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1 Word List&nb...
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2 Word Explana...
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3 Word Explana...
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4 Text A
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5 Chinese Version
Word List of Text A
Words and Expressions for Text A
grind (ground, ground)
vt.
1. break sth. into small pieces or powder, either in a machine or between two hard surfaces
磨或碾碎； 磨成粉状
e.g. My grandma used to grind corn into flour and make different kinds of cakes for us.
2. polish or sharpen sth. by rubbing it on orwith a rough hard surface
磨光某物；将某物磨锋利；磨快
e.g. The lenses are ground to a high standard of precision.
打磨棱镜以达到高精确度。
3. press or rub sth. firmly and oftennoisily 挤压或磨擦某物（常发出声音）
e.g. She grinds herteeth when she is asleep.
她睡觉会磨牙。
4. press or rub sth. into a surface 碾碎
e.g. He dropped a cigarbutt and ground it into the carpet with his heel.
他扔了烟蒂，用鞋后跟把它碾碎在地毯上。
n.
long, steady, tiring or monotonous effort(physical or mental)
长时间的、令人疲劳厌倦的（体力的或脑力的）劳动；苦事
e.g. Marking examination papers is a real grind.
批改试卷的确是个苦差事。
certify vt.
1. state officially, esp. in writing, that sth. istrue （尤指书面）证明，证实
e.g. 1. It needs to be certified whether the sum of money they charged is fair and reasonable.
2. He handed her a piece of paper certifying (that) she was in good health.
他递给她一张写明她身体健康的证明。
2. give an official paper to sb. which states that they have completed a course of training for a profession 给某人颁发（完成专业培训的）合格证书
e.g. She was certified as a teacher in 1990.
她在1990年取得了教师资格证。
specialize vi.
[(in)] limit all or most ofone’s study, business, etc., to a particular activity or subject
[常与 in 连用] 专门从事；专门研究
e.g. 1. After he qualified as a lawyer, he decided to specialize in criminal cases.
2. The shops pecializes in hand-made chocolates.
这家商店专售手工做的巧克力。
nevertheless ad.
in spite of this; however; still 虽然如此；然而；依然
e. g. 1. What a shame that our experiment failed! It was, nevertheless, worth trying.
2. What you said was true. It was, nevertheless, a little unkind.
你所说的话是没错，但是，这样说有点残忍。
Synonym: nonetheless
average out
calculate the usual number oftimes that sth. happens, the usual size of sth., or the average amount of agroup of figures
平均为；算出（次数、尺寸或一组数字）平均为
e. g. 1. The total expenses for our three-day trip come to $360 which averages out at 120 per day.
2. Training costs for last year averaged out at 2000 dollars per trainee.
去年的培训费用是平均每位受训者2000美元。
hold vi.
remain unchanged 保持（不变）
e. g. 1. If the fine weather holds, our harvesting will be completed as planned.
2. If our luck holds, we could reach the final.
如果我们的好运能继续，我们有可能杀入决赛。
see to it that
make sure that 一定注意到；务必
e.g. 1. Please see to it that the lights are switched off before you leave.
2. Can you see to it that the fax goes this afternoon?
请你确保这份传真今天下午一定要发出，好吗？
stay out of sth.
avoid sth.; remain at a pointwhere one cannot be reached or affected by sb./sth.
远离；避开某人或某事物
e.g. 1. You’d better stay out of the argument or you will get into trouble.
2. I wish you’d stay out of my business!
我请你不要管我的事。
rear
vt.
care for until fully grown 养育；抚养；饲养
e.g. 1. It’s difficult to rear such a large family all by herself.
2.The birds have been successfully reared in captivity.
这些鸟被成功地圈养长大了。
synonyms: bring up, raise
n.
[sing] the back part 后部；后面；背后
e.g. There are toilets at both front and rear of the plane.
a.
at or near the back of sth. 后部的
e.g. There’s a sticker on the rear door.
后门上贴了张贴纸。
suffice vi.
[(for)] fml be enough;provide what is needed
[常与for连用]〖正式〗足够；满足……的需要或要求
e.g. 1. No words will suffice to convey his deep grief at the death of his beloved daughter.
2. Generally a brief note or a phone call will suffice.
一般来说写张简短的便条或打个电话就足够了。
sufficient a.
preside vi.
[(at, over)] fml be in charge (of); lead
[常与at或over连用]〖正式〗主持；负责；指挥
e.g. 1. Without any training or experience, how could the young man preside over such a big company?
2. Whoever presides will need patience and tact.
无论谁作主席，都要既有耐性，又机敏老练。
shudder vi.
[(at)] tremble [常与at连用] 颤抖，战栗
e.g. 1. Maria shuddered as she stepped outside.
2. I shudder to think of the problems ahead of us.
我想到摆在面前的问题就不寒而栗。
have no business doing sth.
have no right to do sth. 无权做某事
e.g. 1. You’re not my boss. You have no business ordering me around.
2. He was drunk and had no business driving.
他喝醉了，不应该开车。
peculiar a.
belonging only (to a particular person, place, time,etc.)
(人、地点、时间等）特有的；专门的
e.g. 1. Judging by the peculiar manner of walking she recognized that the man coming towards her was her brother, even though the light was dim.
2. This type of building is peculiar to the south of the country.
这种房屋是南方特有的。
in essence
by nature; essentially 本质上；基本上
e.g. 1. The two happenings sound the same but they are different in essence.
2. In essence, your situation isn’t so different from mine.
根本上说，你的情况和我的没有多大区别。
Words and Expressions for Text B
indispensable a.
[(to)] too important or too useful to bewithout
[常与to连用]必需的，必不可少的
e.g. 1. She’s good but not indispensable for the team — no player is.
2. Air, food and water are indispensable to life.
Antonym: dispensable
namely ad.
(and) that is (to say) 即，也就是（说）
e.g. 1. There are three coloursin the British flag, namely, red, white and blue.
2. We need to concentrate on our target audience, namely, women aged between 20 and 30.
global a.
1. of or concerning the whole world 全球的；全世界的
e.g. 1. It’s an event of global importance; people all over the world are concerned over it.
2. Nuclear war would end in global destruction.
2. considering all the parts of a problem or situation together 全面的
e.g. He has a global vision of how business will progress.
negotiate vt.
[(with; for)] talk with another person orgroup in order to try to come to an agreement or settle an argument
[常与 with 或 for 连用] 谈判，协商
e.g. 1. I’ve managed to negotiate a five percent pay increase with my boss..
2. Union leaders have negotiated an agreement for a shorter working week.
reconcile vt.
1. [(with)] find agreement between (two ideas, situations, etc., that seem to be in opposition)
[常与with连用]调和；调解；使……与……一致
e.g. 1. We must try our best to reconcile the need for industrial development with our concern for the environment.
2. The possibility remains that the twotheories may be reconciled.
2. bring back friendly relations between; make friendly again
使和解；使恢复友好关系
e.g. The pair were reconciled after Jackson made a public apology.
reconciliation n.
reconcilable a.
emphasis n.
(pl. emphases) [C; U (on, upon)] special force or attention given to sth. to show that it is particularly important
[常与 on或upon 连用]（对事物、重要性等的）强调；（事实等的）重点，重要性
e.g. 1. At the initial stage of our English-learning program, emphasis was laid on listening and speaking.
2. There has been a shift of emphasis from manufacturing to service industries.
重点已经从制造业转到了服务业。
Collocations:
emphasis on…
put / place / lay emphasis on…
diversity n.
[U (of)] the condition of being different or having differences; variety
[常与 of 连用] 差异；多样性
e.g. 1. The curriculum will take account of the ethnic diversity of the population.
课程设计会考虑到学生种族多样性这个特点。
2. There is a wide diversity of opinion on the question of unilateral disarmament.
关于单方面裁军，各方有广泛的不同意见。
implement vt.
carry out or put into practice 实施；执行，贯彻
e.g. 1. They claim to implement teaching reforms from time to time but have not taken any action yet.
2. Very few parties in government ever want to implement political reform.
implementation n.
combine vt.
[(with)] join together; unite
[常与with连用]（使）联合；（使）结合
e.g. 1. Will children like school better if teachers combine teaching with game-playing?
2. Hydrogen combines with oxygen to form water.
in-depth a.
[usually before noun] very thorough and detailed
[常出现在名词前］深入的，彻底的
e.g. 1. They made an in-depth examination of the damaged car and found out the cause of the accident.
2. Tonight’s programme is an in-depth look at the long-term effects of unemployment.
illusion n.
a false idea, esp. about oneself 幻想，错误观念；错觉
e.g. 1. Jim had the illusion that Janet had a crush on him, but he was totally wrong.
2. Alcohol gives some people the illusion of being witty and confident.
associate vt.
[(with)] join (people or things) together;connect (ideas, etc.) in one’s mind
[常与with连用] 将（人或事物）联系起来；在头脑中联想（主意等）
e.g. 1. Research has shown that lung cancer is associated with cigarette smoking.
2. People associate the old days with good times, and seem to forget the hardship they endured.
access n.
1. [(to)] means or right of using, reaching, orobtaining
[常与 to 连用] 取得(接近)的方法（权利等）
e.g. 1. The electronic system gives the user quick and easy access to the required information.
2. The tax inspector had complete access to the company files.
2. means of approaching or entering (a place); way in
（接近或进入某地的）方法；通路
e.g. Disabled visitors are welcome; there is good wheelchair access to most facilities.
accessible a.
inaccessible a.
phase n.
[(in, of)] a stage of development
[常与in或of连用] 阶段；时期
e.g. 1. The patient has passed the critical phase of his illness and is recovering now.
2. The new drug is still in experimental phase.
in store (for)
about to happen 将要发生，就要出现
e. g. 1. If she had known what lay in store for her, she would never have agreed to go there with him.
2. They think it’ll be easy but they have a surprise in store.
他们认为事情会很简单，不过他们会大吃一惊的。
to this end
to help achieve this aim or purpose 为达到此目的
e.g. 1. He wants to buy a car, and to this end he is taking a part-time job besides his full-time one.
2. He wants to cutcosts, and to this end, is looking at ways of cutting the company’s operations.
cry out for
[no pass.] be ingreat need of; demand urgently
［无被动语态］极其（迫切）需要
e.g. 1. To improve its teaching quality, the school is crying out for good teachers.
2. The company is crying out for fresh new talent.
call for
demand; need or deserve 要求；需要；值得
e.g. 1. The situation calls for immediate action.
2. ---- “I’ve been promoted.” ---- “This calls for a celebration!”
in accordance with
in a way that fulfils or agrees with 按照，依照；与……一致
e.g. 1. Take this medicine three times a day or in accordance with the doctor’s instructions.
2. In accordance with her wishes, she was buried in
lend itself to
rather fml (of a thing) be suitable for
〖较正式〗(东西) 对……有用，适用于……
e.g. 1. They’re striving to design a new model which will not lend itself to being duplicated.
2. None of her books really lends itself to being made into a film.
bring about
cause to happen 导致；带来
e.g. 1. We should carry out careful research before we bring about any reform in the economic field.
2. A huge amount of environmental damage has been brought about by the destruction of the rainforests.
in depth
going beneath the surface appearance of things; done with great thoroughness
深入（地），彻底（地）
e.g. 1. I’m sorry I haven’t found time to read your report in depth, but I promise I will do it tonight.
2. The subject was discussed in great depth.
lay the foundation(s) for
provide the conditions that willmake it possible for sth. to be successful
为……奠定基础
e.g. 1. His three-year service in the army laid a solid foundation for his successful career today.
2. This agreement laid a sound foundation for future cooperation between the two countries.
draw a distinction between
point out differences between 指出…之间的不同
e.g. 1. Don’t blame him. He’s too young to draw a distinction between right and wrong.
2. He drew a quite artificial distinction between men and women readers.
他把男读者和女读者硬是人为地区分开来。
hinge on / upon
[not in progressive forms] depend on; have as a necessary condition
［不用进行式］取决于，以……为转移
e.g. 1. At that moment he realized his future hinges on his performance in the interview.
2. His political future hinges on the outcome of this election.
try out
test (sth.) by use, action, and experience, in order to find out its quality, worth, etc.
试用；试验
e.g. 1. You ought to try out the dress before you buy it.
2. The new drug has not been tried out on humans yet.
get sth. out of sth. / sb.
gain sth. from sth. / sb. 从……得到（获得）
e.g. 1. He advised me to read this book, saying that I could get much out of it.
2. Children can get a lot out of being involved in community projects.
Read and Explore
Text A
Why does a science student have to read Hamlet? Why does almost every college course begin with a history of the subject? In this speech, John Ciardi offers his answers eloquently: The business of the college is not only to train us as specialists, but also to educate us as developed humans by putting us in touch with what the best human minds in the world have ever thought.
Another School Year: Why?
John Ciardi
1 Let me tell you one of the earliest disasters in my career as a teacher. It was January of 1940 and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the reading for the freshman English course was Hamlet. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms, and looked at me as if to say: “All right, damn you, teach me something.” Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips. It is easy to put your hands on your hipsif you are not carrying books, and this one was an unburdened soul. “Look,” he said, “I came here to be a pharmacist. Why do I have to read this stuff?” And not having a book of his own to point to, he pointed at mine which was lying on the desk.
2 New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled, not in a drugstore-mechanics school, but in a college, and that at the end of this course, he meant to reach for a scroll that read Bachelor ofScience. It would not read: Qualified Pill-Grinding Technician. It would certify that he had specialized in pharmacy and had attained a certain minimum qualification, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history. That is to say, he had not entered a technical training school, but a university, and that in universities students enroll for both training and education.
3 I could have told him all this, but it was fairly obvious he wasn’t going to be around long enough for it to matter: at the rate he was going, the first marking period might reasonably be expected to blow him toward the employment agency. Nevertheless, I was young and I had a high sense of duty and I tried to put it this way: “For the rest of your life,” Isaid, “your days are going to average out to about twenty-four hours. They will be a little shorter when you are in love, and a little longer when you are out of love, but the average will tend to hold. For eight of those hours, more or less, you will be asleep, and I assume you need neither education nor training to manage to get through that third of your life.
4 “Then for about eight hours of each working day, you will, I hope, be usefully employed. Assume you have gone through pharmacy school — or engineering, or law school, or whatever — during those eight hours you will be using your professional skills.You will see to it during this third of your life that the cyanide stays out of the aspirin, thatthe bull doesn’t jump the fence, or that your client doesn’t go to the electric chair as a result of your incompetence. These are all useful pursuits, they involve skills every man must respect, and they can all bring you good basic satisfactions. Along with everything else, they will probably be what sets your table, supports your wife, and rears your children.They will be your income, and may it always suffice.
5 “But having finished the day’s work, what do you do with those other eight hours — the other third of your life? Let’s say you go home to your family. What sort of family are you raising? Will the children ever be exposed to a reasonably penetrating idea at home? We all think of ourselves as citizens of a great democracy. Democracies can exist, however, only as long as they remain intellectually alive. Will you be presiding over a family that maintains some basic contact with the great continuity of democratic intellect? Will there be a book in the house? Will there be a painting a reasonably sensitive man can look at without shuddering? Will your family be able to speak English and to talk about an idea? Will the kids ever get to hear Bach?”
6 That is about what I said, but this particular pest was not interested. “Look,” he said, “you professors raise your kids your way; I’ll take care of my own. Me, I’m out to make money.”
7 “I hope you make a lot of it,” I told him, “because you’re going to be badly stuck for something to do when you’re notsigning checks.”
8 Fourteen years later, I am still teaching, and I am here to tell you that the business of the college is not only to train you, but to put you in touch with what the best human minds have thought. If you have no time for Shakespeare, for a basic look at philosophy, for the community of the fine arts, for that lesson of man’s development we callhistory — then you have no business being in college. You are on your way to being that new species of mechanized savage, the Push-button Neanderthal. Our colleges inevitably graduate a number of such life forms, but it cannot be said that they went to college; rather, the college went through them — without making contact. No one gets to be a human being unaided. There is not enough time in a single lifetime to invent for oneself everything one needs to know inorder to be a civilized human.
9 Assume, for example, that you want to be a physicist. You pass the great stone halls, of say, MIT, and there cut into stone are the names of the master scientists. The chances are that few of you will leave your names to be cut into those stones. Yet any one of you who managed to stay awake through part of a high school course in physics, knows more about physics than did many of those great makers of the past. You know more because they left you what they knew. The first course in any science is essentially a history course. You have to begin by learning what the past learned for you. Except as a man has entered the past of the race he has no function incivilization.
10 And as this is true of the techniques of mankind, so is it true of mankind’s spiritual resources. Most of these resources, both technical and spiritual, are stored in books. Books, the arts, and the techniques of science, are man’s peculiar accomplishment. When you have read a book, you have added to your human experience. Read Homer and your mind includes a piece of Homer’s mind. Through books you can acquire at least fragments of the minds and experience of Virgil, Dante, Shakespeare — the list is endless. For a great book is necessarily a gift: it offers you a life you have not time to live yourself, and it takes you into a world you have not time to travel in literal time. A civilized human mind is, in essence, one that contains many such lives and many such worlds. If you are too much in a hurry, or too arrogantly proud of your own limitations, to accept as a gift to your humanity some pieces of the minds of Sophocles, of Aristotle, of Chaucer — and right down the scale and down the ages to Yeats, Einstein, E. B. White, and Ogden Nash — then you may be protected by the laws governing man slaughter, and you may be a voting entity, but you are neither a developed human being nor a useful citizen of a democracy. I think it was La Rochefoucauld who said that most people would never fall in love if they hadn’t read about it. He might have said that no one would ever manage to become a human if he hadn’t read about it.
11 I speak, I am sure, for the faculty of the liberal arts colleges and for the faculties of the specialized schools as well, when I say that a university has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include. The faculty, by its very existence, says implicitly: “We have been aided by many people, and by many books, and by the arts, in our attempt to make ourselves some sort of storehouse of human experience. We are here to make available to you, as best as we can, that experience.” I hope you will want to enter those minds and those worlds that books can give you. That is essentially what we have to offer. Good luck, and good learning.
Chinese Version of Text A
课文 A 参考译文
又一学年：为了什么？
约翰 · 查尔迪
1 我想向各位说说在我执教生涯早期遇到的一桩倒霉事儿。那是1940年1月，我刚从研究生院毕业，在堪萨斯市大学开始第一个学期的教学。新生的英语课，阅读材料之一是《哈姆雷特》； 而新生中有一位瘦高个儿，恰似一根支撑豆蔓的细杆子，只是顶端生着头发。他走进我的课堂，坐下，双臂交叉，注视着我，仿佛说：“来吧，可恶的，教我点什么！”两周后，我们开始学习《哈姆雷特》。三周后，他双手放在臀部上，走进我的办公室。不拿书本，很容易将手搁在臀部上，这是一个毫无负担的家伙。“喂，”他说，“我来这儿是想当药剂师的。为什么我要读这玩意儿？”因手头没书，他就用手指着我桌面上的课本。
2 即便我是新教师，我也能给这个怪人讲一番道理的。我原本可以告诉他，他注册入读的学校不是药剂师培训学校，而是一所大学；课程结束后，他意欲获得的文凭上写着“理学士”，并非写着“合格的碾药技师”。这文凭不仅证明他的专业是药剂学，获得了起码的资格，而且更进一步证明他受过人类历史上诞生的一些思想精华的熏陶。也就是说，他入读的不是技术培训学校，而是一所大学。学生在大学里既接受培训，又获得教育。
3 我本可以跟他讲这番话，但是很显然他不会在大学里待很久，此番话也就无足轻重。凭他现在这样的情况，第一个计分时段就会合情合理地将他推向职业介绍所。但是，我那时年轻，有很强的责任感，因而试图这样解释：“在你的余生中,每天平均约24小时。恋爱的时候，日子略显短一些；失恋的时候，日子略微漫长些，但是平均数基本持平。一天当中，大约8小时你在睡梦中。一生中这三分之一的时间，我想你既不需教育也无须培训就能安然度过。
4 “我希望，每个工作日的大约8小时你都能用来工作。假如你上的是药剂学校——或是工程、法律之类的学校——这8小时中你将运用专业技能。在你人生的这三分之一时间里，你要保证氰化物远离阿司匹林，主管的事情尽在掌控之中，你的委托人不会因你无能而被送上电椅。这些都是有用的职业，涉及人人必须尊重的技能，能给你带来不错的、基本的满足感。不消说别的，这些职业极有望为你提供餐桌上的食物，养活你的妻子，养大你的孩子。这些职业为你带来收入。但愿你的收入一直够用！
5 “然而在完成每天的工作之后，你如何打发另外8个小时，也就是你生命中的另外三分之一的光阴？ 比如，你回到家里，和家人待在一起。你养育什么样的子女？孩子们在家里能接触比较深邃的思想吗？我们都认为自己是一个伟大的民主国家的公民，然而，民主国家只有在思想领域里充满活力方能存在。你作为一家之主，能使这个家庭受到绵延不绝的民主思想一些起码的影响吗？家里会有一本书吗？会挂一幅让审美能力尚好的人看了不至于战栗的画吗？你的家人能表达自我、能交流思想吗？孩子们能有机会听到巴赫吗？”
6 这大约就是我所说的，但这个怪人不感兴趣。“哎，”他说，“你们教授有你们养儿育女的方式；我自会照顾我的孩子。我呀，就是要拼命赚钱。”
7 “我希望你赚很多的钱，”我告诉他，“因为不签支票的时候，你会不知道该做些什么。”
8 14年后，我仍在教书，我想在这里告诉你们，大学的使命不仅仅在于培训你，而且在于让你接触人类最优秀的思想家的思想。如果你无暇阅读莎士比亚、涉猎哲学思想、走进美术天地、学习我们称为“历史”的关于人类发展的课程——那么，你就不该上大学。你正在变成一个新的生物种类：只会使用机械的野蛮人，会控制按钮的原始人。必定会有许多这样的生物从我们的大学毕业，但是不能说他们上过大学，只能说大学从他们的生命中穿梭而过——没有丝毫接触。人若不获得帮助，就无法成长为一个真正的人。一个人在独自的生命历程中，没有足够的时间为变成文明人而创造所需的一切。
9 例如，假设你要成为物理学家。若你走过那些石头大厅，比如麻省理工大学的石头大厅，会看见石头上镌刻着一流科学家的名字。也许你们中间很少有人以后能有机会让自己的名字刻在那些石头上，但是你们中间任何一位，在高中物理课上哪怕只有部分时间保持清醒，对物理的认识都超过昔日那些伟大的思想缔造者。你们比他们知道的多，是因为他们将自己的知识留给了你们。任何学科的第一门课实质上都是一门历史课。你得先学习前人领悟并传授给你的知识。除非一个人走进人类的过去，否则他就无法在文明中发挥作用。
10 人类的科技是这样，人类的精神财富也如此。这些财富，无论是科技的，还是精神的，大部分都蕴藏在书籍里。书籍、艺术、科学技术，都是人类的独特成就。每读完一本书，你的人生经验就得以丰富。读荷马，你的头脑就拥有了一点儿荷马的智慧。通过阅读，你至少能从维吉尔、但丁、莎士比亚等数不胜数的伟人那里获得一小部分思想和经验。一本伟大的书必定是一份礼物：它使你体验一种你无暇亲身体验的人生，带你去体验你现实中无暇畅游的领域。实质上，一个文明人的头脑，蕴含了许多这样的人生，这样的领域。索福克勒斯、亚里士多德、乔叟是伟大的思想家，依照这个标准，沿着历史的长河，还有叶芝、爱因斯坦、E.B.怀特、奥格登·纳什。若你生活太忙碌，能力有限反而自鸣得意，就无法将这些伟人思想的火花当作赋予自身人性的礼物而欣然领受。倘若如此，即使你享受着制约犯罪的法律保护，即使你是一个选举实体，你也不是一个全面发展的人，更称不上是民主国家有用的公民。记得拉罗什富科曾说过，人如果没有读过恋爱的故事，就不会坠入情网。他也许会这样说，若不读关于人的故事，谁都无法真正成为一个人。
11 大学必须成功地让你们同时以专业人士的身份和人的身份接受头脑所需的人类思想的熏陶，否则大学谈不上真实存在，也没有真正发挥作用。我可以肯定，我这么说，代表的是文科学院所有的教师，也代表专业学院所有的教师。大学全体教师，凭着自身的存在，默默地说：“在竭力使我们自己成为人类经验的某种宝库的过程中，我们接受过许多人、许多书籍以及艺术作品的帮助。我们时刻准备着把这些人类的经验传递给你们，为此不遗余力。”我希望，你们会渴望走进书本赋予你们的思想和领域。这实质上就是我们要倾力奉献的。祝你们好运，学习愉快！
