61. According to the passage, parents and teenagers are always at loggerheads with each other over
　　A. the careless attitude of teenagers toward their parents' work pressure.
　　B. who should take the lion's share of the housework.
　　C. the finger-pointing attitude of the parents toward their children.
　　D. disagreements on each other's behavioral patterns.

　　62. The parents-children relationship changes from the relative positive to the relative negative when
　　A. the children reach 7 or 8 years of age.
　　B. the children reach 13 or 14 years of age.
　　C. the parents begin to have too many household responsibilities.
　　D. the parents begin to feel there is too much burden in the house.

　　63. Studies conducted during the 1970s on parents-children relationship indicated that
　　A. adolescence did not cause as much trouble as clinicians and theorists had stated.
　　B. Children's aggressiveness and rebelliousness were growing.
　　C. Children-parents relationship was declining.
　　D. teenagers became even more abhorrent of their parents.

　　64. The author's own discoveries from the day-to-day relationships of parents and young teenagers indicate that
　　A. storm and stress between the parents and the teenagers are normal.
　　B. storm and conflicts are unavoidable.
　　C. parents can never avoid the conflicts unless they love their children.
　　D. parents' strictness lead to their children's disapproval of them.

　　Questions 65-71 are based on the following passage.
　　Questions of education are frequently discussed as if they bore no relation to the social system in which and for which the education is carried on. This is one of the commonest reasons for the unsatisfactoriness of the answers. It is only within a particular social system that a system of education has any meaning. If education today seems to deteriorate, if it seems to become more and more chaotic and meaningless, it is primarily because we have no settled and satisfactory arrangement of society, and because we have both vague and diverse opinions about the kind of society we want. Education is a subject which cannot be discussed in a void: our questions raise other questions, social, economic, financial, political. And the bearings are on more ultimate problems even than these: to know what we want in education we must know what we want in general, we must derive our theory of education from our philosophy of life. The problem turns ou

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