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The sea lay like an unbroken mirror all around the pine-girt, lonely shores of Orr's Island. Tall, kingly spruces wore their regal crowns of cones high in air, sparkling with diamonds of clear exuded gum; vast old hemlocks of primeval growth while feathery larches, turned to brilliant gold by autumn frosts, lighted up the darker shadows of the evergreens. It was one of those hazy, calm, dissolving days of Indian summer, when everything is so quiet that the faintest kiss of the wave on the beach can be heard, and white clouds seem to faint into the blue of the sky, and soft swathing bands of violet vapor make all earth look dreamy, and give to the sharp, clear-cut outlines of the northern landscape all those mysteries of light and shade which impart such tenderness to Italian scenery.
   The funeral was over, -the tread of many feet, bearing the heavy burden of two broken lives, had been to the lonely graveyard, and had come again, -each footstep lighter and more unconstrained as each one went his way from the great old tragedy of Death to the common cheerful life.
   The solemn black clock stood swaying with its eternal "tick-tock, tick-cock," in the kitchen of the brown house on Orr's Island. There was there that sense of a stillness that can be left, -such as settles down on a dwelling when any of its inmates have passed though its doors for the last time, to go whence they shall not return. The best room was shut up and darkened, with only so much light as could fall through a little heart-shaped hole in the window-shutter, -for except on solemn visits, or prayer-meeting or weddings, or funerals, that room formed no part of the daily family scenery.
   The kitchen was clean and ample, with a great open fireplace and wide stone hearth, and oven on one side, and rows of old-fashioned splint-bottomed chairs against the wall. A table scoured no snowy whiteness, and a little work-stand whereon lay the Bible, the Missionary Herald, and the Weekly Christian Mirror, before named, formed the principal furniture. One feature, however, must not be forgotten, -a great sea-chest, which had been the companion of Zephaniah through all the countries of the earth. Old, and battered, and unsightly it looked, yet report said that there was good store within of that which men for the most part respect more than anything else; and, indeed, it proved often when a deed of grace was to be done -when a woman was suddenly made a widow in a coast gale, or a fishing -smack was run down in the fogs off the banks, leaving in some neighboring cottage a family of orphans, -in all such cases, the opening of this sea-chest was an event of good omen to the bereaved; for Zephaniah had a large heart and a large hand, and was apt to take it out full of silver dollars when once it went in. So the ark of the covenant could not have been looked on with more reverence than the neighbors usually showed to Captain Pennel's sea-chest.

A.

B.

C.


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A$C$C$D$A
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If we look at education in our own society, we see two sharply different factors. First of all, there is the overwhelming majority of teachers, principles, curriculum planners, school superintendents, who are devoted to passing on the knowledge that children need in order to live in our industrialized society. Their chief concern is with efficiency, that is, with implanting the greatest number of facts into the greatest possible number of children, with a minimum of time, expense, and effort. Classroom learning often has its unspoken goal the reward of pleasing the teacher. Children in the usual classroom learn very quickly that creativity is punished. While repeating a memorized response is rewarded, and concentrate on what the teacher wants them to say, rather than understanding the problem. The difference between the intrinsic and extrinsic aspects of a college education is illustrated by the following story about Upton Sinclair. When Sinclair was a young man, he found that he was unable to raise the tuition money needed to attend college. Upon careful reading of the college catalogue, however, he found that if a student failed a course, he received no credit for the course, but was obliged to take another course in place. The college did not charge the student for the second course, reasoning that he had already paid once for its credit. Sinclair took advantage of his policy and had a free education by deliberately falling all his courses. In the ideal college, there would be no credits, no degree, and no required courses. A person would learn what he wanted to learn. A friend and I attempted to put this ideal action by starting a series of seminars at Brandeis called Freshman Seminars Introduction to the Intellectual Life. In the ideal college, intrinsic education would be available to anyone who wanted it-since anyone can improve and learn. The student body may include creative, intelligent children as well as adults; morons (低能儿) as well as geniuses (for even morons can learn emotionally and spiritually). The college would be ubiquitous (无所不在的)-that is, not restricted to particular buildings at particular times, and the teachers would be any human beings who had something that they wanted to share with others. The college would be lifelong, for learning can take place all though life. Every dying can be a philosophically illuminating, highly educative experience. The ideal college would be a kind of educational retreat in which you could try to find yourself; find out what you like and want; what you are and are not good at. The chief goals of the ideal college, in other words, would be the discovery of identity, and with it, the discovery of vocation.