Now go through TEXT J quickly to answer question 58.

                                    A BOY AND HIS FATHER BECOME PARTNERS
　
I like all kinds of chocolate. Best of all, though, I like bitter baking chocolate. Mother had bought a bar of it, and somehow I couldn't stop thinking about it.
　
I was helping Father on the winnower. It was right then I got the idea. I could whack a chunk off the end of that bar of chocolate. Mother would be sure to miss it, but before she had any idea who had done it, I could confess I'd taken it. Probably I would not even get a spanking.
　
I waited until Mother was out feeding the chickens. Then I told Father I thought I'd go in for a drink of water. I got the bar down, but I heard Mother coming just when I had the knife ready to whack. So slipped the chocolate into the front of my shirt and left quickly. Before I went back to help Father, I went to the barn and hid the chocolate there.
　
All the rest of afternoon, I didn't like to look at Father. Every time he spoke it made me jump. My hands began shaking so much that he asked me what was the matter. I told him it was just that my hands were cold.    I knew he didn't believe me, and every time he looked my way my heart started pounding. I didn't want the chocolate anymore. I just wanted a chance to put it back without being caught.
　
On the way out for the cows, I calmed down a little and could think better. I told myself that I hadn't really stolen the whole bar of chocolate, because I meant to take only a little piece. That's as much as I would have taken, too, if Mother hadn't come along when she did. If I put back the whole bar, I wouldn't have done anything wrong at all.
　
I nearly decided to put it all back. But just thinking so much about chocolate made my tongue almost taste the smooth bitterness of it. I got thinking that if I sliced about half an inch off the end with a sharp knife, Mother might never notice it.
　
I was nearly out to where the cows were when I remembered what Father had said once--some of the family money was mine because I had helped to earn it. Why wouldn't it be all right to figure the bar of chocolate had been bought with my own money? That seemed to fix everything.
　
But by the time I had the cows headed home, I had begun to worry again. We were nearly to the railroad tracks when I decided to leave the whole matter to the Lord. I picked up a dried soap weed stalk with seed-pods on it and decided I would throw it up into the air and take my orders from the way it landed. If it pointed west, I'd take the whole bar back. If it pointed south, I'd take half an inch off the end. If it pointed east, I'd bought the bar with my own money and it wouldn't be stealing to keep it.
　
I swung the pod stalk as high as I could. When it came down, it pointed mostly west--but a little south.
　
That night I couldn't sleep. I kept trying to remember how much that stalk had really been pointing to the south. At last I got up, slipped out into the yard, and took the ax from the chopping block. Then I went into the barn and got the chocolate. I took it outside and laid it on the lower rail of the corral fence. The moon gave enough light for me to see what I was doing.
　
Just as I was starting to cut, Father said: "Son!"
　
I couldn't think of a thing to day. I grabbed up the bar of chocolate and hid next to my chest before I turned around. Father picked me up by the shoulder straps of my overalls and took me over to the wood-pile. I didn't know anybody could spank as hard as he did!
　
Then he stood me on my feet and asked if I thought I had deserved it. He said it wasn't so much that I'd taken the chocolate, but that I'd tried to hide it from him.
　
"Son," he said, "I know you help to earn the family money. We might say the chocolate was yours in the first place. You should have had it if you'd asked for it, but I won't have you being sneaky about things. Now, do you want to keep your money separated from mine--or are we partners?"
　
I never knew till then how much I wanted my money to go in with Father's. When I went to sleep my hand was still hurting -- from where he squeezed it when we shook hands.
　
TEXT K
First read the question.　
59. How many percent of high schools reported violent incidents in America?
A. 10%
B.    45%
C. 74%
D. 77%
正确答案是

60. What measures does the author advise schools to take?
A.    Extending the school day.
B. Guiding students to solve conflict and manage anger.
C. Requiring students to wear school uniforms.
D. All of above.
正确答案是

Now go through TEXT K quickly to answer question 59 and 60.
　
                                    Making School Safe For Kids
　
Americans have seen the news footage and heard the testimonies of the children of Jonesboro, Ark,; Paducah, Ky.; Springfield, Ore.; and Pearl, Miss. These stories now serve as reminders that kids can become killers and that terrible tragedy can happen anywhere, at any time, for seemingly no reason. A crisis had reached America's schools, and it is time to take a serious look at the problem and devise ways to make sure such tragedies never occur again. Right now, it appears there is much to do. Surveys have found that:
　
10% of all public schools experienced one or more serious violent crimes (i.e., murder, rape or other sexual battery, suicide, physical attack or fight with a weapon, or robbery) that were reported to police or other law enforcement officials during the 1996-97 school year.
　
45% of elementary schools, 74% of middle schools, and 77% of high schools reported one or more violent incidents.
　
The percentage of students reporting street gang presence at school nearly doubled between 1989 and 1995, increasing from 15 to 28%.
　
The rate of firearm deaths among children under 13 is nearly 12 times higher in the U.S. than in 25 other industrialized countries combined.
　
What possible can explain these alarming trends? Though it is true that the proportion of adolescents perpetrating violent offenses is just slightly up in recent years, it is necessary to stay on top of the problem to make sure there isn't a resurgence. Furthermore, violent acts that result in serious injury or death have risen. Since 1988, the adolescent homicide rate had more than doubled. To explain this trend, experts point to the increase in handgun use. Studies have found that an estimated 1,000,000 children between 6th and 12th grade have carried guns to school at some point during the last school year. Other explanations look at what elements are influencing youngsters. Violence or neglect at home, violence on TV and in movies, drug and alcohol use, and underdeveloped conflict management skills all are contributors.
　
In September, 1998, about 60 mayors from the United States Conference of Mayors Leadership met in Salt City, Utah, with Attorney General Janet Reno; police chiefs; education experts; health, parks, recreation, and arts officials; representatives from the entertainment industry and news media; and students. They spent an entire day hammering out a National Action Plan on School Violence and Kids. They looked at "best practices"-what programs are in place and working in cities around the country -- and brainstormed about what typed of things have not been tried and should be. In October, the Action Plan was brought to Pres. Clinton's White House Conference on School Safety, where it won overwhelming support from all the participating parties.
　
The measures proposed include actions that can be taken at the local level, as well as initiatives that require the Federal government to pass a law or provide funding. Preventing outbreaks of violence is the goal, while keeping in sight the importance of a quality education and meeting children's basic needs. An emphasis on violence prevention does not have to focus solely on metal detectors and stricter punishments. Examined were ways which provide enriching activities for youngsters and how to ensure that every child receives the emotional and physical things he or she needs. To mount a truly comprehensive attack on the problem, families, schools, communities, local governments, and even the President have a role to play.
　
At home, parents can prevent their offspring from turning to violence by becoming more involved in their children's lives. They can volunteer in schools, monitor what the kids are watching on TV, and discuss the consequences of violence. In homes where domestic violence exists, parents need to realize that children have to be removed from that environment and authorities should be allowed to do so.
　
Many measures can be taken by schools to help students get a better educational experience. For example, schools can consider later starting times to meet children's learning patterns better and could extend the school day to reduce those hours in the afternoon when kids are vulnerable and tempted to turn to crime and violence. All schools should follow the example of Long Beach, Calif. and institute school uniforms, which can promote discipline and have been proved to cut down on violence activity. Schools can add conflict resolution and anger management techniques to their curriculum, starting as early as kindergarten, and teachers need to be trained to be effective classroom managers and to enforce discipline fairly. When teachers are not occupied completely with handling out-of-control kids, they can spread more time on class lessons.