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In Zurich, a leading canton in the Swiss Confederation, it has been proposed to teach one foreign language—English—in primary schools. This would represent a change (21) Zurich’s elementary school kids now study English and French. Voters will decide whether French will be (22) Some educators (23) that two foreign languages are too much for kids. Supporters of one foreign language believe that kids fail to reach strong (24) in German, the mother tongue for schoolchildren in Zurich. In fact, Zurich kids speak Swiss German, which is (25) an oral language. In school they have to learn standard German, which (26) is a foreign language. (27) you add them all together Zurich kids are learning four languages. All of Switzerland will watch what Zurich voters decide because Zurich is an influential canton and others may (28) . Yet some German-speaking cantons have already decided to (29) plans to reduce the number of foreign languages. (30) what happens, Swiss kids will be fluent in more than one language which is a definite asset in today’s (31) economy. It is also a definite asset in learning other subjects. Studies (32) in American universities have found that kids who study in duallanguage schools outperform their (33) who are taught in English only. Apparently, kids educated in two languages develop a mental (34) that monolingual kids lack. Perhaps four languages are too many in elementary schools, but two is not (35) at all.
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4 For me, scientific knowledge is divided into mathematical sciences, natural sciences or sciences dealing with the natural world (physical and biological sciences), and sciences dealing with mankind (psychology, sociology, all the sciences of cultural achievements, every kind of historical knowledge). Apart from these sciences is philosophy about which we will talk shortly. In the first place, all this is pure or theoretical knowledge, sought only for the purpose of understanding, in order to fulfill the need to understand what is es- sential and substantial to man. What distinguishes man from animal is that he knows and needs to know. If man did not know that the world existed and the world was of a certain kind that he was in the world and that he himself was of a certain kind, he wouldn’t be man. The technical aspects of applications of knowledge are equally necessary for man and are of the greatest importance, because they also contribute to defining him as man and permit him to pursue a life increasingly more truly human. But even while enjoying the results of technical progress, he must defend the primacy and independence of pure knowledge. Knowledge sought directly for its practical applica- tions will have immediate and foreseeable success, but not the kind of important result whose revolutionary scope is in large part unforeseen, except by the imagination of the Utopians. Let me recall a well-known example. If the Greek mathematicians had not applied themselves to the investigation of conic sections, zealously and without the least suspicion that it someday be useful, it would not have been possible centuries later to navigate far from shore. The first men to study the nature of electricity could not imagine that their ex- periments, carried on because of mere intellectual curiosity, would eventually lead to modern electrical technology, without which we can scarcely conceive of contemporary life. Pure knowledge is valuable for its own sake, because the human spirit cannot resign itself to ignorance. But, in addition, it is the foundation for practical results that would not have been reached if this knowledge had not been sought disinterestedly. It can be inferred from the passage that man’s need to know is chiefly important in that it______.
In Zurich, a leading canton in the Swiss Confederation, it has been proposed to teach one foreign language—English—in primary schools. This would represent a change (21) Zurich’s elementary school kids now study English and French. Voters will decide whether French will be (22) Some educators (23) that two foreign languages are too much for kids. Supporters of one foreign language believe that kids fail to reach strong (24) in German, the mother tongue for schoolchildren in Zurich. In fact, Zurich kids speak Swiss German, which is (25) an oral language. In school they have to learn standard German, which (26) is a foreign language. (27) you add them all together Zurich kids are learning four languages. All of Switzerland will watch what Zurich voters decide because Zurich is an influential canton and others may (28) . Yet some German-speaking cantons have already decided to (29) plans to reduce the number of foreign languages. (30) what happens, Swiss kids will be fluent in more than one language which is a definite asset in today’s (31) economy. It is also a definite asset in learning other subjects. Studies (32) in American universities have found that kids who study in duallanguage schools outperform their (33) who are taught in English only. Apparently, kids educated in two languages develop a mental (34) that monolingual kids lack. Perhaps four languages are too many in elementary schools, but two is not (35) at all.
In Zurich, a leading canton in the Swiss Confederation, it has been proposed to teach one foreign language—English—in primary schools. This would represent a change (21) Zurich’s elementary school kids now study English and French. Voters will decide whether French will be (22) Some educators (23) that two foreign languages are too much for kids. Supporters of one foreign language believe that kids fail to reach strong (24) in German, the mother tongue for schoolchildren in Zurich. In fact, Zurich kids speak Swiss German, which is (25) an oral language. In school they have to learn standard German, which (26) is a foreign language. (27) you add them all together Zurich kids are learning four languages. All of Switzerland will watch what Zurich voters decide because Zurich is an influential canton and others may (28) . Yet some German-speaking cantons have already decided to (29) plans to reduce the number of foreign languages. (30) what happens, Swiss kids will be fluent in more than one language which is a definite asset in today’s (31) economy. It is also a definite asset in learning other subjects. Studies (32) in American universities have found that kids who study in duallanguage schools outperform their (33) who are taught in English only. Apparently, kids educated in two languages develop a mental (34) that monolingual kids lack. Perhaps four languages are too many in elementary schools, but two is not (35) at all.
1 The period of adolescence, i.e. , the period between childhood and adulthood, may be long or short depending on social expectations and on society’s definition as to what constitutes maturity and adulthood. In primitive societies adolescence was frequently a relatively short period of time, while in industrial society with patterns of prolonged education coupled with laws against child labor, the period of adolescence is much longer and may include most of the second decade of one’s life. Furthermore, the length of the adolescent period and the definition of adulthood status may change in a given society as social and eco- nomic conditions change. Examples of this type of change are the disappearance of the fron- tier in the latter part of the nineteenth century in the United States, and more universally, the industrialization of an agricultural society. In modern society, ceremonies for adolescence have lost their formal recognition and symbolic significance and there no longer is agreement as to what constitutes initiation ceremonies. Social ones have been replaced by a sequence of steps that lead to increased recog- nition and social status. For example, grade school graduation, high school graduation and college graduation constitute such a sequence, and while each step implies certain behavioral changes and social recognition, the significance of each depends on the socio-economic status and the educational ambition of the individual. Ceremonies for adolescence have also been replaced by legal definitions of status, roles, rights, privileges and responsibilities. It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of childhood and minor status are removed and adult privileges and responsibilities are granted. The twelve-year-old is no longer considered a child and has to pay full fare for train, airplane, theater and movie tickets. Basically, the individual at this age loses childhood privileges without gaining significant adult rights. At the age of sixteen the adolescent is granted certain adult rights which increase his social status by pro- viding him with more freedom and choices. He now can obtain a driver’s license; he can leave public schools; and he can work without the restrictions of child labor laws. At the age of eighteen the law provides adult responsibilities as well as rights. The young man can now be a soldier, but he also can marry without parental permission. At the age of twenty-one the individual obtains his full legal rights as adult. He now can vote, he can buy liquor, he can enter into financial contracts, and he is entitled to run for pubic office. No additional basic rights are acquired as a function of age after maturity status has been attained. None of these legal provisions determine at what points adulthood has been reached but they do point to the prolonged period of adolescence. Starting from 22______.
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