We are all interested in equality,  but while some people try to protect the school and examination system in the name of equality, others, still in the name of equality, want only to destroy it.
Any society which is interested in equality of opportunity（机会）and standards of achievement must regularly test its pupils. The standards may be changed — no examination is perfect — but to have no external(外部的)tests or examinations would mean the end of equality and of standards. There are groups of people who oppose this view and who do not believe either in external examinations or in any controls in schools or on teachers. This would mean that everything would depend on luck since every pupil would depend on the efficiency（实力）,the ideal and the purpose of each teacher.
Without external examinations, employers will look for employees from the highly respected schools and from families known to them — a form of favoritism will replace equality. At the moment, the bright child from an ill-respected school can show certificates（证书）to prove he or she is suitable for a job, while the lack of a certificate shows the unsuitability of a dull child attending a well-respected school. This defense of excellence and opportunity would disappear if external examinations were taken away, and the bright child from a poor family would be a prisoner of his or her school’s fame（名誉）,unable to compete for employment with the child from the favored school.
The opponents（对手）of the examination system suggest that examinations are an evil force because they show differences between pupils. According to these people, there must be no special, different, academic class. They have even suggested that there should be no form of difference in sport or any other area: all jobs or posts should be filled by unsystematic selection. The selection would be made by people who themselves are probably selected by some computer.
These people are not just against school organization, but are at war with the whole idea of modem competitive society and they are using children in schools for their destructive（破坏性的）purposes. There is no reason why we should allow such people to determine the way our schools are organized when it is to the obvious disadvantage of the pupils, of the schools and of our society as a whole.
1. According to the passage, the writer thinks that ________________.
A. changing the standards could mean the end of equality
B. standards must keep changing in order to achieve equality
C. there would be no standards without external examinations
D. we cannot have standards because examinations are not perfect
2. In the writer’s opinion, what would happen if external examinations were taken away?
A. There would be no more opportunities and no more excellence.
B. Children from poor families would not be able to change schools.
C. Going to a favored school should be the only way to get a good job.
D. Schools for bright children would lose their fame.
3. The situation at the moment is that ________________.
A. many children who are suitable for a job have no proof of their suitability
B. a school's fame is not important, as long as a child has a certificate.
C. children attending well-respected schools need not get certificates.
D. a bright child doesn’t need a certificate a t all to get a good job.
4. Which of the following sentences is TRUE?
A. Most students from poor families can't get a good job.
B. Some people are using students to destroy our society.
C. The writer thinks it a good way to choose a job by computer.
D. The opponents of the examination want to reorganize schools.
5. The opponents would agree that _________________.
A. computers should be selected to take over many jobs
B. particular people should not be chosen for particular jobs
C. well - respected schools should be got rid of as soon as possible
D. the students are not equally treated if they take external examinations

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