为什么需要保护野生动物英语作文精彩20篇

清明节时，我和妈妈去艾山游玩。我们来到了艾山，但并没有直接进去玩耍，而是在外面大略的浏览了一下。在艾山门口的右边，有一片桃花林，站在高处向下眺望，桃花林仿佛一片花海。当我仔细看的时候，发现桃花林里有许多垃圾。突然有一个青年人走进桃花林，手里还拿着一些零食，他一摆手，后面有几个男生和女生走了过来，他们手里拿着许多吃的东西，其中一个男生吃完东西，就将袋子随手一扔，我看见了就说：“这些桃花林是让人欣赏的，而不是让你们随意扔垃圾的。”那几个男生一听到这话立刻就跑了，然后我在一块木牌上，帖上这样几个字“保护桃花，让世界充满色彩。”我把它插在桃花林前，希望人们能够注意到它，我们看完了桃花，又在艾山门口逛了一下。在艾山门口，有一些人摆着小摊卖的小蝌蚪。有很多人围在那里异口同声的说：“好漂亮呀。”我快步的走上前，旁边一个五六岁的小女孩笑着说：“哇，好可爱的小蝌蚪呀，我要买5只。”我挤进人群里，对卖小蝌蚪的人说：“叔叔，小蝌蚪不能买。”叔叔抬起头对我说：“小蝌蚪为什么不能卖？”我很有耐心地跟叔叔说：“因为小蝌蚪长大以后能变成青蛙，青蛙被称为农田卫士、害虫天敌，按品种的不同，一只青蛙一年可以吃到，5-40万只害虫，在稻田中，放养适量的青蛙，这样不仅可以减轻农作物病虫害，而且可以避免因喷洒农药所造成的环境污染，青蛙不仅是农田卫士，害虫天敌，他那熟悉而又悦耳的蛙鸣，其实就如同是大自然弹奏不完的美妙的乐曲，是一首恬静而又和谐的田野之歌。”我说完，叔叔惭愧地走了。朋友们，让我们一起来保护环境，保护动物吧！

[保护环境和动物二年级作文

It is important for everyone to keep good eyesight. But do you know how to protect your eyesight? （重要的是，每个人都保持良好的视力。但是你知道如何保护你的视力？）

First, dont keep your eyes working for a long time. Youd better have a rest by looking in the long distance after you have studied an hour or so. （首先，不要让你的眼睛工作了很长时间。你最好休息一会看我国的远程学习后，您有一个多小时。）

Second, pay attention to the following: Dont read in the sun or in a poor light; dont read in bed or in a moving bus. And when you read you should keep the book away from your eyes for about a foot. （其次，要注意以下几点：不要在阳光下阅读，或在光线不好的，不要在床上阅读或公共汽车在行驶。当你阅读这本书你应该保持你的眼睛远离约一英尺。）

And third, do eye-exercises every day. It will also help you keep good eyesight. （第三，做眼每天练习。它也将帮助你保持良好的视力。）

If you obey the rules above, I think, you may prevent your eyesight from becoming short-sighted.（如果你遵守上述规则，我认为，你可能会阻止你的视力成为短视。）

[保护眼睛初二暑期英语作文

These days, different ways are being taken to protect cultural identity. Obviously, not only is much contribution made to maintain old houses but also rules of laws associated with cultural protection are changed for the better. Some people even say that new buildings are right to be set up in the conventionalway. I seem to be one of opponents who believe that the action can be unsuitable in our world.

One of the main reasons is that most of traditional buildings, in my nation, that offer provide few rooms can hardly hard to meet the demands for housing as increasing numbers of people pour into the city. Compared to before, todays population has doubled and even trebled, which puts seriouspressure on housing supply. As a result, new buildings must be substituted for old ones that have more efficient utility, even for some old buildings that have been damaged seriously.

No doubts that building or maintaining traditional buildings is very essential to raise art sense and increase choices of peoples housing. Plus, these old houses are believed as very important resources to attract international visitors. However, the proportionof traditional houses has to be under control, and otherwise the housing of citizens is badly affected.

Overall, my view is that cultural identity is so preciousthat more efforts and measures should be taken but carefully. The excellent tradition helps with deep understanding of history, and educates youths. Nevertheless a simple and recklessbehavior. that new buildings are built in a typical way does more harm than good in the improvement of peoples being.

[传统建筑保护英语作文

今天早晨，阳光明媚，万里无云，我的几个伙伴约我去野外玩。

郊外的景色绚丽多彩。各种各样的野花争奇斗艳，欣然怒放。青青的草地踩上去软软的，嫩绿的草叶上撒满了晶莹的露珠，在太阳公公的照耀下，显得格外刺眼。树林里，树木高大挺拔，翠绿的叶子挂满了枝头，郁郁葱葱的。忽然，我们听到了灰雀那婉转的叫声，我们四处寻找，终于在一颗树枝上看到了它，这只灰雀真可爱，两只眼睛炯炯有神，胸脯长着深红色的羽毛，尾巴一翘一翘的。他看到我们过来，一下飞到另一颗树上去了。小伙伴看见了小灰雀，赶忙拿出弹弓准备攻击它。我一看急了：小鸟是人类的好朋友，我们怎么可以伤害它呢？我连忙阻止小伙伴，说：“大家看，小鸟在自由自在地飞来飞去多开心呀，我们还是不要伤害它吧。”小伙伴听了，惭愧地放下弹弓，并低下了头。

关心和爱护小动物是我们每个人的责任和义务，因为，动物和我们人类一样，都是地球上的居民

你也许看了会说：“动物还很多，好象不需要保护;并且有动物园，它就承担了此向任务，不需要我们吧?何况有些动物就该杀!比如北极熊，棕熊，特别是狼啊，鲨鱼之类的。它们总是吃人，咬人。难不成还要保护它们??还有，动物凭什么和我们相提并论?它很聪明吗?不见得吧?”

如果你的想法与此相同。那我有权给动物辩论：“你说有动物园是吧!动物园里的动物还叫动物，有的年寿体衰，有的被人整的不是样子，并且没有自由，算什么动物，还有，什么叫做该杀如果有某种动物比人进化的更早，更好，开始杀人类，将人类关进笼子里，那么已经成了动物得人类有什么感想囔?并且文件真明有的动物的思考能力与人相当。

所以我呼吁大家关爱动物，以仁为本。切记啊!

As is known to all, waste on campus has become a more and more serious problem. We can easily see many students dump a lot of food in the garbage can. Some students spend thousands of yuan buying fashionable clothes and so on.

The negative effects of waste can be shown in the following aspects. In the first place, it makes some students dependent on their parents for money, which is harmful to their development.

If they don’t learn to support themselves, they will be “useless people” when they graduate. In the second place, it is not easy for our parents to arrange for our schooling. Last but not the least important, there is no denying the fact that our country is still poor. There are many people who cannot go to university and many poor people still need our help.

As far as I am concerned, I should set a good example to reduce waste on campus. First of all, I will refrain from wasting anything, from food to stationery. What’s more, I’m determined to call on more schoolmates to fight against waste. Only through these measures can we hope to reduce waste on campus.

Protecting the Wild Animals

Last week, I saw a very impressive documentary about panda. A professor studied panda in the early 1980s went to the wild life and kept trace of wild giant panda for many years. As a result, he found that it was human being that made these lovely animals die out. At that time, many people believed that giant panda became less because of the low rate of newborn babies. But it was not true. People cut trees for making profit at that time. Panda lose homeland and they lacked of food. Thanks to these valuable data, the government took the policy to protect the animals. So today, the number of giant panda is increasing. People realize the importance of protecting the environment and it is the best way to protect wild animals, they are the indispensable part of the nature.

上周，我看了一部令人印象非常深刻的关于熊猫的纪录片。一位教授在20年代80年代早期就开始研究熊猫，他到野外生活，多年寻找野生大熊猫的踪迹。结果，他发现，正是人类，让这些可爱的动物面临灭绝。当时，许多人认为，大熊猫变少是因为新生儿的低出生率。这是不正确。人们为了利益砍伐树木，熊猫失去了家园，也没有食物吃。多亏了这些有价值的数据，政府采取了政策去保护它们。所以现在，大熊猫的数量正在增加。人们意识到保护环境的重要性，这也是最好的方法来保护野生动物，因为它们是大自然不可或缺的一部分。

When I was very small, I could see many birds flying in the sky when I looked at the sky, but as I grow up and move to the city, I find less birds in the sky. It is because the environment has been polluted and many birds are dying. We can do small things to protect the environment, so that the animals can live with us.

在我很小的时候，每当我仰望天空的时候，我都可以看到许多鸟在天上飞，但是当我长大后，搬到了城市，我几乎没见过有鸟儿在天空中飞。因为环境被污染了，许多鸟面临死亡。我们要做些小事来保护环境，让动物能和我们共存。

春天到了，春风吹鼓了花苞，也吹来了可爱的小燕子。

一天，兰兰出来透透气，她的小猫也跟在后头。突然，一个黑影子掠过眼前，“哦，是一只小燕子！”兰兰在院子里好奇地来去，“咦？燕子窝在哪儿？”她便好奇地找了起来。

她终于在一丛桃花旁的墙壁上找到了燕子窝。

这时，小燕子正在练习飞行。那是一只羽翼未丰的小燕，只有稀疏的几根羽毛，它飞起来摇摇欲坠。不一会儿，在如兰兰担心的那样，那只小燕子很快就掉在地上。忽然，跟在兰兰身后的小猫窜了出来，它好奇地盯着小燕子，顿时，小猫扑向小燕子，受惊的小燕子惶恐地往一旁一跳，小猫扑了个空。见小燕子有危险，兰兰立刻把小猫抱了起来，小猫挣扎着，仍然妄想着把小燕子置于死地。这时，母燕回来了，在空中完成了一个完美的弧线，敏捷地将小燕子叼起来，衔在巢中，一起分享妈妈带回来的美食。看到小燕子一家团聚，兰兰开心地笑了。

“保护动物，动物是人类的朋友！”让我们一起保护动物，手牵着手，一起创建美好家园！

今天风和日丽，应该是秋姑娘知道我们今天去秋游，所以给了我们一个好天气吧！

我们乘坐旅游车前往长隆野生动物世界。一路上，导游姐姐给我们简单地介绍了野生动物世界的动物、行走的路程和注意事项。我们经过一块农田时，看见几头牛在低头吃草，几个同学就兴奋地喊：“快看呀！牛！”我望向窗外，果真有几头牛在吃草。结果整车人都往窗外看，弄得导游姐姐有点不高兴了。

当我们来到动物园时，动物园还没开门，于是我们就排好队。在等的过程中，大家都四处张望。忽然有人发现远处有一座山，山上有一棵大树，树枝弯弯曲曲的，上面还站满了雪白的鸟。这些鸟时不时在天空中盘旋或掠过湖面，尾巴偶尔碰一下平静的湖面，湖面上便泛起了一圈一圈的波纹，真是“鸟的天堂”！

过了几分钟，动物园开门了。大家争先恐后、蜂拥而入。首先，我们来到了乘车游览区。乘车游览区分为八个区域，分别是：澳洲森林、美洲丛林、中亚荒漠、南亚雨林、欧洲山地、狂野地带、南非高原和东非草原。其中，我最感兴趣的就是欧洲山地了。

当我们经过欧洲山地时，一头麋鹿头上长着长长的、弯弯的角，角上还架着一大丛树枝，从车的后面冲过，吓得几个胆小的同学在尖叫。那头麋鹿后面还跟着另一头没有角的麋鹿，它们从车后再次像箭一样“唰”地冲了过去，又把几个同学吓得尖叫了起来，真有趣！

接着，我们就来到了青龙山上的侏罗纪森林。一进门口，我们就隐隐约约地听到了恐龙的叫声。我们小心翼翼地走着，发现了好几头巨大的恐龙。忽然，前面的同学“啊”地叫了一声，退了回来。原来前面有一只喷水的恐龙！我们趁它还没喷水，就飞一样跑了过去。当我们自以为已经安全时，又一股水流向我们袭来。我定睛一看，原来前面还有两只喷水恐龙。我们再一次逃了过去。呼！终于安全了！我们很快就从侏罗纪森林出来了。

最后，就是金蛇秘境了。我们走进金蛇秘境，发现一条条五颜六色的蛇被关在玻璃笼里，真恐怖呀！

出了金蛇秘境，我们沿路看到了许多珍稀动物，如：考拉、大熊猫、小熊猫、天鹅、袋鼠……其实，我们还看了大象表演呢，可真精彩呀！

长隆野生动物世界的动物数也数不清，说也说不尽。希望你有时间这里参观！

[长隆野生动物世界秋游作文900字

如果用英语来介绍某一种动物，那么你要怎么表达呢？下面就是小编跟大家分享一篇英语作文：介绍野生动物，欢迎大家阅读！

篇一：河马

hippopotamus hippopotamus amphibius the hippopotamus is one of the world’s largest and heaviest land animals.it lives partly in water and partly on land.although strictly a plant eater,the hippopotamus has massive jaws with formidable tusks.hippos have an unpredictable temperament and are capable of biting through small boats and slicing crocodiles in two.hippos trample riverbanks and lakeshores,creating a maze of waterside paths and wallows that they use to get access to the plants they eat.hippos spend their days lazing in or near water,emerging after dark to feed.

篇二：长颈鹿

the giraffe is the tallest moden land anmail.it can be over 5.5 metres tall. its neek alone may be 1.9 metres long. yet the giraffe has only seven bone in is neck than in a tall giraffe.

each bone in a giraffes neck is very long, wehille the bones in human neck are small. the makes the difference. a female iraffe gives birth to one baby at a time.the baby, called a calf,is about 1.9 metres tall at birth by the age of eight it is full grown.

the giraffe eats mostly leaves.because is has a long neck, it can reach the leves high up on the trees.

篇三：蛇

a snake is a long and thin animal that lives in grass or other dark places. it has no legs or feet, but can move very fast on its stomach. snakes usually have green,yellow or black skins, which make it difficult for their enemies to find them.some kinds of snakes live in water. they can swim as freely as fish.

snakes are cold-blooded animals. they take many things as food, such as mice, sparrows, frogs, birdseggs, pests and so on. as snakes are dreadfullooking, people are afraid of them.

in fact, snakes are not as dreadful as they look. they can help us to kill mice and pests. they can provide us with delicious meat. their blood is a good drink.poisonous snakes are especially useful. we can make valuable drugs with them.

篇四：斑马

zebras are members of the horse family.they are grass-eating animals in parts of africa,most famous for their distinctive striped coats.they have muscular bodies ,immense speed and strength.they can use powerful jaws and heavy hooves to attack their enemies when threatened.they also have unusually large ears which give these animals a very good sense of hearing .

篇五：大熊猫

panda is one of the scarcest animals. people in the world like it very much. there used to be many pandas in china long ago. as the balance of nature was destroyed and the weather was getting warmer and warmer, pandas became less. but at present, the number of pandas is increasing year by year. there are now so many pandas that some are being sent to other countries so that people there can enjoy them.

nowadays, the biggest nature park for panda in china is in sichuan. there is a research centre for nature and wild life there. scientists hope that one day they will have enough pandas to be set free and let them live in the wild again.

篇六：大象

Elephant is the largest animal on land today. It weights some ninety kilograms and is about one metre high when born. When it is 12 years old, it studs over three meters and does not grow any more. Elephant is usually grey in color, having a long trunk with large ivory tusks protruding from each side of its mouth. Usually moving in groups and caring for each other, Elephant is know to be a very and gentle creamre. For many years people have used the strength of these poweful animals to move trees and heavy logs. Elephant has been and is a vital tool for people to do many things that would normally be imposs-ible. Elephant is and will continue to be one of the greatest creatures man has ever come into contact with. Its size. beauty, and power willforever be useful to man.

保护环境英语作文篇1

Through observation， I found that plastic bags on peoples harm and pollution is very large。 People often use plastic bags： mother to buy food and plastic bags； to shopping malls with plastic bags； in the restaurant to eat rice is also packaged with plastic bags to take home； even I buy stationery also with plastic bags。 People do not know what they do to the environment caused by pollution， their own body caused any harm。 Such as： people often put useless plastic bags thrown into the garbage， plastic bags in the rubbish will be smelly， so that the pollution of the air。 People also throw plastic bags anywhere， a wind， plastic bags flying in the sky， the branches also see the tree is a plastic bag， and even the river there are plastic bags。 This plastic bag in addition to pollution of the air， but also polluted our water resources。

We should raise peoples awareness， tell us the neighbors and friends and family together to beautify our environment。 On the road to see the plastic bag quickly picked up， immediately took it to the garbage disposal。 We want to start from my use less plastic bags， so that my mother every day to buy food or shopping when they first take their own bags， this is not very environmentally friendly？ Or can use their own holding things as far as possible by hand， no plastic bags。

As the saying goes： "to protect the environment， everyone is responsible" We have to protect the home environment out of a force。

通过观察，我发现塑料袋对人们的危害和污染非常大。人们还经常用塑料袋：妈妈买菜用塑料袋；去商场购物用塑料袋；在饭店里吃不完的饭也是用塑料袋打包带回家；连我买文具也用塑料袋。人们却不知道他们这样做对环境造成的污染，对他们自己的身体造成了什么危害。如：人们常把没用的塑料袋扔进垃圾堆，塑料袋在垃圾里会发臭，这样就污染了空气。人们还把塑料袋随地乱扔，一刮风，塑料袋在天空中漫天飞舞，树枝上也看到满树都是塑料袋，就连小河里也有塑料袋。这样塑料袋除了污染了空气，还污染了我们的水资源。

我们应该提高人们的认识，告诉我们身旁的邻居和亲朋好友一起来美化我们的环境。在路上见到塑料袋就连忙捡起来，马上把它拿到垃圾场处理掉。我们要从我做起少用塑料袋，让妈妈每天买菜或购物时都先拿上自己做的布袋，这样不是很环保吗？或者能用自己手拿的东西就尽量用手拿，不用塑料袋。

俗话说的好：“保护环境，人人有责”我们也要为保护家乡环境出一份力。

保护环境英语作文篇2

Green， is the true nature of life， is the intentional and unintentional destruction of the day by day to reduce the disappearance， and take it that is pollution， is rubbish。 Our mother — the earth！ She was originally fenghuangmao， but she was old， sick， wounded： human beings， wake up！ Let us protect our mother， let her return to the young bar！

How can we protect the environment？ First of all， we must establish a sense of protection， to establish peoples civilized fashion， to eliminate the phenomenon of littering， which is followed by one， then the second is what？ Is rubbish。 Speaking of garbage， then we pay attention to the more of the。 1， we set the attention of garbage health。 Garbage， we have to use a garbage bag to wrap up and keep the sanitation environment。 2， garbage to be classified。 In the classification process， we should put the waste paper。 plastic。 Waste bottles cans and other renewable resources can be recycled， can not be recycled into the garbage poke， but never allowed to throw the old battery， you must put the battery into the recycling station， so that the recycling staff to deal with the third With or without plastic bags， disposable lunch boxes of these white pollution， these aspects are introduced how to protect the environment， the following let me introduce how to save resources！ 1， saving water， in the use of faucet in the process， we To keep the faucet away from any drop of water。 Some people will think， is not a drop of water？ What can be worth a fuss？ But you have not thought that Chinas fresh water this year， a sharp reduction， do not cherish， the last drop may be your tears！ So please be sure to cherish this drop of water！ 2， cherish every grain of rice。 I think we all hear who knows the plate of Chinese food， grain are hard this sentence it！ A grain of rice， a drop of sweat， some children can also develop a snack， do not eat bad habits， so not only a waste of food， Also harmful to the body， is not it tasteless？ So， you should correct this bad problem as soon as possible。

In addition， we have to carry out and participate in the city， the town of some environmental activities， consciously to the masses to promote some knowledge of the ring， but also the use of some waste to produce a variety of small production。 In addition， you can also in March 12 to carry out tree planting activities， continue to add green to their homes。

People only ah！ Only let the green to restore the original beauty， can we let our mothers on behalf of the reproduction， enduring。 Let us work together to create a happy and happy world！

保护环境英语作文篇3

I came to my neighbor to find my friends Huan and dream， there are Tao， told them that we went to pick up garbage it。 They are very happy。 Huan said： "No tools how do we pick up trash？" I brought four plastic bags， give you one one one。 The following are the same as the "

The following are the same as the "

Environmental team opened， we unit action， I came to my backyard， found a bamboo paper in a bamboo， then bent down to pick up the group of paper into the plastic bag。 Continue to move forward and found a group of paper， which must be I usually do not pay attention to throw， was the wind blowing to the bamboo forest。 I regret， I am a class of labor in the class， in charge of my class in the dry area health inspection work， some students littering hated， did not think he actually 。。。 。。。 today I can personally pick up their own garbage heart finally A little comfort！ I secretly remind myself： Juan， you have to remember， do not repeat this kind of ridiculous stupid！ The following are the same as the "

The following are the same as the "

I keep patience to pick up the rubbish。 After more than 20 minutes， garbage pick up light， and we came to the collection of places， I saw， everyones hands are full of a plastic bag， really "rewarding" "Even if we clean up the garbage on the ground， but the garbage in the river can not stop， and get rid of there will be。" Huanfan said， Tao took the stubble， said： "If we make a billboard with wood， "Well get the attention of the people，" he said。 "Well get the board and write it on the top。" Please do not forget to throw the rubbish！ "" Protect everyone from the environment！ " 。。。 we wrote a total of five pieces of wood， we were put them on the river the most prominent place， the task is completed， we are happy to go home。 The following are the same as the "

The following are the same as the "

Whenever I see the garbage on the ground I will be filled with emotion： to protect the environment， everyone is responsible！ But the most critical thing is to arouse peoples awareness of environmental protection。 Now our government， most of the citizens have a certain sense of environmental protection， but also pay attention to protecting the environment， but the destruction of the environment behavior is still repeated in some people。 Hope that we can start from me， from small things to start to develop good health habits， do not throw litter， see the garbage can bend around pick up pick up， then， our environment will be more beautiful！

导语：动物是人类的朋友，可是每天都有着很多的动物被人类消灭，但是这依然动摇不了我们保护小动物的决心，下面和小编一起来看看动物英语作文：wolf。希望对大家有所帮助。

There is a butcher Tianwan home, where the burden of the meat has been sold out, leaving only some of the bones. Two wolves encounter on the road, followed closely by Zoulehenyuan.

Afraid of the butcher, pick up a piece of bone thrown in the past. A wolf bones have been stopped, along with still another wolf. Butcher and pick up a piece of bone thrown in the past, the bones after the wolf came to a halt, but the bones have been the first wolf Yougen up. Bones have been thrown over, the two together, like the original as a wolf to catch up.

Butcher is distress, I am afraid together before and after the attack by a wolf. There are wild to see Michael playing a game, the masters of the field to stack firewood in the wheat field to fight, into a hill-like coverage. So Ben butcher in the past to rely on firewood pile below, pick up the butchers knife to lay down their burden. Two wolves are afraid to move on and stare toward the butcher.

After a while, a wolf straight away and the other as a wolf-like dog in front of the squat. A long time, it seems to be a wolfs eyes closed, looking very relaxed. Butcher all of a sudden jump, with a wolfs head Daopi, Liankanjidao to kill wolves. Butcher about to start now, to firewood behind a pile, saw another wolf is firewood heap holes, drilled in the past want to butcher in the back of the attack. The wolf has got half of the body, only the buttocks and tail exposed. From the butcher cut off the back of the hind legs of the wolf, the wolf kill. Understand this in front of the wolf pretending to sleep, was used to lure the enemy.

Wolf is too cunning, but for a while two wolves have been hacked to death, the animal deception to how much? Only give them increased humor.

[动物英语作文：wolf

动物是人类最好的朋友，可是在现在的省会，残杀小动物的事件层出不穷，每当那个时候我都感到莫名的心疼，小动物也是一条小生命啊，为什么人类就忍心伤害它们呢，让我们呼吁全社会，保护动物，别再伤害它们了。

在那一天的阴暗的傍晚，我听着英语单词，捧着录音机走在回家的路上，看到了一幕让我悲愤的动物屠杀 ——一个人拎着一只吊着绳子的小狗，这可怜的小家伙被勒得口吐白沫，只见另一个人拿着榔头从一家饭店出来了。我赶紧转过街角想逃走，可是两条腿却不由自主地停了下来，躲在转角偷偷的向那望去。只见他们有说有笑，而那小家伙的眼神却是那么的绝望。突然那个人举起榔头使劲的朝它砸去。“呯”一股鲜血喷涌而出，那小家伙的脑袋顷刻间血肉模糊。鲜血不但染红了绳子，血腥味也在周围不断的蔓延······简直是惨不忍睹。我"逃亡"了，脑海里却一直闪烁那幅“血腥画”。一路上，我不断地追问自己：这是我看到的吗?这就是我眼中和谐的世界吗?

“人类，不是世界······的主宰······”我断断续 续的联想着，那个的血淋淋画面又出现了，同时那束奇怪的力量又直冲心头，又在热血里沸腾起来，好像一个哭泣的声音传过来：“呜呜呜呜······救救我们，救救我们，不要再伤害我们，不要在破坏地球了啊·······”我禁不住泪流满面。

是的，我们只有一个地球，而人类却践踏生灵。就算植物不会说话，那砍伐的树木中也会有第一滴泪，一滴代表绿色家族的泪。而那些可爱的小动物，等待它们的也是灭绝。我心中的力量平息了，心却下沉下沉，再下沉。“天灾，人类，主宰，残害，灭绝······”不断在我心头缠绕，“血腥画”将永远烙印在我的脑海，永不磨灭。

让我们一起保护动物，保护我们的家园。

对人有益的动物有很多，例如有蜻蜓、青蛙和小燕子等等。

我们先说蜻蜓吧，它是益虫，它对人的益处可多了。它生活在小池子旁边，捕捉害虫。有些人，捉蜻蜓，捕蜻蜓，捉住后到处卖。我们应给立一个保护蜻蜓法，如果他们再敢捉蜻蜓，捕蜻蜓，就是知法犯法，交给警察叔叔处理。

青蛙也不例外，它也是捕捉害虫的能手，不过，它生活在庄稼附近的池子旁边，有时候，它也到庄稼地，旁边捕捉害虫，人们都称它保护庄稼的好帮手。有的小朋友，到池子旁边，捕捉青蛙，回家后，吃青蛙。我们应该在池子旁边树一个牌子，上面写着“保护青蛙，人人有责”，这样就不会有人捕捉青蛙了。

小燕子也是捕捉害虫的一类，它生活在大树的鸟巢里，它在天空捕捉害虫。有些人，用枪把小燕子射下来，回家吃了，或者卖了。我们应给设一个森林保护区，让小燕子和其它受保护的动物住进去，这样，既保护了小燕子，也保护了其它的动物。

如果没有这些有益动物，害虫就会增多。这样，连农药和灭害灵都不行了。我们应给共同保护动物。

As we all know， the environment around us is getting worse and worse /more and more seriously today。 Water is polluted， we have no clean water to drink。 Many trees are cutting down， some animals are getting less and less。 Some factories are pouring dirty air into the sky。 The population is increasing faster and faster， resources are getting less and less…etc。 Not only does it affect our lives and health， it also has a great affection in the future。 People’s health has been greatly affected by air， noise and water pollution。 Many people died of diseases。 In order to live a better life， something must be done to stop the pollution。 It’s our duty to protect our environment。 We shouldn’t throw away rubbish everywhere。 Trees are very helpful and important for us。 We should plant more and more trees in order to live better and more healthy in the future。

If everyone makes contribution to protecting the environment， the world will bee much more beautiful。 In a word， if everyone pays more attention to our environment， there will be less pollution and our life will be better。 “There is only one earth”， I hope everyone will protect our environment well。

Animals Need Protecting

Everyone knows animals are our friends。 So we should be friendly to them。 But some people kill the rare animals， such as pandas， golden monkeys and so on in order to get money。 It will cause these animals to disappear soon。 I think our government should punish those people severely who kill the rare animals。 It is our duty to protect the endangered animals。

Most kids like animals. Girls like cats, and boys like dogs. However, my favorite animal is the horse.

The horses are strong, not like the tame cats or puppy dogs. They look wild and hard to get close. Yet, they will be very timid and friendly after they get to know you. Horses remember the way home. They are also faithful to their masters. They even understand what you are trying to tell them. Ive heard many stories about how a horse saved his masters life. Thats also the reason why I love horses. They never betray you.

大多数孩子喜欢动物。女孩喜欢猫,和男孩喜欢狗。然而,我最喜欢的动物是马。

马是强大的,不像猫或狗温顺的小狗。他们看起来野生和难以接近。然而,他们会很胆小,友好在他们了解你。马记得回家的路。他们也对他们的主人忠心耿耿。他们甚至理解您想要告诉他们。我听说过很多故事一匹马救了他的主人的生活。这也是为什么我爱马。他们从不背叛你。

It seems we are living in the conflict between modern and traditional cultures every day.Hearing the blaring of horns the moment you step out of your house,seeing the so called "pop" the moment you open your eyes,you cant help thinking,"Will the traditional culture be gradually lost?"

Many people believe so.They may put right in front of you all the evidences they can dig out.They may argue that people are rushing to restaurants instead of cooking at home,listening to pop music but not traditional,wearing in a way people couldnt imagine ten years ago.Modern people like the air of freedom,not to be restrained by traditions.They offer this long list,only trying to confirm that this world is full of fashion,competition and temptation and the traditional culture is fading and will be lost at last.

Though we are now living in a world in which undeclared aggression,war,hypocrisy,chicanery,anarchy are part of our daily life.Though this is a skeptical age,and our faith has weakened,our confidence in some aspects of the traditional culture should and would never be lost.

Wouldnt you agree that our traditional culture is always credited with modesty,politeness and respectfulness,which have always been treasured for more than five thousand years?Even in this modern world,people still admire those with good manners,those who are polite to others or respectful to old people.

Wouldnt you agree that our Chinese traditional music is beautiful and artistic and our Chinese tea culture is always an appealing treasure to people around the world?

So there may just be some changes in our lifestyle or our attitudes towards life,but little change occurs to some fundamental aspects of our traditional culture that people still treasure in heart.

The traditional culture will never be lost,I believe.

[保护传统艺术英语作文

下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。

对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。

因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！

1.?????? Proverbs

1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.

2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.

3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.

4. The classroom--not the trench--is the frontier of freedom now and forevermore.

5. Education’s purpose is to replace an empty mind with an open one.

6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.

7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.

8. People will pay more to be entertained than educated.

9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.

10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.

11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.

12. If you can read and don’, you are an illiterate by choice.

2. Damaging Research

A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.

3. Education and Citizenship

An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.

Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.

Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.

Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.

4. The Teacher’s Role

Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.

Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.

5. Education Philosophy

For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.

Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.

In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.

This all contributes to a high degree of social awareness in American youngsters.

6. Student Life

To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.

Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.

Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.

Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.

7. Adult Education

After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”

So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.

8. Moral Relativism in American

Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.

Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.

In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”

Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.

In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”

The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.

At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.

The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.

But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.

There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.

9. Schools Should Teach Values

People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”

There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.

As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”

This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.

We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.

What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.

These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.

After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

10. College Pressures

Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.

What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.

My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.

I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.

“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”

Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.

It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.

The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.

Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.

Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.

Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.

I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.

“Do you want to medical school?” I asked them.

“I guess so,” they say, without conviction, or “Not really.”

“Then why are you going?”

“Well, my parents want me to be a doctor. They are paying all this money and …”

Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”

But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.

I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.

Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.

“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”

The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”

Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.

Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.

“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”

Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.

To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.

If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.

Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.

“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”

“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”

I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.

Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.

This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.

They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.

If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.

I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.

I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.

11. To Err Is Wrong

In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

Right over 90% of the time = “A”

Right over 80% of the time = “B~”

Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.

From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.

Playing It Safe

With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.

I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.

Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.

Different Logic

From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.

Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.

Errors as Stepping Stones

Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.

The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.

Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.

Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.

[英语作文写作的需要背诵的部分

You cannot catch old birds with chaff.用粗糠捉不住老鸟。

you can lead a horse to water , but you cannot make him drink牵马到河易，逼马饮水难。

Unable to fly ,in vain the bird flaps his wings. 鸟儿不会飞，拍翅也枉然。

Trusted aids are eliminated when they have outlived their usefulness. 兔死狗烹。

The fox mourns the death of the hare. 兔死狐悲。

Pigs may fly,but they are very unlikely birds. 猪儿纵会飞，终究不是鸟。

One swallow does not make a summer. 一燕不成夏。

One swallow does not make a spring. 孤燕不报春。

Fine feathers make fine birds. 人要衣装，马要鞍。

Early bird catches the worm。早起的鸟儿有虫吃。

Each bird loves to hear himself sing. 鸟儿都爱听自己唱。

Birds in their little nests agree. 同巢之鸟心儿齐。

Better be a free bird than a captive king. 宁为自由鸟，不作被困王。

A running horse needs no spur. 奔马无需鞭策。

A rabbit isn’t to be harnessed. 兔子驾不了辕。

A horse may stumble on four feet. 马有四条腿，亦有失蹄时。

A good horse cannot be of a bad colour. 好马不会毛色差。

A bird is known by its note, and a man by his talk. 听音识鸟，闻言识人。