The effect of the baby boom on the schools helped to make possible a shift in thinking a

The coming of age of the postwar baby boom and an entry of women into the male-dominated job market have limited the opportunities of teenagers who are already questioning the heavy personal sacrifices involved in climbing Japan's rigid social ladder to good schools and jobs.

ut the role of public education in the 1920's. In the 1920's, but especially【1】the Depression of the 1930's, the United States experienced a【2】birth rate. Then with the prosperity【3】on by the Second World War and the economic boom that followed it, young people married and【4】households earlier and began to【5】larger families than had their【6】during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955.【7】economics was probably the most important【8】, it is not the only explanation for the baby boom. The increased value placed【9】the idea of the family also helps to【10】this rise in birth rates. The baby boomers began streaming【11】the first grade by the mid-1940's and became a【12】by 1950. The public school system suddenly found itself【13】The wartime economy meant that few new schools were buih between 1940 and 1945.【14】, large numbers of teachers left their profession during that period for better-paying jobs elsewhere.

【15】, in the 1950's, the baby boom hit an antiquated and inadequate school system. Consequently, the custodial rhetoric of the 1930's no longer made【16】; keeping youths ages sixteen and older out of the labor market by keeping them in school could no longer be a high【17】for an institution unable to find space and staff to teach younger children. With the baby boom, the focus of educators【18】turned toward the lower grades and back to basic academic skills and【19】. The system no longer had much【20】in offering nontraditional, new, and extra services to older youths.

(1)

A．in

B．for

C．at

D．on

ut the role of public education in the 1920's. In the 1920's, but especially (C1) ______ the Depression of the 1930's, the United States experienced a (C2) birth rate. Then with the prosperity (C3) on by the Second World War and the economic boom that followed it, young people married and (C4) households earlier and began to (C5) larger families than had their (C6) during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and t18 in 1955. (C7) economics was probably the most important (C8) , it is not the only explanation for the baby boom. The increased value placed (C9) the idea of the family also helps to (C10) this rise in birth rates. The baby boomers began streaming (C11) the first grade by the mid-1940's and became a (C12) by 1950. The public school system suddenly found itself (C13) The wartime economy meant that few new schools were built between 1940 and 1945. (C14) , large numbers of teachers left their profession during that period for better-paying jobs elsewhere.

(C15) , in the 1950's, the baby boom hit an antiquated and inadequate school system. Consequently, the custodial rhetoric of the 1930's no longer made (C16) ; keeping youths ages sixteen and older out of the labor market by keeping them in school could no longer be a high (C17) for an institution unable to find space and staff to teach younger children. With the baby boom, the focus of educators (C18) turned toward the lower grades and back to basic academic skills and (C19) . The system no longer had much (C20) in offering nontraditional, new, and extra services to older youths.

(C1) ______

A．in

B．for

C．at

D．on

ut the role of public education in the 1920's. In the 1920's, but especially in the Depression of the 1930's, the United States experienced a 【C1】______ birth rate. Then with the prosperity 【C2】______ by the Second World War and the economic boom that followed, young people married and 【C3】______ households earlier and began to 【C4】______ larger families than had their 【C5】______ during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. 【C6】______ economics was probably the most important 【C7】______ , it is not the only explanation for the baby boom. The increased value placed 【C8】______ the idea of the family also helps to 【C9】______ this rise in birth rates. The baby boomers began streaming 【C10】______ the first grade by the mid-1940s and became a 【C11】______ by 1950. The public school system suddenly found itself 【C12】______ The wartime economy meant that few new schools were built between 1940 and 1945. 【C13】______ , large numbers of teachers left their profession during that period for better-paid jobs else where.

【C14】______ , in the 1950s, the baby boom hit an antiquated and 【C15】______ school system. Consequently, the custodial rhetoric of the 1930s no longer made 【C16】______ ; keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high 【C17】______ for an institution unable to find space and staff to teach younger children. With the baby boom, the focus of educators 【C18】______ turned toward the lower grades and back to basic academic skills and 【C19】______ . The system no longer had much 【C20】______ in offering nontraditional, new, and extra services to the older youths.

【C1】

A．accelerating

B．strengthening

C．declining

D．fluctuating

ut the role of public education in the 1920's. In the 1920's, but especially in the Depression of the 1930's, the United States experienced a 【C1】______ birth rate. Then with the prosperity 【C2】______ by the Second World War and the economic boom that followed, young people married and 【C3】______ households earlier and began to 【C4】______ larger families than had their 【C5】______ during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. 【C6】______ economics was probably the most important 【C7】______ , it is not the only explanation for the baby boom. The increased value placed 【C8】______ the idea of the family also helps to 【C9】______ this rise in birth rates. The baby boomers began streaming 【C10】______ the first grade by the mid-1940s and became a 【C11】______ by 1950. The public school system suddenly found itself 【C12】______ . The wartime economy meant that few new schools were built between 1940 and 1945. 【C13】______ , large numbers of teachers left their profession during that period for better-paid jobs elsewhere.

【C14】______ , in the 1950s, the baby boom hit an antiquated and 【C15】______ school system. Consequently, the custodial rhetoric of the 1930s no longer made 【C16】______ ; keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high 【C17】______ for an institution unable to find space and staff to teach younger children. With the baby boom, the focus of educators 【C18】______ turned toward the lower grades and back to basic academic skills and 【C19】______ . The system no longer had much 【C20】______ in offering nontraditional, new, and extra services to the older youths.

【C1】

A．accelerating

B．strengthening

C．declining

D．fluctuating

ut the role of public education in the 1920's. In the 1920's, but especially in the Depression of the 1930's, the United States experienced a 【C1】______ birth rate. Then with the prosperity 【C2】______ by the Second World War and the economic boom that followed, young people married and 【C3】______ households earlier and began to 【C4】______ larger families than had their 【C5】______ during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. 【C6】______ economics was probably the most important 【C7】______ , it is not the only explanation for the baby boom. The increased value placed 【C8】______ the idea of the family also helps to 【C9】______ this rise in birth rates. The baby boomers began streaming 【C10】______ the first grade by the mid-1940s and became a 【C11】______ by 1950. The public school system suddenly found itself 【C12】______ The wartime economy meant that few new schools were built between 1940 and 1945. 【C13】______ , large numbers of teachers left their profession during that period for better-paid jobs elsewhere.

【C14】______ , in the 1950s, the baby boom hit an antiquated and 【C15】______ school system. Consequently, the custodial rhetoric of the

1930s no longer made 【C16】______ ; keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high 【C17】______ for an institution unable to find space and staff to teach younger children. With the baby boom, the focus of educators 【C18】______ turned toward the lower grades and back to basic academic skills and 【C19】______ The system no longer had much 【C20】______ in offering nontraditional, new, and extra services to the older youths.

【C1】

A．accelerating

B．strengthening

C．declining

D．fluctuating

king about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, 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 large families than had their predecessors during the Depression. Birth rate rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important factor, 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-1940's and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of school children 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 1950'S and 1960's, the baby boom hit an old- fashioned and inadequate school system. Consequently, it was impossible to keep youths aged sixteen and older in school as in 1930's and early 1940's. Schools were to find space and staff to teach younger children aged from five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grade 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.

What is the passage mainly concerned with？

A．The impact of the baby boom on public education.

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

C．The teaching profession during the baby boom.

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

king about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, 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 large families than had their predecessors during the Depression. Birth rate rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important factor, 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-1940's and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of school children 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 1950's and 1960's, the baby boom hit an old-fashioned and inadequate school system. Consequently, it was impossible to keep youths aged sixteen and older in school as in 1930's and early 1940's. Schools were to find space and staff to teach younger children aged from five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grade 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.

What is the passage mainly concerned with？

A．The impact of the baby boom on public education.

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

C．The teaching profession during the baby boom.

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

ut the role of public education in the 1950's. In the 1920's but especially【21】the Depression of the 1930's, the United States experienced a【22】birth rate. Then with the prosperity【23】.on by the Second World War and the economic boom that followed it, young people married and【24】households earlier and began to【25】larger families than had their【26】during the Depression. Birth rates rose to 102 per thousand in 1946, 106. 2 in 1950, and 118 in 1955【27】economics was probably the most important【28】. it is not the only explanation for the baby boom. The increased value placed【29】the idea of the family also helps to【30】this rise in birth rates. The baby boomers began streaming【31】the first grade by the mid-1940's and became a【32】by 1950. The public school system suddenly found itself【33】. The wartime economy-meant that few new schools were built between 1940 and 1945.【34】large numbers of teachers left their profession during that period for better-paying jobs elsewhere.【35】, in the 1950's and 1960's, the baby boom hit an antiquated and inadequate school system. Consequently, the custodial rhetoric of the 1930's no longer made【36】: keeping youths ages sixteen and older out of the labor market by keeping them in school could no longer be a high【37】for an institution unable to find space and staff to teach younger children. With the baby boom, the focus of educators【38】turned toward the lower grades and back to basic academic skills and【39】. The system no longer had much【40】in offering nontraditional, new, and extra services to older youths.

(21)

A．in

B．for

C．at

D．on