2009年历年考研英语真题

绝密★启用前<br/><br/><br/><br/>2009年全国硕士研究生招生考试<br/>英语<br/>（科目代码：201）<br/><br/><br/>☆考生注意事项☆<br/><br/><br/>答题前，考生须在试题册指定位置上填写考生编号和考生姓名；在答题卡<br/>考生须把试题册上的“试卷条形码”粘贴条取下，粘贴在答题卡的“试卷条形码粘贴位置”框中。不按规定粘贴条形码而影响评卷结果的，责任由考生自负。<br/>选择题的答案必须涂写在答题卡相应题号的选项上，非选择题的答案必须书写在答题卡指定位置的边框区域内。超出答题区域书写的答案无效；在草稿纸、试题册上答题无效。<br/>填（书）写部分必须使用黑色字迹签字笔书写，字迹工整、笔迹清楚；涂2B铅笔填涂。<br/>考试结束，将答题卡和试题册按规定交回。<br/><br/>（以下信息考生必须认真填写）<br/>考生编号考生姓名英语试题.PAGE英语试题.PAGE6.（14页）SectionI UseofEnglish<br/><br/><br/>Directions：<br/>Readthefollowingtext.Choosethebestword（s）foreachnumberedblankandmarkA，B，CorDonANSWERSHEET1.（10points）<br/><br/>Researchonanimalintelligencealwaysmakesuswonderjusthowsmarthumansare.<u>1</u>thefruit－flyexperimentsdescribedbyCarlZimmerintheScienceFruitflieswhoweretaughttobesmarterthantheaveragefruitfly<u>2</u>toliveshorterlives.Thissuggeststhat<u>3</u>bulbsburnlonger，thatthereisa（n）<u>4</u>innotbeingtoobright.<br/>Intelligence，it<u>5</u>，isahigh－pricedoption.Ittakesmoreupkeep，burnsmorefuelandisslow<u>6</u>thestartinglinebecauseitdependsonlearning–a（n）<br/><u>7 </u>process–insteadofinstinct.Plentyofotherspeciesareabletolearn，andoneofthethingsthey’veapparentlylearnediswhento<u>8 </u>.<br/>Isthereanadaptivevalueto<u>9</u>intelligence？thequestionbehindthisnewresearch.Insteadofcastingawistfulglance<u>10</u>atallthespecieswe’veleftinthedustI.Q.－wise，itimplicitlyaskswhatthereal<u></u>ofourownintelligencemightbe.Thisis<u>12</u>themindofeveryanimalwe’veevermet.<br/>Researchonanimalintelligencealsomakesuswonderwhatexperimentsanimalswould<u>13</u>onhumansiftheyhadthechance.Everycatwithanowner，<u>14</u>，isrunningasmall－scalestudyinoperantconditioning.15ranthelabs，theywouldtestusto<u>16</u>thelimitsofourpatience，ourfaithfulness，ourmemoryforlocations.Theywouldtrytodecidewhatintelligenceinhumansisreally<u>17</u>，notmerelyhowmuchofitthereis.<u>18</u>，theywouldhopetostudya（n）<u>19</u>question：Arehumansactuallyawareoftheworldtheylivein？<u>20</u>theresultsareinconclusive.<br/><br/>1.[A]Suppose[B]Consider[C]Observe[D]Imagine2.[A]tended[B]feared[C]happened[D]threatened3.[A]thinner[B]stabler[C]lighter[D]dimmer4.[A]tendency[B]advantage[C]inclination[D]priority5.[A]insistson[B]sumsup[C]turnsout[D]putsforward6.[A]off[B]behind[C]over[D]along7.[A]incredible[B]spontaneous[C]inevitable[D]gradual8.[A]fight[B]doubt[C]stop[D]think9.[A]invisible[B]limited[C]indefinite[D]different10.[A]upward[B]forward[C]afterward[D]backward11.[A]features[B]influences[C]results[D]costs12.[A]outside[B]on[C]by[D]across13.[A]deliver[B]carry[C]perform[D]apply14.[A]bychance[B]incontrast[C]asusual[D]forinstance15.[A]if[B]unless[C]as[D]lest16.[A]moderate[B]overcome[C]determine[D]reach17.[A]at[B]for[C]after[D]with18.[A]Aboveall[B]Afterall[C]However[D]Otherwise19.[A]fundamental[B]comprehensive[C]equivalent[D]hostile20.[A]Byaccident[B]Intime[C]Sofar[D]Betterstill<br/><br/><br/><br/><br/>SectionII ReadingComprehension<br/><br/><br/><br/>PartADirections：<br/>Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA，B，CorD.MarkyouranswersonANSWERSHEET1.（40points）<br/>Text1<br/><br/>Habitsareafunnything.Wereachforthemmindlessly，settingourbrainsonauto－pilotandrelaxingintotheunconsciouscomfortoffamiliarroutine.“Notchoice，buthabitrulestheunreflectingherd，”WilliamWordsworthsaidinthe19thcentury.Intheever－changing21stcentury，eventheword“habit”carriesanegativeimplication.<br/>Soitseemsparadoxicaltotalkabouthabitsinthesamecontextascreativityandinnovation.Butbrainresearchershavediscoveredthatwhenweconsciouslydevelopnewhabits，wecreateparallelpaths，andevenentirelynewbraincells，thatcanjumpourtrainsofthoughtontonew，innovativetracks.<br/>Ratherthandismissingourselvesasunchangeablecreaturesofhabit，wecaninsteaddirectourownchangebyconsciouslydevelopingnewhabits.Infact，themorenewthingswetry–themorewestepoutsideourcomfortzone–theweintheandinour<br/>Butdon’tbothertryingtokilloffoldhabits；oncethose<u>ruts</u>ofprocedurearewornintothebrain，they’retheretoInstead，thenewhabitswedeliberatelypressintoourselvescreateparallelpathwaysthatcanbypassthoseoldroads.<br/>“Thefirstthingneededforinnovationisafascinationwithwonder，”saysDawnaMarkova，authorofTheOpenMind.“Butwearetaughtinsteadto‘decide’，justasourpresidentcallshimself‘theDecider’.”Sheadds，however，that“todecideistokilloffallpossibilitiesbutone.Agoodinnovationalthinkerisalwaysexploringthemanyotherpossibilities.”<br/>Allofusworkthroughproblemsinwaysofwhichwe’reunaware，shesays.Researchersinthelate1960sdiscoveredthathumansarebornwiththecapacitytoapproachchallengesinfourprimaryways：analytically，procedurally，relationally（orcollaboratively）andinnovatively.Attheendofadolescence，however，thebrainshutsdownhalfofthatcapacity，preservingonlythosemodesofthoughtthathaveseemedmostvaluableduringthefirstdecadeorsooflife.<br/>Thecurrentemphasisonstandardizedtestinghighlightsanalysisandprocedure，meaningthatfewofusinherentlyuseourinnovativeandcollaborativemodesofthought.“ThisbreaksthemajorruleintheAmericanbeliefsystem–thatanyonecandoanything，”explainsM.J.Ryan，authorofthe2006bookThisYearIWill...andMs.Markova’sbusinesspartner.“That’saliethatwehaveperpetuated，anditfosterscommonness.Knowingwhatyou’regoodatanddoingevenmoreofitcreatesexcellence.”Thisiswheredevelopingnewhabitscomesin.<br/>英语试题.PAGE英语试题.PAGE12.（14页）In“habits”ischaracterizedbybeing<br/>casual.<br/>familiar.<br/>mechanical.<br/>changeable.<br/><br/>Brainresearchershavediscoveredthattheformationofnewhabitscanbe<br/>predicted.<br/>regulated.<br/>traced.<br/>guided.<br/><br/>Theword“ruts”（Para.4）isclosestinmeaningto<br/>tracks.<br/>series.<br/>characteristics.<br/>connections.<br/><br/>DawnaMarkovawouldmostprobablyagreethat<br/>ideasarebornofarelaxingmind.<br/>innovativenesscouldbetaught.<br/>decisivenessderivesfromfantasticideas.<br/>curiosityactivatescreativeminds.<br/><br/>commentssuggestthatthepracticeofstandardizedtesting<br/>preventsnewhabitsfrombeingformed.<br/>nolongeremphasizescommonness.<br/>maintainstheinherentAmericanthinkingmode.<br/>complieswiththeAmericanbeliefsystem.<br/>Text2<br/><br/>Itisawisefatherthatknowshisownchild，buttodayamancanboosthispaternal（fatherly）wisdom–oratleastconfirmthatthedad.Allheneedstodoisshellout$30forapaternitytestingkit（PTK）athislocaldrugstore–andanother<br/>$120togettheresults.<br/>Morethan60，000peoplehavepurchasedthePTKssincetheyfirstbecameavailablewithoutprescriptionslastyear，accordingtoDougFogg，chiefoperatingofficerofIdentigene，whichmakestheover－the－counterkits.MorethantwodozencompaniessellDNAtestsdirectlytothepublic，ranginginpricefromafewhundreddollarstomorethan$2，500.<br/>Amongthemostpopular：paternityandkinshiptesting，whichadoptedchildrencanusetofindtheirbiologicalrelativesandfamiliescanusetotrackdownkidsputupforadoption.DNAtestingisalsothelatestrageamongpassionategenealogists–andsupportsbusinessesthatoffertosearchforageographicroots.<br/>Mosttestsrequirecollectingcellsbyswabbingsalivainthemouthandsendingittothecompanyfortesting.AlltestsrequireapotentialcandidatewithwhomtocompareDNA.<br/>Butsomeobserversareskeptical.akindoffalseprecisionbeinghawkedbypeopleclaimingtheyaredoingancestrytesting，”saysDuster，aNewUniversitysociologist.Henotesthateachindividualhasmanyancestors–numberinginthehundredsjustafewcenturiesback.mostancestrytestingonlyconsidersasinglelineage，eithertheYchromosomeinheritedthroughmeninafather’slineormitochondrialDNA，whichispasseddownonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyoneortwoancestors，eventhough，forexample，justthreegenerationsbackpeoplealsohavesixothergreat－grandparentsfourgenerationsback，14othergreat－great－grandparents.<br/>Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereferencecollectionstowhichasampleiscompared.Databasesusedbysomecompaniesdon’trelyondatacollectedsystematicallybutratherlumptogetherinformationfromdifferentresearchprojects.ThismeansthataDNAdatabasemayhavealotofdatafromsomeregionsandnotothers，soaperson’stestresultsmaydifferdependingonthecompanythatprocessestheresults.Inaddition，thecomputerprogramsacompanyusestoestimaterelationshipsmaybepatentedandnotsubjecttopeerrevieworoutsideevaluation.<br/>InParagraphs1and2，thetextshows<br/>easyavailability.<br/>flexibilityinpricing.<br/>successfulpromotion.<br/>popularitywithhouseholds.<br/><br/>PTKisusedto<br/>locatebirthplace.<br/>promotegeneticresearch.<br/>identifyparent－childkinship.<br/>choosechildrenforadoption.<br/><br/>Skepticalobserversbelievethatancestrytestingfailsto<br/>tracedistantancestors.<br/>rebuildreliablebloodlines.<br/>fullyusegeneticinformation.<br/>achievetheclaimedaccuracy.<br/><br/>Inthelastparagraph，aproblemcommercialgenetictestingfacesis<br/>disorganizeddatacollection.<br/>overlappingdatabasebuilding.<br/>excessivesamplecomparison.<br/>lackofpatentevaluation.<br/><br/>Anappropriatetitleforthetextismostlikelytobe<br/>ForsandAgainstsofDNA<br/>DNAandItsProblems.<br/>DNAOutsidetheLab.<br/>LiesBehindDNA<br/>Text3<br/><br/>Therelationshipbetweenformaleducationandeconomicgrowthinpoorcountriesiswidelymisunderstoodbyeconomistsandpoliticiansalike.Progressinbothareasisundoubtedlynecessaryforthesocial，political，andintellectualdevelopmentoftheseandallothersocieties；however，theconventionalviewthateducationshouldbeoneoftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountriesiswrong.arefortunatethatitis，becausebuildingneweducationalsystemsthereandputtingenoughpeoplethroughthemtoimproveeconomicperformancewouldrequiretwoorthreegenerations.Thefindingsofaresearchinstitutionhaveconsistentlyshownthatworkersinallcountriescanbetrainedonthejobtoachieveradicallyhigherproductivityand，asaresult，radicallyhigherstandardsofliving.<br/>Ironically，thefirstevidenceforthisideaappearedintheUnitedStates.Notlongago，withthecountryenteringarecessionandJapanatitspre－bubblepeak，theU.S.workforcewasderidedaspoorlyeducatedandoneoftheprimarycausesofthepoor<br/>U.S.economicperformance.Japanwas，andremains，thegloballeaderinautomotive－assemblyproductivity.YettheresearchrevealedthattheU.S.factoriesofHonda，Nissan，andToyotaachievedabout95percentoftheproductivityoftheirJapanesecounterparts–aresultofthetrainingthatU.S.workersreceivedonthejob.<br/>Morerecently，whileexamininghousingconstruction，theresearchersdiscoveredthatilliterate，non－English－speakingMexicanworkersinHouston，Texas，consistentlymetbest－practicelaborproductivitystandardsdespitethecomplexityofthebuildingindustry’swork.<br/>Whatistherealrelationshipbetweeneducationandeconomicdevelopment？Wehavetosuspectthatcontinuingeconomicgrowthpromotesthedevelopmentofeducationevenwhengovernmentsdon’tforceit.Afterall，that’showeducationgotstarted.Whenourancestorswerehuntersandgatherers10，000yearsago，theydidn’thavetimetowondermuchaboutanythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodinamoreproductivewaywastheretimeforotherthings.<br/>Aseducationimproved，humanity’sproductivitypotentialincreasedaswell.Whenthecompetitiveenvironmentpushedourancestorstoachievethatpotential，theycouldinturnaffordmoreeducation.Thisincreasinglyhighlevelofeducationisprobablyanecessary，butnotasufficient，conditionforthecomplexpoliticalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountriesmightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.Alackofformaleducation，however，doesn’tconstraintheabilityofthedevelopingworkforcetosubstantiallyimproveproductivityfortheforeseeablefuture.Onthecontrary，constraintsonimprovingproductivityexplainwhyeducationisn’tdevelopingmorequicklytherethanitis.<br/>TheauthorholdsinParagraph1thattheimportanceofeducationinpoorcountries<br/>issubjecttogroundlessdoubts.<br/>hasfallenvictimofbias.<br/>isconventionallydowngraded.<br/>hasbeenoverestimated.<br/><br/>ItisstatedinParagraph1thattheconstructionofaneweducationalsystem<br/>challengeseconomistsandpoliticians.<br/>takeseffortsofgenerations.<br/>demandspriorityfromthegovernment.<br/>requiressufficientlaborforce.<br/><br/>AmajordifferencebetweentheJapaneseandU.S.workforcesisthat<br/>theJapaneseworkforceisbetterdisciplined.<br/>theJapaneseworkforceismoreproductive.<br/>theU.S.workforcehasabettereducation.<br/>theU.S.workforceismoreorganized.<br/><br/>Theauthorquotestheexampleofourancestorstoshowthateducationemerged<br/>whenpeoplehadenoughtime.<br/>priortobetterwaysoffindingfood.<br/>whenpeoplenolongerwenthungry.<br/>asaresultofpressureongovernment.<br/><br/>Accordingtothelastparagraph，developmentofeducation<br/>resultsdirectlyfromcompetitiveenvironments.<br/>doesnotdependoneconomicperformance.<br/>followsimprovedproductivity.<br/>cannotaffordpoliticalchanges.<br/>Text4<br/><br/>ThemostthoroughlystudiedintellectualsinthehistoryoftheNewWorldaretheministersandpoliticalleadersofseventeenth－centuryNewEngland.AccordingtothestandardhistoryofAmericanphilosophy，nowhereelseincolonialAmericawas“somuchimportanceattachedtointellectualpursuits.”Accordingtomanybooksandarticles，NewEngland’sleadersestablishedthebasicthemesandpreoccupationsofanunfolding，dominantPuritantraditioninAmericanintellectuallife.<br/>takethisapproachtotheNewEnglandersnormallymeanstostartwiththePuritans’theologicalinnovationsandtheirdistinctiveideasaboutthechurch–importantsubjectsthatwemaynotneglect.Butinkeepingwithourexaminationofsouthernintellectuallife，wemayconsidertheoriginalPuritansascarriersofEuropeanculture，adjustingtoNewcircumstances.TheNewEnglandcolonieswerethescenesofimportantepisodesinthepursuitofwidelyunderstoodidealsofcivilityandvirtuosity.<br/>TheearlysettlersofMassachusettsBayincludedmenofimpressiveeducationandinfluenceinEngland.BesidestheninetyorsolearnedministerswhocametoMassachusettschurchesinthedecadeafter1629，therewerepoliticalleaderslikeJohnWinthrop，aneducatedgentleman，lawyer，andofficialoftheCrownbeforehejourneyedtoBoston.Thesemenwroteandpublishedextensively，reachingbothNewandOldaudiences，andgivingNewEnglandanatmosphereofintellectualearnestness.<br/>Weshouldnotforget，however，thatmostNewEnglanderswerelesswelleducated.Whilefewcraftsmenorfarmers，letalonedependentsandservants，leftliterarycompositionstobeanalyzed，itisobviousthattheirviewswerelessfullyintellectualized.Theirthinkingoftenhadatraditionalsuperstitiousquality.AtailornamedJohnDane，whoemigratedinthelate1630s，leftanaccountofhisreasonsforleavingEnglandthatisfilledwithsigns.Sexualconfusion，economicfrustrations，andreligioushope–allcametogetherinadecisivemomentwhenheopenedtheBible，toldhisfatherthatthefirstlinehesawwouldsettlehisfate，andreadthemagicalwords：“Comeoutfromamongthem，touchnouncleanthing，andIwillbeyourGodandyoushallbemypeople.”OnewonderswhatDanethoughtofthecarefulsermonsexplainingtheBiblethatheheardinPuritanchurches.<br/>Meanwhile，manysettlershadslighterreligiouscommitmentsthanasoneclergymanlearnedinconfrontingfolkalongthecoastwhomockedthattheyhadnotcometotheNewforreligion.“Ourmainendwastocatchfish.”<br/>英语试题.PAGE英语试题.PAGE15.（14页）Theauthorholdsthatintheseventeenth－centuryNewEngland<br/>Puritantraditiondominatedpoliticallife.<br/>intellectualinterestswereencouraged.<br/>politicsbenefitedmuchfromintellectualendeavors.<br/>intellectualpursuitsenjoyedaliberalenvironment.<br/><br/>ItissuggestedinParagraph2thatNewEnglanders<br/>experiencedacomparativelypeacefulearlyhistory.<br/>broughtwiththemthecultureoftheOld<br/>paidlittleattentiontosouthernintellectuallife.<br/>wereobsessedwithreligiousinnovations.<br/><br/>TheearlyministersandpoliticalleadersinMassachusettsBay<br/>werefamousintheNewfortheirwritings.<br/>gainedincreasingimportanceinreligiousaffairs.<br/>abandonedhighpositionsbeforecomingtotheNew<br/>createdanewintellectualatmosphereinNewEngland.<br/><br/>ThestoryofJohnDaneshowsthatlesswell－educatedNewEnglanderswereoften<br/>influencedbysuperstitions.<br/>troubledwithreligiousbeliefs.<br/>puzzledbychurchsermons.<br/>frustratedwithfamilyearnings.<br/><br/>ThetextsuggeststhatearlysettlersinNewEngland<br/>weremostlyengagedinpoliticalactivities.<br/>weremotivatedbyanillusoryprospect.<br/>camefromdifferentintellectualbackgrounds.<br/>leftfewformalrecordsforlaterreference.<br/>PartBDirections：<br/>Inthefollowingtext，somesegmentshavebeenremoved.ForQuestions41－45，<br/>choosethemostsuitableonefromthelistA－Gtofitintoeachofthenumberedblanks.Therearetwoextrachoices，whichdonotfitinanyoftheblanks.MarkyouranswersonANSWERSHEET1.（10points）<br/><br/>CoincidingwiththegroundbreakingtheoryofbiologicalevolutionproposedbyBritishnaturalistCharlesDarwininthe1860s，BritishsocialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicalandculturalevolution.Spencerarguedthatallworldlyphenomena，includinghumansocieties，changedovertime，advancingtowardperfection.（41）<u> </u><br/>AmericansocialscientistLewisHenryMorganintroducedanothertheoryofculturalevolutioninthelate1800s.Morganhelpedfoundmodern–theofand–thusbecomingoneoftheearliestanthropologists.Inhiswork，heattemptedtoshowhowallaspectsofculturechangedtogetherintheevolutionofsocieties.（42）<u> </u><br/>Intheearly1900sinNorthAmerica，German－bornAmericananthropologistFranzBoasdevelopedanewtheoryofcultureknownashistoricalparticularism.Historicalparticularism，whichemphasizedtheuniquenessofallcultures，gavenewdirectiontoanthropology.（43）<u> </u><br/>Boasfeltthatthecultureofanysocietymustbeunderstoodastheresultofauniquehistoryandnotasoneofmanyculturesbelongingtoabroaderevolutionarystageortypeofculture.（44）<u> </u><br/>HistoricalparticularismbecameadominantapproachtothestudyofcultureinAmericananthropology，largelythroughtheinfluenceofmanystudentsofBoas.Butanumberofanthropologistsintheearly1900salsorejectedtheparticularisttheoryofcultureinfavorofdiffusionism.Someattributedvirtuallyeveryimportantculturalachievementtotheinventionsofaespeciallygiftedpeoplesthat，accordingtodiffusionists，thenspreadtoothercultures.（45）<u> </u><br/>Alsointheearly1900s，FrenchsociologistÉmileDurkheimdevelopedatheoryofculturethatwouldgreatlyinfluenceanthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinforcesocialsolidarity.AninterestintherelationshipbetweenthefunctionofsocietyandculturebecameamajorthemeinEuropean，andespeciallyBritish，anthropology.<br/>Otheranthropologistsbelievedthatculturalinnovations，suchasinventions，hadasingleoriginandpassedfromsocietytosociety.Thistheorywasknownasdiffusionism.<br/><br/>Inordertostudyparticularculturesascompletelyaspossible，hebecameskilledinlinguistics，thestudyoflanguages，andinphysicalanthropology，thestudyofhumanbiologyandanatomy.<br/><br/>Hearguedthathumanevolutionwascharacterizedbyastrugglehecalledthe“survivalofthefittest，”inwhichweakerracesandsocietiesmusteventuallybereplacedbystronger，moreadvancedracesandsocieties.<br/><br/>Theyalsofocusedonimportantritualsthatappearedtopreserveapeople’ssocialstructure，suchasinitiationceremoniesthatformallysignifychildren’sentranceintoadulthood.<br/><br/>Thus，inhisdiverseaspectsofculture，suchasthestructureoffamilies，formsofmarriage，categoriesofkinship，ownershipofproperty，formsofgovernment，technology，andsystemsoffoodproduction，allchangedassocietiesevolved.<br/><br/>Supportersofthetheoryviewedcultureasacollectionofintegratedpartsthatworktogethertokeepasocietyfunctioning.<br/><br/>Forexample，BritishanthropologistsGraftonElliotSmithandJ.Perryincorrectlysuggested，onthebasisofinadequateinformation，thatfarming，potterymaking，andmetallurgyalloriginatedinancientEgyptanddiffusedthroughouttheworld.Infact，alloftheseculturaldevelopmentsoccurredseparatelyatdifferenttimesinmanypartsoftheworld.<br/>PartC<br/>Directions：<br/>ReadthefollowingtextcarefullyandthentranslatetheunderlinedsegmentsintoChinese.YourtranslationshouldbewrittenclearlyonANSWERSHEET2.（10points）<br/><br/>Thereisamarkeddifferencebetweentheeducationwhicheveryonegetsfromlivingwithothersandthedeliberateeducatingoftheyoung.Intheformercasetheeducationisincidental；itisnaturalandimportant，butitisnottheexpressreasonoftheassociation.（46）<u>Itmaybesaidthatthemeasureoftheworthofanysocia</u>l<u>institutionisitseffectinenlargingandimprovingexperience，butthiseffectisnota</u><u>partofitsoriginalmotive.</u>Religiousassociationsbegan，forexample，inthedesiretosecurethefavorofoverrulingpowersandtowardoffevilinfluences；familylifeinthedesiretogratifyappetitesandsecurefamilyperpetuity；systematiclabor，forthemostpart，becauseofenslavementtoothers，etc.（47