complexity of the building industry’s work。
What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things。
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is。
31.The author holds in paragraph 1 that the importance of education in poor countries
［A］is subject to groundless doubts. ［B］has fallen victim of bias。
［C］is conventionally downgraded. ［D］has been overestimated。
32.It is stated in paragraph 1 that construction of a new educational system
［A］challenges economists and politicians. ［B］takes efforts of generations。
［C］demands priority from the government.［D］requires sufficient labor force。
33.A major difference between the Japanese and U.S workforces is that
［A］the Japanese workforce is better disciplined.［B］the Japanese workforce is more productive。
［C］the U.S workforce has a better education.［D］the U.S workforce is more organized。
34.The author quotes the example of our ancestors to show that education emerged
［A］when people had enough time.［B］prior to better ways of finding food。
［C］when people on longer went hungry. ［D］as a result of pressure on government。
35.According to the last paragraph , development of education
［A］results directly from competitive environments.［B］does not depend on economic performance。
［C］follows improved productivity.［D］cannot afford political changes。
Text 4
The most thoroughly studied intellectuals in the history of the New World are the ministers and political leaders of seventeenthcentury New England. According to the standard history of American philosophy, nowhere else in colonial America was “so much important attached to intellectual pursuits。” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life。
To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the church—important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New World circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity。
The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness。
We should not forget, however, that most New Englanders were less well educated. While few craftsmen or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations , and religious hope—all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people。” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churches。
Meanwhile , many settlers had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”
36. The author holds that in the seventeenthcentury New England
［A］Puritan tradition dominated political life。
［B］intellectual interests were encouraged。
［C］politics benefited much from intellectual endeavors。
［D］intellectual pursuits enjoyed a liberal environment。
37. It is suggested in Paragraph 2 that New Englanders
［A］experienced a comparatively peaceful early history。
［B］brought with them the culture of the Old World。
［C］paid little attention to southern intellectual life。
［D］were obsessed with religious innovations。
38. The early m
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