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Intellectual Revolution Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless 1 on God’s earth. What we should 2 at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start 3 , and their culture will lead them as 4 as philosophy and as high as art. We have to remember that the valuable 5 development is self-development, and that it 6 takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"-that is to say, ideas that are merely 7 into the mind without being utilized, or tested, or thrown into fresh combinations. In the history of education, the most 8 phenomenon is that schools of learning, which at one epoch are alive with a craze for genius, in a 9 generation exhibit merely pedantry and routine. The reason is that they are overladen with inert ideas. Except at 10 intervals of intellectual motivation, education in the past has been radically 11 with inert ideas. That is the reason why 12 clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible 13 of inert ideas. Every intellectual revolution which has ever stirred humanity 14 greatness has been a 15 protest against inert ideas.
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Intellectual Revolution Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless 1 on God’s earth. What we should 2 at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start 3 , and their culture will lead them as 4 as philosophy and as high as art. We have to remember that the valuable 5 development is self-development, and that it 6 takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"-that is to say, ideas that are merely 7 into the mind without being utilized, or tested, or thrown into fresh combinations. In the history of education, the most 8 phenomenon is that schools of learning, which at one epoch are alive with a craze for genius, in a 9 generation exhibit merely pedantry and routine. The reason is that they are overladen with inert ideas. Except at 10 intervals of intellectual motivation, education in the past has been radically 11 with inert ideas. That is the reason why 12 clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible 13 of inert ideas. Every intellectual revolution which has ever stirred humanity 14 greatness has been a 15 protest against inert ideas.
Intellectual Revolution Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless 1 on God’s earth. What we should 2 at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start 3 , and their culture will lead them as 4 as philosophy and as high as art. We have to remember that the valuable 5 development is self-development, and that it 6 takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"-that is to say, ideas that are merely 7 into the mind without being utilized, or tested, or thrown into fresh combinations. In the history of education, the most 8 phenomenon is that schools of learning, which at one epoch are alive with a craze for genius, in a 9 generation exhibit merely pedantry and routine. The reason is that they are overladen with inert ideas. Except at 10 intervals of intellectual motivation, education in the past has been radically 11 with inert ideas. That is the reason why 12 clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible 13 of inert ideas. Every intellectual revolution which has ever stirred humanity 14 greatness has been a 15 protest against inert ideas.
Teach Your Child Science 1. It is important to make your child interested in science from an early age. Most young children ask a lot of questions and you should give careful scientific answers. Don’t only give facts but try to give explanations as well. 2. Science is not just knowledge; it is a way of thinking, a method of finding out about the world. We see something. We try to explain it, and we test our idea by setting up all experiments. One day you come home and find the plant on the table has fallen over. You think it might be the wind from the open window or the cat. So you close the window, but leave the cat in and see what happens (you can also try leaving the window open and shunning the cat out). Of course, you remember there may be a third explanation. 3. Ask your child to get a piece of string, some salt, a glass of water and an ice cube (冰块). Tell her to put the ice in the water, and then put one end of the string on the ice, leaving the other end over the side of the glass. Put a lime salt on the ice, wait a minute, and then pull the string, it should be attached to the ice. Ask the child: "what has happened" 4. Probably she won’t know. Ask her whether fresh water or salt water freezes into ice first. If you live near the sea and have a cold winter, she should know fresh water freezes first as she will have seen that happen. Show her how to test the idea by half-filling two paper cups with water. Then put them in the icebox and check every three minutes. Write the results in a table. The conclusion will be that salt changes the behavior of water, thinking about the string, we see the salt turned some of the ice into water. Then the salt went away into the water and the ice froze again leaving the string attached. 5. Then you can ask, "Will water with salt boil at the same temperature as water without salt" She can think, tell you her idea and (taking care the heat) you can test it in the kitchen. A. What exactly is science. B. How do you find an explanation. C. What topics do you need. D. How do you answer your child’s questions. E. Where does your child study science. F. How do you set up the experiment on salt and water. When your child asks you questions, you should give her ______. A. the icebox B. the ice C. science answer D. the experiment E. the world F. water
第一篇 Counterfeit Making and selling fake copies of well-known products has been a nice little earner for crafty craftsmen over thousands of years: In Roman Gaul, unscrupulous potters would put the seals of better-known competitors on their urns so they would sell better. Until the 1980s, counterfeiting was a relatively small-scale business restricted mainly to copying luxury fashion items, such as watches and leather goods, in limited quantities. But in the 1990s it was transformed into a much bigger, broader industry, with large-scale production and distribution of false versions of such everyday items as biscuits and shampoo. Modern technology is making it ever easier to create near-perfect copies of branded goods for a fraction of the retail price of the real thing. By its nature, the extent of counterfeiting is hard to measure precisely, but a study by the International Chamber of Commerce reckoned that it grew from perhaps 3% of world trade in 1990 to 5% in 1995. John Pepper, hairman of Proter & Gamble, a consumer-goods multinational, says it may now be 7%～9%, or over $450 billion a year. In some developing countries, the authorities have had, at best, an ambivalent attitude towards the booming manufacture of fake goods in their midst. After all, it creates jobs for local people and, at first sight, appears only to hurt foreign firms. Thus the richer countries whose firms are the main victims have had to use a mixture of persuasion and threats to get poorer nations to crack down on the pirates. The Uruguay round of world trade talks, which ended in 1994, resulted in agreement on the Trade Related Aspects of intellectual Property Rights (Trips), which obliges all mender countries of the World Trade Organization to impose penalties for counterfeiting and other breaches of intellectual property rights; to enforce their piracy laws adequately; and to heap firms inhibit trade in faked versions of their products. Besides offering poorer countries trade privileges in return for a clampdown on counterfeiting, rich countries have tried convincing them that if they try harder to enforce intellectual property rights, they will win more foreign investment. But, realizing that persuasion is having little effect, they are also resorting to threats: On January 15th, America issued a warning to the Philippines, the world’s leading piracy centers, that they may have their trade privileges taken away unless they crack down harder on the counterfeiting gangs. For poorer countries to crack down on counterfeiting ______.
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