One basic weakness in a conservation system based wholly on economic motives is that most members of the land community have no economic value. Yet these creatures are members of the biotic community and, if its stability depends on its integrity, they are entitled to continuance. When one of these noneconomic categories is threatened and, if we happen to love it .We invert excuses to give it economic importance. At the beginning of century songbirds were supposed to be disappearing.(46) Scientists jumped to the rescue with some distinctly shaky evidence to the effect that insects would eat us up if birds failed to control them, the evidence had to be economic in order to be valid. It is painful to read these round about accounts today. We have no land ethic yet,(47) but we have at least drawn near the point of admitting that birds should continue as a matter of intrinsic right, regardless of the presence or absence of economic advantage to us. A parallel situ
One basic weakness in a conservation system based wholly on economic motives is that most members of the land community have no economic value. Yet these creatures are members of the biotic community and, if its stability depends on its integrity, they are entitled to continuance. When one of these noneconomic categories is threatened and, if we happen to love it .We invert excuses to give it economic importance. At the beginning of century songbirds were supposed to be disappearing.(46) Scientists jumped to the rescue with some distinctly shaky evidence to the effect that insects would eat us up if birds failed to control them, the evidence had to be economic in order to be valid. It is painful to read these round about accounts today. We have no land ethic yet,(47) but we have at least drawn near the point of admitting that birds should continue as a matter of intrinsic right, regardless of the presence or absence of economic advantage to us. A parallel situ
The American educational system is based on the idea that as many people as possible should have access to as much education as possible. This fact alone distinguishes the U.S. system from most others, since in most others the objective is as much to screen people out as it is to keep them in. The U.S. system has no standardized examinations whose results systematically prevent students from going on to higher levels of study, as the British and many other systems do. Through secondary school and sometimes in post-secondary institutions as well, the American system tries to accommodate students even if their academic aspirations and aptitudes are not high, even if they are physically (and in some cases mentally) handicapped, and even if their native language is not English.
The idea that as many people as possible should have as much eductaion as possible is, of course, an outcome of the Americans’ assumptions about equality among people. These assumptions do not me
A. culture
B. economy
C. history
D. educational system
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