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Some historians question the widely held belief that continually improving education led to gradual African American empowerment in the southern United States from the late nineteenth century through the mid-twentieth century. They note that the development of Black educational institutions in the segregated South was never rapid or steady: disparities between Black and White schools sometimes grew in the early decades of the twentieth century. And African Americans’ educational gains did not bring commensurate economic gains. Starting in the 1940s, even as Black and White schools in the South moved steadily toward equality, Black southerners remained politically marginalized and experienced systematic job discrimination. Although Black schools had achieved near parity with White schools in per capita spending and teachers’ salaries by 1965, African Americans’ income still lagged behind that of Whites. Nonetheless, educational progress did contribute toward economic and political empowerment.African Americans’ campaigns to support Black schools fostered a sense of community, nurtured political determination, and often increased literacy. More significantly, politically outspoken Black newspapers achieved record circulation during the 1940s, just as the literacy rate among African Americans approached 90 percent. Finally, the leadership of the Civil Rights movement of the 1960s was composed largely of graduates of Black colleges.
译文：
1
Some historians question the widely held belief that continually improving education led to gradual African American empowerment in the southern United States from the late nineteenth century through the mid-twentieth century.
一种被大众接受的观点认为，持续推进教育令美国南方的黑人民权，从十九世纪后期直到二十世纪中叶不断提高，一些历史学者对此提出质疑。
2
They note that the development of Black educational institutions in the segregated South was never rapid or steady: disparities between Black and White schools sometimes grew in the early decades of the twentieth century.
他们注意到南方种族隔离区域的黑人教育机构，从未快速或稳定地发展：二十世纪早期黑人学校和白人学校的差距有时甚至拉大了。
3
And African Americans’ educational gains did not bring commensurate economic gains.
而且非裔美国人的教育进步并未实现与之相称的经济收益。
4
Starting in the 1940s, even as Black and White schools in the South moved steadily toward equality, Black southerners remained politically marginalized and experienced systematic job discrimination.
甚至 1940 年代开始，南方黑人和白人的学校发展稳步持平，，遭受系统性的就业歧视。
5
Although Black schools had achieved near parity with White schools in per capita spending and teachers’ salaries by 1965, African Americans’ income still lagged behind that of Whites.
截至 1965 年，尽管黑人学校已经在人均投入与教师薪水方面，与白人学校几乎持平，非裔美国人的收入仍然落后于白人。
6
Nonetheless, educational progress did contribute toward economic and political empowerment.
不过，。
7
African Americans’ campaigns to support Black schools fostered a sense of community, nurtured political determination, and often increased literacy.
非裔美国人支持黑人学校的运动，促进了社区共识，，也通常提高了黑人的读写能力。
8
More significantly, politically outspoken Black newspapers achieved record circulation during the 1940s, just as the literacy rate among African Americans approached 90 percent.
更重要地， 1940 年代创造了发行量记录，时值非裔美国人的识字率突破九成。
9
Finally, the leadership of the Civil Rights movement of the 1960s was composed largely of graduates of Black colleges.
最终，1960 年代民权运动的领导层，都拥有黑人大学的学历。
题目和答案解析：
1. The author of the passage refers to the fact that “disparities between Black and White schools sometimes grew in the early decades of the twentieth century” most likely in order to
A. support the argument that the economic struggles of southern Blacks were largely due to educational inequalities
B. give an example of the differences between Black schools in the early part of the twentieth century and Black schools starting in the 1940s
C. illustrate the unevenness of the progress made by Black schools in the southern United States
D. help explain why Black remained politically marginalized and experienced systematic job discrimination in the segregated South
E. provide evidence that educational progress was a precondition for economic progress in the segregated South
选 C
没啥讲的。
2. Which of the following best describes the purpose of the highlighted sentence?
A. It clarifies a point introduced in the preceding sentence.
B. It reiterates a point introduced in the first sentence of the passage.
C. It questions the accuracy of some of the evidence used to support the argument of the historians.
D. It introduces a perspective that runs contrary to the view of those who endorse the “belief.”
E. It qualifies the interpretation made by the historians.
选 E
难在 qualify 的意思，在此作 “ 修饰，限定，使(某说法)显得不那么笼统、极端 ” 。
文章开头说有一种普遍的观点认为：教育的不断进步，推动了黑人争取权力运动的不断进步，historians 不这么看。
这是种相对模糊的质疑，可能是在反对教育的进步，也可能是在反对教育对民权运动的促进作用。从后文我们知道，历史学家反对的是前一点，他们通过研究指出，这种进步既不 rapid 也不 steady，有时还会倒退，而且教育也没能直接地改变很多对黑人不公的社会现实。
直到高亮句出现，Nonetheless, educational progress did contribute toward economic and political empowerment. 作者笔锋一转，承认教育对民权运动还是有推动作用的，发挥了间接的作用。所以这句话的作用，是修饰、限制 historians 的观点，划清了他们对 the widely held belief 的反对的边界，并不是全盘反对。
用力理解 qualify 的用法。
3. The passage suggests which of the following about the Civil Rights movement?
A. It gave rise to a rapid increase in the number of Black newspapers published in the South.
B. Its political effectiveness was greatly enhanced by the increased circulation of Black newspapers.
C. Its leadership benefited from improvements in education for African Americans.
D. It was the force primarily responsible for increasing per capita spending in Black schools.
E. It was responsible for changing many historians’ view of the relation between education and African American empowerment.
选 C
A 错在 rapid，看不出来。
B 可能是对的，但这不是作者要 suggest 的内容，作者想说的是教育对运动的影响，不是报纸发挥的作用。
C 正确。领导都是黑人大学毕业的，可以认为 benefited 。
D 时间上就说反了，是 spending per capita 先涨上去，多年后才有了 Civil Rights movement 。
E 瞎聊了，下一段。
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