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  1. As an author, I am naturally concerned that a surprisingly large percentage of the population of the United States is functionally illiterate; if they can’t read or cannot understand what they read, they won’t buy books, or this magazine.

  2. They do not know those parts of the doctrine which explain and justify the remainder ; the considerations which show that a fact which seemingly conflicts with another is reconcilable with it, or that, of two apparently strong reasons, one and not the other ought to be preferred.

  3. Quite apart from the logistic problems, there existed a well-established tradition in Britain which refused to repatriate against their will people who found themselves in British hands and the nature of whose reception by their own government was, to say the least, dubious.

  4. An obsession with the exact privileges of a colonial legislature and the precise extent of Britain’s imperial power, the specifics of a state constitution and the absolute necessity of a federal one, all expressed this urge for a careful articulation as proof that the right relationship with external powers did indeed prevail.

  5. One encyclopaedia tells us that intelligence is related to the ability to learn, to the speed with which things are learned, to how well and how long ideas are remembered, to the ability to understand those ideas and use them in problem-solving, and to creativity.

  1、我作为一名作家,自然地要关心在美国人口中惊人比例的实用文盲,如果他们不能读或不能理解他们所读内容,他们就不会买书或是杂志。

  2、他们不知道那解释和点明其余部分合理的学说,那些表明似乎与其它相冲突的因素是可以协调一致的,或者应该提出两个明显有力的原因中的一个而不是另一个。

  3、除了逻辑推理问题之外,在英国存在一种悠久的拒绝遣送违反他们意志的人们的传统,这些人们发现他们处于英国政府的掌握,而这种政府接受的本质却不确定的。

  4、对于殖民立法的困扰和英国皇权的范围,州宪法的细节问题和绝对需要一个联邦法律。所有这些都表达出迫切的需要谨慎的,具有外在力量的正确关系的证明确实盛行。

  5、词源里告诉我们说智力是和学习能力有关,和所要学习的内容速度有关,和内容记得的好坏和时间的长短有关,而且和有能力那些内容,使用它们来解决问题的能力,以及创造力相关。

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