单项选择题

Raju and His Father's Shop
My mother told me a story every evening while we waited for father to close the shop and come home. The shop remained open till midnight. Bullock-carts in long caravans arrived late in the evening from distant villages, loaded with coconut, rice, and other commodities for the market. The animals were unyoked under the big tamarind tree for the night, and the cartmen drifted in twos and threes to the shop, for a chat or to ask for things to eat or smoke. How my father loved to discuss with them the price of grain, rainfall, harvest, and the state of irrigation channels. Or they talked about old litigations. One heard repeated references to magistrates, affidavits, witnesses in the case, and appeals, punctuated with roars of laughter—possibly the memory of some absurd legality or loophole tickled them.
My father ignored food and sleep when he had company. My mother sent me out several times to see if he could be. made to turn in. He was a man of uncertain temper and one could not really guess how he would react to interruptions, and so my mother coached me to go up, watch his mood, and gently remind him of food and home. I stood under the shop-awning, coughing and clearing my throat, hoping to catch his eye. But the talk was all-absorbing and he would not glance in my direction, and I got absorbed in their talk, although I did not understand a word of it.
After a while my mother's voice came gently on the night air, calling, 'Raju, Raju,' and my father interrupted his activities to look at me and say, 'Tell your mother not to wait for me. Tell her to place a handful of rice and buttermilk in a bowl, with just, one piece of lime pickle, and keep it in the oven for me. I'll come in later.' It was almost a formula with him five days in a week. He always added, 'Not that I'm really hungry tonight.' And then I believe he went on to discuss health problems with his cronies.
But I didn't stop to hear further. I made a quick dash back home. There was a dark patch between the light from the shop and the dim lantern shedding its light on our threshold, a matter of about the yards, I suppose, but the passage through it gave me a cold sweat. I expected wild animals and supernatural creatures to emerge and grab mc. My mother waited on the doorstep to receive me and said, 'Not hungry, I suppose! That'll give him an excuse to talk to the village folk all night, and then come in for an hour's sleep and get up with the crowing of that foolish cock somewhere. He will spoil his health.'
I followed her into the kitchen. She placed my plate and hers side by side on the floor, drew the rice-pot within reach, and served me and herself simultaneously, and we finished our dinner by the sooty tin lamp, stuck on a nail in the wall. She unrolled a mat for me in the front room, and I lay down to sleep. She sat at my side, awaiting father's return. Her presence gave me a feeling of inexplicable coziness. I felt I ought to put her proximity to good use, and complained, 'Something is bothering my hair,' and she ran her fingers through my hair, and scratched the nape of my neck. And then I commanded, 'A story.'
Immediately she began, 'Once upon a time there was a man called Devaka...' I heard his name mentioned almost every night. He was a hero, saint, or something of the kind. I never learned fully what he did or why, sleep overcoming me before my mother was through even the preamble.
Which of the following was NOT what we can infer from the conversation between Father and the cartmen?
A.Sometimes during lawsuits, one side or the other tricked the law, probably by finding faults in the legal code which were favorable to themselves.
B.There were times when the courts came to foolish decisions.
C.Matters related to fanning were of great interest to them.
D.The magistrates were ludicrous.

A.
B.
C.'
D.'
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F.'
G.'
H...'
I.
Which
J.Sometimes
K.
B.There
L.
C.Matters
M.
D.The
N.
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During adolescence, the development of political ideology becomes apparent in the individual; ideology here is defined as the presence of roughly consistent attitudes, more or less organized in reference to a more encompassing, though perhaps tacit, set of general principles. As such, political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills: the ability to manage abstractness to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles. The child's rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge, I mean more than the dreary 'facts' , such as the composition of county government that the child is exposed to in the conventional ninth-grade civics course. Nor do I mean only information on current political realities. These are facets of knowledge., but they are less critical than the adolescent's absorption, often unwitting, of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding—for example, what the state can 'appropriately' demand of its citizens, and vice versa, or the 'proper' relationship of government to subsidiary social institutions, such as the schools and churches. Thus, political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naiveté that characterizes the younger adolescent's grasp of politics stems not from an ignorance of 'facts' but from an incomplete comprehension of the common conventions of the system, of what is and is not customarily done, and of how and why it is or is not done. Yet I do not want to overemphasize the significance of increased political knowledge in forming adolescent ideology. Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random bits of political information without a secure understanding of those concepts that would give order and meaning to the information. Like magpies, children's minds pick up bits and pieces of data. If you encourage them, they will drop these at your feet—Republicans and Democrats, the tripartite division of the federal system, perhaps even the capital of Massachusetts. But until the adolescent has grasped the integumental function that concepts and principles provide, the data remain fragmented, random, disordered.The author's primary purpose in the passage is to______.A.clarify the kinds of understanding an adolescent must have in order to develop a political ideologyB.dispute the theory that a political ideology can be acquired during adolescenceC.explain why adolescents are generally uninterested in political argumentsD.suggest various means of encouraging adolescents to develop personal political ideologies
A.
B.,
C.
D.
E.
The
F.
A.clarify
G.dispute
H.explain
I.suggest