Graffiti is a common feature of most Western cities. The word graffiti was from the Greek word, graphein, which only meant writing. These days, however, the word means drawing or writing {#blank#}1{#/blank#} the wall of buildings, or the public transportation, such as trains or buses.

    Graffiti, as a form of expression, was born in New York during{#blank#}2{#/blank#} 1960s and 1970s. At that time, a new modern culture about city life appeared. Graffiti was a written form of expression of that life. Later, it was {#blank#}3{#/blank#}(mix) with a musical form called hip-hop that was another expression of the city life.

    At first, graffiti artists used pens. But then, with the {#blank#}4{#/blank#}(develop) of graffiti, they became {#blank#}5{#/blank#}(experience). They turned to using spray paint. Spray paint allowed them to draw a greater area. And it also allowed them to work {#blank#}6{#/blank#}(quick) than before, which was an advantage when they worked in neighborhoods {#blank#}7{#/blank#} graffiti wasn't welcome.

    At the present time, different people have different ideas about graffiti. Some people say {#blank#}8{#/blank#} makes the cities dirty. It isn't allowed by many local governments in America. The governments spend more than a million dollars a year {#blank#}9{#/blank#}(clean) graffiti. The money, they say, could be better spent on health or education. Other people think it is a form of art. In fact, the {#blank#}10{#/blank#}(work) of some famous graffiti artists can be found in museums, galleries and art books.

    When I was in the middle school, I got into an argument with a boy in my class. The teacher {#blank#}1{#/blank#}(decide) to teach us a very important lesson.

    She brought us up to the front of the {#blank#}2{#/blank#} ['kla:sru:m]and placed him on one side of her desk and{#blank#}3{#/blank#}on the other. In the middle of her desk was a large, round object. I could {#blank#}4{#/blank#}(hard)see that it was black. She asked the boy what color the object was. "White," he{#blank#}5{#/blank#}[' a:nsa(r)d]

    I couldn't{#blank#}6{#/blank#}[bɪ'liːv] he said the object was white, when it was clearly black! Another argument started between my classmate and me, this time about the{#blank#}7{#/blank#}of the object.

    The teacher told me to stand where the boy was standing and told him to come stand where I had been. We changed{#blank#}8{#/blank#}(place), and now she asked me what the color of the object was. I had to answer, "White."

    It was an object with two differently colored sides, and from his viewpoint (视角) it was{#blank#}9{#/blank#}. Only from my side it was black.

    I have always remembered the lesson I learned that day. Sometimes we need to look at the problem from the other {#blank#}10{#/blank#}(person) viewpoint in order to truly understand his/her view.

    Once there was a wise king. He had two sons. Every day, many famous teachers taught {#blank#}1{#/blank#} (they) knowledge. One day, the king was {#blank#}2{#/blank#} (bad) ill, so he wanted one of his sons {#blank#}3{#/blank#} (be) the new king. He wanted to test his sons' {#blank#}4{#/blank#} (ability).

    He called {#blank#}5{#/blank#} of them and gave each of them a room. "You must fill this room completely {#blank#}6{#/blank#} anything you like. But there should be no space left and don't ask anyone for advice!"

    The next day the king visited the elder son's room. The room was completely filled with hay(干草). The king sighed and {#blank#}7{#/blank#} (feel) sad. Then he went to the {#blank#}8{#/blank#} (young) son's room, but it was kept closed. The king knocked at the door of the room. The younger son asked his father to get in and closed the door again. It was so dark that the king shouted at his son {#blank#}9{#/blank#} (angry). But the younger son lighted a candle and said, "I have filled this room with light!"

    Now the king felt very happy and hugged his son proudly. He understood that the younger son would be the right person to {#blank#}10{#/blank#} (ruler) the kingdom after him.