II. Speed Reading. (10 points, 1 point for each)
Directions: Skim or scan the following passages. Decide on the best answers and then write
the corresponding letters on your Answer Sheet.
Passage Five
Questions 21-25 are based on the following passage.
Du Bois was a sociological and educational pioneer who challenged the established system of education that tended to restrict rather than to advance the progress of black Americans. He challenged what is called the “Tuskegee machine” of Booker T. Washington, the leading educational spokesperson of the blacks in the US. A sociologist and historian, Du Bois called for a more determined and activist leadership than Washington provided.
Unlike Washington, whose roots were in southern black agriculture, Du Bois’s career spanned both sides of the Mason-Dixon Line. He was a native of Massachusetts, received his undergraduate education from Fisk University in Nashville, did his graduate study at Harvard University, and directed the Atlanta University Studies of Black American Life in the South. Du Bois approached the problem of racial relations in the United States from two dimensions: as a scholarly researcher and as an activist for civil rights. Among his works was the famous empirical (经验主义的) sociological study, The Philadelphia Negro: A Social Study, in which he examined that city’s black population and made recommendations for the school system. Du Bois’s Philadelphia study was the pioneer work on urban blacks in America.
Du Bois had a long and active career as a leader in the civil rights movement. He helped to organize the Niagara Movement in 1905, which led to the National Association for the Advancement of Colored People (NAACP), established in 1909. From 1910 until 1934, Du Bois edited The Crisis, the major journal of the NAACP In terms of its educational policy, the NAACP position was that all American children and youth should have genuine equality of educational opportunity. This policy, which Du Bois helped to formulate, stressed the following themes: (1) public schooling should be free and compulsory for all American children; (2) secondary schooling should be provided for all youth; (3) higher education should not be monopolized by any special class or race.
As a leader in education, Du Bois challenged not only the tradition of racial segregation in the schools but also the accommodationist (妥协的;迁就的) ideology of Booker T. Washington. The major difference between the two men was that Washington sought change that was evolutionary in nature and did not upset the social order, whereas Du Bois demanded immediate change. Du Bois believed in educated leadership for blacks, and he developed a concept referred to as the “talented tenth”, according to which 10 percent of the black population would receive a traditional college education in preparation for leadership.
21. Compared with Booker T. Washington, Du Bois’s political stand was ______.
A. less popular B. more radical
C. less aggressive D. more conservative
22. According to the text, Du Bois worked as all of the following EXCEPT ______.
A. an editor B. an educator
C. a scholar D. an official
23. It is Du Bois’s belief that ______.
A. the blacks have a priority in terms of education
B. higher education should be free for all races
C. everyone has an equal right to education
D. development in education should be gradual
24. Which of the following statements is true according to the passage?
A. Washington would not appreciate the idea of overthrowing social order.
B. Racial separation is an outcome of accommodationist ideology.
C. Washington would not support a determined and activist leadership.
D. The Philadelphia Negro is a book on blacks in American South.
25. It can be inferred from the last paragraph that ______.
A. many blacks are prepared for leadership
B. Du Bois was in favor of “elite education” for blacks
C. Washington and Du Bois had never been friends
D. only the top 10 percent are worth educating
