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61. Criticism is a study by which men grow important and formidable at very small expense. The power of invention has been conferred by nature upon few, and the labor of learning those sciences which may, by mere labor be obtained, is too great to be willingly endured; but every man can exert such judgment as be has upon the works of others; and he whom nature has made weak, and idleness keeps ignorant, may yet support his vanity by the name of a critic.62. I hope it will give comfort to great numbers who are passing through the world in obscurity, when I inform them how easily distinction may be obtained. All the other powers of literature are coy and haughty; they must be long courted and at last are not always gained; but Criticism is a goddess easy of access and forward of advance, who will meet the slow and encourage the timorous; the want of meaning she supplies with words, and the want of spirit she recompenses with malignity.63. This profession has one recommendation peculiar to itself, that it gives vent to malignity without real mischief. No genius was ever blasted by the breath of critics. Tire poison which, if confined, would have burst the heart fumes away in empty hisses, and malice is set at ease with very little danger to merit. The critic is the only man whose triumph is without another’s pain and whose greatness does not rise upon another’s ruin.64. To a study at once so easy and so reputable, so malicious and so harmless, it cannot be necessary to invite my readers by a long or labored exhortation; it is sufficient, since all would be critics if they could, to show by one eminent example that all can be critics if they will. 61. Criticism is a study by which men grow important and formidable at very small expense. The power of invention has been conferred by nature upon few, and the labor of learning those sciences which may, by mere labor be obtained, is too great to be willingly endured; but every man can exert such judgment as be has upon the works of others; and he whom nature has made weak, and idleness keeps ignorant, may yet support his vanity by the name of a critic.
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This week marks the 10th anniversary of the Alar apple scare, in which many American consumers were driven into a panic following the release of a report by an environmental organization claiming that apples containing the chemical Alar posed a serious health threat to preschoolers. The report was disseminated through a PR (Problem Report) campaign and bypassed any legitimate form of scientific peer re view. Introduced to the American public by CBS "60 Minutes," the unsubstantiated claims in the report led some school districts to remove apples from their school lunch programs and unduly frightened conscientious parents trying to develop good eating habits for their children.Last month, Consumers Union released a report wanting consumers of the perils of consuming many fruits and vegetables that frequently contained "unsafe" levels of pesticide residues. This was especially true for children, they claimed, lake its predecessor 10 years earlier, the Consumers Union report received no legitimate scientific peer review and the public’s first exposure to it was through news coverage.Not only does such reporting potentially drive children for consuming healthful fruits and vegetables, the conclusions were based on a misleading interpretation of what constitutes a "safe" level of exposure. Briefly, the authors used values known as the "chronic reference doses," set by the U.S. environmental Protection Agency, as their barometers of safely. Used appropriately, thee levels represent the maximum amount of pesticide that could be consumed daily for life without concern. For a 70-year lifetime, for example, consumers would have to ingest this ’average amount of pesticide every day for more than 25,000 days. It is clear, as the report points out, that there are days on which kids may be exposed to more; it is also clear that there are many more days when exposure is zero. Had the authors more appropriately calculated the cumulative exposures for which the safety standards axe meant to apply, there would have been no risks and no warnings.Parents should feel proud, rather than guilty, of providing fruits and vegetables for their children. It is well established that a diet rich in such foods decreases the risk of heart disease and cancer. Such benefits dramatically overwhelm the theoretical risks of tiny amounts of pesticides in food. So keep serving up the peaches, apples, squash, grapes and pears. The "chronic reference doses" (in boldface in Paragraph 3) refer to （）
By far the most common difficulty in study is simple failure to get down to regular concentrated work. This difficulty is much greater for those who do not work to a plan and have no regular routine of study. Many students muddle along, doing a hit of this subject or that, as the mood takes them, or letting their set work pile up until the last possible moment.Few students work to a set time-table. They say that if they did construct a timetable for themselves they would not keep to it, or would have to alter it constantly, since they can never predict from one day to the next what their activities will be. No doubt some temperaments take much more kindly to a regular routine than others. There are many who shy away from the self-regimentatign of a weekly time-table, and dislike being tied clown to a definite programme of work. Many able students claim that they work in cycles. When they become interested in a topic they work on it intensively for three or four days at a time. On other days they avoid work completely. It has to be confessed that we do not fully understand the complexities of the motivation to work. Most people over 25 years of age have become conditioned to a work routine, and the majority of really productive workers set aside regular hours for the more important aspects of their work. The "tough-minded" school of workers is usually very contemptuous of the idea that good work can only be done spontaneously, under the influence of inspiration.Those who believe that they need only work and study as the fit takes them have a mistaken belief either in their own talent or in the value of "freedom". Freedom from restraint and discipline leads to unhappiness rather than to "self-expression" or "personality development". Our society insists on regular habits, timekeeping and punctuality, and whether we like it or not, if we mean to make our way in society we have to comply with its demands. In Paragraph 4 "as the fit takes them" means （）
It has been argued that where schools become bureaucratized, they become bound up with the techniques and implementation of the managerial process, and may concentrate on concem with position and self-advancement．In so doing, they may neglect the purpose for which they were set up． Thus, they do not facilitate the development of those who are part of the school community, and tend to neglect the desires of children, parents and society at large． It is because of such criticisms that there has been an increasing influence in political rhetoric and legislation of free-market theories of organization and society．Such theories suggest that a much more market-oriented, competitive approach is required so that schools reorient themselves towards their"clients"．By so doing, it is claimed, not only do they once again address the needs of those with whom they should be primarily concemed, but such an approach also unleashes the benefits of individual responsibility,freedom of choice, and reward． Though much of this sounds attractive, it has its roots as much in an econOmic bodv of thought as in SOCial and political theory,and this must raise the question of whether it can be viablv transferred to an educational context．Indeed, if by"educational"we mean the development of all within the school community,then free—market theory may miss the mark by concentrating on onlv one section, "the consumers"．If teachers are seen as part of this community,then their develoDment is just as important． If bureaucratic forms of management face the problem of explaining how their values can be objective when they are in fact the product of a particular value orientation, the forrns of management derived from free—market theories，suggesting an openness to the adoption of different sets of values，are subject to the charge of relativism．In other words，free-market theories，granted that thev are arguing that individuals should be allowed to pursue their own ends，must explain why any set of values，including their own，is preferable to another． The“sch001 community’’(Line 4 Para．4)the author refers to would probably include______.
The mental health movement in the United States began with a period of considerable enlightenment. Dorothea Dix was shocked to find the mentally ill in jails and almshouses and crusaded for the establishment of asylums in which people could receive human care in hospital-like environments and treatment which might help restore them to sanity. By the mid 1800s, 20 states had established asylums, but during the late 1800s and early 1900s, in the face of economic depression, legislatures were unable to appropriate sufficient funds for decent care. Asylums became overcrowded and prison-like. Additionally, patients were more resistant to treatment than the pioneers in the mental health field had anticipated, and security and restraint were needed to protect patients and others. Mental institutions became frightening and depressing places in which the rights of patients were all but forgotten. These conditions continued until after World War II. At that time, new treatments were discovered for some major mental illnesses theretofore considered untreatable (penicillin for syphilis of the brain and insulin treatment for schizophrenia and depressions), and a succession of books, motion pictures, and newspaper exposes called attention to the plight of the mentally ill. Improvements were made and Dr. David Vail’s Humane Practices Program is a beacon for today. But changes were slow in coming until the early 1960s. At that time, the Civil Rights movement led lawyers to investigate America’s prisons, which were disproportionately populated by blacks, and they in turn followed prisoners into the only institutions that were worse than the prisons-- the hospitals for the criminally insane. The prisons were filled with angry young men who, encouraged by legal support, were quick to demand their rights. The hospitals for the criminally insane, by contrast, were populated with people who were considered "crazy" and who were often kept obediently in their place through the use of severe bodily restraints and large doses of major tranquilizers. The young cadre of public interest lawyers liked their role in the mental hospitals. The lawyers found a population that was both passive and easy to champion. These were, after all, people who, unlike criminals, had done nothing wrong. And in many states, they were being kept in horrendous institutions, an injustice, which once exposed, was bound to shock the public and, particularly, the judicial conscience. Patients’ rights groups successfully encouraged reform by lobbying in state legislatures. Judicial interventions have had some definite positive effects, but there is growing awareness that courts cannot provide the standards and the review mechanisms that assure good patient care. The details of providing day-to-day care simply cannot be mandated by a court, so it is time to take from the courts the responsibility for delivery of mental health care and assurance of patient rights and return it to the state mental healty administrators to whom the mandate was originally given. Though it is a difficult task, administrators must undertake to write rules and standards and to provide the training and surveillance to assure that treatment is given and patient rights are respected. The author’s attitude toward people who are patients in state institutions can best be described as ______.
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