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One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, the United States experienced a declining birth rate – every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it, young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates. The baby boomers began streaming into the first grade by the mid-1940's and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.

 

Therefore, in the 1950's and 1960's, the baby boom hit an antiquated and inadequate school system. Consequently, the "custodial rhetoric" of the 1930's and early 1940's no longer made sense; that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youths.

Question: What does the passage mainly discuss?

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I'm going on business for a week, so I'll be leaving everything _________.

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My father hit the roof when he found that I'd damaged the car.

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If the prisoners attempt to escape from prison, _________  immediately.

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Archaeologists think that massive floods could have _________  the dinosaurs.

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The Netherlands, with much of its land lying lower than sea level, have a system of dikes and canals for controlling water.

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Fruit and vegetables should be carefully washed whether eaten fresh or cook.

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As an ASEAN member, Vietnam has actively participated in the groups programs and has also created new _________  and cooperation mechanics.

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_______  they've already made their decision, there's nothing much we can do.

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- Peter: "My parents gave me no choice but to study business." 

- Danny: “_______.”

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He was attentive as Betsy and I talked about our charity concert to help the victims of the recent floods.

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_________, the town does not get much of an ocean breeze.

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The symptoms of diabetes in the early stages are too slight that people do not notice them.

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Perhaps, the violence was provoked by the fans of the visiting team.

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Most people indulge _________  harmless fantasies to relieve the boredom of their lives.

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The police have concluded tentatively that the explosion was caused by a bom