单项选择题

Science, in practice, depends far less on the experiments it prepares than on the preparedness of the minds of the men who watch the experiments. Sir Isaac Newton supposedly discovered gravity through the fall of an apple. Apples had been falling in many places for centuries and thousands of people had seen them fall. But Newton for years had been curious about the cause of the orbital motion of the moon and planets. What kept them in place Why didn’’t they fall out of the sky The fact that the apple fell down toward the earth and not up into the tree answered the question he had been asking himself about those larger fruits of the heavens, the moon and the planets.   How many men would have considered the possibility of an apple falling up into the tree Newton did because he was not trying to predict anything. He was just wondering. His mind was ready for the unpredictable. Unpredictability is part of the essential nature of research. If you don’’t have unpredictable things, you don’’t have research. Scientists tend to forget this when writing their cut and dried reports for the technical journals, but history is filled with examples of it.   In talking to some scientists, particularly younger ones, you might gather the impression that they find the "scientific method" a substitute for imaginative thought. I’’ve attended research conferences where a scientist has been asked what he thinks about the advisability of continuing a certain experiment. The scientist has frowned, looked at the graphs, and said" the data are still inconclusive." "We know that," the men from the budget office have said, "but what do you think Is it worthwhile going on What do you think we might expect" The scientist has been shocked at having even been asked to speculate.   What this amounts to, of course, is that the scientist has become the victim of his own writings. He has put forward unquestioned claims so consistently that he not only believes them himself, but has convinced industrial and business management that they are true. If experiments are planned and carried out according to plan as faithfully as the reports in the science journals indicate, then it is perfectly logical for management to expect research to produce results measurable in dollars and cents. It is entirely reasonable for auditors to believe that scientists who know exactly where they are going and how they will get there should not be distracted by the necessity of keeping one eye on the cash register while the other eye is on the microscope. Nor, if regularity and conformity to a standard pattern are as desirable to the scientist as the writing of his papers would appear to reflect, is management to be blamed for discriminating against the "odd balls" among researchers in favor of more conventional thinkers "who work well with the team." The author wants to prove with the example of Isaac Newton that____________.

A.inquiring minds are more important than scientific experiments
B.science advances when fruitful researches are conducted
C.scientists seldom forget the essential nature of research
D.unpredictability weighs less than prediction in scientific research
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The appeal of the world of work is first its freedom. The child is compelled to go to school; he is under the 1 of authority. Even what he 2 to school may be decided for him. As he grows up,he sees 3 it is to be free 4 school and to be able to choose his job and change it if he doesn’’t like it,to have money in his pocket and 5 to come and go as he wishes in the world. The boys and girls, a year or two older than he is, whom he has long observed, revisit school utterly 6 and apparently mature. Suddenly masters and mistresses seem 7 out of date as his parents and the authority of school a 8 thing. At the moment the adult world may appear so much more real than the school world 9 the hunger to enter it cannot be appeased by exercises in school books, or talk of 10 examinations necessary for entry into professions or the more attractive occupations. This may not be the wisest 11 but it is a necessary part of growing up, for everyone must come sooner or later to the 12 of saying Really, I’’ve had enough of being taught; I must do a proper job. Some youths, maturing rapidly because of outside influences,come to this decision 13 than they ought. Yet in a way this is not a bad frame of mind to be in 14 leaving school. At work, the young man makes one of the first great acceptances of life-he accepts the 15 of the material or the process he is working with. The job must be done in accord with some rigid process he cannot 16 . He sees the point of it and in doing so comes to 17 with life. Nothing done in school 18 its will in quite the same way;if it is wet games can be cancelled;if the math master is ill one can 19 with something else. But even the boy delivering papers, like the driver taking out his bus, discovers that one cannot 20 because there is snow on the ground, or the foreman is irritable, or he himself is in a bad mood that morning.