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1. B R _ main1 Fable Adam Smith and The Wealth of Nations U.C.L.A.

2. B R _ Fable Fable A Brief Introduction to Fable Two Famous Fables Some Famous English Sayings from Fables

3. B R _ Adam Adam Smith and The Wealth of Nations Adam Smith 1. A Brief Introduction to Adam Smith 2. Chronology of Adam Smith The Wealth of Nations

4. A Brief Introduction to Fable The term fable refers to a short story in which animals or inanimate objects speak and behave like humans, usually to give a moral point. The term comes from the Latin fabula, “a telling.” The greatest teller of fables was Aesop. He was believed to be a Greek slave who lived in the 6th century B.C. Another great teller of fables was Jean de La Fontaine. He wrote in France in the 17th century. La Fontaine based many of his fables on those of Aesop. B R _ A Brief Introduction to Fable 1

5. B R _ A Brief Introduction to Fable 2 Some of their best-known fables are The Lion and the Mouse, The Hare and the Tortoise, The Fox and the Grapes, The Shepherd Boy and the Wolf, The Fox and the Crow, The Dove and the Ant, and The Fox and the Stork. In the Chinese language, some idioms come from fables such as The Frog in the Shallow Well (井底之蛙), His Spear against His Shield (自相矛盾), Making His Mark (刻舟求剑), Ostrich Logic (掩耳盗铃) and Blessing or Bane (塞翁失马).

6. A Brief Introduction to Fable B R _ A Brief Introduction to Fable 2 Aesop (620?~560? B.C.) ancient Greek writer of fables

7. A Brief Introduction to Fable B R _ A Brief Introduction to Fable 3 Jean de La Fontaine (1621~1695) French writer

8. Two Famous Fables Here are some pictures about two famous fables. One is an Aesop’s fable; the other is a Chinese one. In small groups, students are required to talk about the pictures and think of the following questions. 1. What are the names of the fables? 2. What lessons can we draw from the fables? B R _ Two Famous Fables 1 Fable 1 Fable 2

9. The Fox and the Grapes B R _ Two Famous Fables 2 One day a fox passed under a vine. From the vine a lot of grapes were hanging. He was very hungry and thirsty. He said, “What a fine vine it is! The grapes on the vine look very nice and sweet.”

10. The color of the grapes was green. The grapes were very big. And the grapes were so big and beautiful that the fox wanted to eat them. The fox said, “I am thirsty and hungry. I want to eat the grapes now.” The fox jumped. The grapes were too high. He tried everything to get the grapes. But it was in vain. At last the fox said, “The grapes are too sour to eat. I don’t want to get the poor grapes.” B R _ Two Famous Fables 3

11. Making His Mark B R _ Two Famous Fables 4

12. Making His Mark A man from the state of Chu was crossing a river. In the boat, his sword fell into the water. Immediately he made a mark on the boat. “This is where my sword fell off,” he said. When the boat stopped moving, he went into the water to look for his sword at the place where he had marked the boat. The boat had moved but the sword had not. Is this not a very foolish way to look for a sword? B R _ Two Famous Fables 5

13. Some Famous English Sayings from Fables Here are some famous sayings in English. You are required to answer the following questions and then tell each fable as briefly as possible. 1. What are the Chinese equivalents of these sayings? 2. From which fable does each saying come? B R _ Some Famous English Sayings from Fables Sour grapes. Killing the goose that lays the golden eggs. One good turn deserves another. Don’t count your chickens before they’re hatched. Click the sayings to see the details!

14. Sour grapes. It means “酸葡萄” in Chinese. This saying comes from the fable The Fox and the Grapes. In it the fox cannot reach the grapes. Disappointed, the animal says that the grapes are sour and that they are “not fit for a gentleman’s eating.” B R _ Sour grapes

15. Killing the goose that lays the golden eggs. B R _ Killing the goose that lays the golden eggs It means “杀鸡取卵” in Chinese. This saying comes from the fable The Goose with the Golden Eggs. In it the owner of the goose is not satisfied with one golden egg a day. He cuts the goose open to see if there is gold inside.

16. One good turn deserves another. It means “善有善报” in Chinese. This saying comes from the fable The Dove and the Ant. In it a dove saves an ant from drowning in a river. Later the ant saves the dove’s life by stinging a hunter in the foot,making him miss his aimat the dove. B R _ One good turn deserves another.

17. Don’t count your chickens before they’re hatched. It means “蛋未孵别先数小鸡” in Chinese. This saying comes from the fable The Maid and the Pail of Milk. In it a girl carries a pail of milk on her head. She dreams about the eggs she will buy when she sells the milk.The B R _ Don’t count your chickens before they’re hatched. eggs will hatch; then she will sell the chickens. With the money she has earned, she will buy fine clothes for herself. Thinking about the new clothes, the girl becomes so happy that she merrily tosses her head and spills the milk.

18. A Brief Introduction to Adam Smith B R _ A Brief Introduction to Adam Smith 1 Adam Smith (1723~1790): British philosopher and economist

19. Adam Smith, economist and philosopher (哲学家), was born in Kirkcaldy, Scotland in 1723. At Glasgow University he became a professor of logic (逻辑学) (1751) and moral (道德) philosophy (1752~1763). As a tutor to the Duke of Buccleuch he traveled the Continent from 1764 to 1766. In 1776 he moved to Edinburgh as commissioner (专员) of customs for Scotland. He died there in 1790. He is considered the father of modern economic theory. His famous work The Wealth of Nations points out that labor is the only source of a nation’s wealth. B R _ A Brief Introduction to Adam Smith 2

20. Chronology of Adam Smith — 1723 Born in , Scotland. — 1737 ~ 1746 Educated at — 1748 ~ 1751 Gave lectures on rhetoric (修辞学) and belles-lettres (纯文学) in Kirkcaldy B R _ Chronology of Adam Smith 1 the Universities of Glasgow and Oxford. Edinburgh. — 1752 ~ 1764 Appointed professor of moral philosophy at the University of Glasgow.

21. — 1759 His first book, The Theory of Moral Sentiments, was published. — 1764 ~ 1766 Traveled France and Switzerland as tutor to the Duke of Buccleuch and met Turgot and Necker in Paris and discussed their economic ideas. B R _ Chronology of Adam Smith 2 — 1766 ~ 1776 Lived in Kirkcaldy preparing The Wealth of Nations.

22. — 1778 Appointed commissioner (专员) of customs and went to live in Edinburgh. — July 17, 1790 Died. B R _ Chronology of Adam Smith 3

23. Kirkcaldy Scotland B R _ Kirkcaldy

24. B R _ Scotland Oxford University

25. B R _ Edinburgh Edinburgh, Scotland

26. The Wealth of Nations This is an important work of economic and social theory by Adam Smith, published in 1776. Its full title was An Inquiry into the Nature and Causes of the Wealth of Nations. In it he analyzed the relationship between work and the production of a nation’s wealth. His conclusion was that the best economic situation results from encouraging free enterprise (an economic system in which there is open competition in business and trade, and no government control). This idea has had a great influence on economic theories since and it formed the basis of the economic policies of the Conservative government in Britain in the 1980s. B R _ The Wealth of Nations

27. U. C. L. A. U.C.L.A. stands for University of California at Los Angeles. It is the largest of eight branches of the University of California. It was established in 1919 and now has about 35,000 students. Maybe because of its location close to Hollywood, the school is known especially for its film studies and the campus is used for some television and movie shoots. B R _ U. C. L. A.-1

28. Part Division of the Text G R _ main Further Understanding

29. Further Understanding For Part 1 G R _ Further Understanding-main Interview Questions and Answers For Part 2 Rearrange the Order of the Pictures

30. Part Division of the Text G R _ Part Division of the Text 1 Teenagers’ idleness and ignorance will produce serious effects on all concerned and for society as a whole. 1~10 Kevin 1990 comes to realize in his dream how much lack of education costs his forebears, and may cost himself, his children and the society they live in, and how important it is to study hard. 2 11~24

31. Interview Suppose you are a journalist and your partner is the author of the text. You have an interview with him. The interview should cover the following points: G R _ Interview 1 1. the happening in the drugstore — the reason why the author went there; a dialogue between the salesgirl and him 2. the author’s feeling to the happening — the problems American teenagers are facing such as ignorance, poor ability of calculations and other things 3. something about the son of the author’s friend 4. the author’s purpose of offering a fable

32. Questions and Answers 1. Why did the author go to the drugstore one day? G R _ Questions and Answers1 He wanted to buy some file folders. 2. How old was the salesgirl? Under 20 years old. 3. What was the salesgirl’s reaction to the author’s mental arithmetic (心算)? She was very surprised at it.

33. 4. Did the salesgirl believe that the author did calculations by magic? Why or why not? Yes. Maybe she believed it because she could never do that. G R _ Questions and Answers2 5. What was the author? He was a teacher at a college. 6. What did the author think of American teenagers? He thought they are ignorant and lacking in knowledge of world history and geography.

34. 7. In the author’s opinion, what was the most serious problem for American teenagers? They were indifferent to their ignorance. G R _ Questions and Answers3 8. Why did the author give us the example of his friend’s son? He just intended to show the seriousness of the problem. 9. According to the author, what would happen if there was an idle, ignorant labor force in a modern industrial state? There would be many problems in society such as plane crashes, computer jams and breakdowns of cars.

35. 10. What was the author’s purpose of offering a fable? He just wanted to make American teenagers understand the danger of their ignorance and intellectual laziness. G R _ Questions and Answers4

36. Rearrange the Order of the Pictures Each of the following pictures stands for a Kevin Hanley in a certain year. Match the picture with the description and then tell the class how this Kevin lives. – Kevin 1835, a poor peasant in Ireland – Kevin 1928, a steel-mill worker in Pittsburgh, U.S.A. – Kevin 1945, a soldier fighting the Japanese army – Kevin 1966, a student who studies all the time so as to get into college and law school – Kevin 1990, a cleaner in a Japanese-owned factory – Kevin 2020, a porter in a hotel for wealthy Europeans and Asians – Kevin 2050, living in a slum and searching through trash piles for food G R _ Rearrange the Order of the Pictures 1

37. Rearrange the Order of the Pictures G R _ Rearrange the Order of the Pictures 2 A D G Kevin 1835 — ( ) B B E Kevin 1928 — ( ) D Kevin 1945 — ( ) G Kevin 1966 — ( ) E Kevin 1990 — ( ) C C F Kevin 2020 — ( ) F Kevin 2050 — ( ) A

38. Fable of the Lazy Teenager Benjamin Stein D R _ Text 1 One day last fall, I ran out of file folders and went to the drugstore to buy more. I put a handful of folders on the counter and asked a teenage salesgirl how much they cost. “I don’t know,” she answered. “But it’s 12 cents each.” I counted the folders. “Twenty-three at 12 cents each, that makes $2.76 before tax,” I said. “You did that in your head?” she askedin amazement. “How can you do that?”

39. “It’s magic,” I said. “Really?” she asked. No modestly educated adult can fail to be upset by such an experience. While our children seem better-natured than ever, they are so ignorant — and so ignorant of their ignorance — that they frighten me. In a class of 60 seniors at a private college where I recently taught, not one student could write a short paper without misspellings. Not one. But this is just a tiny slice of the problem. The ability to perform even the simplest calculations is only a memory among many students I see, and their knowledge of world history or geography is nonexistent. D R _ Text 2

40. Moreover, there is a chilling indifference about all this ignorance. The attitude was summed up by a friend’s bright, lazy 16-year-old son, who explained why he preferred not to go to U.C.L.A. “I don’t want to have to compete with Asians,” he said. “They work hard and know everything.” D R _ Text 3 In fact, this young man will have to compete with Asians whether he wants to or not. He cannot live forever on the financial, material and human capital accumulated by his ancestors. At some point soon, his intellectual laziness will seriously affect his way of life. It will also affect the rest of us. A modern industrial state cannot function with an idle, ignorant labor force. Planes will crash. Computers will jam. Cars will break down.

41. To drive this message home to such young Americans, I have a humble suggestion: a movie, or TV series, dramatizing just how difficult it was for this country to get where it is — and how easily it could all be lost.I offer the following fable. As the story opens, our hero, Kevin Hanley 1990, a 17-year-old high school senior, is sitting in his room, feeling bitter. His parents insist he study for his European history test. He wants to go shopping for headphones for his portable CD player. The book he is forced to read — The Wealth of Nations — puts him to sleep. D R _ Text 4

42. Kevin dreams it is 1835, and he is his own great-great-great-grandfather at 17, a peasant in County Kerry, Ireland. He lives in a small hut and sleeps next to a pig. He is always hungry and must search for food. His greatest wish is to learn to read and write so he might get a job as a clerk. With steady wages, he would be D R _ Text 5 able to feed himself and help his family. But Hanley’s poverty allows noleisure for such luxuries as going to school. Without education and money, he is powerless.His only hope lies in his children.If they are educated, they will have a better life.

43. Our fable fast-forwards and Kevin Hanley 1990 is now his own great-grandfather, Kevin Hanley, 1928. He, too, is 17 years old, and he works in a steel mill in Pittsburgh. His father came to America from Ireland and helped build the New York City subway. D R _ Text 6 Kevin Hanley 1928 is far better off than either his father or his grandfather. He can read and write. His wages are far better than anything his ancestors had in Ireland.

44. Next Kevin Hanley 1990 dreams that he is Kevin Hanley 1945, his own grandfather, fighting on Iwo Jima against a most determined foe, the Japanese army. He is D R _ Text 7 always hot, always hungry, always scared. One night in a foxhole, he tells a friend why he is there: “So my son and his son can live in peace and security. When I get back, I’ll work hard and send my boy to college so he can live by his brains instead of his back.”

45. Then Kevin Hanley 1990 is his own father, Kevin Hanley 1966, who studies all the time so he can get into college and law school. He lives in a fine house. He has never seen anything but peace and plenty. He tells his girl friend that when he has a son, he won’t make him study all the time, as his father makes him. At that point, Kevin Hanley 1990 wakes up, shaken by his dream. He is relieved to be away from Ireland and the steel mill and Iwo Jima. He goes back to sleep. D R _ Text 8

46. When he dreams again, he is his own son, Kevin Hanley 2020. There is gunfire all day and all night. His whole generation forgot why there even was law, so there is none. People pay no attention to politics, and government offers no services to the working class. D R _ Text 9 Kevin 2020’s father, who is of course Kevin 1990 himself, works as a cleaner in a factory owned by the Japanese. Kevin 2020 is a porter in a hotel for wealthy Europeans and Asians. Public education stops at the sixth grade. Americans have long since stopped demanding good education for their children.

47. The last person Kevin 1990 sees in his dream is his own grandson. Kevin 2050 has no useful skills. Machines built in Japan do all the complex work, and there is little manual work to be done. Without education, without discipline, he cannot earn an adequate living wage. He lives in a slum where there is no heat, no plumbing, no privacy and survives by searching through trash piles. D R _ Text 10

48. In a word, he lives much as Kevin Hanley 1835 did in Ireland. But one day, Kevin Hanley 2050 is befriended by a visiting Japanese anthropologist studying the decline of America. The man explains to Kevin that when a man has no money, education can supply the human capital necessary to start to acquire financial capital. Hard work, education, saving and discipline can do anything. “This is how we rose from the ashes after you defeated us in a war about a hundred years ago.” D R _ Text 11

49. “America beat Japan in war?” asks Kevin 2050. He is astonished. It seems as impossible as Brazil defeating the United States would sound in 1990. Kevin 2050 swears that if he ever has children, he will make sure they work and study and learn and discipline themselves. “To be able to make a livingby one’s mind instead of by stealing,” he says. “That would be a miracle.” D R _ Text 12

50. D R _ Text 13 When Kevin 1990 wakes up, next to him is his copy of The Wealth of Nations. He opens it and the first sentence to catch his eye is this: “A man without the proper use of the intellectual faculties of a man is, if possible, more contemptible than even a coward.” Kevin’s father walks in. “All right, son,” he says. “Let’s go look at those headphones.” “Sorry, Pop,” Kevin 1990 says. “I have to study.”