"The highest merit we ascribe to Moses, Plato, and Milton," says Emerson, "is that they set at nought books and traditions, and spoke not what men thought but what they thought. A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the luster of the firmament of bards and sages. Yet he dismisses without notice his thought because it is his. In every work of genius we recognize our own rejected thoughts; they come back to us with a certain alienated majesty." It is strange that any one who has recognized the individuality of all works of lasting influence should not also recognize the fact that his own individuality ought to be steadfastly preserved. As Emerson says in continuation, "Great works of art have no more affecting lesson for us than this. They teach us to abide by our spontaneous impressions with good- humored inflexibility, then most when the whole cry of voices is on the other side. Els
A. What Emerson Said
B. Individualism in Writing
C. Doing Your Best
D. Great Works of Art
"The highest merit we ascribe to Moses, Plato, and Milton," says Emerson, "is that they set at nought books and traditions, and spoke not what men thought but what they thought. A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the luster of the firmament of bards and sages. Yet he dismisses without notice his thought because it is his. In every work of genius we recognize our own rejected thoughts; they come back to us with a certain alienated majesty." It is strange that any one who has recognized the individuality of all works of lasting influence should not also recognize the fact that his own individuality ought to be steadfastly preserved. As Emerson says in continuation, "Great works of art have no more affecting lesson for us than this. They teach us to abide by our spontaneous impressions with good- humored inflexibility, then most when the whole cry of voices is on the other side. Els
A. individuality
B. honesty
C. beauty
D. eccentricity
"Copy the ways of nature," we were told. Yes, copy nature — for everything comes directly or indirectly from natural things. Often we have to put our knowledge to work, "treating" nature’s materials so as to make them serve our purposes better. We could, certainly, take the skin from a dead animal and at once make a pair of shoes with it; but they wouldn’t be very good shoes. For our purpose it is better first to treat the skin with chemicals that turn it into leather.
Until fairly recently our efforts to copy nature’s methods of manufacture were not very successful. Up to about 1950 only animal skins provided material for good shoes. Clothes had to be made of cotton from the cotton plant or of wool from sheep. The only kind of rubber we had came from the rubber tree. Close study of all such useful materials showed that their chemistry was simple in some ways, most complicated in others. Their basic chemicals are plentiful &mdas
A. An animal’s skin can be made into a pair of shoes for us.
B. Our purposes are not necessarily those of Nature.
C. There aren’t enough natural materials for our needs.
D. We try to copy nature — but it is difficult to do that.
"We’re using the wrong word," says Sean Drysdale, a desperate doctor from a rural hospital at Hlabisa in northern KwaZulu-Natal. "This isn’t an epidemic, it’s a disaster. " A recent UNIEF report, which states that almost one-third of Swaziland’s 900,000 people are infected with HIV, the virus that causes AIDS, supports this diagnosis. HIV is spreading faster in southern Africa than anywhere else in the world.
But is anyone paying attention Despite the fact that most of the world’s 33.5 million HIV/AIDS cases are in sub-Saharan Africa—with an additional 4 million infected each year—the priorities at last week’s Organization of African Unity summit were conflict resolution and economies development. Yet the epidemic could have a greater effect on economic development—or, rather, the lack of it—than many politicians suspect.
While business leaders are more concerned about the 2K mi
A. The words "epidemic" and "disaster" are misspelled in the UNIEF report
B. The word "epidemic" is not severe enough to describe the situation
C. The word "disaster" is too severe to describe the situation
D. The word "diagnosis" is left out by some unknown reason
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Are we "Math People" or "English People"
The earliest hint of verbal dexterity is enough to earn a language ability label while the slightest struggle with a mathematical concept might as well come with a forehead stamped "{{U}}mathematically inept{{/U}}."
"The common wisdom in the United States is that mathematical ability is somehow innate, and there are people who, no matter how hard they try, will not be able to achieve in mathematics," said A1 Cuoco, director of the Center for Mathematics Education at Educational Department Center Inc, a nonprofit in Newton, who has taught math since the late 1960s.
Struggling in math is socially acceptable, while having trouble reading is reason for worry. Why the stigma around numbers
Cuoco said the belief that you’ve got a math gene is "an American phenomenon." In the United States, he said, "kids from a very young age are put into two categories:
A. It is still skeptical why boys are better at mathematics than girls.
B. No one believes that girls are better at English than boys.
C. Evidence about this topic has been quite adequate.
D. There is no point in doing more research.
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