civic（）

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

h the regions and was always greatest in the frontier areas. This shortage enhanced women's status and position and allowed them to pursue different careers. The Puri-tans (清教徒) regarded idleness (无所事事) as a sin, and believed that life in an under-developed country made it necessary that each member of the community perform. an eco-nomic function. Thus work for women was not only approved but also was regarded as a civic (市民的) duty. Puritan town councils (议会) expected widows (寡妇) and independ-ent women to be self-supporting. There was no social prohibition against married women working; on the contrary, wives were expected to help their husbands in their trade and won social approval for doing extra work in or out of the home.

The vast majority of women worked within their homes, where their labor produced most articles needed for the family. The entire colonial production of cloth and clothing and partly that of shoes was in the hands of women. In addition to these occupations, women were found in many different kinds of employment. They were butchers, silversmiths and gunsmiths. They ran mills, plantations, shipyards, and every kind of shops. They were gatekeepers, jail keepers, journalists, printers, nurses, and teachers.

What does the passage mainly discuss？

A．Colonial marriages.

B．The Puritan religion.

C．Colonial women's employment.

D．Education in the colonies.

Questions are based on the following passage．

Throughout the colonial period there was a remarkable shortage of women, which varied with the regions and was always greatest in the frontier areas．This shortage enhanced women&39;s status and position and allowed them to pursue different careers． (80) The Puritans (清教徒) regarded idleness (无所事事) as a sin, and believed that life in an underdeveloped country made it necessary that each member of the community perform. an economic function． Thus work for

women was not only approved but also was regarded as a civic (市民的) duty． Puritan town councils (议会) expected widows (寡妇）and independent women to be self-supporting．There was no social prohibition against married women working; on the contrary, wives were expected to help their husbands in their trade and won social approval for doing extra work in or out of the home．

The vast majority of women worked within their homes, where their labor produced most articles needed for the family．The entire colonial production of cloth and clothing and partly that of shoes was in the hands of women．In addition to these occupations, women were found in many

different kinds of employment．They were butchers, silversmiths and gunsmiths．They ran mills,plantations, shipyards, and every kind of shops．They were gatekeepers, jail keepers, journalists,．printers, nurses, and teachers．

What does the passage mainly discuss？ 查看材料

A.Colonial marriages．

B.The Puritan religion．

C.Colonial women"s employment．

D.Education in the colonies．

Throughout the colonial period there was a remarkable shortage of women, (在殖民时期，女性成为紧缺资源),which varied with the regions and was always greatest in the frontier areas. This shortage enhanced (提高)women's status and position and allowed them to pursue different careers. The puritans (清教徒) regarded idleness as a sin (罪恶), and believed that life in an underdevelopment country made it necessary that each member of the community performed an economic function. Thus work for women was not only approved but also was regarded as a civic (公民的) duty. Puritan town councils expected widows and independent women to be self-supporting. There was no social prohibition against married women working; on the contrary, wives were expected to help their husbands in their trade and won social approval for doing extra work in or out of the home.

The vast majority of women worked within their homes, where their labor produced most articles needed for the family. The entire colonial production of cloth and clothing and partly that of shoes was in the hands of women. In addition to these occupations, women were found in many different kinds of employment. They were butchers, silversmiths and gunsmiths. They ran mills, plantations, shipyards, and every kind of shop. They were gatekeepers, jail keepers, journalists, printers, nurses, and teachers.

1.What does the passage mainly discuss？

A.Colonial marriages.

B.The puritan religion.

C.Colonial women's employment.

D.Education in the colonies.

2.According to the passage, where in colonial North America were there the fewest women？

A.Puritan communities.

B.Seaports.

C.Frontier settlements.

D.Capital cities.

3.It can be inferred from the passage that the Puritans were ______.

A.uneducated

B.hardworking

C.generous

D.wealthy

4.According to the passage, Puritans believed that an unmarried adult woman should be ______.

A.financially responsible for herself

B.returned to England

C.supported by her family

D.trained to be a nurse

5.According to the passage, what did the Puritans expect from married women？

A.They should adopt needy children.

B.They should assist in their husbands' trade or business.

C.They should work only within their own homes.

D.They should be apprenticed.

A.45L

B.47L

C.48L

D.50L

A.95mm

B.100mm

C.105mm

D.110mm

A.acropolis

B.theaters

C.road building

D.the seven paths

A.CIVIC

B.CAMRY

C.CROWN

D.CRV