男人痣>彩超报告单怎么看2021年托福阅读PASSAGE 47
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爱国句子PASSAGE 47
As the twentieth century began, the importance of formal education in the United States乌药 incread. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and experti to make schooling increasingly important for economic and social mobility.
军校体检Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school y
ear was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Class for adult immigrants were sponsored by public schools, corporations, unions, churches, ttlement hous,and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs羞愧造句 of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the hou and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized
early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subquent reforms have made the notions em quite out-of-date.
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