In the 1962 movie Lawrence of Arabia, one scene shows an American newspaper reporter eagerly snapping photos of men robbing a damaged train. One of the robbers, Chief Auda abu Tayi of the Howeitat clan, suddenly notices the camera and snatches it. “Am I in this?” he asks, before smashing it open. To the dismayed reporter, Lawrence explains, “He thinks these things will steal his virtue. He thinks you're a kind of thief.”

As soon as colonizers and explorers began taking cameras into distant lands, stories began circulating about how native peoples saw them as tools for black magic. The “ignorant natives” may have had a point. When photography first became available, scientists welcomed it as a more objective way of recording faraway societies than early travelers' exaggerated accounts. But in some ways, anthropological(人类学的) photographs reveal more about the culture that holds the camera than the one that stares back. Up into the 1950s and 1960s, many ethnographer(人种学者) sought “pure” pictures of “primitive” cultures, routinely deleting modern articles for daily use such as clocks and Western dress. They paid men and women to re-enact rituals or to pose as members of war or hunting parties, often with little regard for truthfulness. Edward Curtis, the legendary photographer of North American Indians, for example, got one Makah man to pose as a whaler with a spear in 1915 — even though the Makah had not hunted whales in a generation.

    These photographs reinforced widely accepted stereotypes that native cultures were isolated, primitive, and unchanging. For instance, National Geographic magazine's photographs have taught millions of Americans about other cultures. As Catherine Lutz and Jane Collins point out in their 1993 book Reading National Geographic, the magazine since its founding in 1888 has kept a tradition of presenting beautiful photos that don't challenge white, middle-class American conventions. While dark-skinned women can be shown without tops, for example, white women's breasts are taboo. Photos that could unsettle or disturb, such as areas of the world torn apart by war or famine, are discarded in favor of those that reassure, to conform with the society's stated pledge to present only “kindly” visions of foreign societies. The result, Lutz and Collins say, is the display of “an idealized and exotic world relatively free of pain or class conflict.”

    Lutz actually likes National Geographic a lot. She read the magazine as a child, and its lush imagery influenced her eventual choice of anthropology as a career. She just thinks that as people look at the photographs of other cultures, they should be alert to the choice of composition and images.

    The Bronte sisters were three sisters who became famous novelists． Their lives and works are connected with the lonely moors of Yorkshire, England, where they lived． Patrick Bronte, the sisters' father, was a poor Irishman who became the parish clergyman of the small, isolated town of Haworth, Yorkshire． Bronte was somewhat strange and tended to be strict． His wife died in 1821 and her sister brought up the family out of duty, but with little love or understanding． The sisters went to several boarding schools where they received a better education than usual for girls at that time, but in a bad atmosphere．

Few jobs were available for women at that time, and the Bronte sisters, except for occasional jobs as governesses or schoolteachers, lived their entire lives at home． They were shy, poor, and lonely, and occupied themselves with music, drawing, reading and —above all—writing． Their isolation led to the early development of their imaginations． In 1846, under the male pen names of Currer, Ellis, and Acton Bell, the sisters published a joint volume of poems．Although only two copies were sold, all three sisters soon had their first novels published．

    Charlotte Bronte's most famous novel Jane Eyre （1847） is largely autobiographical ． Through the heroine, Charlotte relived her hated boarding school life and her experiences as a governess in a large house． Rochester, the hero and master of the house, is fictional． Jane Eyre was enormously successful, but many readers were shocked that Rochester, who tried to make Jane his mistress, should be rewarded by marrying her． Some readers were also shocked because Jane wanted to be regarded as a thinking and independent person, rather than as a weak female．

    Charlotte Bronte wrote three other novels． The first one, The Professor, was not published until 1857, after her death． Shirley （1849） is set among the labour riots of the early 1800s． Villette

    Hetty Robinson learnt all about money when very young. As a child, she read the financial pages of the newspaper to her rich father. Her father died when Hetty was 30, and she inherited $1 million. When she herself died in 1916, she left almost $100 million to her two children.

    Hetty made her money on the New York stock(股票) exchange. She was a financial genius. She made money so easily that people called her the Witch of Wall Street. But although she was one of the richest women in the world, she counted every cent and spent as little as possible. She didn't own a house, because she didn't want to pay taxes. So she and her children lived in cheap hotels. She spent almost nothing on clothes, and always wore the same long black dress. She washed it herself, but to save soap she only washed the bottom of the dress, where it touched the ground. Other people had their own offices, but Hetty used a desk in the bank where she kept her money, because it didn't cost anything. She sat in the bank and ate her sandwiches while she bought and sold stocks and shares. If the bank complained, she just moved all her money to another bank.

    Hetty's family paid the price for her meanness. When she was 33 she married a millionaire, Edward Green, and they had two children. But Green lost all his money, so she left him. When her son, Ned, injured his knee, Hetty didn't want to pay for a doctor, so she took him to a free hospital for poor people. Unfortunately the doctor knew Hetty was rich and he asked for money. Hetty refused and took the boy away. His leg got worse and two years later doctors removed it.

    But eventually Ned got his revenge(报复). At the age of 81, Hetty had an argument with a shop assistant about the price of a bottle of milk. She became so angry that she had a heart attack and died. So Hetty's meanness finally killed her. Ned inherited half his mother's fortune, and he spent it all on parties, holidays and expensive jewellery.

    One afternoon last week, I saw three tearful children from my son's school being comforted by teachers. That morning, my 11-year-old had stomach pains, retching(干呕)into a bowl. Talking to other mothers later, I heard about other children with stomachache or difficulty sleeping the night before.

What caused so much pain? Sports day. Sports day might be necessary at a highly-competitive independent school, but not at a village primary school. For the children who can fly like the wind, sports day causes no problem. For those who are overweight or just not good at sport, it is a nightmare(噩梦). Even for those who enjoy running but fall halfway down the track in front of the entire school and their parents, it can prove a disaster.

    Why do we put our children through this annual suffering? Some may say competition is character building; or it's taking part, not winning, that's important; or that it is a tradition of school life. I just felt great pity for those children in tears or in pain.

    Team games at the end of sports day produced some close races, wild enthusiasm, lots of shouting—and were fun to watch. More importantly, the children who were not so fast or quick at passing the ball were hidden a little from everyone's eyes. Some of them also had the thrill of being on the winning side.

    I wish that sports day could be abandoned and replaced with some other less-competitive event. Perhaps an afternoon of team games, with a few races for those who want them, would be less stressful for the children and a lot more fun to watch.

The Truth About the Environment

    For many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out, that the population is ever growing, leaving less and less to eat, that species are becoming disappeared in huge numbers, and that the planet's air and water are becoming ever more polluted.

    But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so. Second, more food is now produced per head of the world's population than at any time in history. Fewer people are starving. Third, although species are indeed becoming disappeared, only about 0.7% of them are dying out in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been best cured not by limiting economic growth, but by accelerating it.

    Yet public opinion surveys suggest that many people hold the belief that environmental standards are declining and four factors seem to cause this gap between what they know and what the reality is.

    One is the unbalanced budget for scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.

    Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In 1997, for example, the World Wide Fund for Nature issued a press release entitled: „Two thirds of the world's forests lost forever'. The truth turns out to be nearer 20%.

    A third source of confusion is the attitude of the media. People are extremely more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants: That, however, can lead to significant misunderstanding. An example was that America came across EI Nino(厄尔尼诺) in 1997 and 1998. This climatic phenomenon was accused of breaking tourism, causing allergies, melting the ski-slopes, and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage was estimated at $4 billion but the benefits amounted to some $19 billion.

    The fourth factor is poor individual knowledge. People worry that the endless rise in the amount of things everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America's trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one 12,000th of the area of the entire United States.

    It is extremely important that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic, but more costly still to be too pessimistic.

A Lesson Plan from Life Planning Education: A Youth Development Program

    Purpose: To learn about body language and how to use body language.

    Materials (材料): Cards; container

    Time: 25-35 minutes

    Planning Notes:

    ·Write the words below on cards:

    angry disappointed shy afraid sad happy nervous excited bored

    ·Place the cards in the container so volunteers can draw them out one at a time.

    Steps:

    First make sure that all volunteers know what body language means (expressing feelings through body movement and facial expressions). Go over the following instructions:

    ·I'll need at least 9 volunteers to play a game similar to charades (猜词游戏).

    ·The first volunteer will draw a card with a feeling written on it and act out the feeling without using words.

    ·The rest of the group will guess what feeling is being communicated. Once someone correctly guesses the feeling, the next person in line will draw a card and act out what is written on it, again without words.

    ·The game will continue until there are no more cards or until time is up.

    At last, end the activity using the discussion points below:

    ·Can you give examples of when someone's body language communicated a different message from what he/she actually skid?

    ·Sometimes one person is offended (冒犯) by another's body language. How can you work to keep that from happening? Answers may include: be honest and direct; match your nonverbal messages to your verbal ones; be aware of (清楚) cultural attitudes toward different kinds of body language.