up involuntarily, and silently elaborated, take shape within the learner, and suggest to him sooner or, later this or that new combination, simplification, economy, improvement, or invention. The young Frenchman is deprived, and precisely at the age when they are most fruitful, of all these precious contacts, of all these indispensable elements of assimilation. For seven or eight years on end he is shut up in a school, and is cut off from that direct personal experience which would give him a keen and exact notion of men and things and of the various ways of handling them."
The illustrious psychologist subsequently shows us the difference between our system and that of the Anglo-Saxons. The latter do not possess our innumerable special schools. With them instruction is not based on book-learning, but on object lessons. The engineer, for example, is trained in a workshop, and never at a school; a method which allows of each individual reaching the level his intelligence permits of. He becomes a workman or a foreman if he can get no further, an engineer if his aptitudes take him as far. This manner of proceeding is much more democratic and of much greater benefit to society than that of making the whole career of an individual depend on an examination, lasting a few hours, and undergone at the age of nineteen or twenty.
"In the hospital, the mine, the factory, in the architect's or the lawyer's office, the student, who makes a start while very young, goes through his apprenticeship, stage by stage, much as does with us a law clerk in his office, or an artist in his studio. Previously, and before making a practical beginning, he has had an opportunity of following some general and summary course of instruction, so as to have a framework ready prepared in which to store the observations he is shortly to make. Furthermore he is able, as a rule, to avail himselfof sundry technical courses which he can follow in his leisure hours, so as to co-ordinate step by step the daily experience he is gathering.
Under such a system the practical capabilities increase and develop of themselves in exact proportion to the faculties of the student, and in the direction requisite for his future task and the special work for which from now onwards he desires to fit himself. By this means in England or the United States a young man is quickly in a position to develop his capacity to the utmost. At twenty-five years of age, and much sooner if the material and the parts are there, he is not merely a useful performer, he is capable also of spontaneous enterprise; he is not only a part of a machine, but also a motor. In France, where the contrary system prevails--in France, which with each succeeding generation is falling more and more into line with China--the sum total of the wasted forces is enormous."
Вопрос № 69
Прочитайте фрагмент из книги философа Г.Лебона и подсчитайте количество слов, которые писались бы иначе, если бы автором текста был американец.
Ответ:
1)1
2)2
3)3
4)4
5)5
6)6
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The primary danger of this system of education - very properly qualified as Latin - consists in the fact that it is based on the fundamental psychological error that the intelligence is developed by the learning by heart of text-books. Adopting this view, the endeavour has been made to enforce a knowledge of as many hand-books as possible. From the primary school till he leaves the university a young man does nothing but acquire books by heart without his judgment or personal initiative being ever called into play. Education consists for him in reciting by heart and obeying.
"Learning lessons, knowing by heart a grammar or a compendium, repeating well and imitating well - that," writes a former Minister of Public Instruction, M. Jules Simon, "is a ludicrous form of education whose every effort is an act of faith tacitly admitting the infallibility of the master, and whose only results are a belittling of ourselves and a rendering of us impotent."
It gives those who have been submitted to it a violent dislike to the state of life in which they were born, and an intense desire to escape from it. The working man no longer wishes to remain a working man, or the peasant to continue a peasant, while the most humble members of the middle classes admit of no possible career for their sons except that of State-paid functionaries. Instead of preparing men for life French schools solely prepare them to occupy public functions, in which success can be attained without any necessity for self-direction or the exhibition of the least glimmer of personal initiative. At the bottom of the social ladder the system creates an army of proletarians discontented with their lot and always ready to revolt, while at the summit it brings into being a frivolous bourgeoisie, at once sceptical and credulous, having a superstitious confidence in the State, whom it regards as a sort of Providence, but without forgetting to display towards it a ceaseless hostility, always laying its own faults to the door of the Government, and incapable of the least enterprise without the intervention of the authorities.
The State, which manufactures by dint of textbooks all these persons possessing diplomas, can only utilise a small number of them, and is forced to leave the others without employment. It is obliged in consequence to resign itself to feeding the first mentioned and to having the others as its enemies. From the top to the bottom of the social pyramid, from the humblest clerk to the professor and the prefect, the immense mass of persons boasting diplomas besiege the professions. While a business man has the greatest difficulty in finding an agent to represent him in the colonies, thousands of candidates solicit the most modest official posts.
Experience alone, that supreme educator of peoples, will be at pains to show us our mistake. It alone will be powerful enough to prove the necessity of replacing our odious textbooks and our pitiable examinations by industrial instruction capable of inducing our young men to return to the fields, to the workshop, and to the colonial enterprise which they avoid to-day at all costs.
The professional instruction which all enlightened minds are now demanding was the instruction received in the past by our forefathers. It is still in vigour at the present day among the nations who rule the world by their force of will, their initiative, and their spirit of enterprise. In a series of remarkable pages, whose principal passages I reproduce further on, a great thinker, M. Taine, has clearly shown that our former system of education was approximately that in vogue to-day in England and America, and in a remarkable parallel between the Latin and Anglo-Saxon systems…
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Вопрос № 70
В одном из справочников для абитуриентов была размещена следующая информация для студентов, снабженная слоганом «Можно только выстрелить первым!». До того, как было принято решение использовать образ вооруженного робота, рассматривались разные варианты, связанные с образами ковбоев. Не рассматривая проблему авторских прав и эстетические аспекты, определите, какую из фотографий нельзя было использовать, не нарушив законов РФ.
1)1
2)2
3)3
4)4
1.
2.
3.
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4.
Вопрос № 71
Прослушайте аудиоматериал о биржевом рынке. В пособии «Деловая коммуникация для инноваторов» упоминались «bear market» и «bull market». Историческая трактовка понятия «медвежьего рынка» в аудиоматериале отличается от той, что приведена в пособии. В чем отличие?
1)В том, что главный признак связан с цветом шкуры медведя
2)С тем, что трудно «продать шкуру неубитого медведя»
3)С тем, что торговля акциями опасна (похожа на медвежью охоту)
4)С тем, что медведей нужно беречь от полного вымирания
Вопрос № 72
Прослушайте аудиоматериал о биржевом рынке. В нем, в частности, дается объяснение одному термину, который употребляется в экономике. Этот термин связан со следующей стихией:
1)Дождь
2)Ветер
3)Снег
4)Молния
5)Град
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