南京林业大学往年考博英语样题

　　Passage 2

　　There is a confused notion in the minds of many persons, which the gathering of the property of the poor into the hands of the rich does no ultimate harm, since in whosever hands it may be, it must be spent at last, and thus, they think, return to the poor again. This fallacy has been again and again exposed; but granting the plea true, the same apology may, of course, be made for black mail, or any other form of robbery. It might be (though practically it never is) as advantageous for the nation that the robber should have the spending of the money he extorts, as that the person robbed should have spent it. But this is no excuse for the theft. If I were to put a turnpike on the road where it passes my own gate, and endeavor to exact a shilling from every passenger, the public would soon do away with my gate, without listening to any pleas on my part that it was as advantageous to them, in the end, that I should spend their shillings, as that they themselves should. But if, instead of outfacing them with a turnpike, I can only persuade them to come in and buy stones, or old iron, or any other useless thing, out of my ground, I may rob them to the same extent and, moreover, be thanked as a public benefactor and promoter of commercial prosperity. And this main question for the poor of England --- for the poor of all countries --- is wholly omitted in every treatise on the subject of wealth. Even by the laborers themselves, the operation of capital is regarded only in its effect on their immediate interests, never in the far more terrific power of its appointment of the kind and the object of labor. It matters little, ultimately, how much a laborer is paid for making anything; but it matters fearfully what the thing is which he is compelled to make. If his labor is so ordered as to produce food, fresh air, and fresh water, no matter that his wages are low; the food and the fresh air and water will be at last there, and he will at last get them. But if he is paid to destroy food and fresh air, or to produce iron bars instead of them, the food and air will finally not be there, and he will not get them, to his great and final inconvenience. So that, conclusively, in politics as in household economy, the great question is, not so much what money you have in your pocket, as what you will buy with it and do with it.

　　6. We may infer that the author probably lived in the

　　A. 1960’s in the United States

　　B. early days of British industrialization

　　C. 18th-century France

　　D. England of King Arthur

　　7. According to the passage, the individual should be particularly concerned with

　　A. how much wealth he can accumulate

　　B. the acquisition of land property rather than money

　　C. charging the customer a fair price

　　D. the quality of goods which he purchases with his funds

　　8. It can be inferred that in regard to the accumulation of wealth the author

　　A. equates the rich with the thief

　　B. indicates that there are few honest businessmen

　　C. condones some dishonesty in business dealings

　　D. says that the robber is a benefactor

　　9. The passage implies that

　　A. “A stitch in time saves nine”.

　　B. “It is better late than never.”

　　C. “None but the brave deserve the fair.”

　　D. “All’s well that ends well.”

　　10. What is the “main question for the poor” referred to by the author in the passage?

　　A. the use to which the laborer can put his money

　　B. the methods by which capital may be accumulated

　　C. the results of their work and their lack of authority to determine to what ends their work shall be put

　　D. whether full measures of recompense shall be accorded to the laboring person for the investment of his time in worthy work

　　11. According to the views expressed in the passage, which of the following should people be doing with happiness?

　　A. mining ore for the manufacture of weapons

　　B. cleaning sewage ponds at a treatment plant

　　C. waiting tables for a rich man

　　D. helping a poor man do his job

　　Passage 3

　　However important we may regard school life to be, there is no gainsaying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and thwart curricular objectives.

　　Administrators have been aware of the need to keep parents apprised of the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading program, manuscript writing, and developmental mathematics.

　　Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The many interviews carried on during the year as well as new ways of reporting pupils’ progress, can significantly aid in achieving a harmonious interplay between school and home.

　　To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent sublimate his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip, and engaging in scores of other activities that have a mathematical basis.

　　If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics and, at the same time, enjoying the work.

　　Too often, however, teachers’ conferences with parents are devoted to petty accounts of children’s misdemeanors, complaints about laziness and poor work habits, and suggestions for penalties and rewards at home.

　　What is needed is a more creative approach in which the teacher, as a professional adviser, plants ideas in parents’ minds for the best utilization of the many hours that the child spends out of the classroom.

　　In this way, the school and the home join forces in fostering the fullest development of youngsters’ capacities.

　　12. The central idea conveyed in the above passage is that

　　A. home training is more important than school training because a child spends so many hours with his parents

　　B. teachers can and should help parents to understand and further the objectives of the school

　　C. parents unwittingly have hindered and thwarted curricular objectives

　　D. parents have a responsibility to help students to do their homework

　　13. The author directly discusses the fact that

　　A. parents drill their children too much in arithmetic

　　B. a father can help his son construct articles at home

　　C. a parent’s misguided efforts can be redirected to proper channels

　　D. there is not sufficient individual instruction in the classroom

　　14. It can be reasonably inferred that the author

　　A. is satisfied with the present relationships between home and school

　　B. feels that the traditional program in mathematics is slightly superior to the developmental program

　　C. feels that parent-teacher interviews can be made much more constructive than they are at present

　　D. is of the opinion that teachers of this generation are inferior to those of the last generation

　　15. A method of parent-teacher communication NOT mentioned or referred to by the author is

　　A. classes for parents

　　B. new progress report forms

　　C. parent-teacher interviews

　　D. demonstration lesson

　　16. The author implies that

　　A. participation in interesting activities relatede to a school subject improves one’s achievement in that area

　　B. school principals do more than their share in interpreting the curriculum to the parents

　　C. only a small part of the school day should be set apart for drilling in arithmetic

　　D. teachers should occasionally make home visits to parents

　　17. The author would most approve of which of the following parental activities to assist in the learning of composition and writing skills?

　　A. one hour of supervised writing exercises nightly

　　B. encouraging the child to write letters to relatives

　　C. reviewing all the child’s written school work

　　D. giving the child money for good grades on written work

　　18. It is most reasonable to infer that the author is a(n)

　　A. elementary-school teacher

　　B. parent

　　C. college teacher

　　D. professor of education

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