请教：00年一月阅读的49题

applrp

As the twentieth century began, the importance of formal education in the United

States increased The frontier had mostly disappeared and by 1910 most Americans

lived in towns and cities. Industrialization and the bureaucratization of economic

line life combined with a new emphasis upon credentials and expertise to make schooling

(5)  increasingly important for economic and social mobility. Increasingly, too, schools

were viewed as the most important means of integrating immigrants into American

society.

The arrival of a great wave of southern and eastern European immigrants at the turn

of the century coincided with and contributed to an enormous expansion of formal

(10) schooling. By 1920 schooling to age fourteen or beyond was compulsory in most

states, and the school year was greatly lengthened. Kindergartens, vacation schools,

extracurricular activities, and vocational education and counseling extended the

influence of public schools over the lives of students, many of whom in the larger

industrial cities were the children of immigrants. Classes for adult immigrants were

(15) sponsored by public schools, corporations, unions, churches, settlement houses, and

other agencies.

Reformers early in the twentieth century suggested that education programs should

suit the needs of specific populations. Immigrant women were one such population.

Schools tried to educate young women so they could occupy productive places in the

(20) urban industrial economy, and one place many educators considered appropriate for

women was the home.

Although looking after the house and family was familiar to immigrant women,

American education gave homemaking a new definition. In preindustrial economies,

homemaking had meant the production as well as the consumption of goods, and it

(25) commonly included income-producing activities both inside and outside the home,

in the highly industrialized early-twentieth-century United States, however,

overproduction rather than scarcity was becoming a problem. Thus, the ideal American

homemaker was viewed as a consumer rather than a producer. Schools trained women

to be consumer homemakers cooking, shopping, decorating, and caring for children

(30) "efficiently" in their own homes, or if economic necessity demanded, as employees

in the homes of others. Subsequent reforms have made these notions seem quite

out-of-date.

49. According to the passage, early-twentiethcentury

education reformers believed that

(A) different groups needed different kinds of

education

(B) special programs should be set up in

frontier communities to modernize them

(C) corporations and other organizations

damaged educational progress

(D) more women should be involved in

education and industry

答案是a，我不太理解，原文中哪有这种意思啊？

zhoushao

先顶起来，回头答，有事

dhxy

Reformers early in the twentieth century suggested that education programs should

suit the needs of specific populations

这是第17行说的，所以答案应该是对的

statistics

统一！