My folks bought their first house in the early 1940s after Dad got a better job in Marquette, Michigan. We lived just inside the city limits in what was still a rural area.

    In the spring of 1948, when I was 6 years old, my parents bought a calf (小牛) to replace our cow, which had been killed the year before. So one day we drove to a local farm and returned with a white and brown calf we named Tubby.

    We didn't own a truck, so Tubby rode home in the backseat of Dad's car with my 9-year-old brother Steve, and me. As you can imagine, the trip was a lot of fun for us kids.

    Later that summer, Mom thought it would be cute to take a picture of me sitting on Tubby's back. All went well unti1 the snap of the camera shutter sent Tubby charging off on a run, with me holding on for dear life. I lasted for about 30 feet before I hit the ground. Mom was quick enough to shoot a follow-up picture, so we had photos of me both on and off Tubby!

    When summer had passed, the day arrived for poor Tubby to fill our freezer I must have been somewhere else with my Mom on the fateful day, because I have no memory of how it happened. All I knew was that the barn was empty, and that we had plenty of meat for dinners.

    I hadn't lived on a farm like my mother, so I didn't understand that what happened to Tubby was not unusual. Livestock aren't meant to be pets, and most farm kids know and accept that truth.

    Whenever we had beef for dinner, I would tearfully, “Is this Tubby” This went on for a couple of weeks until Dad had finally had enough and declared, “No more cows!” That made me feel a little better about poor Tubby.

    The term “formal learning” refers to all learning which takes place in the classroom regardless of whether such learning is informed by conservative or progressive ideologies(思想意识). “Informal learning”, on the other hand, is used to refer to learning which takes place outside the classroom.

    These definitions(定义) provide the basic difference between the two models of learning. Formal learning is separated from daily life and may actually promote ways of learning and thinking which often run counter to those obtained form practical daily life. A characteristic feature of formal learning is the centrality of activities which can prepare for the changes of adult life outside the classroom, but it cannot, by its nature, consist of these challenges.

    In doing this, language plays an important role as a major channel for information exchange.  The language of the classroom is more similar to the language used by middle-class families than that used by working-class families. Middle class children thus find it easier to gain the language of the classroom than their working-class classmates.

Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant (相关的). In this context, language does not occupy such an important role: the child's experience of learning is more direct, involving sight, touch, taste, and smell senses that are not used in the classroom. Whereas formal learning is transmitted by teachers selected to perform this role, informal learning is gained as a natural part of child's socialization. Adults or older children who are proficient (熟练的) in skill or activity provide—sometimes unintentionally (无意义地)—target models of behavior in the course of everyday activity.

    Informal learning, therefore, can take place at any time and place. The motivation of learner provides another important difference between the two models of learning. The formal learner is generally motivated by some kind of external goal such as parental approval, social status, and possible financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial knowledge of adult status.

    Given that learning systems develop as a response to the social and economic contexts in which they are firmly, it is understandable that modern, high urbanized (城市化) societies have concentrated almost specially on the establishment of formal education systems. What these societies have failed to recognize are the ways in which formal learning inhibits the child's multi-sensory acquisition of practical skills. The failure to provide a child with a direct education may in part account for many of the social problems which trouble our societies.

    I grew up poor. We had little money, but plenty of love and attention. I understood that no matter how poor a person was, he could still afford a dream. My dream was athletics.

    By the time I was sixteen, I was good at baseball and football. My high-school coach was Ollie Jarvis. He not only believed in me, but taught me the difference between having a dream and showing conviction(信念).

    One summer a friend recommended me for a summer job. This meant a chance for money in my pocket — cash for dates with girls, certainly, money for a new bike and new clothes, and the start of savings for a house for my mother.

Then I realized I would have to give up summer baseball to handle the work schedule, and that meant I would have to tell Coach Jarvis I wouldn't be playing. I was dreading(害怕) this, but my mother said, "If you make your bed, you have to lie in it."

When I told Coach Jarvis, he was as mad as I expected him to be. "Your playing days are limited. You can't afford to waste them," he said.

    I stood before him with my head hanging, trying to think of the words that would explain to him why I dreamed of buying my mom a house.

"How much are you going to make at this job, son?" he demanded.

"Three twenty-five an hour," I replied.

"Well," he asked, "is $3.25 an hour the price of a dream?"

    That question laid bare for me the difference between wanting something right now and having a goal. I devoted myself to sports that summer, and within the year I was drafted by the Pittsburgh Pirates to play rookie-league ball, and offered a $20,000 contract. I signed with the Denver Broncos in 1984 for $1.7 million, and bought my mother the house of my dream.

    You may think that light pollution isn't something extraordinarily important. You may believe that every other type of pollution has a larger impact on the environment than light pollution does. But light pollution is serious.

    Light pollution, or "sky glow", is the glow you can see at night above cities and towns. Light pollution is a problem that has been accompanying man ever since he started his first fire some 15,000 years ago. Light pollution is the light that comes from streetlights, buildings, parking lots and any other source of light that is reflected or directed into the atmosphere.

    Urban light pollution means that one­fifth of the world's population can no longer see the Milky Way with the naked eye(肉眼). Many city kids, even if they did look through the orange smog above their heads, would probably see only a handful of stars. We have lost our view of the stars, and we have mucked up our night­time environment as well. Astronomers are calling for the dark places on Earth to be preserved as national parks.

    Lots of people find the ever­brightening night annoying, and animals that are programmed to prefer the dark may avoid a brightened habitat. Sea turtles can get lost searching for a beach to lay eggs, and their hatchlings(孵化的幼仔)may confuse over­lit beachfront resorts for the ocean horizon, wasting precious energy needed to find the sea and escape predators(食肉动物). Because their necks aren't yet long enough to see things far away, baby turtles rely on the mirror image of the moon to guide them to the sea, to begin their new life. A car may even hit a particular turtle, which was thinking the light from a nearby city was moonlight reflecting off the ocean waves. Birds that live in and around cities can die because of sky glow, too. The bright lights can blind them, leading to countless collisions with buildings and other tall structures.

    On an individual level, people can help reduce much sky glow by using lighting only when necessary. The stars above us are priceless heritage— for not only for astronomers but for all humans. More of our children should be able to look up at night and see the Milk Way.

The Kids' Farm

    While kids visit vegetable plots and animal contact areas, they will learn that most of the food we eat every day comes from farms, and that taking care of animals takes time, commitment and knowledge.

    Kids can see our cows, donkeys, goats, alpacas, pigs, etc. and learn all about looking after farm animals. At the Caring Corral, they will have a chance to touch cows and donkeys, under staff members' supervision.

    Please Note:

    ●Any time you touch an animal, there is a risk of spreading germs (细菌). Visitors to the Kids' Farm should wash their hands after touching the animals.

    ●The Caring Corral is open only when the staff are available; hours are limited.

    ●The Kids' Farm uses pizza to teach kids how many kinds of food grow. Hands-on exhibits show how pizza ingredients go from the farm to the pizza. The Pizza Garden has slice-shaped plots of growing ingredients, including tomatoes, wheat and herbs.

    ●The 22-foot-wide Giant Pizza gives kids a place to play with oversized toppings and each other.

    ● During the busier season (beginning in June), a free shuttle picks up visitors in need of a lift at the Kids' Farm and drops them off at the Panda Plaza/the Bus Lot from 11 a. m. to 6 p.m.