Laziness is a sin. Everyone knows that.
We have probably all had lectures pointing out that laziness is immoral, that it is wasteful, and that lazy people will never amount to anything in life.
But laziness can be more harmful than that, and it is often caused by more complex reasons than the simple wish to avoid work.
Some people who appear to be lazy are suffering from much more serious problems. They may be so distrustful of their fellow workers that they are unable to join in any group task for fear of being laughed at or fear of having their ideas stolen.
These people who seem lazy may be deadened by a fear of failure that prevents fruitful work.
Or other sorts of fantasies may prevent work: some people are so busy planning, sometimes planning great deals of fantastic achievement, that they are unable to deal with whatever “lesser” work is on hand.
Still other people are not avoiding work, strictly speaking； they are nearly procrastinating—rescheduling their day.
Laziness can actually be helpful.
Like procrastinators, some people look lazy when they are really thinking, planning, researching.
We should all remember that some great scientific discoveries occurred by chance.
Newton wasn’t working in the orchard when the apple hit him and he devised the theory of gravity.
Taking a rest can be particularly helpful to the athlete who is trying too hard or the doctor who’s simply working himself overtime too many evenings at the clinic.
So be careful when you’re tempted to call someone lazy.
That person may be thinking, resting or planning his or her next book.

Laziness is a sin. Everyone knows that.
We have probably all had lectures pointing out that laziness is immoral, that it is wasteful, and that lazy people will never amount to anything in life.
But laziness can be more harmful than that, and it is often caused by more complex reasons than the simple wish to avoid work.
Some people who appear to be lazy are suffering from much more serious problems. They may be so distrustful of their fellow workers that they are unable to join in any group task for fear of being laughed at or fear of having their ideas stolen.
These people who seem lazy may be deadened by a fear of failure that prevents fruitful work.
Or other sorts of fantasies may prevent work: some people are so busy planning, sometimes planning great deals of fantastic achievement, that they are unable to deal with whatever “lesser” work is on hand.
Still other people are not avoiding work, strictly speaking； they are nearly procrastinating—rescheduling their day.
Laziness can actually be helpful.
Like procrastinators, some people look lazy when they are really thinking, planning, researching.
We should all remember that some great scientific discoveries occurred by chance.
Newton wasn’t working in the orchard when the apple hit him and he devised the theory of gravity.
Taking a rest can be particularly helpful to the athlete who is trying too hard or the doctor who’s simply working himself overtime too many evenings at the clinic.
So be careful when you’re tempted to call someone lazy.
That person may be thinking, resting or planning his or her next book.

Laziness is a sin. Everyone knows that.
We have probably all had lectures pointing out that laziness is immoral, that it is wasteful, and that lazy people will never amount to anything in life.
But laziness can be more harmful than that, and it is often caused by more complex reasons than the simple wish to avoid work.
Some people who appear to be lazy are suffering from much more serious problems. They may be so distrustful of their fellow workers that they are unable to join in any group task for fear of being laughed at or fear of having their ideas stolen.
These people who seem lazy may be deadened by a fear of failure that prevents fruitful work.
Or other sorts of fantasies may prevent work: some people are so busy planning, sometimes planning great deals of fantastic achievement, that they are unable to deal with whatever “lesser” work is on hand.
Still other people are not avoiding work, strictly speaking； they are nearly procrastinating—rescheduling their day.
Laziness can actually be helpful.
Like procrastinators, some people look lazy when they are really thinking, planning, researching.
We should all remember that some great scientific discoveries occurred by chance.
Newton wasn’t working in the orchard when the apple hit him and he devised the theory of gravity.
Taking a rest can be particularly helpful to the athlete who is trying too hard or the doctor who’s simply working himself overtime too many evenings at the clinic.
So be careful when you’re tempted to call someone lazy.
That person may be thinking, resting or planning his or her next book.

Laziness is a sin. Everyone knows that.
We have probably all had lectures pointing out that laziness is immoral, that it is wasteful, and that lazy people will never amount to anything in life.
But laziness can be more harmful than that, and it is often caused by more complex reasons than the simple wish to avoid work.
Some people who appear to be lazy are suffering from much more serious problems. They may be so distrustful of their fellow workers that they are unable to join in any group task for fear of being laughed at or fear of having their ideas stolen.
These people who seem lazy may be deadened by a fear of failure that prevents fruitful work.
Or other sorts of fantasies may prevent work: some people are so busy planning, sometimes planning great deals of fantastic achievement, that they are unable to deal with whatever “lesser” work is on hand.
Still other people are not avoiding work, strictly speaking； they are nearly procrastinating—rescheduling their day.
Laziness can actually be helpful.
Like procrastinators, some people look lazy when they are really thinking, planning, researching.
We should all remember that some great scientific discoveries occurred by chance.
Newton wasn’t working in the orchard when the apple hit him and he devised the theory of gravity.
Taking a rest can be particularly helpful to the athlete who is trying too hard or the doctor who’s simply working himself overtime too many evenings at the clinic.
So be careful when you’re tempted to call someone lazy.
That person may be thinking, resting or planning his or her next book.

Laziness is a sin. Everyone knows that.
We have probably all had lectures pointing out that laziness is immoral, that it is wasteful, and that lazy people will never amount to anything in life.
But laziness can be more harmful than that, and it is often caused by more complex reasons than the simple wish to avoid work.
Some people who appear to be lazy are suffering from much more serious problems. They may be so distrustful of their fellow workers that they are unable to join in any group task for fear of being laughed at or fear of having their ideas stolen.
These people who seem lazy may be deadened by a fear of failure that prevents fruitful work.
Or other sorts of fantasies may prevent work: some people are so busy planning, sometimes planning great deals of fantastic achievement, that they are unable to deal with whatever “lesser” work is on hand.
Still other people are not avoiding work, strictly speaking； they are nearly procrastinating—rescheduling their day.
Laziness can actually be helpful.
Like procrastinators, some people look lazy when they are really thinking, planning, researching.
We should all remember that some great scientific discoveries occurred by chance.
Newton wasn’t working in the orchard when the apple hit him and he devised the theory of gravity.
Taking a rest can be particularly helpful to the athlete who is trying too hard or the doctor who’s simply working himself overtime too many evenings at the clinic.
So be careful when you’re tempted to call someone lazy.
That person may be thinking, resting or planning his or her next book.

In ancient times the most important examinations were spoken, not written.
In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud and giving speeches.
In the European universities of the Middle Ages, students who were working for advanced degrees had to discuss questions in their field of study with people who had made a special study of the subject.
This custom exists today as part of the process of testing candidates for the doctor’s degree.
Generally, however, modern examinations are written.
The written examination, where all students are tested on the same questions, was probably not known until the nineteenth century.
Perhaps it came into existence with the great increase in population and the development of modern industry.
A room full of candidates for a state examination timed exactly by electric clocks and carefully watched over by managers, resembles a group of workers at an automobile factory.
Generally, during examinations teachers and students are expected to act like machines.
One type of test is sometimes called an “objective” test. It is intended to deal with facts, not personal opinions.
To make up an objective test, the teacher writes a series of questions, each of which has only one correct answer.
Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.

In ancient times the most important examinations were spoken, not written.
In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud and giving speeches.
In the European universities of the Middle Ages, students who were working for advanced degrees had to discuss questions in their field of study with people who had made a special study of the subject.
This custom exists today as part of the process of testing candidates for the doctor’s degree.
Generally, however, modern examinations are written.
The written examination, where all students are tested on the same questions, was probably not known until the nineteenth century.
Perhaps it came into existence with the great increase in population and the development of modern industry.
A room full of candidates for a state examination timed exactly by electric clocks and carefully watched over by managers, resembles a group of workers at an automobile factory.
Generally, during examinations teachers and students are expected to act like machines.
One type of test is sometimes called an “objective” test. It is intended to deal with facts, not personal opinions.
To make up an objective test, the teacher writes a series of questions, each of which has only one correct answer.
Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.

In ancient times the most important examinations were spoken, not written.
In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud and giving speeches.
In the European universities of the Middle Ages, students who were working for advanced degrees had to discuss questions in their field of study with people who had made a special study of the subject.
This custom exists today as part of the process of testing candidates for the doctor’s degree.
Generally, however, modern examinations are written.
The written examination, where all students are tested on the same questions, was probably not known until the nineteenth century.
Perhaps it came into existence with the great increase in population and the development of modern industry.
A room full of candidates for a state examination timed exactly by electric clocks and carefully watched over by managers, resembles a group of workers at an automobile factory.
Generally, during examinations teachers and students are expected to act like machines.
One type of test is sometimes called an “objective” test. It is intended to deal with facts, not personal opinions.
To make up an objective test, the teacher writes a series of questions, each of which has only one correct answer.
Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.

In ancient times the most important examinations were spoken, not written.
In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud and giving speeches.
In the European universities of the Middle Ages, students who were working for advanced degrees had to discuss questions in their field of study with people who had made a special study of the subject.
This custom exists today as part of the process of testing candidates for the doctor’s degree.
Generally, however, modern examinations are written.
The written examination, where all students are tested on the same questions, was probably not known until the nineteenth century.
Perhaps it came into existence with the great increase in population and the development of modern industry.
A room full of candidates for a state examination timed exactly by electric clocks and carefully watched over by managers, resembles a group of workers at an automobile factory.
Generally, during examinations teachers and students are expected to act like machines.
One type of test is sometimes called an “objective” test. It is intended to deal with facts, not personal opinions.
To make up an objective test, the teacher writes a series of questions, each of which has only one correct answer.
Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.

In ancient times the most important examinations were spoken, not written.
In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud and giving speeches.
In the European universities of the Middle Ages, students who were working for advanced degrees had to discuss questions in their field of study with people who had made a special study of the subject.
This custom exists today as part of the process of testing candidates for the doctor’s degree.
Generally, however, modern examinations are written.
The written examination, where all students are tested on the same questions, was probably not known until the nineteenth century.
Perhaps it came into existence with the great increase in population and the development of modern industry.
A room full of candidates for a state examination timed exactly by electric clocks and carefully watched over by managers, resembles a group of workers at an automobile factory.
Generally, during examinations teachers and students are expected to act like machines.
One type of test is sometimes called an “objective” test. It is intended to deal with facts, not personal opinions.
To make up an objective test, the teacher writes a series of questions, each of which has only one correct answer.
Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.

Increasingly, over the past ten years, people—especially young people—have become aware of the need to change their eating habits, because much of the food they eat, particularly processed food, is not good for the health.
Consequently, there has been a growing interest in natural foods.
Foods which do not contain chemical additives(添加剂) and which have not been affected by chemical fertilizers, widely used in farming today.
Natural foods, for example, are vegetables, fruit and grain which have been grown in soil that is rich in organic(有机的) matter.
In simple terms, this means that the soil has been nourished by unused vegetable matter, which provides it with essential vitamins and minerals.
This in itself is a natural process compared with the use of chemicals and fertilizers, the main purpose of which is to increase the amount—but not the quality—of foods grown in commercial farming areas.
Natural foods also include animals which have been allowed to feed and move freely in healthy pastures(牧场).
Compare this with what happens in the mass production of poultry: there are farms, for example, where thousands of chickens live crowded together in one building and are fed on food which is little better than rubbish.
Chickens kept in this way are not only tasteless as food, they also lay eggs which lack important vitamins.
There are other aspects of healthy eating which are now receiving increasing attention from experts on diet.
Take, for example, the question of sugar.
This is actually a non-essential food!
Although a natural alternative, such as honey, can be used to sweeten food if it is necessary, we can in fact do without it.
It is not that sugar is harmful in itself.
But it does seem to be addictive: the quantity we use has grown steadily over the last two centuries and in Britain today each person consumes an average of 200 pounds a year!
Yet all it does is to provide us with energy, in the form of calories.
There are no vitamins in it, no minerals and no fiber.
It is significant that nowadays fiber is considered to be an important part of a healthy diet.
In white bread, for example, the fiber has been removed.
But it is present in unrefined flour and of course in vegetables.
It is interesting to note that in countries where the national diet contains large quantities of unrefined flour and vegetables, certain diseases are comparatively rare.
Hence the emphasis is placed on the eating of whole meal bread and more vegetables by modern experts on “healthy eating”.

Increasingly, over the past ten years, people—especially young people—have become aware of the need to change their eating habits, because much of the food they eat, particularly processed food, is not good for the health.
Consequently, there has been a growing interest in natural foods.
Foods which do not contain chemical additives(添加剂) and which have not been affected by chemical fertilizers, widely used in farming today.
Natural foods, for example, are vegetables, fruit and grain which have been grown in soil that is rich in organic(有机的) matter.
In simple terms, this means that the soil has been nourished by unused vegetable matter, which provides it with essential vitamins and minerals.
This in itself is a natural process compared with the use of chemicals and fertilizers, the main purpose of which is to increase the amount—but not the quality—of foods grown in commercial farming areas.
Natural foods also include animals which have been allowed to feed and move freely in healthy pastures(牧场).
Compare this with what happens in the mass production of poultry: there are farms, for example, where thousands of chickens live crowded together in one building and are fed on food which is little better than rubbish.
Chickens kept in this way are not only tasteless as food, they also lay eggs which lack important vitamins.
There are other aspects of healthy eating which are now receiving increasing attention from experts on diet.
Take, for example, the question of sugar.
This is actually a non-essential food!
Although a natural alternative, such as honey, can be used to sweeten food if it is necessary, we can in fact do without it.
It is not that sugar is harmful in itself.
But it does seem to be addictive: the quantity we use has grown steadily over the last two centuries and in Britain today each person consumes an average of 200 pounds a year!
Yet all it does is to provide us with energy, in the form of calories.
There are no vitamins in it, no minerals and no fiber.
It is significant that nowadays fiber is considered to be an important part of a healthy diet.
In white bread, for example, the fiber has been removed.
But it is present in unrefined flour and of course in vegetables.
It is interesting to note that in countries where the national diet contains large quantities of unrefined flour and vegetables, certain diseases are comparatively rare.
Hence the emphasis is placed on the eating of whole meal bread and more vegetables by modern experts on “healthy eating”.

Increasingly, over the past ten years, people—especially young people—have become aware of the need to change their eating habits, because much of the food they eat, particularly processed food, is not good for the health.
Consequently, there has been a growing interest in natural foods.
Foods which do not contain chemical additives(添加剂) and which have not been affected by chemical fertilizers, widely used in farming today.
Natural foods, for example, are vegetables, fruit and grain which have been grown in soil that is rich in organic(有机的) matter.
In simple terms, this means that the soil has been nourished by unused vegetable matter, which provides it with essential vitamins and minerals.
This in itself is a natural process compared with the use of chemicals and fertilizers, the main purpose of which is to increase the amount—but not the quality—of foods grown in commercial farming areas.
Natural foods also include animals which have been allowed to feed and move freely in healthy pastures(牧场).
Compare this with what happens in the mass production of poultry: there are farms, for example, where thousands of chickens live crowded together in one building and are fed on food which is little better than rubbish.
Chickens kept in this way are not only tasteless as food, they also lay eggs which lack important vitamins.
There are other aspects of healthy eating which are now receiving increasing attention from experts on diet.
Take, for example, the question of sugar.
This is actually a non-essential food!
Although a natural alternative, such as honey, can be used to sweeten food if it is necessary, we can in fact do without it.
It is not that sugar is harmful in itself.
But it does seem to be addictive: the quantity we use has grown steadily over the last two centuries and in Britain today each person consumes an average of 200 pounds a year!
Yet all it does is to provide us with energy, in the form of calories.
There are no vitamins in it, no minerals and no fiber.
It is significant that nowadays fiber is considered to be an important part of a healthy diet.
In white bread, for example, the fiber has been removed.
But it is present in unrefined flour and of course in vegetables.
It is interesting to note that in countries where the national diet contains large quantities of unrefined flour and vegetables, certain diseases are comparatively rare.
Hence the emphasis is placed on the eating of whole meal bread and more vegetables by modern experts on “healthy eating”.

Increasingly, over the past ten years, people—especially young people—have become aware of the need to change their eating habits, because much of the food they eat, particularly processed food, is not good for the health.
Consequently, there has been a growing interest in natural foods.
Foods which do not contain chemical additives(添加剂) and which have not been affected by chemical fertilizers, widely used in farming today.
Natural foods, for example, are vegetables, fruit and grain which have been grown in soil that is rich in organic(有机的) matter.
In simple terms, this means that the soil has been nourished by unused vegetable matter, which provides it with essential vitamins and minerals.
This in itself is a natural process compared with the use of chemicals and fertilizers, the main purpose of which is to increase the amount—but not the quality—of foods grown in commercial farming areas.
Natural foods also include animals which have been allowed to feed and move freely in healthy pastures(牧场).
Compare this with what happens in the mass production of poultry: there are farms, for example, where thousands of chickens live crowded together in one building and are fed on food which is little better than rubbish.
Chickens kept in this way are not only tasteless as food, they also lay eggs which lack important vitamins.
There are other aspects of healthy eating which are now receiving increasing attention from experts on diet.
Take, for example, the question of sugar.
This is actually a non-essential food!
Although a natural alternative, such as honey, can be used to sweeten food if it is necessary, we can in fact do without it.
It is not that sugar is harmful in itself.
But it does seem to be addictive: the quantity we use has grown steadily over the last two centuries and in Britain today each person consumes an average of 200 pounds a year!
Yet all it does is to provide us with energy, in the form of calories.
There are no vitamins in it, no minerals and no fiber.
It is significant that nowadays fiber is considered to be an important part of a healthy diet.
In white bread, for example, the fiber has been removed.
But it is present in unrefined flour and of course in vegetables.
It is interesting to note that in countries where the national diet contains large quantities of unrefined flour and vegetables, certain diseases are comparatively rare.
Hence the emphasis is placed on the eating of whole meal bread and more vegetables by modern experts on “healthy eating”.

Increasingly, over the past ten years, people—especially young people—have become aware of the need to change their eating habits, because much of the food they eat, particularly processed food, is not good for the health.
Consequently, there has been a growing interest in natural foods.
Foods which do not contain chemical additives(添加剂) and which have not been affected by chemical fertilizers, widely used in farming today.
Natural foods, for example, are vegetables, fruit and grain which have been grown in soil that is rich in organic(有机的) matter.
In simple terms, this means that the soil has been nourished by unused vegetable matter, which provides it with essential vitamins and minerals.
This in itself is a natural process compared with the use of chemicals and fertilizers, the main purpose of which is to increase the amount—but not the quality—of foods grown in commercial farming areas.
Natural foods also include animals which have been allowed to feed and move freely in healthy pastures(牧场).
Compare this with what happens in the mass production of poultry: there are farms, for example, where thousands of chickens live crowded together in one building and are fed on food which is little better than rubbish.
Chickens kept in this way are not only tasteless as food, they also lay eggs which lack important vitamins.
There are other aspects of healthy eating which are now receiving increasing attention from experts on diet.
Take, for example, the question of sugar.
This is actually a non-essential food!
Although a natural alternative, such as honey, can be used to sweeten food if it is necessary, we can in fact do without it.
It is not that sugar is harmful in itself.
But it does seem to be addictive: the quantity we use has grown steadily over the last two centuries and in Britain today each person consumes an average of 200 pounds a year!
Yet all it does is to provide us with energy, in the form of calories.
There are no vitamins in it, no minerals and no fiber.
It is significant that nowadays fiber is considered to be an important part of a healthy diet.
In white bread, for example, the fiber has been removed.
But it is present in unrefined flour and of course in vegetables.
It is interesting to note that in countries where the national diet contains large quantities of unrefined flour and vegetables, certain diseases are comparatively rare.
Hence the emphasis is placed on the eating of whole meal bread and more vegetables by modern experts on “healthy eating”.

Harriet Beecher Stowe had poured her heart into her anti-slavery book,“Uncle Tom’s Cabin”.But neither she nor her first publisher thought it would be a big success.
The publisher was so doubtful that he wanted her to split the publishing costs with him, and all she hoped was that it would make enough money for her to buy a new silk dress.
But when the first 5,000 copies were printed in 1602, they sold out in two days.In a year the book had sold 300,000 copies in the United States and 150,000 in England.For a while it outsold (销得比…多） every book in the world, except the Bible.
Within six months of its release, a play was made from the book which ran 350 performances in New York and remained America’ s most popular play for 55 years.
It might appear that“Uncle Tom’s Cabin”was universally popular, but this was certainly not true.
Many people during those pre-Civil War days—particularly defenders of the slavery system—condemned it as false propaganda and poorly written melodrama(传奇剧作品).
Harriet did have strong religious views against slavery (When asked how she came to write the book, she replied,“God wrote it.”), and she tried to convince people slavery was wrong, so perhaps the book could be considered propaganda.But if so, it was true propaganda, because it accurately described the evils of slavery.
Though she was born in Connecticut, 1582, as a young woman she moved to Cincinnati, Ohio, when her father accepted the presidency of newly founded Lane Theological Seminary(神学院).Ohio was a free state, but just across the Ohio River in Kentucky, Harriet saw slavery in action.She lived 18 years in Cincinnati, marrying Calvin Stowe, professor of a college.In 1601, Harriet Beecher Stowe began her book.
Its vast influence strengthened the anti-slavery movement and angered defenders of the slave system.Today some historians(历史学家) think that it helped bring on the American Civil War.
In fact, when Abraham Lincoln met Harriet at the White House during the Civil War, he said, “So,this is the little lady who started this big war.”

Harriet Beecher Stowe had poured her heart into her anti-slavery book,“Uncle Tom’s Cabin”.But neither she nor her first publisher thought it would be a big success.
The publisher was so doubtful that he wanted her to split the publishing costs with him, and all she hoped was that it would make enough money for her to buy a new silk dress.
But when the first 5,000 copies were printed in 1602, they sold out in two days.In a year the book had sold 300,000 copies in the United States and 150,000 in England.For a while it outsold (销得比…多） every book in the world, except the Bible.
Within six months of its release, a play was made from the book which ran 350 performances in New York and remained America’ s most popular play for 55 years.
It might appear that“Uncle Tom’s Cabin”was universally popular, but this was certainly not true.
Many people during those pre-Civil War days—particularly defenders of the slavery system—condemned it as false propaganda and poorly written melodrama(传奇剧作品).
Harriet did have strong religious views against slavery (When asked how she came to write the book, she replied,“God wrote it.”), and she tried to convince people slavery was wrong, so perhaps the book could be considered propaganda.But if so, it was true propaganda, because it accurately described the evils of slavery.
Though she was born in Connecticut, 1582, as a young woman she moved to Cincinnati, Ohio, when her father accepted the presidency of newly founded Lane Theological Seminary(神学院).Ohio was a free state, but just across the Ohio River in Kentucky, Harriet saw slavery in action.She lived 18 years in Cincinnati, marrying Calvin Stowe, professor of a college.In 1601, Harriet Beecher Stowe began her book.
Its vast influence strengthened the anti-slavery movement and angered defenders of the slave system.Today some historians(历史学家) think that it helped bring on the American Civil War.
In fact, when Abraham Lincoln met Harriet at the White House during the Civil War, he said, “So,this is the little lady who started this big war.”

Harriet Beecher Stowe had poured her heart into her anti-slavery book,“Uncle Tom’s Cabin”.But neither she nor her first publisher thought it would be a big success.
The publisher was so doubtful that he wanted her to split the publishing costs with him, and all she hoped was that it would make enough money for her to buy a new silk dress.
But when the first 5,000 copies were printed in 1602, they sold out in two days.In a year the book had sold 300,000 copies in the United States and 150,000 in England.For a while it outsold (销得比…多） every book in the world, except the Bible.
Within six months of its release, a play was made from the book which ran 350 performances in New York and remained America’ s most popular play for 55 years.
It might appear that“Uncle Tom’s Cabin”was universally popular, but this was certainly not true.
Many people during those pre-Civil War days—particularly defenders of the slavery system—condemned it as false propaganda and poorly written melodrama(传奇剧作品).
Harriet did have strong religious views against slavery (When asked how she came to write the book, she replied,“God wrote it.”), and she tried to convince people slavery was wrong, so perhaps the book could be considered propaganda.But if so, it was true propaganda, because it accurately described the evils of slavery.
Though she was born in Connecticut, 1582, as a young woman she moved to Cincinnati, Ohio, when her father accepted the presidency of newly founded Lane Theological Seminary(神学院).Ohio was a free state, but just across the Ohio River in Kentucky, Harriet saw slavery in action.She lived 18 years in Cincinnati, marrying Calvin Stowe, professor of a college.In 1601, Harriet Beecher Stowe began her book.
Its vast influence strengthened the anti-slavery movement and angered defenders of the slave system.Today some historians(历史学家) think that it helped bring on the American Civil War.
In fact, when Abraham Lincoln met Harriet at the White House during the Civil War, he said, “So,this is the little lady who started this big war.”

Harriet Beecher Stowe had poured her heart into her anti-slavery book,“Uncle Tom’s Cabin”.But neither she nor her first publisher thought it would be a big success.
The publisher was so doubtful that he wanted her to split the publishing costs with him, and all she hoped was that it would make enough money for her to buy a new silk dress.
But when the first 5,000 copies were printed in 1602, they sold out in two days.In a year the book had sold 300,000 copies in the United States and 150,000 in England.For a while it outsold (销得比…多） every book in the world, except the Bible.
Within six months of its release, a play was made from the book which ran 350 performances in New York and remained America’ s most popular play for 55 years.
It might appear that“Uncle Tom’s Cabin”was universally popular, but this was certainly not true.
Many people during those pre-Civil War days—particularly defenders of the slavery system—condemned it as false propaganda and poorly written melodrama(传奇剧作品).
Harriet did have strong religious views against slavery (When asked how she came to write the book, she replied,“God wrote it.”), and she tried to convince people slavery was wrong, so perhaps the book could be considered propaganda.But if so, it was true propaganda, because it accurately described the evils of slavery.
Though she was born in Connecticut, 1582, as a young woman she moved to Cincinnati, Ohio, when her father accepted the presidency of newly founded Lane Theological Seminary(神学院).Ohio was a free state, but just across the Ohio River in Kentucky, Harriet saw slavery in action.She lived 18 years in Cincinnati, marrying Calvin Stowe, professor of a college.In 1601, Harriet Beecher Stowe began her book.
Its vast influence strengthened the anti-slavery movement and angered defenders of the slave system.Today some historians(历史学家) think that it helped bring on the American Civil War.
In fact, when Abraham Lincoln met Harriet at the White House during the Civil War, he said, “So,this is the little lady who started this big war.”

Harriet Beecher Stowe had poured her heart into her anti-slavery book,“Uncle Tom’s Cabin”.But neither she nor her first publisher thought it would be a big success.
The publisher was so doubtful that he wanted her to split the publishing costs with him, and all she hoped was that it would make enough money for her to buy a new silk dress.
But when the first 5,000 copies were printed in 1602, they sold out in two days.In a year the book had sold 300,000 copies in the United States and 150,000 in England.For a while it outsold (销得比…多） every book in the world, except the Bible.
Within six months of its release, a play was made from the book which ran 350 performances in New York and remained America’ s most popular play for 55 years.
It might appear that“Uncle Tom’s Cabin”was universally popular, but this was certainly not true.
Many people during those pre-Civil War days—particularly defenders of the slavery system—condemned it as false propaganda and poorly written melodrama(传奇剧作品).
Harriet did have strong religious views against slavery (When asked how she came to write the book, she replied,“God wrote it.”), and she tried to convince people slavery was wrong, so perhaps the book could be considered propaganda.But if so, it was true propaganda, because it accurately described the evils of slavery.
Though she was born in Connecticut, 1582, as a young woman she moved to Cincinnati, Ohio, when her father accepted the presidency of newly founded Lane Theological Seminary(神学院).Ohio was a free state, but just across the Ohio River in Kentucky, Harriet saw slavery in action.She lived 18 years in Cincinnati, marrying Calvin Stowe, professor of a college.In 1601, Harriet Beecher Stowe began her book.
Its vast influence strengthened the anti-slavery movement and angered defenders of the slave system.Today some historians(历史学家) think that it helped bring on the American Civil War.
In fact, when Abraham Lincoln met Harriet at the White House during the Civil War, he said, “So,this is the little lady who started this big war.”

How can we get rid of garbage?
Do we have enough energy sources to meet our future energy needs?
These are two important questions that many people are asking today.
Some people think that man might be able to solve both problems at the same time.
They suggest using garbage as an energy source, and at the same time it can save the land to hold garbage.
For a long time, people buried garbage or dumped(倾倒) it on empty land.
Now，empty land is scarce.
But more and more garbage is produced each year.
However, garbage can be a good fuel to use.
The things in garbage do not look like coal, petroleum,or natural gas; but they are chemically similar to these fossil(化石) fuels.
As we use up our fossil fuel supplies, we might be able to use garbage as an energy source.
Burning garbage is not a new idea.
Some cities in Europe and the United States have been burning garbage for years.
The heat that is produced by burning garbage is used to boil water.
The steam that is produced is used to make electricity or to heat nearby buildings.
In Paris, France, some power plants burn almost 2 million metric tons of the cities garbage each year.
The amount of energy produced is about the same as would be produced by burning almost a half million barrels of oil.
Our fossil fuel supplies are limited.
Burning garbage might be one kind of energy source that we can use to help meet our energy needs.
This method could also reduce the amount of garbage piling up on the earth.

How can we get rid of garbage?
Do we have enough energy sources to meet our future energy needs?
These are two important questions that many people are asking today.
Some people think that man might be able to solve both problems at the same time.
They suggest using garbage as an energy source, and at the same time it can save the land to hold garbage.
For a long time, people buried garbage or dumped(倾倒) it on empty land.
Now，empty land is scarce.
But more and more garbage is produced each year.
However, garbage can be a good fuel to use.
The things in garbage do not look like coal, petroleum,or natural gas; but they are chemically similar to these fossil(化石) fuels.
As we use up our fossil fuel supplies, we might be able to use garbage as an energy source.
Burning garbage is not a new idea.
Some cities in Europe and the United States have been burning garbage for years.
The heat that is produced by burning garbage is used to boil water.
The steam that is produced is used to make electricity or to heat nearby buildings.
In Paris, France, some power plants burn almost 2 million metric tons of the cities garbage each year.
The amount of energy produced is about the same as would be produced by burning almost a half million barrels of oil.
Our fossil fuel supplies are limited.
Burning garbage might be one kind of energy source that we can use to help meet our energy needs.
This method could also reduce the amount of garbage piling up on the earth.

How can we get rid of garbage?
Do we have enough energy sources to meet our future energy needs?
These are two important questions that many people are asking today.
Some people think that man might be able to solve both problems at the same time.
They suggest using garbage as an energy source, and at the same time it can save the land to hold garbage.
For a long time, people buried garbage or dumped(倾倒) it on empty land.
Now，empty land is scarce.
But more and more garbage is produced each year.
However, garbage can be a good fuel to use.
The things in garbage do not look like coal, petroleum,or natural gas; but they are chemically similar to these fossil(化石) fuels.
As we use up our fossil fuel supplies, we might be able to use garbage as an energy source.
Burning garbage is not a new idea.
Some cities in Europe and the United States have been burning garbage for years.
The heat that is produced by burning garbage is used to boil water.
The steam that is produced is used to make electricity or to heat nearby buildings.
In Paris, France, some power plants burn almost 2 million metric tons of the cities garbage each year.
The amount of energy produced is about the same as would be produced by burning almost a half million barrels of oil.
Our fossil fuel supplies are limited.
Burning garbage might be one kind of energy source that we can use to help meet our energy needs.
This method could also reduce the amount of garbage piling up on the earth.

How can we get rid of garbage?
Do we have enough energy sources to meet our future energy needs?
These are two important questions that many people are asking today.
Some people think that man might be able to solve both problems at the same time.
They suggest using garbage as an energy source, and at the same time it can save the land to hold garbage.
For a long time, people buried garbage or dumped(倾倒) it on empty land.
Now，empty land is scarce.
But more and more garbage is produced each year.
However, garbage can be a good fuel to use.
The things in garbage do not look like coal, petroleum,or natural gas; but they are chemically similar to these fossil(化石) fuels.
As we use up our fossil fuel supplies, we might be able to use garbage as an energy source.
Burning garbage is not a new idea.
Some cities in Europe and the United States have been burning garbage for years.
The heat that is produced by burning garbage is used to boil water.
The steam that is produced is used to make electricity or to heat nearby buildings.
In Paris, France, some power plants burn almost 2 million metric tons of the cities garbage each year.
The amount of energy produced is about the same as would be produced by burning almost a half million barrels of oil.
Our fossil fuel supplies are limited.
Burning garbage might be one kind of energy source that we can use to help meet our energy needs.
This method could also reduce the amount of garbage piling up on the earth.

How can we get rid of garbage?
Do we have enough energy sources to meet our future energy needs?
These are two important questions that many people are asking today.
Some people think that man might be able to solve both problems at the same time.
They suggest using garbage as an energy source, and at the same time it can save the land to hold garbage.
For a long time, people buried garbage or dumped(倾倒) it on empty land.
Now，empty land is scarce.
But more and more garbage is produced each year.
However, garbage can be a good fuel to use.
The things in garbage do not look like coal, petroleum,or natural gas; but they are chemically similar to these fossil(化石) fuels.
As we use up our fossil fuel supplies, we might be able to use garbage as an energy source.
Burning garbage is not a new idea.
Some cities in Europe and the United States have been burning garbage for years.
The heat that is produced by burning garbage is used to boil water.
The steam that is produced is used to make electricity or to heat nearby buildings.
In Paris, France, some power plants burn almost 2 million metric tons of the cities garbage each year.
The amount of energy produced is about the same as would be produced by burning almost a half million barrels of oil.
Our fossil fuel supplies are limited.
Burning garbage might be one kind of energy source that we can use to help meet our energy needs.
This method could also reduce the amount of garbage piling up on the earth.

In what now seems like the prehistoric times of computer history, the early post-war era(战后时期), there was a quite widespread concern that computers would take over the world from man one day.
Already today, less than forty years later, as computers are relieving us of more and more of the routine tasks in business and in our personal lives, we are facing with a less dramatic but also less foreseen problem.People tend to be over-trusting(过分信任) of computers and are reluctant to challenge their authority.Indeed, they behave as if they were hardly aware that wrong buttons may be pushed, or that a computer may simply malfunction(失灵).
Obviously, there would be no point in investing(投入) in a computer if you had to check all its answers, but people should also rely on their own internal computers and check the machine when they have the feeling that something has gone wrong.
Questioning and routine double checks must continue to be as much a part of good business as they were in pre-computer days.Maybe each computer should come with the following warning: for all the help this computer may provide, it should not be seen as a substitute for fundamental thinking and reasoning skills.

In what now seems like the prehistoric times of computer history, the early post-war era(战后时期), there was a quite widespread concern that computers would take over the world from man one day.
Already today, less than forty years later, as computers are relieving us of more and more of the routine tasks in business and in our personal lives, we are facing with a less dramatic but also less foreseen problem.People tend to be over-trusting(过分信任) of computers and are reluctant to challenge their authority.Indeed, they behave as if they were hardly aware that wrong buttons may be pushed, or that a computer may simply malfunction(失灵).
Obviously, there would be no point in investing(投入) in a computer if you had to check all its answers, but people should also rely on their own internal computers and check the machine when they have the feeling that something has gone wrong.
Questioning and routine double checks must continue to be as much a part of good business as they were in pre-computer days.Maybe each computer should come with the following warning: for all the help this computer may provide, it should not be seen as a substitute for fundamental thinking and reasoning skills.

In what now seems like the prehistoric times of computer history, the early post-war era(战后时期), there was a quite widespread concern that computers would take over the world from man one day.
Already today, less than forty years later, as computers are relieving us of more and more of the routine tasks in business and in our personal lives, we are facing with a less dramatic but also less foreseen problem.People tend to be over-trusting(过分信任) of computers and are reluctant to challenge their authority.Indeed, they behave as if they were hardly aware that wrong buttons may be pushed, or that a computer may simply malfunction(失灵).
Obviously, there would be no point in investing(投入) in a computer if you had to check all its answers, but people should also rely on their own internal computers and check the machine when they have the feeling that something has gone wrong.
Questioning and routine double checks must continue to be as much a part of good business as they were in pre-computer days.Maybe each computer should come with the following warning: for all the help this computer may provide, it should not be seen as a substitute for fundamental thinking and reasoning skills.

In what now seems like the prehistoric times of computer history, the early post-war era(战后时期), there was a quite widespread concern that computers would take over the world from man one day.
Already today, less than forty years later, as computers are relieving us of more and more of the routine tasks in business and in our personal lives, we are facing with a less dramatic but also less foreseen problem.People tend to be over-trusting(过分信任) of computers and are reluctant to challenge their authority.Indeed, they behave as if they were hardly aware that wrong buttons may be pushed, or that a computer may simply malfunction(失灵).
Obviously, there would be no point in investing(投入) in a computer if you had to check all its answers, but people should also rely on their own internal computers and check the machine when they have the feeling that something has gone wrong.
Questioning and routine double checks must continue to be as much a part of good business as they were in pre-computer days.Maybe each computer should come with the following warning: for all the help this computer may provide, it should not be seen as a substitute for fundamental thinking and reasoning skills.

In what now seems like the prehistoric times of computer history, the early post-war era(战后时期), there was a quite widespread concern that computers would take over the world from man one day.
Already today, less than forty years later, as computers are relieving us of more and more of the routine tasks in business and in our personal lives, we are facing with a less dramatic but also less foreseen problem.People tend to be over-trusting(过分信任) of computers and are reluctant to challenge their authority.Indeed, they behave as if they were hardly aware that wrong buttons may be pushed, or that a computer may simply malfunction(失灵).
Obviously, there would be no point in investing(投入) in a computer if you had to check all its answers, but people should also rely on their own internal computers and check the machine when they have the feeling that something has gone wrong.
Questioning and routine double checks must continue to be as much a part of good business as they were in pre-computer days.Maybe each computer should come with the following warning: for all the help this computer may provide, it should not be seen as a substitute for fundamental thinking and reasoning skills.

Imagine one day reading that you had been a subject in a risky science experiment without knowing it.
At school, you had been fed cereal laced with radioactive chemicals so scientists could learn more about the digestive system.
Because the food was radioactive, scientists could easily trace its path through the body.
Scientists now know that exposure to large amount of radiation can cause cancer, a group of diseases in which bodily cells grow wildly out of control.
Some people who were part of the radiation studies later developed cancer and blamed the radiation for causing the cancer.
Others are worried the radiation will some day make them sick.
Some doctors say that, in many cases, such fears are unjustified because the radiation doses used in the experiments were too small to cause harm.
They also say that since dangers of radiation were less well understood then than they are now, even researchers who used high doses of radiation didn’t do anything wrong.
Some critics claim that no excuse is acceptable for not informing subjects about the nature of an experiment and giving them a chance to refuse to participate.
Today, government rules require such informed agreement whenever a study uses people.

Imagine one day reading that you had been a subject in a risky science experiment without knowing it.
At school, you had been fed cereal laced with radioactive chemicals so scientists could learn more about the digestive system.
Because the food was radioactive, scientists could easily trace its path through the body.
Scientists now know that exposure to large amount of radiation can cause cancer, a group of diseases in which bodily cells grow wildly out of control.
Some people who were part of the radiation studies later developed cancer and blamed the radiation for causing the cancer.
Others are worried the radiation will some day make them sick.
Some doctors say that, in many cases, such fears are unjustified because the radiation doses used in the experiments were too small to cause harm.
They also say that since dangers of radiation were less well understood then than they are now, even researchers who used high doses of radiation didn’t do anything wrong.
Some critics claim that no excuse is acceptable for not informing subjects about the nature of an experiment and giving them a chance to refuse to participate.
Today, government rules require such informed agreement whenever a study uses people.

Imagine one day reading that you had been a subject in a risky science experiment without knowing it.
At school, you had been fed cereal laced with radioactive chemicals so scientists could learn more about the digestive system.
Because the food was radioactive, scientists could easily trace its path through the body.
Scientists now know that exposure to large amount of radiation can cause cancer, a group of diseases in which bodily cells grow wildly out of control.
Some people who were part of the radiation studies later developed cancer and blamed the radiation for causing the cancer.
Others are worried the radiation will some day make them sick.
Some doctors say that, in many cases, such fears are unjustified because the radiation doses used in the experiments were too small to cause harm.
They also say that since dangers of radiation were less well understood then than they are now, even researchers who used high doses of radiation didn’t do anything wrong.
Some critics claim that no excuse is acceptable for not informing subjects about the nature of an experiment and giving them a chance to refuse to participate.
Today, government rules require such informed agreement whenever a study uses people.

Imagine one day reading that you had been a subject in a risky science experiment without knowing it.
At school, you had been fed cereal laced with radioactive chemicals so scientists could learn more about the digestive system.
Because the food was radioactive, scientists could easily trace its path through the body.
Scientists now know that exposure to large amount of radiation can cause cancer, a group of diseases in which bodily cells grow wildly out of control.
Some people who were part of the radiation studies later developed cancer and blamed the radiation for causing the cancer.
Others are worried the radiation will some day make them sick.
Some doctors say that, in many cases, such fears are unjustified because the radiation doses used in the experiments were too small to cause harm.
They also say that since dangers of radiation were less well understood then than they are now, even researchers who used high doses of radiation didn’t do anything wrong.
Some critics claim that no excuse is acceptable for not informing subjects about the nature of an experiment and giving them a chance to refuse to participate.
Today, government rules require such informed agreement whenever a study uses people.

Imagine one day reading that you had been a subject in a risky science experiment without knowing it.
At school, you had been fed cereal laced with radioactive chemicals so scientists could learn more about the digestive system.
Because the food was radioactive, scientists could easily trace its path through the body.
Scientists now know that exposure to large amount of radiation can cause cancer, a group of diseases in which bodily cells grow wildly out of control.
Some people who were part of the radiation studies later developed cancer and blamed the radiation for causing the cancer.
Others are worried the radiation will some day make them sick.
Some doctors say that, in many cases, such fears are unjustified because the radiation doses used in the experiments were too small to cause harm.
They also say that since dangers of radiation were less well understood then than they are now, even researchers who used high doses of radiation didn’t do anything wrong.
Some critics claim that no excuse is acceptable for not informing subjects about the nature of an experiment and giving them a chance to refuse to participate.
Today, government rules require such informed agreement whenever a study uses people.

The fourth-graders at Chicago’s McCormick Elementary School don’t know Chinese is supposed to be hard to learn.
For most, who speak Spanish at home, it’s becoming their third language.
They’ve been hearing and using Chinese words since nursery, and it’s natural to give a “ni hao” when strangers enter the classroom.
“It’s really fun!” says Miranda Lucas, taking a break from a lesson that includes a Chinese interview with Jackie Chan.
“I’m teaching my mom to speak Chinese.”
The classroom scene at McCormick is unusual, but it may soon be a common phenomenon in American schools, where Chinese is rapidly becoming the hot new language.
Government officials have long wanted more focus on useful languages like Chinese, and pressure from them—as well as from business leaders, politicians, and parents—has produced a quick growth in the number of programs.
Chicago city officials make their best effort to include Chinese in their public schools.
Their program has grown to include 3,000 students in 20 schools, with more schools on a waiting list. Programs have also spread to places like Los Angeles, New York City, and North Carolina.
Supporters see knowledge of the Chinese language and culture as an advantage in a global economy where China is growing in importance.
“This is an interesting way to begin to engage with the world’s next superpower,” says Michael Levine, director of education at the Asia Society, which has started five new public high schools that offer Chinese.
“Globalization has already changed the arrangements in terms of how children today are going to think about their careers.
The question is when, not whether, the schools are going to adjust.”
The number of students learning Chinese is tiny compared with how many study Spanish or French.
But one report shows that before-college enrollment（报名人数） nearly quadrupled between 1992 and 2002, from 6,000 to 24,000.
Despite the demand, though, developing programs isn’t easy.
And the No.one difficulty, everyone agrees, is having enough teachers.
“Finding teacher is the challenge,” says Scott McGinnis, an academic adviser for a language institute and a Chinese teacher for 15 years at the college level.
“Materials are easy in comparison.
Or getting schools funded.”

The fourth-graders at Chicago’s McCormick Elementary School don’t know Chinese is supposed to be hard to learn.
For most, who speak Spanish at home, it’s becoming their third language.
They’ve been hearing and using Chinese words since nursery, and it’s natural to give a “ni hao” when strangers enter the classroom.
“It’s really fun!” says Miranda Lucas, taking a break from a lesson that includes a Chinese interview with Jackie Chan.
“I’m teaching my mom to speak Chinese.”
The classroom scene at McCormick is unusual, but it may soon be a common phenomenon in American schools, where Chinese is rapidly becoming the hot new language.
Government officials have long wanted more focus on useful languages like Chinese, and pressure from them—as well as from business leaders, politicians, and parents—has produced a quick growth in the number of programs.
Chicago city officials make their best effort to include Chinese in their public schools.
Their program has grown to include 3,000 students in 20 schools, with more schools on a waiting list. Programs have also spread to places like Los Angeles, New York City, and North Carolina.
Supporters see knowledge of the Chinese language and culture as an advantage in a global economy where China is growing in importance.
“This is an interesting way to begin to engage with the world’s next superpower,” says Michael Levine, director of education at the Asia Society, which has started five new public high schools that offer Chinese.
“Globalization has already changed the arrangements in terms of how children today are going to think about their careers.
The question is when, not whether, the schools are going to adjust.”
The number of students learning Chinese is tiny compared with how many study Spanish or French.
But one report shows that before-college enrollment（报名人数） nearly quadrupled between 1992 and 2002, from 6,000 to 24,000.
Despite the demand, though, developing programs isn’t easy.
And the No.one difficulty, everyone agrees, is having enough teachers.
“Finding teacher is the challenge,” says Scott McGinnis, an academic adviser for a language institute and a Chinese teacher for 15 years at the college level.
“Materials are easy in comparison.
Or getting schools funded.”

The fourth-graders at Chicago’s McCormick Elementary School don’t know Chinese is supposed to be hard to learn.
For most, who speak Spanish at home, it’s becoming their third language.
They’ve been hearing and using Chinese words since nursery, and it’s natural to give a “ni hao” when strangers enter the classroom.
“It’s really fun!” says Miranda Lucas, taking a break from a lesson that includes a Chinese interview with Jackie Chan.
“I’m teaching my mom to speak Chinese.”
The classroom scene at McCormick is unusual, but it may soon be a common phenomenon in American schools, where Chinese is rapidly becoming the hot new language.
Government officials have long wanted more focus on useful languages like Chinese, and pressure from them—as well as from business leaders, politicians, and parents—has produced a quick growth in the number of programs.
Chicago city officials make their best effort to include Chinese in their public schools.
Their program has grown to include 3,000 students in 20 schools, with more schools on a waiting list. Programs have also spread to places like Los Angeles, New York City, and North Carolina.
Supporters see knowledge of the Chinese language and culture as an advantage in a global economy where China is growing in importance.
“This is an interesting way to begin to engage with the world’s next superpower,” says Michael Levine, director of education at the Asia Society, which has started five new public high schools that offer Chinese.
“Globalization has already changed the arrangements in terms of how children today are going to think about their careers.
The question is when, not whether, the schools are going to adjust.”
The number of students learning Chinese is tiny compared with how many study Spanish or French.
But one report shows that before-college enrollment（报名人数） nearly quadrupled between 1992 and 2002, from 6,000 to 24,000.
Despite the demand, though, developing programs isn’t easy.
And the No.one difficulty, everyone agrees, is having enough teachers.
“Finding teacher is the challenge,” says Scott McGinnis, an academic adviser for a language institute and a Chinese teacher for 15 years at the college level.
“Materials are easy in comparison.
Or getting schools funded.”

The fourth-graders at Chicago’s McCormick Elementary School don’t know Chinese is supposed to be hard to learn.
For most, who speak Spanish at home, it’s becoming their third language.
They’ve been hearing and using Chinese words since nursery, and it’s natural to give a “ni hao” when strangers enter the classroom.
“It’s really fun!” says Miranda Lucas, taking a break from a lesson that includes a Chinese interview with Jackie Chan.
“I’m teaching my mom to speak Chinese.”
The classroom scene at McCormick is unusual, but it may soon be a common phenomenon in American schools, where Chinese is rapidly becoming the hot new language.
Government officials have long wanted more focus on useful languages like Chinese, and pressure from them—as well as from business leaders, politicians, and parents—has produced a quick growth in the number of programs.
Chicago city officials make their best effort to include Chinese in their public schools.
Their program has grown to include 3,000 students in 20 schools, with more schools on a waiting list. Programs have also spread to places like Los Angeles, New York City, and North Carolina.
Supporters see knowledge of the Chinese language and culture as an advantage in a global economy where China is growing in importance.
“This is an interesting way to begin to engage with the world’s next superpower,” says Michael Levine, director of education at the Asia Society, which has started five new public high schools that offer Chinese.
“Globalization has already changed the arrangements in terms of how children today are going to think about their careers.
The question is when, not whether, the schools are going to adjust.”
The number of students learning Chinese is tiny compared with how many study Spanish or French.
But one report shows that before-college enrollment（报名人数） nearly quadrupled between 1992 and 2002, from 6,000 to 24,000.
Despite the demand, though, developing programs isn’t easy.
And the No.one difficulty, everyone agrees, is having enough teachers.
“Finding teacher is the challenge,” says Scott McGinnis, an academic adviser for a language institute and a Chinese teacher for 15 years at the college level.
“Materials are easy in comparison.
Or getting schools funded.”

The fourth-graders at Chicago’s McCormick Elementary School don’t know Chinese is supposed to be hard to learn.
For most, who speak Spanish at home, it’s becoming their third language.
They’ve been hearing and using Chinese words since nursery, and it’s natural to give a “ni hao” when strangers enter the classroom.
“It’s really fun!” says Miranda Lucas, taking a break from a lesson that includes a Chinese interview with Jackie Chan.
“I’m teaching my mom to speak Chinese.”
The classroom scene at McCormick is unusual, but it may soon be a common phenomenon in American schools, where Chinese is rapidly becoming the hot new language.
Government officials have long wanted more focus on useful languages like Chinese, and pressure from them—as well as from business leaders, politicians, and parents—has produced a quick growth in the number of programs.
Chicago city officials make their best effort to include Chinese in their public schools.
Their program has grown to include 3,000 students in 20 schools, with more schools on a waiting list. Programs have also spread to places like Los Angeles, New York City, and North Carolina.
Supporters see knowledge of the Chinese language and culture as an advantage in a global economy where China is growing in importance.
“This is an interesting way to begin to engage with the world’s next superpower,” says Michael Levine, director of education at the Asia Society, which has started five new public high schools that offer Chinese.
“Globalization has already changed the arrangements in terms of how children today are going to think about their careers.
The question is when, not whether, the schools are going to adjust.”
The number of students learning Chinese is tiny compared with how many study Spanish or French.
But one report shows that before-college enrollment（报名人数） nearly quadrupled between 1992 and 2002, from 6,000 to 24,000.
Despite the demand, though, developing programs isn’t easy.
And the No.one difficulty, everyone agrees, is having enough teachers.
“Finding teacher is the challenge,” says Scott McGinnis, an academic adviser for a language institute and a Chinese teacher for 15 years at the college level.
“Materials are easy in comparison.
Or getting schools funded.”

It is difficult to imagine what life would be like without memory.
The meanings of thousands of everyday perceptions, the bases for the decisions we make, and the roots of our habits and skills are to be found in our past experiences, which are brought into the present by memory.
Memory can be defined as the capacity to keep information available for later use.
It includes not only “remembering” things like arithmetic or historical facts, but also involving any change in the way an animal typically behaves.
Memory is involved when a rat gives up eating grain because he has sniffed something suspicious in the grain pile.
Memory is also involved when a six-year-old child learns to swing a baseball bat.
Memory exists not only in humans and animals but also in some physical objects and machines.
Computers, for example, contain devices for storing data for later use.
It is interesting to compare the memory-storage capacity of a computer with that of a human being.
The instant-access memory of a large computer may hold up to 100，000 “words”—ready for instant use.
An average U.S. teenager probably recognizes the meaning of about 100，000 words of English.
However, this is but a fraction of the total amount of information which the teenager has stored.
Consider, for example, the number of faces and places that the teenager can recognize on sight.
The use of words is the basis of the advanced problem-solving intelligence of human beings.
A large part of a person’s memory is in terms of words and combinations of words.

It is difficult to imagine what life would be like without memory.
The meanings of thousands of everyday perceptions, the bases for the decisions we make, and the roots of our habits and skills are to be found in our past experiences, which are brought into the present by memory.
Memory can be defined as the capacity to keep information available for later use.
It includes not only “remembering” things like arithmetic or historical facts, but also involving any change in the way an animal typically behaves.
Memory is involved when a rat gives up eating grain because he has sniffed something suspicious in the grain pile.
Memory is also involved when a six-year-old child learns to swing a baseball bat.
Memory exists not only in humans and animals but also in some physical objects and machines.
Computers, for example, contain devices for storing data for later use.
It is interesting to compare the memory-storage capacity of a computer with that of a human being.
The instant-access memory of a large computer may hold up to 100，000 “words”—ready for instant use.
An average U.S. teenager probably recognizes the meaning of about 100，000 words of English.
However, this is but a fraction of the total amount of information which the teenager has stored.
Consider, for example, the number of faces and places that the teenager can recognize on sight.
The use of words is the basis of the advanced problem-solving intelligence of human beings.
A large part of a person’s memory is in terms of words and combinations of words.

It is difficult to imagine what life would be like without memory.
The meanings of thousands of everyday perceptions, the bases for the decisions we make, and the roots of our habits and skills are to be found in our past experiences, which are brought into the present by memory.
Memory can be defined as the capacity to keep information available for later use.
It includes not only “remembering” things like arithmetic or historical facts, but also involving any change in the way an animal typically behaves.
Memory is involved when a rat gives up eating grain because he has sniffed something suspicious in the grain pile.
Memory is also involved when a six-year-old child learns to swing a baseball bat.
Memory exists not only in humans and animals but also in some physical objects and machines.
Computers, for example, contain devices for storing data for later use.
It is interesting to compare the memory-storage capacity of a computer with that of a human being.
The instant-access memory of a large computer may hold up to 100，000 “words”—ready for instant use.
An average U.S. teenager probably recognizes the meaning of about 100，000 words of English.
However, this is but a fraction of the total amount of information which the teenager has stored.
Consider, for example, the number of faces and places that the teenager can recognize on sight.
The use of words is the basis of the advanced problem-solving intelligence of human beings.
A large part of a person’s memory is in terms of words and combinations of words.

It is difficult to imagine what life would be like without memory.
The meanings of thousands of everyday perceptions, the bases for the decisions we make, and the roots of our habits and skills are to be found in our past experiences, which are brought into the present by memory.
Memory can be defined as the capacity to keep information available for later use.
It includes not only “remembering” things like arithmetic or historical facts, but also involving any change in the way an animal typically behaves.
Memory is involved when a rat gives up eating grain because he has sniffed something suspicious in the grain pile.
Memory is also involved when a six-year-old child learns to swing a baseball bat.
Memory exists not only in humans and animals but also in some physical objects and machines.
Computers, for example, contain devices for storing data for later use.
It is interesting to compare the memory-storage capacity of a computer with that of a human being.
The instant-access memory of a large computer may hold up to 100，000 “words”—ready for instant use.
An average U.S. teenager probably recognizes the meaning of about 100，000 words of English.
However, this is but a fraction of the total amount of information which the teenager has stored.
Consider, for example, the number of faces and places that the teenager can recognize on sight.
The use of words is the basis of the advanced problem-solving intelligence of human beings.
A large part of a person’s memory is in terms of words and combinations of words.

It is difficult to imagine what life would be like without memory.
The meanings of thousands of everyday perceptions, the bases for the decisions we make, and the roots of our habits and skills are to be found in our past experiences, which are brought into the present by memory.
Memory can be defined as the capacity to keep information available for later use.
It includes not only “remembering” things like arithmetic or historical facts, but also involving any change in the way an animal typically behaves.
Memory is involved when a rat gives up eating grain because he has sniffed something suspicious in the grain pile.
Memory is also involved when a six-year-old child learns to swing a baseball bat.
Memory exists not only in humans and animals but also in some physical objects and machines.
Computers, for example, contain devices for storing data for later use.
It is interesting to compare the memory-storage capacity of a computer with that of a human being.
The instant-access memory of a large computer may hold up to 100，000 “words”—ready for instant use.
An average U.S. teenager probably recognizes the meaning of about 100，000 words of English.
However, this is but a fraction of the total amount of information which the teenager has stored.
Consider, for example, the number of faces and places that the teenager can recognize on sight.
The use of words is the basis of the advanced problem-solving intelligence of human beings.
A large part of a person’s memory is in terms of words and combinations of words.