Unit8ExperienceandWisdomTextA

AdvicetoYouthTextB

HowtoGrowOldTextABeforeReading

AbouttheAuthorandHisWorksExploretheWriter’sIdeas

UnderstandingtheTextReadingBetweentheLinesExploretheWriter’sTechniquesIncreaseYourLanguageProficiencyFurtherExplorationBeforeReadingWriter’sIdeasWriter’sTechniquesLanguageProficiency

FurtherExploration

1.AbouttheAuthorBiographyLiteraryStylesandThemes2.AboutHisWorksRepresentativeWorksBiographyMarkTwain(1835-1910),anAmericannovelistandjournalist,bornSamuelLanghorneClemens,isknownforhissharpwitandpithycommentaryonsociety,politics,andthehumancondition.Heacquiredinternationalfameforhistravelnarrativesandhisadventurestoriesofboyhood,especiallyTheAdventuresofTomSawyerandTheAdventuresofHuckleberryFinn.Usinghumorandsatire,herevealedinhiswritingsomeoftheinjusticesandabsurditiesofsocietyandhumanexistence.TwainwasmuchadmiredduringhislifetimeandrecognizedasanAmericanicon.HeisoneofAmerica’sbestandmostbelovedwriters.1.AbouttheAuthorBiography1.AbouttheAuthorMarkTwainHouse,Hartford,Conn.LiteraryStylesandThemesLiteraryStylesHumorousNarrative:Twainisbestknownforhishumorouswritingstyle,whichcombinessatire,irony,andwit.Hisstoriesoftendepicttheabsurditiesandfoiblesofhumannatureinahumorouslight,makingreaderslaughwhilealsoprovokingthought.Examples:TheAdventuresofHuckleberryFinnandTheAdventuresofTomSawyerbothshowcaseTwain’shumorousnarrativestyle,withcharactersengaginginmischievousadventuresandhumoroussituations.VernacularLanguage:Twainwasapioneerinusingvernacularlanguage,orcolloquialspeech,inhiswriting.HesoughttocapturetheauthenticvoiceoftheAmericanpeople,particularlythosefromtheSouthandMidwest.ThisstylemadehiswritingaccessibletoawideaudienceandcontributedtothedevelopmentofAmericanliterature’soraltradition.1.AbouttheAuthorLiteraryStylesandThemesLiteraryStylesRealismwithaTouchofFantasy:WhileTwainisoftenassociatedwithrealism,hisworksalsocontainelementsoffantasyandadventure.Hebalancestherealisticportrayalofsocietywithfantasticalelementsthatenhancethenarrative.Forinstance,inHuckleberryFinn,Twaindepictstheharshrealitiesofslaveryandracismwhilealsoweavinginathrillingadventurestory.SatireandCriticism:Twainfrequentlyemployedsatiretocriticizesocialinjusticesandhypocrisies.Heusedhumorasatooltoexposetheflawsofsocietyandencouragereaderstoreflectontheseissues.Examples:TheManThatCorruptedHadleyburgandRunningforGovernorareshortstoriesthatsatirizegreed,hypocrisy,andthecorruptionofAmericansociety.1.AbouttheAuthorLiteraryStylesandThemesThemesAdventureandFreedom:Twain’sworksoftenrevolvearoundthemesofadventureandfreedom,particularlyinthelivesofyoungprotagonistslikeTomSawyerandHuckleberryFinn.ThesethemesreflectTwain’sownadventurousspiritandhisbeliefintheimportanceofindividualfreedomandself-determination.SocialCriticism:Asmentionedearlier,Twain’sworksfrequentlycontainsocialcriticismsofvariousinstitutionsandpractices,includingslavery,racism,hypocrisy,andcorruption.Heusedhisplatformasawritertoraiseawarenessabouttheseissuesandencouragereaderstothinkcriticallyabouttheirownbeliefsandactions.1.AbouttheAuthorLiteraryStylesandThemesThemesTheAmericanExperience:Twain’sworksaredeeplyrootedintheAmericanexperience,particularlytheexperiencesofordinarypeoplelivinginthe19th-centuryUnitedStates.HecapturedtheuniquecharacterandspiritoftheAmericanfrontier,theMississippiRiver,andthediverseculturesandcommunitiesthatmadeuptheyoungnation.TheComplexityofHumanNature:Twain’scharactersareoftencomplexandmultifaceted,reflectingthediverserangeofhumanemotions,motivations,andbehaviors.Heexploredthegoodandbadinpeople,highlightingthepotentialforbothvirtueandvicewithineachindividual.1.AbouttheAuthorRepresentativeWorks2.AboutHisWorksTheAdventuresofTomSawyer:anovelaboutaboygrowingupinasmalltownalongtheMississippiRiver.TheAdventuresofHuckleberryFinn:Huckrunsawayfromhisabusive

fatherand,withhiscompanion,therunawayslaveJim,makesalongandfrequentlyinterruptedvoyagedowntheMississippiRiveronaraft.DuringthejourneyHuckencountersavarietyofcharactersandtypesinwhomthebookmemorably

portraysalmosteveryclasslivingonoralongtheriver.Asaresultoftheseexperiences,HuckovercomesconventionalracialprejudicesandlearnstorespectandloveJim.RepresentativeWorksTogetherwithTwain’snovelTheAdventuresofTomSawyer,TheAdventuresofHuckleberryFinnchangedthecourseofchildren’sliteratureinAmericanliteraturegenerally,presentingthefirstdeeplyfeltportrayalofboyhood.ItisaclassicofAmericanrealismbothforthisportrayalandforTwain’sdepictionofthepre-CivilWarSouth,especiallythroughhisuseofdialect.Thisrealismwasthesourceofcontroversythatdevelopedconcerningthebookinthelate20thcentury.DespiteHuck’sfriendshipwithJim,thebookwasfelttoberacistbysomewhoconsideredthelanguageoffensive.2.AboutHisWorksWriter’sIdeasWriter’sTechniquesLanguageProficiency

FurtherExploration

BeforeReading1.UnderstandingtheTextStructureTheme2.ReadingBetweentheLinesTextualAnalysisKey

SentencesBeingtoldIwouldbeexpectedtotalkhere,Iamaskedtosaysomethingsuitabletoyouthinthenatureofgoodadvice.Structure(結(jié)構(gòu))1.UnderstandingtheTextAlwaysobeyyourparents,whentheyarepresent.Advice1IntroductionBodyBerespectfultoyoursuperiors,ifyouhaveany,alsotostrangers,andsometimestoothers.Advice2Gotobedearly,getupearly-thisiswise.Advice3Youwanttobeverycarefulaboutlying;otherwiseyouarenearlysuretogetcaught.Advice4Neverhandlefirearmscarelessly.Advice5Therearemanysortsofbooks;butgoodonesarethesortfortheyoungtoread.Advice6ConclusionTheme(主題）Byemphasizingobedience,responsibility,healthyhabits,honesty,safety,andthevalueofreading,Twainoffersyoungpeoplepracticalguidanceonhowtoleadavirtuousandproductivelife.Hisadvice,deliveredthroughhishumorousandsatiricalstyle,canserveasvaluableguidanceforyoungpeoplenavigatingtheirwaythroughlife.1.UnderstandingtheText2.ReadingBetweentheLinesTextualAnalysisReadingactivity-RecallPleasereadParas.1&5,andanswerthefollowingquestions:AccordingtoParagraph1,whatwouldMarkTwainbeexpectedtotalkabout?Hewasexpectedtosaysomethingsuitabletoyouth–somethingdidactic,instructive,orsomethinginthenatureofgoodadvice.2.WhydoesMarkTwainsuggesttheyoungbeverycarefulaboutlying?Becauseoncecaught,youcanneveragainbe,intheeyesofthegoodandthepure,whatyouwerebefore.TextualAnalysisReadingactivity-RecallPleasereadParas.2-7,andanswerthefollowingquestions:3.Whyshouldtheyoungreadgoodbooks?Becausegoodbooksareagreat,aninestimable,andunspeakablemeansofimprovement.4.WhatareMarkTwain’ssuggestionstotheyoung?MarkTwain’ssuggestionstotheyounginclude:Alwaysobeyyourparents,whentheyarepresent.Berespectfultoyoursuperiors,ifyouhaveany,alsotostrangers,andsometimestoothers.Gotobedearly,getupearly.Astothematteroflying,youwanttobeverycarefulaboutlying;otherwise,youarenearlysuretogetcaught.Neverhandlefirearmscarelessly.Andtheyoungshouldreadgoodbooks.2.ReadingBetweentheLines2.ReadingBetweentheLinesTextualAnalysisReadingactivity-InterpretPleasereadPara.3,andanswerthefollowingquestion:HowdoyouunderstandMarkTwain’sstatement“Leavedynamitetothelowandunrefined”?Inthissentence,“dynamite”doesn’trefertotheliteralexplosivematerial,butit’susedfordestructiveactions,behaviors,orwordsthatcancausesignificantharm.And“thelowandunrefined”representsindividualswholackwisdomorsophistication.Thissuggeststhateducated,refined,andsophisticatedindividualsshouldavoiddestructivebehaviorandleavetheuncivilizedtobeviolent.Themainpointofthisstatementisthatoneshouldignoreremarksmadebythelessintelligent,andmoveonwithone’sownlife.2.ReadingBetweentheLinesTextualAnalysisReadingactivity-InterpretPleasereadPara.2,andanswerthefollowingquestion:2.InParagraph2,MarkTwainsays,“Mostparentsthinktheyknowbetterthanyoudo,andyoucangenerallymakemorebyhumoringthatsuperstitionthanyoucanbyactingonyourownbetterjudgment.”Whatdoesthisimply?MarkTwain’sargumentimpliesthattheprevalentadvicegiventoyoungerindividualsisoftencraftedwiththeintentionofinducingthemtoconformtoastandardizedviewpoint,ratherthanfosteringtheirindividualityandpersonaljudgment.Para.1BeingtoldIwouldbeexpectedtotalkhere,IinquiredwhatsortoftalkIoughttomake.Theysaiditshouldbesomethingsuitabletoyouth—somethingdidactic,instructive,orsomethinginthenatureofgoodadvice.KeySentences

Vocabularyinquirev.詢問(wèn)，打聽(tīng)didacticadj.教誨的，教導(dǎo)的instructiveadj.有教益的，有啟發(fā)性的

Sentence:獲悉人們希望我在這里講幾句時(shí)，我就問(wèn)他們我該講些什么。他們希望我講些適合年輕人的東西——一些教誨性、有教育意義的東西，或是一些好的建議。2.ReadingBetweentheLinesPara.2Alwaysobeyyourparents,whentheyarepresent.Thisisthebestpolicyinthelongrun,becauseifyoudon’t,theywillmakeyoudo.Mostparentsthinktheyknowbetterthanyoudo,andyoucangenerallymakemorebyhumoringthatsuperstitionthanyoucanbyactingonyourownbetterjudgment.KeySentences

Vocabularyobeyv.遵守，服從inthelongrun從長(zhǎng)遠(yuǎn)來(lái)看superstitionn.迷信

Sentence:一定要聽(tīng)父母的話，長(zhǎng)遠(yuǎn)來(lái)講這是最聰明的做法，如果你不聽(tīng)話，他們就會(huì)逼著你聽(tīng)話。大多數(shù)父母認(rèn)為他們知道得比你們多，在這種情況下，與其基于自己的判斷行事，還不如迎合他們的想法，這樣你會(huì)收獲更多。2.ReadingBetweentheLinesPara.3Ifyoushallfindthathehadnotintendedanyoffense,comeoutfranklyandconfessyourselfinthewrongwhenyoustruckhim;acknowledgeitlikeamanandsayyoudidn’tmeanto.Yes,alwaysavoidviolence;inthisageofcharityandkindliness,thetimehasgonebyforsuchthings.Leavedynamitetothelowandunrefined.KeySentences

Vocabularyintendv.打算，想要confessv.承認(rèn)，懺悔charityn.慈善；仁慈，寬厚dynamiten.炸藥

Sentence:如果發(fā)現(xiàn)他并非有意傷害你，那么，你就應(yīng)該站出來(lái)，坦白承認(rèn)教訓(xùn)他的事；要像一個(gè)男子漢一樣承認(rèn)錯(cuò)誤并說(shuō)明自己并非有意。還有就是，切勿使用暴力；在這個(gè)和平友好的年代，暴力已經(jīng)過(guò)時(shí)了。讓我們譴責(zé)這些低俗的舉止、粉碎暴力吧！2.ReadingBetweentheLinesPara.5Thinkwhattediousyearsofstudy,thought,practice,experience,wenttotheequipmentofthatpeerlessoldmasterwhowasabletoimposeuponthewholeworldtheloftyandsoundingmaximthat“Truthismightyandwillprevail”—themostmajesticcompoundfractureoffactwhichanyofwomanbornhasyetachieved.KeySentences

Vocabularytediousadj.單調(diào)乏味的peerlessadj.杰出的,無(wú)與倫比的imposev.強(qiáng)制實(shí)行，強(qiáng)加loftyadj.崇高的，高聳的prevailv.占上風(fēng)，盛行majesticadj.威嚴(yán)的

Sentence:想想那位無(wú)可匹敵的大師吧,多年沉悶乏味的學(xué)習(xí)、思考、實(shí)踐和練習(xí)才使他得以在世人面前說(shuō)出這樣的經(jīng)典語(yǔ)句一一“真理有著巨大的力量，并將戰(zhàn)勝一切”。這是最偉大的悖論，是凡人所能達(dá)到的最高境界。2.ReadingBetweentheLinesWriter’sIdeasWriter’sTechniquesLanguageProficiency

FurtherExploration

BeforeReadingFiguresofSpeechIronyHyperboleParallelismIrony（反諷）Ironyisaprevalentfigureofspeechin“AdvicetoYouth”,whereTwainpresentsseeminglysensibleadvicebutwithanunderlyingormockingtone.Forexample:AdviceonObeyingParents:“Alwaysobeyyourparents,whentheyarepresent.Thisisthebestpolicyinthelongrun,becauseifyoudon’t,theywillmakeyou.”Theadviceisostensiblywise,buttheimplicationthatparentswillphysicallyforceobedienceifnecessaryishumorousandironic.AdviceonRespectandViolence:“Ifapersonoffendyou,andyouareindoubtastowhetheritwasintentionalornot,donotresorttoextrememeasures;simplywatchyourchanceandhithimwithabrick.”ThejuxtapositionofrespectandviolencecreatesanironicsituationwhereTwainsuggestsanabsurdsolutiontoaperceivedslight.Irony（反諷）MarkTwain’s“AdvicetoYouth”isaclassicexampleofhisuseofsatire,aliterarydevicethatemployshumor,irony,exaggeration,orridiculetocriticizeorcommentonsociety,individuals,orinstitutions.Inthisshortpiece,Twainemployssatiretoofferunconventionalandhumorous“advice”toyouth,therebysubvertingtraditionalnotionsofwhatconstituteswisecounselfortheyoung.Satire(諷刺)Hyperbole（夸張）Hyperboleinvolvesexaggeratingsomethingbeyondwhatisusualorreasonableforemphasisoreffect.ExaggeratedRespect:“Berespectfultoyoursuperiors,ifyouhaveany,alsotostrangers,andsometimestoothers.”Theinclusionof“sometimestoothers”exaggeratestheextentofrespectTwainbelievesisnecessary,addinghumortotheadvice.ExtremeViolence:“Simplywatchyourchanceandhithimwithabrick.Thatwillbesufficient.”Thesuggestionofusingabrickasameansofretaliationisaclearexampleofhyperbole,meanttobeabsurdandhumorous.Parallelism（排比）Parallelisminvolvestheuseofsimilargrammaticalstructurestoconveymultipleideaswithbalanceandemphasis.AdviceStructure:In“AdvicetoYouth”,Twain’sadviceisoftenstructuredinparallelphrasesorsentences,suchas“Alwaysobeyyourparents,whentheyarepresent”and“Berespectfultoyoursuperiors,ifyouhaveany,alsotostrangers,andsometimestoothers,”creatingarhythmandflowtothetext.Writer’sIdeasWriter’sTechniquesLanguageProficiency

FurtherExploration

BeforeReading1.WordsandExpressions2.VocabularyExercisesWordsandExpressionsinquire/?n?kwa??(r)/[CET4]v.詢問(wèn)，打聽(tīng)didactic/da??d?kt?k/adj.教誨的，教導(dǎo)的instructive/?n?str?kt?v/[CET4]adj.有教益的，有啟發(fā)性的beseechingly/b??si?t???li/adv.懇求地obey/??be?/[CET4]v.遵守，服從inthelongrun從長(zhǎng)遠(yuǎn)來(lái)看superstition/?su?p??st??(?)n/[CET6]n.迷信intend/?n?tend/[CET4]v.打算，想要confess/k?n?fes/[CET4]v.承認(rèn)，懺悔WordsandExpressionscharity/?t??r?ti/[CET4]n.慈善；仁慈，寬厚dynamite/?da?n?ma?t/n.炸藥unrefined/??nr??fa?nd/adj.粗俗的，缺乏教養(yǎng)的lark/lɑ?k/n.百靈鳥(niǎo)temperate/?temp?r?t/adj.自我克制的diligence/?d?l?d??ns/[CET4]n.勤奮tedious/?ti?di?s/[CET4]adj.單調(diào)乏味的peerless/?p??l?s/adj.杰出的,無(wú)與倫比的impose/?m?p??z/[CET4]v.強(qiáng)制實(shí)行，強(qiáng)加WordsandExpressionslofty/?l?fti/[CET6]adj.崇高的，高聳的prevail/pr??ve?l/[CET4]v.占上風(fēng)，盛行majestic/m??d?est?k/[CET4]adj.威嚴(yán)的anesthesia/??n?s?θi?zi?/n.麻醉outlast/?a?t?lɑ?st/v.比···長(zhǎng)久feeble/?fi?b(?)l/[CET6]adj.站不住腳的leaky/?li?ki/adj.有漏洞的preposterous/pr??p?st?r?s/adj.荒唐的firearm/?fa??rɑ?m/n.槍械WordsandExpressionsheedless/?hi?dl?s/adj.不注意的rusty/?r?sti/[CET6]adj.生銹的load/l??d/[CET4]v.給槍上子彈meddle/?med(?)l/v.擅自擺弄，亂動(dòng)unerring/?n???r??/adj.百發(fā)百中的Gatlinggun/?ɡ?tl??ɡ?n/加特林機(jī)槍musket/?m?sk?t/n.火槍inestimable/?n?est?m?bl/adj.難以估計(jì)的exclusively/?k?sklu?s?vli/adv.僅僅

WordsandExpressionspainstakingly/?pe?nzte?k??li/adv.煞費(fèi)苦心地，費(fèi)力地precept/?pri?sept/v.（思想、行動(dòng)的）準(zhǔn)則gratified/?ɡr?t?fa?d/adj.誠(chéng)心的，滿意的VocabularyExercisesShedidn’twantto

hervaluesonherfamily.They

toallocatemoreplacestomaturestudentsthisyear.Dogscanbetrainedto

orders.Wehadtolistentothe

detailsofhisoperation.Wepersuadedherto

hercrime.Listedintheboxbelowaresomeofthewordsyouhavelearnedinthetext.Completethefollowingsentenceswiththem.Changetheformwherenecessary.imposerustymajesticdiligenceprevailobeyloadfeebletediousinquireintendloftycharityimposeinstructiveconfessintendtediousconfessobeyVocabularyExercisesHeexhortedhiscompanions,“Trytoaccomplishyouraimwith

.”Rickstillbelievesthatjusticewill

.Itis

toseehowothercountriesaretacklingtheproblem.Itwasabankthatstartedoutwithgrandideasand

ideals.Thisisaparticularly

argumentcomparedtotheapparenttruth.Listedintheboxbelowaresomeofthewordsyouhavelearnedinthetext.Completethefollowingsentenceswiththem.Changetheformwherenecessary.diligencerustymajesticdiligenceprevailobeyloadfeebletediousinquireintendloftycharityimposeinstructiveconfessprevailloftyfeebleinstructiveEvaluate&ConnectWhatfiguresofspeechareusedinthistext?Andwhataretheeffectsproducedbythem?Explainyourideaswithexamples.Themainfigureofspeechusedinthetextissatireandhumor.Althoughit’srighttofollowparents’reasonableadvice,MarkTwainsatirizessomeparents’controlandmanipulationoftheirchildreninahumorousway.Hesaysthatyoushouldalwaysobeyyourparents.Ifyoudon’tobeythem,theywillgetmadandmakeyoufollowtheirinstructions.Evaluate&ConnectWhatfiguresofspeechareusedinthistext?Andwhataretheeffectsproducedbythem?Explainyourideaswithexamples.MarkTwainusessatiretopointoutthehypocrisyinsociety’sexpectationsfortheyoung.Societyinstructsyouthtoberespectfulandobedientbutsimultaneouslypromotesindividuality.MarkTwainsatirestheconflictingstandardthatexistsinsociety.MarkTwainsatirizestheseriousattitudethatadultsholdtomorality.Hepretendstooffersensiblesuggestions,whichareactuallyquiteridiculous.Forexample,headvisesyoungpeopletopracticelyingearly.Evaluate&Connect2.Whatlifeadvicewouldyougivetosomeoneyoungerthanyou?Wemaygiveadvicetosomeoneyoungerregardinglife,study,andentertainment,forexample:Formgoodhabits.Goodhabitsformedearlyinlifecanhaveasignificantimpactonfuturesuccessandwell-being.Readmore.Readingnotonlyexpandsknowledgeandimaginationbutalsoimprovescomprehensionandcriticalthinkingskills.Don’tbecredulous.It’swonderfultohaveanopenmind,butit’salsocrucialtonotbelieveeverything.Cultivatethehabitofquestioningandseekingproofinordertoformwell-informedopinions.Balanceentertainment.Whilerelaxationandentertainmentareimportant,avoidbecomingengrossedintheinternetexcessively.Includephysicalactivitiesaspartofleisuretime,whichassistsinmaintainingahealthybodyandmind.TextBBeforeReading

AbouttheAuthorandHisWorksExploretheWriter’sIdeas

UnderstandingtheTextIncreaseYourLanguageProficiencyFurtherExplorationBiographyBertrandRussell(1872-1970)wasaBritishphilosopher,logician,essayist,andsocialcritic.Tothegeneralpublic,heisbestknownasacampaignerforpeaceandapopularwriteronsocial,political,andmoralsubjects.HewasaprolificandexcellentwriterandwasawardedtheNobelPrizeinLiteraturein1950.Coveringawiderangeofsubjects,hismainworksincludeTheProblemsofPhilosophy,OnEducation,MarriageandMorals,TheConquestofHappiness,andHumanKnowledge:ItsScopeandLimits.“HowtoGrowOld”isamostwidelyreadessayextractedfromPortraitsfromMemory(1956),oneofRussell’smostself-reflectiveandengagingbooks.UnderstandingtheTextTextualAnalysisReadingactivity-RecallPleasereadParas.3-5,andanswerthefollowingquestions:Whatarethetwodangerstobepsychologicallyguardedagainstinoldage?Oneoftheseisundueabsorptioninthepast.Theotherthingtobeavoidedisclingingtoyouthinthehopeofsuckingvigorfromitsvitality.2.Forwhomisasuccessfuloldageeasier?Asuccessfuloldageiseasierforthosewhohavestrongimpersonalinterestsinvolvingappropriateactivities.UnderstandingtheTextTextualAnalysisReadingactivity-RecallPleasereadParas.5-6,andanswerthefollowingquestions:3.Whyisitnousetellinggrown-upchildrennottomakemistakes?Becausetheywillnotbelieveyou,andbecausemistakesareanessentialpartofeducation.4.Whatisthebestwaytoovercomethefearofdeath?Thebestwaytoovercomeitistomakeyourinterestsgraduallywiderandmoreimpersonal,untilbitbybitthewallsoftheegorecede,andyourlifebecomesincreasinglymergedintheuniversallife.UnderstandingtheTextTextualAnalysisReadingactivity-InterpretPleasereadPara.1,andanswerthefollowingquestion:WhatdoesRussellwanttotelluswithexampleofhismaternalgrandmother,oneofthefoundersofGirtoncollege?Russellusestheexampleofhismaternalgrandmothertoillustratehisbeliefthatthekeytonotgrowingoldistokeeponeselfactivelyengagedwithwideandkeeninterestsandactivities.Hehighlightsherzestforlife,herinvolvementwithwomen’shighereducation,andherreadinghabits.Despitehavingalargefamilyandafulllife,sheneverstoppedbeingactive,eveninheroldage.UnderstandingtheTextTextualAnalysisReadingactivity-InterpretPleasereadPara.6,andanswerthefollowingquestion:2.HowdoesRussellcompareanindividualhumanexistencetoariver?Russellcomparesanindividualhumanexistencetoariverbyhighlightingtheirsimilarprogressionanddevelopmentovertime.Inyouth,theriverissmallbutpassionate,whichreflectsthevitalityoftheearlyyears.Astimegoeson,justastheriverbroadens,theindividualquietensandmatures.Eventually,justastherivermergeswiththesea,seamlesslyandpainlesslylosingitsindividuality,aperson’slifeshouldalsomergewiththebroaderflowofuniversalexistence.Understandingtheprocessoflifeproperlywillmakethethoughtofdeathlessunwelcome.UnderstandingtheTextTextualAnalysisReadingactivity-InterpretPleasereadPara.6,andanswerthefollowingquestion:2.AccordingtoRussell,whatistheidealwayfortheoldpeopletoleavetheworld?Whatkindofviewoflifeisreflecte