【正文】 lly impossible to imagine that universities, hospitals, large businesses or even science and technology could have e into being without cities to support them. To most people, cities have traditionally been the areas where there was a concentration of culture as well as of opportunity. (74) In recent years, however, people have begun to bee aware that cities are also areas where there is a concentration of problems. What has happened to the modern American city? Actually, the problem is not such a new one. Long before this century started, there had begun a trend toward the concentration of the poor of the American society into the cities. Each great wave of immigration from abroad and from the rural areas made the problem worse. During this century, there has also been the development of large suburban areas surrounding the cities, for the rich prefer to live in these areas. Within the cities, sections may be sharply divided into high and low rent districts, the ―right side of town‖ and the slums. Of course, everyone wants to do something about this unhappy situation. But there is no agreement as to goals. Neither is there any systematic approach or integrated program. Opinions are as diverse as the people who give them. (75) But one basic difference of opinion concerns the question of whether or not the city as such is to be preserved. Perhaps transportation and the means of munication have really made it possible for there to be an end to the big cities. Of course, there is the problem of persuading people to move out of them of their own free will. (76) And there is also the objection that the city has always been the core from which cultural advancement has radiated. Is this, however, still the case today in the presence of easy transportation and munication? Does culture arise as a result of people living together munally, or is it too the result of decisions made at the level of government and the munications industry? It is probably true to say that most people prefer to preserve the cities. Some think that the cities could be cleaned up or totally rebuilt. This is easy to say。 his concern is with leadership, with planning, and with direction giving. He is an ―educated‖ man。 and the humanities are his strongest foundation. Very rarely is a specialist capable of being an administrator. And very rarely is a good generalist also a good specialist in particular field. Any anization needs both kinds of people, though different anizations need them in different proportions. It is your task to find out, during your training period, into which of the two kinds of jobs you fit, and to plan your career accordingly. Your first job may turn out to be the right job for you but this is pure accident. Certainly you should not change jobs constantly or people will bee suspicious of your ability to hold any job. At the same time you must not look upon the first job as the final job。 their effects can be measured and predicted, but of their nature no more is known to the modern scientist than to Thales who first looked into the nature of the electrification of amber, a hard yellowishbrown gum. Most contemporary physicists reject the notion that man can ever discover what these mysterious forces ―really‖ are. ―Electricity,‖ Bertrand Russell says, ―is not a thing, like St. Paul‘s Cathedral。 his concern is with technique and tools. He is a ―trained‖ man。 they will include reading or studying ―to find out more about‖, ―to understand the reasons for‖, ―to find out how‖. A good student has a clear purpose or reason for what he is doing. This is the way it works. Before you start to study, you say to yourself something like this, ―I want to know why Stephen Vincent Be happened to write about America. I‘m reading this article to find out.‖ Or, ―I‘m going to skim this story to see what life was like in medieval England.‖ Because you know why you are reading or studying, you relate the information to your purpose and remember it better. Reading is not one single activity. At least two important processes go on at the same time. As you read, you take in ideas rapidly and accurately. But at the same time you express your own ideas to yourself as you react to what you read. You have a kind of mental conversation with the author. If you expressed your ideas orally, they might sound like this: ―Yes, I agree. That‘s my opinion too.‖ or ―Ummmm, I thought that record was broken much earlier. I‘d better check those dates,‖ or ―But there are some other facts to be considered!‖ You don‘t just sit there taking in ideas you do something else, and that something else is very important. This additional process of thinking about what you read includes evaluating it, relating it to what you already know, and using it for your own purposes. In other words, a good reader is a critical reader. One part of critical reading, as you have discovered, is distinguishing between facts and opinions. Facts can be checked by evidence. Opinions are one‘s own personal reactions. Another part of critical reading is judging sources. Still another part is drawing accurate inferences. 16. If you cannot remember what you read or study, ________. [A] it is no surprise [B] it means you have not really learned anything [C] it means you have not chosen the right book [D] you realize it is of no importance 17. Before you start reading, it is important ________. [A] to make sure why you are reading [B] to relate the information to your purpose [C] to remember what you read [D] to choose an interesting book 18. Reading activity involves ________. [A] only two simultaneous processes [B] primarily learning about ideas and evaluating them critically [C] merely distinguishing between facts and opinions [D] mainly drawing accurate inferences 19. A good reader is one