suburbs, spread out along a railroad line, were discontinuous and properly spaced; and without the aid of legislation
(法规) they were limited in population as well as area: for the biggest rarely held as many as
ten thousand people, and under five thousand was more usual. In 1950, for example. Bronxville,
New York, a typical upper - class suburb, had 6,778 people, while Riverside, Illinois, founded as
early as 1869, had only 9,153.
The size and scale of the suburb, that of a neighborhood unit, was not entirely the result of
its open planning, which favored low densities. Being served by a railroad line, with station stops
from three to five miles apart, there was a natural limit to the spread of any particular community. Houses had to be sited "within easy walking distance of the railroad station, "as some old residents would point out; and only those wealthy enough to afford a horse and carriage dared to
penetrate farther into the open country.
Through its spaced station stops, the railroad suburb was at first kept from spreading or
excessively increasing in numbers, for a natural greenbelt, often still under cultivation as market
gardens, remained between the suburbs and increased the available recreation area. Occasionally,
in a few happy areas like Westchester, between 1915 and 1935 a parkway, like the Bronx River
parkway, accompanied by a continuous strip of park for pedestrian (散步的人) use, not yet
overrun by a constant stream of urban traffic, added to the perfection of the whole suburban
pattern. Whatever one might say of the social disadvantages, this was in many ways a perfect
physical environment. But it lasted less than a generation.
26. What was the special advantage of the old type of suburb?
A) Its nearness to the railroad.
B) The vastness of its open space.
C) Its small size in area and population.
D) The high racial status of its residents.
27. The size of the old suburb was limited because
A) people wanted to live near a railroad station
B) it was originally planned by railroad companies
C) there was a law governing the size of the suburb
D) local inhabitants didn't like to live out in the country
28. "Happy areas" (Para. 3, Line 4) were areas where
A) life was enjoyed by everyone
B) more roads were built to bypass the heavy traffic
C) a greenbelt was available solely for recreation
D) people could have lots of fun
29. It is evident that the writer
A) finds urban life uncomfortable
B) prefers life in the countryside
C) feels disappointed in the changes of suburbs
D) advocates the idea of returning to nature
30. The topic discussed in the passage is ……
A) the size and scale of suburban neighborhood units
B) the advantage of old- type suburbs
C) the location of railroad stations
D) the concept of the suburban pattern
Passage Three
Questions 31 to 35 are based on the following passage:
Recent stories in the newspapers and magazines suggest that teaching and research contradict each other, that research plays too prominent a part in academic promotions, and that teaching is badly underemphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.
Research experience is an essential element of hiring and promotion at a research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research, and that presents a problem.
Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be
challenged, but disliked by those whose records are less impressive. The mild professor gets
overall ratings that are usually high, but there is a sense of disappointment on the part of the
best students, exactly those for whom the system should present the greatest challenges. Thus,
a university trying to promote professors primarily on the basis of teaching qualities would have
to confront this confusion.
As modern science moves faster, two forces are exerted on professors: one is the time need-
ed to keep up with the profession; the other is the time needed to teach. The training of new
scientists requires outstanding teaching at the research university as well as the arts college. Al-
though s
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