新概念英語第四冊課文版

Lesson1

Wecanreadofthingsthathappened5,000yearsagointheNearEast,wherepeoplefirstlearnedtowrite.Buttherearesomepartsoftheworldwhereevennowpeoplecannotwrite.Theonlywaythattheycanpreservetheirhistoryistorecountitassagas--legendshandeddownfromonegenerationofstory-tellerstoanother.Theselegendsareusefulbecausetheycantellussomethingaboutmigrationsofpeoplewholivedlongago,butnonecouldwritedownwhattheydid.AnthropologistswonderedwheretheremoteancestorsofthePolynesianpeoplesnowlivinginthePacificIslandscamefrom.ThesagasofthesepeopleexplainthatsomeofthemcamefromIndonesiaabout2,000yearsago.

Butthefirstpeoplewhowerelikeourselveslivedsolongagothateventheirsagas,iftheyhadany,areforgotten.Soarchaeologistshaveneitherhistorynorlegendstohelpthemtofindoutwherethefirst'modernmen'camefrom.

Fortunately,however,ancientmenmadetoolsofstone,especiallyflint,becausethisiseasiertoshapethanotherkinds.Theymayalsohaveusedwoodandskins,butthesehaverottedaway.Stonedoesnotdecay,andsothetoolsoflongagohaveremainedwheneventhebonesofthemenwhomadethemhavedisappearedwithouttrace.

Lesson2

Why,youmaywonder,shouldspidersbeourfriends?Becausetheydestroysomanyinsects,andinsectsincludesomeofthegreatestenemiesofthehumanrace.Insectswouldmakeitimpossibleforustoliveintheworld;theywoulddevourallourcropsandkillourflocksandherds,ifitwerenotfortheprotectionwegetfrominsect-eatinganimals.Weowealottothebirdsandbeastswhoeatinsectsbutallofthemputtogetherkillonlyafractionofthenumberdestroyedbyspiders.Moreover,unlikesomeoftheotherinsecteaters,spidersneverdotheleastharmtousorourbelongings.

Spidersarenotinsects,asmanypeoplethink,norevennearlyrelatedtothem.Onecantellthedifferencealmostataglanceforaspideralwayshaseightlegsandaninsectnevermorethansix.

Howmanyspidersareengagedinthisworkonourbehalf?OneauthorityonspidersmadeacensusofthespidersinagrassfieldinthesouthofEngland,andheestimatedthatthereweremorethan2,250,000inoneacre,thatissomethinglike6,000,000spidersofdifferentkindsonafootballpitch.Spidersarebusyforatleasthalftheyearinkillinginsects.Itisimpossibletomakemorethanthewildestguessathowmanytheykill,buttheyarehungrycreatures,notcontentwithonlythreemealsaday.IthasbeenestimatedthattheweightofalltheinsectsdestroyedbyspidersinBritaininoneyearwouldbegreaterthanthetotalweightofallthehumanbeingsinthecountry.

Lesson3

Modernalpiniststrytoclimbmountainsbyaroutewhichwillgivethemgoodsport,andthemoredifficultitis,themorehighlyitisregarded.Inthepioneeringdays,however,thiswasnotthecaseatall.Theearlyclimberswerelookingfortheeasiestwaytothetopbecausethesummitwastheprizetheysought,especiallyifithadneverbeenattainedbefore.Itistruethatduringtheirexplorationstheyoftenfaceddifficultiesanddangersofthemostperilousnature,equippedinamannerwhichwouldmakeamodernclimbershudderatthethought,buttheydidnotgooutoftheirwaytocourtsuchexcitement.Theyhadasingleaim,asolitarygoal--thetop!

Itishardforustorealizenowadayshowdifficultitwasforthepioneers.ExceptforoneortwoplacessuchasZermattandChamonix,whichhadrapidlybecomepopular,Alpinevillagestendedtobeimpoverishedsettlementscutofffromcivilizationbythehighmountains.Suchinnsastherewereweregenerallydirtyandflea-ridden;thefoodsimplylocalcheeseaccompaniedbybreadoftentwelvemonthsold,allwasheddownwithcoarsewine.Oftenavalleyboastednoinnatall,andclimbersfoundshelterwherevertheycould--sometimeswiththelocalpriest(whowasusuallyaspoorashisparishioners),sometimeswithshepherdsorcheese-makers.Invariablythebackgroundwasthesame:dirtandpoverty,andveryuncomfortable.Formenaccustomedtoeatingseven-coursedinnersandsleepingbetweenfinelinensheetsathome,thechangetotheAlps

musthavebeenveryhardindeed.

Lesson4

IntheSovietUnionseveralcaseshavebeenreportedrecentlyofpeoplewhocanreadanddetectcolourswiththeirfingers,andevenseethroughsoliddoorsandwalls.Onecaseconcernsan'eleven-year-oldschoolgirl,VeraPetrova,whohasnormalvisionbutwhocanalsoperceivethingswithdifferentpartsofherskin,andthroughsolidwalls.Thisabilitywasfirstnoticedbyherfather.Onedayshecameintohisofficeandhappenedtoputherhandsonthedoorofalockedsafe.Suddenlysheaskedherfatherwhyhekeptsomanyoldnewspaperslockedawaythere,andevendescribedthewaytheyweredoneupinbundles.

Vera'scurioustalentwasbroughttothenoticeofascientificresearchinstituteinthetownofUIyanovsk,nearwhereshelives,andinAprilshewasgivenaseriesoftestsbyaspecialcommissionoftheMinistryofHealthoftheRussianFederalRepublic.Duringthesetestsshewasabletoreadanewspaperthroughanopaquescreenand,strangerstill,bymovingherelbowoverachild'sgameofLottoshewasabletodescribethefiguresandcoloursprintedonit;and,inanotherinstance,wearingstockingsandslippers,tomakeoutwithherfoottheoutlinesandcoloursofapicturehiddenunderacarpet.Otherexperimentsshowedthatherkneesandshouldershadasimilarsensitivity.DuringallthesetestsVerawasblindfold;and,indeed,exceptwhenblindfoldshelackedtheabilitytoperceivethingswithherskin.Itwasalsofoundthatalthoughshecouldperceivethingswithherfingersthisabilityceasedthemomentherhandswerewet.

Lesson5

ThegorillaissomethingofaparadoxintheAfricanscene.Onethinksoneknowshimverywell.Forahundredyearsormorehehasbeenkilled,captured,andimprisoned,inzoos.Hisboneshavebeenmountedinnaturalhistorymuseumseverywhere,andhehasalwaysexertedastrongfascinationuponscientistsandromanticsalike.Heisthestereotypedmonsterofthehorrorfilmsandtheadventurebooks,andanobvious(thoughnotperhapsstrictlyscientific)link

withourancestralpast.

Yetthefactisweknowverylittleaboutgorillas.Noreallysatisfactoryphotographhaseverbeentakenofoneinawildstate,nozoologist,howeverintrepid,hasbeenabletokeeptheanimalundercloseandconstantobservationinthedarkjunglesinwhichhelives.CarlAkeley,theAmericannaturalist,ledtwoexpeditionsinthenineteen-twenties,andnowliesburiedamongtheanimalshe

lovedsowell.Butevenhewasunabletodiscoverhowlongthegorillalives,orhoworwhyitdies,norwasheabletodefinetheexactsocialpatternofthefamilygroups,orindicatethefinalextentoftheirintelligence.AllthisandmanyotherthingsremainalmostasmuchamysteryastheywerewhentheFrenchexplorerDuChaillufirstdescribedtheanimaltothecivilizedworldacenturyago.TheAbominableSnowmanwhohauntstheimaginationofclimbersintheHimalayasishardlymoreelusive.

Lesson6

Peoplearealwaystalkingabout'theproblemofyouth'.Ifthereisone—whichItakeleavetodoubt--thenitisolderpeoplewhocreateit,nottheyoungthemselves.Letusgetdowntofundamentalsandagreethattheyoungareafterallhumanbeings--peoplejustliketheirelders.Thereisonlyonedifferencebetweenanoldmanandayoungone:theyoungmanhasagloriousfuturebeforehimandtheoldonehasasplendidfuturebehindhim:andmaybethatiswheretherubis.

WhenIwasateenager,IfeltthatIwasjustyounganduncertain--thatIwasanewboyinahugeschool,andIwouldhavebeenverypleasedtoberegardedassomethingsointerestingasaproblem.Foronething,beingaproblemgivesyouacertainidentity,andthatisoneofthethingstheyoungarebusilyengagedinseeking.

Ifindyoungpeopleexciting.Theyhaveanairoffreedom,andtheyhavenotadrearycommitmenttomeanambitionsorloveofcomfort.Theyarenotanxioussocialclimbers,andtheyhavenodevotiontomaterialthings.Allthisseemstometolinkthemwithlife,andtheoriginsofthings.It'sasiftheywereinsomesensecosmicbeingsinviolentanlovelycontrastwithussuburbancreatures.AllthatisinmymindwhenImeetayoungperson.Hemaybeconceited,ill-mannered,presumptuousoffatuous,butIdonotturnforprotectiontodrearyclichesaboutrespectforelders--asifmereagewereareasonforrespect.Iacceptthatweareequals,andIwillarguewithhim,asanequal,ifIthinkheiswrong.

Lesson7

IamalwaysamazedwhenIhearpeoplesayingthatsportcreatesgoodwillbetweenthenations,andthatifonlythecommonpeoplesoftheworldcouldmeetoneanotheratfootballorcricket,theywouldhavenoinclinationtomeetonthebattlefield.Evenifonedidn'tknowfromconcreteexamples(the1936OlympicGames,forinstance)thatinternationalsportingcontestsleadtoorgiesofhatred,onecoulddeduceitfromgeneralprinciples.

Nearlyallthesportspractisednowadaysarecompetitive.Youplaytowin,andthegamehaslittlemeaningunlessyoudoyourutmosttowin.Onthevillagegreen,whereyoupickupsidesandnofeelingoflocalpatriotismisinvolved,itispossibletoplaysimplyforthefunandexercise:butassoonasthequestionofprestigearises,assoonasyoufeelthatyouandsomelargerunitwillbedisgracedifyoulose,themostsavagecombativeinstinctsarearoused.Anyonewhohasplayedeveninaschoolfootballmatchknowsthis.Attheinternationallevelsportisfranklymimicwarfare.Butthesignificantthingisnotthebehaviouroftheplayersbuttheattitudeofthespectators:and,behindthespectators,ofthenations.whoworkthemselvesintofuriesovertheseabsurdcontests,andseriouslybelieve--atanyrateforshortperiods--thatrunning,jumpingandkickingaballaretestsofnationalvirtue.

Lesson8

Parentshavetodomuchlessfortheirchildrentodaythantheyusedtodo,andhomehasbecomemuchlessofaworkshop.Clothescanbeboughtreadymade,washingcangotothelaundry,foodcanbeboughtcooked,cannedorpreserved,breadisbakedanddeliveredbythebaker,milkarrivesonthedoorstep,mealscanbehadattherestaurant,theworks'canteen,andtheschooldining-room.

Itisunusualnowforfathertopursuehistradeorotheremploymentathome,andhischildrenrarely,ifever,seehimathisplaceofwork.Boysarethereforeseldomtrainedtofollowtheirfather'soccupation,andinmanytownstheyhaveafairlywidechoiceofemploymentandsodogirls.Theyoungwage-earneroftenearnsgoodmoney,andsoonacquiresafeelingofeconomicindependence.Intextileareasithaslongbeencustomaryformotherstogoouttowork,butthis

practicehasbecomesowidespreadthattheworkingmotherisnowanotunusualfactorinachild'shomelife,thenumberofmarriedwomeninemploymenthavingmorethandoubledinthelasttwenty-fiveyears.Withmotherearningandhisolderchildrendrawingsubstantialwagesfatherisseldomthedominantfigurethathestillwasatthebeginningofthecentury.Whenmotherworks

economicadvantagesaccrue,butchildrenlosesomethingofgreatvalueifmother'semploymentpreventsherfrombeinghometogreetthemwhentheyreturnfromschool.

Lesson9

Notallsoundsmadebyanimalsserveaslanguage,andwehaveonlytoturntothatextraordinarydiscoveryofecho-locationinbatstoseeacaseinwhichthevoiceplaysastrictlyutilitarianrole.

Togetafullappreciationofwhatthismeanswemustturnfirsttosomerecenthumaninventions.Everyoneknowsthatifheshoutsinthevicinityofawalloramountainside,anechowillcomeback.Thefurtheroffthissolidobstructionthelongertimewillelapseforthereturnoftheecho.Asoundmadebytappingonthehullofashipwillbereflectedfromtheseabottom,andbymeasuringthetimeintervalbetweenthetapsandthereceiptoftheechoesthedepthoftheseaatthatpointcanbecalculated.Sowasborntheecho-soundingapparatus,nowingeneraluseinships.Everysolidobjectwillreflectasound,varyingac-cordingtothesizeandnatureoftheobject.Ashoaloffishwilldothis.Soitisacomparativelysimplestepfromlocatingtheseabottomtolocatingashoaloffish.Withexperience,andwithimprovedapparatus,itisnowpossiblenotonlytolocateashoalbuttotellifitisherring,cod,orotherwell-knownfish,bythepatternofitsecho.

Afewyearsagoitwasfoundthatcertainbatsemitsqueaksandbyreceivingtheechoestheycouldlocateandsteerclearofobstacles--orlocateflyinginsectsonwhichtheyfeed.Thisecho-locationinbatsisoftencomparedwithradar,theprincipleofwhichissimilar.

Lesson10

Inournewsocietythereisagrowingdislikeoforiginal,creativemen.Themanipulateddonotunderstandthem;themanipulatorsfearthem.Thetidycommitteemenregardthemwithhorror,knowingthatnopigeonholescanbefoundforthem.Wecoulddowithafeworiginal,creativemeninourpoliticallife—ifonlytocreatesomeenthusiasm,releasesomeenergy--butwherearethey?Weareaskedtochoosebetweenvariousshadesofthenegative.Theengineisfallingtopieceswhilethejointownersofthecararguewhetherthefootbrakeorthehandbrakeshouldbeapplied.Noticehowthecold,colourlessmen,withoutideasandwithnootherpassionbutacravingforsuccess,getoninthissociety,capturingoneplumafteranotherandtakingthejuiceandtasteoutofthem.Sometimesyoumightthinkthemachinesweworshipmakeallthechiefappointments,promotingthehumanbeingswhoseemclosesttothem.Betweenmid-nightanddawn,whensleepwillnotcomeandalltheoldwoundsbegintoache,Ioftenhaveanightmarevisionofafutureworldinwhichtherearebillionsofpeople,allnumberedandregistered,withnotagleamofgeniusanywhere,notanoriginalmind,arichpersonality,onthewholepackedglobe.Thetwinidealsofourtime,organizationandquantity,willhavewonforever.

Lesson11

AlfredtheGreatactedashisownspy,visitingDanishcampsdisguisedasaminstrel.Inthosedayswanderingminstrelswerewelcomeeverywhere.Theywerenotfightingmen,andtheirharpwastheirpassport.Alfredhadlearnedmanyoftheirballadsinhisyouth,andcouldvaryhisprogrammewithacrobatictricksandsimpleconjuring.

WhileAlfred'slittlearmyslowlybegantogatheratAthelney,thekinghimselfsetouttopenetratethecampofGuthrum,thecommanderoftheDanishinvaders.ThesehadsettleddownforthewinteratChippenham:thitherAlfredwent.Henoticedatoncethatdisciplinewasslack:theDaneshadtheself-confidenceofconquerors,andtheirsecurityprecautionswerecasual.Theylivedwell,ontheproceedsofraidsonneighbouringregions.Theretheycollectedwomenaswellasfoodanddrink,andalifeofeasehadmadethemsoft.

AlfredstayedinthecampaweekbeforehereturnedtoAthelney.TheforcethereassembledwastrivialcomparedwiththeDanishhorde.ButAlfredhaddeducedthattheDaneswerenolongerfitforprolongedbattle:andthattheircommissariathadnoorganization,butdependedonirregularraids.

So,facedwiththeDanishadvance,Alfreddidnotriskopenbattlebutharriedtheenemy.Hewasconstantlyonthemove,drawingtheDanesafterhim.Hispatrolshaltedtheraidingparties:hungerassailedtheDanisharmy.NowAlfredbeganalongseriesofskirmishes--andwithinamonththeDaneshadsurrendered.Theepisodecouldreasonablyserveasauniqueepicofroyalespionage!

Lesson12

WhatcharacterizesalmostallHollywoodpicturesistheirinneremptiness.Thisiscompensatedforbyanouterimpressiveness.Suchimpressivenessusuallytakestheformoftrulygrandioserealism.Nothingissparedtomakethesetting,thecostumes,allofthesurfacedetailscorrect.Theseeffortshelptomasktheessentialemptinessofthecharacterization,andtheabsurditiesandtrivialitiesoftheplots.Thehouseslooklikehouses,thestreetslooklikestreets;thepeoplelookandtalklikepeople;buttheyareemptyofhumanity,credibility,andmotivation.Needlesstosay,thedisgracefulcensorshipcodeisanimportantfactorinpredeterminingthecontentofthesepictures.Butthecodedoesnotdisturbtheprofits,northeentertainmentvalueofthefilms;itmerelyhelpstopreventthemfrombeingcredible.Itisn'ttooheavyaburdenfortheindustrytobear.Inadditiontotheimpressivenessofthesettings,thereisauseofthecamera,whichattimesseemsmagical.Butofwhathumanimportisallthisskill,allthiseffort,allthisenergyintheproductionofeffects,whenthestory,therepresentationoflifeishollow,stupid,banal,childish?

Lesson13

Oxfordhasbeenruinedbythemotorindustry.ThepeacewhichOxfordonceknew,andwhichagreatuniversitycityshouldalwayshave,hasbeensweptruthlesslyaway;andnobenefactionsandresearchendowmentscanmakeupforthechangeincharacterwhichthecityhassuffered.AtsixinthemorningtheoldcourtsshaketotheroarofbusestakingthenextshifttoCowleyandPressedSteel,greatlorrieswithadoubledeckcargoofcarsforexportlumberpastMagdalenandtheUniversityChurch.Loadsofmotor-enginesarehurriedhitherandthitherandthestreetsarethrongedwithapopulationwhichhasnointerestinlearningandknowsnostudiesbeyondservo-systemsanddistributors,compressionratiosandcamshafts.

Theoreticallythemarriageofanoldseatoflearningandtraditionwithanewandwealthyindustrymightbeexpectedtoproducesomeinterestingchildren.Itmighthavebeenthoughtthatthecultureoftheuniversitywouldradiateoutandtransformthelivesoftheworkers.Thatthishasnothappenedmaybethefaultoftheuniversity,foratbothOxfordandCambridgethecollegestendto

liveinanerawhichiscertainlynotofthetwentiethcentury,anduponaplanetwhichbearslittleresemblancetothewar-tornEarth.WhereverthefaultmayliethefactremainsthatitisthetheatreatOxfordandnotatCambridgewhichisonthevergeofextinction,andtheonlyfruitofthecombinationofindustryandtherarefiedatmosphereoflearningisthedustinthestreets,andapatheticsenseofbeinglostwhichhangsoversomeofthecolleges.

Lesson14

Someoldpeopleareoppressedbythefearofdeath.Intheyoungthereisajustificationforthisfeeling.Youngmenwhohavereasontofearthattheywillbekilledinbattlemayjustifiablyfeelbitterinthethoughtthattheyhavebeencheatedofthebestthingsthatlifehastooffer.Butinanoldmanwhohasknownhumanjoysandsorrows,andhasachievedwhateverworkitwasinhimtodo,thefearofdeathissomewhatabjectandignoble.Thebestwaytoovercomeit-soatleastitseemstome----istomakeyourinterestsgraduallywiderandmoreimpersonal,untilbitbybitthewallsoftheegorecede,andyourlifebecomesincreasinglymergedintheuniversallife.Anindividualhumanexistenceshouldbelikeariver--smallatfirst,narrowlycontainedwithinitsbanks,andrushingpassionatelypastbouldersandoverwaterfalls.Graduallytherivergrowswider,thebanksrecede,thewatersflowmorequietly,andintheend,withoutanyvisiblebreak,theybecomemergedinthesea,andpainlesslylosetheirindividualbeing.Themanwho,inoldage,canseehislifeinthisway,willnotsufferfromthefearofdeath,sincethethingshecaresforwillcontinue.Andit,withthedecayofvitality,wearinessincreases,thethoughtofrestwillbenotunwelcome.Ishouldwishtodiewhilestillatwork,knowingthatotherswillcarryonwhatIcannolongerdo,andcontentinthethoughtthatwhatwaspossiblehasbeendone.

Lesson15

Whenanyoneopensacurrentaccountatabank,heislendingthebankmoney,repaymentofwhichhemaydemandatanytime,eitherincashorbydrawingachequeinfavourofanotherperson.Primarily,thebanker-customerrelationshipisthatofdebtorandcreditor--whoiswhichdependingonwhetherthecustomer'saccountisincreditorisoverdrawn.But,inadditiontothatbasicallysimpleconcept,thebankanditscustomerowealargenumberofobligationstooneanother.Manyoftheseobligationscangiverisetoproblemsandcomplicationsbutabankcustomer,unlike,say,abuyerofgoods,cannotcomplainthatthelawisloadedagainsthim.

Thebankmustobeyitscustomer'sinstructions,andnotthoseofanyoneelse.When,forexample,acustomerfirstopensanaccount,heinstructsthebanktodebithisaccountonlyinrespectofchequesdrawnbyhimself.Hegivesthebankspecimensofhissignature,andthereisaveryfirmrulethatthebankhasnorightorauthoritytopayoutacustomer'smoneyonachequeonwhichitscustomer'ssignaturehasbeenforged.Itmakesnodifferencethattheforgerymayhavebeenaveryskilfulone:thebankmustrecognizeitscustomer'ssignature.Forthisreasonthereisnorisktothecustomerinthemodernpractice,adoptedbysomebanks,ofprintingthecustomer'snameonhischeques.Ifthisfacilitatesforgeryitisthebankwhichwilllose,notthecustomer.

Lesson16

Thedeepestholesofallaremadeforoil,andtheygodowntoasmuchas25,000feet.Butwedonotneedtosendmendowntogettheoilout,aswemustwithothermineraldeposits.Theholesareonlyborings,lessthanafootindiameter.Myparticularexperienceislargelyinoil,andthesearchforoilhasdonemoretoimprovedeepdrillingthananyotherminingactivity.Whenithasbeendecidedwherewearegoingtodrill,weputupatthesurfaceanoilderrick.Ithastobetallbecauseitislikeagiantblockandtackle,andwehavetolowerintothegroundandhauloutofthegroundgreatlengthsofdrillpipewhicharerotatedbyanengineatthetopandarefittedwithacuttingbitatthebottom.

Thegeologistneedstoknowwhatrocksthedrillhasreached,soeverysooftenasampleisobtainedwithacoringbit.Itcutsacleancylinderofrock,fromwhichcanbeseenhestratathedrillhasbeencuttingthrough.Oncewegetdowntotheoil,itusuallyflowstothesurfacebecausegreatpressure,eitherfromgasorwater,ispushingit.Thispressuremustbeundercontrol,andwecontrolitbymeansofthemudwhichwecirculatedownthedrillpipe.Weendeavourtoavoidtheold,romanticideaofagusher,whichwastesoilandgas.Wewantittostaydowntheholeuntilwecanleaditoffinacontrolledmanner.

Lesson17

Thefactthatwearenotsurewhat'intelligence'is,norwhatispassedon,doesnotpreventusfromfindingitaveryusefulworkingconcept,andplacingacertainamountofrelianceontestswhich'measure'it.

Inanintelligencetestwetakeasampleofanindividual'sabilitytosolvepuzzlesandproblemsofvariouskinds,andifwehavetakenarepresentativesampleitwillallowustopredictsuccessfullythelevelofperformancehewillreachinawidevariety

ofoccupations.

Thisbecameofparticularimportancewhen,asaresultofthe1944EducationAct,secondaryschoolingforallbecamelaw,andgrammarschools,withtheexceptionofasmallnumberofindependentfoundationschools,becameavailabletothewholepopulation.Sincethenumberofgrammarschoolsinthecountrycouldaccommodateatmostapproximately25percentofthetotalchildpopulationofeleven-plus,somekindofselectionhadtobemade.Narrowlyacademicexaminationsandtestswerefelt,quiterightly,tobeheavilyweightedinfavourofchildrenwhohadhadtheadvantageofhighly-academicprimaryschoolsandacademicallybiasedhomes.Intelligencetestsweredevisedtocounteractthisnarrowspecialization,byintroducingproblemswhichwerenotbasedonspecificallyscholastically-acquiredknowledge.Theintelligencetestisanattempttoassessthegeneralabilityofanychildtothink,reason,judge,analyseandsynthesizebypresentinghimwithsituations,bothverbalandpractical,whicharewithinhisrangeofcompetenceandunderstanding.

Lesson18

Twofactorsweighheavilyagainsttheeffectivenessofscientificinindustry.Oneisthegeneralatmosphereofsecrecyinwhichitiscarriedout,theotherthelackoffreedomoftheindividualresearchworker.Insofarasanyinquiryisasecretone,itnaturallylimitsallthoseengagedincarryingitoutfromeffectivecontactwiththeirfellowscientistseitherinothercountriesorinuniversities,oreven,oftenenough,inotherdepartmentsofthesamefirm.Thedegreeofsecrecynaturallyvariesconsiderably.Someofthebiggerfirmsareengagedinresearcheswhichareofsuchgeneralandfundamentalnaturethatitisapositiveadvantagetothemnottokeepthemsecret.Yetagreatmanyprocessesdependingonsuchresearcharesoughtforwithcompletesecrecyuntilthestageatwhichpatentscanbetakenout.Evenmoreprocessesareneverpatentedatallbutkeptassecretprocesses.Thisappliesparticularlytochemicalindustries,wherechancediscoveriesplayamuchlargerpartthantheydoinphysicalandmechanicalindustries.Sometimesthesecrecygoestosuchanextentthatthewholenatureoftheresearch

cannotbementioned.Manyfirms,forinstance,havegreatdifficultyinobtainingtechnicalorscientificbooksfromlibrariesbecausetheyareunwillingtohavetheirnamesenteredashavingtakenoutsuchandsuchabookforfeartheagentsofotherfirmsshouldbeabletotracethekindofresearchtheyarelikelytobeundertaking.

Lesson19

Agentlemanis,ratherthandoes.Heisinterestedinnothinginaprofessionalway.Heisallowedtocultivatehobbies,eveneccentricities,butmustnotpractiseavocation.Hemustknowhowtorideandshootandcastafly.Heshouldhaverelativesinthearmyandnavyandatleastoneconnectioninthediplomaticservice.ButthereareweaknessesintheEnglishgentleman'sabilitytoruleustoday.Heusuallyknowsnothingofpoliticaleconomyandlessabouthowforeigncountriesaregoverned.Hedoesnotrespectlearningandprefers'sport'.Theproblemsetforsocietyisnotthevirtuesofthetypesomuchasitsadequacyforitsfunction,andheregravedifficultiesarise.Herefusestoconsidersufficientlythewantsofthecustomer,whomustbuy,notthethinghedesiresbutthethingtheEnglishgentlemanwantstosell.Hea