil's effects on insect mortality in a wide variety of wild insect species and on plant fecundity, expressed as the percentage of the total flowers on an individual plant that actually developed fruit and bore seeds. They found that the most pronounced mortality after the spraying of Matacil occurred among the smaller bees and one family of flies, insects that were all important pollinators of numerous species of plants growing beneath the tree canopy of forests. The fecundity of plants in one common indigenous species, the red-osier dogwood, was significantly reduced in the sprayed areas as compared to that of plants in control plots where Matacil was not sprayed. This species is highly dependent on the insect-pollinators most vulnerable to Matacil. The creeping dogwood, a species similar to the red-osier dogwood, but which is pollinated by large bees, such as bumblebees, showed no significant decline in fecundity. Since large bees are not affected by the spraying of Matacil, these results add weight to the argument that spraying where the pollinators are sensitive to the pesticide used decreases plant fecundity.
The question of whether the decrease in plant fecundity caused by the spraying of pesticides actually causes a decline in the overall population of flowering plant species still remains unanswered. Plant species dependent solely on seeds for survival or dispersal are obviously more vulnerable to any decrease in plant fecundity that occurs, whatever its cause. If, on the other hand, vegetative growth and dispersal (by means of shoots or runners) are available as alternative reproductive strategies for a species, then decreases in plant fecundity may be of little consequence. The fecundity effects described here are likely to have the most profound impact on plant species with all four of the following characteristics, a short life span, a narrow geographic range, an incapacity for vegetative propagation, and a dependence on a small number of insect- pollinator species. Perhaps we should give special attention to the conservation of such plant species since they lack key factors in their defenses against the environmental disruption caused by pesticide use.
Which of the following best summarizes the main point of the passage？ ______
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