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1 The period of adolescence, i.e. , the period between childhood and adulthood, may be long or short depending on social expectations and on society’s definition as to what constitutes maturity and adulthood. In primitive societies adolescence was frequently a relatively short period of time, while in industrial society with patterns of prolonged education coupled with laws against child labor, the period of adolescence is much longer and may include most of the second decade of one’s life. Furthermore, the length of the adolescent period and the definition of adulthood status may change in a given society as social and eco- nomic conditions change. Examples of this type of change are the disappearance of the fron- tier in the latter part of the nineteenth century in the United States, and more universally, the industrialization of an agricultural society. In modern society, ceremonies for adolescence have lost their formal recognition and symbolic significance and there no longer is agreement as to what constitutes initiation ceremonies. Social ones have been replaced by a sequence of steps that lead to increased recog- nition and social status. For example, grade school graduation, high school graduation and college graduation constitute such a sequence, and while each step implies certain behavioral changes and social recognition, the significance of each depends on the socio-economic status and the educational ambition of the individual. Ceremonies for adolescence have also been replaced by legal definitions of status, roles, rights, privileges and responsibilities. It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of childhood and minor status are removed and adult privileges and responsibilities are granted. The twelve-year-old is no longer considered a child and has to pay full fare for train, airplane, theater and movie tickets. Basically, the individual at this age loses childhood privileges without gaining significant adult rights. At the age of sixteen the adolescent is granted certain adult rights which increase his social status by pro- viding him with more freedom and choices. He now can obtain a driver’s license; he can leave public schools; and he can work without the restrictions of child labor laws. At the age of eighteen the law provides adult responsibilities as well as rights. The young man can now be a soldier, but he also can marry without parental permission. At the age of twenty-one the individual obtains his full legal rights as adult. He now can vote, he can buy liquor, he can enter into financial contracts, and he is entitled to run for pubic office. No additional basic rights are acquired as a function of age after maturity status has been attained. None of these legal provisions determine at what points adulthood has been reached but they do point to the prolonged period of adolescence. No one can expect to fully enjoy the adulthood privileges until he is______.
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In Zurich, a leading canton in the Swiss Confederation, it has been proposed to teach one foreign language—English—in primary schools. This would represent a change (21) Zurich’s elementary school kids now study English and French. Voters will decide whether French will be (22) Some educators (23) that two foreign languages are too much for kids. Supporters of one foreign language believe that kids fail to reach strong (24) in German, the mother tongue for schoolchildren in Zurich. In fact, Zurich kids speak Swiss German, which is (25) an oral language. In school they have to learn standard German, which (26) is a foreign language. (27) you add them all together Zurich kids are learning four languages. All of Switzerland will watch what Zurich voters decide because Zurich is an influential canton and others may (28) . Yet some German-speaking cantons have already decided to (29) plans to reduce the number of foreign languages. (30) what happens, Swiss kids will be fluent in more than one language which is a definite asset in today’s (31) economy. It is also a definite asset in learning other subjects. Studies (32) in American universities have found that kids who study in duallanguage schools outperform their (33) who are taught in English only. Apparently, kids educated in two languages develop a mental (34) that monolingual kids lack. Perhaps four languages are too many in elementary schools, but two is not (35) at all.
In Zurich, a leading canton in the Swiss Confederation, it has been proposed to teach one foreign language—English—in primary schools. This would represent a change (21) Zurich’s elementary school kids now study English and French. Voters will decide whether French will be (22) Some educators (23) that two foreign languages are too much for kids. Supporters of one foreign language believe that kids fail to reach strong (24) in German, the mother tongue for schoolchildren in Zurich. In fact, Zurich kids speak Swiss German, which is (25) an oral language. In school they have to learn standard German, which (26) is a foreign language. (27) you add them all together Zurich kids are learning four languages. All of Switzerland will watch what Zurich voters decide because Zurich is an influential canton and others may (28) . Yet some German-speaking cantons have already decided to (29) plans to reduce the number of foreign languages. (30) what happens, Swiss kids will be fluent in more than one language which is a definite asset in today’s (31) economy. It is also a definite asset in learning other subjects. Studies (32) in American universities have found that kids who study in duallanguage schools outperform their (33) who are taught in English only. Apparently, kids educated in two languages develop a mental (34) that monolingual kids lack. Perhaps four languages are too many in elementary schools, but two is not (35) at all.
1 The period of adolescence, i.e. , the period between childhood and adulthood, may be long or short depending on social expectations and on society’s definition as to what constitutes maturity and adulthood. In primitive societies adolescence was frequently a relatively short period of time, while in industrial society with patterns of prolonged education coupled with laws against child labor, the period of adolescence is much longer and may include most of the second decade of one’s life. Furthermore, the length of the adolescent period and the definition of adulthood status may change in a given society as social and eco- nomic conditions change. Examples of this type of change are the disappearance of the fron- tier in the latter part of the nineteenth century in the United States, and more universally, the industrialization of an agricultural society. In modern society, ceremonies for adolescence have lost their formal recognition and symbolic significance and there no longer is agreement as to what constitutes initiation ceremonies. Social ones have been replaced by a sequence of steps that lead to increased recog- nition and social status. For example, grade school graduation, high school graduation and college graduation constitute such a sequence, and while each step implies certain behavioral changes and social recognition, the significance of each depends on the socio-economic status and the educational ambition of the individual. Ceremonies for adolescence have also been replaced by legal definitions of status, roles, rights, privileges and responsibilities. It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of childhood and minor status are removed and adult privileges and responsibilities are granted. The twelve-year-old is no longer considered a child and has to pay full fare for train, airplane, theater and movie tickets. Basically, the individual at this age loses childhood privileges without gaining significant adult rights. At the age of sixteen the adolescent is granted certain adult rights which increase his social status by pro- viding him with more freedom and choices. He now can obtain a driver’s license; he can leave public schools; and he can work without the restrictions of child labor laws. At the age of eighteen the law provides adult responsibilities as well as rights. The young man can now be a soldier, but he also can marry without parental permission. At the age of twenty-one the individual obtains his full legal rights as adult. He now can vote, he can buy liquor, he can enter into financial contracts, and he is entitled to run for pubic office. No additional basic rights are acquired as a function of age after maturity status has been attained. None of these legal provisions determine at what points adulthood has been reached but they do point to the prolonged period of adolescence. Former social ceremonies that used to mark adolescence have given place to______.
2 At home Theodore Roosevelt had affection, not compliments, whether these were unintentional and sincere or were thinly disguised flattery. And affection was what he most craved from his family and nearest friends, and what he gave to them without stint. As I have said, he allowed nothing to interrupt the hours set apart for his wife and children while he was at the White House; and at Oyster Bay there was always time for them. A typical story is told of the boys coming in upon him during a conference with some important visitor, and saying reproachfully, "It’s long after four o’clock, and you promised to go with us at four. " "So I did," said Roosevelt. And he quickly finished his business with the visitor and went. When the children were young, he usually saw them at supper and into bed, and he talked of the famous pillow fights they had with him. House guests at the White House some times unexpectedly caught sight of him crawling in the entry near the children’s rooms, with two or three children riding on his hack. Roosevelt’s days were seldom less than fifteen hours long, and we can guess how he regarded the laboring men of today who clamor for eight and six, and even fewer hours, as the normal period for a day’s work. He got up at half-past seven and always finished breakfast by nine, when what many might call the real work of his day began. The unimaginative laborer probably supposes that most of the duties which fall to all industrious President are not strictly work at all;but if any one had to meet for an hour and a half every forenoon such Congressmen and Senators as chose to call on him, he would understand that that was a job involving real work, hard work. They came every day with a grievance, or an appeal, or a suggestion, or a favor to ask, and he had to treat each one, not only politely, but more or less differently. Early in his Administration I heard it said that he offended some Congressmen by denying their requests in so loud a voice that others in the room could hear him, and this seemed to some a humilia- tion. President McKinley, on the other hand, they said, lowered his voice, and spoke so softly and sweetly that even his refusal did not jar on his visitor, and was not heard at all by the bystanders. If this happened, I suspect it was because Roosevelt spoke rather explosively and had a habit of emphasis, and not because he wished in any way to send his petitioner’s rebuff through the room. Nor was the hour which followed this, when he received general callers, less wearing. As these persons came from all parts of the Union, so they were of all sorts and temperaments. Here was a worthy citizen from Colorado who, on the strength of having once heard the President make a public speech in Denver, claimed immediate friendship with him. Then might come an old lady from Georgia, who remembered his mother’s people there, or the lady from Jacksonville, Florida, of whom I have already spoken. Once a little boy, who was almost lost in the crush of grown-up visitors, managed to reach the President. "What can I do for you" the President asked; and the boy told how his father had died leaving his mother with a large family and no money, and how he was selling typewriters to help support her. His mother, he said, would be most grateful if the President would accept a typewriter from her as a gift. So the President told the little fellow to go and sit down until the other visitors had passed, and then he would attend to him. No doubt, the boy left the White House well contented--and richer. According to the author, Theodore Roosevelt______.
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