The table before which we sit may be,
as the scientist maintains, composed of dancing atoms, but it does not reveal
itself to us as anything of the kind, and it is not with dancing atoms but a
solid and motionless object that we live. So remote is this
"real" table—and most of the other "realities" with which science deals—that it
cannot be discussed in terms which have any human value, and though it may
receive out purely intellectual credence it cannot be woven into the pattern of
life as it is led, in contradistinction to life as we attempt to think about it.
Vibrations in the either are so totally unlike, let us say, the color purple
that the gulf between them cannot be bridged, and they are, to all intents and
purposes, not one but two separate things of which the second and less "real"
must be the most significant for A. a solid motionless object B. certain characteristic vibrations in "ether" C. a form fixed in space and time D. a mass of atoms on motion
[单项选择] Passage One
Imagine a world in which children would
be the rulers and could decide not only the outcome of each and every
occurrence, but also dictate the very structure and form of the environment. In
this world, a child’s wildest thoughts would become reality, limited only by the
extent of his or her imagination. While such a world might sound
both fantastic and frightening, at least from a logical, adult perspective, it
does exist. What’s more, it has been in existence for some time and is
populated by hundreds of thousands of children who spend hours within its
boundaries experimenting and learning. This world is not real, at least not in
the traditional sense, but exists within a computer and is generated by an
educational programming language called LOGO. Unlike other computer languages
and programs that are designed to test child A. an educational testing program B. a computer language C. an information dispenser D. an unreal world
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