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19Unit4PartIListeningTaskScriptfortherecording:YoumayrecallfromUnitOne,theauthorEudoraWeltytellingushowshe,inherearlychildhood,developedaloveforreadingundertheinfluenceofherparents.Perhapsyou'dliketoknowwhatherteacherswerelike.Well,let'slistentowhatshehastosayaboutthem:Everyschoolweek,visitingteacherscameontheirdaysforspeciallessons.OnMondays,thesingingteacherblewintotheroomfreshfromtheearlyoutdoors,singinginherhighsopranoHowdoyoudo?todo-mi-sol-do,andwerespondedinchorusfromourdesks,I'mve-rywell,todo-sol-mi-do.MissJohnsontaughtusrounds—Rowrowrowyourboatgentlydownthestream,—andLittleSirEcho,withhalftheroomsingingthewordsandtheotherhalfbeingtheecho,acompetition.ShewasfromtheNorth,andshewastheonewhowantedusalltostoptheChristmascarolsandseesnow.Thesnowfallingthatmorningoutsidethewindowwasthefirstmostofushadeverseen,andMissJohnsonthrewupthewindowandheldoutwideherownblackCapeandcaughtflakesonitandran,asfastasshecouldgo,upanddowntheais1estoshowustherealthingbeforeitmelted.ThursdaywasMissEyrichandMissEyrichwasThursday.Shecametogiveusphysicaltraining.Shewantednotimeonnonsense.Withoutgreeting,weweremarchedstraightoutsideandsummarilydividedintoteams(nochoosingsides),putonthemark,andorderedtogetsetforarelayrace.MissEyrichcrackedoutGo!Dreadroseinmythroat.Myheadswam.Herewasmyturn,nearlyuponme.(Wait,haveIbeentouched—wasthatslapthetouch?Goon!DoIgoonwithoutourpassingaword?Whatword?NowamIracingtoofasttoturnaround?NowI'mnearlyhome,butwhereisthehandwaitingforminetotouch?AmItoolate?HaveIlostthewholeraceforourside?)IlosttherelayraceforoursidebeforeIstarted,throughlivingaheadofmyself,dreadingtomakemystart,feelingtoolateprematurely,andstandingtransfixedbyemergency,tryingtothinkofapassword.ThursdaysstillcanmakemehearMissEyrich'svoice.Onyourmark—getset—go!Verycomposedlyandveryslowly,theartteacher,whovisitedeachroomonFridays,pacedtheaisleandlookeddownoveryourshoulderatwhatyouweredrawingforher.ThiswasMissAscher.Comingfrombehindyou,herdeep,resonantvoicereachedyouwithoutbeingawordatall,butasortofpurr.Itwasmuchthesoundgivenoutbyourfamilydoctorwhenhereadthethermometerandfoundyouwererunningaslightfever,Um-hm.Um-hm.Bothalike,theyletyougorightaheadwithit.AfterListening1.OnMondays,MissJohnson,oursingingteacher,wouldblowintotheroom,singinginherhighsopranoHowdoyoudo?todo-mi-sol-do,andwestudentswouldrespondinchorusfromouirdesks,I'mverywell,todo-sol-mi-do.2.MissEyrichgaveusphysicaltrainingonThursdays.Shewantednotimeonnonsense.Withoutgreeting,sheorderedustomarchstraightoutsideandgetsetforarelayrace.3.Inaverycomposedandslowmanner,theartteacherMissAscherwouldpacetheaisleand20lookdownoveryourshoulderatwhatyouweredrawingforher.Hervoicewasdeepandresonant,muchlikethereassuringsoundgivenoutbyourfamilydoctorwhenhereadthethermometerandfoundyouwererunningaslightfever.PartIIReadingTaskTextAComprehensionPossibleanswerstocontentquestions:1.Hismajorwasnaturalhistory.Hewasespeciallyinterestedinthestudyofinsects.2.ProfessorAgassiztoldScuddertotakeafishfromahugejarofspecimensandlookatit.Astothecareofthespecimen,heinstructedScuddertokeepthefishbeforehiminatintray,occasionallymoistenthesurfacewithalcoholfromthejar,andalwaystakecaretoreplacethestoppertightly.3.Thespecimenswerekeptinhugenecklessglassbottleswithleaky,wax-besmearedcorks,whichwerehalfeatenbyinsects,andbegrimedwithcellardust.4.Hefeltapassingfeelingofdisappointment.Gazingatafishwasnotapleasingideatoanardententomologist.5.Scudderthoughtintenminuteshehadseenallthatcouldbeseeninthatfish.Duringthenextfewhoursofobservation,hegazedatthefishfromvariousanglesandcoulddiscoverlittlemoreexceptthathismutecompanionlookedghastly.6.Intheafternoon,itoccurredtoScudderthathewoulddrawthefish.Whenhetriedtodrawthecreature,hebegantodiscovernewfeaturesinit.7.Bysaying“apencilisoneofthebestofeyes,”ProfessorAgassizmeantthatwhenhisstudentbegantodrawthefishwithapencil,henecessarilyhadtoexaminetheobjectunderobservationmorecloselyandmoreattentivelyandconsequentlyhewoulddiscovermoreaboutit.Itwasinthissensethatapencilwasdeemedoneofthebesteyes.8.ProfessorAgassizcommentedthatScudderhadnotlookedverycarefully,andthathehadn’tevenseenoneofthemostconspicuousfeaturesoftheanimal,whichwasplainlybeforehiseyesasthefishitself.HefurtherinstructedthatScuddershouldlookagain.9.ScudderwaspiquedandmortifiedbyProfessorAgassiz’scriticism.Butwhenhesethimselftothetaskwithawill,hediscoveredonenewthingafteranother,untilhesawhowjusttheProfessor’scriticismhadbeen.10.Scudderfounditdisconcertingbecausehemustnotonlythinkofhisfishallnight,studyingwhatthatunknownbutmostvisiblefeaturemightbe,withouttheobjectbeforehim,butalsogiveanexactaccountofhisdiscoveriesthenextday,withoutreviewingthem.11.Thefish’smostconspicuousfeatureScuddermissedatfirstwasthatthefishhadsymmetricalsideswithpairedorgans.12.Look,look,look,wastheProfessor’srepeatedinjunction.Scudderconsideredthisthebestentomologicallessonheeverhadbecauseitsinfluencehadextendedtothedetailsofeverysubsequentstudy.ItwasalegacyofinestimablevaluetheProfessorhadlefttohimandsomanyotherswhichtheycouldnotbuy,withwhichtheycouldno