Going Her Own Way

   When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic "finishing" schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria - or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.

    Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did.  In Italyat the time, there were two. types of high schools: the "classical" schools and the "technical" schools. In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history¹.  The few girls who continued studying after primary school usually chose these schools.

    Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, andaccounting². Most people - including Maria"s father -believed that girls would never be able to understand these subjects. Furthermore, they did not think it was proper for girls to study them.

    Maria did not care if it was proper or not.  Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father"s approval. She finally did, with her mother"s help, though for many years after, there was tension in the family. Maria"s father continued to oppose her plans, while her mother helped her.

    In 1883, at age thirteen, Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" inRome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way.  Teachers-were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient.

词汇：

discipline /"disiplin/ n. 纪律，学科，训练，惩罚

punishment [ˈpʌnɪʃmənt] n. 惩罚，严厉对待，虐待

注释：

1.  In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature; and Italian literature and history.在传统学校中，学生们都依照一种非常传统的教学方式学习，包含拉丁语、希腊语与文学课，还有意大利文学与历史。

2. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, and accounting.技术学校比传统学校要现代得多，他们提供的课程有现代语言、数学、自然科学，以及会计学。

In those days, most Italian girls____.

A:went to classical schools B:went to "finishing" schools C:did not go to high school D:went to technical schools

Going Her Own Way

   When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic "finishing" schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria - or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.

    Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did.  In Italyat the time, there were two. types of high schools: the "classical" schools and the "technical" schools. In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history¹.  The few girls who continued studying after primary school usually chose these schools.

    Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, andaccounting². Most people - including Maria"s father -believed that girls would never be able to understand these subjects. Furthermore, they did not think it was proper for girls to study them.

    Maria did not care if it was proper or not.  Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father"s approval. She finally did, with her mother"s help, though for many years after, there was tension in the family. Maria"s father continued to oppose her plans, while her mother helped her.

    In 1883, at age thirteen, Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" inRome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way.  Teachers-were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient.

词汇：

discipline /"disiplin/ n. 纪律，学科，训练，惩罚

punishment [ˈpʌnɪʃmənt] n. 惩罚，严厉对待，虐待

注释：

1.  In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature; and Italian literature and history.在传统学校中，学生们都依照一种非常传统的教学方式学习，包含拉丁语、希腊语与文学课，还有意大利文学与历史。

2. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, and accounting.技术学校比传统学校要现代得多，他们提供的课程有现代语言、数学、自然科学，以及会计学。

You can infer from this passage that____.

A:girls usually attended private primary schools B:only boys usually attended technical schools_ C:girls did not like going to school D:only girls attended classical schools

Food for Learning In Eritrea, a small country in northeast Africa, approximately 80 percent of the population is illiterate. That percentage is even higher in woman. As in many developing countries, many Eritreans have traditional ideas about the role of women. They believe that women should stay home and take care of the family and should not get an education or look for a job. These beliefs are one of the factors that prevent Eritriea and other developing countries from improving their economic situation. Experience in many developing countries has shown that educated women have fewer children and have more opportunities for improving their lives and the lives of their families. In Eritrea, in fact, there is great need for improvement. It is one of the poorest countries in the world. For many Eritrean families, getting enough food is a daily problem. To deal with these problems, the Eritrean government together with the World Food Program, has a new program that offers food as a reward for learning. In primary schools, all the children receive food packages to take home to their families. However, with the new program, the girls receive more food than the boys. This way, parents are encouraged to send their daughter to school rather than keeping them at home. Another government program that aims to educate women is Food for Training. Managed by the National Union of Eritrean Women, this program offer food rewards (also from World Food Organization) to women and elder girls who are willing to join the program. Because of the war with Ethiopia, many women are bringing up their families on their own. They often live in refugee camps, with no land of their own and no way to earn money. Most of these women are illiterate and have no skills to find a job. They spend most of their day looking for food and preparing it for their families. The Food for Training program helps the tennagers and women change their lives. If they agree to join the program, they receive a large package of food each month. In return, the women are required to attend free literate classes for two hours every day. When Food for Training classes in two regions of Eritrea, 5000 girls and women joined in the first two months. It is especially popular with teenage girls, aged fourteen to sixteen, who have never had a chance to go to school before. The organizers of Food for Traing also plans to offer other kinds of courses for women, using the same system of food rewards. In these courses, they will teach women job skills and crafts such as basket weaving. These women will not only learn to read and write. They will become aware of what is going on in their country.

A:encourage to keep girls at home B:change traditional attitudes towards women C:help girls feed their families D:creat more jobs for Eritrean teachers

Text2 　　Pretty in pink: adult women do not rememer being so obsessed with the colour, yet it is pervasive in our young girls’ lives. Tt is not that pink is intrinsically bad, but it is such a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fuses girls’ identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, I despaired at the singular lack of imagination about girls’ lives and interests. 　　Girls’ attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it is not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What’s more, both boys and girls wore what were thought of as gender-neutral dresses.When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children’s marketing strategy, that pink fully came into its own, when it began to seem inherently attractive to girls, part of what defined them as female, at least for the first few critical years. 　　I had not realised how profoundly marketing trends dictated our perception of what is natural to kins, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children’s behaviour: wrong. Turns out, acdording to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing trick by clothing manufacrurers in the 1930s. 　　Trade publications counselled department stores that, in order to increase sales, they should create a “third stepping stone” between infant wear and older kids’ clothes. Tt was only after “toddler”became a common shoppers’ term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults,into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences – or invent them where they did not previously exist. By saying "it is...the rainbow"(Line 3, Para.1),the author means pink______.

A:should not be the sole representation of girlhood B:should not be associated with girls’ innocence C:cannot explain girls’ lack of imagination D:cannot influence girls’ lives and interests

When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education, Most girls from middle-class families chose to stay home after primary school,though some attended private Catholic "finishing" schools. There they learned a little about music,art,needlework,and how to make polite conversation. This was not the sort of education that interested Maria—or her mother. By this time,she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.
Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school,something that very few girls did. In Italy at the time,there were two types of high schools: the "classical" schools and the "technical" schools. In the classical schools,the students followed a very traditional program of studies,with courses in Latin and Greek language and literature,and Italian literature and history1. The few girls who continued studying after primary school usually chose these schools.
Maria,however,wanted to attend a technical school. The technical schools were more modem than the classical schools and they offered courses in modern languages,mathematics,science,and accounting2.Most people—including Maria’s father—believed that girls would never be able to understand these subjects. Furthermore,they did not think it was proper for girls to study them.
Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school,she had to win her father’ sapproval. She finally did,with her mother’s help,though for many years after,there was tension in the family. Maria’s father continued to oppose her plans,while her mother helped her.
In 1883,at age thirteen,Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects,the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding,discipline in the classroom was strict,and punishment was severe for those who failed to achieve or were disobedient.

A:girls usually attended private primary schools B:only girls attended classical schools C:girls did not like going to school D:Maria was a girl of strong will

When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education, Most girls from middle-class families chose to stay home after primary school,though some attended private Catholic "finishing" schools. There they learned a little about music,art,needlework,and how to make polite conversation. This was not the sort of education that interested Maria—or her mother. By this time,she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.
Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school,something that very few girls did. In Italy at the time,there were two types of high schools: the "classical" schools and the "technical" schools. In the classical schools,the students followed a very traditional program of studies,with courses in Latin and Greek language and literature,and Italian literature and history1. The few girls who continued studying after primary school usually chose these schools.
Maria,however,wanted to attend a technical school. The technical schools were more modem than the classical schools and they offered courses in modern languages,mathematics,science,and accounting2.Most people—including Maria’s father—believed that girls would never be able to understand these subjects. Furthermore,they did not think it was proper for girls to study them.
Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school,she had to win her father’ sapproval. She finally did,with her mother’s help,though for many years after,there was tension in the family. Maria’s father continued to oppose her plans,while her mother helped her.
In 1883,at age thirteen,Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects,the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding,discipline in the classroom was strict,and punishment was severe for those who failed to achieve or were disobedient.

A:girls usually attended private primary schools B:only girls attended classical schools C:girls did not like going to school D:Maria was a girl of strong will

第二篇Going Her Own Way When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic “finishing” schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria—or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark. Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did. In Italy at the time, there were two types of high schools: the “classical” schools and the “technical” schools. In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history. The few girls who continued studying after primary school usually chose these schools. Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, and accounting. Most people—including Maria’s father—believed that girls would never be able to understand these subjects. Furthermore, they did not think it was proper for girls to study them. Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father’s approval. She finally did, with her mother’s help, though for many years after, there was tension in the family. Maria’s father continued to oppose her plans, while her mother helped her. In 1883, at age thirteen, Maria entered the “Regia Scuola Tecnica Michelangelo Buonarroti” in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient. We can infer from this passage that__________.

A:girls usually attended private primary schools B:only girls attended classical schools C:girls did not like going to school D:Maria was a girl of strong will