It was a cold winter. The wind blew all night and the snow was blinding. When morning came, my three children and I got up and made our way to the windows. As we looked out the window, we saw that the henhouse was gone. Our three hens had been blown away.

    I looked at the emptiness outside. Then I saw all three chickens sat around the edge of a white bucket. How was this violent wind not blowing them into the field beyond? I quickly pulled on long snow pants and heavy winter coat, wrapped a scarf and stuck my feet into very large boots .

    I shouted at the wind as it blew. I was alone, save for my children. They stared out the window into the vast white sea of snow, their eyes peeled for any sign of movement. Outside I heard the sound of my boots as I walked against the wind.

    The snow circling around me, I steadily made my way to the soft cluck-cluck-cluck sound my hens always made. When I reached them, I saw that their little feet were holding on to the edge of the bucket, heads bent forward and away from the wind. I gently lifted each hen and put it carefully into the warm inside. Then I began the freezing walk back to the small shed directly behind our house. One by one I laid my chickens on the cold floor, and they began to cluck softly.

    As I shut the shed doors, my eyes went directly to the window where my children were watching. They jumped up and down cheering, and so did I! I wasn't some dragon slayer (屠龙者) from a fairy tale. I was simply a mom, but the look on my children's faces told me that they thought I was a hero mom.

    So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for what only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible."

    Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.

    Learning to read involves all that each individual does not make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny. If teacher and learner roles are not interchangeable, what then can be done through teaching will aid the child in knowledge. Smith has one principal rule for all teaching instructions. "Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children."

    When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.

    That cold January night, I was growing sick of my life in San Francisco. There I was walking home at one in the morning after a tiring practice at the theatre. With opening night only a week ago, I was still learning my lines. I was having trouble dealing with my part-time job at the bank and my acting at night at the same time. As I walked, I thought seriously about giving up both acting and San Francisco. City life had become too much for me.

    As I walked down empty streets under tall buildings, I felt very small and cold. I began running, both to keep warm and to keep away from any possible robbers. Very few people were still out except a few sad-looking homeless people under blankets.

    About a block from my apartment, I heard a sound behind me. I turned quickly, half expecting to see someone with a knife or a gun. The street was empty. All I saw was a shining streetlight. Still, the noise had made me nervous, so I started to run faster. Not until I reached my apartment building and unlocked the door did I realize what the noise had been. It had been my wallet falling to the sidewalk.

    Suddenly I wasn't cold or tired anymore. I ran out of the door and back to where I'd heard the noise. Although I searched the sidewalk anxiously for fifteen minutes, my wallet was nowhere to be found. Just as I was about to give up the search, I heard the garbage truck(垃圾车) pull up to the sidewalk next to me. When a voice called from the inside, "Alisa Camacho?" I thought I was dreaming. How could this man know my name? The door opened, and out jumped a small red-haired man with an amused look in his eye. "Is this what you're looking for?" he asked, holding up a small square shape.

    It was nearly 3 a.m. by the time I got into bed. I wouldn't get much sleep that night, but I had gotten my wallet back. I also had gotten back some enjoyment of city life. I realized that the city couldn't be a bad place as long as people were willing to help each other.

    Do you often feel tired? Is it really because of the large amount of mental work you do? Here is an astonishing and significant fact: Mental work alone can't make us tired. It sounds absurd. But a few years ago, scientists tried to find out how long the human brain could labor without reaching a stage of fatigue (疲劳). To the amazement of these scientists, they discovered that blood passing through the brain, when it is active, shows no fatigue at all! If we took a drop of blood from a day laborer, we would find it full of fatigue toxins(毒素) and fatigue products. But if we took blood from the brain of an Albert Einstein, it would show no fatigue toxins at the end of the day.

    So far as the brain is concerned, it can work as well and swiftly at the end of eight or even twelve hours of effort as at the beginning. The brain is totally tireless. So what makes us tired?

    Some scientists declare that most of our fatigue comes from our mental and emotional attitudes. One of England's most outstanding scientists, J.A. Hadfield, says, “The greater part of the fatigue from which we suffer is of mental origin. In fact, fatigue of purely physical origin is rare.” Dr. Brill, a famous American scientist, goes even further. He declares, “One hundred percent of the fatigue of a sitting worker in good health is due to emotional problems.”

    What kinds of emotions make sitting workers tired? Joy? Satisfaction? No! A feeling of being bored, anger, anxiety, tenseness, worry, a feeling of not being appreciated —— those are the emotions that tire sitting workers. Hard work by itself seldom causes fatigue. We get tired because our emotions produce nervousness in the body.

    Craft (手工艺）is becoming a heritage industry — but a record of disappearing skills might just come in handy in the future.

    Mr. Lobb (of John Lobb the bootmaker) mentioned that custom clothing and shoe-making were once the norm for everyone. How come，then，today a pair of normal Lobbs would set you back over £2,000? The price has obviously gone up because of lack of competition and higher wages，but would custom clothing once again be affordable to all if the demand was there? Do we just wave goodbye to these skills，or should we fight to maintain them?

    The disposable (一次性的）culture we “enjoy” today has existed in our life for almost two generations now. We like our products to be made by either a robot or invisible，cheap hands so that we can accumulate them cheaply and frequently. The concept of “craft” is something that's now largely considered to be strange，and seems to be limited to museums and dusty, independent shops. Hobby crafts such as knitting do undergo revivals (复兴)from time to time，but I think that's because they are seen as short-lived fashionable leisure pursuits rather than a craft worthy of revivals on a commercially feasible (可行的)scale.

To drive a revival in any of these crafts, you would probably need to apply the same marketing techniques that are used to sell any other items today. The consumer must believe that they just have to have it. If they don't have it now, it will either go up in price or go out of fashion — both reasons enough in themselves for a shopper to act.

    But does it finally matter if these skills will no longer serve any practicable use in the decades to come? I don't know the answer to that，but I have long thought it would be a good idea if we “banked” these skills somehow，just as we are not attempting to do with seeds. You just never know whether we'll need them in the future. Maybe it's time to establish a worldwide network of volunteers to record，through the written words and videos，as many of these dying skills as possible. Actually, a rough look on YouTube fills me with hope that an army of willing volunteers is probably out there already and just needs someone or something to gather them together.

    Reading may be fundamental, but how the brain gives meaning to letters on a page has been a mystery. Two new studies fill in some details on how the brains of efficient readers handle words. One of the studies, published in the April 30 Neuron, suggests that a visual-processing area of the brain recognizes common words as whole units. Another study, published online April 27 in PLOSONE, makes it known that the brain operates two fast parallel systems for reading, linking visual recognition of words to speech.

    Maximilian Riesenhuber, a neuroscientist at Georgetown University in Washington, D. C. , wanted to know whether the brain reads words letter by letter or recognizes words as whole objects. He and his colleagues showed sets of real words or nonsense(无意义的词语)words to volunteers undergoing FMRI scans. The words differed in only one letter, such as “farm” and “form” or “soat” and “poat”, or were completely different, such as “farm” and “coat”or “poat” and “hime”.The researchers were particularly interested in what happens in the visual word form area, or VWFA, an area on the left side of the brain just behind the ear that is involved in recognizing words.

    Riesenhuber and his colleagues found that neurons(神经元)in the VWFA respond strongly to changes in real words. Changing “farm” to “form”, for example, produced as great a change in activity as changing “farm” to“coat”, the team reports in Neuron. The area responded slowly to single-letter changes in made-up words.

    The data suggests that readers grasp real words as whole objects, rather than focusing on letters or letter combinations. And as a reader's exposure to a word increases, the brain comes to recognize the shape of the word. “Meaning is passed on after recognition in the brain”, Riesenhuber says.

    The researchers don't yet know how longer and less familiar words are recognized, or if the brain can be trained to recognize nonsense words as a unit.