Vũ Thu Hà Trần Phú High School

READING COMPREHENSION 2
TOPIC: EDUCATION AND LEARNING
I. CHILD DEVELOPMENT
Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the
experience of it. A good home makes this possible - for example, by providing the opportunity for the child to play with a clockwork car or toy
railway train up to any age if he still needs to do so. This principle, in fact, underlies all psychological treatment of children in difficulties with their
development, and is the basic of work in child clinics.
The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at
regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to
conforming to its demands. Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully
only if too great demands are not made before the child can understand them. Every parent watches eagerly the child's acquisition of each new skill:
the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural
learning rate, but this can set up dangerous feelings of failure and states of anxiety in the child. This might happen at any stage. A baby might be
forced to use a toilet too early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other
hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new
things for himself.
Learning together is a fruitful source of relationship between children and parents. By playing together, parents learn more about their children
and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-
operation. Building-block toys, jigsaw puzzles and crosswords are good examples.
Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters;
others are severe over times of coming home at night, punctuality for meals or personal cleanliness. In general, the controls imposed represent the
needs of the parents and the values of the community as much as the child's own happiness and well-being.
With regard to the development of moral standards in the growing child, consistency is very important in parental teaching. To forbid a
thing one day and excuse it the next is no foundation for morality. Also, parents should realize that "example is better than precept". If they are
hypocritical and do not practise what they preach, their children may grow confused and emotionally insecure when they grow old enough to think
for themselves, and realize they have been, to some extent, deceived. A sudden awareness of a marked difference between their parents' ethics and
their morals can be a dangerous disillusion.
1. The phrase 'conforming to' in the 2nd paragraph means ______.
A. agreeing with B. adapting to C. following D. accepting
2. The word 'zest' in the 2nd paragraph can be best replaced by ______.
A. excitement B. enjoyment C. enthusiasm D. appetite
3. The practice of the rule "Example is better than precept" ______.
A. only works when the children grow old enough to think for themselves B. is too difficult for all parents to exercise
C. will free a child from disillusion when he grows up D. would help avoid the necessity for ethics and morals
4. The word 'imposed' in the 4th paragraph is closest in meaning to ______.
A. constrained B. made C. introduced D. excepted
5. Parental controls and discipline ______.
A. are designed to promote the child's happiness B. reflect only the values of the community
C. should be avoided as far as possible D. serve a dual purpose
6. Hypocrisy on the part of the parents may ______.
A. result in their children's wrong behaviour B. impair their children's mind
C. make their children lose faith in them D. disqualify their teachings altogether
7. In the 1st paragraph, the author lays some emphasis on the role of the ______ in helping the child in trouble.
A. nursery B. community C. family D. psychiatrists
8. Learning to wait for things is successfully taught ______.
A. in spite of excessive demands being made B. because excessive demands are not advisable
C. is achieved successfully by all children D. only if excessive demands are avoided
9. The encouragement of children to achieve new skills ______.
A. will always assist their development B. can never be taken too far
C. should be balanced and moderate D. should be focused on only at school
10. The principle underlying all treatment of developmental difficulties in children ______.
A. is to send them to clinics B. offers recapture of earlier experiences
C. is in the provision of clockwork toys and trains D. is to capture them before they are sufficiently experienced

II. BRINGING UP AN INTELLIGENT CHILD

Psychologists have debated a long time about whether a child's upbringing can give it the ability to do outstandingly well. Some think that
it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great
achievement can be developed. The truth lies somewhere between these two extremes.
It seems very obvious that being born with the right qualities from gifted parents will increase a child's ability to do well. However, this
ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, "To have a fast car, you need both a
good engine and fuel." Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated
shortly after birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child's
environment.
One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin,
however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, though starting
out with the same degree of intelligence as the other, performed even better.
This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child's intelligence and
ability are developed. However, there is no link between intelligence and the socioeconomic level of a child's family. In other words, it does not
matter how poor or how rich a family is, as this does not affect intelligence.

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Gifted people cannot be created by supportive parents, but they can be developed by them. One professor of music said that outstanding
musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians
then needed at least ten years' hard work and training in order to reach the level they were capable of attaining.
People who want to have very gifted children are given the following advice:
 Marry an intelligent person.
 Allow children to follow their own interests rather than the interests of the parents.
 Start a child's education early but avoid pushing the child too hard.
 Encourage children to play; for example, playing with musical instruments is essential for a child who wants to become an outstanding
musician.
11. Scientists chose twins for their study because ____________________.
A. each twin has the same environment as his/her twin
B. they have the same genetic background, usually with similar intelligence
C. they have the same economic background and hence the same opportunities
D. they are born into the same family, hence the same upbringing
12. When encouraging their gifted children, parents should avoid __________.
A. pushing their children too hard. B. letting them play their own way
C. starting their education at an early age D. permitting them to follow their own interests
13. The word "Others" used in the first paragraph refers to _____.
A. other geniuses B. other scientists C. other people D. other children
14. The word "favorable" in the passage mostly means ___________.
A. "of high quality or an acceptable standard"B. "helping somebody to be more intelligent compared to other people"
C. "good for someone and making him/her likely to be successful"D. "under the control or in the power of somebody else"
15. The remark: "To have a fast car, you need both a good engine and fuel." in the passage means that in order to become a genius, ________.
A. you should try to move quickly and efficiently B. you need to have good health and good nourishment
C. you must nourish your brain and train your muscles hard D. you need intelligence and you need to develop it
16. How were great musicians different from ordinary musicians in their development?
A. They practice playing their instruments for many years. B. They were exceptionally intelligent and artistic.
C. They concentrated on music to the exclusion of other areas. D. Their ability was realized at an early stage and then nurtured.
17. When scientists studied intelligence and ability in twins, they found that ___________
A. different twins generally have different levels of ability. B. intelligence and development are irrelevant to ability
C. ability depends both on intelligence and on environmentD. ability depends mainly on intelligence and achievement
18. The upbringing of highly intelligent children requires _____.
A. wealthy and loving parents B. an expensive education
C. parental support and encouragement D. good musical instruments
19. The writer advises that gifted children should be allowed to follow _____.
A. their parent's interests B. their own interests
C. only their interests in computer games D. only their interests in musical instruments
20. All of the following statements are true EXCEPT_____________.
A. educational development depends completely on economic well-being
B. to become successful, a child needs both native intelligence and development
C. a child's intelligence is influenced by that of his/ her parents
D. studying different twins is a useful scientific procedure

III. SCHOOLING AND EDUCATION IN THE U.S.

It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today
children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.
Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in
the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe
of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a
distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with a
stranger may lead a person to discover how little is known of other religions. People are engaged in education from infancy on. Education, then, is a
very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one's
entire life.
Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a
country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework,
take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government,
have usually been limited by the boundaries of the subject being taught.
For example, high school students know that they are not likely to find out in their classes the truth about political problems in their
communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.
21. The word "an integral" is closest in meaning to _________.
A. an essential B. a pleasant C. an equitable D. a profitable
22. The phrase "For example", introduces a sentence that gives examples of _________.
A. the boundaries of classroom subjects B. the workings of a government
C. similar textbooks D. the results of schooling
23. The passage is organized by _________.
A. giving examples of different kinds of schools
B. contrasting the meanings of two related words
C. narrating a story about excellent teacher
D. listing and discussing several educational problems

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24. The word "they" refers to ____________.
A. similar textbooks B. slices of reality C. boundaries D. seats
25. The passage supports which of the following conclusions?
A. Education systems need to be radically reformed.
B. Without formal education, people would remain ignorant.
C. Going to school is only part of how people become educated.
D. Education involves many years of professional training.
26. The word "bounds" is closest in meaning to _________.
A. exceptions B. experience C. limits D. rules
27. What does the author probably mean by using the expression "children interrupt their education to go to school"?
A. All of life is an education.
B. Summer school makes the school year too long.
C. School vacations interrupt the continuity of the school year.
D. Going to several different schools is educationally beneficial.
28. The word "chance" is closest in meaning to_________.
A. unusual B. lengthy C. lively D. unplanned

IV. FORMAL EDUCATION IN THE U.S.

As the twentieth century began, the importance of formal education in the United States increased. 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 expertise to make schooling increasingly important for economic and social mobility. 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 year was
greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of
public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants
were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant
women were once 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 house 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. Subsequent reforms have made these notions seem quite out-of-date.
29. It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.
A. the growing number of schools in frontier communities
B. the increased urbanization of the entire country
C. an increase in the number of trained teachers
D. the expanding economic problems of schools
30. Women were trained to be consumer homemakers as a result of _____.
A. income-producing activities in the highly industrialized early-twentieth-century United States
B. scarcity in the highly industrialized early-twentieth-century United States
C. economic necessity in the highly industrialized early-twentieth-century United States
D. overproduction in the highly industrialized early-twentieth-century United States
31. Which paragraph mentions the importance of abilities and experience in formal schooling?
A. Paragraph 3 B. Paragraph 1 C. Paragraph 4 D. Paragraph 2
32. The word "means" is closest in meaning to _____.
A. probability B. advantages C. qualifications D. method
33. According to the passage, one important change in United States education by the 1920's was that _____.
A. most places required children to attend school
B. new regulations were imposed on nontraditional education
C. the amount of time spent on formal education was limited
D. adults and children studied in the same classes
34. "Vacation schools and extracurricular activities" are mentioned to illustrate _____.
A. activities that competed to attract new immigrants to their programs.
B. alternatives to formal education provided by public schools
C. the increased impact of public schools on students
D. the importance of educational changes
35. The word "it" refers to _____.
A. consumption B. production C. education D. homemaking
36. According to the passage, early-twentieth century education reformers believed that _____.
A. more women should be involved in education and industry
B. special programs should be set up in frontier communities to modernize them
C. different groups needed different kinds of education
D. corporations and other organizations damaged educational progress
37. The phrase "coincided with" is closest in meaning to _____.
A. began to grow rapidly B. was influenced by C. ensured the success of D. happened at the same time as

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38. The paragraph preceding the passage probably discusses _____.
A. the urbanization in the United States in the nineteen century.
B. the industrialization and the bureaucratization of economic life the United States in the nineteen century.
C. the formal schooling in the United States in the nineteen century.
D. the most important means of integrating immigrants into American society in the nineteen century.

V. MIXED-ABILITY TEACHING VS. STREAMING

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are
enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates.
It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are
concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we
find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to
share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to
analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teachers.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed.
They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they
need in order to do this effectively. An advanced pupil can do advanced work; it does not matter what age the child is. We expect our pupils to do
their best, not their least, and we give them every encouragement to attain this goal.
39. According to the passage, "streaming pupils" _____.
A. is quite discouraging
B. is the act of putting pupils into classes according to their academic abilities
C. will help the pupils learn best
D. aims at enriching both their knowledge and experience
40. According to the author, mixed-ability teaching is more preferable because ______.
A. it aims at developing the children's total personality
B. children can learn to work with each other to solve personal problems
C. formal class teaching is appropriate
D. it doesn't have disadvantages as in streaming pupils
41. The words "held back" in 1st paragraph means "______".
A. made to remain in the same classes B. made to lag behind in study
C. forced to study in lower classes D. prevented from advancing
42. Which of the following statements can best summaries the main idea of the passage?
A. Bright children do benefit from mixed-class teaching.
B. Children, in general, develop at different rates.
C. The aim of education is to find out how to teach the bright and not-so-bright pupils.
D. Various ways of teaching should be encouraged in class.
43. The author's purpose of writing this passage is to ______.
A. argue for teaching bright and not-so-bright pupils in the same class
B. recommend pair work and group work classroom activities
C. offer advice on the proper use of the school library
D. emphasize the importance of appropriate formal classroom teaching
44. Which of the following is NOT mentioned in the passage?
A. Pupils also learn to develop their reasoning ability.
B. Group work provides the pupils with the opportunity to learn to be capable organizers.
C. Pupils also learn how to participate in teaching activities.
D. Group work gives pupils the opportunity to learn to work together with others.
45. In the passage, the author's attitude towards "mixed-ability teaching" is ______.
A. questioning B. approving C. objective D. critical
46. According to the passage, which of the following is an advantage of mixed-ability teaching?
A. Formal class teaching is the important way to give the pupils essential skills such as those to be used in the library.
B. A pupil can be at the bottom of a class. C. Pupils as individuals always have the opportunities to work on their own.
D. Pupils can be hindered from an all-round development.
47. According to the passage, which of the following is NOT TRUE?
A. There is no fixed method in teaching pupils to develop themselves to the full.
B. Development of pupils as individuals is not the aim of group work.
C. It's not good for a bright child to find out that he performs worst in a mixed-ability class.
D. Pupils cannot develop in the best way if they are streamed into classes of different intellectual abilities.
48. The author argues that a teacher's chief concern should be the development of the pupils' ______.
A. personal and social skills B. learning ability and communicative skills
C. intellectual abilities D. total personality

VI. MBA SCHOOLS IN THE U.S.

After two decades of growing student enrollments and economic prosperity, business schools in the United States have started to face
harder times. Only Harvard's MBA School has shown a substantial increase in enrollment in recent years. Both Princeton and Stanford have seen
decreases in their enrollments. Since 1990, the number of people receiving Masters in Business Administration (MBA) degrees, has dropped about 3
percent to 75,000, and the trend of lower enrollment rates is expected to continue.

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There are two factors causing this decrease in students seeking an MBA degree. The first one is that many graduates of four-year colleges
are finding that an MBA degree does not guarantee a plush job on Wall Street, or in other financial districts of major American cities. Many of the
entry-level management jobs are going to students graduating with Master of Arts degrees in English and the humanities as well as those holding
MBA degrees. Students have asked the question, "Is an MBA degree really what I need to be best prepared for getting a good job?" The second major
factor has been the cutting of American payrolls and the lower number of entry-level jobs being offered. Business needs are changing, and MBA
schools are struggling to meet the new demands.
49. According to the passage, what are two causes of declining business school enrollments?
A. fewer MBA schools and fewer entry-level jobs B. low salary and foreign competition
C. lack of necessity for an MBA and an economic recession D. declining population and economic prosperity
50. The word "cutting" in the passage could best be replaced by which of the following?
A. wounding B. reducing C. carving D. dividing
51. The word "struggling" as used in the last sentence is closest in meaning to _______.
A. striving B. starting C. evolving D. plunging
52. The word "seeking" as used in the passage could best be replaced by ________.
A. examining B. avoiding C. seizing D. pursuing
53. The phrase "two decades" refers to a period of _______.
A. 10 years B. 50 years C. 100 years D. 20 years
54. Which of the following descriptions most likely applies to Wall Street?
A. a major financial center B. a shopping district C. a neighborhood in New York D. a center for international affairs
55. Which of the following business schools has NOT shown a decrease in enrollment?
A. Princeton B. Yale C. Harvard D. Stanford
56. What is the main focus of this passage?
A. how schools are changing to reflect the economy B. changes in enrollment for MBA schools
C. types of graduate degrees D. jobs on Wall Street
57. The word "prosperity" could be best replaced by which of the following?
A. success B. education C. surplus D. nurturing
58. The phrase "trend of" in the passage is closest in meaning to which of the following?
A. drawback to B. movement toward C. reluctance of D. extraction from

VII. LATCHKEY CHILDREN

For more than six million American children, coming home after school means coming back to an empty house. Some deal with the
situation by watching TV. Some may hide. But all of them have something in common. They spend part of each day alone. They are called "latchkey
children". They are children who look after themselves while their parents work. And their bad condition has become a subject of concern. Lynette
Long was once the principal of an elementary school. She said, "We had a school rule against wearing jewelry. A lot of kids had chains around their
necks with keys attached. I was constantly telling them to put the keys inside shirts. There were so many keys; it never came to my mind what they
meant." Slowly, she learned that they were house keys. She and her husband began talking to the children who had keys. They learned of the effect
working couples and single parents were having on their children. Fear was the biggest problem faced by children at home alone. One in three
latchkey children the Longs talked to reported being frightened. Many had nightmares and were worried about their own safety. The most common
way latchkey children deal with their fears is by hiding. They may hide in a shower stall, under a bed or in a closet. The second is TV. They often turn
the volume up. It's hard to get statistics on latchkey children, the Longs have learned. Most parents are slow to admit that they leave their children
alone.
59. Why did a lot of kids have chains around their necks with keys attached?
A. Schools didn't allow them to wear jewelry, so they wore keys instead.
B. They had to use the keys to open school doors.
C. They were fully grown and had become independent.
D. They would use the keys to enter their houses when they came home.
60. What do latchkey children suffer most from when they are at home alone?
A. Tiredness B. Fear C. Loneliness D. Boredom
61. The phrase "an empty house" in the passage mostly means ______.
A. a house with no furniture B. a house with nothing inside
C. a house with too much space D. a house with no people inside
62. What is the main idea of the first paragraph?
A. Why kids hate going home. B. How kids spend free time.
C. Children's activities at home. D. Bad condition of latchkey children.
63. The phrase "latchkey children" in the passage means children who ______.
A. like to carry latches and keys with them everywhere B. close doors with keys and watch TV by themselves
C. are locked inside houses with latches and keys D. look after themselves while their parents are not at home
64. The main problem of latchkey children is that they ______.
A. are growing in numbers B. watch too much television during the day
C. are also found in middle-class families D. suffer a lot from being left alone
65. Lynette Long learned of latchkey children's problems by ______.
A. talking to them B. interviewing their parents C. delivering questionnaires D. visiting their homes
66. What is the most common way for latchkey children to deal with fears?
A. Lying under a TV B. Hiding somewhere C. Talking to the Longs D. Having a shower
67. It's difficult to find out the number of latchkey children because ______.
A. there are too many of them in the whole country B. they do not give information about themselves for safety reasons
C. they hide themselves in shower stalls or under bedsD. most parents are reluctant to admit that they leave their children alone
68. One thing that the children in the passage share is that ______.
A. they are from single-parent families B. they all watch TV

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C. they spend part of each day alone D. they all wear jewelry

VIII. BRINGING UP A CHILD

If parents bring up a child with the sole aim of turning the child into a genius, they will cause a disaster. According to several leading
educational psychologists, this is one of the biggest mistakes which ambitious parents make. Generally, the child will be only too aware of what his
parents expect, and will fail. Unrealistic parental expectations can cause great damage to children.
However, if parents are not too unrealistic about what they expect their children to do, but are ambitious in a sensible way, the child may succeed
in doing very well - especially if the parents are very supportive of their child.
Michael Collins is very lucky. He is crazy about music, and his parents help him a lot by taking him to concerts and arranging private piano and
violin lessons for him. They even drive him 50 kilometers twice a week for violin lessons. Michael's mother knows very little about music, but his
father plays the trumpet in a large orchestra. However, he never makes Michael enter music competitions if he is unwilling.
Winston Smith, Michael's friend, however, is not so lucky. Both his parents are successful musicians, and they set too high a standard for
Winston. They want their son to be as successful as they are and so they enter him for every piano competition held. They are very unhappy when he
doesn't win. Winston is always afraid that he will disappoint his parents and now he always seems quiet and unhappy.
69. Who have criticized the methods of some ambitious parents?
A. Unrealistic parents B. Successful musicians
C. Their children D. Educational psychologists
70. All of the following people are musical EXCEPT ________.
A. Winston's father B. Winston's mother C. Michael's father D. Michael's mother
71. One of the serious mistakes parents can make is to _________.
A. help their child to become a genius B. neglect their child's education
C. push their child into trying too much D. make their child become a musician
72. The word "They" in the passage refers to __________.
A. violin lessons B. parents in general C. concerts D. Michael's parents
73. Michael Collins is fortunate in that _____________.
A. his parents help him in a sensible way B. his parents are quite rich
C. his mother knows little about music D. his father is a musician
74. The phrase "crazy about" in the passage most likely means " _______".
A. "confused about" B. "completely unaware of"
C. "extremely interested in" D. "surprised at"
75. The word "unwilling" in the passage mostly means _________.
A. "getting ready to do something" B. "not wanting to do something"
C. "not objecting to doing anything" D. "eager to do something"
76. Winston's parents push their son so much and he _________.
A. has become a good musician B. can't learn much music from them
C. is afraid to disappoint them D. has won a lot of piano competition
77. The two examples given in the passage illustrate the principle that __________.
A. parents should let the child develop in the way he wants
B. successful parents often have unsuccessful children
C. successful parents always have intelligent children
D. parents should spend more money on the child's education
78. Parents' ambition for their children is not wrong if they __________.
A. force their children into achieving success B. arrange private lessons for their children
C. themselves have been very successful D. understand and help their children sensibly