The passage is taken from a description of the life of certain Pacific Islanders written by a pioneering sociologist.
By the time a child is six or seven she has all the necessary avoidances well enough by heart to be trusted with the care of a younger child. And she also ___36__ number of simple techniques. She learns to weave firm square balls from palm leaves, to climb a coconut tree by ___37___up the trunk on flexible little feet, to___38___open a coconut with one firm well-directed blow of a knife as long as she is tall, to play a number of group games and sing the songs which go with them, to tidy the house by 39 up the rubbish on the stony floor, to bring water from the sea, to spread out the branches to dry and to help 40 them in when rain 41 , to go to a neighboring house and bring back a lighted stick for the chief's pipe or the cook-house fire.
But in the case of the little girls all these 42 are merely supplementary to the main business of baby-tending. Very small boys also have some care of the younger children, 43 at eight or nine years of age they are usually free from it.
Little boys are 44 to interesting and important activities only so long as their behavior is careful and helpful. 45 small girls are suddenly pushed aside, small boys will be patiently allowed and they become 46 at making themselves useful. The four or five little boys will help a grown youth catch reef eels, __47__ themselves into a highly efficient working team; one boy holds the bait, another holds a rope, others look for eels in holes in the reef, ___48___ still another puts the captured eels into his bag. The small girls, burdened with heavy babies, 49 by the hostility (敌对) of the small boys and the laugh of the older ones, have little _50___ for learning the more adventurous forms of work and play. So while the little boys first undergo the punishing effects of baby-tending and then have many opportunities to learn effective 51 under the supervision of older boys, the girls' education is 52 all-round. They have a high standard of individual responsibility, but the community provides them with no 53 in cooperation with one another. This is particularly apparent in the activities of young people: the boys organize quickly; the girls 54 hours in quarreling, 55 in any technique for quick and efficient cooperation.
36. A. loses B. develops C. forgets D. finds
37. A. walking B. picking C. setting D. speeding
38. A. break B. push C. reach D. dig
39. A. cutting B. opening C. getting D. picking
40. A. gather B. let C. call D. fill
41. A. ends B. leaves C. threatens D. works
42. A. tasks B. means C. difficulties D. pleasures
43. A. and B. but C. still D. therefore
44. A. forced B. found C. admitted D. taught
45. A. If B. Where C. What D. How
46. A. weak B. surprised C. excited D. expert
47. A. winning B. enjoying C. developing D. organizing
48. A. if B. where C. though D. while
49. A. discouraged B. welcomed C. inspired D. kept
50. A. opportunity B. fun C. plan D. purpose
51. A. ways B. cooperation C. ideas D. exercises
52. A. more B. yet C. less D. so
53. A. partners B. teachers C. lessons D. findings
54. A. get B. gain C. have D. waste
55. A. unskilled B. unknown C. interested D. lost