III. Reading Comprehension (30%; 2% each)    When you teach math, or Spanish, or earth science, or almost anything else in aschool, textbooks are a basic part of life. And for many teachers, the content-areatextbook is a treasured asset. The book may be one that you helped select, after anextensive search process –reviewing all the competition, making a thoughtfulmatch-up with your curriculum, and (if you served on the adoption committee) evenlobbying for this book over others. The textbook may have become a trustedcompanion over the years, traveling with you through your career. By now, you knowits chapters, charts, diagrams, photographs, and study questions backwards andforwards. You may even have seen the book evolve through several editions, and oncein a while you may have enviously fantasized about the royalty checks piling up in theauthors’ mail boxes.    On the other hand, the textbook used in your classes may be less of a choice andmore of an imposition. The book may have been selected by others, as a departmentalor district adoption that you had no voice in, or that was already picked when youjoined the faculty. Maybe this particular text doesn’t suit your teaching style, or yourway of approaching the field, or your idea of what’s really important. Perhaps the bookhas flaws, gaps, and problems that drive you nuts. Maybe it skimps on the informationin a key area, or introduces vocabulary too fast, or it just plan out of date. It might besomebody else’s favorite –but not yours. In fact, if you think about it, none of us everfinds the absolutely perfect textbook, even when we pick it ourselves.    So, love them or hate them, textbooks are a very big part of our reality in school.They may not be perfect, they may not be the books we would choose, they mayrequire all sorts of supplementing, working-around, and clarifying. But they are here tostay. Yes, a few publishing companies and authors are experimenting with Web-basedmaterials. But those hefty, shiny textbooks will probably continue to be the mainstorage system for the content of our courses for a long time to come.
36. What is the main idea of this passage?
(A)There has been a long history of textbook use in schools.
(B) Teachers should be given the rights to choose their own textbooks.
(C) Teachers should review textbooks so that they may choose the best one fortheir students.
(D)Textbooks have been playing a big role in school and will continue to be so forsome time.