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In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. （3）处填入（）。
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In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. （6）处填入（）。
Of all the areas of learning the most important is the development of attitudes. Emotional reactions as well as logical thought processes affect the behavior of most people."The burnt child fears the fire" is one instance; another is the rise of despots like Hitler. Both examples also point up the fact that attitudes stem from experience. In one case the experience was direct and impressive; in the other it was indirect and cumulative. The Nazis were indoctrinated largely by the speeches they heard and the books they read.The classroom teacher in the elementary school is in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose word they respect.Another reason it is true is that pupils often delve somewhat deeply into a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico, his teacher’s method of handling such a unit would greatly affect his attitude toward Mexicans.The media through which the teacher can develop wholesome attitudes are innumerable. Social studies (with special reference to races, creeds and nationalities), science matters of health and safety, the very atmosphere of the classroom... these are a few of the fertile fields for the inculcation of proper emotional reactions.However, when children come to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cajoling or scolding them. She can achieve the proper effect by helping them obtain constructive experiences.To illustrate, first grade pupils afraid of policemen will probably alter their attitudes after a classroom chat with the neighborhood officer in which he explains how he protects them. In the same way, a class of older children can develop attitudes through discussion, research, outside reading and all-day trips.Finally, a teacher must constantly evaluate her own attitudes, because her influence can be deleterious if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decisions as a result of objective analysis of all the facts. The example of the pupils’ 1 earning about Mexico shows that ().
In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. （8）处填入（）。
In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. （7）处填入（）。
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